Ms.
Fleming-English Department
Evander Childs High School
“FENCES” by August Wilson
MAJOR LEAGUE BASEBALL AND
SEPARATE-BUT-EQUAL
Introduction
In our class this term we
have read Fences by August Wilson. In the play, we learned that racism was a
social problem that affected one of the characters, Troy Maxson, in several
ways. Troy,
an African-American, experienced racism in the 1940’s in the United States in his quest to play
in major league baseball. He was unable
to play because of his race, a situation that is a reflection of the social
problem that existed in the United
States at that time. This problem of segregation stems from
Reconstruction and the establishment of “separate-but-equal” law based on the
Plessy vs. Ferguson
law of the late nineteenth century, which separated all public places based on one’s
race. This law engendered a form of
racism that we see played out in the sports arena which allowed only certain
players to compete based on the qualification of their race. Therefore, the social problem of racism not
only exists in August Wilson’s play, Fences,
but also in the society of the United
States in the twentieth century. Moreover, racism not only affects Troy Maxson’s career but also his son, Cory’s. Due to the suffering he experienced as a
talented baseball player, he will not allow his son, a talented athlete, to
pursue a football scholarship which would take him to college. Therefore, Cory’s dream is shattered. This, in turn, creates a barrier between
father and son, which is only overcome with Troy’s death.
In this character, Troy Maxson, August Wilson exemplifies the damaging
effects of racism as it was legitimized under the “separate-but-equal” laws in
the United States
during the twentieth century.
Task
Write a letter to the author in the voice of each character
in Fences by August Wilson
explaining how their lives have changed in the twenty-first century, a time
period free of the social problem, racism.
As you write in Troy Maxson’s voice, you will
be writing from his perspective of a lifetime of experience before his death. In your letter, identify the problem of
“racism, give evidence of racism, and try to explain the causes of racism to
Mr. Wilson. You should also describe the public policy of the United States
government toward racism and give your opinion about it. You will use the
worksheets in the “resource” section of this web guest to help guide your
letter. Be sure to type your letter on MS. Word, double space 14 font.
Process
The class will be divided into groups of TWO
Go to the TIPS Public Policy Analyst (PPA) and go through
the worksheets.
www.maxwell.syr.edu/plegal/tips.html There you will access the web quest and the
other worksheets you will need to complete the task.
FIRSTLY,
1) Define
the social problem in Fences by August Wilson
and as this social problem existed in the United States in the twentieth
century: Us the internet sources provided for you and evidence from the novel
to complete worksheet # 1
http://www.maxwell.syr.edu/plegal/TIPS/worksheet1.html
2) Gather
evidence for the social problem and complete the worksheet for the social
problem as it exists in Fences by August Wilson
and in the society of the United
States: Use the internet sources as well
http://www.maxwell.syr.edu/plegal/TIPS/worksheet2.html
3) Identify
causes for the social problem in Fences by August Wilson
and causes for the social problem as it existed in society in the United States
in the twentieth century:
http://www.maxwell.syr.edu/plegal/TIPS/worksheet3.html
4) Create
your own public policy that will address the social problem in the United States
in the twenty-first century. For
example, you might consider such social programs as affirmative action or
scholarships as a public policy that will address the social problem:
http://www.maxwell.syr.edu/plegal/TIPS/worksheet4.html
SECONDLY,
Now that you have completed
the worksheets, write your letter as described above. Use both the novel and
the research you gained from using the PPA and
the internet resources.
Internet Resources: 
1) http://www.law.umkc.edu/faculty/projects/ftrials/conlaw/plessy.html
2) http://www.pbs.org/wnet/jimcrow/stories_people.html
3) http://www.pbs.org/wnet/jimcrow/segregation.html
4) http://www.blackbaseball.com
5) http://mlb.mlb.com/NASApp/mlb/index.jsp
6) http://www.post-gazette.com/magazine/19991216awtimeline9.asp
GENERAL WEB SITES
www.google.com
www.yahoo.com
www.askjeeves.com
RUBRIC FOR “LETTER
TO AUTHOR”
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A (90-100)
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B (80-89)
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C (70-79)
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D (60-69)
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MEANING: the extent to which the writer fully explores all
facets of the social problem as it existed in the play and in society
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Letter identifies racism in the play and in society; gives
evidence; explains causes; explains U.S. public policy on the
problem, as well as expressing the characters opinion of the social problem
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Letter fulfills all aspects of the Task making implicit
references to the social problem
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Letter fulfills various aspects of the Task but only in a
superficial way, making basic references to the social problem
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Letter responds to aspects of the Task in a confused
manner, making unclear references to the social problem
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ORGANIZATION: the extent to which the writer develops the writing
in an organized fashion
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Letter speaks in the character’s voice and the writing is
smooth and effective
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Letter speaks in the character’s voice but makes some
errors
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Letter speaks in the character’s voice but in a
superficial way, making it unclear to the reader who wrote the letter
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Letter speaks in the character’s voice but in a confused
way
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LANGUAGE USE: the extent to which the writer uses language
effectively
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Very Effective use of language
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Effective use of language
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Satisfactory use of language
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Confused use of language
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Conclusion
Students should have
discovered the validity of the character’s experience or opinion of the social
problem of racism in the United
States in the twentieth century. Students should have discovered the types of
social problems the characters in Fences by August Wilson experienced. You now have an idea of
the “power of the pen” in exposing public policy, describing societal problems
and expressing one’s feelings on social issues. You should also understand the
importance of “public policy analysts”, whether they be political or artistic.
Thanks for your participation.
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Students will read, write, listen, and speak for
information and understanding - As listeners and readers, students will
collect data, facts, and ideas; discover relationships, concepts, and
generalizations; and use knowledge generated from oral, written, and
electronically produced texts. As speakers and writers, they will use oral
and written language to acquire, interpret, apply, and transmit
information.
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Students will read, write, listen, and speak for literary
expression - Students will read and listen to oral, written, and
electronically produced texts and performances, relate texts and
performances to their own lives, and develop an understanding of the
diverse social, historical, and cultural dimensions the texts and
performances represent. As speakers and writers, students will use oral and
written language for self-expression and artistic creation.
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Students will read, write, listen, and speak for critical
analysis and evaluation - As listeners and readers, students will analyze
experiences, ideas, information, and issues presented by others using a
variety of established criteria. As speakers and writers, they will
present, in oral and written language and from a variety of perspectives,
their opinions and judgments on experiences, ideas, information and issues.
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Students will read, write, listen, and speak for social
interaction - Students will use oral and written language for effective
social communication with a wide variety of people. As readers and
listeners, they will use the social communications of others to enrich
their understanding of people and their views.
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Students will use a variety of intellectual skills to
demonstrate their understanding of major ideas, eras, themes, developments,
and turning points in the history of the United
States and New
York.
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Students will use a variety of intellectual skills to
demonstrate their understanding of the necessity for establishing governments;
the governmental system of the U.S.
and other nations; the United States Constitution; the basic civic values of
American constitutional democracy; and the roles, rights, and responsibilities
of citizenship, including avenues of participation.
