My best friend is a white girl named Denise –

Question

we look at boys together. She sat in front of me

all through grade school because of our names:

O’Connor, Ozawa. I know the back of Denise’s head very well.

I tell her she’s going bald. She tells me I copy on tests.

We’re best friends.

—“In Response to Executive Order 9066,”
Dwight Okita

As you read, record any details that relate to the topic of American identity.

Answer 1

In the poem "In Response to Executive Order 9066" by Dwight Okita, several details relate to the topic of American identity:

1. Names and Identity: The mention of the different last names "O’Connor" and "Ozawa" highlights the diversity within American identity, particularly regarding race and ethnicity. It reflects how names can signify cultural heritage and contribute to the perception of one's identity in America.

2. Friendship Across Differences: The relationship between the speaker and Denise showcases the complexity of American identity, where friendships transcend cultural and racial differences. This bond points to a broader narrative of unity despite societal divisions.

3. School Experience: The setting of grade school embodies a formative aspect of American identity, emphasizing the shared experiences that shape individuals. The school environment is a microcosm of society, where themes of inclusion and exclusion based on race can emerge.

4. Cultural Stereotypes: The playful banter about copying on tests illustrates the dynamics of racial stereotypes and expectations in educational settings, which can influence perceptions of American identity.

5. Historical Context: The title references Executive Order 9066, which led to the internment of Japanese Americans during World War II. This historical detail underscores moments in American history where identity has been contested, especially for marginalized groups. It serves as a reminder of the complexities and challenges that shape American identity.

Overall, these details reflect the multifaceted nature of American identity, encompassing diversity, friendship, historical struggles, and the ongoing negotiation of cultural belonging.

Answer 2

I saw Denise today in Geography class.

She was sitting on the other side of the room.

“You’re trying to start a war,” she said, “giving secrets

away to the Enemy. Why can’t you keep your big mouth shut?”

I didn’t know what to say.

I gave her a packet of tomato seeds

and asked her to plant them for me, told her

when the first tomato ripened

she’d miss me.

—“In Response to Executive Order 9066,”
Dwight Okita

As you finish the poem, record any details that relate to the topic of American identity.

Answer 3

In the continuation of Dwight Okita's poem “In Response to Executive Order 9066,” several additional details relate to American identity:

1. Division and Tension: The line where Denise accuses the speaker of “trying to start a war” signifies the tensions and divisions that can arise in society, especially during times of crisis. This highlights how fear and suspicion can fracture relationships and perceptions of identity based on race and nationality.

2. Government and Loyalty: The reference to giving “secrets away to the Enemy” connects to broader themes of loyalty and trust within American identity. It reflects the suspicion that arose during the internment of Japanese Americans and how individuals were often seen through the lens of their ethnicity rather than their nationality.

3. Symbolism of Tomato Seeds: The act of giving Denise tomato seeds can symbolize hope and resilience. The seeds represent the speaker's attempt to maintain a connection despite division and the longing for normalcy in a tumultuous time. This act reflects the need for nurturing and growing relationships even amidst challenges.

4. Longing and Separation: The phrase “when the first tomato ripened / she’d miss me” encapsulates the longing for connection and the pain of separation. It speaks to the emotional toll of being labeled and treated as an outsider in one’s own country, which profoundly influences one's sense of American identity.

5. Impact of Historical Context: The entire poem, including this segment, sits within the historical impact of Executive Order 9066, which serves as a potent reminder of how American identity can be fragmented through systemic discrimination and historical injustice. It questions what it means to belong and be accepted in America.

Overall, these elements reinforce the themes of identity shaped by relationships, fear, loyalty, and the personal impacts of historical events, all of which contribute to a multifaceted understanding of American identity.