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FDR and the Four Freedoms Speech

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Franklin Roosevelt was elected president for an unprecedented third term in 1940 because at the time the world faced unprecedented danger, instability, and uncertainty. Much of Europe had fallen to the advancing German Army and Great Britain was barely holding its own. A great number of Americans remained committed to isolationism and the belief that the United States should continue to stay out of the war, but President Roosevelt understood Britain's need for American support and attempted to convince the American people of the gravity of the situation. 

In his Annual Message to Congress (State of the Union Address) on January 6, 1941, Franklin Roosevelt presented his reasons for American involvement, making the case for continued aid to Great Britain and greater production of war industries at home. In helping Britain, President Roosevelt stated, the United States was fighting for the universal freedoms that all people possessed.

Four Freedoms Drafts

As America entered the war these "four freedoms" - the freedom of speech, the freedom of worship, the freedom from want, and the freedom from fear - symbolized America's war aims and gave hope in the following years to a war-wearied people because they knew they were fighting for freedom.

Roosevelt’s preparation of the Four Freedoms Speech was typical of the process that he went through on major policy addresses. To assist him, he charged his close advisers Harry L. Hopkins, Samuel I. Rosenman, and Robert Sherwood with preparing initial drafts. Adolf A. Berle, Jr., and Benjamin V. Cohen of the State Department also provided input. But as with all his speeches, FDR edited, rearranged, and added extensively until the speech was his creation. In the end, the speech went through seven drafts before final delivery.

The famous Four Freedoms paragraphs did not appear in the speech until the fourth draft. One night as Hopkins, Rosenman, and Sherwood met with the President in his White House study, FDR announced that he had an idea for a peroration (the closing section of a speech). As recounted by Rosenman: “We waited as he leaned far back in his swivel chair with his gaze on the ceiling. It was a long pause—so long that it began to become uncomfortable. Then he leaned forward again in his chair” and dictated the Four Freedoms. “He dictated the words so slowly that on the yellow pad I had in my lap I was able to take them down myself in longhand as he spoke.”

The ideas enunciated in the Roosevelt’s Four Freedoms were the foundational principles that evolved into the Atlantic Charter declared by Winston Churchill and FDR in August 1941; the United Nations Declaration of January 1, 1942; President Roosevelt’s vision for an international organization that became the United Nations after his death; and the Universal Declaration of Human Rights adopted by the United Nations in 1948 through the work of Eleanor Roosevelt.

Suggested Reading

Elizabeth Borgwardt, A New Deal for the World: America’s Vision for Human Rights (Belknap Press, 2005).

Laura Crowell, “The Building of the ‘Four Freedoms’ Speech,” Speech Monographs 22, (November 1955): 266-283.

Samuel I. Rosenman, Working with Roosevelt (Harper & Brothers, 1952).

Halford R. Ryan, Franklin D. Roosevelt’s Rhetorical Presidency (Greenwood Press, 1988).                

               

Four Freedoms Address

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The relationship of Franklin D. Roosevelt and Eleanor Roosevelt began as the courtship of two young people raised in the same elite New York social circle. Over the next four decades, it became something far more unusual.

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Four Freedoms Speech

Listen to the audio excerpt of Franklin D. Roosevelt’s Four Freedoms Speech

On January 6, 1941 President Franklin D. Roosevelt delivered his eighth State of the Union address, now known as the Four Freedoms speech. The speech was intended to rally the American people against the Axis threat and to shift favor in support of assisting British and Allied troops. Roosevelt’s words came at a time of extreme American isolationism; since World War I, many Americans sought to distance themselves from foreign entanglements, including foreign wars. Policies to curb immigration quotas and increase tariffs on imported goods were implemented, and a series of Neutrality Acts passed in the 1930s limited American arms and munitions assistance abroad.

In his address, Roosevelt called for the immediate increase in American arms production, and asked Americans to support his “Lend-Lease” program, which gave Allies cash-free access to US munitions. Most importantly, Roosevelt announced his vision for the world, “a world attainable in our own time and generation,” and founded upon four essential human freedoms: freedom of speech and expression, freedom of worship, freedom from want, and freedom from fear.

These freedoms, Roosevelt declared, must triumph everywhere in the world, and act as a basis of a new moral order. “Freedom,” Roosevelt declared, “means the supremacy of human rights everywhere.”

Legacy of the Four Freedoms

Roosevelt’s call for human rights has created a lasting legacy worldwide. These freedoms became symbols of hope during World War II, adopted by the Allies as the basic tenets needed to create a lasting peace. Following the end of the war, the Four Freedoms formed the basis for the Universal Declaration of Human Rights.

The Declaration was drafted over two years by the Commission on Human Rights, chaired by former First Lady Eleanor Roosevelt. It was adopted on December 10, 1948 and is one of the most widely translated documents in the world. Drawing on Roosevelt’s Four Freedoms speech, the Declaration calls for all governments and people to secure basic human rights and to take measures to ensure these rights are upheld.

The Declaration has inspired numerous international human rights treaties and declarations, and has been incorporated into the constitutions of most countries since 1948.

“I had this thought that a memorial should be a room and a garden. That’s all I had. Why did I want a room and a garden? I just chose it to be the point of departure. The garden is somehow a personal nature, a personal kind of control of nature, a gathering of nature. And the room was the beginning of architecture. I had this sense, you see, and the room wasn’t just architecture, but was an extension of self.”

Jo Davidson

“President Roosevelt won me completely with his charm, his beautiful voice and his freedom from constraint. He had an unshakable faith in man…. In Roosevelt’s tremendous relief program, the artist too was included, and the influence of the WPA projects was tremendous.”

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President Franklin Roosevelt's Annual Message (Four Freedoms) to Congress (1941)

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Citation: Franklin D. Roosevelt Annual Message to Congress, January 6, 1941; Records of the United States Senate; SEN 77A-H1; Record Group 46; National Archives.

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This speech, delivered by President Franklin Roosevelt on January 6, 1941, became known as his "Four Freedoms Speech" due to a short closing portion in which he described his vision for extending American ideals throughout the world.

Very early in his political career, as state senator and later as Governor of New York, President Roosevelt was concerned with human rights in the broadest sense. During 1940, stimulated by a press conference in which he discussed long-range peace objectives, he started collecting ideas for a speech about various rights and freedoms.

In his 1941 State of the Union Address to Congress, with World War II underway in Europe and the Pacific, FDR asked the American people to work hard to produce armaments for the democracies of Europe, to pay higher taxes, and to make other wartime sacrifices. Roosevelt presented his reasons for American involvement, making the case for continued aid to Great Britain and greater production of war industries at home. In helping Britain, President Roosevelt stated, the United States was fighting for the universal freedoms that all people deserved.

At a time when Western Europe lay under Nazi domination, Roosevelt presented a vision in which the American ideals of individual liberties should be extended throughout the world. Alerting Congress and the nation to the necessity of war, Roosevelt articulated the ideological aims of the war, and appealed to Americans' most profound beliefs about freedom.

In his Four Freedoms Speech, Roosevelt proposed four fundamental freedoms that all people should have. His "four essential human freedoms" included some phrases already familiar to Americans from the Bill of Rights, as well as some new phrases: freedom of speech, freedom of worship, freedom from want, and freedom from fear. These symbolized America's war aims and gave the American people a mantra to hold onto during the war.

As America became more engaged in World War II, painter Norman Rockwell created a series of paintings illustrating the four freedoms as international war goals that went beyond just defeating the Axis powers. In the series, he translated abstract concepts of freedom into four scenes of everyday American life. Although the federal government initially rejected Rockwell's offer to create paintings on the four freedoms theme, the images were publicly circulated when The Saturday Evening Post , one of the nation's most popular magazines, commissioned and reproduced the paintings. After winning public approval, the paintings served as the centerpiece of a massive U.S. war bond drive and went on a national tour to raise money for the war effort.

After the war, the four freedoms appeared again, embedded in the Charter of the United Nations .

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Mr. President, Mr. Speaker, Members of the Seventy-seventh Congress:

I address you, the Members of the Seventy-seventh Congress, at a moment unprecedented in the history of the Union. I use the word "unprecedented," because at no previous time has American security been as seriously threatened from without as it is today.

Since the permanent formation of our Government under the Constitution, in 1789, most of the periods of crisis in our history have related to our domestic affairs. Fortunately, only one of these--the four-year War Between the States--ever threatened our national unity. Today, thank God, one hundred and thirty million Americans, in forty-eight States, have forgotten points of the compass in our national unity.

It is true that prior to 1914 the United States often had been disturbed by events in other Continents. We had even engaged in two wars with European nations and in a number of undeclared wars in the West Indies, in the Mediterranean and in the Pacific for the maintenance of American rights and for the principles of peaceful commerce. But in no case had a serious threat been raised against our national safety or our continued independence.

What I seek to convey is the historic truth that the United States as a nation has at all times maintained clear, definite opposition, to any attempt to lock us in behind an ancient Chinese wall while the procession of civilization went past. Today, thinking of our children and of their children, we oppose enforced isolation for ourselves or for any other part of the Americas.

That determination of ours, extending over all these years, was proved, for example, during the quarter century of wars following the French Revolution.

While the Napoleonic struggles did threaten interests of the United States because of the French foothold in the West Indies and in Louisiana, and while we engaged in the War of 1812 to vindicate our right to peaceful trade, it is nevertheless clear that neither France nor Great Britain, nor any other nation, was aiming at domination of the whole world.

In like fashion from 1815 to 1914-- ninety-nine years-- no single war in Europe or in Asia constituted a real threat against our future or against the future of any other American nation.

Except in the Maximilian interlude in Mexico, no foreign power sought to establish itself in this Hemisphere; and the strength of the British fleet in the Atlantic has been a friendly strength. It is still a friendly strength.

Even when the World War broke out in 1914, it seemed to contain only small threat of danger to our own American future. But, as time went on, the American people began to visualize what the downfall of democratic nations might mean to our own democracy.

We need not overemphasize imperfections in the Peace of Versailles. We need not harp on failure of the democracies to deal with problems of world reconstruction. We should remember that the Peace of 1919 was far less unjust than the kind of "pacification" which began even before Munich, and which is being carried on under the new order of tyranny that seeks to spread over every continent today. The American people have unalterably set their faces against that tyranny.

Every realist knows that the democratic way of life is at this moment being' directly assailed in every part of the world--assailed either by arms, or by secret spreading of poisonous propaganda by those who seek to destroy unity and promote discord in nations that are still at peace.

During sixteen long months this assault has blotted out the whole pattern of democratic life in an appalling number of independent nations, great and small. The assailants are still on the march, threatening other nations, great and small.

Therefore, as your President, performing my constitutional duty to "give to the Congress information of the state of the Union," I find it, unhappily, necessary to report that the future and the safety of our country and of our democracy are overwhelmingly involved in events far beyond our borders.

Armed defense of democratic existence is now being gallantly waged in four continents. If that defense fails, all the population and all the resources of Europe, Asia, Africa and Australasia will be dominated by the conquerors. Let us remember that the total of those populations and their resources in those four continents greatly exceeds the sum total of the population and the resources of the whole of the Western Hemisphere-many times over.

In times like these it is immature--and incidentally, untrue--for anybody to brag that an unprepared America, single-handed, and with one hand tied behind its back, can hold off the whole world.

No realistic American can expect from a dictator's peace international generosity, or return of true independence, or world disarmament, or freedom of expression, or freedom of religion -or even good business.

Such a peace would bring no security for us or for our neighbors. "Those, who would give up essential liberty to purchase a little temporary safety, deserve neither liberty nor safety."

As a nation, we may take pride in the fact that we are softhearted; but we cannot afford to be soft-headed.

We must always be wary of those who with sounding brass and a tinkling cymbal preach the "ism" of appeasement.

We must especially beware of that small group of selfish men who would clip the wings of the American eagle in order to feather their own nests.

I have recently pointed out how quickly the tempo of modern warfare could bring into our very midst the physical attack which we must eventually expect if the dictator nations win this war.

There is much loose talk of our immunity from immediate and direct invasion from across the seas. Obviously, as long as the British Navy retains its power, no such danger exists. Even if there were no British Navy, it is not probable that any enemy would be stupid enough to attack us by landing troops in the United States from across thousands of miles of ocean, until it had acquired strategic bases from which to operate.

But we learn much from the lessons of the past years in Europe-particularly the lesson of Norway, whose essential seaports were captured by treachery and surprise built up over a series of years.

The first phase of the invasion of this Hemisphere would not be the landing of regular troops. The necessary strategic points would be occupied by secret agents and their dupes- and great numbers of them are already here, and in Latin America.

As long as the aggressor nations maintain the offensive, they-not we--will choose the time and the place and the method of their attack.

That is why the future of all the American Republics is today in serious danger.

That is why this Annual Message to the Congress is unique in our history.

That is why every member of the Executive Branch of the Government and every member of the Congress faces great responsibility and great accountability.

The need of the moment is that our actions and our policy should be devoted primarily-almost exclusively--to meeting this foreign peril. For all our domestic problems are now a part of the great emergency.

Just as our national policy in internal affairs has been based upon a decent respect for the rights and the dignity of all our fellow men within our gates, so our national policy in foreign affairs has been based on a decent respect for the rights and dignity of all nations, large and small. And the justice of morality must and will win in the end. Our national policy is this:

First, by an impressive expression of the public will and without regard to partisanship, we are committed to all-inclusive national defense.

Second, by an impressive expression of the public will and without regard to partisanship, we are committed to full support of all those resolute peoples, everywhere, who are resisting aggression and are thereby keeping war away from our Hemisphere. By this support, we express our determination that the democratic cause shall prevail; and we strengthen the defense and the security of our own nation.

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.

In the recent national election there was no substantial difference between the two great parties in respect to that national policy. No issue was fought out on this line before the American electorate. Today it is abundantly evident that American citizens everywhere are demanding and supporting speedy and complete action in recognition of obvious danger.

Therefore, the immediate need is a swift and driving increase in our armament production.

Leaders of industry and labor have responded to our summons. Goals of speed have been set. In some cases these goals are being reached ahead of time; in some cases we are on schedule; in other cases there are slight but not serious delays; and in some cases--and I am sorry to say very important cases--we are all concerned by the slowness of the accomplishment of our plans.

The Army and Navy, however, have made substantial progress during the past year. Actual experience is improving and speeding up our methods of production with every passing day. And today's best is not good enough for tomorrow.

I am not satisfied with the progress thus far made. The men in charge of the program represent the best in training, in ability, and in patriotism. They are not satisfied with the progress thus far made. None of us will be satisfied until the job is done.

No matter whether the original goal was set too high or too low, our objective is quicker and better results. To give you two illustrations:

We are behind schedule in turning out finished airplanes; we are working day and night to solve the innumerable problems and to catch up.

We are ahead of schedule in building warships but we are working to get even further ahead of that schedule.

To change a whole nation from a basis of peacetime production of implements of peace to a basis of wartime production of implements of war is no small task. And the greatest difficulty comes at the beginning of the program, when new tools, new plant facilities, new assembly lines, and new ship ways must first be constructed before the actual materiel begins to flow steadily and speedily from them.

The Congress, of course, must rightly keep itself informed at all times of the progress of the program. However, there is certain information, as the Congress itself will readily recognize, which, in the interests of our own security and those of the nations that we are supporting, must of needs be kept in confidence.

New circumstances are constantly begetting new needs for our safety. I shall ask this Congress for greatly increased new appropriations and authorizations to carry on what we have begun.

I also ask this Congress for authority and for funds sufficient to manufacture additional munitions and war supplies of many kinds, to be turned over to those nations which are now in actual war with aggressor nations.

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.

The time is near when they will not be able to pay for them all in ready cash. We cannot, and we will not, tell them that they must surrender, merely because of present inability to pay for the weapons which we know they must have.

I do not recommend that we make them a loan of dollars with which to pay for these weapons--a loan to be repaid in dollars.

I recommend that we make it possible for those nations to continue to obtain war materials in the United States, fitting their orders into our own program. Nearly all their materiel would, if the time ever came, be useful for our own defense.

Taking counsel of expert military and naval authorities, considering what is best for our own security, we are free to decide how much should be kept here and how much should be sent abroad to our friends who by their determined and heroic resistance are giving us time in which to make ready our own defense.

For what we send abroad, we shall be repaid within a reasonable time following the close of hostilities, in similar materials, or, at our option, in other goods of many kinds, which they can produce and which we need.

Let us say to the democracies: "We Americans are vitally concerned in your defense of freedom. We are putting forth our energies, our resources and our organizing powers to give you the strength to regain and maintain a free world. We shall send you, in ever-increasing numbers, ships, planes, tanks, guns. This is our purpose and our pledge."

In fulfillment of this purpose we will not be intimidated by the threats of dictators that they will regard as a breach of international law or as an act of war our aid to the democracies which dare to resist their aggression. Such aid is not an act of war, even if a dictator should unilaterally proclaim it so to be.

When the dictators, if the dictators, are ready to make war upon us, they will not wait for an act of war on our part. They did not wait for Norway or Belgium or the Netherlands to commit an act of war.

Their only interest is in a new one-way international law, which lacks mutuality in its observance, and, therefore, becomes an instrument of oppression.

The happiness of future generations of Americans may well depend upon how effective and how immediate we can make our aid felt. No one can tell the exact character of the emergency situations that we may be called upon to meet. The Nation's hands must not be tied when the Nation's life is in danger.

We must all prepare to make the sacrifices that the emergency-almost as serious as war itself--demands. Whatever stands in the way of speed and efficiency in defense preparations must give way to the national need.

A free nation has the right to expect full cooperation from all groups. A free nation has the right to look to the leaders of business, of labor, and of agriculture to take the lead in stimulating effort, not among other groups but within their own groups.

The best way of dealing with the few slackers or trouble makers in our midst is, first, to shame them by patriotic example, and, if that fails, to use the sovereignty of Government to save Government.

As men do not live by bread alone, they do not fight by armaments alone. Those who man our defenses, and those behind them who build our defenses, must have the stamina and the courage which come from unshakable belief in the manner of life which they are defending. The mighty action that we are calling for cannot be based on a disregard of all things worth fighting for.

The Nation takes great satisfaction and much strength from the things which have been done to make its people conscious of their individual stake in the preservation of democratic life in America. Those things have toughened the fibre of our people, have renewed their faith and strengthened their devotion to the institutions we make ready to protect.

Certainly this is no time for any of us to stop thinking about the social and economic problems which are the root cause of the social revolution which is today a supreme factor in the world.

For there is nothing mysterious about the foundations of a healthy and strong democracy. The basic things expected by our people of their political and economic systems are simple. They are:

Equality of opportunity for youth and for others. Jobs for those who can work. Security for those who need it. The ending of special privilege for the few. The preservation of civil liberties for all.

The enjoyment of the fruits of scientific progress in a wider and constantly rising standard of living.

These are the simple, basic things that must never be lost sight of in the turmoil and unbelievable complexity of our modern world. The inner and abiding strength of our economic and political systems is dependent upon the degree to which they fulfill these expectations.

Many subjects connected with our social economy call for immediate improvement. As examples:

We should bring more citizens under the coverage of old-age pensions and unemployment insurance.

We should widen the opportunities for adequate medical care.

We should plan a better system by which persons deserving or needing gainful employment may obtain it.

I have called for personal sacrifice. I am assured of the willingness of almost all Americans to respond to that call.

A part of the sacrifice means the payment of more money in taxes. In my Budget Message I shall recommend that a greater portion of this great defense program be paid for from taxation than we are paying today. No person should try, or be allowed, to get rich out of this program; and the principle of tax payments in accordance with ability to pay should be constantly before our eyes to guide our legislation.

If the Congress maintains these principles, the voters, putting patriotism ahead of pocketbooks, will give you their applause.

In the future days, which we seek to make secure, we look forward to a world founded upon four essential human freedoms.

The first is freedom of speech and expression--everywhere in the world.

The second is freedom of every person to worship God in his own way--everywhere in the world.

The third is freedom from want--which, translated into world terms, means economic understandings which will secure to every nation a healthy peacetime life for its inhabitants-everywhere in the world.

The fourth is freedom from fear--which, translated into world terms, means a world-wide reduction of armaments to such a point and in such a thorough fashion that no nation will be in a position to commit an act of physical aggression against any neighbor--anywhere in the world.

That is no vision of a distant millennium. It is a definite basis for a kind of world attainable in our own time and generation. That kind of world is the very antithesis of the so-called new order of tyranny which the dictators seek to create with the crash of a bomb.

To that new order we oppose the greater conception--the moral order. A good society is able to face schemes of world domination and foreign revolutions alike without fear.

Since the beginning of our American history, we have been engaged in change -- in a perpetual peaceful revolution -- a revolution which goes on steadily, quietly adjusting itself to changing conditions--without the concentration camp or the quick-lime in the ditch. The world order which we seek is the cooperation of free countries, working together in a friendly, civilized society.

This nation has placed its destiny in the hands and heads and hearts of its millions of free men and women; and its faith in freedom under the guidance of God. Freedom means the supremacy of human rights everywhere. Our support goes to those who struggle to gain those rights or keep them. Our strength is our unity of purpose. To that high concept there can be no end save victory.

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The four freedoms.

In January of 1941, President Franklin Delano Roosevelt outlined a vision of the future in which people the world over could enjoy four essential freedoms. This vision persisted throughout World War II and came to symbolize the ideals behind the rights of humanity and the pursuit of peace in a postwar world.

Rockwell

Eleven months before the Japanese Empire launched a surprise attack on Pearl Harbor, President Franklin Roosevelt (FDR) gave a speech that came to symbolize the broader meaning behind America’s effort to defeat fascism abroad. Delivered during the State of the Union on January 6, 1941, Roosevelt took a stance against the calls for isolationism prevalent at that time and issued a call to action to defend global democracy, stating that the United States had a responsibility to fight for four universal freedoms people the world over ought to enjoy. After the United States formally entered the war in December 1941, these “Four Freedoms” became a driving message behind the need to stop the Axis powers. As captured by this speech, World War II was not simply a war to defeat dictators, but it was a war to preserve the fundamental freedoms that defined life in a free, democratic society.

The Freedoms

Although delivered well before the United States joined the other Allied Powers to fight in World War II, Roosevelt’s speech remained closely intertwined with the history and legacy of the war. By describing the grave threat facing democratic societies around the world, he gave voice to the fears that permeated daily life in the months before America’s eventual entrance into the war. He did so to emphasize the urgent need to prepare for war, as well as to continue supporting American allies with arms and munitions. Looking ahead to the war’s end, Roosevelt described a world that he saw as “founded upon four essential human freedoms.” The first of the four freedoms was the freedom of speech . The second he listed was the freedom to worship in one’s own way . The third was the freedom from want . Roosevelt explained this freedom as encompassing the economic stability to ensure “to every nation a healthy peacetime” once the turmoil of war came to an end. The fourth freedom was the freedom from fear , which President Roosevelt believed would come with a reduction of armaments worldwide.

Roosevelt saw these freedoms as obtainable in the lifetime of those who, 11 months later, began the march to war. These freedoms—of speech and worship, and from want and fear—gave those who went to war a clear purpose. This speech not only outlined what Americans fought against in World War II, but more importantly, the speech described what was being fought for. Although this speech, delivered in the era of American isolationism, initially received criticism, the ideals Roosevelt put forth cultivated an enduring legacy for the efforts all Americans contributed to the war, both abroad and at home.

In 1942, the artist Norman Rockwell, who had been looking for ways to support the war effort, saw Roosevelt’s Four Freedoms speech as a source of inspiration. Basing each freedom on simple scenes of individuals in town hall meetings, in the midst of prayer, or at home with their families, Rockwell constructed widely successful visual representations of each freedom. The images, originally published in The Saturday Evening Post , proved so popular the US Department of the Treasury sold copies of the paintings to raise money for war bonds. After launching the campaign, roughly 2,000 requests for the posters came in daily. To this day, Rockwell’s illustrations continue to represent glimpses into an idealized American society, inspired by FDR’s aspirations for the postwar world.

main idea of 4 freedoms speech

Part of artist Norman Rockwell’s series of paintings on the Four Freedoms, depicting followers of different religions engaged in prayer. Image courtesy of the National Archives and Records Administration, 513537.

The WWII Victory Medal captured the importance of FDR’s vision by featuring each of the Four Freedoms on the back side of the medal. Created through an act of Congress, the United States military awarded this medal to all who served between the dates of December 7, 1941, and December 31, 1946, the date President Harry Truman declared an official end of hostilities. The WWII Victory Medal, commonly referred to as the “Victory Ribbon,” depicted a figure of Liberation, holding a broken blade in one hand and the hilt of a broken sword in the other. Liberation’s foot rested upon the top of a helmet to indicate victory in war. On the reverse, the Four Freedoms appeared in bold lettering, a reminder of what those who served fought to protect.

While FDR did not live to see the war come to an end, the vision he presented in January 1941 proved an enduring source of guidance in the years that followed Germany’s and Japan’s formal surrender. His widow, Eleanor Roosevelt, incorporated the language of the Four Freedoms within the Preamble of the Universal Declaration of Human Rights, which states, 

“Whereas disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind, and the advent of a world in which human beings shall enjoy freedom of speech and belief and freedom from fear and want has been proclaimed as the highest aspiration of the common people.” 

Preamble of the Universal Declaration of Human Rights

Adopted by the United Nations on December 10, 1948, during an era of increasing decolonization that followed World War II, this Declaration recognized need to protect these fundamental human rights the world over. Following this victory, Eleanor continued to advocate for her late husband’s vision throughout the rest of her life. In a broadcast given in 1951, Eleanor made it clear: “It isn’t enough to talk about peace. One must believe in it. And it isn’t enough to believe in it. One must work at it.” Decades later, the Four Freedoms remains a guiding message in the protection and preservation of human rights. Included in the language of the International Bill of Human Rights, ratified in 1976, and preserved in the iconic Norman Rockwell paintings, FDR’s speech serves as a reminder of the freedoms people can enjoy, should they remain willing to defend them.

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Teaching American History

Annual Message to Congress (1941): The Four Freedoms

  • January 06, 1941

Introduction

In his annual State of the Union Address to Congress on January 6, 1941, President Franklin D. Roosevelt reiterated the importance of supporting Great Britain in its war with Nazi Germany. In making his case, Roosevelt underscored the two nations’ shared commitment to four universal freedoms. The “Four Freedoms” were subsequently formally incorporated into the Atlantic Charter crafted by Winston Churchill and FDR in August 1941. Once the United States entered the war on December 8, 1941, protecting these freedoms became the cornerstone of the American war effort.

Source: President Franklin Roosevelt’s Annual Message (Four Freedoms) to Congress (1941), in 100 Milestone Documents , an online library compiled by the “Our Documents” Initiative, a cooperative effort of the National Archives and Records Administration with National History Day and USA Freedom Corps. https://goo.gl/9PmD2o .

Mr. President, Mr. Speaker, Members of the Seventy-seventh Congress:

I address you, the Members of the Seventy-seventh Congress, at a moment unprecedented in the history of the Union. I use the word “unprecedented,” because at no previous time has American security been as seriously threatened from without as it is today. . . .

Even when the World War broke out in 1914, it seemed to contain only small threat of danger to our own American future. But, as time went on, the American people began to visualize what the downfall of democratic nations might mean to our own democracy.

We need not overemphasize imperfections in the Peace of Versailles. We need not harp on failure of the democracies to deal with problems of world reconstruction. We should remember that the Peace of 1919 1 was far less unjust than the kind of “pacification” which began even before Munich, 2 and which is being carried on under the new order of tyranny that seeks to spread over every continent today. The American people have unalterably set their faces against that tyranny.

Every realist knows that the democratic way of life is at this moment being directly assailed in every part of the world – assailed either by arms, or by secret spreading of poisonous propaganda by those who seek to destroy unity and promote discord in nations that are still at peace.

During sixteen long months this assault has blotted out the whole pattern of democratic life in an appalling number of independent nations, great and small. The assailants are still on the march, threatening other nations, great and small.

Therefore, as your President, performing my constitutional duty to “give to the Congress information of the state of the Union,” I find it, unhappily, necessary to report that the future and the safety of our country and of our democracy are overwhelmingly involved in events far beyond our borders.

Armed defense of democratic existence is now being gallantly waged in four continents. If that defense fails, all the population and all the resources of Europe, Asia, Africa and Australasia will be dominated by the conquerors. Let us remember that the total of those populations and their resources in those four continents greatly exceeds the sum total of the population and the resources of the whole of the Western Hemisphere – many times over.

In times like these it is immature – and incidentally, untrue – for anybody to brag that an unprepared America, single-handed, and with one hand tied behind its back, can hold off the whole world.

No realistic American can expect from a dictator’s peace international generosity, or return of true independence, or world disarmament, or freedom of expression, or freedom of religion – or even good business. . . .

The need of the moment is that our actions and our policy should be devoted primarily – almost exclusively – to meeting this foreign peril. For all our domestic problems are now a part of the great emergency.

Just as our national policy in internal affairs has been based upon a decent respect for the rights and the dignity of all our fellow men within our gates, so our national policy in foreign affairs has been based on a decent respect for the rights and dignity of all nations, large and small. And the justice of morality must and will win in the end. Our national policy is this:

First, by an impressive expression of the public will and without regard to partisanship, we are committed to all-inclusive national defense.

Second, by an impressive expression of the public will and without regard to partisanship, we are committed to full support of all those resolute peoples, everywhere, who are resisting aggression and are thereby keeping war away from our Hemisphere. By this support, we express our determination that the democratic cause shall prevail; and we strengthen the defense and the security of our own nation.

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.

In the recent national election there was no substantial difference between the two great parties in respect to that national policy. No issue was fought out on this line before the American electorate. Today it is abundantly evident that American citizens everywhere are demanding and supporting speedy and complete action in recognition of obvious danger.

Therefore, the immediate need is a swift and driving increase in our armament production. . . .

A free nation has the right to expect full cooperation from all groups. A free nation has the right to look to the leaders of business, of labor, and of agriculture to take the lead in stimulating effort, not among other groups but within their own groups.

The best way of dealing with the few slackers or trouble makers in our midst is, first, to shame them by patriotic example, and, if that fails, to use the sovereignty of Government to save Government.

As men do not live by bread alone, they do not fight by armaments alone. Those who man our defenses, and those behind them who build our defenses, must have the stamina and the courage which come from unshakable belief in the manner of life which they are defending. The mighty action that we are calling for cannot be based on a disregard of all things worth fighting for.

The Nation takes great satisfaction and much strength from the things which have been done to make its people conscious of their individual stake in the preservation of democratic life in America. Those things have toughened the fiber of our people, have renewed their faith and strengthened their devotion to the institutions we make ready to protect.

Certainly this is no time for any of us to stop thinking about the social and economic problems which are the root cause of the social revolution which is today a supreme factor in the world.

For there is nothing mysterious about the foundations of a healthy and strong democracy. The basic things expected by our people of their political and economic systems are simple. They are:

Equality of opportunity for youth and for others.

Jobs for those who can work.

Security for those who need it.

The ending of special privilege for the few.

The preservation of civil liberties for all.

The enjoyment of the fruits of scientific progress in a wider and constantly rising standard of living.

These are the simple, basic things that must never be lost sight of in the turmoil and unbelievable complexity of our modern world. The inner and abiding strength of our economic and political systems is dependent upon the degree to which they fulfill these expectations.

Many subjects connected with our social economy call for immediate improvement. As examples:

We should bring more citizens under the coverage of old-age pensions and unemployment insurance.

We should widen the opportunities for adequate medical care.

We should plan a better system by which persons deserving or needing gainful employment may obtain it.

I have called for personal sacrifice. I am assured of the willingness of almost all Americans to respond to that call.

A part of the sacrifice means the payment of more money in taxes. In my Budget Message I shall recommend that a greater portion of this great defense program be paid for from taxation than we are paying today. No person should try, or be allowed, to get rich out of this program; and the principle of tax payments in accordance with ability to pay should be constantly before our eyes to guide our legislation.

If the Congress maintains these principles, the voters, putting patriotism ahead of pocketbooks, will give you their applause.

In the future days, which we seek to make secure, we look forward to a world founded upon four essential human freedoms.

The first is freedom of speech and expression – everywhere in the world.

The second is freedom of every person to worship God in his own way – everywhere in the world.

The third is freedom from want – which, translated into world terms, means economic understandings which will secure to every nation a healthy peacetime life for its inhabitants – everywhere in the world.

The fourth is freedom from fear – which, translated into world terms, means a world-wide reduction of armaments to such a point and in such a thorough fashion that no nation will be in a position to commit an act of physical aggression against any neighbor – anywhere in the world.

That is no vision of a distant millennium. It is a definite basis for a kind of world attainable in our own time and generation. That kind of world is the very antithesis of the so-called new order of tyranny which the dictators seek to create with the crash of a bomb.

To that new order we oppose the greater conception – the moral order. A good society is able to face schemes of world domination and foreign revolutions alike without fear.

Since the beginning of our American history, we have been engaged in change – in a perpetual peaceful revolution – a revolution which goes on steadily, quietly adjusting itself to changing conditions – without the concentration camp 3 or the quick-lime in the ditch. The world order which we seek is the cooperation of free countries, working together in a friendly, civilized society.

This nation has placed its destiny in the hands and heads and hearts of its millions of free men and women; and its faith in freedom under the guidance of God. Freedom means the supremacy of human rights everywhere. Our support goes to those who struggle to gain those rights or keep them. Our strength is our unity of purpose. To that high concept there can be no end save victory.

  • 1. By “Peace of 1919” and “Peace of Versailles” Roosevelt means the Treaty of Versailles, signed on June 28, 1919, which ended the war between Germany and the Allied Powers: principally Britain, France, and the United States. The terms of the treaty, particularly large reparation payments from Germany to the allies, were widely held to have caused many of the problems of the inter-war years and contributed to the rise of Nazism in Germany.
  • 2. The Munich Agreement, September 28, 1938, between Germany, Italy, France, and Great Britain allowed Germany to annex parts of Czechoslovakia. Germany occupied other parts of Czechoslovakia in March 1939, gaining significant industrial capacity and armaments. In September 1939, Germany invaded Poland.
  • 3. The term “concentration camp” was first used to refer to any detention of people in a confined area by a political or military power. The Nazis began using concentration camps inside Germany to detain political opponents soon after coming to power.

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Forward with Roosevelt

The “Four Freedoms” speech remastered

By Paul M. Sparrow, Director, FDR Library.

There is only one speech in American history that inspired a multitude of books and films, the establishment of its own park, a series of paintings by a world famous artist, a prestigious international award and a United Nation’s resolution on Human Rights.

That speech is Franklin D. Roosevelt’s 1941 State of the Union Address, commonly known as the “Four Freedoms” speech. In it he articulated a powerful vision for a world in which all people had freedom of speech and of religion, and freedom from want and fear. It was delivered on January 6, 1941 and it helped change the world. The words of the speech are enshrined in marble at Four Freedoms Park on Roosevelt Island in New York, are visualized in the paintings of Norman Rockwell, inspired the international Four Freedoms Award and are the foundation for the Universal Declaration of Human Rights adopted by the United Nations in 1948.

7-6-Freedom-From-Want-Poster

On the 50 th anniversary of the speech in 1991 a ceremony was held in the U.S. Capitol featuring a remarkable bi-partisan group of leaders including Sen. Bob Dole, Rep. Richard Gephardt, Anne Roosevelt and President George H.W. Bush. President Bush said this about FDR’s Four Freedoms:

“Two hundred years ago, perhaps our greatest political philosopher, Thomas Jefferson, defined our nation’s identity when he wrote “All men are created equal, endowed by their creator with certain unalienable rights, among them are life, liberty, and the pursuit of happiness. Fifty years ago, our greatest American political pragmatist, Roosevelt, refined that thought in his Four Freedoms when he brilliantly enunciated our 20 th century vision of our founding fathers’ commitment to individual liberty.”

Video – 50th Anniversary of FDR’s Four Freedoms Speech

To honor the 75 th anniversary of this historic presidential address, the Franklin D. Roosevelt Presidential Library and Museum joined forces with the National Archives Motion Picture Preservation Labs to create new enhanced versions of the speech in HD and Ultra-HD (4K) file formats. These new versions were transferred directly from the original 35mm film stock. Audio from the original disk recordings were then synced with the new video files to create an entirely new resource. The new HD video is now available to the public here , and the 4K video is available upon special request from the Library.

(Copyright Sherman Grinberg Film Library – http://www.shermangrinberg.com/)

It is important to fully understand the historic context of this speech. On November 5 th , 1940 Franklin D. Roosevelt was elected president for an unprecedented third term. It was a dark time as the world faced unprecedented danger, instability, and war. Much of Europe had fallen to the Nazis and Great Britain was barely holding its own. The Japanese Empire brutally occupied much of China and East Asia. A great number of Americans remained committed to isolationism and the belief that the United States should stay out of the war. President Roosevelt understood Britain’s desperate need for American support and attempted to convince the American people to come to the aid of their closest ally.

In his address on January 6, 1941, Franklin Roosevelt presented his reasons for American involvement, making the case for continued aid to Great Britain and greater production of war industries at home. In helping Britain, President Roosevelt stated, the United States was fighting for the universal freedoms that all people deserved.

As America entered the war these “four freedoms” – the freedom of speech, the freedom of worship, the freedom from want, and the freedom from fear – symbolized America’s war aims and gave hope in the following years to a war-wearied people because they knew they were fighting for freedom.

The ideas enunciated in Roosevelt’s Four Freedoms were the foundational principles that evolved into the Atlantic Charter declared by Winston Churchill and FDR in August 1941; the United Nations Declaration of January 1, 1942; President Roosevelt’s vision for an international organization that became the United Nations after his death; and the Universal Declaration of Human Rights adopted by the United Nations in 1948 through the work of Eleanor Roosevelt.

As tyrannical leaders once again resort to brutal oppression and terrorism to achieve their goals, as democracy and journalism are under attack from extremists across the globe, and as surveillance and technology threaten individual liberties and freedom of expression, FDRs bold vision for a world that embraces these four fundamental freedoms is as vital today as it was 75 years ago.

Special thanks to the New York Community Trust for their ongoing support of the Pare Lorentz Film Center.

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This Day In History : January 6

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Franklin D. Roosevelt speaks of Four Freedoms

main idea of 4 freedoms speech

On January 6, 1941, President Franklin D. Roosevelt addresses Congress in an effort to move the nation away from a foreign policy of neutrality. The president had watched with increasing anxiety as European nations struggled and fell to Hitler’s fascist regime and was intent on rallying public support for the United States to take a stronger interventionist role. In his address to the 77th Congress, Roosevelt stated that the need of the moment is that our actions and our policy should be devoted primarily–almost exclusively–to meeting the foreign peril. For all our domestic problems are now a part of the great emergency.

Roosevelt insisted that people in all nations of the world shared Americans’ entitlement to four freedoms: the freedom of speech and expression, the freedom to worship God in his own way, freedom from want and freedom from fear. After Roosevelt’s death and the end of World War II , his widow Eleanor often referred to the four freedoms when advocating for passage of the United Nations’ Universal Declaration of Human Rights. Mrs. Roosevelt participated in the drafting of that declaration, which was adopted by the United Nations in 1948.

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Four Freedoms Speech

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Summary: “four freedoms speech”.

On January 6, 1941, President Franklin D. Roosevelt addressed the members of the 77th Congress with his “Four Freedoms Speech.” At this time, the United Kingdom and its Allies were heavily embroiled in World War II, while the United States remained neutral. However, Roosevelt understood that the fate of his nation was inextricably tied to the fight against totalitarianism in Europe. The president’s speech served as a call to arms, both literal and figurative, urging the American people and the rest of the democratic world to unite behind the common cause of freedom . In the face of unprecedented threats to American security, Roosevelt articulated a vision for a future where essential freedoms were safeguarded, injustice was confronted, and cooperation prevailed.

This guide refers to the online transcript of the speech freely available at Voices of Democracy: The U.S. Oratory Project . Citations refer to paragraph numbers.

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Roosevelt’s speech begins by acknowledging the gravity of the situation the country finds itself in, asserting that American security has never been so seriously jeopardized by external forces. He critiques an isolationist stance to world affairs, comparing it to placing the US behind “an ancient Chinese wall” while the world advanced (5). Instead, he emphasizes the importance of committing to international engagement.

The president recalls a time when threats to American safety were rare. Before 1914, the US had engaged in wars and conflicts, yet its national safety and continued independence remained intact. He acknowledges the toll World War I took on the US and admits that the 1919 Treaty of Versailles failed to secure a long-lasting peace. However, he suggests World War II represents an “unprecedented” threat to American democracy . Roosevelt warns of the untrustworthy nature of “peace dictated by aggressors and appeasers” (10). He also challenges “loose talk of [the US’s] immunity” from invasion (23), asserting that secret agents of the Axis powers are sure to have infiltrated the American population.

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The president introduces his vision of the “Four Freedoms.” He identifies freedom of speech and expression, freedom of worship, freedom from want, and freedom from fear as fundamental human rights that should be upheld globally. The president envisions a world where economic understandings would secure peace for every nation and armament reduction would prevent physical aggression.

By articulating the Four Freedoms , Roosevelt envisions a just and equitable world order. Freedom of speech and expression is the bedrock of democratic societies, ensuring the unrestricted flow of ideas and opinions. Freedom of worship acknowledges the diversity of religious beliefs and underscores the importance of respecting and protecting individual faith. Freedom from want seeks to address the socioeconomic disparities that plague societies, advocating for economic systems that provide a decent standard of living for all. Lastly, freedom from fear aspires to a world where nations would no longer live in constant apprehension of armed conflict but instead embrace diplomacy and disarmament.

Underlining the situation’s urgency, Roosevelt calls for all-inclusive national defense and expresses unwavering support for nations resisting the aggression of totalitarian powers. He proposes that America act as “an arsenal ,” manufacturing and providing war materials to the Allied nations engaged in active conflict. The repayment for this support could be in kind, through similar materials or other goods, further benefiting America’s defense. He urges Congress to prioritize the nation’s security, highlighting the need for increased armament production. To achieve this goal, the president emphasizes the need for increased taxation. Roosevelt also champions human rights and social justice , advocating for improved social and economic conditions, such as “old-age pensions,” “unemployment insurance,” and “adequate medical care” (76-77).

Roosevelt compares the “new order of tyranny” sought by totalitarian dictators with the morally principled values championed by the US (11). He encourages citizens to face adversity without fear, asserting that America’s destiny resides in the hands, heads, and hearts of its millions of free men and women. Roosevelt asserts that, guided by faith in democracy, the nation has the strength to confront schemes of world domination.

In his closing remarks, Roosevelt underscores the shared responsibility of Congress and the American people to work toward a world founded on the principles of the Four Freedoms. He emphasizes that the futures of America and the world depend on swift and resolute action, urging continued unity in the face of adversity.

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FDR’s “Four Freedoms” Speech

FDR Four Freedoms engraving, FDR memorial

Engraving of the Four Freedoms at the Franklin Delano Roosevelt Memorial in Washington, D.C.

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"Sometimes we fail to hear or heed these voices of freedom because to us the privilege of our freedom is such an old, old story." —Franklin Delano Roosevelt, in his Third Inaugural Address, January 20, 1941. 

While many of the most frequently-studied statements about freedom were published in the form of written documents such as the Bill of Rights or the Magna Carta , the library is certainly not the only place where Americans encounter references to freedom. On radio and television, on the campaign trail and at press conferences, our public officials appeal to the cause of freedom every day. The world of political oratory provides a living laboratory for studying the place of "freedom" within public discourse. Some of the most thought-provoking—and influential—musings on freedom were first presented not in books or in pamphlets, but broadcast from podiums and grandstands.

Guiding Questions

What does freedom mean?

What does FDR's "Four Freedoms" speech reveal about the variety of different attitudes, priorities, and political philosophies encompassed by the word "freedom"?

Learning Objectives

Examine the substance, context, subtext, and significance of the most famous portion of Franklin Delano Roosevelt's 1941 State of the Union Address.

Evaluate the influence of political rhetoric and oratory on the ongoing process of refining our definitions of "freedom."

Evaluate longstanding theoretical debates over the scope and meaning of freedom.

Create an original argument regarding the theory and practice of freedom in the U.S.

Lesson Plan Details

One of the most famous political speeches on freedom in the twentieth century was delivered by Franklin Delano Roosevelt in his 1941 State of the Union message to Congress. The address is commonly known as the "Four Freedoms" speech, and an excerpt is available through the EDSITEment-reviewed website POTUS—Presidents of the United States .

In the relevant part of the speech , President Roosevelt announced:

"In the future days, which we seek to make secure, we look forward to a world founded upon four essential human freedoms. The first is freedom of speech and expression -- everywhere in the world. The second is freedom of every person to worship God in his own way -- everywhere in the world. The third is freedom from want -- which, translated into world terms, means economic understandings which will secure to every nation a healthy peacetime life for its inhabitants -- everywhere in the world. The fourth is freedom from fear -- which, translated into world terms, means a world-wide reduction of armaments to such a point and in such a thorough fashion that no nation will be in a position to commit an act of physical aggression against any neighbor-- anywhere in the world."

In bold and plain language, Roosevelt's declaration raises many of the broad questions underlying any discussion of freedom. This lesson will introduce students to some of the rudiments of political theory embedded within FDR's vision.

The tone set by FDR in his "Four Freedoms" speech has been imitated by his successors and by his counterparts in other countries. Students today are so accustomed to hearing freedom invoked rhetorically as a matter of course that the word sometimes signifies little more than something to feel vaguely good about. This lesson will examine some of the nuances, vagaries, and ambiguities inherent in the rhetorical use of "freedom." The objective is to encourage students to glimpse the broad range of hopes and aspirations that are expressed in the call of—and for—freedom.

The ostensible purpose of FDR's 1941 State of the Union was not to comment about freedom in the abstract, but to persuade a reluctant Congress to pass the Lend-Lease Act. Through speeches like the Four Freedoms speech, FDR successfully sold the public and the Congress on the idea of the Lend-Lease Act. The passage of the Act effectively ended American neutrality in World War II by essentially giving the British the badly needed weapons that they could not afford to buy. This lesson does not focus on the debate over American participation in World War II, but it is impossible to read Roosevelt's "Four Freedoms" as anything other than an argument against American neutrality in the war. Initially, of course, FDR was—at least publicly—in favor of neutrality. This is the position he stakes out in a fireside chat entitled " On the European War ." In this speech, delivered in September 1939, FDR says the following:

"Let no man or woman thoughtlessly or falsely talk of America sending its armies to European fields. At this moment there is being prepared a proclamation of American neutrality. This would have been done even if there had been no neutrality statute on the books, for this proclamation is in accordance with international law and in accordance with American policy."

It will be helpful, in considering the evolution of FDR's foreign policy, to consult a timeline of World War II related events that occurred during his presidency. An excellent WWII timeline is available through the FDR page of the PBS American Experience: The Presidents website. The American Experience site is available as a link from the EDSITEment resource New Deal Network.

Review and print the transcripts of some of FDR's fireside chats . Reading very short excerpts from these transcripts in Activity 2 will help set the scene for the unique rapport FDR had established with the American people by the time he made his Four Freedoms speech. You may want to pay particularly close attention to the September 1934 chat entitled " Greater Freedom and Greater Security ," which will be used in Activity 2.

  • For general background on the life and policies of President Roosevelt, you may consult the general internet biography  available through the American Presidency .

NCSS.D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.

NCSS.D2.His.2.9-12. Analyze change and continuity in historical eras.

NCSS.D2.His.3.9-12. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.

NCSS.D2.His.12.9-12. Use questions generated about multiple historical sources to pursue further inquiry and investigate additional sources.

NCSS.D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past.

NCSS.D2.His.15.9-12. Distinguish between long-term causes and triggering events in developing a historical argument.

NCSS.D2.His.16.9-12. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.

Activity 1. Competing definitions of freedom: Is the idea of freedom universal?

People do not always agree about which freedoms are most essential. More generally, we can add that people do not even agree about what counts as freedom at all . But notice that President Roosevelt's vision of freedom is a universal one. He emphasizes his hope that each of the freedoms he lists will take hold " everywhere in the world ." Discuss:

  • Is it possible to distinguish between ideas of freedom that are specific to certain times and places and ideas of freedom that are universal?
  • How should we address disagreement about the meaning of freedom?
  • What does the Declaration of Independence tell us about the universality of human freedom?
  • How does the American Constitutional system handle disagreement about the meaning of freedom? Does the system of federalism and states' rights reflect the Founders' willingness to entertain more than one conception of freedom? What about the Bill of Rights?
  • In the long run, can more than one idea of freedom coexist within a single nation? Within the world?

Activity 2. If you had to choose: Which freedoms are most essential?

As students will surely notice during activity 1, a roomful of people will come up with a roomful of responses when asked to identify the four most essential freedoms. Now ask students to think about the significance of the particular four freedoms listed by FDR: expression, worship, economic prosperity, and physical security.

  • Why do you suppose that these were the four freedoms he chose to highlight as "essential?"
  • How did the historical circumstances of the speech (see timeline ) contribute to FDR's emphasis on these freedoms?
  • How are these four freedoms foreshadowed in FDR's 1934 fireside chat on economic freedom and security for all Americans? How is the 1934 speech different?
  • Obviously there are more than four freedoms that the President could have mentioned. Which potential freedoms did the President leave out?
  • How do FDR's four freedoms compare with the essential freedoms that the class came up with in Activity 1?
  • How do FDR's four freedoms compare with the liberties guaranteed in the Bill of Rights?

Explain to the class that FDR's goal in giving the "Four Freedoms" speech was to persuade Congress to end American neutrality in World War II through the passage of the Lend-Lease Act. If desired, you can read FDR's 1939 fireside chat in support of American neutrality in World War II(see the excerpt in Preparation Instructions). The arguments FDR makes in that address reflect the arguments of those who opposed the Lend-Lease Act in 1941. If time permits, discuss:

  • How did FDR's attitude towards neutrality change, and how does the "Four Freedoms" speech explain that change?
  • Whom is FDR trying to persuade and why?
  • What might his opponents have listed as the four most essential freedoms?

Activity 3. Setting the Scene: FDR, Freedom, and Fireside Chats

Franklin Roosevelt ranks among the most gifted orators in American Presidential history. A large part of his reputation for eloquence comes from his institution of regular "fireside chats" with the American public. Families would gather around the radio to hear President Roosevelt offer words of hope, caution, and direction in regular radio broadcasts.

These chats helped Roosevelt cultivate an unmatched rhetorical rapport with the American public. Introduce the class to the idea of the fireside chat, and then read aloud from the chat entitled " Greater Freedom and Greater Security ." Roosevelt closes this speech, which addresses mainly worker's rights and issues of economic security, with the following paragraph:

"I still believe in ideals. I am not for a return to that definition of Liberty under which for many years a free people were being gradually regimented into the service of the privileged few. I prefer and I am sure you prefer that broader definition of Liberty under which we are moving forward to greater freedom, to greater security for the average man than he has ever known before in the history of America."

Within this remark, there is an apparent tension between two alternative definitions of freedom. Discuss this tension with the class:

  • What "definition of Liberty" is Roosevelt rejecting?
  • How is his own idea of freedom new and different?
  • Was the medium of the fireside chat effective in reflecting and communicating Roosevelt's new definition of freedom?

These questions provide a nice introduction to the idea of competing definitions of freedom.

In order to set the scene for the "Four Freedoms" speech, first remind students of the date of the speech: January 6, 1941. You may want to note that the speech was delivered almost exactly 11 months before the Japanese attack on Pearl Harbor, at a time when the United States was officially neutral in World War II. If desired, distribute copies of the World War II timeline from the FDR page of the PBS American Experience  website.

Now tell students that what they are about to hear was addressed to Congress as part of FDR's 1941 State of the Union speech. Make sure the class has a general idea of the significance of the State of the Union address. If desired, you can familiarize the class with the Constitutional basis of the State of the Union address by reading to them from Article 2, Section 3 of the Constitution, which states:

"He [the President] shall from time to time give to the Congress Information of the State of the Union, and recommend to their Consideration such Measures as he shall judge necessary and expedient."

(Note: The Text of the Constitution is available on the EDSITEment resource Educator Resources .) You might also want to ask members of the class who have watched a State of the Union address live to recount their memories of the speech.

Now ask students to imagine that they have all crowded around a radio set in a cozy living room on a cold January day to listen to the President deliver his State of the Union address. Then, have a volunteer read the relevant part of the speech (excerpted above) aloud to the class. Or, for a more dramatic experience, students can actually listen to a recording of FDR himself delivering a few lines from the speech. The recording can be accessed and played from the Four Freedoms section of the Powers of Persuasion exhibit on the EDSITEment-reviewed National Archives websites.

After listening to the recording of the speech, give students a moment to read and annotate the short excerpt on their own. If desired, have students read the brief commentary on the Four Freedoms speech provided in the Powers of Persuasion exhibit. The exhibit features four different World War II posters later designed by the artist Norman Rockwell in 1943, which promote the war effort by drawing from the text of the Four Freedoms speech. Discuss:

  • How do these posters reflect the influence of FDR's "Four Freedoms" speech on the American public even two years after it was delivered?

Activity 4. Prologue

Before listening to and reading the "Four Freedoms" speech , ask students to each come up with a list of their own four most essential freedoms. Then, briefly discuss:

  • How do the students' selections differ from each other?
  • Does the class reach consensus on any particular freedom?
  • What are the most controversial choices, and why?

Activity 5. Two dimensions of freedom: "freedom to" versus "freedom from"

FDR's speech presents an opportunity to highlight a subtle distinction that has troubled political philosophers through the ages: the distinction between "freedom FROM" and "freedom TO." Notice that two of FDR's four freedoms are framed as freedom to do something: freedom to speak one's mind and freedom to worship as one sees fit. The other two freedoms are framed in terms of freedom from something: freedom from want and freedom from fear. Many scholars have taken care to distinguish sharply between these two types of freedom. The British political philosopher Isaiah Berlin called "freedom from …" negative liberty; he called "freedom to …" positive liberty. Here is how Berlin defines those terms in an essay published in 1958:

"Negative liberty is the absence of obstacles, barriers or constraints … Positive liberty is the possibility of acting—or the fact of acting—in such a way as to take control of one's life and realize one's fundamental purposes."

Of course, positive and negative liberty do not always describe two entirely different forms of freedom—they are often just two different ways of thinking about the same freedom. A single freedom might be conceived as the presence of a clear path to happiness or alternatively as the absence of obstacles to happiness. Almost any freedom can be expressed either as freedom TO or freedom FROM. "Freedom to worship God" in one's own way (FDR's second freedom) can just as easily be expressed as freedom from religious coercion. Similarly, "freedom from want" (FDR's third freedom) can just as easily be expressed as freedom to have a full stomach.

Teenagers tend to enjoy the freedom that comes with being able to drive. But when they ask their parents for the keys to the car, are they enjoying the freedom from parental interference or are they enjoying the freedom to go out and see their friends whenever they wish? Try asking your students which idea of freedom most closely resembles their way of thinking. Does the class agree, or does it depend on the individual?

While positive and negative conceptions of freedom often represent two ways of saying the same thing, there are instances in which "freedom to" and "freedom from" do conflict. We can imagine a situation in which a person is subject to no external constraints but is not, on his own, able to support his basic needs or pursue his fondest ambitions. In other words, he is held back not by externally imposed restrictions, but by his own personal limitations. The person has "freedom FROM," but not "freedom TO." There is sometimes a tradeoff to be negotiated between these two dimensions of freedom. If desired, ask your students to brainstorm situations that might involve such a tradeoff, and ask them how they would resolve such situations.

Theorists have long argued about which dimension of freedom should be honored by governments. Proponents of "negative liberty" contend that governments should avoid interfering with the private decisions of its citizens. "Freedom from" can therefore be understood as the ideal of non-coercion. Proponents of "positive liberty" suggest that governments should intervene to make it possible for their citizens to achieve certain ends. "Freedom to" can thus be understood as the ideal of empowerment. Discuss: Are the liberties guaranteed by the U.S. Constitution most readily understood as "negative" or "positive" liberties—or some combination?

Ask your students to imagine that the school principal has just announced a new homework policy. Effective immediately, students will no longer be permitted to take their homework assignments home with them. Instead, students will be required to complete their assignments during a two-hour long study hall held each day immediately after school. Students will have access to all necessary texts and supplies, but they will not be permitted to leave the building until the two hours are up or until their work has been completed and turned in.

The principal has explained the new policy as follows: "We want students to enjoy the time they spend out of school We think that by getting all homework over and done with before they leave the building, students will find themselves more free to pursue their extra-curricular interests. We have found that when students are left to manage their time as they see fit, they end up wasting a lot of time. Of course, students will no longer be free to decide for themselves when to complete their assignments. We've taken the option of procrastination away from students, and we think that as a result, they are going to feel like their evenings are a lot more free."

Divide the class into two teams and organize a debate over the new homework policy, focusing on the issue of freedom. Do students agree with the principal's statement that the new policy will make them more free? Do students prefer the freedom of doing their homework whenever they please, or do they prefer the freedom of being done with their work by the time they leave the school building?

Students should be sure to note both the freedom TO and freedom FROM aspects of both sides of the debate. Completing the chart below will help debaters organize their thoughts:

The new homework policy will give me greater freedom to…

The new homework policy will give me greater freedom from…

The new homework policy will give me less freedom to…

The new homework policy will give me less freedom from…

If desired, this debate can be used as a prelude to some of the more substantive historical controversies over the scope and meaning of freedom, such as debates over permissible limitations on free speech. The EDSITEment lesson plan  The First Amendment: What's Fair in a Free Country?  provides basic introductions to a number of Supreme Court cases exploring the Constitutional limitations on protected freedoms. The materials in either lesson may be suitable for students in grades 6-8.

Also, students can find more examples of the centrality of "freedom" in American political rhetoric by visiting the EDSITEment-reviewed website  Presidential Speeches . The speeches of John F. Kennedy and Ronald Reagan, both of whom invoke freedom profusely, may provide particularly rewarding points of comparison and contrast.

Selected EDSITEment Websites

  • Bill of Rights
  • Magna Charta
  • Text of the Constitution
  • Four Freedoms
  • Powers of Persuasion
  • Annual Message to the Congress, 1941
  • Fireside Chats
  • Greater Freedom and Greater Security
  • On the European War
  • We the People Bookshelf on Freedom

Related on EDSITEment

Fdr: fireside chats, the new deal, and eleanor, the social security act, african-americans & ccc, john steinbeck’s the grapes of wrath : verbal pictures, depression-era photographs: worth a thousand words.

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Close Reading of the Four Freedoms

Students learn about the history and meaning of the Four Freedoms which President Roosevelt identified in his 1941 State of the Union Address to Congress. Through close reading and discussion about Norman Rockwell's illustrations, students identify the narrative behind the Four Freedom. They identify and discuss details in the illustrations to make and support inferences reflecting the meaning of the four freedoms in our everyday lives.

Expect the lesson for each Four Freedoms illustration will take about 45 minutes to make a four day series.

  • Enduring Understandings/ Essential Questions:
  • The Four Freedoms are for all citizens of the world.
  • President Roosevelt named the Four Freedoms as Freedom from Want, Freedom from Fear, Freedom of Worship, And Freedom of Speech.
  • Are the four freedoms named by President Roosevelt relevant today?
  • How are the Four Freedoms reflected in your life?
  • Do all citizens of the world enjoy these freedoms in the same way?
  • What does “freedom” mean to you? What Four Freedoms would you identify today as most important to you and your community?
  • Objectives:
  • Students will closely examine each of the Four Freedom illustrations painted by Norman Rockwell.
  • Students will make inferences related to the details and the freedom title.
  • Students will reflect on the how the four freedoms relate to them.
  • Students will participate in discussions focusing on the four freedoms.
  • In addition, students will analyze and discuss the relationship between the illustration and the text of the related essay.
  • Background:

World War II began in 1939. The United States was not involved in the beginning of the war, however, President Franklin Roosevelt believed that the United States would eventually need to play a larger role. In January 1941, he made his speech to Congress. In his speech, President Roosevelt named the Four Freedoms, which he stated are the rights of everyone in the world. After the speech, in an effort to convey the underlying message of the Four Freedoms, the President reached out to the art world for help. Many artists created works to reflect the meaning of these freedoms in the form of paintings, sculptures, prints, musical compositions, and more. Norman Rockwell thought a lot about these ideals. In February and March of 1943, his completed Four Freedoms illustrations were published in The Saturday Evening Post, each along with a related essay. Exceedingly popular at the time and distributed widely as prints and posters, Norman Rockwell's illustrations raised over 132 million dollars toward the war effort through the purchase of war bonds. Prints of Rockwell’s Four Freedoms were given as premiums when people purchased war bonds in varying denominations. His illustrations became the face of the Four Freedoms and they continue to represent the meaning of these freedoms today.

Multimedia Resources

Freedom of speech.

main idea of 4 freedoms speech

Freedom of Worship

main idea of 4 freedoms speech

Freedom from Want

main idea of 4 freedoms speech

Freedom from Fear

main idea of 4 freedoms speech

  • Norman Rockwell's Four Freedoms

Norman Rockwell Museum

Franklin D. Roosevelt's Four Freedoms

Classroom Supplies:

  • Chart paper with T-chart labeled "What I see (notice)/  What I think (can infer)
  • Activities:

Present each illustration separately. It works well to focus on one freedom per day. Allow 30 to 40 minutes for the reading and discussion of each illustration. The illustration of Freedom from Want is particularly accessible to students and a good starting place for most classes.

  • Initiating Activity: Share excerpt from President Roosevelt’s Freedom Speech.
  • Display the illustration of Freedom from Want .
  • Ask students to look carefully at the illustration. Give them a few minutes to do this in silence.
  • Turn and Talk: When you feel enough time has passed, have students turn to a person sitting beside them. Ask them to share with each other some of the things they notice in the illustration. As they are sharing, circulate and listen to what students are saying.
  • Have partners share a detail they noticed in the picture and an inference they have about its significance. Record their responses on the T-Chart. (Elicit observations you heard during partner talk which will further the class conversation.)
  • Turn and Talk: When everyone has had an opportunity to share, have students turn to face their partners again. Were they surprised by any comments? Do they agree or disagree with classmates inferences about the significance of different details?
  • Share the origin of the painting and its name. Give as much information as is appropriate for the maturity of the students. At some point, you may want to discuss the use of the word “want” in the title as many students may associate it with things they wish to have rather than “want of necessities” such as food, shelter, family and friends, water, etc. Share with them that there are four paintings in this collection. They will have opportunity to look at the others over the next week  (or whatever schedule you determine).
  • Each of the illustrations was paired with a related essay. If appropriate for the class, read aloud the related essay after close reading of the illustration. You may want to give students a copy of essays to read along. Discuss the relationship between  each illustrations and its related essay.
  • Assessment:
  • Did everyone participate?
  • Were students able to give details from the picture to support their thinking?
  • Are students able to identify the importance of the contributions made by President Roosevelt and Norman Rockwell?
  • Can students relate the significance of the four freedoms in their lives? Do they believe the Four Freedoms are relevant today? What if any additional freedoms would they advocate for?

This curriculum meets the standards listed below. Look for more details on these standards please visit:  ELA and Math Standards ,  Social Studies Standards , Visual Arts Standards .

  • Copy of S565FreedomOfSpeech.jpg
  • Copy of S566FreedomToWorship.jpg
  • Copy of S567FreedomFromWant.jpg
  • Copy of S568FreedomFromFear.jpg

Voices of Democracy

FRANKLIN D. ROOSEVELT, 1941 STATE OF THE UNION ADDRESS “THE FOUR FREEDOMS” (6 JANUARY 1941)

[1] Mr. President, Mr. Speaker, Members of the Seventy-seventh Congress:

[2] I address you, the Members of the members of this new Congress, at a moment unprecedented in the history of the Union. I use the word “unprecedented,” because at no previous time has American security been as seriously threatened from without as it is today.

[3] Since the permanent formation of our Government under the Constitution, in 1789, most of the periods of crisis in our history have related to our domestic affairs. And fortunately, only one of these–the four-year War Between the States–ever threatened our national unity. Today, thank God, one hundred and thirty million Americans, in forty-eight States, have forgotten points of the compass in our national unity.

[4] It is true that prior to 1914 the United States often had been disturbed by events in other Continents. We had even engaged in two wars with European nations and in a number of undeclared wars in the West Indies, in the Mediterranean and in the Pacific for the maintenance of American rights and for the principles of peaceful commerce. But in no case had a serious threat been raised against our national safety or our continued independence.

[5] What I seek to convey is the historic truth that the United States as a nation has at all times maintained opposition, clear, definite opposition, to any attempt to lock us in behind an ancient Chinese wall while the procession of civilization went past. Today, thinking of our children and of their children, we oppose enforced isolation for ourselves or for any other part of the Americas.

[6] That determination of ours, extending over all these years, was proved, for example, in the early days during the quarter century of wars following the French Revolution.

[7] While the Napoleonic struggles did threaten interests of the United States because of the French foothold in the West Indies and in Louisiana, and while we engaged in the War of 1812 to vindicate our right to peaceful trade, it is nevertheless clear that neither France nor Great Britain, nor any other nation, was aiming at domination of the whole world.

[8] And in like fashion from 1815 to 1914–ninety-nine years–no single war in Europe or in Asia constituted a real threat against our future or against the future of any other American nation.

[9] Except in the Maximilian interlude in Mexico, no foreign power sought to establish itself in this Hemisphere; and the strength of the British fleet in the Atlantic has been a friendly strength. It is still a friendly strength.

[10] Even when the World War broke out in 1914, it seemed to contain only small threat of danger to our own American future. But, as time went on, as we remember, the American people began to visualize what the downfall of democratic nations might mean to our own democracy.

[11] We need not overemphasize imperfections in the Peace of Versailles. We need not harp on failure of the democracies to deal with problems of world reconstruction. We should remember that the Peace of 1919 was far less unjust than the kind of “pacification” which began even before Munich, and which is being carried on under the new order of tyranny that seeks to spread over every continent today. The American people have unalterably set their faces against that tyranny.

[12] I suppose that every realist knows that the democratic way of life is at this moment being directly assailed in every part of the world–assailed either by arms, or by secret spreading of poisonous propaganda by those who seek to destroy unity and promote discord in nations that are still at peace.

[13] During sixteen long months this assault has blotted out the whole pattern of democratic life in an appalling number of independent nations, great and small. And the assailants are still on the march, threatening other nations, great and small.

[14]Therefore, as your President, performing my constitutional duty to “give to the Congress information of the state of the Union,” I find it, unhappily, necessary to report that the future and the safety of our country and of our democracy are overwhelmingly involved in events far beyond our borders.

[15] Armed defense of democratic existence is now being gallantly waged in four continents. If that defense fails, all the population and all the resources of Europe, and Asia, and Africa and Australasia will be dominated by conquerors. And let us remember that the total of those populations in those four continents, the total of those populations and their resources greatly exceeds the sum total of the population and the resources of the whole of the Western Hemisphere–yes, many times over.

[16] In times like these it is immature–and incidentally, untrue–for anybody to brag that an unprepared America, single-handed, and with one hand tied behind its back, can hold off the whole world.

[17] No realistic American can expect from a dictator’s peace international generosity, or return of true independence, or world disarmament, or freedom of expression, or freedom of religion–or even good business.

[18] Such a peace would bring no security for us or for our neighbors. “Those, who would give up essential liberty to purchase a little temporary safety, deserve neither liberty nor safety.”

[19] As a nation, we may take pride in the fact that we are softhearted; but we cannot afford to be soft-headed.

[20] We must always be wary of those who with sounding brass and a tinkling cymbal preach the “ism” of appeasement.

[21] We must especially beware of that small group of selfish men who would clip the wings of the American eagle in order to feather their own nests.

[22] I have recently pointed out how quickly the tempo of modern warfare could bring into our very midst the physical attack which we must eventually expect if the dictator nations win this war.

[23] There is much loose talk of our immunity from immediate and direct invasion from across the seas. Obviously, as long as the British Navy retains its power, no such danger exists. Even if there were no British Navy, it is not probable that any enemy would be stupid enough to attack us by landing troops in the United States from across thousands of miles of ocean, until it had acquired strategic bases from which to operate.

[24] But we learn much from the lessons of the past years in Europe-particularly the lesson of Norway, whose essential seaports were captured by treachery and surprise built up over a series of years.

[25] The first phase of the invasion of this Hemisphere would not be the landing of regular troops. The necessary strategic points would be occupied by secret agents and by their dupes- and great numbers of them are already here, and in Latin America.

[26] As long as the aggressor nations maintain the offensive, they-not we–will choose the time and the place and the method of their attack.

[27] And that is why the future of all the American Republics is today in serious danger.

[28] That is why this Annual Message to the Congress is unique in our history.

[29] That is why every member of the Executive Branch of the Government and every member of the Congress face great responsibility and great accountability.

[30] The need of the moment is that our actions and our policy should be devoted primarily–almost exclusively–to meeting this foreign peril. For all our domestic problems are now a part of the great emergency.

[31] Just as our national policy in internal affairs has been based upon a decent respect for the rights and the dignity of all of our fellow men within our gates, so our national policy in foreign affairs has been based on a decent respect for the rights and the dignity of all nations, large and small. And the justice of morality must and will win in the end.

[32] Our national policy is this:

[33] First, by an impressive expression of the public will and without regard to partisanship, we are committed to all-inclusive national defense.

[34] Second, by an impressive expression of the public will and without regard to partisanship, we are committed to full support of all those resolute people everywhere who are resisting aggression and are thereby keeping war away from our Hemisphere. By this support, we express our determination that the democratic cause shall prevail; and we strengthen the defense and the security of our own nation.

[35] 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.

[36] In the recent national election there was no substantial difference between the two great parties in respect to that national policy. No issue was fought out on this line before the American electorate. And today it is abundantly evident that American citizens everywhere are demanding and supporting speedy and complete action in recognition of obvious danger.

[37] Therefore, the immediate need is a swift and driving increase in our armament production.

[38] Leaders of industry and labor have responded to our summons. Goals of speed have been set. In some cases these goals are being reached ahead of time; in some cases we are on schedule; in other cases there are slight but not serious delays; and in some cases–and I am sorry to say very important cases–we are all concerned by the slowness of the accomplishment of our plans.

[39] The Army and Navy, however, have made substantial progress during the past year. Actual experience is improving and speeding up our methods of production with every passing day. And today’s best is not good enough for tomorrow.

[40] I am not satisfied with the progress thus far made. The men in charge of the program represent the best in training, in ability, and in patriotism. They are not satisfied with the progress thus far made. None of us will be satisfied until the job is done.

[41] No matter whether the original goal was set too high or too low, our objective is quicker and better results.

[43] We are behind schedule in turning out finished airplanes; we are working day and night to solve the innumerable problems and to catch up.

[44] We are ahead of schedule in building warships but we are working to get even further ahead of that schedule.

[45] To change a whole nation from a basis of peacetime production of implements of peace to a basis of wartime production of implements of war is no small task. And the greatest difficulty comes at the beginning of the program, when new tools, new plant facilities, new assembly lines, and new ship ways must first be constructed before the actual materiel begins to flow steadily and speedily from them.

[46] The Congress, of course, must rightly keep itself informed at all times of the progress of the program. However, there is certain information, as the Congress itself will readily recognize, which, in the interests of our own security and those of the nations that we are supporting, must of needs be kept in confidence.

[47] New circumstances are constantly begetting new needs for our safety. I shall ask this Congress for greatly increased new appropriations and authorizations to carry on what we have begun.

[48] I also ask this Congress for authority and for funds sufficient to manufacture additional munitions and war supplies of many kinds, to be turned over to those nations which are now in actual war with aggressor nations.

[49] 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.

[50] The time is near when they will not be able to pay for them all in ready cash. We cannot, and we will not, tell them that they must surrender, merely because of present inability to pay for the weapons which we know they must have.

[51] I do not recommend that we make them a loan of dollars with which to pay for these weapons–a loan to be repaid in dollars.

[52] I recommend that we make it possible for those nations to continue to obtain war materials in the United States, fitting their orders into our own program. And nearly all of their materiel would, if the time ever came, be useful in our own defense.

[53] Taking counsel of expert military and naval authorities, considering what is best for our own security, we are free to decide how much should be kept here and how much should be sent abroad to our friends who by their determined and heroic resistance are giving us time in which to make ready our own defense.

[54] For what we send abroad, we shall be repaid, repaid within a reasonable time following the close of hostilities, repaid in similar materials, or, at our option, in other goods of many kinds, which they can produce and which we need.

[55] Let us say to the democracies: “We Americans are vitally concerned in your defense of freedom. We are putting forth our energies, our resources and our organizing powers to give you the strength to regain and maintain a free world. We shall send you, in ever-increasing numbers, ships, planes, tanks, guns. This is our purpose and our pledge.”

[56] In fulfillment of this purpose we will not be intimidated by the threats of dictators that they will regard as a breach of international law or as an act of war our aid to the democracies which dare to resist their aggression. Such aid . . . such aid is not an act of war, even if a dictator should unilaterally proclaim it so to be.

[57] And when the dictators, if the dictators, are ready to make war upon us, they will not wait for an act of war on our part. They did not wait for Norway or Belgium or the Netherlands to commit an act of war.

[58] Their only interest is in a new one-way international law, which lacks mutuality in its observance, and, therefore, becomes an instrument of oppression.

[59] The happiness of future generations of Americans may well depend upon how effective and how immediate we can make our aid felt. No one can tell the exact character of the emergency situations that we may be called upon to meet. The Nation’s hands must not be tied when the Nation’s life is in danger.

[60] Yes, and we must all prepare–all of us prepare–to make the sacrifices that the emergency– almost as serious as war itself–demands. Whatever stands in the way of speed and efficiency in defense–in defense preparations of any kind–must give way to the national need.

[61] A free nation has the right to expect full cooperation from all groups. A free nation has the right to look to the leaders of business, of labor, and of agriculture to take the lead in stimulating effort, not among other groups but within their own groups.

[62] The best way of dealing with the few slackers or trouble makers in our midst is, first, to shame them by patriotic example, and, if that fails, to use the sovereignty of government to save government.

[63] As men do not live by bread alone, they do not fight by armaments alone. Those who man our defenses, and those behind them who build our defenses, must have the stamina and the courage which come from unshakable belief in the manner of life which they are defending. The mighty action that we are calling for cannot be based on a disregard of all things the worth fighting for.

[64] The Nation takes great satisfaction and much strength from the things which have been done to make its people conscious of their individual stake in the preservation of democratic life in America. Those things have toughened the fibre of our people, have renewed their faith and strengthened their devotion to the institutions we make ready to protect.

[65] Certainly this is no time for any of us to stop thinking about the social and economic problems which are the root cause of the social revolution which is today a supreme factor in the world.

[66] For there is nothing mysterious about the foundations of a healthy and strong democracy. The basic things expected by our people of their political and economic systems are simple. They are:

[67] Equality of opportunity for youth and for others.

[68] Jobs for those who can work.

[69] Security for those who need it.

[70] The ending of special privilege for the few.

[71] The preservation of civil liberties for all.

[72] The enjoyment . . . the enjoyment of the fruits of scientific progress in a wider and constantly rising standard of living.

[73] These are the simple, the basic things that must never be lost sight of in the turmoil and unbelievable complexity of our modern world. The inner and abiding strength of our economic and political systems is dependent upon the degree to which they fulfill these expectations.

[74] Many subjects connected with our social economy call for immediate improvement.

[75] As examples:

[76] We should bring more citizens under the coverage of old-age pensions and unemployment insurance.

[77] We should widen the opportunities for adequate medical care.

[78] We should plan a better system by which persons deserving or needing gainful employment may obtain it.

[79] I have called for personal sacrifice. And I am assured of the willingness of almost all Americans to respond to that call.

[80] A part of the sacrifice means the payment of more money in taxes. In my Budget Message I will recommend that a greater portion of this great defense program be paid for from taxation than we are paying for today. No person should try, or be allowed, to get rich out of the program; and the principle of tax payments in accordance with ability to pay should be constantly before our eyes to guide our legislation.

[81] If the Congress maintains these principles, the voters, putting patriotism ahead of pocketbooks, will give you their applause.

[82] In the future days, which we seek to make secure, we look forward to a world founded upon four essential human freedoms.

[83] The first is freedom of speech and expression–everywhere in the world.

[84] The second is freedom of every person to worship God in his own way–everywhere in the world.

[85] The third is freedom from want–which, translated into world terms, means economic understandings which will secure to every nation a healthy peacetime life for its inhabitants-everywhere in the world.

86] The fourth is freedom from fear–which, translated into world terms, means a world-wide reduction of armaments to such a point and in such a thorough fashion that no nation will be in a position to commit an act of physical aggression against any neighbor–anywhere in the world.

[87] That is no vision of a distant millennium. It is a definite basis for a kind of world attainable in our own time and generation. That kind of world is the very antithesis of the so-called new order of tyranny which the dictators seek to create with the crash of a bomb.

[88] To that new order we oppose the greater conception–the moral order. A good society is able to face schemes of world domination and foreign revolutions alike without fear.

[89] Since the beginning of our American history, we have been engaged in change–in a perpetual peaceful revolution–a revolution which goes on steadily, quietly adjusting itself to changing conditions–without the concentration camp or the quick-lime in the ditch. The world order which we seek is the cooperation of free countries, working together in a friendly, civilized society.

[90] This nation has placed its destiny in the hands and heads and hearts of its millions of free men and women; and its faith in freedom under the guidance of God. Freedom means the supremacy of human rights everywhere. Our support goes to those who struggle to gain those rights and keep them. Our strength is our unity of purpose.

[91] To that high concept there can be no end save victory.

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Voices of Democracy: The U.S. Oratory Project Shawn J. Parry-Giles Department of Communication 2130 Skinner Building University of Maryland College Park, MD 20742-7635

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Four Freedoms Speech: Tone

Direct, serious, and conversational yet formal, dry, and slang-y (but just a little).

Yeah, that's right. This (very long) speech is a lesson in contrasts. But, hey, FDR could pull it off.

Roosevelt had a reputation for being a down-to-earth president. When he addressed the nation, he spoke in a casual and direct manner that was accessible to a wide audience. His fireside chats were called "chats" for a reason—they were super conversational.

As a result, he cultivated a loyal audience that was familiar with his voice and manner of speaking. This was strategic because when it came time for an official speech, such as the "Four Freedoms" State of the Union address, he knew his listeners wouldn't balk at its formality.

In the "Four Freedoms" speech, FDR is talking to both Congress and the American people. The tone of the address is—no surprise here—serious as a heart attack. It's about war, after all.

With a fine balance that considers his diverse audience, it combines the directness of his more casual radio broadcasts with an official manner appropriate for a SOTU address. He does the high/low thing to perfect effect.

At times, the language is bone dry, but the humorlessness is offset by surprising moments of offhand informality. Like when he says:

[...] it's not probable that any enemy would be stupid enough to attack us by landing troops in the United States from across thousands of miles of ocean […]. (40)

The necessary strategic points would be occupied by secret agents and their dupes—and great numbers of them are already here, and in Latin America. (43)

Terms like "stupid" and "dupes" are pretty informal compared to the overall gravity of the speech, but FDR uses them with the same confidence with which he demands victory in the final line.

In a way, FDR may as well have asked Congress to "make it rain" or asked Americans to go "balls to the wall" for the war effort and never risk undermining the solemnity of his address. That's just how good FDR was at the whole speech-making thing.

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  1. Franklin D. Roosevelt's Four Freedoms Speech

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  3. 27 Freedom of Speech Examples (2024)

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  4. The four freedoms: message to the 77th Congress...January 6, 1941

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  5. Enduring Ideals: Rockwell, Roosevelt & The Four FreedomsAntiques And

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  6. What sentence states the main idea of this passage from Roosevelt's

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COMMENTS

  1. Four Freedoms

    Four Freedoms, formulation of worldwide social and political objectives by U.S. Pres. Franklin D. Roosevelt in the State of the Union message he delivered to Congress on January 6, 1941. The first part of Roosevelt's speech dealt with the preparations under way to put the United States on a war footing as World War II raged in Europe. As he outlined the country's war aims, Roosevelt called ...

  2. Roosevelt's Four Freedoms Speech

    The four freedoms were speech, religion, freedom from want, and freedom from fear. Roosevelt signing the Lend-Lease bill in 1941 Historical Context of the Four Freedoms

  3. FDR and the Four Freedoms Speech

    In helping Britain, President Roosevelt stated, the United States was fighting for the universal freedoms that all people possessed. As America entered the war these "four freedoms" - the freedom of speech, the freedom of worship, the freedom from want, and the freedom from fear - symbolized America's war aims and gave hope in the following ...

  4. Four Freedoms

    Engraving of the Four Freedoms at the Franklin Delano Roosevelt Memorial in Washington, D.C.. The Four Freedoms were goals articulated by U.S. President Franklin D. Roosevelt on Monday, January 6, 1941. In an address known as the Four Freedoms speech (technically the 1941 State of the Union address), he proposed four fundamental freedoms that people "everywhere in the world" ought to enjoy:

  5. The Four Freedoms Speech

    Drawing on Roosevelt's Four Freedoms speech, the Declaration calls for all governments and people to secure basic human rights and to take measures to ensure these rights are upheld. The Declaration has inspired numerous international human rights treaties and declarations, and has been incorporated into the constitutions of most countries ...

  6. President Franklin Roosevelt's Annual Message (Four Freedoms) to

    This speech, delivered by President Franklin Roosevelt on January 6, 1941, became known as his "Four Freedoms Speech" due to a short closing portion in which he described his vision for extending American ideals throughout the world. Very early in his political career, as state senator and later as Governor of New York, President Roosevelt was ...

  7. Four Freedoms Speech: Main Idea

    Four Freedoms Speech: Main Idea. Freedom Ain't Free . The phrase "freedom is not free" appears in a lot of places. It's emblazoned in silver on one wall of the Korean War Veterans Memorial in Washington, and it's been a major part of popular rhetoric in post-9/11 politics. (We're guessing you've heard it thrown around at least a few times.)

  8. The Four Freedoms

    The first of the four freedoms was the freedom of speech. The second he listed was the freedom to worship in one's own way. The third was the freedom from want. Roosevelt explained this freedom as encompassing the economic stability to ensure "to every nation a healthy peacetime" once the turmoil of war came to an end.

  9. Annual Message to Congress (1941): The Four Freedoms

    In his annual State of the Union Address to Congress on January 6, 1941, President Franklin D. Roosevelt reiterated the importance of supporting Great Britain in its war with Nazi Germany. In making his case, Roosevelt underscored the two nations' shared commitment to four universal freedoms. The "Four Freedoms" were subsequently formally ...

  10. "The Four Freedoms" Summary

    Roosevelt's speech resonated very deeply with the American public and his four freedoms came to represent both America's wartime goals and the core values of American life.

  11. The "Four Freedoms" speech remastered

    That speech is Franklin D. Roosevelt's 1941 State of the Union Address, commonly known as the "Four Freedoms" speech. In it he articulated a powerful vision for a world in which all people had freedom of speech and of religion, and freedom from want and fear. It was delivered on January 6, 1941 and it helped change the world.

  12. Four Freedoms Speech: Analysis

    More on Four Freedoms Speech Introduction See All; The Text See All. Summary See All. Introduction (Sentences 1-3) A Short History Lesson (Sentences 4-9) ... Main Idea See All; Historical Context See All; Timeline See All; Key Figures See All. Franklin Delano Roosevelt; Winston Churchill; Adolf Hitler;

  13. Four Freedoms Speech Introduction Introduction

    For FDR, an assault on democracy anywhere was an assault on democracy everywhere, including and especially America's democracy. The purpose of FDR's speech is to urge the nation to come together and be prepared to fight for the future. He is urging the United States to prepare like never before for an invasion that might or might not be coming.

  14. Franklin D. Roosevelt speaks of Four Freedoms

    Franklin D. Roosevelt speaks of Four Freedoms. On January 6, 1941, President Franklin D. Roosevelt addresses Congress in an effort to move the nation away from a foreign policy of neutrality. The ...

  15. Four Freedoms Speech Summary and Study Guide

    Summary: "Four Freedoms Speech". On January 6, 1941, President Franklin D. Roosevelt addressed the members of the 77th Congress with his "Four Freedoms Speech.". At this time, the United Kingdom and its Allies were heavily embroiled in World War II, while the United States remained neutral. However, Roosevelt understood that the fate of ...

  16. What are the central ideas in Roosevelt's "The Four Freedoms" speech

    Freedom of speech everywhere in the world. Freedom to worship God as one sees fit everywhere in the world. Freedom from want everywhere in the world. Freedom from fear anywhere in the world. The ...

  17. FDR's "Four Freedoms" Speech

    FDR's "Four Freedoms" Speech. "Sometimes we fail to hear or heed these voices of freedom because to us the privilege of our freedom is such an old, old story." —Franklin Delano Roosevelt, in his Third Inaugural Address, January 20, 1941. While many of the most frequently-studied statements about freedom were published in the form of ...

  18. Close Reading of the Four Freedoms

    President Roosevelt named the Four Freedoms as Freedom from Want, Freedom from Fear, Freedom of Worship, And Freedom of Speech. The Four Freedoms are reflected in our lives. ... Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic ...

  19. PDF President Roosevelt's "Four Freedoms" Speech (1941)

    In the future days, which we seek to make secure, we look forward to a world founded upon four essential human freedoms. The first is freedom of speech and expression—everywhere in the world. The second is freedom of every person to worship God in his own way—everywhere in the world. The third is freedom from want—which, translated into ...

  20. FDR, "The Four Freedoms," Speech Text

    FRANKLIN D. ROOSEVELT, 1941 STATE OF THE UNION ADDRESS "THE FOUR FREEDOMS" (6 JANUARY 1941) [1] Mr. President, Mr. Speaker, Members of the Seventy-seventh Congress: [2] I address you, the Members of the members of this new Congress, at a moment unprecedented in the history of the Union. I use the word "unprecedented," because at no ...

  21. Four Freedoms Speech: Rhetoric

    From his listing of the Four Freedoms until the end, the speech is propelled by full-on emotional power. However, unlike the earlier instances of pathos that are intended to scare and agitate, the emotional chords of the conclusion are deeply sincere because they echo with the hope of universal freedom and dignity for all. Shh. It's okay.

  22. English 3.2.5 FDR's Four Freedoms Speech Flashcards

    Franklin D. Roosevelt, "Four Freedoms Speech: Annual Message to Congress on the State of the Union," January 6, 1941. Which sentence best states the main idea of this passage from Roosevelt's Four Freedoms speech? Working together, America will help those who are fighting against tyranny. There is much loose talk of our immunity from immediate ...

  23. Gonzalez v. Trevino: Free Speech, Retaliation, First Amendment

    The Free Speech Clause of the First Amendment prevents the government from unduly abridging the freedom of speech. 1 Footnote U.S. Const. amend. I (Congress shall make no law . . . abridging the freedom of speech. . . .The Supreme Court has held that some restrictions on speech are permissible. See Amdt1.7.5.1 Overview of Categorical Approach to Restricting Speech; see also Amdt1.7.3.1 ...

  24. Four Freedoms Speech: Tone

    In the "Four Freedoms" speech, FDR is talking to both Congress and the American people. The tone of the address is—no surprise here—serious as a heart attack. It's about war, after all. With a fine balance that considers his diverse audience, it combines the directness of his more casual radio broadcasts with an official manner appropriate ...