exploring the american dream with a raisin in the sun overview · • the american dream means...
TRANSCRIPT
ExploringtheAmericanDreamwithARaisinintheSunOverviewInthislesson,studentswilldiscusstheconceptofthe“AmericanDream”andusingpoetrybyLangstonHughes,willcomparethe“dream”totherealityexperiencedbyparticulargroupswhohavehistoricallystruggledforaccessandequality.StudentswillthenfurtherthisexplorationbyreadinganddiscussingLorraineHansberry’sARaisinintheSun,usingtheplayasabasistoexaminetheway1950sAmericansocietyparticularlyrestrictedAfricanAmericanaccesstothe“AmericanDream.”Throughtheirreadingoftheplay,interactiveclassdiscussion,groupwork,artactivitiesandcreativewritingactivities,studentswillgainanunderstandingthattheconceptofthe“AmericanDream”hasbeenandcontinuestobemultidimensionalandcomplicated,particularlyintermsofthehistoricalstrugglesgroupsofpeoplehavefacedinattainingequalrights,access,acceptance,etc.Grades10-11NorthCarolinaEssentialStandardsforCivics&Economics• CE.C&G.2.7-Analyzecontemporaryissuesandgovernmentalresponsesatthelocal,state,andnational
levelsintermsofhowtheypromotethepublicinterestand/orgeneralwelfare(e.g.,taxes,immigration,naturalization,civilrights,economicdevelopment,annexation,redistricting,zoning,nationalsecurity,healthcare,etc.)
• CE.C&G.3.8-EvaluatetherightsofindividualsintermsofhowwellthoserightshavebeenupheldbydemocraticgovernmentintheUnitedStates.
• CE.C&G.4.2-ExplainhowthedevelopmentofAmerica’snationalidentityderivedfromprinciplesintheDeclarationofIndependence,USConstitutionandBillofRights(e.g.,inalienablerights,consentofthegoverned,popularsovereignty,religiousandpoliticalfreedom,separationofpowers,etc.)
• CE.C&G.4.5-Explainthechangingperceptionandinterpretationofcitizenshipandnaturalization(e.g.,aliens,Interpretationsofthe14thamendment,citizenship,patriotism,equalrightsunderthelaw,etc.
NorthCarolinaEssentialStandardsforAmericanHistoryII• AH2.H.1.3-Usehistoricalanalysisandinterpretation…• AH2.H.2.2-EvaluatekeyturningpointssincetheendofReconstructionintermsoftheirlastingimpact
(e.g.,conflicts,legislation,elections,innovations,leadership,movements,SupremeCourtdecisions,etc.).• AH2.H.3.3-Explaintherolesofvariousracialandethnicgroupsinsettlementandexpansionsince
Reconstructionandtheconsequencesforthosegroups(e.g.,AmericanIndians,AfricanAmericans,Chinese,Irish,HispanicsandLatinoAmericans,AsianAmericans,etc.).
• AH2.H.5.1-Summarizehowthephilosophical,ideologicaland/orreligiousviewsonfreedomandequalitycontributedtothedevelopmentofAmericanpoliticalandeconomicsystemssinceReconstruction(e.g.,“separatebutequal”,SocialDarwinism,socialgospel,civilservicesystem,suffrage,HarlemRenaissance,theWarrenCourt,GreatSocietyprograms,AmericanIndianMovement,etc.).
• AH2.H.8.1-Analyzetherelationshipbetweeninnovation,economicdevelopment,progressandvariousperceptionsofthe“AmericanDream”sinceReconstruction(e.g.,GildedAge,assemblyline,transcontinentalrailroad,highwaysystem,credit,etc.).
• AH2.H.8.2-ExplainhowopportunityandmobilityimpactedvariousgroupswithinAmericansocietysinceReconstruction(e.g.,Americanizationmovement,settlementhousemovement,DustBowl,theGreatMigration,suburbia,etc.).
• AH2.H.8.3-Evaluatetheextenttowhichavarietyofgroupsandindividualshavehadopportunitytoattaintheirperceptionofthe“AmericanDream”sinceReconstruction(e.g.,immigrants,Flappers,RosietheRiveter,GIs,bluecollarworker,whitecollarworker,etc.).
• AH2.H.8.4-Analyzemultipleperceptionsofthe“AmericanDream”intimesofprosperityandcrisissinceReconstruction(e.g.,GreatDepression,DustBowl,NewDeal,oilcrisis,savingsandloancrisis,dot.combubble,mortgageforeclosurecrisis,etc.).
EssentialQuestions• WhatistheAmericanDream?Whatarethesocial,educational,economic,politicalandreligiousfreedoms
associatedwith“TheAmericanDream?”• Historicallyandcurrently,whatgroupsofpeoplehavehadlimitedaccessto“TheAmericanDream?”• Whataresomeoftheobstaclestoachieving“TheAmericanDream?”• HowdoesLangstonHughescharacterizetheAmericanDreaminhispoems“LetAmericabeAmerica
Again”and“Harlem?”• WhatformsofdiscriminationdidAfricanAmericansexperienceduringtheJimCroweraandhowdidthis
impacttheiraccesstothe“AmericanDream?”• HowdoestheplayARaisinintheSunmirrorthesocial,educational,political,andeconomicclimateofthe
1950sandhowdoestheplayillustratetheimpactthisclimatehadonAfricanAmericans'questfor"TheAmericanDream?"
• Inwhatwaysarethethemespresentin“LetAmericaBeAmericaAgain,”“Harlem,”andARaisinintheSunrelevanttotoday’ssociety?
Materials:• QuotesabouttheAmericanDream(attached)theseshouldbecutintostripsbeforeclassarrives• “LetAmericabeAmericaAgain”(attached)• “Harlem”(attached)• Artsuppliessuchasartpaper,coloredpencils,oldmagazines(ifavailable),etc.• CopiesoftheplayARaisinintheSun• ResponsesheetforARaisinintheSun,attached• CreateaSetDesignforARaisinintheSun,assignmentattached
Duration• Uptofour60-90minuteperiods• Teacherscanreducetheamountoftimerequiredbyomittingactivities,assigningpartsoftheplaytobe
readindependently/outsideofclass,orshorteningtheamountofdiscussionquestionsposed.Likewise,teachersshouldusetheirownpacingintermsofhowmanyscenes/actsarereadeachday.
Preparation• StudentsshouldhaveanunderstandingofJimCrow,segregation,andthefightforcivilrightsthattook
placethroughoutthe1900spriortoparticipatinginthislesson.DetailedlessonsonthesetopicsthatteachersmaywanttoimplementbeforethislessonareavailableinCarolinaK-12’sDatabaseofK-12Resources.Gotok12database.unc.edu/andclickon“CivilRights”undertopics,orenterthefollowingtitlesintothesearchbox:o MomentsintheLivesofEngagedCitizenswhoFoughtJimCrowo JourneyofReconciliation,1947o SchoolSegregationo TheFreedomRidesof1961o GreensboroSit-Ins:A“CounterRevolution”inNorthCarolinao SittingDownToStandUpForDemocracyo ThePowerofYouth:ExploringtheCivilRightsMovementwith“Freedom’sChildren”
• AnystudyofAmericansocietyduringthe1900s,whenJimCrowandsegregationwereawayoflife,bringsupsensitivetopicsandlanguage.Itisimportantforstudentstoexplorethisperiodofhistory,aswellas
makeconnectionstotoday’ssociety,butinaneffectiveandsafemanner.Teachersmustthushaveestablishedasafeclassroomwithclearexpectationsofrespect,open-mindedness,andcivilconversation.SeeCarolinaK-12’s“Activities”sectionoftheDatabaseofK-12Resourcesk12database.unc.edu/forwaystoensureaclassroomenvironmentconducivetotheeffectiveexplorationofcontroversialissues.
• Studentsshouldalsobepreparedthatatonepointintheplay,aderogatoryslurisusedbythecharacterofWalterLee,whenhereferstoanothercharacter’sshoesas“faggoty-looking.”Teachersshouldletstudentsknowaheadoftimetoexpectthissothatitdoesnotbecomedistractingandlikewise,teachersshouldmakeclearwhysuchlanguageexhibitsintoleranceandshouldnotberepeatedintheclassroom.
• SeveraldaysofthelessoninvolvesstudentsreadingARaisinintheSunoutloud.Itisrecommendedthatteacherspre-selectstudentreaders(ideally,studentswhoreadwelloutloudandcaninfusethescriptwithsomeemotion)priortothestartofclasstosavethetimeoftryingtofigurethisoutduringclass.Teachersshouldusetheirdiscretionwhethertochangereaderseachday(sothatalargervarietyofstudentscanparticipate),ortohavethesamestudentsreadforthedurationoftheentireplay(forconsistency.)
ProcedureDay1
“TheAmericanDream”1. WritethewordDREAMontheboardandaskstudentstospendafewminutesbrainstormingwhatcomes
tomindonnotebookpaper.Tellstudentsthattheycanwritewordsandphrasesthattheyrelatetotheword,citeexamplesorpersonalexperiences,sketchpictures,etc.Afteraround2minutes,allowstudentstosharetheirthoughtsandcompileamasterbrainstormontheboard.Furtherdiscuss:• Whatdoestheworddreammean?• Whatdoyouassociatewiththeworddream?
2. Next,writethephrase“AmericanDream”ontheboardandagainaskstudentstoagainbrainstormwhatcomestomind,recordingthoughtsinalist.Afterresponseshavewaned,reviewthelistanddiscussthedifferentcategoriesthatarepresent(i.e.,social,educational,economic,political,religious,etc.)CreateaclassdefinitionoftheAmericanDream;forexample:• theidealsoffreedom,equality,opportunitypersonalhappinessandmaterialcomforttraditionally
heldtobeavailabletoeveryAmericanandattainableviamotivationandhardwork
3. Furtherdiscuss:• Doesanyoneknowwhenthephrase“AmericanDream”wascoined?
o DiscusswithstudentsthattheideaoftheAmericanDreamisrootedintheDeclarationofIndependencewhichproclaimsthat"allmenarecreatedequal"and"endowedbytheirCreatorwithcertaininalienableRights"including"Life,LibertyandthepursuitofHappiness."However,thephraseitselfwasactuallypennedbyJamesTruslowAdamsin1931,inhisbook"TheEpicofAmerica,”whichstatedthat"lifeshouldbebetterandricherandfullerforeveryone,withopportunityforeachaccordingtoabilityorachievementregardlessofsocialclassorcircumstancesofbirth.”
• InwhatwayshasthemeaningoftheAmericanDreamchangedthroughouthistory?• WhatmakestheAmericanDreamappealing?• Howmightyourbackground,culture,race,identity,etc.impactyourdefinitionand/orunderstanding
oftheAmericanDream?• WhataresomeobstaclespeoplefaceintryingtoachievetheAmericanDream?• WhatmusthappenfortheAmericanDreamtoberealizedbyeveryone(oristhisevenpossible)?
4. Next,dividestudentsintosmallgroupsof3-4andprovidethemwithoneoftheattachedquotesregardingthe“AmericanDream”tofurtherthediscussion.Writeorprojectthefollowingquestionsforthegroupstodiscussregardingtheirquote:• WhatdoesyourquotesayabouttheAmericanDream?• Whatvaluesareimplicitintheconceptofan“AmericanDream”accordingtothisquote?
• Doyouagreeordisagreewiththequoteandwhy?• WhatisyourownpersonaldefinitionoftheAmericanDreamforyourself?Howdoesthisquote
comparetothat?(Eachgroupmembershouldanswerthisforhimself/herself.)
LangstonHughesand“TheAmericanDream”5. TellstudentsthattheyaregoingtonowreadapoembyLangstonHughesthatdiscussestheAmerican
Dreaminadifferentfashionthanthequotestheyjustread.AskstudentsifanyofthemalreadyknowanythingaboutLangstonHughesandthensharesomebackgroundinformationonhimsuchas:• LangstonHughes(1902-1967)wasanAfricanAmericanwriterwhoisparticularlyknownforhis
insightful,colorfulportrayalsofblacklifeinAmericafromthetwentiesthroughthesixties.Hewrotenovels,shortstoriesandplays,aswellaspoetry,andisalsoknownforhisengagementwiththeworldofjazzandtheinfluenceithadonhiswriting.HislifeandworkwereenormouslyimportantinshapingtheartisticcontributionsoftheHarlemRenaissanceofthe1920s.HughesrefusedtodifferentiatebetweenhispersonalexperienceandthecommonexperienceofblackAmerica.Hewantedtotellthestoriesofhispeopleinwaysthatreflectedtheiractualculture,includingboththeirsufferingandtheirloveofmusic,laughter,andlanguageitself.(Source:http://www.poets.org/poet.php/prmPID/83)
Furtherdiscuss:• GiventhetimeperiodduringwhichHugheswasborn,grewup,andwrote(1902-1967),whattypeof
societydidheexperience?• ItissaidthatHugheswantedtotellthestoriesofblackAmerica,includingtheirsuffering.Inparticular,
whattypeofsufferingdidblackAmericaexperienceduringtheyearsHugheswasalive?Whattypesofracialinjusticewerepresentduringthe1900s?Howdoyouthinksocialandlegalracism(JimCrow,segregation,etiquette,etc.)impactedAfricanAmericans?
Ø TeacherNote:Thisshouldbeareviewdiscussion,asstudentsshouldalreadyhaveanunderstandingofJim
Crow,segregation,andthefightforcivilrightsthattookplacethroughoutthe1900spriortoparticipatinginthislesson.DetailedlessonsonthesetopicsthatteachersmaywanttoimplementbeforethislessonareavailableinCarolinaK-12’sDatabaseofK-12Resources.Seethe“Preparation”sectionatthebeginningofthelessonforsuggestedlessonplans.
6. Handoutcopiesoftheattached“LetAmericaBeAmericaAgain”forreading.Thepoemcanbereadoutloudasaclass(witheithertheteacheroravolunteerstudentreadingthepoem),insmallgroupsof3-5,orindividually.Discuss:• Whatwords,thoughts,images,etc.firstcometomindafterreadingthispoem?• WhatarethevariouspicturesofAmericatheauthorpaints?(DiscusstheidealisticversionofAmerica
theauthorpaints,i.e.alandofliberty,opportunity,freedom,etc.,comparedwiththealternativenotionthattheidealisseldomreachedbyparticulargroups.)
• AccordingtoHughes,whatspecificthingshaveinterferedwithAmericareachingitspotential?• ThispoemwaswrittenbyHughesin1935.WhataresomeofthewaysAmericansocietyisdifferent
todaythanin1935?• Whatdoestheauthormeanwhenhesaysthat“AmericawasneverAmericatome?”• Accordingtothepoem,whatgroupsofpeopleinparticularhavestruggledgainingaccesstoor
obtainingtheAmericanDreamandwhy?o ThepoemmentionsNativeAmericans,AfricanAmericans,thepoor,andimmigrants.Todelveinto
thisfurther,teacherscanbreakstudentsupintogroupsandinstructthemtospendtimecompilingalistofthevariouswaysthesegroupshavebeendeniedequalopportunity,orhavesufferedbasedonnothavingaccesstotheAmericanDream.
• ArethereadditionalgroupsofpeoplenotnecessarilyreferredtointhepoemthathavealsobeendeprivedofallAmericaissupposedtohavetooffer?(i.e.,women)
• Howdoesthetonechangethroughoutthepoem?• Howdoesthepoemcomparetothequotesweexamined?
• WhatisLangstonHughes’sultimatemessageaboutAmericaandtheAmericanDream?• IsthispoemanegativeportrayalofAmerica?Explain.(Discusswithstudentshowwhiletheauthoris
pointingouthowAmericahasn’treacheditspotentialorprovidedtheopportunitytoallpeopleequallyasitshould,healsoexhibitsasenseofhopethatitstillcanbetheidealAmerica.)
• Althoughthispoemwaswrittenin1935,doyouthinkthethemesstillhaverelevancetoday?HasAmericafulfilleditspotentialinyouropinion?Explain.
7. Next,tellstudentstheyaregoingtoread“Harlem,anotherpoembyLangstonHughesfromacollectionhewrotein1951called“ADreamDeferred.”Eitherinpartnersorsmallgroups,instructstudentstoreadthepoemanddiscusstogether:• Whatimagesstrikeyouwhenreadingthispoem,eitherthatareexplicitlydescribedorthatcometo
mindbasedonwhatyouread?• Whatisthetoneandmoodofthepoem?Ifyouweretohearthepoetreadit,howdoyouthinkhis
voicemightsoundintermsofemotionalquality,volume,etc.?• WhatcentralquestionisHughesasking?• Eventhoughthepoemincludesaseriesofquestions,whatstatementisHughesmaking?Whatishis
messageaboutdreamsdeferred?DoyouagreewithHughes?(Encouragestudentstoconsiderexamplesfrompersonalexperiences,books,television,movies,etc.regardingwhathappenswhendreamsarenotfulfilled.)
• Howdoesthispoemrelateto“LetAmericaBeAmericaAgain?”Whichspecificlinesin“LetAmericaBeAmericaAgain”compareto“Harlem?”
8. Afterstudentshavehadtimetoreadanddiscussinpartners/groups,allowthemtoreporttheirthoughtsbacktotheclassasawholeandfurtherdiscuss:• WhereasthefirstpoemwereadwaswrittenbyLangstonHughesin1935,hewrotethisone16years
later,in1951.Howwerethingsdifferentin1951thantheywerein1935?Whatimpactdoyouthinkthetiminginwhichhewrotethispoemhad?Whatarethevariousthingsthatwereoccurringinsocietythatmightrelatetotheconceptof“dreamsdeferred?”o Discusswithstudents:"In1951,theyearofthepoem'spublication,frustrationcharacterizedthe
moodofAmericanblacks.TheCivilWarinthepreviouscenturyhadliberatedthemfromslavery,andfederallawshadgrantedthemtherighttovote,therighttoownproperty,andsoon.However,continuingprejudiceagainstblacks,aswellaslawspassedsincetheCivilWar,relegatedthemtosecond-classcitizenship.Consequently,blackshadtoattendpoorlyequippedsegregatedschoolsandsettleformenialjobsasporters,ditch-diggers,servants,shoeshineboys,andsoon.Inmanystates,blackscouldnotusethesamepublicfacilitiesaswhites,includingrestrooms,restaurants,theaters,andparks.Accesstootherfacilities,suchasbuses,requiredthemtotakeabackseat,literally,towhites.Bythemid-TwentiethCentury,theirfrustrationwithinferiorstatusbecameapowderkeg,andthefusewasburning.Hugheswellunderstoodwhatthefutureheld,asheindicatesinthelastlineofthepoem.”(Source:http://www.poets.org/poet.php/prmPID/83)
TheAmericanDreamv/stheAmericanReality
9. Asaculminatingactivity,tellstudentsthattheywillusetheconceptsinthepoemstocreateavisualrepresentingLangstonHughes’sconceptof“TheAmericanDream/TheAmericanReality,”aswellaswriteanaccompanyingparagraphexplainingtheirartwork.Providestudentswithdrawingpaperandinstructthemtodivideitinhalf(orhavestudentsdoonedrawingonthefrontandtheotherontheback.)Tellstudentsthattheyshouldcreatetwovisualizations:thefirstshouldillustratetheAmericanDream.ThesecondshouldillustratewhatLangstonHughespaintsastheAmericanrealityascomparedtothedream.Tellstudentsthattheirartworkcanincludeliteralorabstractartanddrawings,wordsandphrases,aswellasspecificlinesfromthetwopoemsdiscussed.Inadditiontoartsuppliessuchaspaperandcoloredpencils,teachersmayalsowanttoprovidemagazinesfromwhichstudentscancutimagestomixwith
theirownartwork.Studentsshouldalsowriteaparagraphormoreexplainingwhytheyfeeltheirchosenimageillustratesthe“TheAmericanDream/TheAmericanReality”asviewedbyHughes.
Day210. Atthestartofclass,instructstudentstoposttheirhomeworkassignmentaroundtheroom.Giveeach
student2Post-ItNotesandprovidethemapproximately5minutestobrowsethroughalloftheart.Astheybrowse,tellstudentstoplacetheirPost-ItNotebesidethetwoimages(otherthantheirown)thattheyfeelbestcapturetheconceptoftheAmericanDream/AmericanReality.Onceallstudentshavereturnedtotheirseats,askthestudentswhoseimageshavethemostPost-ItNotesbythemtosharetheirthoughtprocesswhencreatingtheirart.UsethisdiscussionasameansofreviewingthepoemsbyLangstonHughesandtheconnectedthemes.
IntroductiontoARaisinintheSun
11. Next,tellstudentsthattheywillcontinueexploringtheconceptoftheAmericanDreamandrelatedthemesbyparticipatinginaclassreadingofaplaycalledARaisinintheSun,byAfricanAmericanwriterLorraineHansberry.AskstudentsifanyofthemalreadyknowanythingabouttheplayorLorraineHansberryandallowthemtosharetheirthoughts.GivestudentssomebackgroundinformationonLorraineHansberry,explainingthatmuchofthisinformationwillberelevanttotheirunderstandingoftheplay:• LorraineHansberry(1930-1965)livedinChicagowithherparents,bothofwhomwereveryactivein
theChicagoblackcommunity,includinginsocialchangework.Heruncle,WilliamLeoHansberry,studiedAfricanhistory.VisitorstothehomeincludedDukeEllington,PaulRobeson,andJesseOwens.OneofLorraineHanberry'sbrothersservedinasegregatedunitinWorldWarII;anotherrefusedhisdraftcall,objectingtosegregationanddiscriminationinthemilitary.
• In1938,herfamilymovedintoanall-whiteneighborhoodinChicago.Atthattime,theneighborhoodhadarestrictivecovenantagainstintegration.ViolentprotestsoccurredagainstHansberry’sfamilyandthecasemadeitswaythroughthecourts,allthewaytotheU.S.SupremeCourtinHansberryvs.Lee.WhiletheSupremeCourtruledthatrestrictivecovenantswereillegal,thisunfortunatelydidnotstopenforcementoftheminChicagoandothercities(likemanyotherJimCrowlawsofthetime.)
• LorraineHansberryattendedtheUniversityofWisconsinfortwoyears,thenlefttoworkforPaulRobeson'snewspaper,Freedom,firstasawriterandthenassociateeditor.SheattendedtheIntercontinentalPeaceCongressinMontevideo,Uruguay,in1952.HansberryeventuallyleftherpositionatFreedom,focusingmostlyonherwritingandtakingafewtemporaryjobs.
• RaisinintheSunwasHansberry’sfirstplay,whichshecompletedin1957.• Shebegantocirculatetheplayinhopesofinterestinginvestors,producers,andactors.However,withacastin
whichallbutoneminorcharacterisAfricanAmerican,ARaisinintheSunwasconsideredtobeariskyinvestment,andittookoverayearforproducerPhilipRosetoraiseenoughmoneytolaunchtheplay.Aftertouringtopositivereviews,itpremieredonBroadwayattheBarrymoreTheatreonMarch11,1959.
• ARaisinintheSunwasthefirstplaywrittenbyablackwomantobeproducedonBroadway,aswellasthefirstplaywithablackdirector(LloydRichards)onBroadway.(Source:http://womenshistory.about.com/od/aframerwriters/p/hansberry.htm)
12. Discuss:
• SimilartoLangstonHughes,Hansberrywaswritingduringatimeofgreatconflictandchangeinsociety.WhatspecificallywastakingplaceininAmericaaroundthetimetheplaywaswritten?Studentsshouldreviewoccurrencessuchas:o 1954-TheSupremeCourtstatesthatsegregationinpublicschoolsisunconstitutional.o 1955–FirstClaudetteColvinandthenRosaParksrefusetogiveuptheirseattoawhitepassenger.
MartinLutherKingJr.organizesabusboycott,whichlastsalmostayear.o 1956-Segregationonbusesandtrainsisbanned.
o 1957–InArkansasnineblackstudentsarepreventedfromenteringaschool.Thepresidentsendstroopstofacilitatetheschool'sintegration.Theninestudentsbecomeknownasthe"LittleRockNine"
• WheredoyouthinkLorraineHansberrygotthetitleoftheplayfrom?(StudentsshouldrecognizethephrasefromLangstonHughes'poem,"Harlem.")
• NotonlydidshetitletheplayARaisinintheSun,shealsousesthepoem“Harlem”asaforwardtotheplay.Ialsopreviouslymentionedthatallofthecharacters(otherthanoneminorrole)areAfricanAmerican.Giventhis,thehistoricalcontextofthetimeinwhichHansberrywaswriting,aswellaswhatyou’velearnedregardingHansberry’sbackground,whatpredictionsmightyoumakeregardingthethemesorcontentthatwillbepresentintheplay?(Teacherscannotetheseonchartpaperandreturntothelistafterstudentsreadtheplaytoseeifanypredictionswereclosetotheactualcontentoftheplay.)
ClassReadingofARaisinintheSun
13. Next,providestudentswithcopiesoftheplay(studentscanpairupandshareifneeded)andlettheclassknowthattheyaregoingtobereadingitaloud.(Inordertosaveclasstime,itisrecommendedthatteachersselectstudentstoreadforthevariouscharacterspriortoclassstarting.Theteachercaneitherplanonreadingthestagedirectionshimself/herself,orrecruitastudenttoalsodothis.)Letstudentsknowthattheplaytakesplaceintheapartmentofafamily,theYoungers,wholiveinChicago’sSouthside.Thetimeperiodoftheplayisnotedas“sometimebetweenWorldWarIIandthepresent.”Pointouttostudentsthatwhiletheactualactorsperformingtheplaywouldspeakwithaparticulardialect,thestudentreadersshouldreadusingtheirownmannerofspeaking.Thisistoensuretheirreadingdoesn’tcomeacrossasbeingstereotypical.
14. Providestudentswiththeattachedresponsesheetandtellstudentsthatastheyfollowalong,theyshouldnotetheirfirstimpressionsandvisualizations(i.e.,whattheypictureintheirhead)ofboththesettingandeachcharactertheymeet.Studentsshouldbeasspecificaspossible,paraphrasingspecificwordingorreferringtoparticularmomentsofactionand/ordialoguethatleadthemtofeelthisway.Letstudentsknowthattheyarewelcometousewordsandphrases,aswellasartisticsketchesandsymbols.
15. BeginbyreadingActI,SceneOne,stoppingtodiscussthefollowingquestionsafterwards.Iftimepermits
afterthediscussionofSceneOne,havetheclasscontinueontoreadActI,SceneTwo,againprovidingampletimefordiscussionafter.ActI,SceneOne• Atthebeginningoftheplay,Hansberryusesalotofdetailstohelpthereader/viewervisualizethe
Youngers’apartment.Howdidyouvisualizetheapartmentinyourheadbasedonthedescriptionandtheactionthroughoutthefirstscene?Howwouldyoufeelwalkinginsidethisapartment?
• WhatdosomeofHansberry’swordchoicesindescribingthesettingtellusaboutthefamily,beforeweevenmeetthem?Refertospecificlinesinthetext.(i.e.:“…thefurnishingsofthisroomwereactuallyselectedwithcareandloveandevenhope–andbroughttothisapartmentandarrangedwithtasteandpride…”;“Wearinesshas,infact,woninthisroom.”)
• WhatisyourfirstimpressionofWalterLee?WhatdoesHansberry’sbeginningdescriptiontellyouabouthim?(i.e.,shedescribeshimas“…alean,intenseyoungmaninhismiddlethirties,inclinedtoquicknervousmovementsanderraticspeechhabits–andalwaysinhisvoicethereisaqualityofindictment.”)
• WhatareyourfirstimpressionsofRuth?(“…itisapparentthatlifehasbeenlittlethatsheexpected,anddisappointmenthasalreadybeguntohanginherface.”)
• WhatareyourfirstimpressionsofwhatRuthandWalter’srelationshipislike?• WhatmessageisWalterconveyingwhenhesaystoRuth,“Youtired,ain’tyou?Tiredofeverything.
Me,theboy,thewaywelive–thisbeat-uphole–everything.”IsthisstatementaboutRuth,orsomethingmore?
• WhatisWalter’sdream?Howdoesheviewtherestofthefamilyintermsofhisfulfillingthatdream?
• ConsiderWalter’spassionatepleatoRuth:“Mansaytohiswoman:Igotmeadream.Hiswomansay:Eatyoureggs.Mansay:Igottotakeholdofthishereworld,baby!Andawomanwillsay:Eatyoureggsandgotowork.Mansay:Igottochangemylife,I’mchokingtodeath,baby!Andhiswomansay–Youreggsisgettingcold!”What’sgoingonwithhiminthismoment?
• ConsideringthetimeinwhichtheYoungerslive,whydoyouthinkWaltersaysheis“chokingtodeath?”
• WhatdoesWalterwantfromRuth?• WhatareyourfirstimpressionsofMama?WhatisHansberryconveyingaboutherwhenshewrites,
“…beingawomanwhohasadjustedtomanythingsinlifeandovercomemanymore,herfaceisfullofstrength…”?Givenwhatwe’velearnedaboutthe1900s,whattypesofthingsdoyouimagineMamahashadtoadjusttoandovercome?
• RuthsaystoMama,“…somethingishappeningbetweenWalterandme.Idon’tknowwhatitis–butheneedssomething–somethingIcan’tgivehimanymore.Heneedsthischance,Lena.”WhatishappeningbetweenWalterandRuth?WhatisitthatheneedsthatRuthcan’tgivehim(beyondmoney?)
• WhatdowefindoutregardingMama’sdream?(“…youshouldknowallthedreamsIhad‘boutbuyingthathouseandfixingitupandmakingmealittlegardenintheback–anddidn’tnoneofithappen.”)
• HowisMr.Youngerdescribed?WhatdoyouthinkMamameanswhenshecallshimafinemanthat“justcouldn’tnevercatchupwithhisdreams?”
• WhatisyourfirstimpressionofBeneatha?Whatisherdream?Whatisherrelationshiplikewiththefamily?
ActI,SceneTwo• WhatdowelearnaboutRuthatthestartofSceneTwo?Howdoessheseemtobehandlingthenews
ofherpregnancy?• WhatisAsagailike?HowdoeshedifferfromtheYoungers?WhydoyouthinkBeneathaisinterested
inhim?• MamaexpressesconcerntoWalterregardinghispersonality:“Somethingeatingyouuplikeacrazy
man.Somethingmorethanmenotgivingyouthismoney.ThepastfewyearsIbeenwatchingithappentoyou.Yougetallnervousandwildintheeyes…Seemlikeyougettingtoaplacewhereyoualwaystiedupinsomekindofknotaboutsomething.”Whatisshetryingtogethimtosee?WhydoyouthinkWalterisbehavinginthisway?
• Eventhoughtheyargue,inwhatwaysareWalterLeeandBeneathasimilar?InwhatwaysdotheybothdifferfromMama?
• WhatdoesMamameanwhenshesaystoWalter,“Yousomethingnewboy.InmytimewewasworriedaboutnotbeinglynchedandgettingtotheNorthifwecouldandhowtostayaliveandstillhaveapinchofdignitytoo…NowherecomeyouandBeneatha–talking‘boutthingsweain’tnevereventhoughabouthardly,meandyourdaddy.Youain’tsatisfiedorproudofnothingwedone.Imeanthatyouhadahome;thatwekeptyououtoftroubletillyouwasgrown;thatyoudon’thavetoridetoworkonthebackofnobody’sstreetcar–Youmychildren–buthowdifferentwedonebecome.”
• InwhatwaysaredreamspartofthestorythroughoutActI?(Makesuretodiscusseachcharacter’sdreamifanyhaven’tbeentouchedonthusfar.)
• Whatisconflictintermsofastoryorplay?(Discusswithstudentsthatit’stheinternal/externalstrugglesofthecharacters.)AfterreadingActI,whatdoyouidentifyasthemainconflictoftheplaysofar?Howdoesthisrelatetoeachcharacter’sdream?
• Whatisasymbolintermsofastoryorplay?(Asymbolisaperson,place,orthingthatcomestorepresentanabstractideaorconcept.)Howcansymbols/symbolismhelptellastoryormovetheactionalong?WhataresomepossiblesymbolsfromActIthatyouthinkare/willbemeaningfultothelifeoftheplay?Whatcouldthesesymbolsmean?(i.e.,theinsurancemoney,Mama’splant,Africa,etc.)
• Overall,howwouldyoucharacterizetheYoungerfamily?• Haveyoueverbeenfacedwithadecision,ortriedtoconvincesomeonetomakeadecision,that
seemedasifitwouldaffectyourwholelife?Ifso,whatwasthislike?Ifyou’veneveractuallybeeninsuchasituation,whatdoyouimaginesuchasituationwouldbelike?
• IfyouwereMama,whatwouldyoudowiththemoney?DoyouthinksheshouldgiveittoWalterLee?Whyorwhynot?
CreateaSetDesignforActIofARaisinintheSun
16. Drawstudentattentionbacktotheopeningoftheplay,whereHansberryprovidedadetaileddescriptionregardingtheYoungers’apartment.Discuss:• Whyisthesettingofaplayimportant?Whattypesofthingsmightittellusabouttheplayitself?• Howmightasetbedesignedtosymbolizeaspectsofaplay’sstory,itscharacters,etc.?• Howmightlightingfurtherbeusedinsymbolicways?
17. TellstudentsthatbasedontheirvisualizationsandinterpretationofActI,theyaregoingtocreateaset
designforActIofARaisinintheSun.Handouttheattachedassignmentsheetandexplaintostudentsthatastagedesignneedstobebuiltinsuchawaythatithelpscommunicatethethemesandactionoftheplayandconnectstowhatthepeopleintheplayareportraying.Providestudentswiththeattachedassignmentsheetandgooverit,acceptinganyquestions.Letstudentsknowtobepreparedtosharetheirworkingroupsthenexttimeclassmeets.
Day318. Asclassconvenes,havestudentsformgroupsofapproximately6studentseachandinstructthemtoshare
theirsetdesignswithoneanother.Tellstudentstobeginbyhavingonepersonpresenttheirdesigntothegroup(withoutprovidinganyinformationabouttheirdesignatthistime.)Theremainderofthegroupshouldofferfeedbackbyansweringthefollowingquestions:• Whatfirstcatchesyoureyeaboutthissetdesign?Whatdoyoufindinteresting?• Whatdoesthedesigntellyouregardingtheartist’sinterpretationofActIofARaisinintheSun?Why
doyouthinktheartistchosetodesignthesetinthisway?• Whatquestionsdoyouhaveaboutthisdesign?
19. Afterspendingapproximately2minutesofferingfeedback,theartistshouldsharehis/herreasoning
behindhisdesign(thisshouldbedetailedinhis/herparagraphaccompanimenttothedesign)andthentheprocessshouldrepeatforthenextgroupmember.Onceallgroupmembershavesharedtheirdesign,instructgroupstospendafinalfewminutesdiscussing:• Werethereanysimilaritiesamongallofthedesigns?Whatsignificantdifferencescanyouidentify,if
any?
20. Optionally,teacherscaninstructstudentstoselectthetopdesignfromtheirgroup(basedoncreativity,interpretation,connectiontotheplay,etc.)thenhavethesestudentspresenttheirdesigntotheentireclassfordiscussion.
ContinuedClassReadingofARaisinintheSun
21. Next,askforstudentvolunteerstosummarizewhattookplaceduringActIoftheplay,thencontinueontoreadingActII,stoppingaftereachscenetodiscuss.ActII,SceneOne• HowisBeneathadressedandbehavingattheopeningofActII?Whydoyouthinksheisinterestedin
Nigeria?WhydoyouthinkWalterparticipates,whereasRuthisembarrassed,particularlyonceGeorgearrives?o TeachersmaybeinterestedinshowingstudentsaclipofthecultureanddanceBeneatharefersto,
availableat:http://www.youtube.com/watch?v=p8h-yBFBl08
• WhyisWaltersoresentfulofGeorge?Forexample,whatishegettingatwhenhesaystohim,“Iseeyouallallthetime–withthebookstuckedunderyourarms–goingtoyour‘clahsses.’Andforwhat!Whatthehellyoulearningoverthere?Fillingupyourheads-withthesociologyandthepsychology–buttheyteachingyouhowtobeaman?Howtotakeoverandruntheworld?Theyteachingyouhowtorunarubberplantationorasteelmill?Naw-justtotalkproperandreadbooksandwearthemfaggoty-lookingwhiteshoes…”
• HowareGeorgeandAsagaidifferent?ConsiderGeorge’swhiteshoescomparedtoAsagai’sNigerianrobes.Inwhatwaysaretheseitemssymbolicofthementhemselves,andperhapstheirowndreams?
• WhatdowefindoutthatMamadidwiththemoney?• WhatdowelearnaboutClybournePark,theneighborhoodinwhichthehouseislocated?• HowdoesRuthreacttolearningshegetstomove?• HowdoesWaltertakeitwhenhelearnshismotherboughtahouseratherthanentrustthemoneyto
him?• HowdoyouthinkitimpactsMamawhenWaltersays,“Soyoubutcheredupadreamofmine–you-
whoalwaystalkingaboutyourchildren’sdreams…?”
ActII,SceneTwo• DescribeMrs.Johnson.WhatdoyouthinkherpurposeisinvisitingtheYoungers?Howdoherattitudes
differfromthoseofMama?HowdoesthisrelatetothedisagreementbetweenWalterandMama?• WhatdoesMamameanwhenshesaystoWalter,“IsayIbeenwrong,son.ThatIbeendoingtoyouwhat
therestoftheworldbeendoingtoyou…thereain’tnothingworthholdingonto,money,dreams,nothingelse–itifmeans-ifitmeansit’sgoingtodestroymyboy...?”
• WhatbigdecisiondoesMamamake?Doyouthinkthisistherightdecision?Whyorwhynot?• WhatdoesmoneysymbolizetoWalterLee?Howdoyouthinkhisfeelinglikehehasmoneywillaffect
him?• AlthoughTravisdoesnothavemanylines,inwhatwaysishischaractersignificant?ActII,Scene3• WhatisKarlLinder’spurposeforvisitingtheYoungers?• HowdotheYoungersrespond?Howdoyouthinkyouwouldrespondwereyouintheirsituation?• Couldsomethinglikethistakeplacetoday?(Discusswithstudentsthatwhilesegregationisillegalinthe
eyesofthelaw,andwhileourcommunitiesaretypicallymorediversethantheywereinthe1950s,manyneighborhoodsremainsegregatedtoday.Allowstudentstosharetheirthoughtsregardingreasonsforthis.)
• WhatnewsdoesBobobring?WhatdowefindoutregardingwhatWalterdidwiththemoney?WhatisyouropinionofWalterinthismoment?
• Howdoyouthinkthefamilyfeelsinlearningthemoneyisgone?HowdoyouimagineWalterfeels?• Inparticular,howdoesMamareacttothenewsandwhy?• Overall,howdoyouthinktheYoungers'environmenthasimpactedtheirlife?• ReconsiderthesetyoudesignedforARaisinintheSunbasedontheeventsandactionofActI.Isthere
anythingyouwouldchangeaboutyourdesign,oraddortakeawayfromyourdesign,basedonActII?Explain.
• Predictwhatyouthinkwillhappennext.Ifyouweretowritethelastactoftheplay,whatwouldtakeplace?
CreateaSensoryFigure22. AftercompletingActII,instructstudentstoreconsidereachofthemaincharactersintheplay.Havethem
reviewtheirResponseSheet,consideringnotonlytheirfirstimpressionsofthecharacters,buthowtheyhavedevelopedthroughoutthefirstandsecondactsoftheplay.Instructstudentstocreatea“SensoryFigure”foraparticularcharacter.(Teachersshouldassigneachstudentacharactertoensureafairlyevennumberoffigurespercharacterarecreated.)Instructstudentsto:
o Visualizewhatyouimagineyourassignedcharactertolooklike(considerphysicalcharacteristics,clothing,accessories,etc.)Asbestyoucan,drawthecharacterasyouimaginehim/hertoappear.
o Next,considerthischaracter’sthoughts,emotions,dreams,struggles,etc.Whatarethemajoraspectsofyourcharacter’soverallpersonalityandcorenature/motivation?Connectthemajoraspectsofyourcharactertovariouspartsofyourdrawing.Forexample,youshoulddrawalinetothecharacter’sheartandfillinthestatement,“Idream…”Youmightalsodrawalinetothecharacter’shead(“Ithink…”or“Ihope…”),eyes(“Isee…”),ears(“Ihear…),etc.Connectionsandstatementscanbeliteralorabstract.
o Yourfinalsensoryfigureshouldhaveatleast7statements,oneofwhichmustcompletetheprompt,“Idream…”
Day423. Atthebeginningofclass,havestudentshangtheirsensoryfiguresaroundtheroom.Teachersshouldhave
allthesamecharactersplacedinthesamesectionforeasycomparison.Providestudentsafewminutestobrowsethevariousfigures,thenassignagroupofstudentstoeachparticularcharacter/sectionandinstructthemtodiscussthefollowingquestionsforafewminutes.(Teachersmightpurposelyassignstudentstoalternatecharactersfromtheonetheyfocusedonfortheirhomeworkassignment.)Aftergroupdiscussion,eachgroupshouldreportoutontheirassignedcharacterasameansofreviewingActsI&IIoftheplay.• Basedonwhathastakenplaceinthefirsttwoacts,andbasedonthevarioussensoryfigures,how
wouldyoudescribe<insertcharactername>?• Arethereparticularaspectsofthischaracterthatyouseerepeatedamongthevariousfigures?
Explain.• Whatarethevariousdreamsthischaracterhasthathavebeenidentifiedinthefigures?Asoftheend
ofActII,howfaralongisthischaracterinreachinghis/herdreamandwhy?• Istherehopeforthischaracter?Whyorwhynot?
ContinuedClassReadingofARaisinintheSun
24. Next,havestudentscompletetheirreadingofARaisinintheSun,usingthefollowingquestionstodiscuss.ActIII• ActIIIbeginswithstagedirectionsthatnotethat“thereisasullenlightofgloominthelivingroom,
graylightnotunlikethatwhichbeganthefirstsceneofActOne.”Whatdoyouthinkthissymbolizes?• WhyisBeneathadisheartened?• HowdoesAsagaireacttoherdisillusionment?Whatmessagedoeshetrytoconveywhenspeakingto
herabouthisvillage?• WhatdoesAsagaimeanwhenhesays,“…isn’ttheresomethingwronginahouse–inaworld–where
alldreams,goodorbad,mustdependonthedeathofaman?”• Mamanotesthatsherememberspeopletalkingaboutherwhenshewasalittlegirl:“…youaimsto
highallthetime.Youneedstoslowdownandseelifealittlemorelikeitis.Justslowdownsome…”Whydoyouthinksheisnowremindedofthis?Doyouthinkthisisanappropriateresponsetosomeone’sdreams?Whyorwhynot?
• WhyhasWalterLeeinvitedKarlLinderbacktotheirhome?Whatdoyouthinkofthisdecision?Whydoeshesayhe’sgoingtoputona“show”forGeorgeLinder?
• WhydoesBeneathasayregardingWalter,“Whereisthebottom!Whereistherealhonest-to-Godbottomsohecan’tgoanyfarther…?”
• WhatisMama’sopinionofWalter’splan?Whatmessageissheconveyingwhenshesays,“Icomefromfivegenerationsofpeoplewhowasslavesandsharecroppers–butain’tnobodyinmyfamilyneverletnobodypay‘emnomoneythatwasawayoftellinguswewasn’tfittowalktheearth.Weain’tneverbeenthatpoor.Weain’tneverbeenthat–deadinside...”?
• DoyoufeelthatWalterhastakenresponsibilityforhisactionsasofthebeginningofActIII?Whatdoeshemeanwhenhesays,“What’sthematterwithyouall!Ididn’tmakethisworld!Itwasgivetomethisway!”
• EventhoughWalterSr.neverappearsintheplay,inwhatwaysishischaractersignificant?• Intheend,whatdoesWaltertellKarlLinder?Whydoyouthinkhechangeshismind?Whatisyour
opinionofthisdecision?• TheplayendswithMamacomingbackforherplant.Whatdoyouthinktheplantsymbolizes?Whydo
youthinkHansberrychosetoendtheplaythisway?
CulminatingDiscussion25. Moveontoaculminatingdiscussionoftheentireplayandrelatedthemes:
• HowdothethemespresentinthepoemsrelatetothosepresentinARaisinintheSun?Inparticular,whydoyouthinkLorraineHansberrychosetouse“Harlem”asaforwardtotheplay?Whatparticularlinescanyourelatetoparticularmoments/occurrencesintheplay?
• TheAmericandreammeanssomethingdifferenttoeachcharacterinARaisinintheSun.Discussthesedifferencesandhowtheyconflictwithoneanother.
• TheopeningdescriptionofthesettingandtimenotesthattheplaytakesplacesometimebetweenWorldWarIIandthepresent.”Whileitwaswrittenin1957andperformedonBroadwayin1959,inwhatwaysarethethemesandissuesoftheplaystillrelevanttoday?Couldthisplaybestagedtotakeplaceinpresenttimes?Ifso,wouldanyeditsbeneeded?Explain.
• Considersomeofthemajorthemesintheplay:poverty,wealthandopportunity;education;family;self-identity.WhatimpactdoeachoftheseareashaveonthevariouscharactersinARasinintheSun?
• BeforereadingtheplaywediscussedthatittookquitesometimebeforeARaisinintheSunwasproducedonBroadway,sinceitwasconsideredariskyinvestment.Whydoyouthinkthiswasthecase?
• ImagineitisMarch11,1959,thenightARaisinintheSunopensonBroadway,andyouareLorraineHansberry.Youpeekaroundthecurtainfrombackstageandseealargelywhiteaudience.Howdoyoufeelrightbeforethecurtainrisesandtheplaybeginsandwhy?
• WhichparticularaspectsofHansberry’sbackgrounddoyouthinkinformedherwritingofARaisinintheSun?Whydoyouthinkshedecidedtowritethisplayandworkdiligentlytohaveitproduced?
• GivenAmericansocietyin1959,whattypeofresponsesdoyouimaginethisplaygotwhenitopened?WhatwereHansberryandtheotherpeoplewhoworkedonitrisking?
• Inparticular,whatcommentarydoestheplaymakeregardinghousingdiscriminationinthe1950sandhowisthisstillrelevanttoday?Inwhatwaysisapersonimpactedbyhis/herenvironment?HowdoyouthinktheYoungersinparticularwereaffectedbytheirenvironment?o Sharewithstudents:Hansberry'splayistimelessbecausesheisabletomakecontemporary
politicalissuespartoftheveryartofthestage,drawingheraudienceintoaconversationthatcontinuestoberelevanteventoday.TheappearanceofMr.Lindneronstageisthephysicalmanifestationofthehousingcontroversythathasbeenamenacingpresencethroughouttheplay.Housinghasvariousimplicationsnotonlyforhealth,butalsoforeducation.AlthoughtheburdenfellmostheavilyuponAfrican-Americans,theywerenottheonlyethnicgroupaffectedbyhousingdiscriminationduringthisera.RestrictivecovenantsalsoprohibitedItalians,Asians,andJewsfromresidingincertainareas.TheHousingActof1949hadonlybeeninplacefortenyearswhentheplayhitthestage,butthemajorityofAfricanAmericanswerestilllivinginpoverty.Thelawsuggeststhatintegratedneighborhoodswillbenefitfromimprovedhealthandlivingstandards,aswellasfromthegrowthandadvancementofunder-servedcommunities.However,severalpracticescontinuedevenafterthepassingoftheactthatmadeintegrationdifficult.Realestateagentswouldsellhousesataninflatedcostafterhavingcoercedthewhiteownersintosellingatalossbecauseofthethreatofintegration.RentalagencieswoulddelayappointmentswithAfrican-Americansinhopesthatawhitecustomerwouldrentfirst.TheFairHousingPolicyof1968attemptedtoaddresstheproblembyforbiddingthesedeceptivepractices.Eventoday,housingcontinuestobeissue,particularlygivenhowitaffectseducation.Schoolsarestillfundedthrough
propertytaxesinmostarea,andchildrenhavetheoptionofattendingalternateschoolsthroughbusingorschoolvoucherstoprivateinstitutions.(Source:http://www.gradesaver.com/a-raisin-in-the-sun/study-guide/section8/)
26. Explaintostudents:
• Waitingforthecurtaintoriseonopeningnight,HansberryandproducerPhillipRosedidnotexpecttheplaytobeasuccess,forithadalreadyreceivedmixedreviewsfromapreviewaudiencethenightbefore.Thoughitreceivedpopularandcriticalacclaim,reviewersarguedaboutwhethertheplaywas"universal"orparticulartoAfrican-Americanexperiences.However,theNewYorkDramaCritics'Circlenameditthebestplayof1959,anditranfornearlytwoyearsandwasproducedontour.
• HansberrynotedthattheplayintroduceddetailsofblacklifetotheoverwhelminglywhiteBroadwayaudiences,whiledirectorRichardsobservedthatitwasthefirstplaytowhichlargenumbersofblacksweredrawn.TheNewYorkTimesstatedthatARaisinintheSun"changedAmericantheaterforever."
• In1960ARaisinInTheSunwasnominatedforfourTonyAwards:bestplay,bestactor,bestactress,bestdirection.
Discuss:• WhatismonumentalaboutARaisinintheSunbeingnamedthebestplayonBroadwayin1959,
particularlygivensocietyatthetime?• HowdoyouthinkitfeltforLoraineHansberrywhenARaisinintheSunwasnamedthebestplayand
whenin1960,theplaywonfourTonyAwards?• DoyouthinkallofAmericawasequallyexcitedaboutthecontentoftheplay?Explain.• Whatdoyouthinkthisplaycouldteachpeopleinthelate1950s-1960s?Whatcanitteachustoday?
CulminatingAssignments27. Chooseone(ormore)ofthefollowingtoprovidestudentsasaculminatingassignment:
• OneMonthLaterPredictwhatyouthinkhappensafterthecurtainclosesonActIIIofARaisinintheSunandtheYoungersheadtotheirnewhomeinClybournePark.Write1ormorescenesthattakeplaceatleastamonthlaterillustratingyourpredictionsofwhattakesplace.Yourfinalproductshould:o Haveabeginning,middleandendo Containaction(somethingsignificantshouldhappen)o Includeatleasttwo(ormore)oftheoriginalcharactersofARaisinintheSun.Ifdesired,youcan
introducenewcharactersaswell.o Beatleastthreepageslongandwritteninthefollowingformat:
Title
Scene1:Thecurtainopensto…<describethesettingandanyopeningstagedirectionsneededtosetthescene.>Character1: (Anyaction/movementacharactertakesshouldbedescribedinitalicsandparentheses.)Hello?
Isanyonehome?Character2: Inhere!I’mlyingdown.Character1: AreyoufeelingOK?Wouldyoulikeadrinkofwater?Character2: Oh,yesplease.Thatwouldbelovely.
• CharacterOpinionsinHistoricalContext
Asdiscussed,ARaisinintheSunissetduringafairlytumultuousperiodofAmericanhistory,whenAfricanAmericaswereforcedtofightforthesamerightsprovidedtoWhitecitizens.Considerthevariouseventsthattookplaceinthe1950s-1960sandselectoneparticulareventtoresearchandlearnmoreabout.Simultaneously,chooseoneofthecharactersfromARaisinintheSunandwriteaone
pagemonologueinwhichthatcharacterdiscussesthehistoricaleventofyourchoosing.Forexample,whatdoyouthinkWalterLeeorBeneathawouldsayregardingtheMontgomeryBusBoycott?WhatmightMamasayaboutthe1963bombingof16thStreetBaptistChurchinBirmingham,Alabama,whenfourAfrican-Americangirlswerekilled?HowdoyouthinkGeorgeMurchinsonwouldreacttothe1954SupremeCourtdecisioninBrownv.BoardofEducation?Yourfinalmonologueshould:o Bewritteninfirstperson,fromtheperspectiveofthecharacteryouhavechoseno Showabasicunderstandingofthehistoricalfactsregardingtheoccurrenceselected(i.e.,date,
location,peopleinvolved,chronologyofevents,etc.)o Sharethecharacter’sopinionregardingthehistoricaloccurrenceo Beatleast2pagesdoublespaced
• DesignaPosterforanUpcomingPresentationofARaisinintheSunImaginethatalocaltheatreisstagingaproductionofARaisinintheSunandhashiredyouastheirnewmarketingdirector.Yourfirstassignmentonthejobistodesignanewposterforadvertisingtheplayandboostingticketsales.Considerhowyoucancreateaposterthatwillprovidehintsregardingwhattheplayisaboutandintriguepeopleenoughthattheywanttocomeandseeit.Yourfinalpostershould:o Includeartwork,visualimages,and/orsymbolsthatrepresentARaisinintheSun(canbeliteralor
abstract)o Containtextorphrases(eitherfromorabouttheplay)o Beeffectiveinrecruitingaudiencememberso Becreative,colorful,andshowthatthatthecreatoroftheposterputforththought,time,and
effortintothedesign
AmericanDreamQuotes
Therearethosewhowillsaythattheliberationofhumanity,thefreedomofmanandmindisnothingbutadream.Theyareright.ItistheAmericanDream.
~ArchibaldMacLeish---------------------------------------------------------------------------------------------
IlookforwardconfidentlytothedaywhenallwhoworkforalivingwillbeonewithnothoughttotheirseparatenessasNegroes,Jews,Italiansoranyotherdistinctions.ThiswillbethedaywhenwebringintofullrealizationtheAmericandream--adreamyetunfulfilled.Adreamofequalityofopportunity,ofprivilegeandpropertywidelydistributed;adreamofalandwheremenwillnottakenecessitiesfromthemanytogiveluxuriestothefew;adreamofalandwheremenwillnotarguethatthecolorofaman'sskindeterminesthecontentofhischaracter;adreamofanationwhereallourgiftsandresourcesareheldnotforourselvesalone,butasinstrumentsofservicefortherestofhumanity;thedreamofacountrywhereeverymanwillrespectthedignityandworthofthehumanpersonality.Thatisthedream...
~Dr.MartinLutherKing,Jr.---------------------------------------------------------------------------------------------
Webelievethatwhatmattersmostisnotnarrowappealsmasqueradingasvalues,butthesharedvaluesthatshowthetruefaceofAmerica;notnarrowvaluesthatdivideus,butthesharedvaluesthatuniteus:family,faith,hardwork,opportunityandresponsibilityforall,sothateverychild,everyadult,everyparent,everyworkerinAmericahasanequalshotatlivinguptotheirGod-givenpotential.ThatistheAmericandreamandtheAmericanvalue. ~SenatorJohnKerry
---------------------------------------------------------------------------------------------Americaisthesumofourdreams.Andwhatbindsustogether,whatmakesusoneAmericanfamily,isthatwestandupandfightforeachother'sdreams,thatwereaffirmthatfundamentalbelief-Iammybrother'skeeper,Iammysister'skeeper-throughourpolitics,ourpolicies,andinourdailylives.
~PresidentBarackObama
BeinganAmericanissomuchmorethanjusthavingcitizenship.It’sthatbeatinyourhearttobefree,tobeyourownman,tohavecontroloveryourowndestiny.Americahasalwaysbeenanidea.Ithasnothingtodowithpapers,documents,orimmigrationlaws.Ithasalottodowithidealsanddreams. ~PaulCuadros
---------------------------------------------------------------------------------------------TheAmericanDreamis"thatdreamofalandinwhichlifeshouldbebetterandricherandfullerforeveryone,withopportunityforeachaccordingtoabilityorachievement.ItisadifficultdreamfortheEuropeanupperclassestointerpretadequately,andtoomanyofusourselveshavegrownwearyandmistrustfulofit.Itisnotadreamofmotorcarsandhighwagesmerely,butadreamofsocialorderinwhicheachmanandeachwomanshallbeabletoattaintothefulleststatureofwhichtheyareinnatelycapable,andberecognizedbyothersforwhattheyare,regardlessofthefortuitouscircumstancesofbirthorposition."
~JamesTruslowAdams,TheEpicofAmerica,1931.
LetAmericabeAmericaAgainbyLangstonHughesLetAmericabeAmericaagain.Letitbethedreamitusedtobe.LetitbethepioneerontheplainSeekingahomewherehehimselfisfree.(AmericaneverwasAmericatome.)LetAmericabethedreamthedreamersdreamed--LetitbethatgreatstronglandofloveWhereneverkingsconnivenortyrantsschemeThatanymanbecrushedbyoneabove.(ItneverwasAmericatome.)O,letmylandbealandwhereLibertyIscrownedwithnofalsepatrioticwreath,Butopportunityisreal,andlifeisfree,Equalityisintheairwebreathe.(There'sneverbeenequalityforme,Norfreedominthis"homelandofthefree.")Say,whoareyouthatmumblesinthedark?Andwhoareyouthatdrawsyourveilacrossthestars?Iamthepoorwhite,fooledandpushedapart,IamtheNegrobearingslavery'sscars.Iamtheredmandrivenfromtheland.IamtheimmigrantclutchingthehopeIseek--AndfindingonlythesameoldstupidplanOfdogeatdog,ofmightycrushtheweak.Iamtheyoungman,fullofstrengthandhope,TangledinthatancientendlesschainOfprofit,power,gain,ofgrabtheland!Ofgrabthegold!Ofgrabthewaysofsatisfyingneed!Ofworkthemen!Oftakethepay!Ofowningeverythingforone'sowngreed!Iamthefarmer,bondsmantothesoil.Iamtheworkersoldtothemachine.IamtheNegro,servanttoyouall.
Iamthepeople,humble,hungry,mean--Hungryyettodaydespitethedream.Beatenyettoday--O,Pioneers!Iamthemanwhonevergotahead,Thepoorestworkerbarteredthroughtheyears.YetI'mtheonewhodreamtourbasicdreamIntheOldWorldwhilestillaserfofkings,Whodreamtadreamsostrong,sobrave,sotrue,ThatevenyetitsmightydaringsingsIneverybrickandstone,ineveryfurrowturnedThat'smadeAmericathelandithasbecome.O,I'mthemanwhosailedthoseearlyseasInsearchofwhatImeanttobemyhome--ForI'mtheonewholeftdarkIreland'sshore,AndPoland'splain,andEngland'sgrassylea,AndtornfromBlackAfrica'sstrandIcameTobuilda"homelandofthefree."Thefree?Whosaidthefree?Notme?Surelynotme?Themillionsonrelieftoday?Themillionsshotdownwhenwestrike?Themillionswhohavenothingforourpay?Forallthedreamswe'vedreamedAndallthesongswe'vesungAndallthehopeswe'veheldAndalltheflagswe'vehung,Themillionswhohavenothingforourpay--Exceptthedreamthat'salmostdeadtoday.O,letAmericabeAmericaagain--Thelandthatneverhasbeenyet--Andyetmustbe--thelandwhereeverymanisfree.Thelandthat'smine--thepoorman's,Indian's,Negro's,ME--WhomadeAmerica,Whosesweatandblood,whosefaithandpain,Whosehandatthefoundry,whoseplowintherain,Mustbringbackourmightydreamagain.Sure,callmeanyuglynameyouchoose--Thesteeloffreedomdoesnotstain.Fromthosewholivelikeleechesonthepeople'slives,Wemusttakebackourlandagain,America!O,yes,
Isayitplain,AmericaneverwasAmericatome,AndyetIswearthisoath--Americawillbe!Outoftherackandruinofourgangsterdeath,Therapeandrotofgraft,andstealth,andlies,We,thepeople,mustredeemTheland,themines,theplants,therivers.Themountainsandtheendlessplain--All,allthestretchofthesegreatgreenstates--AndmakeAmericaagain!FromTheCollectedPoemsofLangstonHughes,publishedbyAlfredA.Knopf,Inc.Copyright©1994theEstateofLangstonHughes.
HarlemfromADreamDeferredbyLangstonHughes,1951Whathappenstoadreamdeferred?DoesitdryupLikearaisininthesun?Orfesterlikeasore--Andthenrun?Doesitstinklikerottenmeat?Orcrustandsugarover--likeasyrupysweet?Maybeitjustsagslikeaheavyload.Ordoesitexplode?
ResponseSheetforARasinintheSunSetting(whatdoyouvisualize?)
FirstImpressions Whatisthischaracter’sdream?RuthYounger:
WalterLeeYounger:
BeneathaYounger:
Lena(“Mama”)Younger:
TravisYounger:
JosephAsagai:
GeorgeMurchison
CreateaSetDesignforARaisinintheSunBasedonyourvisualizationsandinterpretationofActI,youaregoingtocreateasetdesignforActIofARaisinintheSun.Theultimategoalofyoursetistoaddtotheaudience’sunderstandingoftheplayinavisualway.YourfinalsetdesignshouldbuilduponLoraineHansberry’ssetdescriptionanddirectionsaswellasyourowninterpretationandmustcontaintwocomponents:• Acolordrawing(8½by11)oftheset(from
theperspectiveoftheaudience)• Aparagraphormoredescriptionofyour
designQuestionstoconsiderwhenbrainstorming,designingandwritingaboutyourdesign:• Whatarethekeyelementsofthefirstactand
howwillyourdesignbringthemout?• Whatmooddoyouwantyoursettingtoconveytotheaudience,andwhatelementsofthesetcontribute
tothis?• Whatcolorswillhelpyouexpressthisparticularmood?• Whatinteractionsandactiondoesyourdesignneedtoaccommodate?• WhydoyouthinkthisdesignisparticularlyappropriateforARaisinintheSun?• Whatsymbolsarepresentinyoursetandwhatistheirpurpose?
Specifically,consider:• Whattypeofstagewillyoudesignyourseton?(i.e.,atraditionalprosceniumstage,theatreintheround,a
non-traditionalspacesuch,etc.)• Isyourdesignliteralorabstract?• Whatspecificphysicalitems(furniture,homedécor,etc.)areneeded?Considerthefloor,walls,
windows/doors,etc.aswell.• Howwilllightingbeusedtoenhanceyoursetdesign?
Questions/notes: