Unit 5: The American Dream
Essential Questions:
“What is the American Dream?”
“What contrast is there between the American dream and American reality?”
“To what extent has the American Dream been realized?”
Dreams, goals, plans. Every person envisions a particular future filled with success. These dreams are products of upbringing, background, history,
place, personality, and experiences. For most people, many of these dreams will be realized while others will not come to fruition. The American Dream
has changed over the years. What the first immigrants envisioned no longer holds true for modern day Americans. But the basic goals still remain—love,
happiness, success, freedom—these constitute the lasting American Dream.
Lesson
number
1
Objective
Students will
define the
American Dream
by studying
contemporary
music and
writing.
Materials
Needed
Copies of
lyrics to
America,
Great
American
Dream, and
The
American
Dream.
(See Lyrics
Unit 5
attached)
Activities
1. Listen to the song “America” by Neil Diamond.
Distribute copies of the lyrics.
2. Discuss the song “America” focusing upon the
stereotypical American Dream. What is it? What did
the first immigrants want? What does the American
Dream promise? The “dream” is mentioned several
times within this song. Students should be guided to
see the references to the American Dream within this
song. Point out the lines such as “Free, only want to
be free,” and “My country ‘tis of thee Sweet land of
liberty.” This would be an appropriate time to review
with students some of the historical reasons for
immigrants to flock to America.
3. Then listen to “The American Dream” from Miss
Saigon. Provide lyrics for the students to both “The
American Dream” and "The Great American Dream”
by David Massengill.
4. Discuss the American Dream as portrayed in each of
these songs. Focus the discussion upon how the
American Dream seems to change with background,
situation, historical setting, and perspective. Some of
the following points should be stressed:
o “The Great American Dream” shows four
differing American Dreams--the foreigner’s,.
the prostitute’s, the carpenter’s, and the
Indian’s. The last stanza focuses upon
Everyman. This song takes on a cynical tone
in pointing out some of the differing situations
and interpretations of the American Dream.
o The song from Miss Saigon shows yet
POS
Core Content
EL-11-DCS-S-7
Students will make
comparisons
and synthesize
information
within and across texts
(e.g.,
comparing themes,
ideas, concept
development, literary
elements,
events, genres).
RD-11-5.0.6 & RD-125.0.6
Students will analyze the
ways in which similar
themes or ideas are
developed in more than
one text. DOK 4
EL-11-DCS-S-3
Students will evaluate
what is
read, based on the
author’s
purpose, message, word
choice,
sentence variety,
content, tone,
style or use of literary
elements
EL-11-DCS-S-6
Students will analyze the
effectiveness of literary
devices
or figurative language in
evoking what the author
intended (e.g.,
picturing a setting,
predicting a
consequence,
establishing a
mood or feeling).
EL-11-DCS-S-3
Students will evaluate
what is
read, based on the
RD-11-5.0.4 & RD-125.0.4
Students will critique the
author’s word choice,
style, tone or content.
DOK 3
RD-11-5.0.2 & RD-125.0.2
Students will analyze or
evaluate
the effectiveness of
literary elements (e.g.,
theme,
characterization, setting,
point of
view, conflict and
resolution,
plot, structure) within a
passage
DOK 3
RD-11-5.0.3 & RD-125.0.3
Students will analyze the
author’s
use of literary devices in
a passage
(e.g., symbolism, irony,
analogies,
imagery, figurative
language).
DOK 3
Unit 5: The American Dream
Essential Questions:
“What is the American Dream?”
“What contrast is there between the American dream and American reality?”
“To what extent has the American Dream been realized?”
Dreams, goals, plans. Every person envisions a particular future filled with success. These dreams are products of upbringing, background, history,
place, personality, and experiences. For most people, many of these dreams will be realized while others will not come to fruition. The American Dream
has changed over the years. What the first immigrants envisioned no longer holds true for modern day Americans. But the basic goals still remain—love,
happiness, success, freedom—these constitute the lasting American Dream.
another side of the American Dream gone
wrong in many ways. There is a direct
comparison here to the 2nd stanza of David
Massengill’s song.
5. Have students define the American Dream.
2-3
Students will
identify their own
American
Dream.
Students will
create a two or
threedimensional
metaphor of the
American Dream
and explain it.
2-D: Large
paper,
markers
3-D:
construction
paper,
magazines,
glue, tape,
scissors,
cardboard,
string,
rubber
bands,
paper clips,
and straws
1. Divide students into groups of 3-5. Ask each group to
build a two/three dimensional metaphor of their own
American Dream. Allow one class period for students
to build these concrete symbols. Students should be
able to answer the following:
o What are the elements of your American
Dream?
o What symbols have you included to
represent these elements?
o Why have you included these specific items?
o Who put this particular object/visual here and
why?
o How did you decide on the components of
your metaphor?
o What did you leave out and why?
2. During the next class session, go around the room
allowing 5 minutes for each group to explain the
symbols in their metaphors after posting them on
walls/ceiling.
3. The instructor guides the explanations.
4. Conclude discussion by asking:
o How do the American Dreams compare to
stereotypical ones? To others within this
classroom?
author’s
purpose, message, word
choice,
sentence variety,
content, tone,
style or use of literary
elements
Unit 5: The American Dream
Essential Questions:
“What is the American Dream?”
“What contrast is there between the American dream and American reality?”
“To what extent has the American Dream been realized?”
Dreams, goals, plans. Every person envisions a particular future filled with success. These dreams are products of upbringing, background, history,
place, personality, and experiences. For most people, many of these dreams will be realized while others will not come to fruition. The American Dream
has changed over the years. What the first immigrants envisioned no longer holds true for modern day Americans. But the basic goals still remain—love,
happiness, success, freedom—these constitute the lasting American Dream.
4
Students will
contrast the
difference
between dreams
and realities.
Video: An
American
Tail (See
attached)
Copies of:
Glory Days,
The River
(See
attached)
5. For exit slip, students should explain how their
definition changed from yesterday. Why?
1.
Watch a portion of the movie An American Tale
where the mice break into song on the boat ride over
to America. This is in the first part of the film. The
chorus includes the lines “There are not cats in
America and the streets are paved with cheese.
There are not cats in American so set your mind at
ease.”
o
An American Tale shows the Russian
immigrants’ perspective and the stereotypical
American Dream during the late 1800’s and
early 1900’s. This song is positive and
hopeful but not wholly realistic.
2. Listen to two songs by Bruce Springsteen “Glory
Days” and “The River.” Provide lyrics for the
students.
3. Discussion should focus upon the American Dream
gone wrong. Which dreams are realistic and which
are unrealistic? What happens when a dream is not
realized? What determines whether or not a dream is
fulfilled? How does a person cope with dreams that
are not achieved? Students should first analyze the
ideas in each of the songs, and then refer to their
own experiences to answer these questions.
4. Ask students to take part in a goal setting activity. In
their notebooks, have them date eight individual
pages with the present date. Divide the page in half
horizontally. Each page will have a separate top
heading: physical, social, intellectual, creative,
emotional, financial, environment, spiritual. Students
Unit 5: The American Dream
Essential Questions:
“What is the American Dream?”
“What contrast is there between the American dream and American reality?”
“To what extent has the American Dream been realized?”
Dreams, goals, plans. Every person envisions a particular future filled with success. These dreams are products of upbringing, background, history,
place, personality, and experiences. For most people, many of these dreams will be realized while others will not come to fruition. The American Dream
has changed over the years. What the first immigrants envisioned no longer holds true for modern day Americans. But the basic goals still remain—love,
happiness, success, freedom—these constitute the lasting American Dream.
will write at the top of the page where they are at the
present time in each of these areas. They should
describe their present situations as realistically and in
as much detail as possible. They may write in
paragraph form, phrases, or in lists. Allow at least 5
minutes for each category in class.
Then students are to date the bottom halves with the
date six months ahead. Students will write where
they want to be six months in the future in each of
the eight areas.
5. Have students reflect if their 6 month goals are
realistic.
5
Students will
consider the
concept of the
“American
dream” as it
applies to
different groups
in the 1920s.
Video:
C Span
clips from
link in #1.
1.
American History – “The Great Gatsby” author F.
Scott Fitzgerald and his wife Zelda were considered
quintessential artists of the 1920s, or the “Jazz Age,” a
term Mr. Fitzgerald coined himself.
2.
Watch segments related to Twenties. Discussions
should focus on American culture between the end
of the First World War and the start of the Great
Depression and what Gatsby says about America in
this time period.
http://www.americanwriters.org/classroom/videoless
on/vlp27_fitzgerald.asp
Twenties: 1. Gertrude Stein referred to people of the
Twenties as the "lost generation." Why were they "lost"?
2. Why were American writers and artists in France
during the Twenties?
3. What do Fitzgerald and his wife, Zelda, embody about
the Twenties, according to Fitzgerald's granddaughter,
Eleanor Lanahan?
4. What led to the 18th Amendment? Why did America
Unit 5: The American Dream
Essential Questions:
“What is the American Dream?”
“What contrast is there between the American dream and American reality?”
“To what extent has the American Dream been realized?”
Dreams, goals, plans. Every person envisions a particular future filled with success. These dreams are products of upbringing, background, history,
place, personality, and experiences. For most people, many of these dreams will be realized while others will not come to fruition. The American Dream
has changed over the years. What the first immigrants envisioned no longer holds true for modern day Americans. But the basic goals still remain—love,
happiness, success, freedom—these constitute the lasting American Dream.
have prohibition? What role did alcohol play in the life of
F. Scott Fitzgerald?
5. How did Fitzgerald's writing reflect the Twenties?
Identify at least two ways.
Gatsby: 1. How does The Great Gatsby embody what is
good and what is bad about America?
2. How does the character of Gatsby resonate with
Fitzgerald, according to David Page?
3. What does The Great Gatsby have to say about
America in the Twenties?
4. In much of his work, Fitzgerald explored the ways
financial wealth can have a negative impact on an
individual (and the society as a whole.) Describe at least
one specific way Fitzgerald depicts wealth and its
negative impact. How have other writers or artists
explored this theme? What are your own views on the
subject?
5. Is the American Dream a myth? How can Fitzgerald's
book, The Great Gatsby, be used to support your
opinion?
6
Students will
read Fitzgerald’s
Biography.
Students will
read silently for
automaticity.
Copies of
Fitzgerald’s
Biography.
(See
attached)
Chapter
Questions
(See
attached)
Reader
Journal
1. After reading Fitzgerald’s biography, in your opinion,
did he ever reach his American dream?
2. Disseminate chapter questions. Can be handed out as
one packet or daily. (Attachment and ADP Lessons 2021 Handout 36)
3. Students will read Chapter 1 (pp. 1-21).
4. Students will write in Reader Journal:
For each of the nine chapters you will be expected to
write the following in your Gatsby Journals.
EL-11-FF-U-1
Students will understand
that
fluency involves reading
orally
and silently with speed,
accuracy,
proper phrasing and
expression
while attending to text
features.
EL-11-FF-U-2
Students will understand
that
developing breadth of
vocabulary
dramatically improves
reading
comprehension and
Unit 5: The American Dream
Essential Questions:
“What is the American Dream?”
“What contrast is there between the American dream and American reality?”
“To what extent has the American Dream been realized?”
Dreams, goals, plans. Every person envisions a particular future filled with success. These dreams are products of upbringing, background, history,
place, personality, and experiences. For most people, many of these dreams will be realized while others will not come to fruition. The American Dream
has changed over the years. What the first immigrants envisioned no longer holds true for modern day Americans. But the basic goals still remain—love,
happiness, success, freedom—these constitute the lasting American Dream.
1. Title entries with the chapter number.
2. Write a five sentence chapter summary.
3. Each chapter choose a different character to focus
on.
a. Name the character.
b. Choose a quote that you think best
represents the character.
c. Describe his/her best and worst qualities.
d. In a paragraph describe the character's role
in the novel.
4. From each chapter choose one meaningful quote,
and then describe its significance in the novel.
5. Each chapter note at least two sightings of one or
more of the following symbols: the color green, the
color white, silver and gold, the ash heap, the eyes of
T.J. Eckleberg, Gatsby's career/Nick's career,
Gatsby's library of uncut books/Nick's unread books,
Dan Cody, East Vs. West Egg, rain in chapter five,
heat in chapter seven, Wolfsheim's cufflinks, faded
timetable (showing names of Gatsby's guests),
Gatsby's cars/clothes.
7.
Students will
listen to Jazz
and write about
the relationship
between the
cultural era and
novel.
Copies
Handout 1
and 3- Files
attached
FOCUS: Arts and Culture- Gatsby Lesson Two
Activities: Listen to the Big Read CD, Track Two. Go to
http://www.neajazzintheschools.org/listen/index.php?uv=s
and listen to Louis Armstrong.
Read Handout One and Handout Three . Write about the
relationship between the cultural era and the novel.
Homework: Chapter 2 (pp. 23-38).
involves
applying knowledge of
word
meanings and word
relationships.
The larger the reader’s
vocabulary, the easier it
is to
make sense of text.
EL-11-FF-U-3
Students will understand
that
many words have
multiple
meanings. Knowledge of
syntax/language
structure,
semantics/meaning,
context cues,
and the use of resources
can help
in identifying the
intended
meaning of words and
phrases
Unit 5: The American Dream
Essential Questions:
“What is the American Dream?”
“What contrast is there between the American dream and American reality?”
“To what extent has the American Dream been realized?”
Dreams, goals, plans. Every person envisions a particular future filled with success. These dreams are products of upbringing, background, history,
place, personality, and experiences. For most people, many of these dreams will be realized while others will not come to fruition. The American Dream
has changed over the years. What the first immigrants envisioned no longer holds true for modern day Americans. But the basic goals still remain—love,
happiness, success, freedom—these constitute the lasting American Dream.
Article on Prohibition as it relates to Gatsby- Adobe Filehttp://www.neabigread.org/books/greatgatsby/teachers/gatsb
yhandout01.pdf
8.
Students will
focus on
narrative and
point of view.
Gatsby Lesson 3- Adobe File
Activities: Explore Nick's narration. Imagine the story
narrated by Daisy. Write the first pages of Daisy's narration.
Explore landscape as a reflection of point of view.
Homework: Chapter 3 (pp. 39-59).
Lesson plans on perspective thru intro of Chpt 3http://www.neabigread.org/books/greatgatsby/teachers/gatsb
ylesson03.pdf
9.
Students will
focus on
character
development.
Gatsby Lesson 4- Adobe File
Activities: Explore the protagonist and antagonist. Examine
minor characters who serve as foils. Write about the
antagonist.
Homework: Chapter 4 (pp. 61-80).
http://www.neabigread.org/books/greatgatsby/teachers/gatsb
ylesson04.pdf
10.
Students will
focus on
figurative
language.
Gatsby Lesson 5- Adobe File
Activities: Review the novel, identifying instances of figurative
language. Write a personal story using techniques of image, simile,
and metaphor.
Homework: Chapter 5 (pp. 81-96).
http://www.neabigread.org/books/greatgatsby/teachers/gatsbylesso
EL-11-DCS-S-3
Students will evaluate
what is
read, based on the
author’s
purpose, message, word
choice,
sentence variety,
content, tone,
style or use of literary
elements
RD-11-5.0.2 & RD-125.0.2
Students will analyze or
evaluate
the effectiveness of
literary
elements (e.g., theme,
characterization, setting,
point of
view, conflict and
resolution,
plot, structure) within a
passage
DOK 3
Unit 5: The American Dream
Essential Questions:
“What is the American Dream?”
“What contrast is there between the American dream and American reality?”
“To what extent has the American Dream been realized?”
Dreams, goals, plans. Every person envisions a particular future filled with success. These dreams are products of upbringing, background, history,
place, personality, and experiences. For most people, many of these dreams will be realized while others will not come to fruition. The American Dream
has changed over the years. What the first immigrants envisioned no longer holds true for modern day Americans. But the basic goals still remain—love,
happiness, success, freedom—these constitute the lasting American Dream.
n05.pdf
11.
Students will
focus on
symbols.
Gatsby Lesson 6- Adobe File
Activities: Discuss the symbols in the novel. Write about the
"American Dream."
Homework: Chapter 6 (pp. 97-111).
http://www.neabigread.org/books/greatgatsby/teachers/gatsb
ylesson06.pdf
12.
Students will
focus on
character
development.
Gatsby Lesson 7- Adobe File
Activities: Explore how characters change within the
story. Read Handout Two [47K PDF]. Write about the
novel as a "coming-of-age" story.
Homework: Chapter 7 (pp. 113-145).
http://www.neabigread.org/books/greatgatsby/teachers/g
atsbylesson07.pdf
Article on male developmenthttp://www.neabigread.org/books/greatgatsby/teachers/g
atsbyhandout02.pdf
13.
Students will
sequence major
Gatsby Lesson 8- Adobe File
Unit 5: The American Dream
Essential Questions:
“What is the American Dream?”
“What contrast is there between the American dream and American reality?”
“To what extent has the American Dream been realized?”
Dreams, goals, plans. Every person envisions a particular future filled with success. These dreams are products of upbringing, background, history,
place, personality, and experiences. For most people, many of these dreams will be realized while others will not come to fruition. The American Dream
has changed over the years. What the first immigrants envisioned no longer holds true for modern day Americans. But the basic goals still remain—love,
happiness, success, freedom—these constitute the lasting American Dream.
plot events.
Activities: Chart a time line of the story. Develop a plot
for the sequel.
Homework: Chapters 8 and 9 (pp. 147-180).
http://www.neabigread.org/books/greatgatsby/teachers/g
atsbylesson08.pdf
14.
Students will
develop
interpretation
based on theme.
Gatsby Lesson 9- Adobe File
Activities: Have students propose five potential themes
to examine more closely. Develop an interpretation
based on one of the themes. (NOT SURE WRITING
SCHEDULE- Natural transition to memoir at end of
unit.)
Homework: Begin essays. Complete outlines for next
class.
http://www.neabigread.org/books/greatgatsby/teachers/g
atsbylesson09.pdf
15.
Students will
defend how a
great writer can
be the voice of a
generation.
Gatsby Lesson 10- Adobe File
Activities: Explore the qualities of a great novel and the
voice of a generation. Examine qualities that make
Fitzgerald ’s novel successful. Peer review of paper
Unit 5: The American Dream
Essential Questions:
“What is the American Dream?”
“What contrast is there between the American dream and American reality?”
“To what extent has the American Dream been realized?”
Dreams, goals, plans. Every person envisions a particular future filled with success. These dreams are products of upbringing, background, history,
place, personality, and experiences. For most people, many of these dreams will be realized while others will not come to fruition. The American Dream
has changed over the years. What the first immigrants envisioned no longer holds true for modern day Americans. But the basic goals still remain—love,
happiness, success, freedom—these constitute the lasting American Dream.
outlines or drafts.
Homework: Essay due next class period. (NOT SURE
WRITING SCHEDULE- Natural transition to
memoir at end of unit.)
http://www.neabigread.org/books/greatgatsby/teachers/g
atsbylesson10.pdf
16
Students will
learn about the
contemporary
popularity of the
1925 F. Scott
Fitzgerald novel,
“The Great
Gatsby,” among
urban high
school students
by reading and
discussing the
article, “Gatsby’s
Green Light
Beckons a New
Set of Strivers.”
Students will
take a reading
comprehension
quiz based on
Copies of
Article:
Green Light
Beckons
Quizzes for
Green Light
Beckons
1. Announce to students that they will be reading about
several Boston area high school students who have
found particular relevance in the theme of the
American dream in the 1925 F. Scott Fitzgerald
novel, “The Great Gatsby.”
2. Take comprehension quiz.
3. After students have finished the quiz, go over the
responses as a class. Discuss any specific questions
students might have. Then have students revisit the
article and briefly discuss some of "The Great Gatsby"
themes mentioned, such as professional success,
materialism, idealized love, and the American dream.
Divide students into groups of three or four, and present
them with the following quotations (copied onto a
handout for easier access):
-“They all understand what it is to strive for something,
to want to be something you’re not, to want to achieve
Unit 5: The American Dream
Essential Questions:
“What is the American Dream?”
“What contrast is there between the American dream and American reality?”
“To what extent has the American Dream been realized?”
Dreams, goals, plans. Every person envisions a particular future filled with success. These dreams are products of upbringing, background, history,
place, personality, and experiences. For most people, many of these dreams will be realized while others will not come to fruition. The American Dream
has changed over the years. What the first immigrants envisioned no longer holds true for modern day Americans. But the basic goals still remain—love,
happiness, success, freedom—these constitute the lasting American Dream.
today’s New
York Times
article.
something that’s just beyond reach…”
-“My goal is to make my parents proud of me.”
-“For me the American dream is working hard for
something you want. It’s not about having money.”
-Getting rich seems so far out of the picture. Everybody
thinks about it, but the older you get, the less possible it
seems.”
-Shauna sometimes feels as if her mother’s green light is
her.”
Once groups have received the quotations, ask them to
discuss them and select one that they can relate to the
most. Do most students agree? Why or why not? Call on
several groups to share their thoughts.
Journalism – Review television news journalist Morley
Safer’s February 17, 2008, “60 Minutes” report, “And
The Happiest Place on Earth Is…” found online at
http://www.cbsnews.com/stories/2008/02/14/60minutes/
main3833797.shtml. What do the Danish students Mr.
Safer interviewed have to say about “the American
dream,” and why? Write a response to this story to
discuss with your class.
Unit 5: The American Dream
Essential Questions:
“What is the American Dream?”
“What contrast is there between the American dream and American reality?”
“To what extent has the American Dream been realized?”
Dreams, goals, plans. Every person envisions a particular future filled with success. These dreams are products of upbringing, background, history,
place, personality, and experiences. For most people, many of these dreams will be realized while others will not come to fruition. The American Dream
has changed over the years. What the first immigrants envisioned no longer holds true for modern day Americans. But the basic goals still remain—love,
happiness, success, freedom—these constitute the lasting American Dream.
17
Students will
discuss how
our world is
reinvented
through
creative
expression.
Copies of
Art Imitating
Life
1. Students will read Art Imitating Life.
Students will discuss how our world is reinvented
through creative expression.
To what extent does art imitate life/life imitate art?
How does fiction mirror society?
2. List profound experiences that could be developed into
pieces.
(Natural transition for writing piece. Not sure of
schedule)
To what extent
does art imitate
life/life imitate
art?
How does
fiction mirror
society?
18
Unit Test
ADP
Lessons 2832 Handout
40
Or Multiple
Tests for
compilation
in
attachments
1. Students will take unit test over Great Gatsby and the
American Dream.