The American Dream in Lorraine Hansberry's A Raisin in the Sun "A Raisin in the Sun" by Lorraine Hansberry is about living the "American Dream". Hansberry wrote her story in 1959. The "American Dream" that she describes and the one that currently exists are vastly different. In 1959, the dream was to work hard and live a comfortable life. American’s believed that you would live a good life as long as you had your family and had food on the table. Let’s fast forward to 2003. The "American Dream" is to have two cars, a glamorous house, a pool, a 40 hour a week job, and oodles of "stuff". I define stuff as material possessions such as DVD’s, video games, and TV’s. When did the dream go from being happy to having tons of material possessions? I am devising a tipping point strategy to change the "American Dream" back to having a close relationship with your family, working hard, and being happy. By changing the dream, Americans will be happier and have less stress in their life. The new "American Dream" is strongly engraved into the minds of society. It will be difficult to "tip" back the other way. The change will not happen suddenly. It can only happen slowly, and over a long period of time. The change from Hansberry’s dream and the current dream also took years to change. The Law of the Few plays a huge role in changing the dream. To tip the dream in the better direction, some people that are influential in society need to adopt this dream as their own. If a man as successful as Bill Gates decided that he wanted a more laid back, it would do a great deal to attract others to do so as well. In retrospect, if I adopted this dream, no one would care. Bill Gates is considered a connector in our society. He has done much to improve our technology. That is why he would be more likely to cause a "social epidemic" than I would. The second factor that would have to be dealt with in changing the "American Dream" is the stickiness factor. Let’s use Bill Gates as the example again. If he went on TV proclaiming that he was a billionaire, no one would listen. Even if they did listen, they would not remember. If Gates went on TV and said he was only going to work part time and he was going to give most of his money to charity, people would listen.
Aubrey, Bryan. “Critical Essay on ‘Romeo and Juliet’.” Drama for Students. Ed. Anne Marie Hacht. Vol. 21. Detriot: Gale, 2005. Literature Resource Center. Web. 4 Dec. 2013.
We were raised considering the jobs we could do in the future and the universities we may attend; we heard that hard work and dedication was the only essential to fly in this world. Everyone was aware of the standard of living that was expected and few hesitated to buy into the legendary dream. The American Dream itself is what we all grew up desiring. Suburban homes, multiple cars, hefty paychecks and fantasy vacations are its elements. The American Dream is exclusive and unsatisfying at its core.
While Tybalt is to be held accountable, Romeo’s and Juliet’s tragic flaw, impulsivity, contributes greatly to their death. It was understood among everyone that their relationship was moving too hastily. Within seconds of meeting, the two had already
... play. The story follows all of Aristotle’s guidelines and therefore must be viewed as a true Aristotelean tragedy: “for there never was a story of more woe/ then this of Juliet and her Romeo” (V, iii, 309-310).
“Feather of lead, bright smoke, cold fire, sick health, still-waking sleep, that is not what this is” (Shakespeare 1.1. 179-180). A string of contradictions explain the love story of Romeo and Juliet, a contradiction. Some critics consider this story a tragedy because Shakespeare once wrote; “the fault is not in our stars but in ourselves”. While others say it does not follow the standard Aristotelian form of tragedy (Krims 1). Romeo and Juliet can not be a tragedy because no flaw causes them to fall, the lovers, could not have controlled fate, and family and friends assisted them to their deaths.
In 1931 when the American Dream arose, Americans believed that the harder one worked, the more one would prosper (Meacham, 2012). In other words, they strongly believed that the American Dream was gaining a better, richer, happier life. Today, the American Dream is still hoping to earn a college degree, get a good job, buy a house, and start a family, but according to MetLife’s fifth annual survey, 41% of the respondents said it was about personal fulfillment, while most American’s say it is out of reach for many (White, ...
The American Dream, recognized as being the earning of a college degree, the owning of one 's own home, taking vacations and experiencing upward social mobility, is a very important belief that helped create the success that America is today. Many people believe that anyone who works hard and has determination can achieve this American Dream. In this day and age, experiencing the American Dream is believed to no longer be as available to Americans as it once was. The economy and corporate America have had a strong impact on the availability to reach this state of success. Everyone wants to live the American Dream, whether they know it or not. I have never met a person who did not want to become successful. Even I had a strong belief that the
For many, the American Dream is associated with the ability to make gains based on hard work, in much of a rags to riches way. However, the dream now associated with equal opportunity to get ahead is dead, in same ways regressing the country to the early 19th century in which there was a small circle of extremely wealthy robber barons and the majority of people were very poor. The Progressive Era changed all of that, and throughout the mid and late 20th century the American Dream was very possible. Regardless, due to the fact that most of the resources vital to success are now owned by the top 1% the traditional American Dream is a concept that is only accessible to the wealthy of American society. This allows the affluent to make investments
The world is made up of many different types of people, each one having his or her cultural background. Over the years, the United States has become increasingly populated with cultural diversity. This influx has prompted school administrators to recognize the need to incorporate multicultural programs into their school environment including classroom settings, school wide activities, and curriculum as it becomes more evident that the benefits of teaching cultural diversity within the school setting will positively influence our communities, and ultimately the entire nation’s future. The purpose of this paper is to share the pros and cons of multicultural education in the classroom. Additionally, I will express my views compared to those in the reading requirements for this assignment, as well as, new knowledge obtained through the research. Finally, I will share situations where I was challenged introducing a multicultural issue during a class.
Romeo and Juliet is a true Aristotelian tragedy because the characters have tragic flaws, an anagnorisis, and the affects of minor characters. To start of Romeo and Juliet’s tragic flaw is that their love is too good for our world. As it says in an article by Thrasher, Romeo and Juliet’s love is “too perfect and passionate for their world” (79). Romeo and Juliet love each other so much that this causes their downfall and eventually their deaths. Love is passionate and Romeo and Juliet’s love is pure and far to good for our world. Romeo and Juliet each also have an anagnorisis. An anagnorisis is recognizing of a reversal of fortune. This happens for Romeo when he cries out “O, I am fortune’s fool!” (III, I, 130). He realizes his mistake that changed his life. Romeo realizes his bad fortune and the fact that “fortune” is playing games with him. JULIETS AGNORISIS. The affect of minor characters also makes Romeo and Juliet a true Aristotelian tragedy. Friar Lawrence and the Prince play very important roles in the play. Friar Lawrence marries Romeo and ...
Diversity in classrooms can open student’s minds to all the world has to offer. At times diversity and understanding of culture, deviant experiences and perspectives can be difficult to fulfill, but with appropriate strategies and resources, it can lead students gaining a high level of respect for those unlike them, preferably than a judgmental and prejudiced view.
Garcia, E. (2002). Student cultural diversity: Understanding and meeting the challenge (3rd Ed.). New York, NY: Houghton Mifflin Company.
The cultural diversity in society, which is reflected in schools, is forcing schools not to solely rely on content-centered curriculum, but to also incorporate student-centered lesson plans based on critique and inquiry. This requires multicultural education to a dominant part of the school system, not just an extra course or unit. Further, it demands that learning itself no longer be seen as obtaining knowledge but rather, education be seen as creating knowledge. Multicultural education should be seen as affirming the diversity of students and communities, promoting the multicultural ideas of the United States, and building the knowledge and behaviors needed for students to be a positive and contributing member of society and the global community as a whole.
The world is currently undergoing a cultural change, and we live in an increasingly diverse society. This change is not only affect the people in the community but also affect the way education is viewed. Teaching diversity in the classroom and focusing multicultural activities in the programs can help improve positive social behavior in children. There is no question that the education must be prepared to embrace the diversity and to teach an increasingly diverse population of young children.
In conducting her research, the author understood that she needed to describe key issues of culturally diverse students, recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected. In reading Cultural and Linguistic Diversity: Issues in Education (2010), s...