Paired Texts > "Day of Infamy" Speech
We've identified these texts as great options for text pairings based on similar themes, literary devices, topic, or writing style. Supplement your lesson with one or more of these options and challenge students to compare and contrast the texts. To assign a paired text, click on the text to go to its page and click the "Assign Text" button there.
In May 1962, General Douglas MacArthur (1880-1964) delivered this address to cadets at West point. A five-star general, MacArthur played a prominent role in the Pacific theater campaign during World War II, and from 1919-1922 served as the Superintendent of the U.S. Military Academy at West Point.Pair the “Day of Infamy Speech” with “Excerpt from Duty, Honor, Country Address at West Point” and ask students to compare the speeches. How does each speaker address his audience? How is each audience reassured?
In this note from World War II, General Eisenhower encourages his troops to defeat the enemy on the eve of the Invasion of Normandy.Pair “General Eisenhower’s Order of the Day” with “’Day of Infamy’ Speech” and ask students to discuss how the two speeches compare, one marking the beginning of the war and the other, the beginning of the end. Has American spirit and resolve changed in this time – strengthened or waned?
"The Attack on Pearl Harbor" discusses the events leading up to the attack on Pearl Harbor, as well as the extent of the damage inflicted on the naval base.Pair “'Day of Infamy’ Speech” with “The Attack on Pearl Harbor” and ask students to discuss how Franklin D. Roosevelt’s depiction of the attack compares to the information provided in “The Attack on Pearl Harbor.” What additional details does Roosevelt reveal about the relationship between the United States and Japan? How does this influence students’ understanding of Japan’s attack on Pearl Harbor and other areas throughout the Pacific?
In "Reliving the Attack on Pearl Harbor", J.C. Alton shares his experiences serving in the army and the events of the attack on Pearl Harbor as he remembers them.Pair “‘Day of Infamy’ Speech” with “Reliving the Attack on Pearl Harbor” and ask student to further explore the events of the bombing of Pearl Harbor. How does President Franklin D. Roosevelt’s depiction of the events of that day compare to J.C. Alton’s experiences?
The informational text, "Japanese Relocation during World War II," discusses the relocation and internment of Japanese Americans during WWII.Pair “’Day of Infamy’ Speech” with “Japanese Relocation during World War II” to provide students with historical context. How did the severity of Japan’s attack on Pearl Harbor influence the United States’ decision to relocate Japanese Americans?
Gerald Ford's presidency began in 1974 – nearly 30 years after the end of WWII. In this speech, Ford discusses Japanese Internment, or the relocation and incarceration of Japanese Americans, during WWII. As Ford states in the speech, "We now know what we should have known then--not only was that evacuation wrong, but Japanese-Americans were and are loyal Americans."Pair the “'Day of Infamy' Speech" with “Confirming the Termination of Japanese Internment during World War II” and ask students to discuss these historical speeches. How does FDR’s speech inform Ford’s? Compare how each president discusses Pearl Harbor and the historical consequences of this day.
"How American Industry Won World War II," offers insight into a lesser-known facet of the Allies' victory in the second World War: the supremely important role played by American industry.Pair “How American Industry Won World War II” with the “'Day of Infamy’ Speech” and have students discuss how Roosevelt’s rhetoric conveys his message of action and determination. Does this tone, adopted at the very outset of the United States’ involvement in World War II, carry through to the actual war effort as described in the article? How does your knowledge of the state of American production in 1941 affect your reading of this speech?
In President John F. Kennedy's famous inaugural address, he urges Americans to "ask not what your country can do for you – ask what you can do for your country."Pair “President Kennedy’s Inaugural Address” with Franklin D. Roosevelt’s “Day of Infamy' Speech", and have students discuss the differences and similarities bewtween the two. What rhetorical or literary devices are used in the two pieces? Have students discuss how the circumstances behind the two speeches affect the tone of each speech.