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Theme Of Response To Executive Order 9056

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The common theme in both of the short stories is centered around the cultural differences both girls faced due to the heirtage. Although both authours decsribed and expressed this in different ways they also share many similarities. Theirs stories help to show the many different people and cultures that America has to offer and express. The "Response to Exeuctive Order 9066" express how she feels about her American identity, whereas "Mericans" ties more into her hispanic family. The common theme in "Response to Executive Order 9066" is centered around the discrimination that Japanese-Amercians would face. This theme is develpoded by using a first person point of view to better express how the character is affected. The theme is first developed when the poem opens and the girl says "I've packed my galoshes and three packets of tomato seeds.", which is the followed by her saying "My father says where we're going they won't grow" this farther ties into the cultural differences that she has to face due to her leaving the place she grew up at. while the common theme in "Mericans" is centered around the isolation and conflict that is used to show how she may view diversity. This theme is developed by using langauge to farther highlight the American identity of the characters presented. …show more content…

In "Response to Executive Order 9066" the speaker shows negative feelings towards moving and now having an American identity. While in "Mericans" the speakers seems more content and longs to return back to America. This better shows some of the slight differences the authours had when it came to moving to America and having an American identity. One shows contentment and the other

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458 Words | 2 Pages

It is commonly said that actions speak louder than words, but what about appearances? Appearances often speak before people are able to speak for themselves. This is especially apparent in "Response to Executive Order 9066" by Dwight Okita and "Mericans" by Sandra Cisneros. Both "Response to Executive Order 9066" and "Mericans" show how appearances have an affect on how people see each other. "Response to Executive Order 9066" by Dwight Okita is a poem about a young Japanese-American girl and how her life changed after the Japanese attack on Pearl Harbor.

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442 Words | 2 Pages

Today is February 19, 1942, President Franklin D. Roosevelt signs Executive Order 9066. Executive Order 9066 forces all Japanese-Americans regardless of loyalty or citizenship, to evacuate the west. In early 1942, the Roosevelt Administration was pressured to remove people of Japanese ancestry from the West Coast. Roosevelt was pressured to do, this because he felt that some Japanese-Americans were plotting a sabotage against the US, following the bomb of Pearl Harbor.

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503 Words | 3 Pages

There is also a connection between these two since the author in both sections often says how much she misses other people in her family whom she left behind in Mexico, especially her mom who is supposedly considered as careless. The difference between these two excerpts, however, is that the author faces near-death experiences in the first one, whereas the second one is more peaceful and optimistic overall. This is evident from the change in author's use of tone. For example, the writer utilizes words such as "jeopardy" and "darkness" at first, then this switches to words such as "happy" and "perfect" after their crossing. The parts of the narrative that is presented in scenes are where her family attempts to cross the border and where her family goes to beach.

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179 Words | 1 Pages

Both authors are able to show the same theme, that being American is not defined as through people's heritage or their cultural identity. The theme both authors state is expressed through literary devices like imagery, irony, metaphors, and symbolism. In Response to Executive Order 9066 by Dwight Okita, it shows a loss of friendship through political influences. Okita shows this theme by using figurative language like irony and symbolism. The way Okita uses symbolism includes them stating, "I have always felt funny using chopsticks and my favorite food is hotdogs.

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969 Words | 4 Pages

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. "In Response to Executive Order 9066" is a

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520 Words | 3 Pages

Within the two short stories by Dwight Okita and Sandra Cisneros, they develop a common theme of American identity by using multitudes of different literary devices. Okita's "Response to Executive Order 9066" is a story referencing the law enacted during WW2, which required all citizens of Japanese decent to be put in internment camps. As a result of this law Okita finds herself being viewed as a Japanese "enemy" instead of an American, which she personally identifies as.  "Mericans" is story expressing the thoughts and feelings of Sandra Cisneros as young girl who is torn between the "old way" and the "new ways" of Mexican and American culture. While these two stories are extremely alike and express the same idea, they do it in different ways.

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791 Words | 4 Pages

How would you feel if you have to sell your house and move into a prison like camp in just a few days? Many Japanese had to experience this in 1941. The Japanese Americans got this unfair treatment because Japan bombed Pearl Harbor in 1941 during World War two. However, there are more factors that caused Executive Order 9066 (internment camps for Japanese people) in 1941. Economical, cultural, and political causal factors caused the congress to agree on Executive Order 9066.

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641 Words | 3 Pages

In 1942 President Franklin D. Roosevelt issued an executive order to the Secretary of War to set military areas. This led to the imprisonment of several minorities. Japanese-American citizens were among the individuals most affected by having property taken away and being stripped of their civil rights . Executive Order 9066 was an attempt to ensure safety, is still relevant today, and its history can be used to learn what practices work best at protecting American citizens’ civil liberties. During World War II, people were scared for their lives in the United States.

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Primary Source Analysis 1942, just over 2 years into World War II the nation was in turmoil, President Franklin D. Roosevelt issued Executive Order 9066. The purpose for this was protection but the question is how much protection was insured by Executive Order 9066. Executive Order 9066 was created out of necessity for the protection of Americans both for the Japanese descendants which could have faced much brutality from people who blamed them for their loosely connected ancestor's actions and also protect other natural born Americans who could have been harmed by some Japanese descendants who sided with the Japanese. This order created internment camps, even thought we were also at war with Germany only people of Japanese ancestry were placed in these camps. The document refers to the people who were put in these camps as “alien enemies” although they had shown no signs of being anything but loyal to the

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392 Words | 2 Pages

On July 26, 1948, President Harry Truman signed Executive Order 9981 which ended segregation in the Armed Forces. Executive Order 9981 states “It is hereby declared to be the policy of the President that there shall be equality of treatment and opportunity for all persons in the armed services.” These were the words that granted everyone in the United States Armed Forces equal treatment despite race, color, or creed. This was made possible by civil rights activists, such as Philip Randolph (Lilley). Their valiant efforts led to the end of discrimination in the United States Armed Forces and played a major role in the creation of EO 9981.

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447 Words | 2 Pages

Another item that is extremely important in both stories is the use and importance of fate. Both characters rely on their fates for assistance and for achieving

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694 Words | 3 Pages

The narrator's are similar and different in many ways. Both narrators learns a lesson about being proud of their culture, but the lessons came from different people in their lives so, that affected them in different ways and what they took away from the lesson. In both stories, they learn a similar lesson about their culture. In “Fish Cheeks” and “Taco Head” they both learn that they

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534 Words | 3 Pages

"Response to Executive Order 9066" by Dwight Okita and "Mericans" by Sandra Cisneros are two thought-provoking literary works that delve into the common theme of injustice and identity. Through the use of various literary devices and techniques, both authors effectively develop this theme, albeit in distinct ways. While Okita emphasizes the emotional impact of forced relocation and its consequences on Japanese Americans during World War II, Cisneros explores the theme of cultural assimilation and its effect on the protagonist's self-identity. This essay will compare and contrast the development of the theme in each work, highlighting the specific literary devices and techniques employed by the authors.

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872 Words | 4 Pages

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.

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1014 Words | 5 Pages

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

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