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HAWAII: ‘Day Of Infamy’ Speech -- Pearl Harbor (Day Four)



Grade Level/Subject:   6-8, 11 Social Studies;            Length: 90 minutes



I.    OBJECTIVES:


National Standards for Civics and Government: Standard IV.A.1, IV.B.2
and Standard XXV: Understanding the causes and effects of World War II.
Maryland Core Learning Goals, Goal 2, Indicator 2.1.2 and 2.2.2.



The student will be able to:

  • Read, listen and discuss Franklin Roosevelt's "Day of Infamy" speech, with special emphasis on the beginning of the speech and the differences between the first and final drafts of the speech.
  • Define the following terms: infamy premeditated, implications, onslaught, uttermost, mincing, dastardly, hyperbole, metaphor, repetition and alliteration in their Interactive Notebooks.
  • Lead a class discussion on these questions: to whom was this speech addresses? What appeals are made to each group addresses?
  • Compare and contrast the differences between first and final drafts using the Written Document Analysis Worksheet provided.
  • Select three changes from the first draft of the speech and explain whether the changes strengthened or weakened the speech.
  • After watching, "FDR: The War Year" video, be able to recognize the use of hyperbole, metaphor, repetition, and alliteration and discuss why Roosevelt did this in his speech.
  • Appreciate how Roosevelt was able to unite the American people into one force after Pearl Harbor attack.


    • II.    MATERIALS:




    III.   PROCEDURE:

         A.   Opening:

               1.  Play parts of the "Day of Infamy" speech as a teaser.


        B.     Development

                1. Read and discuss Franklin Roosevelt’s "Day of Infamy" speech, using first draft and final draft. Listen to the entire WAV file of speech. Ask students to define each of the following vocabulary terms as used in the speech: infamy, premeditated, implications, onslaught, uttermost, mincing, and dastardly in their Interactive Notebooks.

                2. Lead a class discussion on these questions:


  • To whom was this speech addressed?
  • What appeals are made to each group in the speech?
  • Put students into groups of three and help them compare the handwritten changes of first draft with the typed final draft.
  •  Then, ask each student to select three changes from the first draft of the speech and explain whether the changes strengthened or weakened the address; considering the audience it was addressing and using the Written Document Analysis Worksheet provided from NARA. Present findings to class as a whole in the groups.

    •          3. Have students define the following terms in their Interactive Notebooks: hyperbole, repetition, metaphor, and alliteration.

             4. Watch the video, "FDR: The War Years," (with special emphasis on the "Day of Infamy" speech in the video) and while keep students in same small groups of three. Then, have them discuss the way FDR used hyperbole, metaphor, repetition, and alliteration to make the speech more memorable and stirring.



        C.    Closure

           1. WRAP-UP/HOMEWORK: In their Interactive notebooks, have students write a letter. The premise: they are a member of Congress sitting in the Senate chamber on December 8, 1941. Before FDR's speech, you were undecided whether to vote to continue the US's isolation policy or commit the country to war. But after listening to Roosevelt's speech, you are reconsidering. So, write a letter to a family member, back in your home district and explain how listening to FDR's speech affected you and whether or not after hearing the speech you will back the President's decision to declare war on Japan. Letter must be at least two paragraphs with proper punctuation and grammar.

     IV.      ASSESSMENT

    Students will be evaluated based on participation in class discussions, vocabulary terms, Written Document Analysis Worksheet and coherent, thoughtful letters from the homework.



            ESOL STRATEGIES:

    Questions and answers drills, participation,cooperative learning, incorporated students’ culture and vocabulary.





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