Master of the Airwaves

How FDR Used Radio to Ease the Public’s Fears

Introduction

Few U.S. presidents have been able to use media as persuasively as Franklin D. Roosevelt. His “Fireside Chats” assured and inspired the nation during the Great Depression and into World War II.

What made FDR the “Master of the Airwaves?” How was he able to persuade the nation to accept New Deal programs? In the following activities, you’ll investigate how Roosevelt used persuasion to create effective messages to the public and develop your own “21st Century” persuasive “Fireside Chat” dealing with a New Deal or World War II issue. While you will be using 21st Century technology to develop the podcast, remember that the message should focus on issues that faced Americans during the 1930s and 1940s, and should use grammar and style typical of the era.

Overview:  President  Franklin  D.  Roosevelt,  able  to  put  people  at  ease  with  his personality,  also  reduced  the  anxiety  of  millions  of  Americans  during  the   Depression  with  his  use  of  radio.  Through  his  famous  “Fireside  Chats,”  FDR   informed  the  public  about  New  Deal  plans  and  programs  and  eased  people’s   fears.  As  totalitarian  dictatorships  increased  their  strength  in  Europe  and  Asia, FDR  used  the  radio  to  prepare  the  nation  for  entry  into  World  War  II  and  gained   national  support.    

In  this  lesson,  students  will  investigate  FDR’s  mastery  of  the  airwaves  by   reviewing  video  clips  from  The  Roosevelts:  An  Intimate  History  as  well  as  listening   to  examples  of  his  radio  talks.  They  then  research  economic  and  political  issues   of  the  Depression  and  World  War  II  eras  and  develop  podcasts  (21st  century   “Fireside  Chats”)  using  “FDR-­‐‑style”  techniques.    

Lesson  Objectives:     The student  will…  

• Understand  how  FDR’s  use  of  mass  communications  helped  promote  and   gain  public  support  for  New  Deal  policies  and  the  entry  into  World  War   II.  
• Recognize  the  impact  of  media  (including  radio)  on  the  nation  during  the   1930s  and  the  21st  century.  
• Understand  the  impact  of  the  New  Deal  and  the  entry  into  World  War  II   on  American  economic  and  government  policy.  
• Develop  persuasive  writing  and  speaking  strategies  to  communicate  with   various  audiences.    
• Develop  collaborative  strategies  to  use  technology  to  create  persuasive   presentations  (podcasts)  based  on  historic  evidence.  

Technology  Assets  Needed:  Computer(s)  with  Internet  access;  ability  to  stream   and  broadcast  audio  (and  video),  headphones,  podcasting  software  (software   included  in  the  web  resources  is  available  either  bundled  with  various  computer   operating  systems,  or  for  free  or  low  cost).  In  addition,  sufficient  online  storage   space  for  students  to  edit  and  store  projects  is  needed.  Free  online  storage  can  be   found  by  using  Google  Drive  (http://drive.google.com),  Dropbox   (http://www.dropbox.com),  iCloud  (http://www.icloud.com),  or  other  free  or   low-­‐‑cost  online  storage  solutions.  

Teacher  Preparation:  Prior  to  starting  the  lesson,  teachers  should  ensure  that   they  have  the  technology  assets  needed  as  well  as  a  working  knowledge  of   podcasting.  Several  of  the  “podcasting  resources”  included  in  the  Resources   section  can  provide  a  quick  overview  on  how  to  create  a  podcast,  or  provide  a   good  tutorial  for  the  beginner.  

Should  the  classroom  not  include  sufficient  technology  available  for  podcasting,   the  lesson  can  still  be  completed  by  having  students  create  multimedia   presentations,  or  students  can  work  together  to  create  Fireside  Chat  “scripts.”  

Lesson  Procedure:   Opening  Activity:

1. Introduce  the  lesson  by  asking  students  to  define  the  word  “persuasion.”   Brainstorm  with  students  and  write  responses  on  the  whiteboard  or  overhead   projector.  The  teacher  might  also  use  an  application  such  as  “Padlet”   (http://www.padlet.com)  in  which  the  teacher  makes  an  online  “word  wall”  and   then  shares  the  web  address  with  the  class.  Class  members  then  post  their   responses,  thoughts,  or  examples  on  the  Padlet  word  wall.    
2. Once  a  consensus  about  the  definition  of  “persuasion”  has  been  reached,  move  to   the  next  phase  of  the  opening  activity.
   

Form  the  class  into  small  groups.  Ask  students  to  consider  instances  when  the   president  or  members  of  Congress  have  “led  the  charge”  to  persuade  the  nation   to  follow  a  particular  policy  or  viewpoint.  Some  examples  of  this  might  include   the  debate  over  the  need  for  tighter  security  at  US  embassies,  support  for  passage   and  implementation  of  a  new  health  care  act,  or  calls  for  stronger  gun  control   laws  in  the  wake  of  school  shootings.  As  time  permits,  show  some  sample  clips   of  persuasive  speeches  from  the  White  House  or  Congressional  websites   (http://www.whitehouse.gov,  http://www.house.gov  and   http://www.senate.gov).  Over  time,  it  is  likely  that  some  of  these  issues  may  have   become  “old  news”  or  lost  their  relevancy.  If  that  is  the  case,  the  teacher  may   wish  to  generalize  these  into  less  specific  topics,  or  may  wish  to  substitute  more   recent  topics.  (Note:  If  the  teacher  elects  to  have  students  search  for  examples   of  persuasive  speeches,  be  aware  that  sites  such  as  YouTube  contain  content   that  may  be  controversial  and  unfiltered.)    

Next,  have  students  think  about  an  instance  where  government  (school  or  local,   state,  or  national)  has  focused  on  an  issue  or  event,  and  needed  to  generate   support.  Mention  that  in  order  to   “sell”  this  message  to  the  public,  officials   would  use  various  persuasive  techniques.  Have  students  view  the  techniques  at   the  CopyBlogger  site  (http://www.copyblogger.com/persuasive-­‐‑writing),  or  print   the  contents  on  the  page  and  review  it  with  the  students.     

Using  this  information,  have  students  write  a  quick  promotional  message   (approximately  a  paragraph)  that  would  encouraged  an  audience  to  support  the   government  program  or  initiative  they  identified.  The  message  should   incorporate  two  of  the  persuasive  techniques  described  in  the  “CopyBlogger”   handout.  They  can  present  these  to  the  class  or  post  online  at  Padlet.     

After  students  have  had  a  chance  to  review  all  the  presentations,  follow  up  with   these  debriefing  questions:    

• Summarize  the  strengths  and  weaknesses  of  the  promotional  messages.    
• What  parts  of  the  promotional  message  were  intended  to  promote  or  gain   the  public’s  support?    
• What  type  of  audience  was  the  message  aimed  at?    
• Was  there  a  persuasive  writing  technique  used  more  than  others  in  the   messages?    
• What  was  it  and  why  do  you  think  this  was  used  so  much?  Do  you  think   the  intended  audience  received  the  message?  Why  or  why  not?    

Main  Activity:

Part  1:

The  teacher  should  divide  the  class  into  groups  of  approximately  five  students.   Distribute  the  handout  “How  FDR  Used  Radio  to  Ease  the  Public’s  Fears.”  Either   read  aloud  the  introduction  or  display  it  on  the  front  board.  

Make  one  copy  of  the  “Video  Analysis  Organizer”  for  each  student  to  complete   while  watching  the  three  clips.  Tell  them  that  they  will  first  analyze  three  clips   from  The  Roosevelts:  An  Intimate  History  that  feature  several  FDR  Fireside  Chats  in   order  understand  the  topics  FDR  spoke  about  and  the  speech  techniques  he  used.    

Explain  that  they  should  pay  close  attention  to  FDR’s  speaking  style  and  the   organization  of  his  chat.  This  will  assist  them  in  developing  the  tone,  flavor,  and   impact  of  their  own  “chat”  podcast.  (Note:  If  pressed  for  time,  the  teacher  can   have  student  groups  view  the  clips  and  complete  the  organizer  as  homework.)   Encourage  students  to  view  clips  multiple  times  as  needed  in  order  to  effectively   complete  the  graphic  organizer.  

Once  the  groups  have  completed  their  organizers,  bring  the  class  together  and   have  the  groups  recall  from  the  video  clips  what  they  heard  FDR  say  in  the   speeches.  Review  the  following  debriefing  questions  with  the  class.    

• Cite  examples  of  where  FDR’s  Fireside  Chats  promoted  his  programs  and   gained  public  support.  
• What  persuasive  techniques  from  CopyBlogger  did  you  hear  FDR  use  in   his  speeches?  Why  do  you  think  they  were  effective  for  people  in  the   1930s?  
• Describe  several  reasons  why  you  think  the  radio  was  such  an  effective   commination  tool  in  the  1930s.  What  would  be  a  comparable   communication  tool  or  tools  in  the  21st  century?  
• Do  you  think  FDR’s  fireside  chats  changed  policy  on  the  New  Deal  and   the  entry  into  World  War  II?  Explain  your  answer.  

Part  2:    

When  class  discussion  on  the  organizer  is  complete,  direct  students  to  the   “Creating  Your  ‘Fireside  Chat’  Podcast”  handout.  Tell  students  that  they  will   research  information  on  a  New  Deal  or  entry  into  World  War  II  topic  and  create  a   podcast  formulated  around  a  Fireside  Chat  speech.      

 Project  the  list  of  topics  (below)  on  the  front  board  or  create  a  handout  for   students.  Have  each  group  select,  or  assign  them,  a  topic  for  their  podcast.     Carefully  review  the  podcast  criteria,  the  “Podcast  Information  Organizer”,  the   “Podcast  Storyboard”,  and  the  “Fireside  Chat  Resources”  with  students  to  assist   them  in  their  research  and  development  of  the  podcast.  Tell  students  they  will  be   evaluated  on  how  well  they  follow  the  criteria.    

Once  the  podcasts  are  complete,  the  teacher  should  allow  time  for  each  group  to   present  their  podcast  to  the  other  groups  in  the  class.  (The  teacher  may  elect  to   have  the  class  critique  each  podcast  for  historical  accuracy  and  effectiveness.)  If   possible,  the  teacher  may  also  wish  to  have  the  podcasts  stored  in  an  online   repository  for  download  by  others,  including  the  public.    

New  Deal  Topics:  

Relief:

• Banking  crisis  
• Farming  crisis  (and  the  Dust  Bowl)  
• Relief  efforts  and  make-­‐‑work  projects  
• Work  relief  (both  adults  and  youth)  

Recovery:

• Industrial  recovery  and  the  NRA  
• Housing  recovery  (HOLC,  FHA,  etc.)  
• Supreme  Court  reform  (court  packing)  
• Roosevelt  “Coalition”  and  1936  election  campaign  
• New  Deal  “agitators”  

Reform:

• Social  Security  
• Securities  and  exchange  reform  
• Consumer  safety  reform  (pure  food  and  drug  legislation)  
• Worker/management  relations  (collective  bargaining)  
• Flood  control  and  land  revitalization  (Tennessee  Valley  Authority)  

Topics  Related  to  World  War  II/American  Entry  into  the  War:  

• Lend-­‐‑Lease  program  
• Atlantic  Charter  
• “Four  Freedoms”  
• FDR’s  third  term  (1940  campaign)
• Pearl  Harbor  
• Selective  Service  (the  “draft”)  
• Home  front  issues  (war  bonds,  sacrifice,  industrial  production)  
• Battle  campaigns  
• Wartime  conferences  (Casablanca,  Yalta,  etc.)   

Evaluation  Procedure:  

At  the  conclusion  of  the  project,  the  teacher  should  evaluate  students  on  the   following: 

• Active  participation  during  discussions  and  activities.  
• Completion  of  notes  from  the  video  viewing  activity.  
• Students’  podcasts,  using  a  suitable  rubric.  An  example  rubric  that  can   either  be  used  “as  is”  or  adapted  for  a  particular  class  is  included  at  the   end  of  the  lesson.    

Extension  Activities:  

• Have  students  listen  to  the  current  president’s  weekly  address  found  at   the  White  House  website  (http://www.whitehouse.gov/briefing-­‐‑ room/weekly-­‐‑address)  and  write  a  compare-­‐‑and-­‐‑contrast  essay  analyzing   the  current  president’s  tone  and  effectiveness  with  FDR’s  Fireside  Chats.    
• Have  students  develop  podcasts  on  current  issues  using  the  same   framework  instructions  contained  in  the  “Creating  Your  ‘Fireside  Chat’   Podcast”  handout.                                                                                                                                                                                                                                                                            

Academic  Standards:   

This  lesson  meets  the  following  standards:  

Mid  Continent  Research  for  Education  and  Learning  (McREL)   (http://www.mcrel.org/standards-­‐‑benchmarks)  

 History:  

 Standard  24:  Understands  how  the  New  Deal  addressed  the  Great  Depression,   transformed  American  federalism,  and  initiated  the  welfare  state  

• Level  III,  Standard  24,  Benchmark  3:  Understands  the  factors   contributing  to  the  forging  of  the  Roosevelt  coalition  in  1936  and  its   electoral  significance  in  subsequent  years  
• Level  III,  Standard  24,  Benchmark  8:  Understands  how  the  New  Deal   influenced  public  opinion  (e.g.,  the  public’s  belief  in  the  responsibility  of   government  to  deliver  public  services)  
• Level  IV,  Standard  24,  Benchmark  1:  Understands  the  first  and  second   New  Deals  (e.g.,  the  success  of  the  relief,  recovery,  and  reform  measures   associated  with  each)  
• Level  IV,  Standard  24,  Benchmark  3:  Understands  how  the  New  Deal   influenced  labor  and  employment  (e.g.,  the  impact  of  the  New  Deal  on   non-­‐‑union  workers;  factors  contributing  to  the  success  of  the  CIO   leadership  in  organizing  the  rubber,  auto,  and  steelworkers  in  the  period   1937-­‐‑1941;  labor’s  commitment  to  organizing;  causes,  strategies,  and   leadership  of  major  strikes  during  the  New  Deal;  the  effects  of  the  New   Deal  agricultural  programs  on  farm  laborers)  
• Level  IV,  Standard  24,  Benchmark  4:  Understands  influences  on  the  New   Deal  (e.g.,  Supreme  Court  cases  related  to  the  New  Deal  and  Roosevelt’s   response  to  the  rulings;  the  class  basis  for  support  and  opposition  to  the   New  Deal  in  the  Northeast,  South,  Midwest,  and  Far  West)  
• Level  IV,  Standard  24,  Benchmark  5:  Understands  the  significance  and   ideology  of  FDR  and  the  New  Deal  (e.g.,  whether  the  New  Deal  was  able   to  solve  the  problems  of  The  Depression,  who  the  New  Deal  helped  the   most  and  the  least;  how  the  New  Deal  changed  the  relationship  between   state  and  federal  government)  

Standard  25:  Understands  the  causes  and  course  of  World  War  II,  the  character   of  the  war  at  home  and  abroad,  and  its  reshaping  of  the  US  role  in  world  affairs  

• Level  IV,  Standard  25,  Benchmark  3:  Understands  President  Roosevelt’s   ideas  and  policies  during  World  War  II  (e.g.,  Roosevelt  Administration’s   wartime  diplomacy  among  the  Allied  powers,  the  ideas  presented  in  his   Four  Freedoms  speech)  
• Level  IV,  Standard  25,  Benchmark  4:  Understands  how  World  War  II   influenced  the  home  front  (e.g.,  the  impact  on  science,  medicine,  and   technology;  how  Americans  viewed  their  achievements  and  global   responsibilities  at  the  war’s  end;  how  minorities  contributed  to  the  war   effort  and  the  contradiction  between  their  treatment  at  home  and  the  goals   that  they  were  fighting  for  in  Europe;  the  effects  of  the  relocation  centers   on  Japanese  American  families)  

College  and  Career  Readiness  Anchor  Standards:

Writing:

• W.6:  Use  technology,  including  the  Internet,  to  produce  and  publish   writing  and  to  interact  and  collaborate  with  others.  
• W.7:  Conduct  short  as  well  as  more  sustained  research  projects  based  on   focused  questions,  demonstrating  understanding  of  the  subject  under   investigation.   

Comprehension  and  Collaboration:

• SL.1:  Prepare  for  and  participate  effectively  in  a  range  of  conversations   and  collaborations  with  diverse  partners,  building  on  others’  ideas  and   expressing  their  own  clearly  and  persuasively.  
• SL.3:  Evaluate  a  speaker’s  point  of  view,  reasoning,  and  use  of  evidence   and  rhetoric.  
• SL.5:  Make  strategic  use  of  digital  media  and  visual  displays  of  data  to   express  information  and  enhance  understanding  of  presentations.  

Speaking  and  Listening:

• SL.11-­‐‑12.1:  Initiate  and  participate  effectively  in  a  range  of  collaborative   discussions  (one-­‐‑on-­‐‑one,  in  groups,  and  teacher-­‐‑led)  with  diverse  partners   on  grades  11-­‐‑12  topics,  texts,  and  issues,  building  on  others’  ideas  and   expressing  their  own  clearly  and  persuasively.  
• SL.11-­‐‑12.4:  Present  information,  findings,  and  supporting  evidence,   conveying  a  clear  and  distinct  perspective,  such  that  listeners  can  follow  the  line  of  reasoning,  alternative  or  opposing  perspectives  are  addressed,   and  the  organization,  development,  substance,  and  style  are  appropriate   to  purpose,  audience,  and  a  range  of  formal  and  informal  tasks.  
• SL.11-­‐‑12.5:  Make  strategic  use  of  digital  media  (e.g.,  textual,  graphical,   audio,  visual,  and  interactive  elements)  in  presentations  to  enhance   understanding  of  findings,  reasoning,  and  evidence  and  to  add  interest.  

 English  Language  Arts  Standards:  History/Social  Studies:  

• CCSS.ELA-­‐‑Literacy.RH.9-­‐‑10.1:  Cite  specific  evidence  to  support  analysis   of  primary  and  secondary  sources,  attending  to  such  features  as  the  date   and  origin  of  the  information.  
• CCSS.ELA-­‐‑Literacy.RH.9-­‐‑10.5:    Analyze  how  a  text  uses  structure  to   emphasize  key  points  or  advance  an  explanation  or  analysis.  
• CCSS.ELA-­‐‑Literacy.RH.11-­‐‑12.1:    Cite  specific  textual  evidence  to  support   analysis  of  primary  and  secondary  sources,  connecting  insights  gained   from  specific  details  to  an  understanding  of  the  text  as  a  whole.
• CCSS.ELA-­‐‑Literacy.RH.11-­‐‑12.5:    Analyze  in  detail  how  a  complex   primary  source  is  structured,  including  how  key  sentences,  paragraphs,   and  larger  portions  of  the  text  contribute  to  the  whole.