Assimilation has a major impact on America and its history. Assimilation is a very controversial topic as many people have different opinions and beliefs about it. The reason people have so many different opinions and beliefs is because assimilation impacts America in so many different ways and happens for so many different reasons. I personally believe assimilation is both good and bad depending on what aspect you 're looking at and how the assimilation is happening.
Cultural heritage and physical appearance do not determine what it means to be American. title of the poem is, "In Response to Executive Order 9066." And it's by Dwight Okita. I know that Executive Order 9006 was issued by the US government. And it detained Japanese Americans.” Dear Sirs, of course I'll come. I've packed my galoshes and three packets of tomato seeds. Denise calls them love apples. My father says where we're going they won't grow. I'm a fourteen-year-old girl with bad spelling and a messy room. If it helps any, I will tell you I have always felt funny using chopsticks and my favorite food is hot dogs." this poem begins to tell us about American identity Since the speaker is agreeing to go and I know that Executive Order 9066 was about detaining Japanese Americans, I can infer that, "Of course I'll come" tells us that our speaker was a Japanese American. In addition, I know that this Japanese American speaker is a girl, because she tells me. She says,
Throughout history, many different people of color have experienced racial discrimination and have felt culturally separated from the rest of their peers. The passages "Mericans" by Sandra Cisneros and "Response to Executive Order 9066" by Sandra Cisneros both show first hand experience of racial discrimination and tell a story to the audience to show certain situations in which they had to experience. Both passages use literary devices, such as personal anecdotes, imagery and simple diction to help develop the common theme about cultural differences and racial discrimination.
During July of 1941, millions of jobs were being created, primarily in densely-populated areas, as the United States prepared to enter World War II. These densely-populated areas had large numbers of migration, specifically from African Americans, who sought to work in defense industries, but were often met with rejection and discrimination within the workplace. A. Philip Randolph, a civil rights activist and president of the Brotherhood of Sleeping Car Porters, and other black leaders, met with Eleanor Roosevelt and members of the President’s cabinet. They demanded action from Franklin Delano Roosevelt to be taken towards eliminating racial bias in the workplace; they threatened to commence a March on Washington if an executive order was not
In the texts, "In Response to Executive Order 9066" by Dwight Okita and "Mericans" by Sandra Cisneros, a topic of American identity and perception of identity is shared. Both texts take a brief look at the lives, characteristics, and feelings of young girls living a bicultural life. In Cisnero's story, the girl seems caught between her two different cultures, and she struggles to connect with her Mexican heritage. In Okita's poem, the girl has a clear sense of her identity and place as an American. Culture is experienced and interpreted differently by each individual and each group of people. The expression of themes and topic in "In Response to Executive Order 9066" and "Mericans" shows that there is no one way or right way to be American or appreciate American culture.
This essay compares “In response to executive order 9066” (poem) by Dwight Okita to “Mericans” (short story) by Sandra Cisneros. Specifically, the essay explores the central theme of American identity in the two literary works. The “Mericans” is about a little girl who has a story about the new world and the old world. In this case, the new world is America. The young girl is prevented from entering the church where her grandmother has prayers. As a person from the old world, the young girl is not allowed to play with boys from the new world. On the other hand, “in response to executive order” by Dwight Okita is about Americans of Japanese origins that were supposed to report to relocation
In “Mericans,” the grandmother is inside a church, praying for all of her family members. The narrator, Michelle, and her two brothers are told to wait outside and wait for their grandmother be finished. Michelle imagines that her grandmother is saying “one long prayer fringed with the grandchildren born in that barbaric country with its barbaric ways.” This characterizes the grandmother as someone who does not like American society or culture, contrasting how Michelle feels about it entirely. It is revealed in the beginning of the story that Michelle and her brothers not only enjoy American culture, but seem to have been raised upon it. While they are waiting outside the church, Michelle explains: “We must not wander over to the balloon and punch-ball vendors. We cannot spend our allowance on fried cookies or Familia Burron comic books or those clear cone-shaped suckers that make everything look like a rainbow when you look through them.” Similarly to enjoying American food, Michelle and her younger brother enjoy playing games and pretend to be characters out of several American movies and TV shows. At the end of the story, Michelle walks out of the church after checking up on her grandmother and sees her brother helping some Americans. Her brother is talking in Spanish to the Americans and this is quite strange to Michelle because both her and her brothers are fluent in English. The Americans naturally assumed, based off only their physical appearances, that they aren’t fluent in English and essentially believed that they weren’t American at
Wouldn’t it be exciting to grow up learning more than one language? Imagine being in Japan for a week on vacation with a group of friends, and one day decided to go to the oldest zoo in Japan, Ueno Zoo. To get to Ueno Zoo, riding the bullet train was a necessity, except knowing which line was the correct line, when to get off the bullet train, or even which ticket to buy was a daunting task. Nobody in your group has the confidence to ask the workers for help since they don’t have the knowledge of Japanese to help them. So everybody agrees to head back to the hotel to plan something else considering nobody knew how to speak a bit of Japanese, and that inability to communicate hurt your group’s confidence
Imagine being locked up with thousands of innocent people because of a bad thing that only a few people did. Unfortunately, you don't need to imagine it happened because it actually occurred in World War II after the Japanese attacked Pearl Harbor, a naval base in Hawaii. President Franklin D. Roosevelt issued the Executive Order 9066 authorizing military forces to move Japanese-American citizens into internment camps. Many citizens of Japanese descent were forced to sell their homes and businesses, all to be left trapped in a barren wasteland with many more Japanese-Americans. Despite his valiant efforts to protect the United States of America, President Roosevelt was not justified in issuing the Executive Order 9066 because Japanese-Americans
David Okita, the author of the poem “In Response to Executive Order 9066,” is a published playwright, poet and novelist. He describes himself as Japanese, American, gay, and Buddhist. Okita’s father was a World War II veteran and his mother was held in confinement for four years at a Japanese-American concentration camp. The World War II plays as a significant theme in the poem “In Response to Executive Order 9066”. At first glance, the poem appears to be about an American girl who has an unstable relationship with her friend Denise. However, after examining the details of “In Response to Executive Order 9066,” the reader can better understand the particular interpretation of the author’s perception of the poem.
When President Roosevelt justified in ordering Executive Order 9066, the following; which allowed the military commanders to create "military areas" that meant "any or all persons may be excluded". This resulted in the internment of Japanese American citizens Another reason this resulted in the internment of Japanese American citizens was because this power was used to announce that all people of Japanese ancestry were not apart of the entire West Coast.
For this assignment I have been presented a short story and a poem to analyze and compare. I enjoyed both of them. The poem and the story are different and very similar at the same time. The poem is about an Asian girl who is being raised in America and is just like every other American. Though she is treated differently because of her heritage. The story is about a Hispanic girl who is judged because of her appearance. They are different stories written in different forms and from different points of view. Though they both share one common theme which is that Americans come in all forms.
It can be carried out legally against an entire group of people or simply against someone for their looks. These poems describe different ways in which discrimination is carried out. One of the poems demonstrates discrimination carried out systematically, while the other represents it being carried out at an individual level. Okita states, “Dear Sirs: Of course I'll come” (650). The fourteen year old girl describes the people who came to relocate her as “sirs,” meaning they were some type of authority figure (65). The authority figures must have been part of the federal government and are enforcing the executive order that allows the relocation of anyone from Japanese origin. This type of intolerance was carried out and held constitutional by the government. Mora states, “. . . an American to Mexicans a Mexican to Americans. . .” (65). The speaker describes being prejudged on a more individual level, unlike the other poem. This type of discrimination was carried out by individuals belonging to a certain group, not the group overall. The similarities between the poems are that both speakers try to show themselves as typical Americans. The author of “In Response to Executive Order 9066” states, “If it helps any, I will tell you I have always felt funny using chopsticks and my favorite food is hot dogs” (650). The speaker seems to distance herself from her Asian culture and integrates into the American way of life. The
Assimilation is usually meant to indicate what happens to immigrants in a new land. However, “rejection, loneliness, discrimination—these were the byproducts of living in the United States” (Ghymn 37). In Marilyn Chin’s essay on assimilation “How I Got That Name,” the speaker acquaints the readers how she got the American name “Marilyn.” The tension between the two cultures is evident, for the speaker is treated as “Model Minority.” Her race and ethnicity define her; in fact, the stereotypes inscribed with her race restricted and cage her significance in the society. Similarly, David Hwang’s 10-minute play “Trying to Find Chinatown” centers on an encounter between Ronnie, a Chinese-American street musician, and Benjamin, a Caucasian tourist from Wisconsin who identifies himself as Asian-American, in the busy street of New York. In the play, “each character defines who he believes he is: Benjamin is convinced he is a Chinese American, and Ronnie sees
Assimilation is one of the largest themes in Chimamanda Adichie’s “Americanah.” The Merriam Webster Dictionary defines the term assimilate as “to absorb into the cultural tradition of a population or group.” Often times, in immigrant narratives we see three possible outcomes when it comes to foreign characters and assimilation. First, they could assimilate completely and leave behind the culture they came from. Second, they could assimilate into society partially meaning they have taken up some of the new culture but still hold some of their home’s values. Lastly, the character could fail to assimilate. This final option typically results in a character becoming an outcast in their new society or leaving to return to their home country. These