Bibliography: Kennedy Assassination (page 1 of 3)

Hewitt, Thomas W. (2008). Speculations on "A Nation at Risk": Illusions and Realities, Phi Delta Kappan. Magicians present illusions. Commissioned reports and the writers who produce them sometimes do the same. Controversy continues to surround the findings of the Warren Commission report on the Kennedy assassination long after it was completed. And the same has been true of "A Nation at Risk", ever since its publication in 1983. The two most controversial issues have been the report's role in the development and establishment of a new and permanent federal influence in national education policy making and the degree to which the report's recommendations set the direction for subsequent national education reform actions. Overall, the controversies feed into the perception that, at least since its publication, American education has been in a perpetual state of rolling crisis and reform. In this article, the author argues that while it's clear that "A Nation at Risk" had a major impact, at least in the continuing development of federal influence, the reality is that in terms of the curriculum, the report's impact on schools and schooling is the illusion.   [More]  Descriptors: Educational Change, Educational Policy, Educational Improvement, Federal Legislation

Vogt, Allen R. (1986). The Kennedy Assassination and the History Teacher, History Teacher. Argues that the Kennedy assassination is an important event for history classroom consideration. Offers ways this event can be examined to develop discussion and research skills. Outlines a possible course syllabus with an extensive bibliography and lists a wide range of materials for teaching a unit on presidential assassination. Descriptors: Course Descriptions, Higher Education, History Instruction, Research Skills

Hammond, Jane (2009). The Columbine Tragedy Ten Years Later, School Administrator. Some tragedies are so emblazoned in people's minds that years later they can recall where they were when they first heard the news. The assassinations of John F. Kennedy and Martin Luther King Jr., the Challenger explosion, and the Sept. 11 terrorist attacks are among these events. So also is the Columbine High School tragedy of April 20, 1999. There were numerous school shootings prior to the Columbine tragedy; yet it became a pivotal event in the history of school violence that touched the hearts and minds of Americans–an event that changed attitudes and perceptions about young people and safety in schools. Columbine came to represent school tragedy and has been referenced in all subsequent school shootings. The tragedy has been the subject of documentaries, movies, and fiction and non-fiction books. The stories of the terrible day at Columbine are as diverse as the people who experienced it. While reflecting on her own situation as superintendent at the time, this author looks back and ahead, sharing stories of tragedy and healing. This story focuses on Jefferson County Colorado, Public Schools leaders who were forever changed by the events of April 20, 1999.   [More]  Descriptors: Tragedy, Violence, Terrorism, Documentaries

Vacha, John (1983). Burden of Death: How the School Press Covered the Assassination of John F. Kennedy, C.S.P.A.A. Bulletin. Examines the accounts of President John Kennedy's assassination in several high school newspapers. Notes the transition of most school papers from superficial school-related reporting to in-depth journalism. Descriptors: Crime, Death, Journalism, Journalism Education

Eder, Elizabeth K. (2011). Memory of a Nation: Effectively Using Artworks to Teach about the Assassination of President John F. Kennedy, Social Education. Artists today draw on a range of sources–newspapers, magazines, photographs, film, audio, and of course the Internet–to create artworks that serve as visual "texts" of a specific place and moment in time. Using artworks as sources and understanding how to decode them in the service of "drilling down" into difficult topics can create powerful learning experiences for all students. So, how can teachers effectively use artworks in their classroom to teach their students both core historical thinking skills and content–especially about potentially difficult topics? They can do this by examining a diverse group of artworks from the Smithsonian on one topic–the assassination of President John Fitzgerald Kennedy–as a case. In this article, the author describes suggested activities in general terms. Activities can be grouped to form a unit or can be selected individually to be used for a particular topic.   [More]  Descriptors: Presidents, Thinking Skills, Class Activities, Art Activities

Trujillo, Nick (1993). Interpreting November 22: A Critical Ethnography of an Assassination Site, Quarterly Journal of Speech. Critiques how the Kennedy assassination is interpreted by visitors to the assassination site in Dallas, Texas. Reveals how participants at the twenty-fifth anniversary, including members of the media, used reproductions of the site to structure their experience, how they reproduced new realities of the site and the assassination, and how they reproduced and commodified themselves and others. Descriptors: Communication Research, Discourse Analysis, Ethnography, Higher Education

Zelizer, Barbie (1990). Achieving Journalistic Authority through Narrative, Critical Studies in Mass Communication. Examines how journalists use three narrative strategies (synecdoche, omission, and personalization) to assert their authority in their retellings of the John F. Kennedy assassination. Finds that, by giving themselves a central position within the story, journalists make the assassination story as much about American journalists as about Kennedy's death. Descriptors: Communication Research, Journalism, Journalism History, Narration

Franzetti, Robert (1981). The Transfer of Power: After the Assassination of John F. Kennedy, Southwestern Journal of Social Education. In this activity for high school American government classes, students examine and discuss six documents concerning the transfer of power to Lyndon Johnson after the Kennedy assassination. The objective of the lesson is to help students understand how power is gained and used.   [More]  Descriptors: High Schools, Learning Activities, Political Power, Presidents

Cox, Harold (1980). Mourning Population: Some Considerations of Historically Comparable Assassinations, Death Education. The public's reaction to the Lincoln and Kennedy assassinations was crying, loss of appetite, inability to sleep, nausea, nervousness, and sometimes anger. The group reaction was to share the emotions of grief and bereavement. The death of a powerful public figure leads individuals to consider their own mortality.   [More]  Descriptors: Adults, Comparative Analysis, Death, Emotional Response

De Fleur, Melvin L. (1987). The Growth and Decline of Research on the Diffusion of the News, 1945-1985, Communication Research: An International Quarterly. Discusses how the tradition of studying the word-of-mouth diffusion of news was established in 1945 and came to mature during the 1960s after the Kennedy assassination. Notes that the pace of this research slowed substantially in the 1970s and has all but stopped in recent years. Outlines six broad generalizations resulting from studies conducted between 1945 and 1985. Descriptors: Audience Analysis, Communication (Thought Transfer), Communication Research, Information Dissemination

Harden, G. Daniel (1991). Taking Advantage of Murder and Mayhem for Social Studies, Social Studies. Suggests the use of key historical antisocial acts to teach social studies concepts as a means of arousing the interest of adolescents. Recommends overcoming initial sensationalism by shifting emphasis to more appropriate interests. Includes discussion of the Abraham Lincoln and John F. Kennedy assassinations and the Rosenberg spy case. Suggests research approaches. Descriptors: Adolescents, Antisocial Behavior, Crime, History Instruction

Brown, Robert S. (1998). College Football and Public Crisis: Appropriate Actions and Justifications after the Kennedy Assassination. This paper contends that domestic response to John F. Kennedy's assassination took two basic forms in the United States: active crisis management and retreat. According to the paper, while government, churches, and the media engaged in active crisis management, businesses and schools closed, and the public retreated to mourn rather than to contribute to the public dialogue over the assassination, becoming instead receivers of guidance. The paper discusses the American shutdown after the assassination and the mindset it created. It then examines the reaction of the sports world in relation to this pattern of retreat and withdrawal, focusing on the Illinois-Michigan State football game, a game which was finally postponed at the very last minute. Through this example, it is argued that while the schools sought to avoid controversy by following the national trend, they created other problems by their actions and justifications and contributed little to the healing of the nation. The paper concludes that had the game gone ahead as originally scheduled, rationalized with arguments based on tribute and emotions, the Illinois-Michigan State contest may have been played without the excessive controversy that accompanied it. Contains 48 references.   [More]  Descriptors: College Athletics, Communication Research, Crisis Management, Cultural Context

Steele, Jack (1994). The Student as Interpreter: What Do We Mean When We Ask Who Did It?. One version of a first year seminar in rhetoric examines the President Kennedy assassination controversy as seen by several writers in a rhetorical framework that stresses the difference, particularly in regard to the writers' approaches to truth, in intellectual and imaginative discourses. The assignments, three major writing projects, introduce students to the concept of competing interpretations and then encourage them to become participants in that dialogue. In the first assignment, students examine the approaches to truth discussed in essays by E. H. Carr and Joan Didion. In the second assignment, they interpret a literary account of an historical event (Shakespeare's "Julius Caesar") from a political perspective, and in the third assignment, they examine official, unofficial, and fictional accounts of the Kennedy assassination as part of the process of creating their own version of the event.   [More]  Descriptors: College Freshmen, Controversial Issues (Course Content), Course Content, Critical Thinking

Seymour, William O. (1983). The Big Story, C.S.P.A.A. Bulletin. Recounts a reporter/cameraman's experiences as he and his colleagues covered the assassination of President Kennedy and their subsequent investigation into the shooting of Kennedy's assassin, Lee Harvey Oswald. Descriptors: Crime, Death, Journalism, News Reporting

Woodruff, Jennifer E. (2000). Voices of Change: Women's Experiences at Lake Forest College, 1955-1975. This study examines the experiences of women at Lake Forest College, Illinois, from 1955-75 through questionnaires sent to women alumni and present and past faculty and staff requesting information on demographics, academic/extracurricular activities, campus life, social and political change, career expectations, and attitudes. Chapter 1 sketches the general history of Lake Forest College. Chapter 2 describes the years from 1955-65, a generally very conservative period with rules governing many aspects of women's lives. Things began to change at the end of this period, as the campus reacted to the Cuban Missile Crisis, President Kennedy's assassination, the gathering momentum of the civil rights movement, enrollment of liberal students from the East, and the Vietnam War. Chapter 3 examines the years between 1965-75, a key period during which the campus experienced drastic changes sparked by national movements. The civil rights movement expanded, the Vietnam War escalated, the peace movement began, and the women's movement emerged. Women struggled to change their lives, abolishing dress codes and dorm rules, fighting for education about and the right to have birth control and abortions, and pushing for equality in athletics. Appended are a list of questionnaire respondents and the survey instrument. (Contains 218 references.)   [More]  Descriptors: Athletics, Civil Rights, College Faculty, College Students

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