- This assignment is a primary source based activity. Students are required to analyze the presidential diaries of Lyndon B. Johnson. Research is combined with analysis to identify people and groups mentioned in the diary. Also to explain the importance of these groups and major events mentioned in the diary.
- This assignment will help build skills in analyzing primary documents and researching connected ideas to main ideas.
- Identify all people, places, groups, and events of a presidential diary entry.
- Research the importance of people, groups, and events mentioned in the diary entry.
- Construct an informational graphic organizer using http://prezi.com.
- District AP-6 – Analyze the evolution of American democracy, its ideas, institutions, and political processed from colonial days to present, including the struggle for civil rights.
- District AP-8 Describe and evaluate the evolution of United States domestic and foreign policies, including: the Cold War.
- AP-11 Examine all of the wars of the twentieth century (i.e., World War I and II), including: causes, comparisons, consequences and peace efforts
- AP-25 List and explain criteria that give regions their identities in different periods of United States history
SHOW ME STANDARDS
6. Relationships of the individual and groups to institutions and cultural traditions
7. The use of tools of social science inquiry (such as surveys, statistics, maps, documents)
KANSAS STANDARDS
Benchmark 3: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the Cold War (1945-1990)
4. (A) evaluates the foreign policies of Kennedy and Johnson during the Cold War (e.g., Cuban Missile Crisis, Berlin Wall, Vietnam War, Peace Corp).
Benchmark 5: The student engages in historical thinking skills.
1. (A) analyzes a theme in United States history to explain patterns of continuity and change over time.
2. (A) develops historical questions on a specific topic in United States history and analyzes the evidence in primary source documents to speculate on the answers.
3. (A) uses primary and secondary sources about an event in U.S. history to develop a credible interpretation of the event, evaluating on its meaning (e.g., uses provided primary
- http://www.lbjlib.utexas.edu/johnson/archives.hom/diary/diarycol.asp - This webpage within the Lyndon B. Johnson Library website contains the necessary presidential daily diaries to complete the project.
- http://prezi.com – This free online tool allows students and teachers to create organizational presentations that are similar to a zooming PowerPoint. View the tutorial before usage.
- http://prezi.com/kpwxh_doflzg/lbj-daily-diaries/ - Teacher example for the students to get a better understanding of how the final product should look.
- http://www.lbjlib.utexas.edu/johnson/archives.hom/diary/diarycol.asp - This webpage within the Lyndon B. Johnson Library website contains the necessary presidential daily diaries to complete the project.
- After background lecture on the main events that occurred during the presidency of Lyndon B. Johnson, assign each person a page of a presidential diary found at the above address.
- Students are to read through their page of the presidential diary and take notes to assess prior knowledge of the people, places, groups, and events in the primary document. This will include: historical concepts related to the document’s contents, questions they have about the document’s contents, and brief a brief summary of its contents.
- The teacher will have blank presentations created from the website, http://prezi.com (See the student example).
- The teacher will show the student example http://prezi.com/kpwxh_doflzg/lbj-daily-diaries/ and teach the students the basic concepts of how to create a presentation using Prezi (use tutorials if necessary). Students will need to sign up for a free account to create the project.
- Students will research in a computer lab to identify and find pictures of all people, places, and groups mentioned in their presidential diary with teacher guidance.
- Students will write a short biography (1 paragraph) of 3 people mentioned in the diary, a short description (1 paragraph) of each group mentioned in the diary, and 2 paragraph summary describing the importance of the major events mentioned. (All will be put into the Prezi presentation).
- Biographies – information in their biography needs to relate to the Johnson administration or the events that occurred during it. Only 3 are required, these will contain pictures as well, people without biographies only require a picture.
- Group Descriptions – information needs to relate to the Johnson administration. Two pictures are required to accompany the description. All groups mentioned need to follow this format.
- Major Events – summary needs to include a basic description and the event’s importance in American history. Two pictures needs to accompany the summary. Two related events (not necessarily related to the LBJ presidency) with pictures should be included.
- Places – Any places mentioned need to include pictures only.
- All sources should be documented (See student example).
Students will construct their final products in a computer lab following the student example found at http://prezi.com/kpwxh_doflzg/lbj-daily-diaries/. Students should add their product onto a teacher-generated template corresponding presidential date (for example, the student example is for August 6, 1965 and has room for 8 student-generated products – 1 student per page of the diary for that date). Teachers can find other presidential diary dates at http://www.lbjlib.utexas.edu/johnson/archives.hom/diary/diarycol.asp.
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