Ken Burns Classroom

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.  

About The Authors

Michael Hutchison

Michael Hutchison is the social studies department chair at Lincoln High School. Vincennes, Indiana. He has more than 35 years of classroom teaching experience, and has written lessons for several Ken Burns films, including The Civil War, Empire of the Air, Horatio’s Drive, Unforgivable Blackness, The War, Baseball, The Tenth Inning, Prohibition, The Dust Bowl, and The Roosevelts: An Intimate History. He is past president of the Indiana Computer Educators. In 2014, he was named winner of the Caleb Mills Indiana History Teacher of the Year Award by the Indiana Historical Society.

Handout: New Deal Podcast Rubric

Category Excellent   (10-­‐‑8) Good   (7-­‐‑5) Fair   (4-­‐‑3) Poor   (2-­‐‑0) Group     Score
Research All  sections   of  the   criteria  were   present  in   the  podcast   and  indicate   strong   mastery  of the  material. Most  of  the   criteria  were   completed,   showing   reasonable   mastery  of   the  material. Approximately   half  of  the   criteria  was   addressed,   showing  some   mastery  of   material. Less  than  half   of  the  criteria   was   addressed,   showing  little   or  no  mastery   of  material.
  Persuasiveness Podcast   includes   three  or   more   persuasive   writing techniques. Podcast   includes   two   persuasive   writing   techniques. Podcast   includes  one  to   two  persuasive   writing   techniques. Little   evidence  of   persuasive   writing   techniques.
  Organization Podcast    runs   smoothly;   high  level  of   organization   shown   according  to framework. Podcast   generally   runs   smoothly;   good   organization   shown. Podcast   generally  runs   smoothly;   average  level   of  organization   shown. Podcast  does   not  run   smoothly;   little   organizational   skill  shown.
  Aesthetics Podcast  is   appealing   and  eye-­‐‑ catching  as   stated  in framework. Podcast  is   relatively   engaging. Podcast  is   engaging  on   an  average   level. Podcast  is   neither   appealing  nor   engaging.
  Originality Significant   evidence  of   original   thought  and   invention  as stated  in framework. Some   originality   shown;  still  includes  a   large amount  of others’   ideas. Little   originality   shown;  work  is   a  rehash  of   others’  ideas. No  evidence   of  originality   or  uniqueness   shown.
Other  Criteria   as  Developed   by  Teacher
Overall  Group
Score

Handout: Video Analysis Organizer

View the three clips from the film The Roosevelts: An Intimate History that highlight and explain the impact of the Fireside Chats. As you watch, answer the questions in the organizer to help you understand the of how FDR effectively used radio to get his message across.

As your group views the three clips, look for the ways FDR used radio as a persuasive tool in order to promote the New Deal policies and inform the public about events leading up to and during World War II. You’ll want to look for historical facts, but even more important, look for persuasive cues—tone of voice, speaking style and mannerisms, rhetoric, wording of phrases, etc.—that the president used to help get his message across and convince Americans to support him. To help you find these cues, refer back to CopyBlogger handout.

Clip #1: FDR explains the banking crisis (1933)
Episode 5 (“The Rising Road”): INTRO: 10:56 (William Leuchtenburg, “Five thousand banks have failed…)
EXIT 17:13 (approx.) (Newsreel Announcer: “The leader leads and the nation heeds.”)
What is the significance/relevance of the term “fireside chat?” Explain Jonathan Alter’s point comparing FDR’s speaking style with “crooning”, and Roosevelt’s “new relationship” with his audience.
Review Alter’s example of FDR relating to the people in regards to “hording.” Explain whether this is a good example of Roosevelt’s relationship with his audience? Using information from the clip, describe the clip’s psychological impact.
Clip #2: The President discusses World War II progress (1942)
Episode 6 (“The Common Cause”): INTRO: 1:14:37 (Narrator: “On the Pacific Front, bad news was everywhere…” EXIT: 1:18:41 (FDR: “We Americans will contribute unified…”)
Why would FDR ask Americans to follow this fireside chat by using a map? What impact might this have? Provide examples from the clip that explains how FDR instilled confidence in the American people through his Fireside Chats.
Roosevelt refused to make a larger number of fireside chats. Explain whether you think this was a good strategy on his part and for his audience.
Clip #3: FDR leads the nation in prayer on D-Day (1944)
Episode 7 (“A Strong and Active Faith”): INTRO: 12:48 (Narrator: “The world had waited nearly thirty months…).
EXIT: 15:50 (“…and by the righteousness of our cause, our sons will triumph…”)
James Roosevelt called his father a “frustrated clergyman.” Based on what you see and hear in the clip, do you agree with this assessment? Why or why not?
Review FDR’s D-Day Prayer Fireside Chat in the video clip. Provide a review, much like a movie review, of the speech’s impact on the American public. Comment on the words used and the persuasive techniques used to inform and inspire the American people.

Handout: Creating your “Fireside Chat” Podcast

To begin producing your podcast, pick a topic from the list your teacher provides, work on the topic your teacher assigns you, or work with your teacher for another topic that fits the scope of the era (1933-1945).

Once you’ve selected a topic, research the facts following the criteria below:

  • An introduction to the audience (for example, FDR would frequently use the phrase “my friends” to start his fireside chats, and then a short introduction as to what the purpose of the chat was… “I want to talk to you about banking” was the subject of his first chat, in March, 1933.)
  • A description of the problem the group is addressing in the podcast. For example, if the group is addressing work relief, they should find some statistics regarding unemployment, the number of jobs lost, or other information related to persons not being able to work.
  • A description of what the New Deal had done (or planned to do) to solve the problem and its impact on economic policy.
  • Use of two to three persuasive writing techniques in the podcast.
  • Unless your teacher directs otherwise, your podcast should last 3-5 minutes.
  • Pictures and/or related sound files that may be used in the podcast (for example, FDR giving a speech or a photo of a related New Deal project, such as the WPA, CCC, etc.)
  • Any other material the group feels appropriate to include. (Your teacher may have other requirements for the podcast as well.)

Use the Podcast Information Organizer to help you keep track of information you want to use, as well as complete the storyboard to script the podcast. Use additional sheets of paper, if necessary.

Fireside Chat Resources:

Here are some online resources but don’t forget to look at print sources (books, encyclopedias, etc.) to help you as well.

Web site for “The Roosevelts: An Intimate History” http://www.pbs.org/kenburns/the- roosevelts/

Film clip for the Ken Burns film, “The War” which highlights radio broadcasts of President Franklin D. Roosevelt asking for a declaration of war against Japan on December 8, 1941. (http://www.pbs.org/kenburns/explore/detail/2983)

“Inkling Media” “Seven Reasons Why FDR Was a Social Media Pioneer” (http://inklingmedia.net/2009/12/16/7-reasons-fdr-was-a-social-media-pioneer/#.U0BOz8fg97M)

American Experience, “FDR” (includes transcript from that film) (http://www.pbs.org/wgbh/americanexperience/films/fdr/)

General FDR/New Deal/Events Leading to World War II Resources:

“The Roosevelts: An Intimate History”: http://www.pbs.org/kenburns/roosevelts

New Deal Network: http://newdeal.feri.org/

President Franklin D. Roosevelt and the New Deal (Library of Congress): http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timelin e/depwwii/newdeal/

The Living New Deal: https://livingnewdeal.berkeley.edu/resources/what-was-the-new-deal/

Interactive Periodic Table of the New Deal: http://www.fdrlibrary.marist.edu/education/resources/periodictable.html

Franklin D. Roosevelt Presidential Library and Museum: http://www.fdrlibrary.marist.edu/

C-SPAN “American Presidents: Life Portraits” FDR page: http://www.americanpresidents.org/presidents/president.asp?PresidentNumber=31

POTUS FDR page: http://www.potus.com/fdroosevelt.html

National Archives “Documents Relating to FDR and Churchill” (Teaching With Documents): http://www.archives.gov/education/lessons/fdr-churchill/

FDR’s “Four Freedoms” speech: https://www.nolo.com/legal-encyclopedia/content/fdr- 4freedoms-speech.html

Podcasting resources:

Apple GarageBand support page: http://www.apple.com/support/garageband/

Podcasting with GarageBand (pdf file): http://www.users.miamioh.edu/warrencn/DLI/podcast_garageband_doc_final6-22-07.pdf

Audacity download page: http://audacity.sourceforge.net/

Audacity Podcast tutorial: http://www.how-to-podcast-tutorial.com/17-audacity-tutorial.htm Learning in Hand Podcasting page: http://learninginhand.com/podcasting/

Podcasting Tools Web site: http://www.podcasting-tools.com/

Mashable.com Podcasting Tools Web site: http://mashable.com/2007/07/04/podcasting-toolbox/

Tech-Ease Podcasting tutorial videos: http://etc.usf.edu/te_mac/movies/podcasting.html

EdTechTeacher “Teaching History with Technology” Podcasting page: http://thwt.org/index.php/presentations-multimedia/podcasts

Persuasive writing and speaking resources:

Read-Write-Think “Developing Persuasive Writing Strategies” (http://www.readwritethink.org/professional-development/strategy-guides/developing- persuasive-writing-strategies-30965.html)

Copyblogger “Ten Timeless Persuasive Writing Techniques” (http://www.copyblogger.com/persuasive-writing)

Writetodone “A Step-by-Step Approach to Persuasive Writing” (http://writetodone.com/a-step- by-step-approach-to-persuasive-writing/)

Podcast Information Organizer
Group Members
Group Topic
Information collected on the problem being addressed. Include the introduction to the podcast as well as sound files and pictures.
Information on what the New Deal had done (or planned to do) to address the problem.
Web Resource Citation Information.
How information will be used to persuade the audience (Use 2-3 persuasive techniques that you studied in the resources. Make sure podcast lasts at least 3 min.

Handout: Podcast Storyboard

Use the storyboard blocks below to map out the different aspects of your podcast. You may want to use additional copies of this sheet if needed.