Ms. Loving, Christopher Columbus Campus
Library
What happens to a dream deferred?
Does it dry up
like a raisin in the sun
Or fester like a sore—
And then run?
Does it stink like rotten meat?
Or crust and sugar over—
Like a syrupy sweet?
Maybe it just sags
like a heavy load.
Or does it explode?
Langston
Hughes’ “
Background:
Lorraine Hansberry, an African American author whose literary career
expanded from the 1950’s until her death in 1965, has written an
emotional drama loosely based on her family's experience of moving to the
suburbs. The main characters deal with a variety of social issues which
contribute to their frustrations as they try to achieve their dreams.
The certainty
that the ideals of "life, liberty, and the pursuit of happiness" can
become reality for anyone willing to work for them is what we call the American
dream. For many, the dream does come true. For many it does not. Lorraine Hansberry knew about disappointment, false hope, and
despair. For many of her African-American ancestors who had come north for a
better life only to find exploitation, racism, discrimination and frustration
by living in the ghetto, the dream had become a nightmare. In contemporary
terms, she chronicles their nightmare in A Raisin in the Sun, a story of the Younger family struggling to realize the dream
by escaping ghetto life. Three generations
of the Younger family are living in a tenement on
Problem:
Housing
discrimination occurs when home seekers are unable to rent or purchase housing
for reasons unrelated to their ability to pay, their credit-worthiness or
character references. Many qualified
people are denied their housing of choice or on account of personal — and
illegal — prejudice against them for reasons such as their color, accent
or disability; because they have children or use government assistance to help
pay for rent.
You
and your group will responsible to:
1. Write a 5
page research paper which identifies any of the topics in the play (Housing
Discrimination, Urbanization, Community Segregation, Housing Segregation,
Racial Hatred, Dreams Deferred or Mistrust etc.) and how they relate to the
Younger family as a social problem.
You must present evidence that this problem exists in our country, and
determine its causes and effects.
You must also propose possible public policy solutions. You must follow the six steps of the Public
Policy Analysis (PPA) in your research.
2. Write a 3
page research paper developing the beliefs and reactions to
racism and discrimination for each character in the play.
3. Ensure that
each group completes and submits the following PPA worksheets, which are
hyperlinked below:
Gather Evidence of
the Problem
Identify the Causes
of the Problem
Evaluate Existing
Public Policies
Select
the Best Public Policy Solution
3. Each group
will create and present a PowerPoint presentation for all the steps of
your research according to the steps of Public Policy Analysis. The Power Point presentation must
include a minimum of six slides; each slide will discuss the information
gathered in the PPA worksheets.
You will work in groups of four and each
member of your group will assume the role of a researcher. Using the six step
PPA, you will perform the above tasks and incorporate these findings in your
essays and power-point presentations: Each group member will use the text and
the websites listed to complete the information on each of the six worksheets.
Your paper should incorporate images from the internet that represent the topic
of your report. In addition, each group will design a power point presentation
of at least six slides and present this power point to the class. You will be
graded by the rubrics below.
Your group may use books or the
following on-line resources for your research:
(Please refer to Library handout
“Computer Resources Sheet” which includes passwords that will
enable you to access on-line databases such as
GENERAL SEARCH ENGINES:
WEBSITES:
Lorraine Hansberry
(Biography)
A Raisin in
the Sun –
The Play Concordance
A Raisin in the Sun on Broadway
Civil Rights
Movement (1950- 2004)
Emotional Problems related
to housing discrimination
Race and Ethnic Public Policy Issues
Your group will be graded using the rubric provided below.
Your group will be graded on the accuracy of the research papers, the research
gather on the work sheets and the power-point presentation.
RUBRIC: RESEARCH PAPER/T.I.P.S. WORKSHEETS
|
|
3 |
2 |
1 |
|
Content |
Writing shows in-depth analysis of the criticism of “Thug Life” and offers insightful proposals according to the Public Policy Analysis methodology. |
Writing shows basic understanding and analysis of the criticism of “Thug Life” and offers adequate solutions. It briefly addresses each of the steps of the PPA. |
Writing shows summarization of the research information. It may contain vague references to the steps of Public Policy Analysis. |
|
Structure
and Organization |
Writing is generally well organized according to definite plans. Topics or ideas generally clear. Typically clear beginnings and ends. Most transitions smooth and logical. Details generally
varied and vivid. |
Controlling topics, ideas, or overall plans always present but do not always focus the writing. Endings may sometimes be awkward or abrupt. Transitions are
typically logical but may on occasion lack depth and/or direct relevance. |
Topics or overall plans may not be clearly present. Possible digressions or elaborations confusing to reader. Beginnings and endings may be awkward or abrupt. Key elements may be unevenly developed or omitted. Details used
inconsistently. |
|
Style |
Sound reasoning. Clear position. Opinions thoughtfully supported. Credible evidence. Avoids exaggeration. Compelling arguments. Fact/opinion distinguished. Conclusions well-grounded. Displays evidence to
advantage. Believable and defensible. Convincing. |
Few surprises. Predictable, well-worn arguments. Credible but limited support. Acceptable, knowledge as evidence.
Fact/opinion sometimes overlap. |
Minimal content. Unsupported statements. Weak, questionable evidence. Position
weak/unclear/shifting. Overly reliant on repetition and exaggeration. |
RUBRIC: POWERPOINT PRESENTATION
|
|
3 |
2 |
1 |
|
Content |
The content is written clearly and concisely with a logical progression of
ideas and supporting information. The project includes motivating questions and advanced organizers that provide the audience with sense of the project’s main idea. Information is accurate, current and comes mainly from primary sources. |
The content is vague in conveying a point of view and does not create a
strong sense of purpose. Includes some persuasive information with few facts. Some of the information may not seem to fit. Primary source use is not always clear. |
The content lacks a clear point of view and logical sequence of
information. Includes little persuasive information and only one or two facts about the topic. Information is incomplete, out of date and/or incorrect. Sequencing of ideas is unclear. |
|
Text/Graphics Layout |
The fonts are easy-to-read and point size varies appropriately for
headings and text. The graphics, sound and/or animation assist in presenting an overall theme and make visual connections that enhance understanding of concept, ideas and relationships. |
Sometimes the fonts are easy-to-read, but in a few places the use of
fonts, italics, bold, long paragraphs, color or busy background detracts and
does not enhance readability. Some of the graphics, sounds, and/or animations seem unrelated to the topic/theme and do not enhance the overall concepts. |
The text is extremely difficult to read with long blocks of text and
small point size of fonts, inappropriate contrasting colors, poor use of headings, subheadings, indentations, or bold
formatting. The graphics, sounds, and/or animations are unrelated to the content |
|
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ELA STANDARDS
1. Students will read and write
for information and understanding
2. Students will read and write
for literary response and expression
3. Students will read and write
for critical analysis and evaluation
4. Students will speak and listen
for social interaction
SOCIAL STUDIES
Standard 1: History of the United States
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
Standard 5: Civics, Citizenship,
and Government
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 Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States: the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.
By completing this activity, you have developed a better
understanding of what it was like being an African American in the 1950's and
why the Younger family struggled for a better life. This web quest should
have taught you about racism, housing discrimination, deferred dreams, family
strife, in Chicago during the 1950’s and today. Through your research, you saw the
social problems of racism and discrimination and observed the public policy
that existed at this time to address the social problem. You learned how to observe the public
policy and social problem, and then you learned how to select a public policy
that best solved the existing social problem. Based on your research and efforts to
create an effective public policy, you created a research paper and a power
point presentation.