Student responses might include: Native prairie grasses helped to keep dirt on the ground farmers struggled to make ends meet dust clouds were massive and probably very scary a lot of farmers went on ‘relief’ (government assistance) starvation was a real threat.ĭisplay slide 6. Discuss with students how this collection of documents adds to their understanding of the Dust Bowl and to the FDR speech excerpt they listened to at the beginning of the lesson. Ask a few students to share what they gleaned from each document. Textbook photos, charts/graphics, or text excerpts (optional)įacilitate a class discussion related to the information in these documents. "I'd Rather Not Be on Relief" lyrics by Lester Hunter Shafter “Dust Bowl Blues” lyrics by Woody Guthrie (An online version of the song can be found here: ) While students present their documents to their group, others should record their information in the corresponding section of the document analysis organizer. Instruct students that they should record the information about their document in their organizer.Īfter sufficient time, typically 10 minutes, instruct students to share the information with their groups. Instruct students to examine and evaluate their specific document and prepare to share at least three pieces of information that their document reveals about the Dust Bowl with their group. At the same time, pass out the document analysis organizer. Jigsaw the source documents (listed below) by giving each student in the group a different document. Divide students into groups of four or five. Student responses might include: Fireside was supposed to make the speech feel more personal and less political FDR had definite plans to help farmers and ranchers.ĭisplay slide 5. This activity uses a K20 strategy called Think-Pair-Share. Then, ask student pairs to share their answers with the whole class. (Play the PhotoStory with photos and the beginning of FDR's speech.)Īfter listening and viewing, ask students to speculate by themselves as to why this series of speeches was known as “Fireside Chats.” Ask them to discuss with a partner what they think the main idea was of this initial portion of FDR's address. This is what it sounded like on September 6, 1936. Ask students to imagine going to bed at dusk, being hungry in the dark, and listening to the president give his speech. to hear FDR give his weekly address to the American public, the Fireside Chat. In an era before mass media, radio was the dominant mode of news delivery, and millions of Americans listened to the radio on Sunday evenings at 10 p.m. Explain that many poor Americans simply went to bed at dusk both to save energy and to stave off the pains of hunger during sleep. Take the students back in time to 1936 at the height of the Great Depression and Dust Bowl during the FDR presidency. If possible, darken the lights in the classroom. Display slide 4 from the Dust Bowl Fireside Chat PowerPoint.
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