I did notice that one student who had, he had drawn a homeless family that was pressed up against a shop window. So they're really-they are getting the context and they were really thinking about what it would have been like to listen to the radio at the time. He's worried about money, this family is worried about unemployment, family, poverty, jobs, death, homelessness, food. Joe Jelen: And this one student draws a picture of a family listening to the radio. What does that look like to you? Stick figures, fine. Joe Jelen, in classroom: Imagine that you're listening to one of FDR's Fireside Chats for a moment and draw a picture of what that looks like. The next step was to have students then draw or label some of the uncertainties or what they were concerned about in the year of 1935. Joe Jelen: It was nice to have students listen to FDR's voice and give kids a good sense of the year 1935, thinking about what listening to a radio would have been like and think about how FDR used his voice and used tone and used his reassuring metaphors to really capture his audience. They know that the process of the constructive rebuilding of America cannot be done in a day or a year. Listen for how he's saying these words and think about how's that important to understanding the context of 1935 here.įDR, voiceover: The overwhelming majority of people in this country know how to sift the wheat from the chaff in what they hear and what they read. Joe Jelen, in classroom: Listen for his tone. This is getting towards the end of the unit on FDR, looking at how FDR is trying to convince the people that his plan is going to change the course of the country and bring the country out of the deep, deep recession that it was in. They know about the Fireside Chats they know a lot about the Great Depression. They've read in the textbook about FDR at this point. And I think that too often people believe that everyone was onboard with the New Deal, when the reality was that people had their doubts and people still had their nagging concerns about whether the New Deal plan would work. They-I feel that students too often think of FDR as a savior and think of the New Deal as without critics. And so what I had students do was actually to visualize that and to draw what that looked like to them, during their warm-up contextualization exercise. payments system and demonstrated the power of credible regime-shifting policies.Joe Jelen: I wanted them to sort of grapple with the context of the Fireside Chat and really think about what was happening then and how that was influencing what FDR was going to talk about, and think about the uncertainty that surrounded 1935. The study concludes that the Bank Holiday and the Emergency Banking Act of 1933 reestablished the integrity of the U.S. Americans responded by returning more than half of their hoarded cash to the banks within two weeks and by bidding up stock prices by the largest ever one-day percentage price increase on March 15-the first trading day after the Bank Holiday ended. The contemporary press confirms that the public recognized the implicit guarantee and, as a result, believed that the reopened banks would be safe, as the President explained in his first Fireside Chat on March 12, 1933. Roosevelt used the emergency currency provisions of the Act to encourage the Federal Reserve to create de facto 100 percent deposit insurance in the reopened banks. This article attributes the success of the Bank Holiday and the remarkable turnaround in the public’s confidence to the Emergency Banking Act, passed by Congress on March 9, 1933. When the banks reopened on March 13, depositors stood in line to return their hoarded cash. After a month-long run on American banks, Franklin Delano Roosevelt proclaimed a Bank Holiday, beginning March 6, 1933, that shut down the banking system.
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