How did fdr's speech stem public fears about the banking crisis?
MACROECONOMICS
Sub-subject: Business Cycles, Fiscal Policy, Depression-Era
–This 2-day lesson is modified from the original Literacy Design Collaborative (LDC) that was scheduled for eight, 50 minute classes.
Standards:
SS.912.E.2 Understand the fundamental concepts relevant to the institutions, structure, and functions of a national economy.
LAFS.1112.RH.1.1: Read Closely and Cite Evidence: Read Time Magazine article and discuss how FDR's voice solved a banking crisis.
LAFS.1112.RH.1.3: Inferences based on evidence: After reading the Time Magazine, how do you think his voice solved a banking crisis?
LAFS.1112.RH.2.4: Key Disciplinary Concepts and Academic Vocabulary: Fireside chat, bank run, banking crisis
LAFS.1112.SL.1.3: Point of view, reasoning, evidence, biases, and tone: List elements of FDR's chat that made it powerful and effective.
LAFS.1112.SL.1.2: Integrate multiple multimedia sources: After reading the article, listening to the chat, and reading letters, why was FDR's speech effective?
LAFS.1112.SL.1.1: Collaborative conversations: What do you think about the FDR chat? How do you view his voice and words?
LAFS.1112.WHST.1.2: Write informative or explanatory texts: Write an essay describing how FDR's speech stemmed public fears about the banking crisis.
(Preview) Provide an adequate overview of the Great Depression and its causes. Use this Time Magazine article: How FDR's Radio Voice Solved a Banking Crisis and/or the History Channel's Fireside Chats as a background secondary source to help establish a context for students. You may also want to delve into the Emergency Banking Act of 1933 and History of the FDIC. There are additional resources on the Banking Crisis, Fireside Chats, and New Deal at the bottom of the page.
1. Discuss with students what they believe a strong solution would be to help in re-opening the banks. Let students come up with their own theory. Use "Think, Pair, Share' strategy and share/discuss as a class.
2. Give students a purpose for reading and focus for note taking by asking Question One: "How did FDR's speech stem the public's fears in response to the banking crisis?"
Sub-subject: Business Cycles, Fiscal Policy, Depression-Era
–This 2-day lesson is modified from the original Literacy Design Collaborative (LDC) that was scheduled for eight, 50 minute classes.
Standards:
SS.912.E.2 Understand the fundamental concepts relevant to the institutions, structure, and functions of a national economy.
LAFS.1112.RH.1.1: Read Closely and Cite Evidence: Read Time Magazine article and discuss how FDR's voice solved a banking crisis.
LAFS.1112.RH.1.3: Inferences based on evidence: After reading the Time Magazine, how do you think his voice solved a banking crisis?
LAFS.1112.RH.2.4: Key Disciplinary Concepts and Academic Vocabulary: Fireside chat, bank run, banking crisis
LAFS.1112.SL.1.3: Point of view, reasoning, evidence, biases, and tone: List elements of FDR's chat that made it powerful and effective.
LAFS.1112.SL.1.2: Integrate multiple multimedia sources: After reading the article, listening to the chat, and reading letters, why was FDR's speech effective?
LAFS.1112.SL.1.1: Collaborative conversations: What do you think about the FDR chat? How do you view his voice and words?
LAFS.1112.WHST.1.2: Write informative or explanatory texts: Write an essay describing how FDR's speech stemmed public fears about the banking crisis.
(Preview) Provide an adequate overview of the Great Depression and its causes. Use this Time Magazine article: How FDR's Radio Voice Solved a Banking Crisis and/or the History Channel's Fireside Chats as a background secondary source to help establish a context for students. You may also want to delve into the Emergency Banking Act of 1933 and History of the FDIC. There are additional resources on the Banking Crisis, Fireside Chats, and New Deal at the bottom of the page.
1. Discuss with students what they believe a strong solution would be to help in re-opening the banks. Let students come up with their own theory. Use "Think, Pair, Share' strategy and share/discuss as a class.
2. Give students a purpose for reading and focus for note taking by asking Question One: "How did FDR's speech stem the public's fears in response to the banking crisis?"
- FIRST PRIMARY SOURCE AUDIO & SPEECH: FDR's First Fireside Chat audio from the Miller Center and from the FRD library to print.
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3. Give students a purpose for reading and focus for note taking. Question Two: "How did his approach restore American confidence in the banking industry? Support your answer with textual evidence."
5. After taking the two different groupings of primary sources documents, both FDR's speech and citizen's letters, having analyzed them separately, now bring them together to answer the WRITING PROMPT below. (If time allows in class, have students respond to the writing prompt. If not, have students write for homework, using a pre-determined format).
- SECOND PRIMARY SOURCE: 5 letters from citizens to FDR regarding his speech from "History Matters: The U.S. History Survey Course On the Web"
- Give students copies of all five citizen letters.
- Select a letter that you would like to model and go through with the class, teacher reading aloud. Cover vocabulary needed while leading.
- Select a second letter for student to go through, marking textual evidence. Students should do the second letter in pairs.
- The remaining three letters can be done at home for homework individually by each student. Students should bring all five letters to school the next day for discussion.
5. After taking the two different groupings of primary sources documents, both FDR's speech and citizen's letters, having analyzed them separately, now bring them together to answer the WRITING PROMPT below. (If time allows in class, have students respond to the writing prompt. If not, have students write for homework, using a pre-determined format).
- WRITING PROMPT: "After reading Franklin D. Roosevelt’s Fireside Chat on the Banking Crisis and correspondence from American citizens , write an essay in which you describe how FDR’s speech attempted to stem the public’s fears in response to the banking crisis and how his approach restored American confidence in the banking industry."
- Support your discussion with evidence from the text/s, you must use at least four of the letters to support- be sure your textual evidence is clear and shows a strong link. Develop your writing with good vocabulary and organize your essay to show that you have a thorough understanding of the content. Use the rubric to ensure you earn credit along with the writing format given by your teacher.
- Give students the rubric for writing (below) and allow time to review and ask questions before beginning their writing.
- Provide the Essay Map for students to plan their writing. After planning, they write their essay and use the rubric to help guide their editing decisions.
rubric_for_writing.docx | |
File Size: | 106 kb |
File Type: | docx |
Here is a suggested time line for the FDR MultiMedia DBQ:
Using a 50 minute class schedule, the activity should take 2 days.
DAY 1:
DAY 2:
Extra Resources
Emergency Banking Act of 1933
History of the FDIC
Bank Holiday of 1933
The Economist: Financial Crises (1929-1933–The Big One)
FRASER Historical Economic Data from the Federal Reserve
The New Deal: Roosevelt Institute
Videos about history of fireside chats
National Archives: Fireside Chat Lesson on Recovery
Library of Congress: New Deal Primary Source Set
Edsitement lesson and quotes
Fireside chats iTunes
Using a 50 minute class schedule, the activity should take 2 days.
DAY 1:
- (10 min) Class Discussion (Including background if needed, and student suggestions on how to re-open banks.)
- (13 min) FDR's Audio (speech)
- (15 min) Class reading of his speech (2nd view)- teacher modeling ideas.
- (5 min )1st letter: Teacher model
- (5 min) 2nd letter: Student pairs. (If needed, have students do 2nd letter on day 2, and the rest of the letters on day 2, allowing the students to do the essay for homework and not in class.)
- Homework: Letters 3-5.
DAY 2:
- (5 min) Review (brief) from yesterday.
- (10 min) Share any additional thoughts from letters 2-5.
- (3 min) Give students writing prompt.
- (5 min) Give students rubric, let them read through and ask questions.
- (25 min) Provide time to begin essay, finishing for homework if needed.
Extra Resources
Emergency Banking Act of 1933
History of the FDIC
Bank Holiday of 1933
The Economist: Financial Crises (1929-1933–The Big One)
FRASER Historical Economic Data from the Federal Reserve
The New Deal: Roosevelt Institute
Videos about history of fireside chats
National Archives: Fireside Chat Lesson on Recovery
Library of Congress: New Deal Primary Source Set
Edsitement lesson and quotes
Fireside chats iTunes