The Purpose
The Purpose
In order to understand and appreciate a work of literature, it is important to understand its setting. You are going to find out about the setting--the time and place--of the play Fences.
The Task
1. You are going to be composing a web page. Search the list below in order to assemble a "resource bank" of texts, photos, video clips, and music that reflect the period, background, and social situation of either the playwright, August Wilson, or of the characters in his play, Fences--the protagonist Troy Maxson in particular. Wherever possible, try to connect your resources to the semester theme of "The American Dream."
2.
Your collection should include at least the following:
4. Before you save your work, make sure that you check it against the grading rubric below.
5. When you have finished your work, you may do a skills walk (with your hands behind your back) to help your classmates finish their pages. Remember: you do not know whom you will be grouped with for the cooperative project.
Websites
| Commentary on the play. |
Class notes from Contemporary Drama Class (English 331) at the University of Indiana. http://english.uindy.edu/english_331_docs/fences.htm "Inspired by August Wilson." A project of Humboldt State University,
Arcata, California.
Brief commentary and study questions from San Francisco United District
Schools.
|
| About the playwright. |
Brief Biography from African.com. http://www.africana.com/research/encarta/tt_120.asp Biographical information and commentaries on his plays.
"Inspired by August Wilson." A project of Humboldt State University,
Arcata, California.
The Hill District: Home of August Wilson.
|
| About the Negro Leagues. | "Welcome to Shadowball: The Story of the Negro Leagues"
http://library.thinkquest.org/3427/ "Negro League Baseball."
"The Pittsburgh Crawfords"
"The Homestead Grays"
|
| General history of the period. | From Kingwood College Library "American Cultural History: 1950-1959."
http://nhmccd.edu/contracts/lrc/kc/decade50.html |
| Poetry of the Harlem Renaissance and afterwards. | "Poetry Exhibitions: Poetry of the Harlem Renaissance and Beyond."
In particular, look for poems that deal with the theme of dreams, especially
American
Dreams.
http://www.poets.org/exh/Exhibit.cfm?prmID=7 |
| "The African-American Odyssey: the Civil Rights Era." U.S. Library of Congress, American Memory Collection. | For information on the African-American experience after World War
II.
http://memory.loc.gov/ammem/aaohtml/exhibit/aopart9.html |
| The Blues. | "Blues, Gospel." U.S. Library of Congress American Memory Collection.
http://memory.loc.gov/ammem/ftvhtml/ftvhome.html Look under "Projects: Collection of American Blues (inspired by August
Wilson" on the Humboldt State site.
|
The Rubric
4= Good. The writer has demonstrated an understanding of the context of the play. Materials are clearly organized, and the selection of the elements is generally clearly explained. All or almost all of the information is from reliable sources. The presentation may be awkward or unattractive.
3= Acceptable. The writer demonstrates at least some understanding of the content. The materials may be haphazardly assembled, and the selection may be unclear in places. A substantial amount of the work may be from unreliable sources. The page may be missing one or two elements. The presentation may be awkward or unattractive.
2= Poor. These presentations are characterized by a combination of the following faults. The materials may be haphazardly assembled, and some of the selections may not be clearly related to the play, the playwright, or the American Dream Theme . There may be 1-3 items missing. The presentation may be awkward or unattractive.
1= Unacceptable. The writer has not demonstrated any understanding of the context of the play. The elements on the page are difficult to relate to the work. The page may be missing more than three elements.
Last updated June 2004