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I really enjoyed our day at the Eisenhower Archives and Museum. The birthplace is unique in that 100% of what is contained in the home is original to the family since the President's mother lived there her entire life (long after her son's fame was well-established). Archives are always a bit scary to outsiders as each has a slightly different set of rules, but the Staff was welcoming and happy to assist "amateurs". Having a change to view documents that the White House Staff actually utilized was a rare experience. It was fun to go through letters written by Americans to the President while the crisis at Central High School was occurring. The experience made me feel "closer to history".

Wonderful experience as an educator actually being in the archives of President Eisenhower. I learned a great deal about the archive process and President Eisenhower as a man,a general, a president and a civil rights force of power. Working in the archives and finding primary source documents that can be used in my classroom to bring this era to life was inspiring. This was an experience that could only happen at the presidential library in Kansas.

I had a great time at Monroe school in Topeka thursday. It was a uneque experience to walk the halls of a school that was once segregated especially since it was connected to the Brown case. The video was great but the room surrounded with videos all going at the same time in almost actual size was definately moving. Im glad that the museum didnt hold anything back and showed things like they actually were.

Most important thing I have learned this week is how to frame the civil rights movement as a "long" movement. As I teach government I do not teach about the specific chronology but instead the 14th/15th amendments, Brown, and the Civil Rights Acts. Now I can show how the road to Brown was paved with a number of cases that set up the Brown decision. Also the effects of the policies of both Truman and Eisenhower administrations on shaping civil rights in this country. From that the idea of how the Eisenhower administration used its power to appoint judiciary to not only establish Brown at the Supreme Court level but to appoint federal district judges who would uphold the decision. From there I can have students see how the use of the courts, voter registration drives, protests, etc. the Civil Rights Acts were passed that established the powers of the 14th/15th amendments. After that examples and cases that followed until now dealing with 14th amendment rights.

Here is a website that provides pro and con information on contemporary topics challenging the American public:

I thoroughly enjoyed getting to visit this place and see where this story began. The most enjoyable portion of our day was getting to use the archives and the primary documents that came from the desk of DDE, Ann Whitman, Morrow and James Hagerty. To read the daily events that DDE participated in in reference to the events in Little Rock drove home the reaction's of our chief executive in a time of crisis. My only regret is that I did not have enough time to collect all the resources from the archives which reference the events surrounding the Little Rock Nine and personal reactions to this event. To have the opportunity to have students and visitors to our site see personal documents helps to craft a deeper narrative into the White House's actions in sending troops, meeting with Faubus, dealing with the national press, etc.

I have to say that was the first time I have ever been to an archive. I found it to be a little exciting to see and touch the original letters and notes between Pres. Eisenhower and other presidents and leaders around the world. I was able to get copies of some of these primary sources and I have plans to get together primary source documents for an cooperative and interactive lesson. I am excited about discovering and using these type of sources.

I found the Eisenhower Presidential Library to be a very rewarding experience. I was able to actually read the documents that were detailed in the textbooks that were required reading for the seminar & I was able to look at historical documents, phone conversations, & telegrams that were mentioned in the lectures by Professor Alexander. I intend to use some of the documents to back up the bullet points in my Powerpoint presentations on the NAACP & the Growth of the Civil Rights Movement. I plan on having my kids complete a comparison/contrast graphic organizer on the Role of Presidents Truman & Eisenhower in establishing and expanding Civil Rights for African Americans. Also I plan to have the students read & analyze the documents & place them in their context in the graphic organizer. I also plan to show my students the impact of the NAACP by having them construct a time line on the important periods of NAACP growth. I will also use the movie Long Walk Home to demonstrate the Montgomery Bus Boycott as well as other youtube videos that have been linked to this website

The most important thing I took away from this week, other than deepening and broadening my knowledge is a new appreciation for the technology I can use to "hook" my students. Also, the use of protest music that I saw illustrated at the Brown museum gave me some ideas for a lesson introducing students to the music of the movement.

The visit to the Brown v. Board of Education Park site was a wonderful experience. First it was so neat to go into a school that has been preserved from the 1950s. It was a beautiful building and had we not been in Kansas we would not have been able to access it. Everyone should see this building. It totally blows away the myth that all black schools were inferior. I found that to be the most important lesson of the trip. The hands on experience of the exhibit was also fascinating. I was especially struck with the Walk of Heroes section of the exhibit. I stood in the middle of it and closed my eyes and listened to the hatred coming out of the mouths of those people in the 1950s and it sent chills through me to realize what kind of nation we were/are? The lecture by Clarence was outstanding and the discussion we had later in the afternoon with Shaun after he posed the quote from DuBois was especially beneficial to me. It was a great experience to listen to all of these people from around the country discuss what is happening in their own schools and regions of the country. I will definitely be back to Kansas and to both the Eisenhower Library/Museum and to the Brown v. Board site. This was just the top layer and I am really motivated to dig deeper.

This is very cool Bill. I'll be using it.

I am sorry that we were not able to have more time at the Eisenhower Library in Abilene. I found that being there was an incredibly helpful experience. I spent nearly all of my time going through one box, and could have stayed there for a much longer period. The tour we took of the library was instructive itself. It had never occurred to me that there would still be classified documents from the Eisenhower administration that we would not have access to.

I look forward to using some of what I and others have gathered at this location. Although I thoroughly enjoyed reading the book about Eisenhower, there is no replacement for time spent going through primary resources.

The Eisenhower library was a great resource. Those of us who had never used a primary source library was a good experience and will aid in future research now that we know how to use it. In the time we hade there I gained mountains ef document scans that we greatly influnce educating my students.

The visit to the Brown site today was an eye opening experience. Whenever I thought about black schools during the "separate but equal" era, I assumed that they were all run down buildings with inadequate facilities. I was blown away by how beautiful the Monroe school. It made me realize just how unique the specific case of Brown v. Topeka was because the families were not fighting for better schools, but rather for educational equality.

Additionally, the Hall of Courage at the Brown museum was a very emotional experience. Being surrounded by the videos of the abuse directed towards black students. In particular, the clip of the student sitting in at the lunch counter who got soup (or someone liquid) thrown on them made me both angry at the perpetrator and amazed that the protester did not fight back.

Visiting the Eisenhower library and digging through the archives was a definite highlight. I felt like a kid in a candy store and could have stayed their all day. It is hard to imagine taking a course about Presidential Politics and Brown that didn't include a trip to visit the files of the president in office when Brown was decided. I could have spent a week in the library alone. I got so many amazing primary source documents that I will be using in my classroom throughout the school year.

I was moved to have visited the Brown site.I could not stop thinking the significance of this particular school in the overall scheme of the Civil Rights Movement. I imagined the particular students that were involved in the Brown case.
I can't wait to share this visit with my students.

Eisenhower Library:
I loved the Eisenhower Library, much more than I expected to like it. The archivists had found so many valuable materials for us, so the hunt was just the right amount of difficulty.
I found oral interviews with two of the Little Rock participants, in particular, Ms. Huckabee, the assistant principal. I already include a few quotes from her, but the students will learn so much from seeing the more complete document and knowing the process- my going to Kansas to find it- which got it to their desks.

I truly enjoyed partakiing in the Archives experience at the Eisenhower Library. The visit will be quite memorable in that I have never been to a presidential library. I will share my experience with my upcoming students. The archives experience provided me with the opportunity to examine some of the primary resources that were taken out for us.

The Brown v. Board Museum was an amazing place to visit. The Hall of Courage was particularly powerful. It is difficult to relate to the feelings the students must have had when entering schools that had been all white. While nothing can fully simulate the experience, it gave me an important glimpse.

I am the park ranger from Independence NHP who had the good fortune to be accepted for the seminar beginning July 22. Though I don't prepare lesson plans, I do prepare talks, tours and walks featuring all the issues discussed in the seminar, especially at Independence Hall and Congress Hall, and give them to lots of school kids as well as adults, including our international visitors who need translations (just the facts and for the latter). Main themes in our park are: How Revolutionary was the Revolution; The Paradox of Liberty; The Life of Benjamin Franklin. Our ranger-led programs are thematic, but have a lot of latitude in following the spirit of the main themes. I am now thinking of ways to better integrate John and Abigail into my programs; I already have a few ideas in mind, including using primary source images provided by GL in a power point program, perhaps entitled "You Have A Republic, If You Can Keep It!" ( a comment attributed to Franklin). It would largely feature John Adams' struggle with both Hamilton and Jefferson during his presidency in the 1790's in Philadelphia, the advice he received from Abigail, and the near civil war conditions in the new Republic by 1800. I should note that we have been disappointed with turnouts for our ppp's so we need to think about ways to encourage attendance (no captive audiences for us). The seminar did something else for me: I felt inspired just by the enthusiasm and good humor of the teachers around me, and by the same qualities in our seminar leaders, Roasanne, Linda, and of course Joe. For Joe I must add the inspiring qualities of knowledge and perspective. I can't forget the similar qualities exhibited by my fellow ranger, Karen, in Quincy. My only complaints are that we did not have perfect weather, the dorms were not perfectly comfortable, and the way to Quincy was not perfectly free of traffic. If anyone would like to email me, my email is My park email is For information about Indpendence NHP, our website is Bye all and farewell and thanks for the memories.

Tom Degnan

More Friday Resources

Black Power, White Backlash:

Rise of Black Power Movement

TV in the Age of Urban Rebellion

1966 Civil Rights in Review (good timelines for this and other years)

Analyzing Political Cartoons: The Civil Rights Movement
Analyzing Editorial Cartoons: Civil Rights Act of 1964

The Civil Rights Movement

Living for the City

More Freedom Resources

Legacy of Medgar Evers:

Eyes on the Prize Reader

Medgar Evers - You Tube

A Death in Mississippi

Pursuing the Past: A Mississippi Newspaper Investigates Crimes of the Civil Rights Movement

Robert Moses:

Robert Moses video:

online lecture on Moses from Stanford:

Interview with Robert Moses

Bayard Rustin story on NPR - Black History Month

Atlanta Sit-ins

Atlanta in the Civil rights movement:

Sit-in Movement and Civil Rights
(resources from a TAH grant)

Freedom Fight on film: Civil Rights in Georgia

Civil Rights Veterans site:

More Friday resources:

Brother Outsider (100th anniversary of Rustin's death)

Short Video: Rustin debates Malcolm X

Longer Video:

includes Chicago Defender article:

Discussion Guide:

Cindi and Amy,

I will also be coming into John Wayne on Sunday. My flight comes in around 2:30. I looked at Super Shuttle. Is this the service you are using?


More Videos:

Citizen King (Kenneth Clark, Malcolm X, etc.)

Civil Rights: Selma to Montgomery

Shawn's Video:
A Study of Educational Inequalities in South Carolina (1936)

Greatly appreciated the oreo activity and other activities that Shawn gave us. Really helpful to walk away with some concrete lessons and ideas I can use in classroom.

Since my one of my professors from undergrad researched a topic Stephanie just brought up on immigration and marriage, I wanted to share her article with you all. It's on the Expatriation Act of 1907 which resulted in American women who married foreigners losing their citizenship.

Books mentioned by Steve Hahn in class:

-Dred Scott and the Problem of Constitutional Evil - Mark Graber
-Dred Scott and the Politics of Slavery - Earl Maltz
-North of Slavery: the Negro in the Free States, 1790-1860 - Leon Litwack
-Report of the Joint Committee on Reconstruction
-Report of the Joint Select Committee to Inquire Into the Condition of Affairs in the Late Insurrectionary States

Fabulous exhibits. Really makes the history come alive walking the halls and sitting in a classroom. Videos on multiple screens not only cool but informative and taught at a level that was easy to understand yet interesting. Park Rangers very helpful and able to answer questions I had. Appreciate the materials they gave us and I can now better relate the Brown story because I was there and able to "feel" the history.

As Dr. Hahn talks about northern segregation, I wanted to find examples to share with my students and I found this site from the NY historical society. It's got three perfect examples of resistance to segregated transportation from the mid-19th century.

School Desegregation - Kansas City MO


Money And School Performance:
Lessons from the Kansas City Desegregation Experiment

Missouri vs. Jenkins

Blacks' flight to suburbia hastens desegregation

Complex Justice (book)

Busing in the Balance

St. Louis: Desegregation and School Choice in the Land of Dred Scott

Looking for free lessons? Register for the Constitutional Rights Foundation at

Once you register, you can access their 15 lessons on Brown v Board of Education:

I want to share my appreciation for the resources at

These good folks have a great number of teaching kits that are free except for postage:

Professional development resources:

Classroom activities:

Sign up for their free publications:

School Desegregation Resources

Segregation Through the Lens :
African American Schools in Mississippi before Integration (good visual images)

Civil Rights, Mississippi, and the Novelist's Craft

Emmett Till:

Student Crossword: Civil Rights

Times Topics: Civil Rights

Reader Ideas: Teaching the Civil Rights Movement

Learning Network: Brown v. Board of Ed - includes 2012 update report on US desegregation

Open Door Exhibits (Integration of U of Mississippi)

I was born during the presidency of Ike, and being able to open one of the archives to read the President's schedule and appointments on the day I was born was incredible! No golf that day for the President, though!

I especially enjoyed having the opportunity to explore the papers of President Eisenhower, viewing letters to the President, encountering the telegram from Emmett Till's Mother... Powerful!

Without being in the Eisenhower Library and examining actual presidential papers, our study of Presidential Politics, Civil Rights and the Road to Brown would have been greatly diminished.


It was the first time this action by the Justice Department occurred anywhere to back up the Supreme Court ruling of Brown v. Board of Education. (Hoxie, AR)

Lesson - Desegregation of Hoxie AR Schools

Life Magazine (primary source):

Inspiration for Little Rock:
"The White Citizens’ Council and
Resistance to School Desegregation
in Arkansas"

NYTimes report on Hoxie (note that this is not free but you might want to talk to your school media specialist to find out if you have free access that way)

Thanks for more great posts!