Lesson 34: Delineating “The Four Freedoms Speech” by FDR, Part 2

Say these Directions: In Lesson 33, we traced Roosevelt’s opening claims and then annotated the second half of the speech for homework. Today, we will continue delineating how his argument builds from those claims to his final call for action. This matters because in the next lesson, you will discuss whether Roosevelt’s evidence and reasoning really support his argument.

Turn and Talk

Say: In Lesson 33, we traced Roosevelt’s opening claims. Today, you will continue delineating how his argument develops in the second half of the speech and leads to his final call for action. This matters because in the next lesson, you will discuss whether Roosevelt’s evidence and reasoning truly support his argument.

Have students take out their homework journals and turn to a partner. Give them 20 seconds to scan what they annotated before they speak.

Students take out their homework from the previous lesson and keep the second half of the speech open.

Say these Directions: Take out your homework from Lesson 33. Look back at the second half of Roosevelt’s speech and find two or three claims you annotated. Then turn to your partner and share the claims you found.

Ask: What are two or three claims Roosevelt makes in the second half of “The Four Freedoms Speech”?

• Roosevelt claims that the United States must not accept “a peace dictated by aggressors,” that the country should act as “an arsenal” for nations resisting aggression, and that the future should be founded on “four essential human freedoms.”

After partners share, invite a few students to share out and briefly clarify that today’s goal is not only to list claims, but also to trace the evidence and reasoning Roosevelt uses to support them.

Connection to Today's Learning:

• Say: Today, we will finish delineating FDR’s speech by identifying his claims, evidence, and reasoning.

Using Context Clues

Display the following target sentences from the speech for students to read.

“Third, by an impressive expression of the public will, and without regard to partisanship, we are committed to the proposition that principles of morality and considerations for our own security will never permit us to acquiesce in a peace dictated by aggressors and sponsored by appeasers. We know that enduring peace cannot be bought at the cost of other people's freedom.”

“Our most useful and immediate role is to act as an arsenal for them as well as for ourselves. They do not need man power, but they do need billions of dollars worth of the weapons of defense.”

Ask: What clues (words and phrases) around the word acquiesce help you infer its meaning?

• The clue is that Roosevelt says the country will never permit itself to “acquiesce in a peace dictated by aggressors” and adds that “enduring peace cannot be bought at the cost of other people’s freedom.” These lines show that acquiesce means to accept or give in, especially in a way that would be harmful.

Ask: What clues (words and phrases) around the word arsenal help you infer its meaning?

• Roosevelt says right after it that other nations need “weapons of defense,” not manpower. That clue shows arsenal means a supply of weapons or military materials.

Say these Directions: When I come to a word like acquiesce, I do not guess randomly. I notice the word part that looks like ‘quiet.’ I look at the words and ideas around it, and Roosevelt gives me a strong clue by saying the United States will never permit itself to do this in a peace controlled by aggressors. It’s a verb. Then he adds that lasting peace cannot be bought by taking away other people’s freedom, so I can test the verb meaning, “accept or give in,” and see that it fits. I use the same move with arsenal, a noun, by noticing that Roosevelt explains it with the phrase “weapons of defense,” which acts almost like a built-in definition. Good readers identify the clue, infer a meaning, test that meaning in the sentence, and then verify it with a reference tool.

Say these Directions: In your Personal Dictionary, write acquiesce and arsenal. Next to each word, record the exact words or phrases from the text that helped you most. Then write your inferred meaning.

Say these Directions: Now test your meaning in context. Replace acquiesce and arsenal with your own student-friendly synonym. Reread each sentence quietly to see if the sentence still makes sense.

Say these Directions: Check your definition using a dictionary or other reference material. Does the definition match what we figured out? Revise as needed.

Say these Directions: Cover the display and write acquiesce and arsenal from memory in your Personal Dictionary. Then uncover the words and check your spelling.

Ask: How do the words acquiesce and arsenal strengthen Roosevelt’s argument?

• Acquiesce makes it clear that Roosevelt thinks surrendering to an unfair peace would be morally wrong and dangerous. Arsenal helps him frame the United States as a supplier that can protect democracy without first sending soldiers, so both words push the audience toward action.

Connection to Today's Learning:

• Say: You now understand two key words from the second half of the speech, which prepares you to reread the ending of the speech more precisely and trace how Roosevelt builds his final appeal.

Part A: Delineating the Second Half of the Speech (RI.8.3) (15 minutes)

Close Read and Annotation Protocol

Transition students into small groups of 3 or 4. Instruct students to reread from the paragraph beginning “Just as our national policy in international affairs has been based upon...” through the end of the speech. As they read, have students annotate C for claim, E for evidence, R for reasoning, and put a box around the lines introducing the four freedoms. Remind students that reasoning explains how or why the evidence supports the claim.

Say these Directions: Reread the second half of the speech with your group, starting with the paragraph beginning “Just as our national policy in international affairs has been based upon...” through the end of the speech. As you read, mark C where Roosevelt makes a claim, E where he gives evidence or support, and R where he explains how the evidence supports the claim. Box the part where he names the four freedoms because that section becomes important in both of today’s discussions.

After students have had time to read and annotate the second half of the speech, have them discuss the following questions in their small groups.

Ask: What does Roosevelt ultimately want from Congress? What is his call to action?

• Roosevelt ultimately wants Congress to support stronger military action to defend democracy and prepare the nation materially for World War II. He argues that the United States should not “acquiesce in a peace dictated by aggressors” and should instead take on a more active role in the war. He wants Congress to approve supplies such as “ships, planes, tanks, guns.”

Ask: Roosevelt refers to a “peaceful revolution” at the very end of the speech. What “revolution” is he describing, and how does he use that concept to support his argument?

• He is describing how America has been involved in a “perpetual peaceful revolution” to create “cooperation of free countries, working together in a friendly, civilized society.” He is suggesting that America’s foreign policy has always been toward the goal of peace. By calling it a “peaceful revolution,” Roosevelt suggests that this shift toward protecting freedom and democracy is a major global turning point and encourages the audience to see their actions as part of that change against “schemes of world domination.”

Ask: How are the “four freedoms” at the end of the speech used to support his argument?

• The four freedoms give Roosevelt a clear vision of what is worth defending across the globe: freedom of speech, freedom of worship, freedom from want, and freedom from fear. They support his argument by turning the crisis into a fight over basic human rights instead of just a distant political conflict in Europe. He states that these freedoms create a moral world against the “new order of tyranny which the dictators seek to create…”

Part B: Delineating Claims, Evidence, and Reasoning (RI.8.8) (15 minutes)

Group Accountability Share

Instruct students to remain in their small groups. Have each group draw a four-column chart in their journals labeled claim, evidence, reasoning, and overall argument. Each group should prepare one strong response that any member may be called on to share.

Say these Directions: Work with your group to draw four columns in your journal labeled claim, evidence, reasoning, and overall argument connection. Review Roosevelt’s entire speech and work together to delineate Roosevelt’s specific claims, his relevant evidence, and how his reasoning connects the evidence to the specific claim. Additionally, make connections to his overall argument in the fourth column. Be sure to complete the full chain—claim, evidence, and reasoning—for each example and explain how it connects to his overall argument. Any person in the group may be asked to share, so make sure everyone can explain your group’s thinking.

Display the following examples if needed for support and guidance:

After student groups have made their charts, instruct them to engage in a small group discussion using the following questions.

Say these Directions: Decide which group member will share each part of your chart. When I call on your group, respond with one clear claim, one piece of evidence, and one sentence of reasoning that connects them.

Provide students with a confidence continuum (i.e., 1–5). As needed, model how to demonstrate a level of confidence using the continuum.

Ask: What specific claims does Roosevelt make in this part of the speech?

• Roosevelt claims that the United States must resist a “peace” controlled by “aggressors,” must supply democratic nations with defense materials, and must work toward a world built on the four freedoms. These are all positions he wants Congress and the public to accept.

Ask: What relevant evidence does he use to support those claims?

• He uses evidence like his statement that the nation should not “acquiesce in a peace dictated by aggressors,” his explanation that the United States should act as “an arsenal” providing “weapons of defense,” and his list of the four freedoms. Each of these details directly supports one of his main claims.

Ask: What reasoning does he provide between his evidence and his claims?

• Roosevelt reasons that surrendering to aggressors would endanger both morality and security, especially since a “peace dictated by aggressors” would not protect basic freedoms. He also argues that helping other nations defend themselves will protect the United States and its democracy.

Ask: What is Roosevelt’s overall argument? What does he want from Congress and the American people?

• Roosevelt’s overall argument is that the nation must prepare to defend itself, support democracies under attack, and commit itself to defending the four freedoms. He supports this by arguing that the United States should not accept “a peace dictated by aggressors,” should act as “an arsenal,” and should defend fundamental freedoms worldwide.

Students will now synthesize Roosevelt’s overall argument and connect today’s reading work to the academic discussion in the next lesson.

Quick Write

Students will now synthesize Roosevelt’s overall argument and connect today’s reading work to the academic discussion in the next lesson in a Quick Write response.

Say these Directions: In 2 to 3 sentences, answer the question below, synthesizing your understanding of Roosevelt’s argument. Use at least two specific details from the second half of the speech to support your answer.

Display the following question for the students to respond to.

• What is Roosevelt’s overall argument? What does he want from Congress and the American people?

  • Roosevelt’s overall argument is that the United States must not stay passive while freedom is threatened but instead must prepare and support nations resisting aggression. He shows this by arguing that the country should not “acquiesce in a peace dictated by aggressors,” should act as “an arsenal” providing “weapons of defense,” and should defend the “four essential human freedoms.” These details show that he wants both Congress and the American people to take responsibility for protecting freedom by supporting other countries fighting against Hitler and other dictators through munition support.

Instruct students to reread “The Four Freedoms Speech” and review their annotations. In their Journal, students should jot notes responding to the following questions to prepare for the next lesson’s academic discussion:

• Do Roosevelt’s claims sufficiently support his overall argument to Congress and the American people?

• Is his evidence relevant and sufficient?

• Is his reasoning sound and logical? Does his reasoning tie his evidence directly back to his claims?