A Raisin in the Sun

1. A Raisin in the Sun Rapert

2. Activity 1. What is the American Dream? • Why do people from other countries immigrate to America? • When we talk about "The American Dream", what do we mean? What are some of the obstacles to achieving the American Dream? • Which groups of people have had trouble attaining "The American Dream"? There are a variety of acceptable responses to this question. E.g. Native Americans, Irish Americans, African Americans, Chinese Americans, and Japanese Americans, as well as the poor and women. • Given the obstacles that some Americans have to overcome, what makes the American Dream appealing?

3. What is your definition of the American Dream? • Write out their definition of "The American Dream". • Read your definitions aloud • Elaborate & discuss • https://www.youtube.com/watch?v=iVrTkn1U77E • https://www.youtube.com/watch?=gAg3uM1NyHA • Compare these two visions of the American Dream. Analyze images used.

4. Activity 2. Understanding the Playwright • Writers do not write in a vacuum, but much of their creativity has its roots in personal experiences. Lorraine Hansberry is no exception. • Hansberry grew up in a successful black family where both of her parents were political activists campaigning against Jim Crow laws. • Read "To Be Young Gifted and Black” (on webpage) • Answer the following questions: • What was Lorraine's life like growing up? • Based on the reading, what was important to Hansberry? If she were alive today, what causes might she support and what causes might she oppose? • According to Hansberry, what is the value of the play A Raisin in the Sun?

5. Activity 3. Why a Dream Deferred? • 1. Define: defer, fester • 2. Read/listen to “A Dream Deferred” by Langston Hughes • What central question does the poem ask? • 3. Use the Figurative Language Chart (on the website) analyze the similes and metaphors in the poem. • 4. Although the poem is phrased as a list of questions, Hughes is making a statement. • What is Hughes' message about dreams deferred? • How do "dreams deferred" relate to the American Dream?

6. Activity 3 contd.: Let America poem • To better understand Hughes' message about dreams deferred, work in groups to analyze the poem "Let America Be America Again” (on the website). • 1. According to stanza 1, what does the poet want? • 2. What do stanza's 2, 4, 6, 12, and 16 have in common? • 3. Who are the dreamers in this poem? • 4. What is the dream? • 5. What specific things have interfered with the dream? • 6. Which lines in the poem "Let America Be America Again” compare to the poem ”A Dream Deferred"?

7. Activity 4: Jim Crow: Research/accounts • To further enhance students understanding of Jim Crow law as a race-based legislation, have students conduct internet research in groups on one of the following documents: • "The Black Laws" B.W. Arnett (American Memory Collection/African American Perspectives: The Progress of a People) • "Lynch Laws in Georgia" Ida B. Wells (American Memory Collection/African American Perspectives: The Progress of a People) Each of the following documents are located on the same page at American Memory Collection: African American Odyssey/Civil Rights Era: • Equality of Treatment and Opportunity in Armed Forces" (Appears under the section entitled "President Harry Truman Wipes Out Military Segregation") • Dark Laughter" Oliver Washington (Appears under the section entitled "Land Where Our Fathers Died") • The Genesis of Racial Identification" Kenneth B. Clark (Appears under the section entitled "Psychological Effects of Racism") • Saving the Race" Thurgood Marshall (Appears under the section entitled "Thurgood Marshall on 'Saving the Race'") • Explain the importance of this to the class.

8. Activity 5: Brown vs Board: historical perspective • Read: "Dissenting Opinion of Judge Waites Waring in Harry Briggs, Jr. et al. V. R.W. Elliot, Chairman et. al.” pages 8, 9, and 10 and respond to the following questions: • According to Judge WaitesWaring, What was the purpose of amendments 13, 14, and 15? • What point does Judge Waring make about race and ancestry? • What is Waring's point about the society's method for determining race? • How had thoughts about race affected the attitude of Blacks and Whites in Southern states? • Aaconsequence of the Brown v. Board of Education decision, nine students from Little Rock Arkansas were chosen to integrate Little Rock High School. • Read: Daisy Bates and Little Rock Nine Letter • How does this letter illustrate African Americans' quest for the American Dream?

9. The Younger's Quest for the American Dream: Close literary analysis • Plot/Conflict: Use the “Plot Outline” handout (website) to map the dramatic structure of the central conflict. • Explain the existing conflicts between the Younger family members, Mama and Walter, Walter & Ruth, and Walter and Beneatha. • How are these conflicts associated with the American Dream? • What is the central conflict around which the play revolves? • How does this central conflict relate to the notion of the American Dream?

10. The Younger's Quest for the American Dream: Close literary analysis contd. • Characterization: Use the “Character Analysis” handout (website) to record important information about each member of the Younger family. • How is the American Dream expressed in each member of the Younger family: Walter, Ruth, Lena (Mama), and Beneatha? • Describe each member of the Younger family. What type of man was Mr. Younger? What type of man is Walter? What types of women are Lena, Ruth, and Beneatha? Which of these characters are static? Which of these characters are dynamic? • How do the supporting characters, George Murchinson and Joseph Assaigai, add to our understanding of the Younger family members?

11. The Younger's Quest for the American Dream: Close literary analysis contd. • Allusion • Explain George's allusion to Walter as Prometheus. Have students go online and look up Prometheus. Who is Prometheus? • What does Walter have in common with Prometheus? • How does this allusion help us to understand Walter's role in the family? • How does this allusion help us to understand Walter's conflict with Mama and the rest of the family? • How does this allusion help us understand Walter and the Younger family's quest for the American Dream? • Symbols: Use the “Analyzing Symbols Chart (website) to analyze the symbolic elements below. • Joseph Assaigai, George Murchinson, Ruth's Pregnancy, Beneatha's hair, Mr. Lindner, the new house, the money from the insurance policy, and Lena's plant. • In what sense are these people, events, and/or objects symbolic? How do they further our understanding of the play?

12. The Younger's Quest for the American Dream: Close literary analysis contd. • Theme: Analyze the following quotes: • "We ain't no business people Ruth, we just plain working folks," • "Once upon a time freedom used to be life now money is life," What important issues do they raise? How do these issues help us to understand the American Dream? How do these quotes help us to understand the Younger’s quest for the American Dream?