UNIT SUMMARY This unit has been developed to guide students and instructors in a close reading of Franklin Roosevelt’s War
Message to Congress. The activities and actions described below follow a carefully developed set of steps that assist students in increasing their familiarity and understanding of Roosevelt’s speech through a series of text dependent tasks and questions that ultimately develop college and career ready skills identified in the Common Core State Standards.
Reading Tasks: Students will silently read the passage, first independently, and then following along with the text as the teacher and/or students read aloud. The teacher will then lead students through a set of concise, text-dependent questions that compel students to reread specific passages and discover the structure and meaning of Roosevelt’s War Message to Congress.
Vocabulary Tasks: Most of the meanings of words in this selection can be discovered from careful reading of the context in which they appear. This practice is both called for by the standards and is vital.
Teachers must be prepared to reinforce it constantly by modeling and holding students accountable for
looking in the context for meaning as well.
Discussion Tasks: Students will discuss the passage in depth with their teacher and their classmates, performing activities that result in a close reading of Roosevelt’s text. The goal is to foster student confidence when encountering complex text and to reinforce the skills they have acquired regarding how to build and extend their understanding of a text.
Writing Tasks: Students will paraphrase different sentences and paragraphs of Roosevelt’s speech and then write an analytical essay on their understanding of his War Message to Congress. Students will be afforded the opportunity to rewrite their explanation or revise their in-class paraphrases after participating in classroom discussion, allowing them to refashion both their understanding of the text and their expression of that understanding.
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Outline of Unit: This unit can be broken down into three sections of instruction and reflection on the part of students and their teachers, followed by additional activities, some designed for history/social studies and some for ELA classrooms.
SECTION 1 Pearl Harbor: The Dastardly Attack
1.
Students silently read Roosevelt’s War Message to Congress
2.
Then teacher reads the War Message out loud to the class while students follow along in the text.
3.
Students translate the first four paragraphs of the War Message into their own words.
4.
Students respond to guiding questions and tasks about the first paragraph, focusing on the following CCS standards:
RI.9-10.1; RI.9-10.2, 4 & 5; W.9-10.9; SL.9-10.1; and L.9-10.4-6.
5.
After the discussion, students rewrite their translation of Roosevelt’s paragraph.
6.
Teacher concludes with a discussion of the first line of second paragraph.
SECTION 2 Request for War Declaration
1.
Students are re-acquainted with the first two paragraphs of the speech
2.
Students read independently the third paragraph of the War Message.
3.
Teacher reads the text of the third paragraph out loud to the class while students follow along in the text.
4.
Students translate the third paragraph into their own words.
5.
Students respond to guiding questions regarding the third paragraph of the War Message to Congress, focusing on the following CCS standards: RI.9-10.1; RI.9-10.3, 5 & 8; W.9-10.9; and SL.9-10.1.
6.
Students revise their translation of the third paragraph.
7.
The lesson concludes with students writing a page length essay based on the structure of Roosevelt’s argument, focusing on the following CCS standards: RI.9-10.1, RI.9-10.6 & 8; and W.9-10.1, 4 & 9.

Mr. Vice President, Mr. Speaker, members of the Senate and the House of Representatives:
Yesterday, December 7th, 1941 - a date which will live in infamy suddenly and deliberately attacked by naval and air forces of the Empire of Japan.
The United States was at peace with that nation, and, at the solicitation 2 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
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.
1
3
- the United States of America was
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 4 negotiations, it contained no threat or hint of war or of armed attack.
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.
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.
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 5 to the very life and safety of our nation.
As Commander-in-Chief of the Army and Navy I have directed that all measures be taken for our defense, that always will our whole nation remember the character of the onslaught against us.
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.
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 again endanger us.
6 shall never
Hostilities exist. There is no blinking at the fact that our people, our territory and our interests are in grave danger.
With confidence in our armed forces, with the unbounding determination of our people, we will gain the inevitable triumph. So help us God.
I ask that the Congress declare that since the unprovoked and dastardly 7 attack by Japan on Sunday,
December 7th, 1941, a state of war has existed between the United States and the Japanese Empire.
1 Famous for a shameful or outrageous act
2 A petition or
request
3 To begin; start
4 Engaged in negotiations & other relations between nations
5 To signify a necessary connection of circumstances
6 Betrayal of trust; treason
7 Cowardly; sneaky
---President Franklin D. Roosevelt - December 8, 1941

SECTION 1
(1–2 days)
Section 1 Activities
1. Teacher introduces the text and students read independently
2. Teacher reads the text out loud as students follow along
3. Students translate the text of the first paragraph into their own words in one or more sentences
4. Teacher guides discussion of the first 4 paragraphs. {see Central Concern #1 and #2}
5. Students rewrite their translation of Roosevelt’s first paragraph.
6. Teacher guides discussion of the 5 th & 6 th paragraphs. {See Central Concern #3}
7. Wrap Up.
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Central Concern #1 for guided discussion:
In the first sentence, what does Roosevelt tell us about recent events?
Text Under Discussion: “Yesterday, December 7 th , 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.”
Guiding Questions
A.
What happened on December 7 th , 1941?
B.
What does “infamy” mean?
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Central Concern #2 for guided discussion:
Was the US deliberately attacked?
Text Under Discussion: “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. 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.”
Guiding Questions
A.
What does “solicitation” mean?
B.
What does “commenced” mean?
C.
What does “diplomatic” mean?
D.
What is FDR saying about the attack?
E.
What emotions is FDR trying to evoke from Congress?
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Central Concern #3 for guided discussion:
What has happened between December 7 th and the time of the speech?
Text Under Discussion: “ 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. 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.”
Guiding Questions
A.
What have been the immediate results of the attack on Pearl Harbor?
B.
Where have American forces been attacked? (*don’t forget the territories)
C.
Why would Congress care that Malaya and the city of Hong Kong had been attacked?

SECTION 2
(1–2 days)
Section Two Activities
1. Teacher sets the scene for Roosevelt’s speech: conducts brief discussion of the 7 th paragraph {See Central Concern #1}
2. Students read the remainder of the document independently
3. Teacher reads the remainder of the document out loud
4. Students translate the text of the last paragraph into their own words in one or more sentences
5. Teacher guides discussion of the remainder of the document {see Central Concern #2 & #3}
6. Students revise their translation of the last paragraph.
7. Students write a brief essay based on their reading and understanding to date. {see Essay Prompt}
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Central Concern #1 for guided discussion:
What are the resulting implications of the attack on Pearl Harbor?
Text Under Discussion: “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.”
Guiding Questions
A.
What does “implications” mean?
B.
What facts speak for themselves?
C.
How has the opinion of American citizens been changed?
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Central Concern #2 for guided discussion:
How does Roosevelt motivate both Congress and the American people to join his desire to declare war?
Text Under Discussion: “As Commander-in-Chief of the Army and Navy I have directed that all measures be taken for our defense, that always will our whole nation remember the character of the onslaught against us. 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.
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. Hostilities exist. There is no blinking at the fact that our people, our territory and our interests are in grave danger. With confidence in our armed forces, with the unbounding determination of our people, we will gain the inevitable triumph. So help us God.”
Guiding Questions
A.
What gives Roosevelt the authority to ask Congress to declare war?
B.
What does “treachery” mean?
C.
Justify Roosevelt’s accusation that the Japanese have been treacherous.
D.
What is the grave danger the US and its territories face?
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Central Concern # 3 for guided discussion:
Why would Roosevelt ask Congress for a declaration of war, if war is already existing?
Text Under Discussion: “I ask that the Congress declare that since the unprovoked and dastardly attack by Japan on Sunday,
December 7th, 1941, a state of war has existed between the United States and the Japanese Empire.”
Guiding Questions
A.
What does “dastardly” mean?
B.
What does Roosevelt mean by “a state of war has [already] existed?”
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Essay Prompt: In the last paragraph of the speech, Roosevelt makes his final plea for Congress to declare war. How has he defended his argument that war is needed? What evidence does he use to support his request? Is his evidence sufficient enough
to justify a war declaration against Japan?
Remind students of the work they already completed and encourage them to review their notes and access the information they gathered to craft their response to this prompt. Emphasize that the essay should be well organized and effectively support the point being made with carefully selected evidence.