EmergenceoftheAmericanIdentity
Overview
Studentswillexplorethequestion“WhatisanAmerican?”throughbothhistoricalandmodernlenses,
discussinghowtheconceptofAmericanidentityandthe“AmericanDream”hasevolvedovertime.Througha
powerpointpresentation,classdiscussion,readinghistoricalandmoderninterpretations,andcompletingan
artproject,studentswillgainanunderstandingoftheemergenceofanAmericanidentity.
Courses
AmericanHistory:TheFoundingPrinciples,CivicsandEconomics
AmericanHistoryI
NCEssentialStandardsfortheFoundingPrinciples,Civics&Economics
• FP.C&G.1.1-ExplainhowthetensionsoverpowerandauthorityledAmerica’sfoundingfatherstodevelop
aconstitutionaldemocracy(e.g.,mercantilism,salutaryneglect,taxationandrepresentation,boycottand
protest,independence,AmericanRevolution,ArticlesofConfederation,BenFranklin,GeorgeWashington,
JohnAdams,SonsofLiberty,etc.)
• FP.C&G.1.4-AnalyzetheprinciplesandidealsunderlyingAmericandemocracyintermsofhowthey
promotefreedom(i.e.separationofpowers,ruleoflaw,limitedgovernment,democracy,consentofthe
governed/individualrights–life,liberty,pursuitofhappiness,self-government,representative
democracy,equalopportunity,equalprotectionunderthelaw,diversity,patriotism,etc.
• FP.C&G.1.5-EvaluatethefundamentalprinciplesofAmericanpoliticsintermsoftheextenttowhichthey
havebeenusedeffectivelytomaintainconstitutionaldemocracyintheUnitedStates(e.g.,ruleoflaw,
limitedgovernment,democracy,consentofthegoverned,etc.
• FP.C&G.4.2-ExplainhowthedevelopmentofAmerica’snationalidentityderivedfromprinciplesinthe
DeclarationofIndependence,USConstitutionandBillofRights(e.g.,inalienablerights,consentofthe
governed,popularsovereignty,religiousandpoliticalfreedom,separationofpowers,etc.)
NorthCarolinaEssentialStandardsforAmericanHistoryI
• AH1.H.1.2-Usehistoricalcomprehension.
• AH1.H.1.3-UsehistoricalanalysisandInterpretation.
• AH1.H.2.1-Analyzekeypolitical,economic,andsocialturningpointsfromcolonizationthrough
Reconstructionintermsofcausesandeffects(e.g.,conflicts,legislation,elections,innovations,leadership,
movements,SupremeCourtdecisions,etc.)
• AH1.H.2.2-EvaluatekeyturningpointsfromcolonizationthroughReconstructionintermsoftheirlasting
impact(e.g.,conflicts,legislation,elections,innovations,leadership,movements,SupremeCourtdecisions,
etc.).
• AH1.H.4.1-AnalyzethepoliticalissuesandconflictsthatimpactedtheUnitedStatesthrough
Reconstructionandthecompromisesthatresulted(e.g.,AmericanRevolution,ConstitutionalConvention,
BillofRights,developmentofpoliticalparties,nullification,slavery,states’rights,CivilWar)
• AH1.H.4.2-AnalyzetheeconomicissuesandconflictsthatimpactedtheUnitedStatesthrough
Reconstructionandthecompromisesthatresulted(e.g.,mercantilism,Revolutionaryerataxation,
NationalBank,taxes,tariffs,territorialexpansion,Economic“Panics”,CivilWar.)
• AH1.H.5.1-Summarizehowthephilosophical,ideologicaland/orreligiousviewsonfreedomandequality
contributedtothedevelopmentofAmericanpoliticalandeconomicsystemsthroughReconstruction(e.g.,
naturalrights,FirstGreatAwakening,DeclarationofIndependence,transcendentalism,suffrage,abolition,
“slaveryasapeculiarinstitution”,etc
1
•
AH1.H.8.1-Analyzetherelationshipbetweeninnovation,economicdevelopment,progressandvarious
perceptionsofthe“AmericanDream”throughReconstruction(e.g.,inventions,IndustrialRevolution,
AmericanSystem,etc.).
EssentialQuestions
• WhenandwhydidEuropeancolonistsintheNewWorldbegintothinkofthemselvesas“Americans?”
• Howdidhistoricaleventssuchascolonization;theFrenchandIndianWar;Britishtaxation;the
RevolutionaryWar;andtheFirstandSecondContinentalCongresscontributetotheemergenceofan
Americanidentity?
• InwhatwaysdiddocumentssuchastheDeclarationofIndependence,theArticlesofConfederation,state
constitutions,andtheUSConstitutionevidencetheemergenceofanAmericanidentify?
• HowdidJ.HectorSt.JohndeCrevecoeuranswerhisposedquestion,“WhatisanAmerican?”
• WhatgroupsthroughouthistoryhavestruggledwithAmericanidentityorhavebeenostracizedfromthe
“AmericanDream”?
• HowhasthesenseofAmericanidentitychangedovertime?
Materials
• “EmergenceoftheAmericanIdentityPowerPoint,”availableinCarolinaK-12’sDatabaseofK-12
Resources(inPDFformat)
o ToviewthisPDFasaprojectablepresentation,savethefile,click“View”inthetopmenubarofthe
file,andselect“FullScreenMode”
o TorequestaneditablePPTversionofthispresentation,[email protected]
• WhatIsanAmerican?byJ.HectorSt.JohndeCrevecoeur;readinganddiscussionquestionsattached
• IHearAmericaSingingbyWaltWhitman;poemattached
• LetAmericaBeAmericaAgainbyLangstonHughes;poemattached
• WhatIsanAmerican?byEdwardL.Hudgins;articleattached
• ExcerptfromBarackObama’sPrimaryAcceptanceSpeech;attached
• BillboardsAcrossAmerica;assignmentattached
Duration
60-90minutes(thislessoncanbebrokenupovertwodaysifdesired)
Procedure
Warm-Up:WhatisanAmerican?
1. Asawarm-up,projectslide1ofthe“EmergenceoftheAmericanIdentityPowerPoint,”availablein
CarolinaK-12’sDatabaseofCivicResources(inPDFformat),whichasksstudentstocompletethephrase,
“AnAmericanis…”Oncestudentshavehadafewsilentmomentstorespond,askthemtosharetheir
thoughtsoutloud.Compiletheircommentsontheboardorchartpaperunderthetitle,“American.”
Afterallcommentshavebeenexhausted,furtherdiscuss:
• Howwouldyoucharacterizethislist?(WhatvariousaspectsofAmericanlifedothecomments
highlight?Whatcommentswouldyouclassifyaspositive?Asnegative?)
• Whendoyouthinkpeopleherebegantothinkofthemselvesas“Americans?”(Teachersmaywantto
reviewabitofhistoryatthispointwithstudents,remindingthemoftheNativepopulationswholived
inNorthAmericabeforeEuropeanexplorersandcolonistscametothisland.Alsodiscussthedifferent
typesofimmigrantswhocolonizedNorthAmerica,thevariousareastheycamefrom,andthevarious
beliefs/goalstheycamewith.)
• HowdoyouthinkthesenseofwhatisAmerican,oridentificationwithAmerica,haschangedover
time?(Discusstheconceptsofidentification,patriotism,nationalism,etc.)
• Doesthepublic’sprideorlackofprideforcountrychangeatparticulartimes?(Discusspointssuchas
unpopularwars,hardeconomictimes,pointswhereourcountryhasralliedtogether,etc.)
2
•
Doyouthinkourresponsestothebrainstormwouldhavebeendifferentwerewelivinginthe1700s?
Explain.Doyouimaginethatanyofourresponseswouldhavebeensimilar?Explain.
EmergenceofAmericanIdentity
2. Tellstudentsthattoday’slessonwillbeaboutexploringtheemergenceoftheAmericanidentity.Many
peoplecallthemselves“American”withoutreallythinkingaboutwhatthatmeansorwhensuchan
identitybecamecommoninNorthAmerica.TellstudentstolookatthisprocessofAmerican
identification,theymustgobacktocolonialtimes.Continuewiththepowerpoint,usingslides3-11asa
basisforclassdiscussionregardingtheemergenceofAmericanidentity.Teachersmaywanttohave
studentstakenoteswhilediscussing.
J.HectorSt.JohndeCrèvecoeur:WhatisanAmerican?
3. Onslide12ofthepowerpoint,introducestudentstoCrevecoeur.Eitherindividuallyorinpartners,have
studentsreadanddiscusstheattached“WhatisanAmerican”handoutanddiscussionquestions.Once
studentsarefinished,havethemreportbacktheirthoughtstotheclassandfurtherdiscuss:
• WhenCrevecouerposesandanswersthequestion,“WhatthenistheAmerican,thisnewman?”does
heleaveanygroupsofpeopleout?(HopefullystudentswillnotegroupssuchasNativeAmericans,
slaves,etc.)HowwouldyoufeelaboutthiswritingifyouwereaNativeAmerican?Slave?Woman?
FreeBlack?Wouldyouagree?Disagree?Haveanotherresponse?
• ConsiderCrevecouer’sstatementthat“TheAmericanoughtthereforetolovethiscountrymuchbetter
thanthatwhereineitherheorhisforefatherswereborn.”Howmightanenslavedpersonbroughtto
Americafeelaboutthisstatement?IfyouwereaNativeAmerican,howwouldyourespondto
Crevecouer?
o ExplainthatthisletterisonlyoneofseveralCrevecouerwrotein“LettersfromanAmerican
Farmer.”HedidaddressNativeAmericansinotherlettersandseemedtohaveaninteresting
relationshipwiththem-seeingthemaslesscivilizedthensomewhitemen,yetbetterthanother
whitemen.
o SlaverywasalreadyacontentiousissuebythetimethatCrevecouerwrotehisletters,andyetonly
oneofhislettersslightlydealtwiththeissue.Hedidcondemntheactandthemindsetof
colonistswhohefeltwereignoringanissuethatwasadefiningissueforthisnewcountry.
• Crevecouersays,“Heretherewardsofhisindustryfollowwithequalstepstheprogressofhis
labour…”DoyoufeelthisistrueofAmericatoday?Ifyouworkhard,willyoubeequallyrewardedfor
yourlabor?Explain.Wouldyouranswerchangeifyouwereconsideringthissamestatement’s
applicationtothe1700s?
• StudyingCrevecouerisagoodremindertousallthatunlessyouhaveNativeAmericanancestry,you
orsomeoneinyourfamilyatsomepointwasanimmigranttothiscountry(whetherbychoiceorby
force.)Whatisthusironicabouttheimmigrationdebatetoday?WhichofCrevecouer’scommentsare
relevantorcanapplytoimmigrationtoday?
• Crevecouersaysthat“TheAmericanisanewman,whoactsuponnewprinciples;hemusttherefore
entertainnewideas,andformnewopinions.”Doyouagree?DoesthisdefinitionapplytoAmericans
inthe21stcentury?Explain.
• Hasourconcepttodayof“American”evolvedfromCrevecouer’sdefinition?Inwhatways?
“TheAmericanDream”
4. Continueontoslide13andaskstudentstodiscusstheirunderstandingofwhatthe“AmericanDream”
entails.AftersharingthehistoricalperspectiveoftheAmericanDreamonslide14,showstudentsthe
politicalcartoononslide15andaskthemtosharetheirinterpretations:
• Whatdoyouseehere?
• Whatmessageistheartisttryingtoconvey?
• Howdoesthiscartoonillustrateatransitionintheunderstandingoforfeelingtowardsthe“American
Dream?”
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EvolutionofAmericanIdentityandthe“AmericanDream”
Again,discusswithstudentshowthesenseofAmericanidentityandtheAmericanDreamareconstantly
evolving–whilesomeaspectsmayremainthesame,otheraspectsandperceptionsalter.Toexplorethis
further,tellstudentsthattheyaregoingtoworkingroupsandexamineanotherperson’sthoughts
regardingAmericanidentityand/ortheAmericanDream.Passouttheattached“BillboardsAcross
America”assignmentsheetandgooveritwithstudents.
6. Dividestudentsintogroupsoffour,reviewgroupworkbehavior,andleteachgroupknowwhereinthe
roomtomeet.(TeacherscanalsoomittheroleofResponderandhavestudentsworkingroupsofthree.)
Oncegroupsaredivided,assignoneoftheattachedreadingstoeachgroupandgiveacopyofthatreading
toeachgroupmember.Itisthisreadingthattheirbillboardwillbebasedon.(Fourreadingsareattached;
morethanonegroupcanworkonthesamereading,orteacherscantoincludeadditionalreadingsoftheir
ownchoosing.)Letstudentsknowhowmuchtimetheyhavetocompletetheassignment;atleast30
minutesisrecommendedforthereading,discussion,andbillboardcompletion.
7. Oncestudentshavecompletedtheirbillboards,hangallbillboardsaroundtheroomandallowstudentsto
completeapreliminaryviewing/gallerywalk.(Teachersmaywanttoconsiderhangingbillboardsin
responsetothesamereadingtogether.TeachersmayalsowanttoconsiderinstructingtheRespondersto
standbytheirgroup’sbillboardandansweranyquestionsstudentsmayhaveastheyviewthework.)Give
studentstimetoviewthevariousbillboardsthenreturntotheirseatsanddiscuss:
• Whichbillboard(otherthanyourown)didyoufindmostinteresting,intriguing,etc.,andwhy?
• DoyouseeanyrepresentationsofAmericanidentityortheAmericandreamthataresimilartowhat
youcreatedforyourauthor?Explain.Doyouseeanyrepresentationsthataredifferent?Explain.
• WhichbillboarddoyouthinkCrevecoeurwouldmostlikeandwhy?
8. Next,gothrougheachreadingwiththeentireclass.Teachersshouldbeginbyhavingavolunteerreadone
ofthefourwritings.Next,allowthePresenterfromeachgroupwhodealtwiththatreadingtosummarize
theirdiscussionaswellassharetheirinterpretationofthebillboard.Allowotherstudentstoaskany
questionsoftheResponder.Ifdifferentgroupsworkingonthesamereadinghaddifferentinterpretations,
discussthisaswell.Continuethissameprocessuntileachofthefourreadingshavebeenrealaloudand
summarized.Afterallstudentshavepresented,discuss:
• WhatsimilaritiesdidyouhearbetweenthesevariousthoughtsonAmericanidentityandtheAmerican
dream?
• Whatdifferencesdidyouhear?
• Doyouthinkanyofthesemenwouldagreewithanother’sinterpretation?Ifsowhoandwhy?
• Doyouyourselfagreewithanyoftheseinterpretations?Explain.Ifnot,whynot?
• IntermsofAmericanidentityandtheAmericanDream,whatchanges?Whatstaysthesame?
9. Finally,drawstudents’attentionbacktotheirinitialthoughtsregarding,“AnAmericanis…”andinstruct
themtorereadwhattheywrote.Givetheclassafewfinalminutestoaddtooraltertheirinitialwarm-up
basedonwhattheyhavelearnedthroughoutthelesson.
5.
4
WhatIsanAmerican?
J.HectorSt.JohndeCrèvecoeur
WhatattachmentcanapoorEuropeanemigranthaveforacountrywherehehadnothing?
Theknowledgeofthelanguage,theloveofafewkindredaspoorashimself,weretheonlycordsthat
tiedhim:hiscountryisnowthatwhichgiveshimland,bread,protection,andconsequences:Ubi
panisibipatria,["wherethereisbread,thereismycountry"]isthemottoofallemigrants.Whatthen
istheAmerican,thisnewman?HeiseitheranEuropean,orthedescendantofanEuropean,hence
thatstrangemixtureofblood,whichyouwillfindinnoothercountry.Icouldpointouttoyoua
familywhosegrandfatherwasanEnglishman,whosewifewasDutch,whosesonmarriedaFrench
woman,andwhosepresentfoursonshavenowfourwivesofdifferentnations.HeisanAmerican,
who,leavingbehindhimallhisancientprejudicesandmanners,receivesnewonesfromthenew
modeoflifehehasembraced,thenewgovernmentheobeys,andthenewrankheholds.He
becomesanAmericanbybeingreceivedinthebroadlapofourgreatAlmaMater.Hereindividualsof
allnationsaremeltedintoanewraceofmen,whoselaboursandposteritywillonedaycausegreat
changesintheworld.Americansarethewesternpilgrims,whoarecarryingalongwiththemthat
greatmassofarts,sciences,vigour,andindustrywhichbeganlongsinceintheeast;theywillfinish
thegreatcircle.TheAmericanswereoncescatteredalloverEurope;heretheyareincorporatedinto
oneofthefinestsystemsofpopulationwhichhaseverappeared,andwhichwillhereafterbecome
distinctbythepowerofthedifferentclimatestheyinhabit.TheAmericanoughtthereforetolovethis
countrymuchbetterthanthatwhereineitherheorhisforefatherswereborn.Heretherewardsof
hisindustryfollowwithequalstepstheprogressofhislabour;hislabourisfoundedonthebasisof
nature,self-interest;canitwantastrongerallurement?Wivesandchildren,whobeforeinvain
demandedofhimamorselofbread,now,fatandfrolicsome,gladlyhelptheirfathertoclearthose
fieldswhenceexuberantcropsaretoarisetofeedandtoclothethemall;withoutanypartbeing
claimed,eitherbyadespoticprince,arichabbot,oramightylord.Herereligiondemandsbutlittleof
him;asmallvoluntarysalarytotheministerandgratitudetoGod;canherefusethese?TheAmerican
isanewman,whoactsuponnewprinciples;hemustthereforeentertainnewideas,andformnew
opinions.Frominvoluntaryidleness,serviledependence,penury,anduselesslabour,hehaspassed
totoilsofaverydifferentnature,rewardedbyamplesubsistence.-ThisisanAmerican....
Source:
FromM.G.J.deCrèvecouer,LettersfromanAmericanFarmer(Philadelphia:MatthewCarey,1793),46-47.
5
Name:____________________________
DiscussingWhatIsanAmerican?
1. Forwhatreasons,accordingtoCrevecouer,haveemigrantscometoAmericaandgrownattachedtothe
country?
2. SummarizeCrevecouer’sanswertohisownquestion:WhatisanAmerican?
3. Crevecouer’swritingisgivencreditashelpingcreatethe“Americanidentity”.Inwhatwaysdoeshis
writingdothis?
4. CrevecouerclaimsthatinAmerica,“individualsofallnationsaremeltedintoanewraceofmen…”What
historicalevidencecanyounotethatprovesthisstatement?Alternatively,whathistoricalevidence
refutesthisstatement?
5. Inyouropinion,is“meltingpot”anaccuratedescriptionofAmericatoday?Whyorwhynot?Ifnot,what
wouldbeabetterdescriptorandwhy?
6. Ifsomeoneposedthisquestiontoyoutoday(WhatisanAmerican?)howwouldyourespond?
7. WhatconnectionsfromCrèvecouer’s1793thoughtscanyoumaketoimmigrationtoday?Explain.
6
IHearAmericaSinging
byWaltWhitman(1819–1892)
IHEARAmericasinging,thevariedcarolsIhear;
Thoseofmechanics—eachonesinginghis,asitshouldbe,blitheandstrong;
Thecarpentersinginghis,ashemeasureshisplankorbeam,
Themasonsinginghis,ashemakesreadyforwork,orleavesoffwork;
Theboatmansingingwhatbelongstohiminhisboat—thedeckhandsingingonthesteamboat
deck;
Theshoemakersingingashesitsonhisbench—thehattersingingashestands;
Thewood-cutter’ssong—theploughboy’s,onhiswayinthemorning,oratthenoon
intermission,oratsundown;
Thedelicioussingingofthemother—oroftheyoungwifeatwork—orofthegirlsewingor
washing—Eachsingingwhatbelongstoher,andtononeelse;
Thedaywhatbelongstotheday—Atnight,thepartyofyoungfellows,robust,friendly,
Singing,withopenmouths,theirstrongmelodioussongs.
5
7
LetAmericaBeAmericaAgain
byLangstonHughes,1938
LetAmericabeAmericaagain.
Letitbethedreamitusedtobe.
Letitbethepioneerontheplain
Seekingahomewherehehimselfisfree.
(AmericaneverwasAmericatome.)
LetAmericabethedreamthedreamersdreamed--
Letitbethatgreatstronglandoflove
Whereneverkingsconnivenortyrantsscheme
Thatanymanbecrushedbyoneabove.
(ItneverwasAmericatome.)
O,letmylandbealandwhereLiberty
Iscrownedwithnofalsepatrioticwreath,
Butopportunityisreal,andlifeisfree,
Equalityisintheairwebreathe.
(There'sneverbeenequalityforme,
Norfreedominthis"homelandofthefree.")
Say,whoareyouthatmumblesinthedark?
Andwhoareyouthatdrawsyourveilacrossthestars?
Iamthepoorwhite,fooledandpushedapart,
IamtheNegrobearingslavery'sscars.
Iamtheredmandrivenfromtheland,
IamtheimmigrantclutchingthehopeIseek--
Andfindingonlythesameoldstupidplan
Ofdogeatdog,ofmightycrushtheweak.
Iamtheyoungman,fullofstrengthandhope,
Tangledinthatancientendlesschain
Ofprofit,power,gain,ofgrabtheland!
Ofgrabthegold!Ofgrabthewaysofsatisfyingneed!
Ofworkthemen!Oftakethepay!
Ofowningeverythingforone'sowngreed!
Iamthefarmer,bondsmantothesoil.
Iamtheworkersoldtothemachine.
IamtheNegro,servanttoyouall.
Iamthepeople,humble,hungry,mean--
Hungryyettodaydespitethedream.
Beatenyettoday--O,Pioneers!
Iamthemanwhonevergotahead,
Thepoorestworkerbarteredthroughtheyears.
YetI'mtheonewhodreamtourbasicdream
IntheOldWorldwhilestillaserfofkings,
Whodreamtadreamsostrong,sobrave,sotrue,
8
Thatevenyetitsmightydaringsings
Ineverybrickandstone,ineveryfurrowturned
That'smadeAmericathelandithasbecome.
O,I'mthemanwhosailedthoseearlyseas
InsearchofwhatImeanttobemyhome--
ForI'mtheonewholeftdarkIreland'sshore,
AndPoland'splain,andEngland'sgrassylea,
AndtornfromBlackAfrica'sstrandIcame
Tobuilda"homelandofthefree."
Thefree?
Whosaidthefree?Notme?
Surelynotme?Themillionsonrelieftoday?
Themillionsshotdownwhenwestrike?
Themillionswhohavenothingforourpay?
Forallthedreamswe'vedreamed
Andallthesongswe'vesung
Andallthehopeswe'veheld
Andalltheflagswe'vehung,
Themillionswhohavenothingforourpay--
Exceptthedreamthat'salmostdeadtoday.
O,letAmericabeAmericaagain--
Thelandthatneverhasbeenyet--
Andyetmustbe--thelandwhereeverymanisfree.
Thelandthat'smine--thepoorman's,Indian's,Negro's,ME--
WhomadeAmerica,
Whosesweatandblood,whosefaithandpain,
Whosehandatthefoundry,whoseplowintherain,
Mustbringbackourmightydreamagain.
Sure,callmeanyuglynameyouchoose--
Thesteeloffreedomdoesnotstain.
Fromthosewholivelikeleechesonthepeople'slives,
Wemusttakebackourlandagain,
America!
O,yes,
Isayitplain,
AmericaneverwasAmericatome,
AndyetIswearthisoath--
Americawillbe!
Outoftherackandruinofourgangsterdeath,
Therapeandrotofgraft,andstealth,andlies,
We,thepeople,mustredeem
Theland,themines,theplants,therivers.
Themountainsandtheendlessplain--
All,allthestretchofthesegreatgreenstates--
AndmakeAmericaagain!
9
WhatIsanAmerican?
byEdwardL.Hudgins,July3,1998
WecelebrateJulyFourthasthedaytheDeclarationofIndependencecreatedtheUnitedStates.But
inmyheartIalsohonorJuly15.Onthatdayin1930GiustinoDiCamillo,mygrandfather,arrivedhere
withmygrandma,auntsandanuncletostarttheirlivesasAmericans.Mymomwasbornthenext
year.
Ineverhadthechancetohearmygrandpop'sdeepestthoughtsabouthisextraordinaryjourneyand
rich,longlife,whichendedwhenIwasfairlyyoung.ButonewayIcanunderstandhischaracter,and
thecharacterofmycountry,istoreflectonthequestion,"WhatisanAmerican?"
AnAmericanisanyonewholoveslifeenoughtowantthebestthatithastooffer.Americansarenot
automaticallysatisfiedwiththeircurrentsituation.Mygrandpopwantedtobemorethanapoor,
landlesstenantfarmer,nobetteroffthanhisancestors.Americanslooktomorethanthenextmeal;
theylooktothefuture,thelongterm,abettertomorrow.
AnAmericanisanyonewhounderstandsthattoachievethebestinliferequiresaction,exertion,
effort.Americansaren'tidledaydreamers;theytaketheinitiative.Fortunedidnotfallintomy
grandpop'shands.HehadtraveledtoAmericaseveraltimesbefore1930tofindwork,establish
himself,andmakeitpossibletobringoverthefamily.Hetoiledforyearstoachievehisdream,but
achieveithedid.
AnAmericanisanyonewhounderstandstheneedtouseone'smindandwitstomeetlife's
challenges.HowwouldgrandpopsecurethemoneynecessaryforhisfirsttriptoAmerica?Where
wouldhefindajobandaplacetostay?Youdon'tneedcollegetoknowthatyouhavetouseyour
brainaswellasyourbrawntomakeyourwayinAmerica.
Theprinciplesofthiscountryarenomereabstractions;theyarewrittenintheheartsofalltrue
Americans.
AnAmericanisanyonewhounderstandsthatachievingthebestinliferequiresrisks.Immigrants
havenoassuranceofsuccessinanewlandwithdifferenthabits,institutionsandlanguage.They
leavefriends,relativesandfamiliarplaces,oftenriskingtheirlivestocrossoceansandhostilecountry
toreachtheirnewhomes.Butthey,likeallAmericans,understandthatthetimidachievenothingand
forgoeventhatwhichsustainsusthroughtheworstoftimes:hope.
ThenatureofAmericansexplainsthepreciousopportunitythathasdrawnmillionstotheseshores.
TheDeclarationstatesthatallmenareendowed"withcertainunalienablerights,thatamongthese
arelife,libertyandthepursuitofhappiness."
Americansseekeconomicprosperity,leavingbehindtheresentmentinothercountriesthatisaimed
atthosewhobettertheirmaterialcondition.Throughouttheworldandthroughouthistory,millions
ofindividualshaveenduredpovertywithdignity.Butthereisnoinherentdignityinpoverty.
IndividualscametoAmericatofarmtheirownfarmsandruntheirownenterprises.Mygrandpop
foundworkonstreetcarlinessohecouldbuyahouseandprovideabetterlifeforhisfamily.
10
Americansseekpersonalliberty,toliveastheyseefit,toworshipastheyplease.Americansseek
freedomfromtheuseofpowerwieldedarbitrarilybywhoeverholdsthepoliticalsword.My
grandpopnodoubtdidnotwanttobeatMussolini'smercy.
TheDeclaration--andtheConstitutionthatfollowedit--createdapoliticalregimeforindividuals
whowishedtobeunitedwiththeircountrymennotessentiallybyacommonlanguage,ethnic
background,orotheraccidentofbirth.Americansareunitedbyaloveofliberty,respectforthe
freedomofothersandaninsistenceontheirownrightsassetforthintheDeclaration.
Unfortunately,theAmericanspirithaseroded.Ourforebearswouldlookwithsadnessattheservile
andenviouscharacterofmanyofourcitizensandpolicymakers.Butthegoodnewsisthatthereare
millionsofAmericansaroundtheworld,livingineverycountry.Manyofthemwillnevermakeithere
totheUnitedStates.ButtheyareAmericans,justasmygrandpopwasanAmericanbeforeheever
leftItaly.AndjustasmillionsdiscoveredAmericainthepast,wecanrediscoverwhatitmeanstobe
anAmerican.Theprinciplesofthiscountryarenomereabstractions;theyarewrittenintheheartsof
alltrueAmericans.AnditisthespiritofAmerica,thespiritofmygrandfather,thatweshouldhonor
onJulyFourth.
http://www.cato.org/pub_display.php?pub_id=5867
11
ExcerptfromBarackObama’sPrimaryAcceptanceSpeech,8/28/2008
http://www.nytimes.com/2008/08/28/us/politics/28text-obama.html?_r=1&pagewanted=print
Fouryearsago,Istoodbeforeyouandtoldyoumystory,ofthebriefunionbetweenayoungmanfromKenya
andayoungwomanfromKansaswhoweren'twell-offorwell-known,butsharedabeliefthatinAmericatheir
soncouldachievewhateverheputhismindto.
Itisthatpromisethat'salwayssetthiscountryapart,thatthroughhardworkandsacrificeeachofuscan
pursueourindividualdreams,butstillcometogetherasoneAmericanfamily,toensurethatthenext
generationcanpursuetheirdreams,aswell.That'swhyIstandheretonight.Becausefor232years,ateach
momentwhenthatpromisewasinjeopardy,ordinarymenandwomen--studentsandsoldiers,farmersand
teachers,nursesandjanitors--foundthecouragetokeepitalive.
Wemeetatoneofthosedefiningmoments,amomentwhenournationisatwar,oureconomyisinturmoil,
andtheAmericanpromisehasbeenthreatenedoncemore.
Tonight,moreAmericansareoutofworkandmoreareworkingharderforless.Moreofyouhavelostyour
homesandevenmorearewatchingyourhomevaluesplummet.Moreofyouhavecarsyoucan'taffordto
drive,creditcards,billsyoucan'taffordtopay,andtuitionthat'sbeyondyourreach.Thesechallengesarenot
allofgovernment'smaking.ButthefailuretorespondisadirectresultofabrokenpoliticsinWashington...
America,wearebetterthantheselasteightyears.Weareabettercountrythanthis.
ThiscountryismoredecentthanonewhereawomaninOhio,onthebrinkofretirement,findsherselfone
illnessawayfromdisasterafteralifetimeofhardwork.We'reabettercountrythanonewhereamanin
Indianahastopackuptheequipmentthathe'sworkedonfor20yearsandwatchasit'sshippedofftoChina,
andthenchokesupasheexplainshowhefeltlikeafailurewhenhewenthometotellhisfamilythenews.
Wearemorecompassionatethanagovernmentthatletsveteranssleeponourstreetsandfamiliesslideinto
poverty...thatsitsonitshandswhileamajorAmericancitydrownsbeforeoureyes.
Tonight,tonight,IsaytothepeopleofAmerica,toDemocratsandRepublicansandindependentsacrossthis
greatland:Enough.Thismoment...thiselectionisourchancetokeep,inthe21stcentury,theAmerican
promisealive.
…
What--whatisthatAmericanpromise?It'sapromisethatsayseachofushasthefreedomtomakeofour
ownliveswhatwewill,butthatwealsohaveobligationstotreateachotherwithdignityandrespect.
It'sapromisethatsaysthemarketshouldrewarddriveandinnovationandgenerategrowth,butthat
businessesshouldliveuptotheirresponsibilitiestocreateAmericanjobs,tolookoutforAmericanworkers,
andplaybytherulesoftheroad.
Ours--oursisapromisethatsaysgovernmentcannotsolveallourproblems,butwhatitshoulddoisthat
whichwecannotdoforourselves:protectusfromharmandprovideeverychildadecenteducation;keepour
watercleanandourtoyssafe;investinnewschools,andnewroads,andscience,andtechnology.
Ourgovernmentshouldworkforus,notagainstus.Itshouldhelpus,nothurtus.Itshouldensureopportunity
notjustforthosewiththemostmoneyandinfluence,butforeveryAmericanwho'swillingtowork.
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That'sthepromiseofAmerica,theideathatweareresponsibleforourselves,butthatwealsoriseorfallas
onenation,thefundamentalbeliefthatIammybrother'skeeper,Iammysister'skeeper.
That'sthepromiseweneedtokeep.That'sthechangeweneedrightnow.
…
Changehappens--changehappensbecausetheAmericanpeopledemandit,becausetheyriseupandinsist
onnewideasandnewleadership,anewpoliticsforanewtime.America,thisisoneofthosemoments.
…Thiscountryofourshasmorewealththananynation,butthat'snotwhatmakesusrich.Wehavethemost
powerfulmilitaryonEarth,butthat'snotwhatmakesusstrong.Ouruniversitiesandourculturearetheenvy
oftheworld,butthat'snotwhatkeepstheworldcomingtoourshores.
Instead,itisthatAmericanspirit,thatAmericanpromise,thatpushesusforwardevenwhenthepathis
uncertain;thatbindsustogetherinspiteofourdifferences;thatmakesusfixoureyenotonwhatisseen,but
whatisunseen,thatbetterplacearoundthebend.
Thatpromiseisourgreatestinheritance.It'sapromiseImaketomydaughterswhenItucktheminatnight
andapromisethatyoumaketoyours,apromisethathasledimmigrantstocrossoceansandpioneersto
travelwest,apromisethatledworkerstopicketlinesandwomentoreachfortheballot.
Anditisthatpromisethat,45yearsagotoday,broughtAmericansfromeverycornerofthislandtostand
togetheronaMallinWashington,beforeLincoln'sMemorial,andhearayoungpreacherfromGeorgiaspeak
ofhisdream.
Themenandwomenwhogatheredtherecould'veheardmanythings.Theycould'veheardwordsofangerand
discord.Theycould'vebeentoldtosuccumbtothefearandfrustrationsofsomanydreamsdeferred.
Butwhatthepeopleheardinstead--peopleofeverycreedandcolor,fromeverywalkoflife--isthat,in
America,ourdestinyisinextricablylinked,thattogetherourdreamscanbeone.
"Wecannotwalkalone,"thepreachercried."Andaswewalk,wemustmakethepledgethatweshallalways
marchahead.Wecannotturnback."
America,wecannotturnback...notwithsomuchworktobedone;notwithsomanychildrentoeducate,and
somanyveteranstocarefor;notwithaneconomytofix,andcitiestorebuild,andfarmstosave;notwithso
manyfamiliestoprotectandsomanylivestomend.
America,wecannotturnback.Wecannotwalkalone.
Atthismoment,inthiselection,wemustpledgeoncemoretomarchintothefuture.Letuskeepthatpromise,
thatAmericanpromise,andinthewordsofscriptureholdfirmly,withoutwavering,tothehopethatwe
confess.
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GroupMembers:__________________________________________
BillboardsAcrossAmerica
YourgrouphasbeenassignedareadingthataddressestheconceptoftheAmericanDreamorAmerican
identity.
1. Determinewhoinyourgroupwillfilleachofthefollowingroles:
• Facilitator:_______________________leadsthediscussionofthereadingaswellasoffersown
thoughtsregardingtheauthor’sintent;assistsindesignandcreationofbillboard
• ArtDirector:______________________offersthoughtsthroughoutthediscussionofthereading;
leadsthebrainstormingprocessforthebillboardandensuresallgroupmemberscontributetothe
finalproduct
• Presenter:________________________takesnotesduringthediscussionofthereadingwhilestill
offeringownthoughts;summarizesthegroup’sdiscussionandthoughtstotheremainderofclass;
presentsbillboardforclassviewing;assistsindesignandcreationofbillboard
• Responder:_______________________answersanyquestionsfromclassmatesregardingPresenter’s
summaryoryourgroup’sbillboard;offersthoughtsthroughoutthediscussionofthereading;assistsin
designandcreationofbillboard
2. Read:Asindividuals,carefullyreadthehandoutprovidedtoyou.Asyouread,markthetext:
• Circleanywordsthatareunfamiliartoyou.
• Underlineanypartsofthereadingthatyouthinkaremostimportantorthatstickouttoyou;
remembertopayparticularattentiontohowthisreadingaddressesAmericanidentityortheAmerican
Dream.
• Ifyouareconfusedbyanypartofthereading,writeaquestionmarkbythatlineorsection.Youcan
alsowriteoutquestionsinthemargins.
• Ifanythingsurprisesyou,evokesastrongemotionalresponsefromyou,presentsanideayouagree
with,etc.youcanwriteanexclamationmarkorothersymbolbythelineorsection,
• Ifaparticularthoughtpopsinyourheadthatconnectstothereading,writeitinthemargins.
3. Discuss:Afteryouhavefinishedthereading,yourgroup’sFacilitatorwillleadyourgroupthrough
discussingthefollowingquestions.ThePresentershouldtakedetailednotesontheanswersyourgroup
shares.Everyoneshouldcontributeideastothediscussion.
• Whatareyourfirstimpressionsofthisreadingand/ortheauthor?Whatwasmoststrikingor
interestingtoyou?
• HowdoesthisreadingcharacterizetheAmericanidentityand/ortheAmericanDream?
• Doyouagreeordisagreewiththischaracterizationandwhy?
• Whatphrasesfromthispassagedoyouthinkaremostimportant?Chooseonephrasethatyoufeel
bestexplainstheauthorsattitudestowardstheAmericanidentityand/orAmericanDream.
• Howdoesthisauthor’sideascomparetoCrevecouer’sideasaboutwhatanAmericanis?
• Whatyearwasthiswritten?DoyoufeeltheconceptofAmericanidentityand/ortheAmericanDream
hasalteredsincethispassagewaswritten?Explain.
• DoyoufeeltheauthorleavesoutanyimportantdetailsinhisdescriptionofAmericanidentityorthe
AmericanDream?Explain.
4. CreateaBillboard:TheUSDepartmentofTransportationhasinitiatedanAmericanbillboardcampaign
withthegoalofgettingnumerousartisticrepresentationsandopinionsregardingAmericanidentityand
theAmericanDreamputonbillboardsacrossthestates.Imaginethattheauthorofthewritingassigned
toyouhasbeenaskedtodesignabillboardansweringthequestion,“WhatisanAmerican?”Discusshow
youthinkyourauthorwouldrespondtothisquestionandwhy,thenbrainstormhowhemightrepresent
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thisvisuallyonabillboard.Createaroughdraftonasheetofpaper.Onceyourideaisfinalized,create
yourfinalproductonthepaperprovided.Remember,thefinalproductshouldbearepresentationof
whatyouthinktheauthorofyourreadingwouldcreateinresponsetothisquestion–thebillboardthus
maynotreflectyourownopinions.Yourfinalbillboardmust:
• Containtext(maybeassimpleasaphrase(considerthephraseyourgroupchoseasmostimportant
fromthepassage);canalsobemoredetailedsentences)
• Containpictures
• Showyourauthor’svisualanswerto“WhatisanAmerican?”
• Canbeliteralorabstract
• Becreativeandshowthattime/effortwasputintoitscreation
• Containworkfromallgroupmembers
• Bepresentedtoclassmates
Notes:
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