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Copy of What Constitutes an American? (9/2/2025)

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10 questions
“What Constitutes an American?” by Harold Ickes
Harold Ickes delivered this speech on May 18, 1941, during the “I Am an American Day” celebration in New York City’s Central Park, addressing the nation as World War II continued across Europe and other parts of the world.

1 What has happened to our vaunted idealism? Why have some of us been behaving like scared chickens? Where is the million-throated, democratic voice of America?

2 For years it has been dinned into us that we are a weak nation; that we are an inefficient people; that we are simple-minded. For years we have been told that we are beaten, decayed, and that no part of the world belongs to us any longer.

3 I say that it is time for the great American people to raise its voice and cry out in mighty triumph what it is to be an American. And why it is that only Americans, with the aid of our brave allies—yes, let's call them "allies"—the British, can and will build the only future worth having. I mean a future, not of concentration camps, not of physical torture and mental straitjackets, not of sawdust bread or of sawdust Caesars—I mean a future when free men will live free lives in dignity and in security.

4 What constitutes an American? Not color nor race nor religion. Not the pedigree of his family nor the place of his birth. Not the coincidence of his citizenship. Not his social status nor his bank account. Not his trade nor his profession. An American is one who loves justice and believes in the dignity of man. An American is one who will fight for his freedom and that of his neighbor. An American is one who will sacrifice property, ease and security in order that he and his children may retain the rights of free men. An American is one in whose heart is engraved the immortal second sentence of the Declaration of Independence.

5 We Americans know that freedom, like peace, is indivisible. We cannot retain our liberty if three-fourths of the world is enslaved. Brutality, injustice and slavery, if practiced as dictators would have them, universally and systematically, in the long run would destroy us as surely as a fire raging in our nearby neighbor's house would burn ours if we didn't help to put out his.

6 If we are to retain our own freedom, we must do everything within our power to aid Britain. We must also do everything to restore to the conquered peoples their freedom. This means the Germans too. This is why the British are not fighting for themselves alone. They are fighting to preserve freedom for mankind. For the moment, the battleground is the British Isles. But they are fighting our war; they are the first soldiers in trenches that are also our front-line trenches.

7 These hundreds of millions, of liberty-loving people, now oppressed, constitute the greatest sixth column in history. They have the will to destroy the Nazi gangsters.
8 We have always helped in struggles for human freedom. And we will help again. But our hundreds of millions of liberty-loving allies would despair if we did not provide aid and encouragement. The quicker we help them the sooner this dreadful revolution will be over. We cannot, we must not, we dare not delay much longer.
The fight for Britain is in its crucial stages. We must give the British everything we have. And by everything, I mean everything needed to beat the life out of our common enemy.
1

Read this excerpt from paragraph 6.

We must also do everything to restore the conquered peoples their freedom. This means the Germans too.

Based on the context of the paragraph, what is the author implying in this excerpt?

1

What is the central idea of the passage?

1

Which two statements bestsupport the answer to the previous question?

1

How does the author develop the central idea in the passage?

1

Read this sentence from paragraph 5.

Brutality, injustice, and slavery, if practiced as dictators would have them, universally and systematically, in the long run would destroy us as surely as a fire raging in our nearby neighbor’s house would burn ours if we didn’t help to put out his.


What is the effect of this sentence on the development of the selection?

1

How does paragraph 8 affect the development of the rest of the text?

1

In paragraph 2, what is the meaning of the phrase "dinned into us"?

1

What tone does the author establish in paragraphs 8-9?

1

How does the use of rhetoric in paragraph 4 about what constitutes an American support the author’s purpose?

1

What is the author's purpose in beginning the selection with a series of rhetorical questions in paragraph 1?