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Essays on A Raisin in The Sun

If you're wondering why you should write an essay about "A Raisin in the Sun," let me tell you—it's a timeless classic! This play by Lorraine Hansberry touches on crucial themes like dreams, racial inequality, and family dynamics. Writing an essay on this topic allows you to explore these important issues while honing your analytical skills. Plus, it's a fascinating read, and your essay will definitely stand out!

A Raisin in the Sun Essay Topics 🌟

Choosing the perfect topic for your essay is crucial. You want something that sparks your interest and engages your readers. Here's how to pick a topic that shines:

✍️A Raisin in the Sun Argumentative Essay

Argumentative essays require you to take a stance and defend it with evidence. Here are 10 thought-provoking topics for your argumentative essay:

• 1. The portrayal of racism and discrimination in the play.
• 2. The significance of Lena's plant as a symbol of hope.
• 3. The role of gender dynamics within the Younger family.
• 4. The impact of poverty on the characters' aspirations.
• 5. The importance of education in breaking the cycle of poverty.
• 6. The conflict between assimilation and cultural identity.
• 7. The dream of homeownership and its implications.
• 8. The evolution of Walter Lee's character throughout the play.
• 9. The generational clash within the Younger family.
• 10. The symbolism of the deferred dreams in the play.

✍️A Raisin in the Sun Cause and Effect Essay

Cause and effect essays explore the relationships between events and their consequences. Here are 10 topics for your cause and effect essay:

• 1. The causes and effects of the Younger family's financial struggles.
• 2. The impact of racial discrimination on the characters' lives.
• 3. The consequences of Walter Lee's business decisions.
• 4. The cause and effect of Mama's decision to buy a house.
• 5. The influence of poverty on dreams and ambitions.
• 6. The effects of assimilation on identity within the African American community.
• 7. The causes and consequences of Beneatha's pursuit of education.
• 8. The ripple effect of Mr. Lindner's offer to the Younger family.
• 9. The impact of Mama's plant on the family's unity.
• 10. The causes and effects of Walter Lee's personal transformation.

✍️A Raisin in the Sun Opinion Essay

Opinion essays allow you to express your viewpoint on a subject. Here are 10 topics for your opinion essay:

• 1. Your personal interpretation of the American Dream in the play.
• 2. Your opinion on the importance of Lena's role in the family.
• 3. Your perspective on the significance of Beneatha's quest for identity.
• 4. Your thoughts on the theme of generational conflict in "A Raisin in the Sun."
• 5. Your views on the role of hope and dreams in the play.
• 6. Your opinion on Walter Lee's character development and redemption.
• 7. Your take on the symbolism of the deferred dreams throughout the story.
• 8. Your thoughts on the relevance of the play's themes in today's society.
• 9. Your perspective on the importance of family unity in the face of adversity.
• 10. Your view on the choices made by the Younger family and their consequences.

✍️A Raisin in the Sun Informative Essay

Informative essays provide facts and insights to educate your readers. Here are 10 topics for your informative essay:

• 1. The historical context of racial segregation in 1950s America.
• 2. The life and influence of playwright Lorraine Hansberry.
• 3. The symbolism behind the play's title, "A Raisin in the Sun."
• 4. The evolution of African American theater and its impact.
• 5. The significance of housing discrimination in the play.
• 6. The cultural influences on the characters' identities in the story.
• 7. The importance of the Younger family's apartment as a setting.
• 8. The role of dreams in African American literature and history.
• 9. The social and economic challenges faced by African Americans in the 1950s.
• 10. The enduring legacy of "A Raisin in the Sun" in literature and theater.

A Raisin in the Sun Essay Example 📝

A raisin in the sun thesis statement examples.

1. "In 'A Raisin in the Sun,' Lorraine Hansberry explores the power of dreams as a driving force for change, highlighting the importance of hope in the face of adversity."

2. "The play 'A Raisin in the Sun' delves into the complexities of racial identity, illustrating the challenges faced by African Americans in pursuing the American Dream."

3. "Lena Younger's unwavering determination to buy a house serves as a symbol of resilience and empowerment in 'A Raisin in the Sun.'

A Raisin in the Sun Essay Introduction Examples

1. "In the racially segregated landscape of 1950s America, Lorraine Hansberry's 'A Raisin in the Sun' takes us on a journey through the aspirations and struggles of the Younger family."

2. "As we delve into 'A Raisin in the Sun,' we are introduced to the Younger family, whose dreams of a better life and questions of identity form the core of this poignant play."

3. "Welcome to the world of 'A Raisin in the Sun,' where dreams deferred, familial bonds, and the fight against racial injustice converge to create a compelling narrative."

A Raisin in the Sun Conclusion Examples

1. "In conclusion, 'A Raisin in the Sun' reminds us that dreams, no matter how deferred, have the power to inspire change, bridge generational gaps, and illuminate the path to a brighter future."

2. "As we reflect on 'A Raisin in the Sun,' we find a profound message: that the human spirit can overcome even the most daunting obstacles, and hope can bloom in the most unlikely places."

3. "Ultimately, 'A Raisin in the Sun' teaches us that in the face of adversity, unity, resilience, and the pursuit of one's dreams can transform challenging circumstances into a brighter tomorrow."

A Raisin in The Sun Dreams Come True Analysis

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The American Dream in a Raisin in The Sun by Lorraine Hansberry

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Pursuit of American Dreams in Literary Works

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Analysis of Dreams of Each Character in a Raisin in The Sun

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March 11, 1959; Lorraine Hansberry

Play; Domestic drama

Walter Younger, Ruth Younger, Beneatha Younger, Travis Younger, Lena Younger, George Murchison, Joseph Asagai, Karl Lindner, Mrs. Johnson, Moving Men.

"A Raisin in the Sun" is a play written by Lorraine Hansberry and is based on her own experiences and observations of African American life in Chicago during the 1950s. The title of the play is derived from the poem "Harlem" by Langston Hughes, which asks what happens to a dream deferred. Hansberry's play explores the dreams, struggles, and aspirations of the Younger family, an African American family living in a small and cramped apartment on Chicago's South Side. The play is inspired by Hansberry's own family's fight against racial segregation and discrimination. It delves into themes such as racial identity, social inequality, the pursuit of dreams, and the generational divide within the African American community. Through the characters of the Younger family, Hansberry presents the challenges they face in pursuing their dreams and the sacrifices they must make in the face of racial prejudice and limited opportunities.

The play centers around the struggles and aspirations of the family members as they grapple with poverty, racial discrimination, and their dreams for a better life. The matriarch of the family, Lena Younger, receives a life insurance check following the death of her husband. The family members have different ideas on how to use the money. Lena dreams of buying a house and creating a better future for her family, while her son Walter dreams of investing in a business opportunity. The tension escalates as the family faces conflicts over their differing ambitions and values. The play explores themes of identity, family dynamics, the impact of racism, and the pursuit of the American Dream. Through the characters' interactions and struggles, the play delves into the complexities of race, socioeconomic disparities, and the challenges faced by African Americans in their pursuit of upward mobility. In the end, the Younger family navigates their dreams, aspirations, and the obstacles that come their way, ultimately finding strength and unity as they strive for a brighter future.

"A Raisin in the Sun" is set in the mid-1950s in a small apartment on the South Side of Chicago. The cramped living space serves as a physical representation of the Younger family's limited financial means and their struggle to make ends meet. The apartment, located in a run-down tenement building, becomes a focal point for the family's hopes, dreams, and conflicts. The setting reflects the larger socio-economic and racial context of the time. The South Side of Chicago was predominantly inhabited by African American communities, who often faced discrimination, limited opportunities, and systemic racism. The neighborhood's dilapidated buildings and overcrowded living conditions further underscore the challenges and limitations faced by the Younger family. As the story unfolds, the Younger family's apartment becomes a microcosm of their aspirations and the tensions that arise as they confront societal and personal obstacles. The setting of the play not only provides a backdrop for the characters' interactions but also serves as a metaphor for their struggle against racial and economic inequalities, and their quest for a better life.

One of the central themes is the pursuit of dreams and aspirations. The play delves into the dreams of the Younger family members, each with their own desires for a better future. Whether it is Walter's dream of entrepreneurship, Beneatha's ambition to become a doctor, or Mama's hope for a comfortable home, the play delves into the power of dreams and the obstacles that can hinder their realization. Another significant theme is racial discrimination and its impact on the characters' lives. The play highlights the systemic racism prevalent during the 1950s, with the Younger family facing numerous challenges and prejudices based on their race. The theme of racial identity is also explored through Beneatha's search for her African heritage and her struggle to reconcile her African roots with her American upbringing. Family dynamics and the importance of unity are also prominent themes in the play. The Younger family experiences conflicts and tensions as they navigate their individual dreams and aspirations. However, they ultimately learn the value of sticking together and supporting each other in the face of adversity.

1. Symbolism: Lorraine Hansberry uses symbolism to add depth and layers to the narrative. For example, the plant that Mama cares for throughout the play symbolizes the family's dreams and aspirations. The plant represents hope and the need for nurturing and growth. 2. Foreshadowing: The play utilizes foreshadowing to hint at future events and create suspense. An example of foreshadowing is when Walter's friend, Willy, disappears with the money he entrusted to him, foreshadowing the challenges and setbacks the family will face on their journey to achieve their dreams. 3. Imagery: Hansberry skillfully employs vivid imagery to evoke powerful emotions and create a visual experience for the readers or audience. For instance, the description of the cramped apartment and its worn-out furnishings conveys the Younger family's economic struggles and the oppressive living conditions they endure. 4. Metaphors: Metaphors are used to convey abstract concepts or ideas in a more tangible way. One notable metaphor in the play is the reference to Walter's dream as a "raisin in the sun." This metaphor captures the idea that dreams, if deferred or neglected, can wither and lose their potential.

Film Adaptation (1961): The play was adapted into a film in 1961, featuring the original Broadway cast. This film, directed by Daniel Petrie, brought the story to the big screen, allowing a wider audience to experience the powerful performances and themes of the play. Television Adaptation (2008): In 2008, a television adaptation of "A Raisin in the Sun" was produced. This adaptation, starring Sean Combs, Phylicia Rashad, and Audra McDonald, aired on ABC and received critical acclaim for its faithful portrayal of the play's themes of racial inequality and the pursuit of dreams. Revivals and Stage Productions: "A Raisin in the Sun" continues to be staged in theaters around the world. Notable revivals include the 2014 Broadway production starring Denzel Washington and the 2019 London production featuring a predominantly black British cast. These productions keep the play alive and relevant, allowing new generations to engage with its timeless themes and messages.

Here are some ways in which the play has made an impact: 1. Shifting African-American Narratives: Lorraine Hansberry's play challenged prevailing stereotypes and offered a nuanced portrayal of African-American life. It paved the way for more diverse and authentic representation of black experiences in literature and theater, inspiring subsequent generations of writers to explore themes of race, identity, and social justice. 2. Examining the American Dream: "A Raisin in the Sun" explores the complexities of the American Dream through the experiences of the Younger family. It raises questions about the pursuit of happiness, racial equality, and the limitations faced by marginalized communities. The play has sparked discussions and critical analysis of the American Dream and its implications for different social groups. 3. Impact on Civil Rights Movement: The play was written and first performed during the height of the Civil Rights Movement in the 1950s and 1960s. It offered a powerful critique of racial discrimination and socioeconomic inequality, resonating with the struggles of the time. "A Raisin in the Sun" provided a platform for African-American voices and contributed to the larger movement for social justice and equal rights.

1. "A Raisin in the Sun" made history as the first play written by an African-American woman (Lorraine Hansberry) to be produced on Broadway. It premiered on March 11, 1959, at the Ethel Barrymore Theatre and ran for 530 performances, receiving critical acclaim and introducing a new wave of African-American voices in American theater. 2. The original Broadway production of "A Raisin in the Sun" garnered four Tony Award nominations in 1960, including Best Play. Although it didn't win in the Best Play category, it earned the Tony Award for Best Featured Actress in a Play for Ruby Dee's powerful performance as Ruth Younger, further highlighting the play's impact and the exceptional talent involved in its production. 3. "A Raisin in the Sun" has been adapted for film and television multiple times. Notably, the 1961 film adaptation featured the original Broadway cast, including Sidney Poitier and Ruby Dee. In 2008, a made-for-television adaptation starred Sean Combs, Phylicia Rashad, and Audra McDonald.

A Raisin in the Sun holds immense importance as a subject for academic essays due to its profound exploration of the African-American experience and the timeless themes it tackles. The play delves into issues of racial identity, discrimination, the pursuit of dreams, and the complexities of family dynamics. By examining these themes, students can gain a deeper understanding of the struggles faced by African-Americans during the mid-20th century and the socio-political climate of the time. Furthermore, A Raisin in the Sun remains relevant today, making it a rich source for critical analysis and discussion. It prompts readers to reflect on themes of self-identity, the importance of dreams, generational conflicts, and the impact of systemic racism, all of which continue to resonate in contemporary society. Moreover, the play's historical significance as a groundbreaking work of African-American literature and theater further solidifies its importance for academic study. A Raisin in the Sun broke barriers and paved the way for subsequent generations of African-American playwrights and artists, making it a vital piece to explore in the context of cultural and literary history.

"There is always something left to love. And if you ain’t learned that, you ain’t learned nothing." "…most of the trouble exists because people just don’t sit down and talk to each other…That we don’t try hard enough in this world to understand the other fellow’s problem. The other guy’s point of view." "Big Walter used to say, he’d get right wet in the eyes sometimes, lean his head back with the water standing in his eyes and say, ‘Seem like God didn’t see fit to give the black man nothing but dreams - but He did give us children to make them dreams seem worth while." "That is just what is wrong with the colored woman in this world … Don’t understand about building their men up and making ‘em feel like they somebody. Like they can do something." "I guess that’s how come that man finally worked hisself to death like he done. Like he was fighting his own war with this here world that took his baby from him."

1. Hansberry, L. (2014). A Raisin in the Sun. In African American Scenebook (pp. 57-62). Routledge. (https://www.taylorfrancis.com/chapters/edit/10.4324/9781315053653-12/raisin-sun-lorraine-hansberry) 2. Matthews, K. L. (2008). The Politics of “Home” in Lorraine Hansberry's A Raisin in the Sun. Modern Drama, 51(4), 556-578. (https://moderndrama.utpjournals.press/doi/abs/10.3138/md.51.4.556) 3. Wilkerson, M. B. (1986). " A Raisin in the Sun": Anniversary of an American Classic. Theatre Journal, 38(4), 441-452. (https://www.jstor.org/stable/3208286) 4. Bernstein, R. (1999). Inventing a fishbowl: white supremacy and the critical reception of Lorraine Hansberry's A Raisin in the Sun. Modern Drama, 42(1), 16-27. (https://muse.jhu.edu/pub/50/article/499969/summary) 5. Rose, T. (2014). Hansberry’s A Raisin in the Sun and the “Illegible” Politics of (Inter) personal Justice. Kalfou, 1(1). (https://tupjournals.temple.edu/index.php/kalfou/article/view/9) 6. Mafe, D. A. (2006). Black women on Broadway: the duality of Lorraine Hansberry's A Raisin in the Sun and Ntozake Shange's for colored girls. American Drama, 15(2), 30. (https://www.proquest.com/docview/195861574?pq-origsite=gscholar&fromopenview=true) 7. Chappell, M. F., & Thompson, D. R. (2000). A Raisin in the Sun: Fostering cultural connections with a classic movie. Mathematics Teaching in the Middle School, 6(4), 222-235. (https://pubs.nctm.org/view/journals/mtms/6/4/article-p222.xml) 8. Haleem, H. A. (2021). From the" Other" to Matriarch: The Transcending Role of Black Women in Hansberry's A Raisin in the Sun. Journal of Women Empowerment and Studies (JWES) ISSN: 2799-1253, 1(01), 32-39. (http://journal.hmjournals.com/index.php/JWES/article/view/1281)

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A Raisin in The Sun

Introduction to a raisin in the sun.

A Raisin in The Sun is a popular play by Lorraine Hansberry . It was performed for the first time in 1959. Hansberry has borrowed the title from a popular poem by Langston Hughes , “ Harlem .” The play revolves around an African American family living in Chicago who wants to bring improvement in its status through the insurance that their widowed mother, Lena Younger, is going to receive after her husband’s death. All the family members are dreaming of having a better lifestyle after having this amount, but their dreams ended in smoke when the money seems to have gone as easily as it has come.

Summary of A Raisin in The Sun

The play presents the story of a few weeks from the life of the Youngers family, an African American family living in the poor neighborhood of Chicago’s Southern area during the 50s. The play starts with the Youngers discussing how to spend the money they are going to receive from an insurance company after the death of their patriarch. The total amount of the policy is $10,000 to be received through a check. As the money is expected to arrive, all the family members are presenting their individual ideas on how to spend the money carefully not to let it go wasted. Each one of them has an idea. Mama, Lena, the mother of the Youngers, knows the importance of a house, the reason that she insists that they must purchase a house in some good neighborhood.

However, Walter Lee, the male member of the family has his own plans; he wants to make an investment in the liquor business with the partnership of his friend Bobo and Willy, the street- smarts . His optimism about the success of his investment has made him gleeful so much so that he hoodwinks the family by giving the money to Willy for the liquor store investment in his hope to reveal it later when he succeeds. Despite his optimism, he is unable to convince even his own wife who conjoins his mother in having a house of their own. Also, Mama disagrees with the plan because it is against religion. However, she gives the rest of the money to Walter for the business investment on the condition of reserving three thousand dollars for her daughter’s education.

During these two supposedly relieving plans, the female member, Beneatha, Walter’s sister has her own plan of pulling the family out of this mess through the money she wants to use in her medical education. She is the representation of ‘new woman’ as against the traditional opinion of a female character . Like her name, everyone is beneath her . She was self-centered at the beginning of the playmaking the family sacrifices their desires to accommodate her expensive hobbies, which keep changing from time to time. Her love interests George Murchison, and Joseph Asagai influences her life choices . George was a wealthy black man who tries to ignore the accomplishments of black people and fit into this white-dominated society and a narcissist who shows off in front of Beneatha by talking about intellectual concepts.

Whereas Joseph, a Yoruba student teaches Beneatha the rich culture and heritage of her ancestors in Africa and embraces her identity as a black woman. He later proposes to marry him and go back to Nigeria and continue her medical practice. Beneatha thinks that as the family does not desire to join the world ruled by the white, she resorts to her identity recognition by recalling African heritage at the end of the play.

The competing dreams of the Younger family members make them unable to reconcile with each other. Meanwhile, Ruth , the wife of Walter Lee, comes to know about her pregnancy that she thinks would add to the family’s financial woes. When both husband and wife are considering the abortion, Mama, the matriarchal figure of the house, pays down payment for the purchase of the house. Her idea of having their own residence in Clybourne Park may help the family pull out of poverty . On the other hand, the local people send their representation, Mr. Lindner with an offer for them to stay away from the area by giving them money. This house is located in Clybourne Park, an entirely white neighborhood. When the Youngers refuse, Walter faces the stark reality of losing his investment through his friend, Willy Haris, who has run away with his money. Albeit, the family learns that they lost the money to Willy they refuse to take money from Mr. Linder.

Beneatha also adds to the family problems by rejecting George Murchison and accepting Joseph Asagai who wants her to complete her medical education first. During the breakup with Beneatha, George says that he didn’t show interest in her because they could talk about ‘quiet desperation. Although the family moves to the new house, the future is not safe but they are optimistic about staying united to win success and live a better life.

Major Themes in A Raisin in The Sun  

• The American Dream: The play shows the theme of the American Dream through the Younger family. Each member of the family has a unique dream that they want to materialize with the insurance money of their patriarch. However, the best dream any of them has is of Mama who thinks that having a good house in a decent, white locality would provide a better future to the next generation. Walter’s dream of having a good liquor store, too, is an American Dream, though, it is another thing that he trusts his partner who runs away with it. Similarly, Beneatha’s dream of having a medical degree could be associated with an individual American Dream. However, it is Mama’s American Dream in which lies the dream of everyone; a better house in a better neighborhood, the reason that Walter flatly refuses to budge from his stand later when facing Mr. Lindner.
• Female Identity: The play presents three towering feminine figures in the play; Mama, who is heading the family after the death of her husband and has a claim over her husband’s insurance money, her daughter Beneatha who sees the family future in her own prospect as a medical professional and Ruth, her daughter-in-law who sees the future of her children. All three of them strive against the patriarchal figure of Walter Lee who dreams of becoming a good investor by investing the insurance money in the liquor business with his partner. Although he wastes the money, Mama’s idea of having a house of their own rules supreme in the end. Beneatha also takes the lead by turning away Murchison and challenges Walter’s narrow-mindedness.
• Masculinity: The play shows the theme of masculinity in the debilitating role of Walter Lee when he shirks from his responsibility of taking the lead and helping the family stand up to face the prejudice prevalent in Chicago and economic challenges. Instead, he squanders away the money of his father’s insurance, he feels that his dream of sending his son to college and purchasing a Cadillac were just wishful thinking of a young man. He comes to the point and ultimately rejects Mr. Lindner’s offer of leaving the neighborhood to find some other place for their house for which her mother has already paid.
• African Identity: The theme of African identity in the play, A Raisin in the Sun, is obvious, for it is a play of the Youngers, an African American family, facing prejudice on fulfilling their Mama’s desire of having a house in the white neighborhood. Even before they shift, Mr. Lindner comes to warn them to stay away and makes an offer. This prejudice reminds the Youngers of their background. The arrival of Asagai and Beneatha’s love for him makes it more prominent when she becomes too eager to learn about African heritage.
• Class Differences: The theme of class differences is accentuated when Mama advises all her children that getting a house in the white neighborhood in the city of Chicago is their key to the future. However, Mr. Lindner’s arrival shows them the reality that they can get more money by not raising their status which, in his words, is not moving to their locality. This class difference, in the words of Mr. Lindner, would cause rift and unease in their neighborhood that they do not want. However, the final refusal of Walter Lee is rather an intransigence when the Youngers see this difference as an obstacle to their efforts for their future improvements.
• Significance of Family: The theme of the significance of family has been shown through Mama’s taking lead in thinking that a permanent place at good locality would rather lead to family’s better future than the success of each individual, though it could be that Walter Lee’s investment could also lead to the same success. However, Walter Lee’s stupidity of trusting every individual without consulting the collective family wisdom leads him to squander money rather quickly. The same goes for Beneatha’s case as she is also thinking on individual lines for her medical success only, for if she succeeds it is only her success, while in Mama’s success lies the success of every individual on account of her centrality in the household.
• Marginalization of African Americans: Before the Civil Rights Movement, African Americans were not seen as equals. Mama sees her efforts after receiving her husband’s insurance coming to fruition. However, she is unaware of the strength of the hatred of the white community that it could be strong enough to hinder their move to a better neighborhood. The final intransigence to Mr. Lindner’s suggestion after some thoughts to his lucrative offer in return for their decision of not moving invites second thought of refusal from Walter Lee. It is because he sees it as an effort of marginalization of their family on the basis of racial difference.
• Hopes and Aspirations: The play shows the theme of hopes and aspirations in the dreams of the Youngers. Every Younger individual harbor a dream ; Mama’s dream of having a house in a good neighborhood, Walter Lee’s dream of having a good business to uplift their status, and Beneatha’s dream of having a medical degree. But the fulfillment of the hopes and aspirations of all the Youngers depends on the insurance money. Once it is squandered by Walter Lee, all of them face frustration and disappointment.
• Pride: The theme of pride rules supreme in the play in that the Youngers have little else to lose except their pride. Therefore, when it comes to their pride in having a house, they furiously turn to intransigence toward Mr. Lindner for making them stay away from the locality.
• Lack of Communication: The theme of communication is significant as every individual in the Younger household is unable to communicate what they want to do. Although Walter Lee takes the lead, he also knows that Mama, Beneatha, and even his wife Ruth have failed to understand his investment. This is a lack of communication that none of them could talk or understand each other’s plans or desires.

Major Characters of A Raisin in The Sun

• Walter Lee Younger: Walter Lee Younger is the only patriarch in the family and also the only person to have tried to materialize his dream though without any tangible success. Son of Mama and her late husband, Walter is married to Ruth with two children. His driving job is assisting the family to make both ends meet, while Beneatha is only a helping hand. His only aspiration is to start his business as a liquor store that would grow and change the family fortune. However, his unpredictable behavior causes the loss of business in which his friend, Willy, steals the invested money, and the only hope of the family of having a patriarch leading the way ends up in smoke.
• Lena Younger (Mama): Mama, the dominating matriarchal figure of the family, is Lena Younger, whose husband, Walter senior, has recently died, leaving for his family a good sum of $10,000 of his insurance policy. Mama’s sanguinity lies in thinking about having a proper house in some good locality that could improve the family fortune. The sanguinity of her suggestion and then the payment of the down payment show significance when Walter Lee sees his money gone with his friend who has fled. Her wisdom has saved them from total failure, and they have something to take a stand against Mr. Lindner’s unjust offer.
• Beneatha Younger: Beneatha Younger is the modern face of the Younger family having innovating thinking and a new philosophical approach toward her own race. She thinks that her medical education could pull the family out of this mess. Her rigors on her speech improvement show its results in her talkativeness. She discusses philosophical ideas of religion, class, race, and education with her fiancé as well as family members. Yet, her American Dream of improving her career seems to be selfish and individualistic.
• Ruth Younger: Ruth is a source of the future generation as Travis’s mother and the wife of Walter Lee. Living in a constant tension of improvised living and poverty has taken years from her life, making her old before her time. Working constantly has kept her busy for a decade yet she does not complain and constantly nudges Walter to do more for their son.
• Joseph Asagai: Asagai is not only the fiancé of Beneatha but he also seems to be her philosophical mentor who fills her mind with new ideas about their rich heritage and racial privilege. His Nigerian roots have made him proud of his race, forcing him to realize Beneatha that she is not from the inferior race. He desires to take her to Nigeria after their marriage.
• George Murchison: Although not superior to Asagai, Murchison is another suiter of Beneatha who constantly courts her and succeeds, too. However, his willingness to be subservient to the white culture does not impress Beneatha much on account of his competitive rather than collaborative approach to life.
• Travis Younger: As the only male child in the household, Travis is suffering from the slackness and stupidity of his father, Walter Lee, who does not have good work and a career. He has had to work to earn money besides playing with the neighboring children. His household life is restricted to the sofa in that dingy, little apartment.
• Mr. Karl Lindner: Mr. Lindner represents not only the white community but also the white thinking about the African American community. His coaxingly threatening warnings fall flat when he confronts Walter and Mama. Although his offer sways his opinion at home, Walter, later, stands up to face him, rejecting his offer.
• Willy Harris: Although Willy Harris is Walter’s friend, he does not appear on the stage and only gets mentioned when he starts a liquor business or runs away with the money.
• Mrs. Johnson: A neighborhood lady, Mrs. Johnson’s significance in the play lies in her persuasion of the family for not leaving the neighborhood.

Writing Style of A Raisin in The Sun

A Raisin in the Sun is written by Lorraine Hansberry. She used the dialect of the African American community that is not only distinct but also pure. The characters speak in their domestic setting and individual style as Beneatha and Asagai show their superior and formal education even in everyday conversation, while Mama, Mrs. Johnson, and Ruth demonstrate their crude language. The diction and tone of the play, too, suit the community, neighborhood as well as main audience . Lorraine mostly turns to irony , sarcasm , and other devices of figurative language to make her dialogs effective.

Analysis of the Literary Devices in A Raisin in The Sun

• Action: The main action of the play comprises the American Dream of the Youngers that they are going to realize on an individual level from the insurance money they are going to get after the death of the patriarch. The rising action occurs when Ruth Walter comes to know about her pregnancy and the falling action occurs when Walter Lee comes to know that his money is gone.
• Anaphora : The play shows examples of anaphora such as, i. Anybody who talks to me has got to be a good-for-nothing loudmouth, ain’t he? And what you know about who is just a good-for-nothing loudmouth? Charlie Atkins was just a “good-for-nothing loudmouth” too, wasn’t he! When he wanted me to go in the dry-cleaning business with him. And now —he’s grossing a hundred thousand a year (Act-I) ii. you just sip your coffee, see, and say easy like that you been thinking ’bout that deal Walter Lee is so interested in, ’bout the store and all, and sip some more coffee, like what you saying ain’t really that important to you— And the next thing you know, she be listening good and asking you questions and when I come home —I can tell her the details. This ain’t no ɻy-by- night proposition, baby. I mean we ɹgured it out, me and Willy and Bobo. iii. You ain’t looked at it and you don’t aim to have to speak on that again? You ain’t even looked at it and you have decided— (Act-II) The examples show the repetitious use of “good-for-nothing”, “sit your coffee” and “You ain’t.”
• Allusion : The play shows good use of different allusions as given in the below examples, i. Asagai—Joseph Asagai. He’s an African boy I met on campus. He’s been studying in Canada all summer. (Act-I) ii. I am from the Clybourne ParkImprovement Association and we have had it brought to our attention at the last meeting that you people—or at least your mother—has bought a piece of residential property at. (Act-II) iii. BENEATHA George Murchison! I wouldn’t marry him if he was Adam and I was Eve! (Act-III) The first example shows the reference to a region, the second to a place in Chicago, and the third to Adam and Eve.
• Antagonist : Walter Lee Younger is the antagonist as well as the protagonist of the play. It is because he not only squanders the money but also becomes a responsible patriarch by the end of the play after he refuses Mr. Lindner’s offer.
• Conflict : The play shows both external and internal conflicts. The external conflict is going on between the Youngers and the economic situation including the white dominance, while the internal conflict is going on in Walter Lee’s mind about his responsibility and his attitude .
• Characters: The play, A Raisin in The Sun, shows both static as well as dynamic characters . Lena Younger and Walter Lee both are dynamic characters as they show a considerable transformation in their behavior and conduct by the end of the play. However, all other characters are static as they do not show or witness any transformation such as Mrs. Johnson, Beneatha, Ruth, Lindner, and even Asagai.
• Climax : The climax in the play occurs when Bobo arrives to inform the Youngers that Willy has run away with their invested money.
• Epigraph : The play shows the use of the epigraph as given in the example below, i. What happens to a dream deferred? Does it dry up Like a raisin in the sun? Or fester like a rose – And then run? Does it sink like rotten meat Or crust and sugar over – Like a syrupy sweet? This short extract from the poem of Langston Hughes shows the use of an epigraph.
• Foreshadowing : The play shows many instances of foreshadows as given below, i. You mean you didn’t read ’bout them colored people that was bombed out their place out there. (Act-I) The mention of colored and bombed shows the situation that the Youngers are going to face in the area where they move.
• Hyperbole : The play shows various examples of hyperboles such as, i. So you would rather be Mr. Arnold than be his chauʃeur. So—I would rather be living in Buckingham Palace. (Act-I) ii. I seen one marching out of there like Napoleon yesterday. (Act-I) Both of these examples exaggerate things as Walter cannot be Arnold nor can he live in Buckingham Palace. Also, nobody can be Napoleon.
• Imagery : Imagery is used to make readers perceive things involving their five senses. For example, i. It is morning dark in the living room, TRAVIS is asleep on the make-down bed at center. An alarm clock sounds from within the bedroom at right, and presently RUTH enters from that room and closes the door behind her. She crosses sleepily toward the window. As she passes her sleeping son she reaches down and shakes him a little. At the window she raises the shade and a dusky Southside morning light comes in feebly. She calls a pot with water and puts it on to boil. She calls to the boy, between yawns, in a slightly muffled voice . (Act-I) ii. She cannot help speaking directly to him. An imploring quality in her voice , her manner, makes her almost like a girl now. (II) These two examples show images of light, color, movement, and sound shown in the instructions of the play.
• Irony : The play shows the use of irony when Bobo comes to the Youngers to inform them that Willy has run away with the money, a fact that the audiences are already aware of but the Youngers are not.
• Metaphor : A Raisin in The Sun shows good use of various metaphors as given in the examples below, i. So you would rather be Mr. Arnold than be his chauʃeur. So—I would rather be living in Buckingham Palace. (Act-I) ii. So you butchered up a dream of mine—you—who always talking ’bout your children’s dreams …. (Act-II) iii. You mean you ain’t read ’bout them colored people that was bombed out their place out there?. (Act-II) These examples show that several things have been compared directly in the novel such as the first shows comparing her husband to Mr. Arnold, the second shows comparing Mama to a butcher, and the third shows white people as soldiers throwing bombs at the colored people.
• Mood : The play, A Raisin in The Sun , shows various moods; it starts with quite a realistic and bitter mood but becomes highly sarcastic and critical with the passage of time until it reaches its end which is depressive and serious.
• Motif : Most important motifs of the play are music, money, Beneatha’s hair, and house.
• Protagonist : Walter Lee is the protagonist of the play, A Raisin in The Sun. The reason is that it is he who shows his patriarchal responsibility by the end despite losing money.
• Setting : The setting of the play, A Raisin in The Sun , is the poor neighborhood of the South Side of Chicago.
• Simile : The play shows good use of various similes as given in the examples below, i. About to march out of here with that head looking just like chickens slept in it. (Act-I) ii. I always thinks like Booker T. Washington said that time— “Education has spoiled many a good plow hand”—. (Act-II) iii. Walter Lee, fix your tie and tuck your shirt in, you look like somebody’s hoodlum! (Act-III) These are similes as the use of the word “like” shows the comparison between different things. For example, the first one shows this comparison between the head and the coop, and then between Walter and Washington, and then between Walter’s appearance and that of hoodlums.

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“A Raisin in the Sun” by Lorraine Hansberry Literature Analysis Essay

The concept of the book.

The book, A Raisin in the Sun, clearly Lorraine Hansberry’s masterpiece, presents a 1950s life of a family- the Youngers; the family is caught up with individualism as they make decisions regarding money acquired from insurance. Between racial constrictions, the family struggles with identity of the American dream as it casts back a view on Africa. The progression of the story has a family collapsing to individual conflicting decisions. But amidst of the differences in interest, the family believes and depends on ‘togetherness’ as the key to its success.

Masculinist Stereotypes, Distortions and Missions in Male Dominated Literature as Displayed in the Book

Lorraine Hansberry wrote the play at a period when feminism was obviously a contending issue in human society, particularly in the Western World- during the 1960s. As such, as an effort to ‘carry women along’, three (3) of the characters in the play; Ruth, Mama and Benetha, who are all ladies, were significantly engaged in family decision making. By extension, these ladies supported the family greatly contrary to the role played by Walter.

The story consciously confines the characters within a local home, and equally restricts the characters’ social performances – thus, in a way gives all characters the same degree of freedom in decision making. This, as an illustration, sees a certain Beneatha become rather determined to be a physician; against all monetary challenges the family faced.

It is clear from all indications that Mama has a leading voice in the family, despite the conflicts of the family to resolving to unified decisions. The statement

“there is still a god in my mothers house” (Hansberry 19) directed at Benetha by Mama is no doubt a leading voice. In the same way, in Act I scene i, where Beneatha argued about the lack of support to the family by God, Mama was proactive in cautioning that no such words or assertions be made in her own home (Hansberry 13).

The adaptation of symbolism in the play equally has helped immensely in curbing masculinist stereotypes and distortions. The fundamentally used symbols included Walter’s liquor-store, Mama’s plant, as well as Ruth’s expectant child. At the end, Mama’s plant overshadows the other imagery used in the story.

From an analytical point of view, A Raisin in the Sun may be seen as having identified in clear contexts masculine discriminations- particularly as regarding decision making in a male dominated family setting. The play particularly resolves the fact that decision making is not necessarily a gender based matter. As such, any member of the family or society who has an active and significant voice (or point of view) is always welcome to contribute.

The play also identify that fact that with a deterministic frame of mind, the female gender has a lot of potential to drive the decision making process, both at the family and society levels to the most acceptable level.

Lorraine Hansberry’s A Raisin in the Sun is a sparkling story that presents characters that are very determined to realizing specified set dreams- against the common interest of the family. This setting makes it possible for the family members to out-speak their minds in an effort to actualize personal dreams. Indirectly, the story stipulates that individuals have high potentials to realizing personal dreams irrespective of gender.

Works cited

Hansberry, Lorraine. A Raisin in the Sun . New York: Knopf Doubleday Publishing Group, 1959. Print.

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Bibliography

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A Raisin In The Sun - List of Essay Samples And Topic Ideas

A Raisin in the Sun is a play by Lorraine Hansberry that explores the themes of racial identity, family, and the American Dream within a black family in 1950s Chicago. Essays on this play might delve into the character analysis, thematic exploration, its historical and social context, or the portrayal of racial dynamics and aspirations of the characters within the play. A vast selection of complimentary essay illustrations pertaining to A Raisin In The Sun you can find in Papersowl database. You can use our samples for inspiration to write your own essay, research paper, or just to explore a new topic for yourself.

A Raisin in the Sun American Dream

The play, “A Raisin In The Sun” is staged in 1959 during a time when African-Americans could not be successful in the economy due to the extreme amounts of racism that were present. The constant encounters of prejudices and racism causes them to have to put aside their hopes and dreams to focus on trying to figure out how to overcome the obstacles that are set out in front of them. During these times, the Great Depression had begun. The […]

African-Americans in the a Raisin in the Sun

A Raisin in the Sun focuses both on the socioeconomic conditions of African-Americans and their journey for identity in a segregated society. The issue of identity is central in the play, materialized through the Younger family, and their failed assimilation into the American society of the late 1950s and early 1960s, and reluctance of Whites to let Blacks into their community. According to Francis Dedmond in A Raisin In The Sun thesis statement, various critics complimented the work`s moving story […]

Escaping the Shackles of Modern Society

Throughout the history of drama production, the underlying message meant to be conveyed has been interpreted in many ways. Terrence Smith and Mike Miller argued that “The purpose of drama is not to define thought but to provoke it,” suggesting that plays are not used to spell out a one-sided topic, but rather are meant to evoke further speculation from all angles upon a specific subject. While witnessing the plot unfold amidst the play’s dynamics, the audience has the opportunity […]

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Discrimination against Blacks in a Raisin in the Sun

Chicago's Southside, like many other towns, suffers considerably post World War II. Racism stretches across the nation and into the Youngers, an African-American family in the play A Raisin in the Sun, home. Lorraine Hansberry, playwright of A Raisin in the Sun, vividly shows people how racism and discrimination can make a family suffer. Since racism will never go away, people need to learn how racism negatively impacts others' lives. Hansberry's play A Raisin in the Sun demonstrates how racism […]

Racism in a Raisin in the Sun

Chicago's South-side, like other towns, suffered tremendously from racism and discrimination during the Great Depression. Racism has swept across the nation and landed in the Youngers', an African-American family in A Raisin in the Sun, household. Lorraine Hansberry, playwright of A Raisin in the Sun, is vividly portraying life in this low-level town where discrimination explodes into conflict. Since equality among races is not common, the Youngers battle hardship just for being black. Hansberry's play A Raisin in the Sun […]

Natural Imagery of Plants and Urban Settings

The usage of natural imagery is a part of the major literary device used by Zora Hurston, Gwendolyn Brooks, and Lorraine Hansberry to explore experiences within the story. Both Hurston and Hansberry use symbolism as a figurative language to develop how plants play a crucial role in the development of the fulfillment of dreams. Hansberry uses Mama’s plant in the play A Raisin in the Sun as a motif to show the effects of being racially oppressed by their surroundings. […]

A Raisin in the Sun Mid-Term Essay

A Raisin in the Sun tells the story of the lives of an African-American family living on the South Side of Chicago in the 1950s. At the beginning of the play, the family, Youngers, are about to receive an insurance check for $10,000 which they are receiving from the deceased Mr. Younger's life insurance policy. Each of the adult members, Mama, Walter, Ruth, and Beneatha, has an idea as to what he or she would like to do with this […]

A Complex Analysis of the Raisin in the Sun

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A Glimpse into the Lives of African Americans

The 1950s was a time for revolutions and the rise of the Civil Rights movement. It made sense that during this time, some revolutionary literature and plays would be produced. A Raisin in the Sun is a perfect example of such plays. Not only is it the first play performed on Broadway written by an African American woman, the play also hosts almost all African American characters."The play earned Hansberry the New York Drama Critics Circle Award for best play […]

A Raisin in the Sun Theme

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Younger’s Family in a Raisin in the Sun

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A Raisin in the Sun Walters Dream

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American Dream: a Raisin in the Sun

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The Struggle in a Raisin in the Sun

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Walter Younger in the Play Raisin in the Sun

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"Raisin in the Sun," a cinematic masterpiece directed by Daniel Petrie and released in 1961, emerges as a compelling exploration of African American life in the aftermath of World War II. Derived from Lorraine Hansberry's groundbreaking play, the film intricately weaves the tapestry of racial identity, socio-economic struggles, and the pursuit of the American Dream against the dynamic backdrop of a transforming America. At the narrative's core is the Younger family, residing within the confines of a South Side Chicago […]

Reflecting on “A Raisin in the Sun”: the 2008 Adaptation’s Impact

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How To Write an Essay About A Raisin In The Sun

Introduction to lorraine hansberry’s a raisin in the sun.

When starting an essay about Lorraine Hansberry’s “A Raisin in the Sun,” it’s important to first establish the play’s historical and cultural context. Written in 1959, this groundbreaking play addresses crucial themes such as racial discrimination, poverty, and the American Dream. In your introduction, outline the main plot, which revolves around the Younger family and their struggles in a racially segregated America. Highlight the significance of the play’s title, derived from a line in Langston Hughes’s poem “Harlem,” which questions what happens to a dream deferred. This introduction should lay the groundwork for your examination of the play’s key themes and the ways in which Hansberry challenges societal norms.

Exploring Themes and Character Development

The body of your essay should delve into the major themes and character development in “A Raisin in the Sun.” Discuss the varied dreams and aspirations of each family member and how their individual desires reflect broader societal issues. Analyze the theme of racial discrimination and its impact on the family, particularly in their pursuit of a better life in a predominantly white neighborhood. Consider Hansberry’s portrayal of gender roles through characters like Mama, Ruth, and Beneatha, and how these characters challenge or conform to the societal expectations of the era. Support your analysis with specific examples from the text, ensuring each paragraph contributes a nuanced understanding of the play’s themes.

The Play’s Cultural and Historical Significance

This section should contextualize “A Raisin in the Sun” within the broader landscape of American theater and its historical period. Discuss how the play reflects the social and political climate of the 1950s and 1960s, particularly in terms of the civil rights movement and the struggle for racial equality. Consider Hansberry’s own experiences and influences, and how they shaped her portrayal of the African American experience. Analyze the impact and reception of the play when it was first performed, and how it has continued to resonate with audiences over the years.

Concluding Reflections on A Raisin In The Sun

Conclude your essay by summarizing the key insights gained from your analysis of “A Raisin in the Sun.” Reflect on the enduring relevance of the play in contemporary discussions about race, identity, and the American Dream. Consider the play’s influence on later works and its place in the canon of American drama. A strong conclusion will not only encapsulate the main themes and significance of Hansberry’s work but also encourage readers to reflect on its impact and relevance to current societal issues.

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A Raisin in the Sun

Lorraine hansberry, ask litcharts ai: the answer to your questions.

A central virtue in the Younger household, dignity exerts a unifying force throughout the play. Mama expresses pride in her family’s background and tries to instill in her children a sense of respect for their ancestors, who were Southern slaves and sharecroppers. Although some characters, such as Mrs. Johnson , criticize the family as “one proud-acting bunch of colored folks,” the family holds fast to its ancestral dignity, an inheritance it considers to be greater than gold. At the play’s climax, the Youngers’ sense of pride gives them the strength to reject Karl Lindner’s dehumanizing offer to buy back their new home because, as Mama says, “Ain’t nobody in my family never let nobody pay ‘em no money that was a way of telling us we wasn’t fit to walk the earth.” Despite the family’s dire financial situation following Walter Lee’s misguided investment, the Youngers resolutely refuse to forfeit their dignity in pursuit of economic gain.

Walter’s loss and eventual recovery of his pride constitute a major plotline of the play. His personal crisis of pride, brought on by his inability to support his family in his dead-end job as a chauffeur, culminates with his decision regarding Karl Lindner’s offer to purchase the Youngers’ new house. Upon first meeting Lindner, Walter, Ruth , and Beneatha resoundingly reject his offer, demonstrating their collective familial pride. However, after squandering the family’s insurance payment , Walter decides to accept Lindner’s offer, showing his horrified family how he will act out the stereotype of a groveling black man while signing the contract with Lindner. It is only after Mama insists that Travis witness his father’s demeaning transaction with Lindner that Walter rediscovers his self-worth while standing behind “the sixth generation [of] our family in this country.” In a quietly triumphant moment, Walter reclaims his personal pride, asserts his family’s historical right to be treated fairly in their country, and refortifies his family’s dignity.

Dignity and Pride ThemeTracker

Dignity and Pride Quotes in A Raisin in the Sun

Mama: What is it you want to express? Beneatha: Me! Don’t worry – I don’t expect you to understand.

Asagai: You wear it well . . . very well . . . mutilated hair and all. Beneatha: My hair – what’s wrong with my hair? Asagai: Were you born with it like that? Beneatha: No . . . of course not.

Mama: Oh – So now it’s life. Money is life. Once upon a time freedom used to be life – now it’s money. I guess the world really do change . . . Walter: No – it was always money, Mama. We just didn’t know about it. Mama: No . . . something has changed. You something new, boy. In my time we was worried about not being lynched and getting to the North if we could and how to stay alive and still have a pinch of dignity too . . .

Well – son, I’m waiting to hear you say something . . . I’m waiting to hear how you be your father’s son. Be the man he was . . . Your wife say she going to destroy your child. And I’m waiting to hear you talk like him and say we a people who give children life, not who destroys them – I’m waiting to see you stand up and look like your daddy and say we done give one baby up to poverty and that we ain’t going to give up nary another one . . .

George: You’re all wacked up with bitterness, man. Walter: And you – ain’t you bitter, man? Ain’t you just about had it yet? Don’t you see no stars gleaming that you can’t reach out and grab? You happy? – You contented son-of-a-bitch – you happy? You got it made? Bitter? Man, I’m a volcano. Bitter? Here I am a giant – surrounded by ants! Ants who can’t even understand what it is the giant is talking about.

Son – you – you understand what I done, don’t you? I – I just seen my family falling apart today . . . just falling to pieces in front of my eyes . . . We couldn’t of gone on like we was today. We was going backwards ‘stead of forwards – talking ‘bout killing babies and wishing each other was dead . . . When it gets like that in life – you just got to do something different, push on out and do something bigger.

Son – I come from five generations of people who was slaves and sharecroppers – but ain’t nobody in my family never let nobody pay ‘em no money that was a way of telling us we wasn’t fit to walk the earth. We ain’t never been that poor. We ain’t never been that – dead inside.

And we have decided to move into our house because my father – my father – he earned it for us brick by brick. We don’t want to make no trouble for nobody or fight no causes, and we will try to be good neighbors. And that’s all we got to say about that. We don’t want your money.

He finally come into his manhood today, didn’t he? Kind of like a rainbow after the rain . . .

A Raisin in the Sun

Literary Analysis

Character analysis, character development.

• AK RL.11-12.1,
• AK RL.11-12.3,
• AK W.11-12.1,
• AK W.11-12.2,
• AK W.11-12.4,
• AK W.11-12.9,
• AL 11.CL.R.4,
• AL 11.CL.R.6,
• AL 11.CL.W.11.b,
• AL 11.CL.W.11.c,
• AL 11.RL.W.28,
• AL 11.RL.W.29,
• AL 12.CL.R.4,
• AL 12.CL.R.6,
• AL 12.CL.W.11,
• AL 12.CL.W.11.b,
• AL 12.CL.W.11.c,
• AL 12.RL.W.28,
• AR 11.RC.3.RF,
• AR 11.RC.5.RL,
• AR 11.W.1.S,
• AR 11.W.2.S,
• AR 11.W.4.P,
• AR 12.RC.3.RF,
• AR 12.RC.5.RL,
• AR 12.W.1.S,
• AR 12.W.2.S,
• AR 12.W.4.P,
• AZ 11-12.RL.1,
• AZ 11-12.RL.3,
• AZ 11-12.W.1,
• AZ 11-12.W.2,
• AZ 11-12.W.4,
• AZ 11-12.W.9,
• CA 11-12.RL.1,
• CA 11-12.RL.3,
• CA 11-12.W.1,
• CA 11-12.W.2,
• CA 11-12.W.4,
• CA 11-12.W.9,
• CCSS RL.11-12.1,
• CCSS RL.11-12.3,
• CCSS W.11-12.1,
• CCSS W.11-12.2,
• CCSS W.11-12.4,
• CCSS W.11-12.9,
• CO RL.11-12.1,
• CO RL.11-12.3,
• CO W.11-12.1,
• CO W.11-12.2,
• CO W.11-12.4,
• CO W.11-12.9,
• CT RL.11-12.1,
• CT RL.11-12.3,
• CT W.11-12.1,
• CT W.11-12.2,
• CT W.11-12.4,
• CT W.11-12.9,
• DC RL.11-12.1,
• DC RL.11-12.3,
• DC W.11-12.1,
• DC W.11-12.2,
• DC W.11-12.4,
• DC W.11-12.9,
• DE RL.11-12.1,
• DE RL.11-12.3,
• DE W.11-12.1,
• DE W.11-12.2,
• DE W.11-12.4,
• DE W.11-12.9,
• FL ELA.10.C.1.3,
• FL ELA.10.C.1.4,
• FL ELA.10.C.1.5,
• FL ELA.10.R.1.1,
• FL ELA.K12.EE.1.1,
• FL ELA.K12.EE.3.1,
• GA ELAGSE11-12RL1,
• GA ELAGSE11-12RL3,
• GA ELAGSE11-12W1,
• GA ELAGSE11-12W2,
• GA ELAGSE11-12W4,
• GA ELAGSE11-12W9,
• HI 11-12.RL.1,
• HI 11-12.RL.3,
• HI 11-12.W.1,
• HI 11-12.W.2,
• HI 11-12.W.4,
• HI 11-12.W.9,
• IA RL.11-12.1,
• IA RL.11-12.3,
• IA W.11-12.1,
• IA W.11-12.2,
• IA W.11-12.4,
• IA W.11-12.9,
• ID 11/12.RC.L.5,
• ID 11/12.RC.L.5.a,
• ID 11/12.W.RW.1,
• IL RL.11-12.1,
• IL RL.11-12.3,
• IL W.11-12.1,
• IL W.11-12.2,
• IL W.11-12.4,
• IL W.11-12.9,
• IN 11-12.RC.1,
• IN 11-12.W.2,
• KS RL.11-12.1,
• KS RL.11-12.3,
• KS W.11-12.1,
• KS W.11-12.2,
• KS W.11-12.4,
• KS W.11-12.9,
• KY C.11-12.1,
• KY C.11-12.1.a,
• KY C.11-12.2,
• KY C.11-12.2.a,
• KY C.11-12.3.a,
• KY C.11-12.6,
• KY RL.11-12.1,
• KY RL.11-12.3,
• LA RL.11-12.1,
• LA RL.11-12.3,
• LA W.11-12.1,
• LA W.11-12.2,
• LA W.11-12.4,
• LA W.11-12.9,
• MA RL.11-12.1,
• MA RL.11-12.3,
• MA W.11-12.1,
• MA W.11-12.2,
• MA W.11-12.4,
• MA W.11-12.9,
• MD RL.11-12.1,
• MD RL.11-12.3,
• MD W.11-12.1,
• MD W.11-12.2,
• MD W.11-12.4,
• MD W.11-12.9,
• ME R.4.9-D.a,
• ME R.6.9-D,
• ME R.6.9-D.a,
• ME W.1.9-D,
• ME W.3.9-D,
• MI RL.11-12.1,
• MI RL.11-12.3,
• MI W.11-12.1,
• MI W.11-12.2,
• MI W.11-12.4,
• MI W.11-12.9,
• MN 11.4.1.1.,
• MN 11.4.3.3,
• MN 11.7.1.1,
• MN 11.7.2.2,
• MN 11.7.4.4,
• MN 11.7.9.9,
• MO 11-12.RL.1.A,
• MO 11-12.RL.2.D,
• MO 11-12.W.2.A,
• MO 11-12.W.3.A.a,
• MO 11-12.W.3.A.b,
• MO 11-12.W.3.A.d,
• MS RL.11.1,
• MS RL.11.3,
• MS RL.12.1,
• MS RL.12.3,
• MT RL.11-12.1,
• MT RL.11-12.3,
• MT W.11-12.1,
• MT W.11-12.2,
• MT W.11-12.4,
• MT W.11-12.9,
• NC RL.11-12.1,
• NC RL.11-12.3,
• NC W.11-12.1,
• NC W.11-12.1.g,
• NC W.11-12.2,
• NC W.11-12.2.h,
• NC W.11-12.3.g,
• NC W.11-12.6,
• ND 11-12.R.2,
• ND 11-12.R.6,
• ND 11-12.W.3,
• ND 11-12.W.6,
• NE LA.12.RP.2,
• NE LA.12.W.2,
• NE LA.12.W.4,
• NE LA.12.W.5,
• NH RL.11-12.1,
• NH RL.11-12.3,
• NH W.11-12.1,
• NH W.11-12.2,
• NH W.11-12.4,
• NH W.11-12.9,
• NJ RL.11-12.1,
• NJ RL.11-12.3,
• NJ W.11-12.1,
• NJ W.11-12.2,
• NJ W.11-12.4,
• NJ W.11-12.9,
• NM RL.11-12.1,
• NM RL.11-12.3,
• NM W.11-12.1,
• NM W.11-12.2,
• NM W.11-12.4,
• NM W.11-12.9,
• NV RL.11-12.1,
• NV RL.11-12.3,
• NV W.11-12.1,
• NV W.11-12.2,
• NV W.11-12.4,
• NV W.11-12.9,
• NY 11-12 R.1,
• NY 11-12 R.3,
• NY 11-12 W.1,
• NY 11-12 W.2,
• NY 11-12 W.5,
• OH RL.11-12.1,
• OH RL.11-12.3,
• OH W.11-12.1,
• OH W.11-12.2,
• OH W.11-12.4,
• OH W.11-12.9,
• OK 11.3.R.3,
• OK 11.3.W.2,
• OK 11.3.W.3,
• OK 12.3.R.3,
• OK 12.3.W.2,
• OK 12.3.W.3,
• OR RL.11-12.1,
• OR RL.11-12.3,
• OR W.11-12.1,
• OR W.11-12.2,
• OR W.11-12.4,
• OR W.11-12.9,
• PA CC.1.3.11–12.B,
• PA CC.1.3.11–12.C,
• PA CC.1.4.11–12.A,
• PA CC.1.4.11–12.B,
• PA CC.1.4.11–12.C,
• PA CC.1.4.11–12.D,
• PA CC.1.4.11–12.F,
• PA CC.1.4.11–12.G,
• PA CC.1.4.11–12.H,
• PA CC.1.4.11–12.K,
• PA CC.1.4.11–12.L,
• PA CC.1.4.11–12.S,
• RI RL.11-12.1,
• RI RL.11-12.3,
• RI W.11-12.1,
• RI W.11-12.2,
• RI W.11-12.4,
• RI W.11-12.9,
• SC E3.RL.11,
• SC E3.RL.5.1,
• SC E3.RL.8,
• SC E3.RL.8.1,
• SC E4.RL.11,
• SC E4.RL.5.1,
• SC E4.RL.8,
• SC E4.RL.8.1,
• SD 11-12.RL.1,
• SD 11-12.RL.3,
• SD 11-12.W.1,
• SD 11-12.W.2,
• SD 11-12.W.4,
• SD 11-12.W.9,
• TN 11-12.RL.KID.1,
• TN 11-12.RL.KID.3,
• TN 11-12.W.PDW.4,
• TN 11-12.W.RBPK.9,
• TN 11-12.W.TTP.1,
• TN 11-12.W.TTP.2,
• TX TEKS E3.10,
• TX TEKS E3.4,
• TX TEKS E3.4.F,
• TX TEKS E3.5.B,
• TX TEKS E3.5.C,
• TX TEKS E3.6,
• TX TEKS E3.6.A,
• TX TEKS E3.7,
• TX TEKS E3.9.A,
• TX TEKS E3.9.B,
• TX TEKS E3.9.B.i,
• TX TEKS E3.9.B.ii,
• TX TEKS E3.9.C,
• TX TEKS E4.10,
• TX TEKS E4.10.B,
• TX TEKS E4.10.C,
• TX TEKS E4.4,
• TX TEKS E4.4.F,
• TX TEKS E4.5.B,
• TX TEKS E4.5.C,
• TX TEKS E4.6,
• TX TEKS E4.6.A,
• TX TEKS E4.7,
• TX TEKS E4.9.A,
• TX TEKS E4.9.B,
• TX TEKS E4.9.B.i,
• TX TEKS E4.9.B.ii,
• TX TEKS E4.9.C,
• UT 11-12.R.5,
• UT 11-12.R.7,
• UT 11-12.W.1,
• UT 11-12.W.1.d,
• UT 11-12.W.2,
• UT 11-12.W.2.e,
• UT 11-12.W.3.e,
• VT RL.11-12.1,
• VT RL.11-12.3,
• VT W.11-12.1,
• VT W.11-12.2,
• VT W.11-12.4,
• VT W.11-12.9,
• WA RL.11-12.1,
• WA RL.11-12.3,
• WA W.11-12.1,
• WA W.11-12.2,
• WA W.11-12.4,
• WA W.11-12.9,
• WI R.11-12.1,
• WI R.11-12.3,
• WI W.11-12.2,
• WI W.11-12.2.a,
• WI W.11-12.2.b,
• WI W.11-12.3,
• WI W.11-12.3.a,
• WI W.11-12.3.b,
• WI W.11-12.3.c,
• WI W.11-12.4,
• WI W.11-12.9,
• WV ELA.11.1,
• WV ELA.11.20,
• WV ELA.11.21,
• WV ELA.11.23,
• WV ELA.11.28,
• WV ELA.11.3,
• WV ELA.12.1,
• WV ELA.12.20,
• WV ELA.12.21,
• WV ELA.12.23,
• WV ELA.12.28,
• WV ELA.12.3,
• WY RL.11-12.1,
• WY RL.11-12.3,
• WY W.11-12.1,
• WY W.11-12.2,
• WY W.11-12.4,
• WY W.11-12.9

Literary Devices

• AK RL.11-12.4,
• AR 11.RC.6.RL,
• AR 12.RC.6.RL,
• AZ 11-12.RL.4,
• CA 11-12.RL.4,
• CCSS RL.11-12.4,
• CO RL.11-12.4,
• CT RL.11-12.4,
• DC RL.11-12.4,
• DE RL.11-12.4,
• FL ELA.10.R.3.1,
• FL ELA.10.V.1.3,
• GA ELAGSE11-12RL4,
• HI 11-12.RL.4,
• IA RL.11-12.4,
• ID 11/12.RC.L.5.b,
• IL RL.11-12.4,
• IN 11-12.RC.11,
• IN 11-12.RC.13,
• KS RL.11-12.4,
• KY RL.11-12.4,
• LA RL.11-12.4,
• MA RL.11-12.4,
• MD RL.11-12.4,
• ME R.7.9-D,
• ME R.7.9-D.a,
• MI RL.11-12.4,
• MN 11.4.4.4,
• MO 11-12.RL.1.B,
• MO 11-12.RL.2.C,
• MS RL.11.4,
• MS RL.12.4,
• MT RL.11-12.4,
• NC RL.11-12.4,
• ND 11-12.R.5,
• NE LA.12.V.2,
• NH RL.11-12.4,
• NJ RL.11-12.4,
• NM RL.11-12.4,
• NV RL.11-12.4,
• NY 11-12 R.4,
• OH RL.11-12.4,
• OK 11.3.R.4,
• OK 11.4.R.2,
• OK 12.3.R.4,
• OK 12.4.R.2,
• OR RL.11-12.4,
• PA CC.1.3.11–12.F,
• RI RL.11-12.4,
• SC E3.RL.10,
• SC E3.RL.10.1,
• SC E3.RL.4.3,
• SC E3.RL.9,
• SC E3.RL.9.1,
• SC E4.RL.10,
• SC E4.RL.10.1,
• SC E4.RL.4.3,
• SC E4.RL.9,
• SC E4.RL.9.1,
• SD 11-12.RL.4,
• TN 11-12.RL.CS.4,
• TX TEKS E3.6.C,
• TX TEKS E3.8,
• TX TEKS E3.8.D,
• TX TEKS E3.8.E,
• TX TEKS E4.8,
• TX TEKS E4.8.D,
• TX TEKS E4.8.E,
• UT 11-12.R.8,
• VT RL.11-12.4,
• WA RL.11-12.4,
• WI R.11-12.4,
• WV ELA.11.7,
• WV ELA.12.7,
• WY RL.11-12.4,

Social-Historical Context

• AK RL.11-12.5,
• AL 11.CL.R.5,
• AL 12.CL.R.5,
• AZ 11-12.RL.5,
• CA 11-12.RL.5,
• CCSS RL.11-12.5,
• CO RL.11-12.5,
• CT RL.11-12.5,
• DC RL.11-12.5,
• DE RL.11-12.5,
• FL ELA.10.R.2.1,
• GA ELAGSE11-12RL5,
• HI 11-12.RL.5,
• IA RL.11-12.5,
• ID 11/12.VD.WB.2.d,
• IL RL.11-12.5,
• IN 11-12.RC.3,
• KS RL.11-12.5,
• KY RL.11-12.5,
• LA RL.11-12.5,
• MA RL.11-12.5,
• MD RL.11-12.5,
• ME R.8.9-D,
• ME R.8.9-D.a,
• MI RL.11-12.5,
• MN 11.4.5.5,
• MO 11-12.RL.2.A,
• MS RL.11.5,
• MS RL.12.5,
• MT RL.11-12.5,
• NC RL.11-12.5,
• NE LA.12.RP.4,
• NH RL.11-12.5,
• NJ RL.11-12.5,
• NM RL.11-12.5,
• NV RL.11-12.5,
• NY 11-12 R.5,
• OH RL.11-12.5,
• OR RL.11-12.5,
• PA CC.1.3.11–12.E,
• RI RL.11-12.5,
• SC E3.RL.12,
• SC E3.RL.12.2,
• SC E4.RL.12,
• SC E4.RL.12.2,
• SD 11-12.RL.5,
• TN 11-12.RL.CS.5,
• TX TEKS E3.7.C,
• TX TEKS E4.6.C,
• TX TEKS E4.7.C,
• UT 11-12.R.10,
• VT RL.11-12.5,
• WA RL.11-12.5,
• WI R.11-12.5,
• WV ELA.11.8,
• WV ELA.12.8,
• WY RL.11-12.5,

Themes & Motifs

Central theme.

• AK RL.11-12.2,
• AR 11.RC.1.RF,
• AR 11.RC.2.RF,
• AR 12.RC.1.RF,
• AR 12.RC.2.RF,
• AZ 11-12.RL.2,
• CA 11-12.RL.2,
• CCSS RL.11-12.2,
• CO RL.11-12.2,
• CT RL.11-12.2,
• DC RL.11-12.2,
• DE RL.11-12.2,
• FL ELA.10.R.1.2,
• GA ELAGSE11-12RL2,
• HI 11-12.RL.2,
• IA RL.11-12.2,
• ID 11/12.RC.TC.1,
• IL RL.11-12.2,
• IN 11-12.RC.2,
• IN 11-12.RC.5,
• KS RL.11-12.2,
• KY RL.11-12.2,
• LA RL.11-12.2,
• MA RL.11-12.2,
• MD RL.11-12.2,
• ME R.5.9-D,
• ME R.5.9-D.a,
• ME R.5.9-D.b,
• MI RL.11-12.2,
• MN 11.4.2.2,
• MO 11-12.RL.1.D,
• MS RL.11.2,
• MS RL.12.2,
• MT RL.11-12.2,
• NC RL.11-12.2,
• ND 11-12.R.3.b,
• ND 11-12.R.4,
• NE LA.12.RP.1,
• NE LA.12.RP.6,
• NH RL.11-12.2,
• NJ RL.11-12.2,
• NM RL.11-12.2,
• NV RL.11-12.2,
• NY 11-12 R.2,
• OH RL.11-12.2,
• OH RL.11-12.2.a,
• OK 11.2.R.1,
• OK 12.2.R.1,
• OR RL.11-12.2,
• PA CC.1.3.11–12.A,
• RI RL.11-12.2,
• SC E3.RL.6,
• SC E3.RL.6.1,
• SC E4.RL.6,
• SC E4.RL.6.1,
• SD 11-12.RL.2,
• TN 11-12.RL.KID.2,
• TX TEKS E3.4.G,
• TX TEKS E3.6.B,
• TX TEKS E4.4.G,
• TX TEKS E4.6.B,
• UT 11-12.R.6,
• VT RL.11-12.2,
• WA RL.11-12.2,
• WI R.11-12.2,
• WV ELA.11.2,
• WV ELA.12.2,
• WY RL.11-12.2,