Constitution Day
at the Dwight D. Eisenhower
Presidential Library, Museum, and Boyhood Home
LessonOverview
Background: On September 17, 1787, delegates to the Philadelphia Convention completed
and signed the U.S. Constitution. A joint resolution passed in 1956 requested President
Eisenhower to proclaim the week beginning September 17 each year as “Constitution Week.” A
later amendment, known as Public Law 108-477, requires all schools that receive federal funds
hold an educational program for their students on September 17 of each year to honor and
celebrate the privileges and responsibilities of U.S. citizenship, as well as to commemorate the
creation and signing of the supreme law of our land.
Recommended Grade Level: 5
Time Required: 30 minutes per activity or three hours total
Pre-Visit
Prior to the Constitution Day visit, the school’s teaching staff should introduce the three
branches of government and its correlating vocabulary. Additionally, if the school has iPads
available for their visit, familiarize students with the Pic Collage app and direct students to create
a collage template with nine frames and the title “Presidential Pics.”
Visit Schedule Activity times will be adjusted based on your school’s arrival time.
Depending on class size, your students will be divided into smaller groups of no more than 25 to
rotate through the various activities.
Time
Group 1
11:00 - 11:25 a.m.
11:30 - 11:55 a.m.
Group 4
Library Courtyard
Activity 1
Activity 2
Activity 3
Library Courtyard
Museum Classroom
Visitor’s Center
Activity 4
10:30 - 10:55 a.m.
Group 3
Arrive - Welcome/Introduction
9:30 - 9:55 a.m.
10:00 - 10:25 a.m.
Group 2
Museum Presidential
Gallery
Activity 3
Activity 4
Museum Presidential
Gallery
Activity 1
Activity 2
Activity 3
Library Courtyard
Museum Classroom
Visitor’s Center
Activity 4
Visitor’s Center
Museum Presidential
Gallery
Activity 2
Activity 3
Museum Classroom
Visitor’s Center
Activity 1
Activity 2
Library Courtyard
Museum Classroom
Activity 4
Museum Presidential
Gallery
Wrap-up
12:00 - 12:25 p.m.
Library Auditorium
12:30 p.m.
Depart
1
Activity 1
Library Courtyard
Activity Descriptions
LEGISLATIVE
*Welcome/Introduction:
- Ike EDucation staff welcomes students and bridges topics of Constitution
Day, the Executive Branch, and Dwight D. Eisenhower.
- Students break into groups to begin activity rotation.
*Activity 1:
-“Holding History” : Examination of kids’ letters to President Eisenhower.
* Why is the child writing to the President? (topics of the time
period, purpose)
*How is this citizen interacting with the Executive Branch?
*Activity 2:
- “Dear Mr. President”: Students will write their own letter (postcard) to the
current Executive Branch.
*Activity 3:
- The U.S. flag: In this activity, students will learn about the evolution
of the U.S. flag, its symbols, and how citizens and President Eisenhower contributed
to the current day flag.
*Activity 4:
- “Presidential Pics”: While in the Presidential Gallery of the Eisenhower
Museum, students will look for items to create a collage on their school iPad, using the app “Pic Collage.
”
*If the school does NOT have iPads available for their visit, this activity will be
replaced by a gallery picture hunt.
*Wrap-Up:
- Ike EDucation staff will use a video and recall questions to reinforce what the
students have learned about Constitution Day, the Executive Branch, and
Dwight D. Eisenhower.
Post-Visit
Ike EDucation staff will mail student postcards to President Obama.
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Introduction
•Ike Ed staff welcomes students and bridges topics of Constitution Day, the Executive
Branch, and Dwight D. Eisenhower.
Welcome to the Eisenhower Presidential Library, Museum, and Boyhood Home for this very special
American day. I can only imagine how proud Dwight D. Eisenhower is to have us all gathering here to
honor and celebrate the privileges and responsibilities of U.S. citizenship, as well as to commemorate the
creation and signing of the supreme law of our land, the U.S. Constitution. It was the ideas in that
document that he commanded hundreds of thousands of troops to put their lives on the line to uphold.
It was the laws in that document that he swore to enforce as President of the United States. Let’s get
started by standing, putting our hands over our hearts, and demonstrating our patriotism by reciting the
pledge of allegiance. (led by student)
Thank you. (Take a seat.) I want you each to look at the kids around you. How many of you think you
are sitting among a future world leader or President of the United States? How many think it will be you?
We are so lucky to be part of the same state and type of community that has raised a child to become
just that. You are sitting on the same ground where he played with his school friends. As a child, Ike did
not expect to grow up to be a future world leader or President of the United States, but he did have the
utmost respect for our country’s ideals and Constitution, and showed that through his actions as a
citizen, soldier and, of course, as the president of our country. All around the world, people think of
Dwight D. Eisenhower as the ideal example of an American citizen.
The Constitution is the framework for our country’s government, and for the relationship of our federal
government with the states and citizens. Let’s talk a little more about Eisenhower’s connection to the
Constitution. The Founding Fathers who created the Constitution wanted to make sure our government
did not allow one person to have too much control, so they set up three branches of government to
provide a separation of powers. Each branch has its own responsibilities, but they also work together for
the good of the people. All three of the branches must work together. No branch has too much power
because of checks and balances. Lets examine them: (Point to posters displayed around room.)
Legislative
Congress
*Makes laws Executive
The President *Carries out laws
Judicial
The Supreme Court
*Evaluates laws
LEGISLATIVE
MAK
LAWES
S
Let’s review. (Have six students come up front and give them signs that fit together like puzzle pieces.)
The Legislative Branch (student holds sign up) makes laws (student holds sign up and fits it together with
first sign. Repeat with Executive and Judicial branches.) Now, say it with me as the students hold the
signs up again, one at a time. (Repeat for a third time.)
Great! Who can tell me which branch Eisenhower lead? (Executive) That’s right. Eisenhower was the
President of the United States, and therefore the head of the Executive Branch of the U.S. Government.
Now, you are going to rotate through different activities with your groups that will teach you more about
the Executive Branch. I will meet you all back here at the end of our activities.
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Activity1Holding History
Students will be introduced to the term “primary source” and will examine letters that
children wrote to President Eisenhower.
Materials needed:
• copies of student hand-out “Holding History: Primary Sources,” pencils, easel
• laminated, enlarged version of the student hand-out, dry-erase marker and eraser
• copies of one child’s letter to President Eisenhower for each student to view as example
• copies of multiple children's letters to President Eisenhower—enough for each student to use
a different one
1. Read through the hand out with students. Complete one example on a laminated, enlarged
version of the page with a letter that all students have in front of them.
2. Hand out different letters to each student. Direct them to examine their letter and complete
the hand-out.
3. Have students share what they learned from the letter they examined. Create a visible list of
the topics that children wrote to Eisenhower about.
4. Direct students to take only their hand-out with them.
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Holding History: Primary Sources
What is a primary source? Primary sources are what remain from the past.
They vary widely from objects like artifacts, photographs, autobiographies,
maps, movies, newspapers, and letters. The key is that they were created during
the time period being studied. The Eisenhower Presidential Library, Museum, and
Boyhood Home are full of them!
Most of the time, we learn from secondary sources, like text books and websites,
which are the result of someone else learning about a topic. Those can be great
tools from which to learn, but when you learn with primary sources, you actually
get to hold a real piece of history in your hands and come up with your own
conclusions. Start by examining it and asking a lot of questions about the
source itself. Who created it? When and why? Remember, as President, Eisenhower was the leader of the Executive Branch of
the government, and that writing letters to our President is one way that citizens (you!)
can interact with the Executive branch. They can exercise their Constitutional rights
and become involved with their ruling government by letting them know how they feel,
or to ask questions about governmental issues.
Examine one of the letters that a child wrote to President Eisenhower and answer
the questions below. Be ready to share what you have learned with the class.
1. Who wrote the letter?
2. On what date was it written?
3. Why did the child write it? 4. What does this tell you about the author or the time period in which the letter was written?
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Activity2Dear Mr. President
In “Dear Mr. President,” students will write their own question on a postcard that will be mailed
to the current Executive Branch.
Materials needed:
• current “safe” topic idea suggestions (ex: helping homeless people or pets, improving school funding,
recycling laws, etc.)
• lined practice paper, with “text boxes” the size of the writing portion of the postcard
• postcards
• postage stamps
• pencils
• make-shift mailbox
• an enlarged example of a completed postcard, easel
1. Remind students that in Activity 1, “Holding History,” they examined children’s letters to President
Eisenhower, and that writing letters is one way that citizens can interact with the Executive Branch.
They can exercise their Constitutional rights and become involved with our ruling government by
letting them know how you feel, or to ask questions about governmental issues.
2. Show them the postcards that they will be using and point out that the greeting is already on the
front. They will just need to add their names to the greeting. Show them the back portion that
includes the mailing and return addresses, and the writing space. Point out that they will need to
keep their question or comment in the space provided and sign their name at the end. Show an
enlarged, completed example. Tell students their letter should include 2-3 sentences.
3. Brainstorm a list of questions students may want to ask the President. Have some current ideas/
suggestions. Be ready to address/neutralize harsh suggestions. Keep this activity positive!
4. Hand out the practice paper and pencils. Students should practice drafting their letter so they are
sure it will fit on the postcard and so they can correct any spelling or grammar issues.
5. When students have their draft completed, give them a postcard to rewrite their letter.
6. When their postcard is complete, each student should add a postage stamp and put it in the mailbox.
7. Conclude by telling students we will be mailing this out and any replies that come back will be given
to them at school. Also, review that writing letters to the Executive Branch (or anyone in politics) is a
way to exercise their Constitutional rights and become involved with our ruling government; to let
them know how you feel, or to ask questions about governmental issues.
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Activity3Presidential Pics
While in the Presidential Gallery of the Eisenhower Museum, students will use
prompts to create a collage on their school iPads using the “Pic Collage” app.
1. Remind students that as President, Eisenhower was the leader of the Executive Branch of
the government. In this activity they will be taking a closer look at his time as leader of the
Executive Branch.
2. Inform students that the Presidential Gallery begins at the exhibit of Ike and Mamie’s
inaugural clothing, and ends when Eisenhower passed the presidential torch to John
F. Kennedy. The symbol to the right is found next to the title of each section of the
Presidential Gallery.
3. Direct students to open the Pic Collage app that they already created with nine frames and
the title “Presidential Pics.”
4. Either hand-out copies of “Presidential Pics Collage Requirements” or direct students to
open this page if it was already sent out to their iPads. Preview the instructions on this
page with students.
5. Students have approximately 20 minutes to complete their collage in the Presidential
Gallery. Be sure to tell students to watch their time limit and meet in the lobby when time
runs out.
6. If students are able to “share” their collage from their school iPads, the Eisenhower
Foundation would love to receive them! Please email to: ikeed@eisenhowerfoundation.net
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Presidential Pics Collage Requirements
As you explore the six sections of the Presidential Gallery, find, take and add a photo to
your collage that exemplifies any nine items from the following list. Be sure to add a text
title to the photo. The Pic Collage icon is placed near many of these items to help you out.
Example
Ike Wages Peace
Duck and Cover
U-2 Spy Plane
Fallout Shelter
Sputnik
Atomic Bomb
The American Dream
Civil Rights
U.S. troops sent to Little Rock Central High School
The National Interstate Highway Act of 1956
Civil Rights Act of 1957
Mission 66
Letter from teenager Sophie Tinsley
Project Mercury
NASA
Personal Liberties
Soviet spies
1950’s kitchen technology
“Roy Rogers” or “I Love Lucy”
Senator Joseph McCarthy
Polio vaccination
Letter from Michael Rosenberg
The 49th and 50th states to enter the Union
The first computer
The first TV President
Life in the White House
Personal Diplomacy
White House putting green
Queen Elizabeth
Camp David
People to People
A White House Christmas card
A “Gift of State”
Presidential podium
The White House Easter Egg Roll
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Activity4The American Flag
In this activity, students will learn about the evolution of the U.S. flag, its symbols, and
President Eisenhower’s contribution to the current day flag.
Materials needed:
• display of flag ideas/designs that were submitted circa 1958, obtained from
http://www.eisenhower.archives.gov/research/online_documents/flag.html
• display of U.S. flags through time; apparatus to display them
1. Inform students of the following Eisenhower-U.S. flag-Executive Branch connection:
2
“From the first year of Dwight D. Eisenhower’s Presidency, the public had anticipated that minutes
Alaska and Hawaii might be added as new states and that a new flag design would be
needed. The arrangement of the stars in the United States flag is a function of the Executive
branch of the government. And who was in charge of the Executive branch of the
government? (PRESIDENT EISENHOWER!)
The earliest submission of a 50-star flag design came in 1953, but the bulk of the
submissions began pouring in after the admission of Alaska in 1958. By the time the official
design was declared for the 50-star flag, more than 3,000 people had sent in their ideas. The
designs came in a wide range of media from simple pencil sketches to professionally
constructed flags. This was an especially popular project for elementary school children who
expressed their ideas with construction paper, crayons, paint and tiny stick-on stars. You will
see (or have seen) examples of flag designs sent with letters to President Eisenhower in your
other activities today. Here are several other flag ideas that were submitted.”
2. Inform students of the evolution of the United States flag. Be sure to hit on the
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following points:
minutes
• On June 14, 1777, in order to establish an official flag for the new nation, the Continental
Congress passed the first Flag Act: "Resolved, That the flag of the United States be made
of thirteen stripes, alternate red and white; that the union be thirteen stars, white in a blue
field, representing a new Constellation.”
• Executive Order of President Taft dated June 24, 1912 - established proportions of the
flag and provided for arrangement of the stars in six horizontal rows of eight each, a
single point of each star to be upward.
• Executive Order of President Eisenhower dated January 3, 1959 - This created a 49 Star
flag for the addition of Alaska. It provided for the arrangement of the stars in seven rows
of seven stars each, staggered horizontally and vertically.
• Executive Order of President Eisenhower dated August 21, 1959 - This created a 50 Star
flag for the addition of Hawaii. It provided for the arrangement of the stars in nine rows of
stars staggered horizontally and eleven rows of stars staggered vertically.
• Symbolism of the flag: 13 stripes = 13 original colonies; # of stars = # of states; red =
hardiness and valor; white = purity and innocence; blue = vigilance, perseverance, and
justice.
Examples of the following U.S. flags will be displayed:
★
Lone Pine
c. 1175
★
Fort Bennington
1776
★
17 stars
c. 1820
★
Eisenhower is the only
40 stars
c. 1880
★
president to sit under
48 stars
c. 1912
★
three different
50 stars
c. 1959
American flags.
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3. Take questions from students
minutes
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Conclusion
•
Ike Ed staff welcomes students back together and concludes the topics of Constitution
Day, the Executive Branch, and Dwight D. Eisenhower.
Materials Needed:
• projector, screen, and speakers
• laptop with video loaded ready to go, wi-fi
1. Show the video, Constitution Day: The Presidency, found at <http://constitutioncenter.org/
learn/hall-pass/constitution-day-2012-the-presidency>. (This video is 22 minutes if shown
entirely. The intro with George Stephanopoulos can be skipped if needed for time, as can the
“to learn more” section at the end. Start: 2:36, End: 19:58)
2. Discuss with students after the video:
✓Why is the Constitution so important? (It is the supreme law of the United States. It is the
framework for the organization of the U.S. government and for the relationship of the federal
government with the states, and with all its citizens.)
✓What does it have to do with the presidency? (Article II outlines the powers and duties of the
Executive Branch, which is headed by the president.)
✓Who is our favorite president here in Kansas? (Ike!)
3. Thanks for coming to the Eisenhower Presidential Library, Museum, and Boyhood Home! We
are so glad you came here to celebrate the privileges and responsibilities of U.S. citizenship,
as well as to commemorate the creation and signing of the Constitution.
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Alternative to Activity4The American Flag
(with no guest speaker)
In this activity, students will learn about the evolution of the U.S. flag, its symbols, and
President Eisenhower’s contribution to the current day flag.
Materials needed:
• display of flag ideas/designs that were submitted circa 1958, obtained from
http://www.eisenhower.archives.gov/research/online_documents/flag.html
• display of U.S. flags through time that we have; apparatus to display them
• white paper and colored pencils/crayons
1. Inform students of the following Eisenhower-U.S. flag-Executive Branch connection:
“From the first year of Dwight D. Eisenhower’s Presidency, the public had anticipated that
5
Alaska and Hawaii might be added as new states and that a new flag design would be minutes
needed. The arrangement of the stars in the United States flag is a function of the Executive
branch of the government. And who was in charge of the Executive branch of the
government? (PRESIDENT EISENHOWER!)
The earliest submission of a 50-star flag design came in 1953, but the bulk of the
submissions began pouring in after the admission of Alaska in 1958. By the time the official
design was declared for the 50-star flag, more than 3,000 people had sent in their ideas. The
designs came in a wide range of media from simple pencil sketches to professionally
constructed flags. This was an especially popular project for elementary school children who
expressed their ideas with construction paper, crayons, paint and tiny stick-on stars. You will
see (or have seen) examples of flag designs sent with letters to President Eisenhower in your
other activities today. Here are several other flag ideas that were submitted.”
2. Inform students of the evolution of the United States flag. Be sure to hit on the
following points:
5
• On June 14, 1777, in order to establish an official flag for the new nation, the Continental minutes
Congress passed the first Flag Act: "Resolved, That the flag of the United States be made
of thirteen stripes, alternate red and white; that the union be thirteen stars, white in a blue
field, representing a new Constellation.”
• Executive Order of President Taft dated June 24, 1912 - established proportions of the
flag and provided for arrangement of the stars in six horizontal rows of eight each, a
single point of each star to be upward. Point out this flag on display.
• Executive Order of President Eisenhower dated January 3, 1959 - This created a 49 Star
flag for the addition of Alaska. It provided for the arrangement of the stars in seven rows
of seven stars each, staggered horizontally and vertically.
• Executive Order of President Eisenhower dated August 21, 1959 - This created a 50 Star
flag for the addition of Hawaii. It provided for the arrangement of the stars in nine rows of
stars staggered horizontally and eleven rows of stars staggered vertically. This made
Eisenhower the only president to sit under three different American flags. Point out this
flag on display.
• Symbolism of the flag: 13 stripes = 13 original colonies; # of stars = # of states; red =
hardiness and valor; white = purity and innocence; blue = vigilance, perseverance, and
justice.
3. Students create 51 star flags. The United States has 13 other “territories,” just the same
as Hawaii and Alaska prior to being granted full statehood. Suppose another territory
becomes our 51st state. What suggestion would you have for our new flag?
12
15
minutes
Alternative to Activity3Presidential Pics
(with no iPads)
While in the Presidential Gallery of the Eisenhower Museum, students will use photos to
find and answer questions about exhibits.
Materials Needed
• copies of the Presidential Picture Hunt sheet
• pencils
• clipboards
1. Remind students that as President, Eisenhower was the leader of the Executive
Branch of the government. In this activity they will be taking a closer look at his time
as leader of the Executive Branch.
2. Inform students that the Presidential Gallery begins at the exhibit of Ike and Mamie’s
inaugural clothing, and ends when Eisenhower passed the presidential torch to John F.
Kennedy. The symbol to the right is found throughout the Presidential Gallery.
3. Hand out the Presidential Picture Hunt sheet.
4. Students have approximately 20 minutes to complete their picture hunt in the Presidential
Gallery. Be sure to tell students to watch their time limit and meet in the lobby when time runs
out.
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Presidential Picture Hunt
As you explore the Presidential Gallery of the Eisenhower Museum, find eight of the
exhibit photos shown below. Then, use the exhibit’s information to answer the question.
Why was Burt the Turtle
Ducking and Covering?
What vaccination shot is
this boy about to get?
What new technology
changed the way Americans
knew their president?
What was NASA’s first
project called?
Why did the president deploy
soldiers to Little Rock
Central High School?
Why did many 1950’s families
build fallout shelters?
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Of what were Julius and Ethel
Rosenberg found guilty?
What 1956 Act changed
America’s road system?
After whom was Camp
David named?