A Dream Deferred

Ms. Jacqueline R. Dawson

Science Leadership Academy in Center City
English 11
Unit: The American Dream
Class: Period 2 (90 minutes)
Overview/Rationale
The primary focus of this lesson is for students to engage with diverse perspectives from
black literature and their personal experiences to analyze the limitations of an idealistic
American Dream philosophy. This 4 week unit examines the conception of the American Dream
during the Jazz Age through F. Scott Fitzgeralds critical view. By examining Langston Hughes
Harlem, excerpts from DuBois The Souls of Black Folks, and student What is Your Dream?
journal entries from the first day of class, students will be better prepared to critically analyze
concepts, themes, and ideas from the unit using a more culturally conscious lens.
Prior to this Day 4 lesson, students explore the American Dream ideology and reflect on
their definition of idealism and success. Students are also introduced to F. Scott Fitzgerald, The
Great Gatsby and Fitzgeralds image of the American Dream during the Jazz Age. With this
context in mind, it is important for students to begin making connections between mainstream
societys definition of the American Dream and the disproportionate reality for many people in
this country. Throughout The Great Gatsby, Fitzgerald exposes the corruption and flaws that the
age of excess exemplifies, proving that all that glitters is not gold. Todays lesson is a useful
precursor to reading the novel because students will begin the important process of critical
analysis and questioning that aligns with what Fitzgerald implies throughout The Great Gatsby.

Enduring Understandings
Students will gain a better understanding of the minority status in America and how nondominant cultures struggle to acquire the sufficient capital promised to all by the
American Dream ideology.
Students will understand race and class implications as it relates to who defines the
American Dream, who benefits from it, who is hurt by it, and who can achieve it.

 Students will understand important, culturally relevant ideas surrounding Langston

Hughes definition of a dream deferred and DuBois ideology regarding double
consciousness and the veil.
Students will understand the value of critically engaging with various ideas about society,
race, and class as we strive to improve our own social awareness and ensure
justice/equality for all people in America.

Goals/Objectives
Students will critically analyze the American Dream ideology by examining personal and
peer views/experiences and engaging with two texts by black authors.
Students will identify potential limitations of idealism.
Students will collaborate to practice close reading and annotation techniques to help them
better engage with sophisticated material.
Students will relate new ideas about the American Dream to Fitzgeralds views of the
ideology, referencing readings and activities we explored in previous classes.