Students examine primary sources related to decisions Eisenhower made throughout his early life: his family's role, his time at school in Abilene, and eventually applying to West Point. Of particular interest: Eisenhower’s options, how these options were shaped by the circumstances of Eisenhower’s early life, and the role of resilience. This lesson invites students to delve into key primary sources to develop a factual understanding and demonstrate critical thinking in sourcing evidence and supporting an argument in a well-crafted letter of recommendation.

Students examine a variety of sources, including maps, photographs, and newspaper articles to learn about the historical context of Eisenhower’s boyhood home of Abilene, Kansas. How did Abilene become the kind of town that Eisenhower’s parents would choose for raising a family? How might growing up in the midwest have influenced Eisenhower? How does this transformation relate to the modernization of the United States that began during the late-19th century and accelerated in the early-20th century? How do these primary sources indicate change over time?

History changed when the Soviet Union launched the Sputnik I satellite in 1957. That launch marked the start of the space race and ushered in new scientific developments, like the creation of NASA. Students will examine primary sources, generate a timeline of key events, and test engineering skills as they create and launch a (soda straw) rocket.

Crucial sources of enemy information were obtained by surveillance, code-breaking, and subterfuge throughout World War II. Intelligence agencies helped the Allies win the war by slipping behind enemy lines to serve as spies or working to break Axis message codes and steal critical information. In this program, students explore the Code Talkers, Native American men who served in the U.S. military and used their native languages to create codes that were never broken, even after the end of the war.

Shortly before the D-Day invasion, Dwight D. Eisenhower outlined instructions for the most comprehensive effort in history by an army to fight a war while also trying to minimize the damage to cultural treasures and monuments. Just after World War II, Ike was introduced to the hobby of painting and enjoyed it thought the rest of his life. In addition to learning about this merge of art, history, and Eisenhower, students will "paint like Ike" and finish a painting Ike left incomplete upon his passing.

Following World War II, many Americans kept souvenirs of lost loved ones or their time in the war. Many of these articles were stored in boxes or trunks and then tucked away in attics, basements, and garages for decades. In this program, students crucially evaluate a variety of primary sources related to women on the American home front during World War II.

As Nazi tyranny spread across Europe, the Germans and their collaborators persecuted and murdered millions of other people they deemed "inferior" and a threat to the German racial community. In this program, students will learn about the Holocaust through primary source stories of those persecuted and honor them by remembering that each person has a name and a story.

Every aspect of American life was refocused towards the goal of winning the war during World War II, and everyone tried to do their part to support the Allied troops. Students will learn about the propaganda and rationing programs that were a way of life for those on the home front as they examine primary sources and play a fun rationing game. 

In this engaging lesson, students are introduced to the history of Veterans Day, the importance of honoring veterans, and the service of World War II veterans. Through the "Hello Heroes" letter-writing project, they write thoughtful, personal letters to World War II veterans, expressing gratitude and asking questions about their military experiences. The activity emphasizes the value of service, helps students develop letter-writing skills, and connects them with history as the 80th anniversary of D-Day approaches.