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Teaching About FDR's Public Image

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Teaching About FDR's Public Image The Georgia Social Studies Journal Fall 2014, Volume 4, Number 2, pp. 44-52 Georgia Council for the Social Studies Teaching about FDR’s public image: Suggested field trips and resources. Eric Waples Morris Central School (Morris, NY) In this article, the author justifies teaching about Franklin D. Roosevelt’s public image in light of his disability in order to foster higher order and historical thinking. Where the majority of museums, historic sites, and monuments focus predominantly on Roosevelt’s role as a politician, the author identifies two sites in Warm Springs, Georgia that explore Roosevelt’s role as a man with a disability and as a neighbor in great detail. The article offers suggestions for using these field trip destinations to teach about FDR’s public image. Among the specific teaching tactics mentioned are questioning, identifying similarities and differences, and nonlinguistic representation. The author also offers several digital resources and films to use in tandem with the field trip destinations featured. Franklin D. Roosevelt was a master at manipulating his public image. In a society that was heavily focused on its leaders’ physical ability, he managed to win two terms as Governor of New York and four terms as President of the United States with a severe physical disability. FDR stage- managed his public appearances to inspire an air of health, activity, and masculinity (Houck & Kiewe, 2003). He concealed any use of wheelchairs through a series of strategically placed ramps and temporary barriers. For public appearances, he used steel bars mounted to his rail and tour cars to pull himself to a standing position where he could expressively wave to crowds. He even developed a way to “walk,” dispersing his weight through his powerful arms and the support of an aid and a cane to swing his braced legs forward one at a time (Gallagher, 1999). Roosevelt discovered that his body was the most effective prop he had to dispel rumors about his health (Houck & Kiewe, 2003). Armed with a pension for dramatic news-delivery and unprecedented charisma, he charmed a compliant media into ignoring his paralysis the way they did Wilson’s stroke. But now, society is almost seven decades removed from Roosevelt’s death, and a much more progressive public image has evolved. Although not every monument or museum wholeheartedly embraces the role of FDR’s paralysis in his physical representation, a definite trend is moving in that direction. Now, a sensible teacher might respectfully interject at this point asking: in an already crowded social studies curriculum, what would be the advantages of spending time on something as specialized as Franklin Roosevelt’s public image then and now? The simple answer is higher order and historical thinking. Throughout this pursuit, students will inevitably become familiar with Roosevelt’s role in the Great Depression and WWII in addition to his Fireside Chats, New Deal relief programs, and domestic and foreign policies—all of which are already directly part of state curriculums nationwide. However, this content goes farther to facilitate critical thinking because a person’s public image is made up of a number of factors. For instance, in order to begin discussing Roosevelt’s image in either century, students must first grasp the essentials of how a political figure presents his or herself through the media. Walking up the revised version of Bloom’s taxonomy, they begin with recognizing and recalling important aspects of media such as newspaper, radio, and film (Remember). They learn to interpret the messages behind each article or broadcast as they make inferences in order to summarize, categorize, and compare them to each other (Understand). As they categorize, they Waples, E. make generalizations about different groupings (Apply). They begin to differentiate and even attribute motives to the perspectives of political cartoons (Analyze). When they compare the two centuries, they critique the past’s and their present’s perception using all the steps mentioned above for both time periods (Evaluate). And finally, at the highest level, they are able to create their own conclusions and predict the direction of that image in the future (Create) (Krathwohl, 2002). Therefore, not only does this content build off of the established curriculum, it adds the task of analyzing students’ contemporary society, which requires higher order thinking and makes the learning more relevant. Of course, in the wake of Common Core, another essential reason for teaching about Roosevelt’s use of the media and his image is that it is the perfect vessel for teaching the process of making history, otherwise known as “historical thinking” (Martin, 2012). Among the major components of historical thinking that are pertinent to the study at hand are taking historical perspectives, identifying continuity and change, and the use of primary sources (Center for the Study of Historical Consciousness). Studying Franklin Roosevelt offers the perfect opportunity for students to look deeper at a public figure in order to see through the façade he built to inspire confidence from the nation. Students will analyze the challenges he faced as a person, not as an American icon, and develop new perspective. FDR’s history is a complex one, and it affords students the valuable chance to see that there are many sides to this American icon. While learning about Roosevelt’s contraction of polio and his consequential paralysis, students will come into contact with multiple perspectives of those surrounding him. They will learn how his mother, Sara Delano, strongly discouraged his return to politics. They will sympathize with Eleanor, who pushed the boundaries of her comfort zone to complement her husband and become an effective politician in her own right. Students will also identify continuity and change as they consider how politicians use the media to appear strong and active today in comparison to Roosevelt’s era. As students tackle the topic of Roosevelt, the media, and his image, they will develop historical thinking skills that will benefit them across every other topic in the discipline of social studies. Furthermore, studying this topic is a task that cannot be done without exploiting a wide range of primary sources. Better still, many of these primary sources include multimedia so that students who excel at any learning style may thrive. Although there are many literary first-hand accounts available, it is not enough to simply read about the way Roosevelt projected his tenor to millions through his Fireside Chats, or the way he animated his face and gestures before crowds of thousands at his speeches, or even the way he used his cane, braces, and an aid to pull off the illusion of health for the nation. Students need to hear and see all of those things for themselves; and fortunately, there is an abundance of resources that enables them to do so. Therein lays the main objective of this article, to highlight two locations that serve as resources so that teachers may be effectively equipped to instruct students about FDR’s use of the media and the manipulation of his image. Historic Sites and Teaching Suggestions The Roosevelt Warm Springs Institute for Rehabilitation and the Roosevelt Little White House Historic Site offer several opportunities to engage students with multiple means of instruction. Each resource is a physical location that would easily facilitate a fieldtrip for both large and small groups. After all, no matter how well teachers incorporate multimedia and primary sources into their lessons, there is nothing that compares to visiting places where history happened. These locations were chosen specifically because they offer a unique perspective on Franklin D. Roosevelt’s image. Where monuments and museums in Washington D.C. and New York focus on FDR the politician, these two Georgian sites focus on Roosevelt, the patient, the healer, and the neighbor. They offer students the chance to evaluate another side of Roosevelt. 45 The Georgia Social Studies Journal The Roosevelt Warm Springs Institute for Rehabilitation. In the Deep South, about an hour south of Atlanta, Georgia, lays the small but historic town of Warm Springs. This town fostered and witnessed the rebirth of Franklin Roosevelt after his paralysis. Here he built the first treatment facility for polio and recovered enough to pursue a second political career that led him to the White House. The treatment facility, called the Roosevelt Warm Springs Institute for Rehabilitation, still functions today under the Georgia Vocational Rehabilitation Agency. Although the institute now has a modern state-of-the-art facility, it has maintained the buildings where Roosevelt pioneered many of his treatment methods. A self-guided tour walks visitors outdoors through the quadrangle inspired by Thomas Jefferson’s design for the University of Virginia. Although visitors cannot enter many of the treatment facilities, numbers coinciding with the tour brochure are placed nearby windows so that they can see the emptied pools and equipment that still stands within them. These artifacts, though they are powerful symbols of Roosevelt’s ambition and practicality, do not say much about his physical image. There are, however, two unique sculptures of Roosevelt that do. The first features his bust among the other busts of fifteen scientists and two laymen who furthered the development of a polio vaccine. It rests outside of Founders Hall and has been dubbed “The Polio Hall of Fame.” The second is a wall fresco in a small courtyard depicting Roosevelt seated in a wheelchair with leg braces visibly protruding from his pant legs into his shoes. He is working with a boy who is standing using crutches and another set of braces that lock into his shoes as well. On the opposite side of the courtyard is another fresco of Helen Keller knelt on the ground and holding the hand of a small girl standing on a platform in front of her.
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