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: