FDR’s “Infamy” Speech - Part 1

The speech below is the first half of President Franklin D. Roosevelt’s “Infamy” speech. He
delivered this speech to a joint session of Congress on December 8, 1941. This speech was also
broadcasted over the radio, and over 81% of the American public tuned in.

In the US, Congress-–not the President—declares war. Prior to the attack on Pearl Harbor, the US
practiced isolationism. After WWI and the Great Depression, many Americans wanted to focus
their attention on rebuilding the country and viewed WWII as “Europe’s war.”

As you read the speech, pay attention to how FDR creates a common enemy through his word
choice and repetition.

[1] YESTERDAY, December 7, 1941, a date which will live in infamy, the United States of
America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan.

[2] The United States was at peace with that Nation and, at the solicitation of Japan, was still in
conversation with its Government and its Emperor looking toward the maintenance of peace in
the Pacific. Indeed, one hour after Japanese air squadrons had commenced bombing in the
American Island of Oahu, the Japanese Ambassador to the United States and his colleague
delivered to our Secretary of State a formal reply to a recent American message. And while this
reply stated that it seemed useless to continue the existing diplomatic negotiations, it contained
no threat or hint of war or of armed attack.

[3] It will be recorded that the distance of Hawaii from Japan makes it obvious that the attack was
deliberately planned many days or even weeks ago. During the intervening time, the Japanese
Government has deliberately sought to deceive the United States by false statements and
expressions of hope for continued peace.

[4] The attack yesterday on the Hawaiian Islands has caused severe damage to American naval
and military forces. I regret to tell you that very many American lives have been lost. In addition,
American ships have been reported torpedoed on the high seas between San Francisco and
Honolulu.

[5] Yesterday the Japanese Government also launched an attack against Malaya. Last night
Japanese forces attacked Hong Kong. Last night Japanese forces attacked Guam. Last night
Japanese forces attacked the Philippine Islands. Last night the Japanese attacked Wake
Island. And this morning the Japanese attacked Midway Island.

[6] Japan has, therefore, undertaken a surprise offensive extending throughout the Pacific area.
The facts of yesterday and today speak for themselves. The people of the United States have
already formed their opinions and well understand the implications to the very life and safety of
our Nation.

© Coach Hall Writes

 FDR’s “Infamy” Speech – Part 1
Analyzing Word Choice
Word choice, also known as diction, is a choice that speakers make when tailoring their speech to a
particular audience and/or occasion. Word choice helps create tone. (Tone is the speaker’s attitude
toward the subject.)

When writing about the speaker’s diction, it is important to put an adjective or tone word in front of
the word diction. Simply saying “the writer uses diction” is not specific enough because that means
“the writer uses words.”

Directions: After reading part 1 of the speech, answer the questions about FDR’s word choice
below.

1. What words does FDR use to describe the attack? List them below.

2. What is the tone of the words you listed in your answer to question 1? (You can write more than
one tone word if needed.)

3. What does FDR’s word choice in this section of his speech reveal about how he possibly feels about the
situation?

4. Why did FDR choose these words (from question 1) when informing the public of the attack?
(Think about FDR’s overall goal-–to ask Congress to declare war-–and the public’s likely
reaction to his groundbreaking information.)

5. Which emotions would these words likely elicit from Congress and the American public? Why
would FDR want to elicit these emotions?

© Coach Hall Writes

 FDR’s “Infamy” Speech – Part 1
Analyzing Repetition
Speakers repeat words or phrases to help create a specific tone and/or to emphasize a specific main
idea. Doing so helps speakers convey a message, develop an argument, or achieve a purpose.

When writing about repetition, instead of writing “uses repetition,” try a strong verb, such as
“repeats,” “reiterates,” “lists,” or “echoes.”

Anaphora is when a speaker repeats a word or phrase at the beginning of successive (one after the
other) clauses. While it is great to be able to recognize anaphora, when writing about anaphora, you
can write “repeats,” “reiterates,” “lists,” or “echoes.”

Directions: After reading part 1 of the speech, answer the questions about FDR’s word choice
below.

1. What words/phrases does FDR repeat throughout this section of the speech? List the words
below.

2. What tone do the repeated words (from question 1) create?

3. Why did FDR repeat each of the phrases you identified in question 1? (Think about the effect of
the audience hearing these words.)

4. Use the sentence frame provided in order to write a sentence about why FDR repeats a specific
word. SENTENCE FRAME: FDR repeats “insert word here” in order to (explain the purpose
of the repetition.)

5. Use the sentence frame provided in order to write a sentence about why FDR repeats a specific
word. SENTENCE FRAME: By repeating “insert word here,” FDR evokes a sense of (insert
specific emotion here) from the audience, making them more likely to (explain what the
audience is more likely to think or do after hearing this portion of the speech.)

© Coach Hall Writes

 Identifying Claims, Evidence, and Commentary
FDR’s “Infamy” Speech – Part 1
The paragraph below is a rough draft. Using 3 different colors, highlight 2 claims, 3 pieces of
evidence, and 2 pieces of commentary.

Claim: a provable statement

Evidence: a direct quote or paraphrase that supports the claim
Commentary: explaining the significance of the evidence-–the ”why” or “how”

Roosevelt begins his speech by acknowledging the magnitude of the attack on Pearl Harbor.

The words “suddenly” and “deliberately” indicate that the attack on Pearl Harbor was premeditated

and without warning, suggesting that the innocent US victims were defenseless, a realization that

would devastate the members of Congress and the American public. Noting that the US “was at

peace with Japan” and that there was no hint of a threat prior to the attack illustrates that Japan

manipulated and blindsided the US in order to cause the most possible damage, which further

supports President Roosevelt’s claim that Japan planned the attack. Roosevelt continues by listing

the other places in the Pacific that Japan attacked. Listing the other locations in the Pacific that

Japan attacked further solidifies Roosevelt’s claim that the attack was premeditated. Given that he

ultimately plans to ask Congress to declare war on the Empire of Japan, FDR must logically prove

that the US did not provoke this attack. Additionally, outlining Japan’s deliberate attack in this

manner will likely rouse the American desire for vengeance. By using words such as “suddenly” and

“deliberately” as well as listing the multiple locations the Japanese attacked, Roosevelt begins his

speech to a joint session of Congress by proving that Japan violated its peace agreement with the

US. Doing so not only villainizes Japan but also creates a common enemy, preparing the members

of Congress and the American public to be willing to go to war.

© Coach Hall Writes

 Embedding Evidence Practice
FDR’s “Infamy” Speech – Part 1
Embedding evidence means weaving a short direct quote into a sentence of your own. Remember
the acronym ICE: introduce, cite, and explain.

“Introduce” means that you need to include at least one word before the quotation marks.

For the rhetorical analysis essay on the AP Lang exam, you do not need to “cite” a line or paragraph
number. However, in college, you will be expected to include a parenthetical citation.

“Explain” means to provide commentary. Explain the significance of the evidence—the “why” and
“how.”

Directions: Complete the sentences below by embedding evidence and providing commentary
when applicable.

1. Using the words “_______” and “________” demonstrate the malicious nature behind the

attack.

2. Repeating the word “_________” emphasizes…

3. Noting that the Japanese attacked “_______,” “_______,” and “_______,” all islands in the

Pacific, reinforces the notion that Japan…

4. By describing Japan’s actions as “______” and “_____,” FDR characterizes the Empire of Japan

as _____.

5. FDR references the cities of “_______” to “________” to help Congress and the American

people realize that…

© Coach Hall Writes

 FDR’s “Infamy” Speech - Part 2

This is the second half of FDR’s “Infamy” speech.

As you read, pay attention to when FDR appeals to credibility by mentioning “I” or his role as
Commander in Chief. Also, look for the call to action, the part of the speech when FDR directly states
what he wants Congress to do.

Also, be sure to read the footnote. (Find the 1 after the word. Then read the definition at the bottom of
the page, also marked by a 1.)

[7] As Commander in Chief of the Army and Navy, I have directed that all measures be taken for our
defense.

[8] But always will our whole Nation remember the character of the onslaught against us.

[9] No matter how long it may take us to overcome this premeditated invasion, the American people
in their righteous might will win through to absolute victory.

[10] I believe that I interpret the will of the Congress and of the people when I assert that we will not
only defend ourselves to the uttermost but will make it very certain that this form of treachery shall
never again endanger us.

[11] Hostilities exist. There is no blinking at the fact that our people, our territory, and our interests
are in grave danger.

[12] With confidence in our armed forces with the unbounding determination of our people we will
gain the inevitable triumph so help us God.

[13] I ask that the Congress declare that since the unprovoked and dastardly1 attack by Japan on
Sunday, December 7, 1941, a state of war has existed between the United States and the Japanese
Empire.
1
Dastardly: wicked and cruel

© Coach Hall Writes

 FDR’s “Infamy” Speech – Part 2
Analyzing “Ethos”
Ethos is an appeal to credibility. Speakers often appeal to credibility by referencing what they have
done, quoting an expert, or providing a testimonial. Doing so reassures the audience.

When writing about ethos, avoid writing “the speaker uses ethos.” Instead, try “the speaker appeals
to credibility” or “the speaker bolsters his credibility by __________ (explain what he “does.”)

Directions: After reading part 2 of the speech, answer the questions below about appeals to
credibility.

1. Identify three phrases FDR says that demonstrate an appeal to credibility.

2. Why does FDR say the phrases you listed in your answer to question 1? (Consider his purpose
and/or the desired effect on the audience.)

3. Use the sentence frame provided in order to write a sentence about how/why FDR mentions his
credentials. SENTENCE FRAME: FDR mentions his role as “the Commander in Chief of the
Army and Navy” in order to… Doing so reassures Congress and the American public that…

4. While FDR says “I” throughout most of this portion of the speech, he includes the term “us”
toward the end. Why does FDR switch to inclusive diction (us?) Why is this inclusive diction
effective?

© Coach Hall Writes

 FDR’s “Infamy” Speech – Part 2
Analyzing Call to Action
A call to action is when the speaker calls the audience to act—to do something specific after
listening to the speech.

Directions: After reading part 2 of the speech, answer the questions below about the call to action.

1. What is FDR’s call to action to Congress?

2. Why does FDR include the call to action at the end of the speech rather than the beginning of the
speech? (Consider America’s isolationist policies and how the public was unaware of the attack
prior to this speech.)

3. Use the following sentence frame to write a sentence about FDR’s call to action. Sentence
Frame: Having already proven that Japan…, FDR concludes his speech by calling Congress
to… Although Americans had favored isolationist policies until this point, Congress and the
American people value ______ and _______. Therefore, they…

© Coach Hall Writes

 Coordinating Conjunctions Practice 2
Directions: Read the sentences in the left column. If the sentence demonstrates correct comma usage,
write "correct" in the box to the right of the sentence. If the sentence is not punctuated correctly, write
"incorrect."

Paralyzed from the waist down, FDR underwent years of physical

therapy, yet he was wheelchair-dependent for the rest of his life.

Roosevelt requested that the media not take pictures of his

wheelchair, so reportedly, if a photographer took a picture of FDR in
his wheelchair, the secret service would rip the film out of the
camera.

Roosevelt attended Columbia Law School, and worked as a clerk at

a Wall Street law firm.

In 1910, FDR won a democratic senate seat, yet the county was
heavily Republican.

FDR was the 32nd President of the United States, and is the only
President to serve 4 terms.

In 1937, rising unemployment and an economic downturn hurt

Roosevelt’s approval ratings, but the crisis had largely passed by
1938.

The Great Depression hurt the country’s morale so FDR adopted

“fireside chats” to better connect with the public.

World War II started on September 1, 1939 and ended on September

2, 1945.

Although some Americans wanted to enter World War II sooner,

there was not widespread support to do so, and the US military was
not yet ready either.

The Axis Powers were Germany, Italy, and Japan and the Allied
Powers were France, Great Britain, the United States, and the Soviet
Union.

© Coach Hall Writes

 FDR’s “Infamy” Speech – Part 2
Identifying Claims, Evidence, and Commentary
The paragraph below is a rough draft. Write a “C” above one claim. Write ”DQ” above one direct
quote. Write “P” above an example of a paraphrase. Write “S” above an example of an effective
reference to the speaker’s credentials. Write “A” above an effective analysis of the audience.

Claim: a provable statement

Evidence: a direct quote or paraphrase that supports the claim
Commentary: explaining the significance of the evidence-–the ”why” or “how”

Having already informed the nation of the attack, FDR then shifts his focus from creating a

common enemy to bolstering his credibility. He informs Congress and the American public that he,

“as Commander in Chief of the Army and Navy [has] directed that all measures be taken for

[America’s] defense.” Given that he is the only US President to have served four terms, FDR clearly

had the people’s support. Nevertheless, in light of such a tragedy, FDR must reassure the American

people that the necessary steps have been taken. Doing so offers the public a sense of security.

Additionally, FDR reassures the public by appealing to their sense of patriotism, noting that he (and

Congress) contest that the nation will defend itself and make sure that sure a devastating attack will

not happen on US soil again. By “interpreting the will of Congress,” asserting that they will want

justice, FDR builds to his call to action. However, before he asks Congress to declare war on Japan,

he continues to reassure the public. Acknowledging the strength of the military and an inevitable

victory serve to comfort the shocked nation and rouse patriotism, helping Americans realize that

defending the US and thus entering the war is the only option.

© Coach Hall Writes

 FDR’s “Infamy” Speech
Mini Paragraph Instructions

Directions: Write a mini paragraph that analyzes one choice FDR makes in his speech.

Step 1: Determine which choice you want to write about.

Step 2: Write a claim about the choice. This claim should function like a topic sentence.

Step 3: Write 1-2 sentences that contain embedded evidence that proves your claim.

Step 4: Write 2-3 sentences of commentary that explain your evidence. Be sure to explain why FDR
makes this choice for this audience on this occasion. Try to include one of the following verbs in
your commentary: emphasizes, illustrates, highlights, or suggests

Step 5: Proofread your work. Look for opportunities to improve your word choice. Be sure to vary
your syntax, as too many consecutive sentences of the same length seem choppy.
© Coach Hall Writes