Socratic Seminar:
Roosevelt’s Speech to Congress after Pearl Harbor
Context: This Socratic Seminar was created for an 11th Grade US/VA History class. It is
designed to take around 45 minutes, but if the discussion is lively and quality-rich then it should
be allowed to continue. This seminar will kick off the unit on the US involvement in World War
II. Through this seminar students will examine ideas such as patriotism, the changing role of the
United States in foreign affairs, and skills used in persuasive speeches.
Instructional Model: Socratic Seminars give students the opportunity to delve deeply into a text
and gain a more thorough understanding of both the text and its context. It requires students to
look beyond just the surface level of the text and has the student interact with the text several
times during preparation and the seminar itself. A good seminar text has a voice, is textually rich
(meaning that it contains various ideas, issues, and raises specific values), and most importantly
is interpretable. FDR’s “Infamy” speech, is relatively short and not difficult to read, but it has a
lot of ideas that students can look at. Students can discuss the literal meaning of the text and then
delve more into FDR’s goals for the speech and the rhetorical tactics he employed. This will also
assist students with their own persuasive writing.
Objectives:

By the end of the lesson the students will be able to explain why FDR wanted to join war.

During the discussion the students will identify the methods FDR used to persuade
Congress/the American people. The students will discuss the importance of word choice
for persuasion.

During the lesson the students will engage in civil discourse while engaging with a text
during their first Socratic seminar.
VA SOLs: VUS.11a; VUS.1a,c,d,f,h
NCSS Standards: D2.His.1,4,14,15.9-12
Assessments:

Formative assessment: watch students for engagement, rather than strictly participation.
Direct questions at students who do not appear to be paying attention for an extended
period of time (between 2-3 minutes) to the discussion to reengage them.

Formative assessment: Make sure that students are adhering to the Socratic Seminar
norms that will be posted and explained prior to the seminar itself. Redirect students that
are not adhering to the norms.

Summative assessment: Ask students to list two different persuasion tactics used by FDR.
Have students compare to clips of Bush post 9/11.
Content and Instructional Strategies:
The students are most likely already familiar with the opening line of FDR’s “Infamy” speech,
but there are other elements that can be discussed. It can be contrasted with speeches given by
other presidents before the beginning of a war. The roles of president, Congress, and the
American people can be discussed. Persuasive tactics and rhetorical strategies are also in
abundance in the text. This speech is a good starting out point for classes that are unfamiliar with
the Socratic Seminar format because it is short.
Opening Question: This speech was given before Congress, but also broadcast to the American
people. Who do you think FDR was most trying to persuade to go to war?
Core Questions: FDR opens his speech by saying that December 7th, 1941 was “a date which will
live in infamy.” Would the statement have been as impactful if he had made a different word
choice? How can word choice change the message being sent?
Rhetoric is the art of effective or persuasive speaking or writing, especially the use of figures of
speech and other compositional techniques. How does FDR use rhetoric in this speech?
Imagine that you are an American living during this time. How do you think you would react
hearing this speech?
Potential Follow-up Questions (generic or specific to text):
Why do you think FDR phrased a specific line that way?
How would you feel if you were living during this time?
What do you think about the timing of the speech? Too early, too late, just right?
-Preparation for Seminar (seminar text): During the class period before the seminar, students will
be each handed their own copy of the speech. I will model my own annotation style by showing
how I would underline key ideas, circle vocabulary that is important to the section, and star when
they see an element of persuasive speech. This should take less than 10 minutes, unless the
students have additional questions. I will let the students know that they can listen to the audio of
the speech during prep, but they must still read and annotate the text. In addition to reading and
annotating, students will complete the entrance ticket before they come to class. At the beginning
of class, all students will listen to an audio version of the speech so that they can also comment
on audience reaction and oratory skills during the seminar.
-Room Arrangement: My preference is for smaller groups so I would like to have the desks set
up into two circles with a desk for myself in between so that I can listen and interject as needed
into both sets of discussions. If there is another adult available, I would allow that person to lead
the second discussion (as long as they are familiar with this particular seminar and are
comfortable leading it).
-Preparation for Seminar (discussion skills): Display norms from rlstevenson.net and discuss the
list of norms. Ask students if they have any other norms that they would like to include. Set the
expectation that all students will be expected to be engaged, either through active participation or
through taking notes on the points made during the seminar that they will hand in. Let students
know if they are not actively engaged in one of those two ways, they will be given an additional
assignment to complete for the next seminar (most likely requiring them to prepare for the next
seminar questions). Make sure that students understand that the purpose of the seminar is for
them to interact with each other, not just to respond to the teacher. Students who did not
complete the ticket will be expected to both take notes during the seminar and complete the
ticket to be handed in at the end of class. This should take around 15 minutes.
-Procedures for the seminar:
I.
Have students listen to an audio version of speech and ask students to free write any
response they have to it.
II.
Present opening question and open the floor for student dialogue.
III.
Ask core questions as student discussion comes closer to main ideas. Follow up with
questions as needed.
IV.
V.
Prompt with questions if dialogue is dropping; be on the look-out for good final points.
End seminar before topic has become entirely exhausted so that the students will
continue thinking and engaging with the material. The entire seminar could range
between 20 and 40 minutes depending on how vocal the students are.
-Post-Seminar and Debrief: Ask students if they have any final point that they want to make. Do
a “whip around” asking students how they felt about the discussion and what they would want to
do differently in the future. This will probably take around 15 minutes. After discussion of the
seminar is concluded, have students watch footage of President Bush responding to 9/11. Assign
students to compare/contrast the speeches and to identify similar rhetorical strategies used to be
completed for homework. The purpose of the assignment is to apply what students have learned
about persuasive speech and the relationship between the president and the people to a more
modern event.
Resources:

1 copy of speech per student

1 entrance ticket per student

Audio recording of speech

1 class copy of Socratic Norms
Differentiation: While all students will be both reading the speech and hearing it, incorporating
both will help engage both types of learners. The smaller groups for the seminar will allow for
divergent conversations about the same text so that students can focus on what they find most
intriguing about the text.
Accommodations: Provide ELLs and students with relevant IEPs/504s copies of the seminar
questions beforehand so that they can prepare more intensely if they wish. Let them know that
there are audio versions available if it will help them prepare as well.
Reflections: The speech was selected purposefully for its iconic status, its length, and its easier
readability. These factors should help create a successful seminar experience considering how
rarely the class engages with material in this manner. Since the seminar is conducted in two
groups, the vocally dominant students will be paired together, leaving the more reserved students
to form their own group. I will direct questions toward any student who does not appear engaged
and if they do not return their focus to the discussion, I will plan to give them extra prep work for
the next seminar.
Entrance Ticket for Seminar
1. What event is being referred to in this speech and what is its significance?
2. List the sequence of events of December 7, 1941, as described by FDR.
3. How would you define the word “infamy?”
4. What goals does FDR set in this speech?
5. Find examples where FDR is trying to persuade Congress. What rhetorical devices does
he use? List at least 2.
Speech given by President Franklin D. Roosevelt on December 6, 1941:
1. Yesterday, December 7th, 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.
3. 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 colleagues
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.
4. 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.
5. 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.
6. Yesterday, the Japanese government also launched an attack against Malaya.
7. Last night, Japanese forces attacked Hong Kong.
8. Last night, Japanese forces attacked Guam.
9. Last night, Japanese forces attacked the Philippine Islands.
10. Last night, the Japanese attacked Wake Island.
11. And this morning, the Japanese attacked Midway Island.
12. 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.
13. As commander in chief of the Army and Navy, I have directed that all measures be taken
for our defense.
14. But always will our whole nation remember the character of the onslaught against us.
15. 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.
16. 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.
17. Hostilities exist. There is no blinking at the fact that our people, our territory and our
interests are in grave danger.
18. With confidence in our armed forces - with the unbounding determination of our people we will gain the inevitable triumph - so help us God.
19. 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.