Historic Radio Broadcasts Teacher Resources
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FDR's Fireside Chats: The Power of Words
Students examine Franklin D. Roosevelt's Fireside Chats. In this presidential history lesson plan, students listen to the radio broadcasts of select FDR Fireside Chats. Students analyze the effectiveness of his messages to the public as well as letters written to FDR and political cartoons pertaining to the chats. Students complete 1 of 5 suggested assessments activities at the end of the lesson plan.
Can History Be Rewritten?
Can history be rewritten? Or, more precisely, is history documented accurately? High school juniors and seniors compare primary source material with secondary sources. For example, they compare President Roosevelt's December 29, 1940 fireside chat with a summary of the speech. Do they align? What things are different? Great examples are chosen for this activity!
FDR Fireside Chat
Eleventh graders examine the purpose of Franklin D. Roosevelt's chats. In this American History instructional activity, 11th graders collaborate with their group members on becoming an expert on a specific chat.
Fireside Chats of Franklin D. Roosevelt
Students view a film about Franklin D. Roosevelt and his fireside chats. THey identify political inferences in his speeches and how the media played an important role in the war. They answer questions to complete the lesson.
FDR's Fireside Chat on the Purposes and Foundations of the Recovery Program
Students discuss how they get information on important events or activities that occur in the national government today. They evaluate the New Deal, utilizing document analysis worksheets imbedded in this plan.
Sort It Out--New Deal Programs
Students explore The New Deal. In this cross curriculum fine arts and U.S. history lesson, students work in groups to sort and discuss photographs and artwork from the 20th century representing Franklin D. Roosevelt and The New Deal. Students view a PowerPoint presentation and read related textbook material, then make revisions to their picture sorting based on what they have learned.
New Deal SAC Lesson
Students explore the New Deal. In this U.S. history lesson, students read and analyze several documents related to the New Deal. Students form two teams and decide whether the New Deal was a success or a failure based on the documents read. Students follow a debate format.
President FDR and the New Deal
Students explore the New Deal and President FDR. In this Great Depression lesson, students listen to an FDR Broadcast (Fireside Chat) and read sections in their textbooks. Then, in small groups students design and create a broadcast to share with the class.
The Embodied Presidency
Tenth graders analyze Roosevelt's Fireside Chats. In this Franklin D. Roosevelt presidency, 10th graders determine how well FDR's government programs aided victims of the Great Depression. Students examine selected Fireside Chats and political cartoons related to the programs.
On the Home Front
Young scholars list specific actions taken on the home front by non-combatants during World War II, discuss ways students have been and can be involved in a home front war effort, and analyze war posters.
FDR and the Lend-Lease Act
Students analyze primary source documents and photographs to analyze the implications of the Lend-Lease Program. In this research lesson plan, students read and discuss letters and speeches related to the Lend-Lease Act, evaluate FDR's presentation of the Act, and write explanations of the impact of the Act based on photo analysis.
The Great Depression: A World Struggle
Students analyze photographs, speeches, art and other primary sources from the Great Depression. For this American History lesson, students engage in several activities to understand how the American public was affected by the Great Depression. Students create and present a poster that communicates their comprehension to the class.
Social Studies: Roosevelt and the Fireside Chat
Students research Franklin D. Roosevelt's "Four Freedoms" and present their own "Fireside Chats" to the class. Once they review the freedoms listed in the speech, they discuss what they meant then and explain their current relevance. Finally, students choose a freedom they consider important and explain its importance in a short speech. The speeches can be taped to further simulate the Fireside Chat method of delivery.
FDR: Fireside Chats, the New Deal, and Eleanor
Young scholars examine the role of the Roosevelts in Washington. In this U.S. history instructional activity, students explore the Fireside Chats, Social Security Act, Civilian Conservation Corps, Land-Lease Act, and the involvement of Eleanor Roosevelt in social reform.
Does Art Imitate Life?
Write what you know, sound advice for any writer and something many famous authors are known to have done. Use these materials to explore how Shakespeare's life influenced his plays. This resource is packed with readings, video segments, and graphic organizers that will allow your class to gather and organize textual evidence on this subject, culminating in a written opinion piece. Although much of the resource focuses on Shakespeare and his play The Tempest, there is also a link to a website containing biographical information on a wide range of authors so you can adapt this instructional activity to the author and works of your choice. Note: See the Lesson Activities page for instructional activity procedure.
War and Leadership in Shakespeare’s Henry V
“Compared to war all other forms of human endeavor shrink to insignificance.” “War is not healthy for children and other living things.” These two views of war, embodied in George Patton’s statement and Lorraine Schneider‘s famous 1966 poster, are at the heart of a two-day examination of war and its effects. The packet includes a series of activities that asks class members to ponder the causes and justifications for going to war. They compare different video versions of Henry’s speech (Olivier’s, Brannagh’s, and Hiddleston’s) and analyze how the three interpretations reveal different attitudes toward this subject. The richly detailed plan includes a link to the video segments. A must-have for readers of Henry V, the resource could also be used with any study of war and leadership.
Henry IV, Part I: Does Father Know Best?
“Yea, there thou mak’st me sad and mak’st me sin/In envy that my Lord Northumberland/Should be the father to so blest a son--.” Henry IV, Part I, provides the text for a series of exercises that ask class members to examine the relationship between parents and their children in Shakespeare’s play and in their own lives. To conclude their study, individuals write an additional scene in which King Henry details his expectations for his son and Prince Hal explains how he feels about these expectations. The packet includes step-by-step instructions for the activities, worksheets, and links to video segments.
Women’s Roles in As You Like It
“There is nothing that becommeth a maid better than soberness, silence, shamefastness, and chastity, both of body & mind.” This line, from Thomas Bentley ‘s The Monument of Matrons published in 1582, typifies the way women were viewed during the Elizabethan period. To begin an examination of women’s roles in Shakespeare’s plays, class members first consider a series of passages about women that were written during this time period. With these restrictions and expectations in mind, the class then focuses on how Rosalind is portrayed in As You Like It. The packet includes complete directions for numerous activities, discussion questions, and writing prompts.
All the Globe’s a Stage: Shakespeare’s Theatre
“All the world’s a stage,” exclaims Jaques in As You Like It, but it is the structure of the Globe stage and how that structure influenced Shakespeare’s plays that is the focus of an on-line research project. Class members visit a series of bookmarked sites and gather information to complete a Globe scavenger hunt. Using what they have discovered, they discuss the limitations and opportunities the structure of the Globe Theater afforded Shakespeare.
What is the Legacy of the New Deal?
Prepare your pupils for full-fledged political discussions with a scaffolded seminar process. Before talking about the topic, class members have a couple of days to respond to a question in writing, using the two listed reading selections as evidence. On the day of the seminar, learners first discuss in small groups and then come together for a whole-class Socratic seminar about the New Deal.