Analyzing FDR’s First Fireside Chat

This activity can be used during a unit on the Great Depression. It can serve as an introduction to the presidency of Franklin D. Roosevelt and the New Deal. For grades 6-12. Approximate time needed is 20 minutes.

To begin, present the activity to the entire class. Inform students that they will be reading and summarizing sections of one of FDR’s famous fireside chats. Before reading the selections, ask students about the name given to these series of speeches given by FDR during his presidency: fireside chat. Ask students what the name “fireside chat” evokes in their mind. After discussing their thoughts, provide the following context:

One of the first actions taken by President Roosevelt upon becoming President was an emergency temporary closing of all banks in order to measure their safety and prevent a further economic crisis through a banking collapse. To explain his actions and to inform Americans of his New Deal, Roosevelt also needed to calm the fears and restore the confidence of Americans and to gain their support for the programs.

 

One of the ways FDR chose to accomplish this was through the radio, the most direct means of access to the American people. During the 1930s almost every home had a radio, and families typically spent several hours a day gathered together, listening to their favorite programs. Roosevelt called his radio talks about issues of public concern “fireside chats.” Informal and relaxed, the talks made Americans feel as if President Roosevelt was talking directly to them. Roosevelt continued to use fireside chats throughout his presidency to address the fears and concerns of the American people as well as to inform them of the positions and actions taken by the U.S. government.

 

This fireside chat on the banking crisis, given on March 12, 1933, addressed some of the problems and issues of the Great Depression, it also focused on how banking works.

Model document analysis with the speech. Read the opening aloud as a class and direct students to pay attention to the overall purpose and tone of the document. Ask students to share if any statements, phrases, or selections in the first paragraph particularly stand out. Ask students to share their findings and explain their selections.

After hearing several examples, direct students to read the rest of the fireside chat and note three additional statements, phrases, or selections that they think are important, interesting, and/or innovative. Afterward, ask students to turn and talk with a partner to share the statements they noted and their reasoning. Give students the opportunity to share several examples of their selections with the full class.

This activity was adapted from “FDR Election” in the New York City Department of Education’s Passport to Social Studies, Grade 8, Unit 4, Lesson 14 (pg. 184-190).