Secondary Lesson Plan Template

Your Name: Bethanie Perrin

Subject & Grade Level: U.S. History-11th
Date: 2/20/2015

Mentor Teacher: Mr. Joe Stiglic

Lesson Topic: Progression of the New Deal and FDRs
use of Fireside Chats
Estimated Time: 50 minutes

1.Standards [Common Core State Standards, Nevada Subject Standards]: H2.[9-12]. 10 Analyze the policies and
programs of the New Deal, and their effects on political, economic, and diplomatic institutions.
2.Teaching Model: Presentation
3.Objective(s) [CCSD Curriculum Engine or Syllabus]: SWBAT determine and explain how FDR used the content and
programs of the New Deal with the power of his Fireside Chats to impact the country in the early 1930s.
4.Materials/Resources: Powerpoint, white board, printouts for students of the full text second Fireside Chat, packet
with letter to FDR about Fireside Chat and questions
5.Instructional Procedures:
A.

Introduction: When students come into the classroom have written on

the board- What was the morale of the country like in the
beginning of the 1930s? What was the first things Roosevelt did in
regards to the banks when he got into office? If someone was trying
to portray a powerful yet relatable message to you, would you
prefer to listen to what the person had to say or read it? Why?
Tell students to answer it on a piece of paper, give them 5 minutes.
Then ask students for some of their answers. Expect students to talk
about the Great Depression and low morale of the country, mention
the bank holiday. Review why Roosevelt declared a bank holiday and
ask then ask students for their last answer, there is no right or wrong
answer to the last one. (5 minutes)

B.

Activities or Learning Experiences:

1. Spend 2-3 minutes elaborating on the questions that we started the
class with. Review how we discussed that when Hoover left office the
American economy was low and Roosevelts administration really
took a different approach to office jumpstarting with The Hundred
Days. Roosevelt wanted to address the country to explain the bank
holiday and his plans in general to the country. Tell the students that
we are going to see how he took this on. (2-3 minutes)
2. Present to the class verbally how FDR wanted to present an
informal address on the banking crisis over the radio. During the
1930s around 90% of American households owned a radio and FDR
saw the potential of communicating with the public in a direct and
intimate way in order to gain even more support for his New Deal.
The first Fireside Chat took place on March 12th, 1933 but the term
Fireside Chat was coined two months later in May. (3 minutes)
3. Explain that we will now listen to the first Fireside Chat that FDR
ever gave and to take notes as they are listening. Pay attention to how
he addresses the bank holiday, examples and situations he presents.
Also take note of the language he uses. State that you will be writing

some notes on the board as well, but theirs need to be more detailed (7
minutes)
As the class is listening to the Fireside Chat follow along by
writing points on the board different elements of the bank holiday
he talks about:
-First step in governments reconstruction of financial and economic
fabric
-Program of rehabilitation of banking facilities
-Regulate banks to continue their normal functions
Write down certain points of examples and analogies he uses-Just because your bank doesnt open the first day, doesnt mean it
wont open
-New sound currency-backed with good assets
-Banks will take care of all needs except hysterical demands
-Banks will only reopen once reorganized
4. Show short PowerPoint to continue the discussion of Fireside
Chats (5 minutes)
Slide 1- Goals of Fireside Chats
Slide 2- Result of the first Fireside Chats
Slide 3- What the Fireside Chats did
Slide 4- How did these help our economy and country?
5. Tell the class now that they have more information and knowledge
about Fireside Chats, they are going to read to themselves the second
Fireside Chat instead of listening to it. Handout text of 2nd FSC give
3 minutes to read. (4 minutes)
6. After students are done reading the second Fireside Chat start a
conversation with the class for a formative assessment. Ask questions
like:
-Did you enjoy listening to the chat or reading the chat more, why?
-In what ways did FDR address his different subjects in a way that
might help the public understand the situation more or might make
them calm down?
-Would this raise your morale of the country and government if you
lived during this time period?
-Did he explain his programs of the New Deal in a way that might
encourage public support? How?
(5 minutes)
7. Give handout that will show letters that were send to FDR during
this time period that address the Fireside Chats. For each letter the

students will identify a part of the letter that shows the power of
FDRs use of radio as well as listing one issue or topic the letter writer
highlighted.
Walk around during their activity to see that they are understanding
what they are looking for, also ask to see the notes they took while
listening to the first Fireside Chat in order to gauge their active
listening skills. (10 minutes)

C.

Closure: Bring the students back together and ask now that they have
read letters from the public, what do they think of the effectiveness
of the chats? Mention the power of active listening and differences
between listening and reading. State that next lesson we will
continue with the New Deal and start touching on the beginning of
the role of the United States in World War II. (3 minutes)

D.

Extension/ Contingency Plan: More time to work on their handout

instead of having it as homework. Discuss some of the other topics
that FDR addressed in his Fireside Chats in order to emphasize how
important they were in support for the New Deal and the upward
turn of the country, as well as how this changed the role of
Presidents.

6.Accommodations/Modifications: Students would be given more time to complete the packet. Some students would be
able to have the first Fireside Chat for them to follow along with instead of just listening to it, depending on their
needs. Consistently ask throughout the lesson for indication if they are able to hear okay and see okay by using the
thumbs up, sideways or down method.
7.Assessment/Evaluation of Learning: Formative assessment will take place with the questions that I mentioned asking
throughout the lesson plan, as well as walking around during their activity, asking to look at the notes they took while
listening to the first Fireside Chat. Summative assessment will take place when they hand back in the packet with the
letters in them. On the next test there will also be questions regarding how effective the chats were and how they
impacted our nation at the time and the New Deal.
8.Homework Assignment: Finish the packet with the letters that was handed out during class, they will turn it in for a
grade.
9.

Post-Lesson Reflection: (to be completed after lesson is taught)