For this group project, students will carefully read the texts of two of Eisenhower’s speeches and use them along with supporting sources to work in a group as museum curators. They will write captions for an exhibit that illustrates Eisenhower’s attitude toward foreign policy by selecting relevant quotations from the speeches and writing a few lines that describe the significance of the quotations.

In this lesson, students will analyze primary sources related to Eisenhower’s initiatives and go on a “scavenger hunt” to find examples in their classroom connected to these sources. Using these sources and items, students will think critically about Eisenhower’s emphasis on science and technology and his promotion of land, sea, air, and space travel.

Students will view a series of these commercials from both the Eisenhower campaign and that of his opponent, the Democratic nominee, Adlai Stevenson. Carefully analyzing these commercials as primary sources, students will determine each commercial’s message and the use of persuasion techniques. Finally, students will develop their own campaign media strategy for Eisenhower and create a storyboard of a commercial on a platform issue.

Students will gain an understanding of NATO’s mission and learn why Dwight D. Eisenhower was the best candidate to serve as the organization’s first Supreme Allied Commander, Europe. Using primary sources and brief documentary films from the Eisenhower Memorial, students will write a short job advertisement for the position of NATO’s Supreme Allied Commander, Europe. After sharing their advertisements, students will reflect on Eisenhower’s legacy in view of NATO’s sixty-five year history.

Students will examine primary and secondary sources related to General Eisenhower’s decision to invade Normandy. After analyzing the sources, students will prepare a brief for General Eisenhower advising him on the best course of action. Students will develop an understanding of the many factors involved in making important decisions, including dealing with incomplete information. The outcome of decisions such as this one were not guaranteed. We know now what happened, but, at the time, Eisenhower did not.

In this lesson, students will analyze a series of 11 images related to the space programs in both the United States and the Soviet Union in the 1950s and 1960s. Students will create a story in pictures about the Space Race using 7 of the images along with a written paragraph of no more than 250 words explaining the importance of the images they chose within the context of the space race.

Students will read through supporting materials and watch a short video from the Eisenhower Memorial to help analyze Eisenhower’s speech. Students will then select a line from the speech and create a campaign poster featuring the line that explains Eisenhower’s foreign policy views.

Students will examine primary sources related to some of the Allied plans to deceive the German Army as to the time and location of the invasion of northern Europe. What techniques of deception were used? What role does deception play in military strategy? What can these deceptions tell us about how the German military viewed the Allies?

Students will develop their own social media campaign either promoting or criticizing Eisenhower’s “Atoms for Peace” speech. They will do this by analyzing primary sources including the text of the speech, promotional posters, and government documents as well as researching the science behind nuclear power.

Working in groups, students will first examine the farewell speech excerpts, then rephrase and summarize the excerpts in their own words. Using the text they have written, students will compare and contrast the two speeches and write a brief opinion piece explaining what each president would think of the country today.