Snapshot Lessons
1. What’s the Deal? The Square Deal and the New Deal
Background: Theodore and Franklin D. Roosevelt were different politicians from
different parties but both became champions of the people. Theodore was a blossoming
Progressive with a sense of moral outrage toward those who would take advantage of
their position at the expense of others. His “Square Deal” programs promised a more
equitable and competitive business environment that would better the lives of all
Americans. FDR was a policy experimenter, pushing TR’s Progressive ideas to fruition.
Major bills during the New Deal period granted the federal government unprecedented
power over the economy.
Activity: Divide the class into small research groups to trace the history of these two
economic programs, the Square Deal and the New Deal. Have some groups report on the
economic conditions each plan tried to address, details or examples of policies in each
plan, the opposition each faced, and the level of success each plan attained. Two good
resources are The Living New Deal (http://livingnewdeal.berkeley.edu/) and Theodore
Roosevelt.com (http://www.theodore-roosevelt.com/). Have other groups research the
economic platforms of today’s Democratic and Republican parties in the same way. Then
have each group report their findings to the class. Discuss the similarities and differences
of Square Deal and the New Deal, how the Square Deal and the New Deal compare to the
economic plans proposed by the Republican and Democratic parties today, and which
plan or parts of the plans might address economic problems faced today.
2. How Much Power Is Enough?
Background: Both President Theodore Roosevelt and President Franklin Roosevelt
believed the executive branch was granted any power it needed so long at it wasn’t
prohibited in the Constitution. This interpretation gives the president the power to act
quickly in times of national emergency or rapidly changing conditions. It also obligates
the president to “do the right thing” and not abuse the power.
Activity: Is this interpretation of constitutional power in the executive branch a good
thing? Have students work in small groups and list situations where the president might
need such powers to carry out his or her responsibilities. You can have students examine
the Preamble to the Constitution as a source for presidential responsibilities. Then have
them identify where in such circumstances there may be an abuse of power by the
PBS.org/the-roosevelts
president. Have them identify which of the two other branches of government would be
responsible for checking the potential abuse of power.
3. The Lives and Legacy of the Roosevelts
Background: The lives and legacy of the Roosevelts span over 100 years of American
history, encompassing partisan politics and reform, isolation and global responsibility,
government intervention and possible overreach, and social, political, and economic
transformation.
Activity: Have students examine old newspaper archives or provide them with articles
about the three Roosevelts during major events in their lives. A good source for these is
the Library of Congress’s “Chronicling America” (http://chroniclingamerica.loc.gov/).
Arrange the class into small editorial groups to discuss what highlights will be included
in a special section on the “Life and Times of Theodore, Franklin, or Eleanor Roosevelt.”
Have students work in small groups to formulate small tributes to one of the Roosevelts,
describing their personal lives, obstacles they overcame, successes, and shortcomings.
Include photos of each Roosevelt related to the events reported on.
4. Roosevelt Trivia Game
Background: For 19 of the first 45 years of the 20th century, a Roosevelt was in the
White House. The three Roosevelts had a tremendous impact on history and millions of
Americans for a long time to come. This precedent-setting trio was involved in American
history in a multitude of different ways and their impact has been felt for generations.
Activity: Have the class develop a Roosevelt trivia game. Divide the class into small
groups and assign each group one of the following example categories: Theodore
Roosevelt, Franklin D. Roosevelt, Eleanor Roosevelt, Life before the White House, Life
in the White House, Life after the White House, Domestic Policies, Foreign Policies,
Events during the Great Depression, Events during World War II, etc. Have students
review their video notes from the lessons in The Roosevelts series for factoids in their
assigned categories. If your class hasn’t conducted any of the lessons yet, you can watch
selections from any of the episodes and take notes to gather facts. Students can also
research information for questions from any number of Roosevelt websites found in the
Resource sections in the lessons. Have each group write 10 trivia questions. You can
limit students’ pre-game knowledge of the questions by having each student in the group
write only two to three questions and not share them with other classmates. Some
examples of trivia questions can be found at http://www.ehow.com/how_2074010_writetrivia-questions.html. Have students write their questions on the upper half of an index
card with the answer in the lower half. Place all of the questions in a pile for the teacher
or moderator to deliver. Set up your game board on the front board with category rows
and varied points for the different questions.
PBS.org/the-roosevelts
5. Roosevelt Leadership
Background: All three Roosevelts displayed exceptional leadership skills, tested in very
difficult times. Theodore was brilliant and independent, and saw himself as a defender of
justice. Franklin was humbled by polio, which gave him a strong sense of empathy for
others and a drive to help them. Eleanor possessed strong moral conviction and was a
champion for social reform.
Activity: Would any of the three Roosevelts be good candidates for president of the
United States today? Divide students into small “campaign committees” and assign each
group one of the Roosevelts as a candidate. Each campaign committee should record
general information on their personal life, education, political and professional
experience, and key causes they believed in. The committees should identify the
leadership qualities of their candidate and highlight their experiences. Then have them
formulate a resume following a traditional resume format or one of your choosing.
Students can use their video notes from the lessons in The Roosevelts series. If your class
hasn’t conducted any of the lessons yet, students can watch selections from any of the
episodes and take notes to gather facts. Students can also research information for
questions from any number of Roosevelt websites found in the resource sections in the
lessons.
6. Mapping the Roosevelts’ Legacy
Background: The Roosevelts are one of the most influential families in history. Their
legacy and impact on the United States and the world have been felt through the
generations. Schools, streets, bridges, public and private buildings, and parks have been
named for the Roosevelts. Chances are, one of these in your town or a town near you was
named after one of the Roosevelts.
Activity: Place students into small brainstorming groups and have them identify any
buildings, roads, or structures that are named after one of the Roosevelts. Students can
also research in the library through public records and online at The Living New Deal
“Projects by State and City” (http://livingnewdeal.berkeley.edu/us/) or by entering the
word Roosevelt and the name of their city and state. In some cases, students might find
information that explains how a building, road, park, or structure was created through the
efforts of one of the Roosevelts or dedicated by one of them (example: structures
developed through the WPA). Have students record the name and location of the item, its
history including when it was built or developed, a description, a photo or film or video
clip (if available), and any other pertinent information. Have students to go The
Roosevelts website (http://www.pbs.org/kenburns/the-roosevelts/) and click the Map tag
near the top. Have students follow the instructions to share their connection to the
Roosevelt legacy.
PBS.org/the-roosevelts
7. Roosevelt Political Cartoons
Background: It comes with the territory for all people in the political spotlight that at
some point their image will become part of a political cartoon. The Roosevelts were no
exception. All three were praised and lampooned in political cartoons during their lives.
Their politics were controversial and their physical characteristics and mannerisms were
distinctive. All made “good copy” for political cartoonists.
Activity: Have students analyze various cartoons featuring one of the Roosevelts. In their
analysis, they should identify the event or issue depicted in the cartoon; explain what any
labels, symbols, or caricatures are representing; and explain the cartoonist’s message and
their thoughts/reaction on that message. Examples of Roosevelt cartoons can be found at
Theodore-Roosevelt.com (http://www.theodore-roosevelt.com/trcartoonsprompt.html)
and at FDR Cartoons http://www.nisk.k12.ny.us/fdr/FDRcartoons.html.
8. Timeline: The Roosevelts’ Lives and Times
Background: The assassination of a president. American expansion into imperialism.
The building of the Panama Canal. The Progressive Era. World War I. The Roaring ’20s.
The Great Depression. World War II. The United Nations. This is but a small list of the
events that the Roosevelts lived in and influenced. When stacked together, it is quite an
impressive array of accomplishments.
Activity: Have students create a timeline of Roosevelt accomplishments for all three
individuals. They can use their video notes from the lessons in The Roosevelts series. If
your class hasn’t conducted any of the lessons yet, students can watch selections from
any of the episodes and take notes to gather facts. Students can also research information
from any number of Roosevelt websites found in the resource sections in the lessons.
Assign one event to each student and have them research a brief timeline entry with the
individual’s name, the date, and a brief description of what happened. They should also
explain the impact the event had on the United States at the time and any impact that may
still exist today. Use the student interactive timeline tool at
http://www.readwritethink.org/classroom-resources/student-interactives/timeline30007.html to create the timeline online, or create a traditional classroom timeline on
long sheets of butcher paper.
9. Roosevelt’s Progressive Politics
Background: Each Roosevelt was known for his or her progressive politics, and each
was precedent-setting in their ideas and the policies they implemented. TR attacked the
abuses of the Gilded Age and instilled an era of social equality and progressive politics.
FDR attempted unprecedented government intervention to rescue the country from the
Great Depression and then navigated the nation through World War II. Eleanor was
FDR’s political partner in pushing his New Deal agenda, and then she independently
advocated reforms in civil rights for African Americans and became a pioneer of
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women’s rights. Though they were products of their times and often made policy
decisions in the name of political expediency, they were also visionaries who forever
changed government and citizens’ relationship to it.
Activity: How would the Roosevelt policies fare in today’s political climate? What
political party would each be closest to? As a class, have students brainstorm major
policies promoted by the Roosevelts. Then divide the class into small groups and assign
one of the policies to each. Have students research information on the problem the policy
was to address, how it would address it, and its level of success. Then identify similar
problems today and formulate a campaign poster or brochure that would promote one of
the Roosevelt candidates for president in the next election. Resource:
http://www.onlinecandidate.com/articles/tips-for-creating-a-great-campaign-brochure.
PBS.org/the-roosevelts