Seabiscuit offers insights into American history topics including the Great Depression, sports, folk heroes, the rise of radio and creation of a national media audience, American success stories, regional rivalries, the rise of the automobile and decline of the horse, and the legalization of gambling. You can use part or all of the film, or delve into the rich resources available on this Web site to learn more, either in a classroom or on your own.

The following activities are grouped into 4 categories: history, economics, geography, and civics. You can also read a few helpful hints for completing the activities.

Civics | Geography | History | Economics

1. Read about racing in the Depression. As the reading and the film explain, a number of states that had banned gambling on horse racing in the early part of the 1900s reversed those bans during the Great Depression because they needed the tax revenue that legalized gambling could bring. Today, states are facing their largest fiscal crisis since the Great Depression, and many are voting to adopt or expand gambling as a way of increasing revenues without raising taxes. As a class, find out whether your state recently has taken, or is considering taking, such a step, and the details of the proposed measure. (If no such proposal has been adopted or proposed in your state, choose a neighboring state that is considering one.) Form two groups, one in favor of the proposal and one against it. Then hold a class debate on whether the state should adopt (or should have adopted) the proposal. As a "visual aid" for the debate, each group should prepare two or more posters summarizing its views of the issue.

2. As the film notes, Seabiscuit's fans compared him to a hero in one of the books of Horatio Alger. A number of celebrated Americans emerged from a humble background and/or overcame significant hurdles to achieve success -- including, to name just a few, Abraham Lincoln, Frederick Douglass, Andrew Carnegie, Helen Keller, Jim Thorpe, Lou Gehrig, Franklin Roosevelt, Wilma Rudolph, and Christopher Reeve. Why is this image of a person succeeding through individual effort and often against great odds so appealing to Americans? Select one American, living or dead, who in your view fits this description, and write an essay explaining what you admire about him or her.

Civics | Geography | History | Economics

1. As a class, prepare a radio broadcast entitled "Seabiscuit: An Inspiring Story in a Troubled World." The broadcast, which would be aired on New Year's Day 1939, should explain how the exploits of Seabiscuit were a welcome diversion at a time of economic depression at home and trouble overseas. Divide the class into seven groups: one to write the narrator's script on Seabiscuit's accomplishments in 1938, and one each to provide coverage of recent events in the United States, Germany, Austria, Ethiopia, Soviet Union, and China. Each country's report should be approximately 250 words and should briefly summarize important developments in that country. After each group has written its script, the other groups should comment on it and suggest improvements. When all scripts have been revised, practice and then record the broadcast.

2. Review the timeline. Then photocopy or trace a map of the United States and mark the places that in your opinion were the most important in Seabiscuit's career. Label each place with the relevant event. When everyone is finished, post the maps around the room and compare them. Did everyone mark the same locations?

Civics | Geography | History | Economics

1. Read about racing and radio broadcasts and listen to the radio calls of some of Seabiscuit's big races. The fact that Seabiscuit's races were broadcast live on radio made them exciting, memorable events for millions of Americans. What major public events do you recall hearing about or watching on television as they were happening? Select one and write a description of your experience of the event. (You may choose a sporting event, a political event such as an election, a natural disaster, or some other public event.) Describe where you were and what you were doing when the event took place, whether the event was a surprise or something you had planned to "attend" by television or some other medium, and your reaction while the event unfolded; also state whether the memory is happy, painful, etc. To help your audience see the event through your eyes, be as specific as possible in your description. When you are done, read your account to the class.

2. How different was life in the United States of Seabiscuit's era from life in the United States of today? Divide the class into two groups, a "Then" group and a "Now" group. As a class, brainstorm a list of questions each group must answer about "its" time period, such as: What kind of music is popular? What other forms of entertainment are popular? At what age do most people marry? Do most married women work outside the home? What government programs help those who are unable to support themselves? What diseases and other medical problems are most feared? After the class has agreed on a list of questions, each group should research the answers. When groups have finished their research, show the results in a chart on the board.

Civics | Geography | History | Economics

1. Read about Seabiscuit-itis. The marketing of athletes has expanded enormously in the decades since Seabiscuit. Find as many examples as you can -- from television, newspapers, magazines, retail stores, Web sites, and other sources -- of celebrity endorsements of consumer products or other items or organizations. Do not restrict yourself to athletes from one particular sport or of one particular gender or nationality. Assemble your examples in a poster, scrapbook, or other form and present them to the class.

2. Look at the interactive presentation, A Day at the Races, paying special attention to the glossary. Then divide the class into groups of two. Each group should write and then perform for the class a conversation that two knowledgeable Thoroughbred racing "insiders" are having about Seabiscuit; the conversation should use correctly as many of the glossary terms as possible.