Lesson 8 | Famous Speeches | 12th Grade English

Objective

Analyze the rhetorical choices Roosevelt makes to develop his argument.

Readings and Materials

Speech: “Pearl Harbor Speech” by Franklin Delano Roosevelt

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Target Task

Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

Writing Prompt

In a single paragraph, analyze Roosevelt’s use of specific rhetorical strategies to convey his message. Use evidence from the speech to support your analysis.

Key Questions

Questions about the text that will help guide the students understanding

Rhetorical Analysis:

Device: What is the device? Explain how the evidence is an example of the device.
Appeal: What is the effect?
Purpose: How will this persuade the audience?

Speech:

What is the effect of the use of the word “infamy”?
What is Roosevelt hoping the audience will infer about Japan from his inclusion of the “formal reply” and the details of the time and distance in these lines?
What is the purpose of the parallelism and repetition in lines 26–32?
What is the effect of the sentence in lines 39–41?
Where do you see Roosevelt employing rhetorical strategies to contrast the character of the United States with the character of Japan?

Notes

Suggestions for teachers to help them teach this lesson

Background Information

Roosevelt uses a variety of rhetorical strategies, including:
- Starts with date—presenting solid facts
- Subjective commentary with strong diction “infamy”
- Compares and contrasts the character of the United States (at peace, in conversation, maintenance of peace)
- Roosevelt uses diction to convey that the Japanese are sneaky and sly in that they gave “no hint” but had “deliberately planned” the attack weeks ago. Diction like “deceiving” and “false” and “deliberately” testify to this.
- The parallelism and repetition in lines 26–32 serve to emphasize and even heighten the amount of destruction. The list of the various attacks seems even longer and more destructive through the long repetition instead of a straight list of the places alone.
- The phrase “always remember” is similar to “will live in infamy”: this will never go away; “character of the onslaught against us continues to develop the deviousness of the Japanese—he uses diction to continue to draw them as an enemy.
- The final paragraphs continue the juxtaposition of the character of the United States with the character of Japan through diction such as: “no matter how long” = American determination; “absolute victory,” “defend ourselves to the uttermost,” “unbounding determination,” courage, “righteous,” “confidence,” “gain,” “God”= we deserve the win; God on our side all characterize America versus “treachery,” “unprovoked,” “dastardly,” which are words he uses to describe the Japanese.

Lesson 7

Lesson 9

Lesson Map

“The Whiskey Speech”

Identify the rhetorical situation and explain its significance.

Identify the appeals present within the text and the devices/strategies used to generate that appeal.

“Purple is the Noblest Shroud”

Identify the rhetorical situation and explain its significance.

Identify the appeals present within a text and the devices/strategies used to generate that appeal.

“The Whiskey Speech”
“Purple is the Noblest Shroud”

Analyze how an author uses devices to generate an appeal and ultimately achieve his or her purpose.

“A More Perfect Union”

Analyze the rhetorical choices Obama makes to develop his argument.

“A More Perfect Union”

Analyze the rhetorical choices Obama makes to develop his argument.

“Give Me Liberty or Give Me Death”

Analyze the rhetorical choices Henry makes to develop his argument.

Draft an analysis that demonstrates effective and comprehensive reasoning.

“Blood, Toil, Tears and Sweat”

Analyze the rhetorical choices Churchill makes to develop his argument.

“Pearl Harbor Speech”

Analyze the rhetorical choices Roosevelt makes to develop his argument.

“Blood, Toil, Tears and Sweat”
“Pearl Harbor Speech”

Compare and contrast rhetorical strategies in speeches by Churchill and Roosevelt.

Evaluate how both authors use specific devices to develop the central idea or purpose of the speech.

Writing

“Blood, Toil, Tears and Sweat”
“Pearl Harbor Speech”

Analyze the rhetorical choices Churchill or Roosevelt makes to develop his argument.

Writing

“Blood, Toil, Tears and Sweat”
“Pearl Harbor Speech”

Draft an effective introduction that establishes the rhetorical situation and provides a comprehensive thesis describing the rhetorical techniques the author uses to achieve his purpose.

“Ain't I a Woman?”

Analyze the rhetorical choices Truth makes to develop her argument.

“Why Sit Ye Here and Die?”

Analyze the rhetorical choices Stewart makes to develop her argument.

“Ain't I a Woman?”
“Why Sit Ye Here and Die?”

Compare and contrast the rhetorical strategies employed by Sojourner Truth and Maria Stewart in their speeches.

Assessment – 2 days

Project

Complete an optional extension project by writing a speech on a topic of his or her choosing.

Famous Speeches

Objective

Readings and Materials

Target Task

Writing Prompt

Key Questions

Notes

Background Information

Lesson Map

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