Lesson Plan
First Name: Melissa
Last Name: Gates
Email Address: melissa.gates@ops.org
School: Bryan Senior High School
Title of Lesson Plan: Eisenhower’s Stance on School Segregation Day 1
Suggested Grade Level (indicate all that apply): Grades 9-12
Major Themes/Concepts: Brown vs. Board of Education, School Segregation, Civil Rights,
1950’s
Lesson Objectives: The Students will be able to recall information about the Brown vs. Board
Decision.
The Students will analyze primary documents and draw conclusions about Eisenhower stance on
school segregation.
Introduction/Anticipatory Set: What significance does Brown vs. Board of Education have on
America today? Allow a couple of minutes for students to respond. When done discuss as a
class.
Material/Resources (Includes handouts, reading assignment, Internet links, etc): Handouts
1, 2, 3, and 4.
The Process/Procedures of Instruction: Distribute Handouts 1-4. After all handouts have
been distributed explain that Handouts 1-3 are primary sources. Handout 1 is a letter from
President Dwight D. Eisenhower to South Carolina governor James Byrnes. Handout 2 is a
response letter from Governor Byrnes to Eisenhower. Handout 3 is a political cartoon from artist
Herb Block. Instruct the students to use Handouts 1-3 to answer questions on Handout 4. Go
over instructions. Divide the class into groups of 3-4. Allow 25-30 minutes for the students to
complete. Have students return to their seats and discuss responses to questions on Handout 4.
Distribute Day 2, Handout 1 for students to read as homework.
Learning Advice (Suggestions for teaching the lesson): This activity could also be completed
as an individual activity.
Summary/Conclusion: Provide cartoon analysis guide Day 2, Handout 1 as homework. Instruct
the students to read.
Assessment Activities: Handout 4 could be used as the assessment activity. This handout asked
questions that require students to use primary sources to make interpretations about Eisenhower
and school segregation.
Comparative Element: The students could compare the Brown vs. Board decision to the current
Legislative Bill 1024.
General Notes (Extension Activities): The teacher could assign students to research Legislative
Bill 1024. The students could then compare and contrast LB 1024 to the Brown vs. Board of
education decision.
Bibliography:
Internet:
Eisenhower Presidential Library
http://eisenhower.archives.gov/dl/Civil_Rights_BrownvsBoE/DDEtoJamesByrnesAug14_1953.p
df
http://www.eisenhower.archives.gov
Library of Congress
http://www.loc.gov/rr/print/swann/herblock/presidents.html
Handout 1
Handout 2
Handout 4
Name(s):_________________________________________
Directions: Using the documents answer the following questions. When responding, be sure to
cite your evidence.
Questions for Discussion
1. Based on the letters what Supreme Court case do you believe the President and Governor
are referring to? Who did the President assert has the responsibility of the case?
2. What was Governor Byrnes response to President Eisenhower’s letter? What might this
indicate about views on segregation in schools in South Carolina?
3. Looking at the political cartoon (Handout 3) describe what you see. Who do the fireman
and gentleman represent?
4. Who created this political cartoon? What is his point of view in regards to Eisenhower
and civil rights? Support your answer.
5. Do you feel President Eisenhower did enough to enforce Brown v. Board of Education?
Why or why not?
Handout 3
"Tsk Tsk -- Somebody Should Do Something About That"
President Dwight Eisenhower was frequently accused of failure to provide leadership on domestic
problems. Among Herb Block's criticisms of the administration was Eisenhower's lack of support for the
Supreme Court's 1954 ruling for desegregation. Eisenhower said we all have opinions and lamented that
"you can't change the hearts of men by laws." The leadership vacuum persisted long after the Court's
ruling, which allowed time for the organization of White Citizens councils, of "massive resistance" and
confrontations that continued beyond Eisenhower's term. In 1956, two years after the Court's ruling,
Eisenhower's view on integration was that it should proceed more slowly.
"Tsk Tsk -- Somebody Should Do Something
About That," April 3, 1956
Reproduction of original drawing
Published in the Washington Post (145)
http://www.loc.gov/rr/print/swann/herblock/presidents.html
Lesson Plan
First Name: Melissa
Last Name: Gates
Email Address: melissa.gates@ops.org
School: Bryan Senior High School
Title of Lesson Plan: Eisenhower’s stance on School Segregation Day 2
Suggested Grade Level (indicate all that apply): Grades 9-12
Major Themes/Concepts: Brown vs. Board of Education, 1950’s, School Segregation, Civil
Rights
Lesson Objectives:
The students will be able to identify the elements of a political cartoon.
The students will be able to create a political cartoon.
Introduction/Anticipatory Set: What was President Eisenhower’s stance on school
segregation?
Material/Resources (Includes handouts, reading assignment, Internet links, etc): Scissors,
scotch tape, Handout 1, and 2. Transparency 1
The Process/Procedures of Instruction: Instruct student to get out their cartoon analysis guide
(Handout 1). Go over as a class. When finished distribute the school house political cartoon.
Instruct the students to cut out one at a time, the elements of a political carton. Using the tape
place the element where appropriate on the cartoon and attach. Below the cartoon provide an
explanation to why that element was placed in the correct spot. Continue with the remaining
elements. Give student 20 minutes to complete the remaining elements. While the students are
working distribute questions from Day 1. Once students have finished, spend 5 minutes going
over their responses to Day 2, Handout 1. Allow 20 minutes to complete.
20 minutes- Direct the students to their question and responses from day 1. Have them quickly
review their responses. Display transparency 1.
Transparency 1-Using the information from yesterday and the cartoon analysis guide to
help you create a political cartoon. Your political cartoon should address President Eisenhower’s
response to school segregation. Remember a political cartoon conveys an opinion about an
event.
Distribute paper and instruct them to begin. Allow 20 minutes to start. The students may
complete at home if not finished.
Learning Advice (Suggestions for teaching the lesson): Part of this lesson could be completed
as a group activity. Instead of students labeling the political cartoon individually, it could be a
group task.
Summary/Conclusion: On as exit slip, have the students respond to what they believe was
Eisenhower’s stance on school segregation.
Assessment Activities: The political cartoon and exit slip could be used as assessment activities.
Comparative Element: The students could compare prominent domestic issues of the 1950’s to
prominent domestic issues of today.
General Notes (Extension Activities): If using this political cartoon for the CRT, instead of the
students creating their own political cartoon, create one as a class. Complete individual political
cartoons the following day.
Bibliography:
Internet:
Library of Congress
http://memory.loc.gov/learn/features/political_cartoon/cag.html
Day 2 Handout 1
Cartoon Analysis Guide
Use this guide to identify the persuasive techniques used in political cartoons.
Symbolism Cartoonists use simple objects, or symbols, to stand for larger
concepts or ideas.
After you identify the symbols in a cartoon, think about what
the cartoonist intends each symbol to stand for.
Exaggeration Sometimes cartoonists overdo, or exaggerate, the physical
characteristics of people or things in order to make a point.
When you study a cartoon, look for any characteristics that
seem overdone or overblown. (Facial characteristics and
clothing are some of the most commonly exaggerated
characteristics.) Then, try to decide what point the cartoonist
was trying to make through exaggeration.
Labeling Cartoonists often label objects or people to make it clear
exactly what they stand for.
Watch out for the different labels that appear in a cartoon, and
ask yourself why the cartoonist chose to label that particular
person or object. Does the label make the meaning of the
object more clear?
Analogy An analogy is a comparison between two unlike things that
share some characteristics. By comparing a complex issue or
situation with a more familiar one, cartoonists can help their
readers see it in a different light.
After you’ve studied a cartoon for a while, try to decide what
the cartoon’s main analogy is. What two situations does the
cartoon compare? Once you understand the main analogy,
decide if this comparison makes the cartoonist’s point more
clear to you.
Irony Irony is the difference between the ways things are and the
way things should be, or the way things are expected to be.
Cartoonists often use irony to express their opinion on an issue.
When you look at a cartoon, see if you can find any irony in the
situation the cartoon depicts. If you can, think about what point
the irony might be intended to emphasize. Does the irony help
the cartoonist express his or her opinion more effectively?
Transparency 1
Using the information from yesterday and the
“Cartoon Analysis Guide” to help you create a
political cartoon. Your political cartoon should
address President Eisenhower’s response to
school segregation. Remember a political
cartoon conveys and opinion about an event.