The 4th Of July—Past, Present, And Future Bruno V. Manno Contributor My interest is education, career pathways, and opportunity pluralism.

The 4th Of July—Past, Present, And Future

Bruno V. Manno

Contributor

My interest is education, career pathways, and opportunity pluralism.

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This 4th of July brings back memories of my extended immigrant family of over two dozen relatives gathering yearly to celebrate Independence Day at my grandparents’ Italian tavern, the Golden Gate Inn, on the east side of Cleveland, Ohio. We lived in an Italian American neighborhood called Collinwood, surrounded by other ethnic neighborhoods, where similar gatherings occurred. I have five vivid memories of our gatherings, spanning from the early 1950s when I was around five years old to the mid-1960s when I went off to college.

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First, it was always hot and humid. There was no air conditioning. Eventually, Dad would plug in one of the big square electric box fans and put it on a small table in the kitchen so it would spew its version of cool air on anyone lucky enough to be close to it. Sooner or later we kids would assemble in the graveled backyard—there was no grass where we lived—and use the green-colored garden hose to spray cold water on each other so we could cool off for a few minutes.

Second, there was always lots of food. It was mostly “cucina Americana”—American food of hot dogs, hamburgers, potato salad, coleslaw, potato chips, butter pecan ice cream, and lemon meringue pie. There were also Italian homemade favorites like meatballs and red sauce, sausage and peppers, and Dad’s Italian wine into which he would slice and soak ripe peaches purchased at the local farmer’s market. Everyone, kids included, would have peaches and red wine, with the amount dependent upon your age.

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Third, the celebration always included fireworks. The afternoon display occurred up the street in front of another Italian tavern called Mirabile’s. That (illegal) fireworks show for the locals was mostly rockets, cherry bombs, firecrackers, and sparklers. In the evening, there were “real fireworks” from the neighboring suburbs that we could see from our driveway because no tall buildings were obstructing the overhead views.

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Fourth, we always watched one television show. We would assemble in front of the tavern’s black and white Muntz TV for the 1942 film Yankee Doodle Dandy. Starring the irrepressible James Cagney, this musical was about George M. Cohen—nicknamed “The Man Who Owned Broadway.” (It won several Academy Awards and is now on the National Film Registry of the Library of Congress and the American Film Institute's 100 Years…100 Movies list.) The one Cagney song and dance routine everyone waited to see was Yankee Doodle Dandy, a song about Cohen who was, the song proclaimed, “born on the Fourth of July.” (Truth be told, he was born on July 3.)

Fifth, adults always told stories. Most were repeated every year in a virtuous cycle that contained a handful of themes. For example, there were stories about their perilous boat journey from Italy across the Atlantic Ocean to America and then the train ride to Cleveland where relatives would help with getting a job. There were stories about the discrimination and prejudice they faced because they were immigrant Italians. There were stories about U.S. military service during World War I or World War II. There were stories about marriage and families, with the joys and sorrows that followed. At the end of each story, there was some version of how, despite frustrations, disappointments, and tragedies, they were proud to be Americans. In my Dad’s words, “Only in America could we have what we have.”

In retrospect, those gatherings were a time to celebrate and integrate our Italian heritage and identity with our American heritage and identity in a patriotic way on the quintessential American holiday. All those who were there loved America, believed they were blessed to be in America, and could never imagine living anywhere else but America. “Only in America.”

Today: Troubling Times

There are worrisome signs today about patriotism in decline. And there is certainly a decline in young people’s knowledge about American history and its civic institutions, the foundation for understanding the true meaning of American patriotism along with our rights and obligations as citizens.

For example, a Gallop poll found that 39% of U.S. adults in 2023 were extremely proud to be an American, down from 55% in 2001 when the question was first asked. This was essentially unchanged from the 38% record low in 2022. When combining those who are extremely or very proud, that number dropped from a high of 90% in 2003 to 67% in 2023.

There is also a clear divide between young and older Americans. While 50% of adults aged 55 and older said they are extremely proud to be American, 40% of those aged 35 to 54 and 18% of 18- to 34-year-olds said the same.

Finally, a slightly different question was posed in a Wall Street Journal-NORC poll asking Americans to rate how important patriotism is to them. In 2023, 38% of respondents said patriotism was very important, down from 70% when the question was first asked in 1998.

Meanwhile, young people's knowledge of U.S. civics and history is at an all-time low. According to the National Assessment of Education Progress (the “Nation’s Report Card”), 2022 tests show that eighth graders posted the lowest history score ever and the first drop in the civics score since 1994, when the initial test was given. The history test asks questions about students’ knowledge of central figures, dates, events, and their understanding of historical ideas and movements. The civics test asks about knowledge of government, the ability to defend positions on political issues, and an understanding of democratic participation.

A RAND survey of teachers gives insight into why these students know so little history and civics. When asked what should be the top three aims of civic education, only 40% of teachers said it should promote knowledge of rights and responsibilities, and only 23% think that it should promote knowledge of social, political, and civic institutions. The only two answers included in a majority of teachers’ responses were promoting students’ critical and independent thinking (68%) and developing students’ skills and competencies in conflict resolution (54%). It appears that students’ civic and historical knowledge is declining in part because teachers simply don’t regard such things as primary aims of classroom instruction.

Tomorrow: Toward a Patriotism Dividend

The good news is, there are efforts underway to rekindle American’s understanding of patriotism based on their identity as citizens in a democratic republic. And there are reasons to believe that these efforts will gain traction in years to come.

First, despite all the messaging from social media and other outlets about how divided Americans are, there is less division than meets the eye. Recent polling by More in Common shows there is much agreement on how to teach young people about American identity and its national story. For instance, majorities of Democrats, Republicans, and independent voters across races believe it is important to teach about slavery, segregation, and Jim Crow laws.

Pew Research Center polling reports that nearly three out of four Biden supporters (74%) and Trump supporters (71%) said it is extremely or very important to have public discussions about the America’s historical successes and strengths. Almost eight out of ten (78%) of Biden supporters and six out of ten (60%) of Trump supporters said it is at least very important to have public discussion about America’s failures and flaws. Nearly two-thirds of these respondents (65%) said America’s diversity along racial, ethnic, and religious lines strengthens American society. Finally, a majority of respondents (56%) said the U.S. is one of the greatest countries in the world, while roughly one out of four (23%) said the U.S. stands above all other countries.

Polling of American parents by the Jack Miller Center on what they want their children to be learning about this country also shows an overwhelming majority of parents believe civic education should focus on the country’s history and founding ideas. Roughly nine out of ten agree that a civic education about our nation’s founding principles is very important (89%) and that we should portray historical figures honestly (92%). Nearly three out of four (73%) said teaching young people about ideas like individual liberty, limited government, and belief in equality is very important to America’s future.

There are efforts underway to rebuild civic education. For example, iCivics, founded by Supreme Court Justice Sandra Day O’Connor after she retired from the Court, has coordinated a project called Educating for American Democracy. It has created a K-12 roadmap for teaching history and civics that includes themes, guiding questions, and other resources. It is endorsed by over 200 organizations across the ideological spectrum. Additionally, the National Association of Scholars leads a Civics Alliance that has produced a civics curriculum statement, principles, and curriculum sketch that spans K-12 and post-secondary education.

Finally, my colleague Richard Kahlenberg, Senior Fellow at the Progressive Policy Institute, is leading an American Identity Project. His recent report describes what can be done to strengthen American identity and patriotism to create what he calls a patriotism dividend. The report includes recommendations and examples on what schools and colleges should do to ensure young people learn not just about “America’s sins but also the ways in which liberal democratic norms made redemption possible.”

Domestic Realists In An Ideological Heartland

Americans’ positive beliefs and attitudes combined with efforts to rekindle a patriotism dividend suggest that the culture war rhetoric used to describe our current political environment may be overblown. Some analysts say the current political environment is composed of domestic realists who live not on the fringes of the culture wars but rather in an ideological heartland. This heartland is not a physical location, but a state of mind not given to ideological extremes. These realists lean left or right or are part of that forgotten group called moderates. What they want are practical solutions, not culture war posturing.

Estimates are that roughly two out of three Americans live in this heartland. By comparison, less than a quarter are staunch progressives or conservatives at the edges of the political spectrum. That does not mean that domestic realists are indifferent to hot-button issues. But they are less intense in their beliefs and disagree while living in relative harmony without waging constant ideological warfare.

Martin Luther King’s definition of the American Dream is a fitting way to conclude. In his February 5, 1964, speech entitled “The American Dream,” King declared:

“America is essentially a dream, a dream yet unfulfilled. The substance of this dream is expressed in some very familiar words found in The Declaration of Independence. ‘We hold these truths to be self-evident: that all men are created equal; that they are endowed by their Creator with certain inalienable rights; that among these are life, liberty, and the pursuit of happiness.’ This is a dream.”

His words emphasize equality promised but unfulfilled. This enduring insight is a challenge to all Americans. It is also a starting point for efforts to renew a sense of patriotism and civic education as we celebrate American independence on the 4th of July. Only in America.

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Bruno V. Manno

Bruno V. Manno

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I write and speak on how schools should prepare young people to reach their potential and flourish as responsible citizens. Schools do this by ensuring that young people acquire the knowledge, skills, networks, and self-agency they need to choose from a range of different employment opportunities so they can achieve their potential. My opportunity equation for individuals is Knowledge + Networks = Opportunity Pluralism. 

I am a Senior Advisor with the Progressive Policy Institute. Before that, I was a Senior Advisor with the Walton Family Foundation and before that a Senior Associate in Education with the Annie E. Casey Foundation. I have served in senior leadership and management positions with many organizations, including as U.S. Assistant Secretary of Education for Policy. I also have served as executive director of the Congressionally created National Commission on the Cost of Higher Education and the National Commission on Philanthropy and Civic Renewal. I am the author, co-author, or editor of seven books and numerous articles.  Read Less