Procedures

• SET UP

  This lesson offers several options for you to use with your students whether you are teaching in class, using a hybrid model, or engaging through distance learning. It can be completed in steps as a class or students can move at their own pace and complete the activities independently.

  You can post links to the videos in the lesson along with the related handout and engage in discussion to share responses on a discussion board or learning management system.

  You can also save and share the following Google resource for students to use with this lesson.

  Handout: Graphic Organizer (Google Doc).

  In Google, choose "File" then "Make a Copy" to get your own copy. You can make any needed adjustments in the instructions such as which activities students need to complete, when it is due, etc. and then make it available to them via Google.

• WARM UP

  Pose the following brainstorming questions to your students, directing them to record their responses in their graphic organizer, share with a partner, and then with the class if they choose.

  • What is the purpose of presidential primary elections?
  • Who helps presidential candidates with their campaigns, and what roles do these people serve?

• INTRODUCTION

  Play the following introductory video clip of B.J. Hollars, author of Wisconsin for Kennedy, providing introductory remarks about his lecture on the long forgotten characters in the story of how Senator John F. Kennedy - in a political first - sought to position himself as the Democratic presidential nominee by winning the 1960 Wisconsin primary. Direct your students to answer the related question on their graphic organizer and share their findings with a partner, small group, or the class when finished.

  Clip #1: Heart of the Book (4:41).

  • What was Senator John F. Kennedy “attempting” to do in the 1960 Wisconsin primary election?
  • Based on the clip, what was the importance of the Wisconsin primary election?
  • Why was Senator Kennedy at a “disadvantage?”
  • According to B.J. Hollars, why did Senator Kennedy win the election?
  • How was Wisconsin a “training ground” for Senator Kennedy’s presidential campaign?
  • Who were the “out-of-towners,” and what did they do? Summarize the stories about Ted, Bobby, and Jackie Kennedy.
  • Why did Senator Kennedy’s supporters become “unstoppable?”

• VOCABULARY

  Direct your students to their graphic organizers to view and define the vocabulary terms that will appear in the lesson in the chart in their graphic organizer handout. The vocabulary words are also listed to the right on this webpage.

  We recommend having your students complete the activity in a jigsaw format to save time. Or, depending on time and resources, you may consider having your students engage in a Frayer's Model activity, where each student is responsible for completing one or two items. Students can then post their models around the room for reference throughout the lesson.

  Note: this is not an all-encompassing list of terms included in each video. We recommend you preview the video clips to determine any necessary additions/subtractions to this list for your specific students.

• ENGAGEMENT

  Direct students to the Engagement section of their graphic organizers. Instruct your students to view the following three video clips that highlight the stories of three people intertwined with John F. Kennedy during the 1960 Wisconsin primary election. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

• Clip #2: William Proxmire (7:28).

  • Why was Senator John F. Kennedy “dispatched” to Wisconsin in 1957?
  • According to B.J. Hollars, who was Jerry Bruno and what was his role?
  • What “problem” was William Proxmire facing, and what “help” did he need from Senator Kennedy?
  • What did Senator Kennedy “risk” by visiting Wisconsin? Explain.
  • Based on the clip, what was another goal of Senator Kennedy’s visit?
  • What mistake was made during the first stop? Summarize Senator Kennedy’s reaction to the “misstep.”
  • Why did the situation “continue to deteriorate” at the next stop? How did Bruno “back-channel” the issue?
  • What two “exciting” outcomes came from Senator Kennedy’s 1957 visit?

• Clip #3: Ira Kapenstein (8:40).

  • Based on the clip, who was Ira Kapenstein and what was he doing on April 9, 1959? What experience did he have by this time?
  • Why was there a “cold peace” between politicians and reporters?
  • What was “so much fun” about the Milwaukee Press Club’s Gridiron Dinner?
  • What second “mission” did Senator John F. Kennedy while serving as the Dinner’s keynote speaker?
  • Define the purpose of the “grand flirtation” between Senator Kennedy and the press.
  • What “subtext” was clear from Senator Kennedy’s speech? Explain.
  • How did the Kennedy family view Kapenstein, and what later created a “rift?”
  • According to B.J. Hollars, what occurred in 1962? What does this highlight about the impact of Kapenstein?

• Clip #4: Vel Phillips (4:15).

  • Based on the clip, who was Vel Phillips?
  • What was Phillips “accused of” being?
  • According to B.J. Hollars, what did Senator John F. Kennedy thank Phillips for doing?
  • Explain the “personal price” that Phillips paid.
  • What did Phillips select Senator Kennedy as “her candidate?”
  • Summarize the story about the “black and white suit.”
  • Review the article, Vel Phillips: Wisconsin Civil Rights Trailblazer and the March on Milwaukee (The Nonviolence Project).
  • From the article, detail Phillips’ civil rights efforts before, during, and after the 1960 presidential election.

• REFLECTION

  After your students finish sharing their findings from the last section, direct them to the Reflection section of their graphic organizers. Instruct your students to view the following final video clip in which B.J. Hollars, author of Wisconsin for Kennedy, provides closing remarks to his lecture. Direct your students to answer the related questions and share their findings with a partner, small group, or the class when finished.

  Clip #5: A Powerful Lesson (1:17).

  • Define the “powerful lesson” that can be learned from these stories.
  • Based on the clip, what do people want from politicians?
  • What is perhaps America’s “greatest idea?”

• CLOSURE

  After your students are finished with the lesson, direct them to complete the final culminating writing prompt and have students share their responses, comparing their perspectives with their classmates' perspectives: Having learned about John F. Kennedy and the 1960 Wisconsin primary election, assess the impact that an individual can have on American politics. Be sure to include evidence from the video clips in the lesson to support your argument.