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E Pluribus Unum E PLURIBUS UNUM THE BRADLEY PROJECT ON AMERICA’S NATIONAL IDENTITY “Citizens“Citizens byby birthbirth oror choice,choice, ofof aa commoncommon country,country, thatthat countrycountry hashas aa rightright toto concentrateconcentrate youryour affections.affections. TheThe namename ofof AMERICAN,AMERICAN, whichwhich belongsbelongs toto you,you, inin youryour nationalnational capacity,capacity, mustmust alwaysalways exaltexalt thethe justjust pridepride ofof PatriotismPatriotism ….”….” -- GeorgeGeorge Washington,Washington, FarewellFarewell AddressAddress E PLURIBUS UNUM THE BRADLEY PROJECT ON AMERICA’S NATIONAL IDENTITY June 2008 CONTENTS EXECUTIVE SUMMARY 1 INTRODUCTION 8 BEING AN AMERICAN 9 A NATION BASED ON AN IDEA 16 A SHARED HISTORY 23 BECOMING AMERICANS 31 TO PROVIDE FOR THE COMMON DEFENSE 38 THE UNUM IS AMERICA 41 CONCLUSION 45 ACKNOWLEDGMENTS 51 THE BRADLEY PROJECT ON AMERICA’s NATIONAL IDENTITY I E PLURIBUS UNUM I 1 EXECUTIVE SUMMARY America is facing an identity crisis. The identity, 63 percent believe this iden- next generation of Americans will know tity is weakening. Almost a quarter—24 less than their parents know about our percent—believe we are already so di- history and founding ideals. And many vided that a common national identity is Americans are more aware of what divides impossible. In their minds, it is already us than of what unites us. We are in danger too late. And young people—on whom our of becoming not “from many, one”— continued national identity depends— E Pluribus Unum—but its opposite, “from are less likely than older Americans to be one, many.” proud of their country or to believe that it The Bradley Project on America’s has a unique national identity. This is an National Identity was created to initi- identity crisis. ate a national conversation on Ameri- can national identity, and to affirm the A Nation Based on an Idea belief that what unites us is far greater America is unique among nations in be- than what divides us. A sense of national ing founded not on a common ethnicity, identity is necessary to enable individuals but on a set of ideas. A nation founded on to transcend self-absorption and commit ethnicity perpetuates itself by the fact to the common good. Without it, America of birth. But a nation founded on an idea can neither perpetuate its institutions nor starts anew with each generation and with defend itself. each new group of immigrants. Knowing To inform its work, the Bradley Proj- what America stands for is not a genetic in- ect asked HarrisInteractive to conduct heritance. It must be learned, both by the a study on Americans’ views on national next generation and by those who come to identity. While 84 percent of the respon- this country. In this way, a nation founded dents still believe in a unique American on an idea is inherently fragile. And a na- 2 I THE BRADLEY PROJECT ON AMERICA’s NATIONAL IDENTITY I E PLURIBUS UNUM tion that celebrates the many ways we are those “mystic chords of memory” that different from one another must remind Abraham Lincoln believed held our coun- itself constantly of what we all share. try together. The teaching of American history A Shared History should include America’s great public A history is to a people what a biogra- documents and speeches, and books phy is to an individual. “History,” wrote with compelling narratives. And the President John F. Kennedy, “is the means period of the American founding by which a nation establishes its sense should be emphasized at all levels, of identity and purpose.” But America’s including high school, by teachers memory appears to be slipping away. On who have majored in history. Students the 2006 National Assessment of Edu- should first be taught about America’s cational Progress (NAEP) Civics Test, great heroes, dramatic achievements the majority of eighth graders could not and high ideals so they can put its explain the purpose of the Declaration failings in perspective. Meaningful, of Independence. Only five percent of balanced history best prepares young seniors could accurately describe the way people for informed democratic par- presidential power can be checked by ticipation. Congress and the Supreme Court. College does little to close the civic The reasons for this failing are not literacy gap. Studies show that large hard to find—boring textbooks that lack numbers of college seniors, even at elite narrative drive, a neglect of America’s universities, cannot correctly identify ma- heroes and dramatic achievements, cur- jor national figures such as James Madi- riculum standards that push the found- son or phrases such as “government of the ing period out of high school into the people, by the people, and for the people.” lower grades, and teachers inadequately They are unable to define representative prepared in American history. Too often, democracy or the separation of powers. students are taught more about America’s Most colleges do not require an Ameri- failings than its successes. Absent are can history or American government THE BRADLEY PROJECT ON AMERICA’s NATIONAL IDENTITY I E PLURIBUS UNUM I 3 course. Where history is taught, it is often taught as a fragmented history, a history of this or that group, not of the nation as a whole. Colleges and universities should require for graduation a comprehen- sive course on American national his- tory and government that includes the nation’s great public documents and speeches. The preservation of American memory is not solely the task of our schools and colleges. We all have an obligation to remember what we owe to those who have gone before us. Schools used to be named after American heroes such as Nathan Hale and Clara Barton instead of just East Metropolis Junior High. That practice should be restored. On the Fourth of July, identity and as educational opportuni- we need not only celebrate with fireworks, ties. but also honor that dramatic moment There was a time when all of us, and when the colonists first declared to the especially our nation’s schoolchildren, nations of the world that America was free celebrated George Washington’s and and independent. Families, schools and Abraham Lincoln’s birthdays. Today these colleges, businesses and civic organi- great national holidays are collapsed into zations, and government at all levels a generic Presidents’ Day, as if Millard should keep American memory alive Fillmore and Chester A. Arthur were by treating national holidays and his- being honored. Washington and Lin- toric sites such as Mount Vernon and coln’s birthdays should be restored as Gettysburg as touchstones of national 4 I THE BRADLEY PROJECT ON AMERICA’s NATIONAL IDENTITY I E PLURIBUS UNUM distinctive celebrations in place of the who come to this country, the more cru- generic Presidents’ Day. cial it is that all become Americans in the There are dangers to certain kinds of fullest sense. America has successfully patriotism, but there are equal dangers met this challenge in the past and can do to no patriotism at all. There is a middle so again, but it will take effort. Newcom- ground, “a patriotism of principles,” to ers to America should be encouraged use the language of the American Federa- to participate fully in American social, tion of Teachers, based on “a common economic, and civic life. core of history [that] binds us together.” In a nation that celebrates its diver- Americans should embrace an informed sity, we need to remind ourselves that we patriotism that expresses our devotion to are also part of “one nation indivisible.” our country and our bond with our fellow Americans by a margin of 80 percent to citizens. nine believe that our schools should focus on American citizenship, not ethnic iden- Becoming Americans tity. Majorities of Latinos (70 percent) From the beginning, America has been, and African-Americans (54 percent) among other things, “a nation of immi- agree. Parents of schoolchildren, regard- grants,” and today the Statue of Liberty less of background, also concur. Eighty- and Ellis Island are among our most cher- nine percent of parents overall believe ished national symbols. Many Americans “there’s too much attention paid these accepted, even welcomed immigrants. days to what separates different ethnic And most immigrants embraced America, and racial groups and not enough to what enjoying its many freedoms and often they have in common.” relishing their newfound identity. They At one time there was an urgent insisted their children learn English and concern for recognizing our differences, quickly became known as among the na- which allowed the contributions of minor- tion’s most patriotic citizens. ities and immigrants to be fully told. But Today immigration is at its highest today there is also a yearning for national levels since the 1920s. The more people unity and common purpose, a desire to THE BRADLEY PROJECT ON AMERICA’s NATIONAL IDENTITY I E PLURIBUS UNUM I 5 appreciate what is great about America, people,” but “we the peoples.” The new and not just to dwell on its past wrongs. attitude favors dual citizenship, multi- Schools and colleges, businesses lingual ballots, and bilingual instruction and civic associations, and all levels rather than English immersion. Instead of government should promote of one America, there are voices for many special programs as well as special Americas, or even no America at all. Few occasions that focus on what unites would intend this result, but it may be the us as Americans. inevitable consequence of citizens not The kind of unity Americans celebrate being able to communicate in a common does not demand uniformity. On the language and placing other loyalties above contrary, it provides opportunities within their allegiance “to the flag and the repub- which our distinctive ethnic traditions lic for which it stands.” We should not can flourish.
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