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Exploring the meaning of your dreams essay

Encourage students to explore the concept of the American Dream by discussing such questions as: Do you believe the American Dream has changed over time? Do all US citizens have equal opportunities to achieve the American Dream? What do you based your opinion on? Is the belief in the American Dream necessary to society?

How do you personally define the American Dream?

  1. Remind students of the due date for the entire paper all three sections as noted on the assignment sheet. Dreaming for big goals are very important and they can even be dreams that change the course of your entire life.
  2. They have earned some degree of respect.
  3. One might strive toward a particular goal to win a championship, become vice president or raise healthy children or toward a condition of fulfilment happiness, spiritual salvation, financial security, wisdom.
  4. Two things can be connected physically, for example when they are nailed together, or when one of them exerts a gravitational or magnetic pull on the other.

Immediately after the reading, ask students to freewrite briefly about their reactions to the piece, focusing in particular on what Steinbeck says about the American Dream. Ask students to share their freewrites.

Dreams are very important

Use their responses to refine the definition and meaning of the American Dream on the board. If students were not able to read the piece for homework, share it with them in class. Ask students to freewrite, expressing their reactions to this piece and commenting in particular on how young women in contemporary times define the American Dream. Sample comments from students: Use their responses to continue to refine the definition and meaning of the American Dream.

Ask students to point out how she uses specific data from interviewees to draw her conclusions. Have students note how she implements direct quotations from the interviews to illustrate specific points. Introduce students to the idea that they will be conducting their own interviews on the meaning of the American Dream. Pass out The American Dream Project assignment sheet and read exploring the meaning of your dreams essay aloud with students. Note in particular the three stages of the paper: Discuss the idea of coming of age i.

These should be people they would be able to interview, preferably in person though possibly in a phone conversation. Students may not be able to come up with a person s for each decade; however, this list will help to expedite student choices in the next class session.

Session Three Choose decade groups, using the lists of potential interviewees which students created for homework. This works best if students have input into choosing which decade they will interview a person from. Remind students that they do not have to know their interviewee well, and that in fact, in most interview situations, the interviewer does not know the interviewee. Be sure to have an equal number of people in each decade group so that they all have roughly the same amount of material to work with.

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Brainstorm a short list of possible interview questions see attached sample listand discuss strengths and weakness of potential questions. Review with students general guidelines for conducting an interview i. Addtionally, you may choose to share the sample student interview audio with the class so that students have a better understanding.

Remind students of the specific date when the two-page interview must be completed and brought to class see assignment sheet.

The meanings of life

Emphasize the importance of having the paper in class on that day since students will be sharing their data. Session Four Ask students to sit in small groups according to decade i. Ask each student to read the interview portion of the paper aloud to the group while other group members take notes on what they hear.

Allow sufficient time for this reading and for students to ask questions of one another. When all interviews have been presented, tell students to discuss the data and begin to draw conclusions about the meaning of the American Dream for that particular decade.

Encourage lively and thoughtful discussion, and remind students to not settle for easy conclusions but to think deeply about the data. Explain to students that not everyone in the group will necessarily draw the same conclusions, and that that is a function of interpretation of data.

While students are working in groups, circulate the classroom to help guide student discussion and to assure that the interview pieces are written in the correct style and format.

Chasing the Dream: Researching the Meaning of the American Dream

If, at the conclusion of class, students feel they need more data, allow time for them to reconnect with their interviewees and then share that additional material with their group during another class session. Remind students of the due date for the entire paper all three sections as noted on the assignment sheet.

This is the session during which the students will hand in their completed papers, so this session might be a week or so after Session Four. Ask students to again meet in their small groups according to decade and share their final conclusions as presented in their papers.

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Hang the posters and ask each group to present their findings to the entire class. Encourage them to support their findings with data from their interviews. Conduct a class discussion on how the American Dream has or has not changed throughout the decades from 1950 to the present. Ask students to consider the Time Magazine questions: Ask them to compare and contrast their responses.

At the conclusion of the class discussion, collect all student papers all three parts. Vega was born in Spanish Harlem and struggles in her pursuit of the American Dream in a very different social milieu.

Students interested in music might want to explore music that focuses on the American Dream. An excellent selection of songs can be found on the Rock and Roll Hall of Fame website. The requirements for each section are outlined in the assignment sheet and can be graded accordingly. A teacher might choose to weight the three sections as follows: Students might also write a short reflection discussing their reaction to the design of the project in terms of conducting interviews, collaborating in small groups, and using authentic research to draw conclusions.