Resources

• Video: First Lady Lady Bird Johnson In Pursuit of Justice
• Lady Bird Johnson Diary Primary Source
• Lady Bird Johnson Highway Image Activity

Facilitation Notes

• This video and lesson were developed in connection with the In Pursuit project https://www.inpursuit.org/lessons. The essay for Lady Bird Johnson was written by Laura Bush. It can be read for additional teacher background on this topic, and it might be well-suited to classroom use for higher-level readers. The full essay is available here: https://www.inpursuit.org/lessons
• The essay provides an overview of Johnson’s role in championing of the Highway Beautification Act, often nicknamed “Lady Bird’s Bill.” The central lesson that Bush’s essay imparts is: “When you plant a seed, you beautify a nation.”
• The essay is one perspective on the life and work of Lady Johnson. The video highlights another aspect of Johnson’s legacy: the foundation of Johnson’s actions in the practice of civic virtue. This video foregrounds justice while revealing how virtues work together in practice. Although the video title names justice, the lesson centers on how Johnson’s work was grounded in responsibility. The lesson uses the video to explore responsibility for how Lady Bird Johnson took ownership of her role in public life and followed through on commitments that contributed to broader goals of justice. The Bill of Rights Institute defines this virtue in the following way:
  • Responsibility: Acting on good judgment about what is right or wrong even when it is not popular. Individuals must take care of themselves, their families, and their fellow citizens in civil society and a republic and be vigilant to preserve their own liberty and the liberty of others.
• Encourage your students to critically engage with the material in the video, the primary source, and other context you may be providing to come to their own conclusion and assessment.

Anticipate

Show the image of a polluted or littered environment,

https://commons.wikimedia.org/wiki/File:Litter_beside_the_A34_-_geograph.org.uk_-_5296755.jpg

Say to students, “Take some time to look closely at this image.”

Ask students to respond first independently, then discuss with a partner:

• • What problems do you see in this image?
  • How might this environment affect people who live or travel here?
  • How might problems in shared public spaces reveal community values and responsibilities?
  • Who do you think is responsible for solving this problem and why?
• Bring the class back together and ask:
  • What solutions did you come up with?
  • Which solutions would require individual and community action? Which would require government action?

Engage

• Say to students, “Today we’re watching a short video of First Lady Lady Bird Johnson (1963-1969). You’ll notice how the video title names one civic virtue, but as we watch, we may see others come into play. Our job is to notice which virtues are actually shaping Johnson’s decisions. As you watch, take note of what shaped Lady Bird Johnson, what she did, and why it mattered by making short notes only, such as words or phrases, or symbols. Do not write full sentences or try to complete bigger drawings because you won’t have time. If you miss something, let it go and keep watching. The goal is to take notes at the pace of the video.”

Page Setup:

Write “Lady Bird Johnson” at the top.

Divide the page into three vertical columns:

Left: Formative influences

Middle: Actions and leadership

Right: Impact and Legacy

Formative Influences:

Say to students, “When you hear something that shaped who she became – her upbringing, experiences, interests, or values – mark the left column.”

Actions and Leadership:

Say to students, “When Lady Bird Johnson takes action or leads, mark the middle column. Also, identify one action that reflects a civic virtue, and evidence that supports it”

Impact and Legacy:

Say to students, “When the video shows results or long‑term impact, mark the right column.”

• After the video, ask students to think-pair-share by choosing one thought from the left column and explain how it connects to something in the middle or right column. Students should be able to point to where they recorded both ideas on their page.

Explore

• Distribute the Primary Source Excerpts to each student.
• Say to students, “Now we’re going to look at excerpts from Lady Bird Johnson’s diary. These were recorded while she was First Lady and were not intended as speeches or public thoughts. Historians use diaries like these to understand how leaders thought about their work and how change happened behind the scenes.”
• Direct students’ attention to the vocabulary words provided. Say to students, “These words will help you better understand what Lady Bird Johnson is describing.” Encourage students to reference the definitions as they read.
• Give students time to read the excerpts and answer the analysis questions.

Assess & Reflect

1. Consider the video and the diary excerpts. What does each reveal about how Lady Bird Johnson turned concern into action? Where do they support or challenge each other?
2. Why is it important for public officials to provide an example of serving the common good? How can they work to frame issues of general concern?

Extend

• This “Then-Now-Me” activity is designed to deepen students’ historical understanding while building civic relevance and problem‑solving skills. By moving from historical context (Then) to modern relevance (Now) and finally to student application (Me), students practice:
  • Cause-and-effect reasoning by examining why Lady Bird Johnson’s actions mattered.
  • Continuity and change by connecting past actions to present-day issues.
  • Civic agency by applying historical models of leadership to realistic, local problems.
  • This structure helps students see history as having good examples for them to follow, reinforcing the idea that individuals can serve the common good in their own communities.
• Then-Now-Me:
  • Then: Students identify one action Lady Bird Johnson took and explain why it mattered to improving civil society.
  • Now: Students consider why her actions still matter today and identify present‑day connections.
  • Me: Students identify a local or realistic issue and outline a workable solution, modeled after Lady Bird Johnson’s approach and practice of civic virtues.