Teacher’s Guide
A Raisin in the Sun
Reading Level
Genre/Length
Language Register
Content Load
Selected Awards
Lexile NP
Drama; 192 pages
Slang, Dialect, Stage Directions
Racism, Poverty, Urban America
New York Drama Critics Circle Award
THE EXCHANGE QUESTION
How do communities unite and
divide us?
This book contains mature content. Educators and parents should read the
book and determine its appropriateness for use with their students.
Overview
Background The title, A Raisin in the Sun, comes from a poem by Langston
Hughes called “A Dream Deferred” in which Hughes personifies what happens to
unfulfilled dreams. He offers a sequence of images in which the dream dries up
like a raisin, sags like a heavy burden, or finally explodes. These images express
the frustration and tension that threaten to destroy the dreamer.
Between 1940 and 1960, Chicago’s black population had increased dramatically
during the period known as the Great Migration, as many African Americans
moved to escape the oppression in the South. As a result, overcrowding became
a serious issue in poor black neighborhoods. These living conditions exacerbated
the frustrations that many African Americans felt as marginalized members of a
segregated society.
Book Summary The play delves into the demoralizing effect that poverty and
racism have on African Americans. The Youngers are a poor African American
family who live in the projects of Chicago’s Southside. The drama traces the dreams
of each member in the Younger family when they receive a large insurance check
and must decide what to do with the money.
About the Author
Lorraine Hansberry was born on May 19, 1930. She grew up in Chicago’s
Southside projects, but her family moved to a white neighborhood in 1938, despite
its restrictions on racial integration. Her father fought for his right to live in this
neighborhood, eventually claiming victory in the U.S. Supreme Court.
Hansberry became interested in drama in high school and later attended the
University of Wisconsin. She moved to New York City in 1950 and became
immersed in the city’s political scene, working as a journalist for Paul Robeson’s
Freedom magazine.
A Raisin in the Sun debuted on Broadway on March 11, 1959. It was the first
play written by an African American woman that was produced on Broadway. At
twenty-nine, Lorraine Hansberry was the youngest playwright given the New York
Drama Critics Circle Award. Critics lauded her as the progressive new voice of
her generation.
Teacher’s Guide
page
1 of 13
© Hampton-Brown
A Raisin in the Sun
Student Journal, page 1
Reading the Book
Name:
There are several options for reading A Raisin in the Sun.
They include:
Student Journal
• Whole Class Assign sections of the book and discussion dates
using the planner on Student Journal, page 1. After students
read a section and respond to the corresponding Student
Journal pages, have a class discussion. At the end of the book,
the class meets for The Exchange.
A Raisin in the Sun
by Lorraine Hansberry
Reading Schedule
Group members: _____________________________________________________________
_____________________________________________________________________________
• Small Groups Read the book Introduction with the group.
Group members then read an agreed-upon number of pages,
complete the corresponding Student Journal pages, and meet
to discuss. When they finish the book, they meet again for The
Exchange. Use the planner on Student Journal, page 1 to
establish meeting times.
A Raisin in the Sun
Student Journal
Introduction
Pages 2–4
Act I
Pages 5–6
Act II
Pages 7–8
Act III
Pages 9–10
Due Date
Discussion Date
The Exchange
Assessment
• Independently Students read the book on their own and
then meet as a group for The Exchange. Use the planner on
Student Journal, page 1 to establish the meeting time.
How do
communities
unite and
divide us?
• Guided Reading Have students read Student Journal,
page 2 and monitor their discussion of the What If? scenario.
Read aloud the book Introduction to give students background
on the book. As students read, use the Before You Move On
questions to guide comprehension. Use the Look Ahead to set
a focus for reading the next set of pages. At the end of each
section, assign the appropriate Student Journal pages. Discuss
the pages before starting the next section. Establish a date for
The Exchange and record it on the planner.
Student Journal, page 2
A Raisin in the Sun
Getting Started
What If?
Getting Started
Your town is deciding what to do with an empty plot of land. There is
a big debate in your community about what should be built there. The
kids in the town want a skateboard park. The senior citizens want a
community garden.
Have students read What If? on Student Journal, page 2
and discuss the scenario. Encourage students to describe the
similarities and differences between the scenario and their lives and
imagine how the situation would affect them.
You love to skateboard. You would love a skateboard park nearby.
Your dad agrees that a skateboard park in the area would give kids
something to do. But your grandmother would really like a place to
garden. Your mother thinks a garden will keep your grandmother active.
No one in your family can agree about the issue. Soon, everyone
is arguing.
Make notes about how this would affect you.
• Have students write their responses to the three questions below
the scenario and compare answers with a partner or the group.
• How do you keep this issue from dividing your family?
• How would you encourage your family to solve the problem?
• What might the community do to solve the situation?
• Have students discuss how the situation might relate to The
Exchange question and then write a brief summary of their
discussion in the Student Journal.
Connect to The Exchange Question Discuss how this situation
could relate to The Exchange Question: How do communities unite
and divide us? Summarize your discussion.
Teacher’s Guide
page
2 of 13
© Hampton-Brown
A Raisin in the Sun
Student Journal, page 3
Introduction
A Raisin in the Sun
Have students read the book Introduction. Check their
comprehension with the three follow-up questions on Student
Journal, page 3.
Introduction
Read the Introduction on pages 7–9 in A Raisin in the Sun. The
Introduction will help you understand key concepts in the book. Knowing
them will help you discuss and write about the book.
The Introduction includes information about
• the setting of the story—Chicago’s Southside in the 1950s
• Lorraine Hansberry’s writing style
• the historical importance of A Raisin in the Sun
After you read the Introduction, answer these questions to check your
understanding.
1. What were the living conditions like for African Americans on the
Southside of Chicago during the 1950s?
African Americans often lived in poor conditions. Their
apartment buildings were old, unsafe, and crowded. Many
white Americans thought of them as second-class citizens.
2. How did Hansberry try to make her plays seem realistic?
She wrote about the daily struggle of African Americans
against prejudice. She used the slang and phrases of African
Americans on the Southside. She included important aspects
of their culture and religion.
3. Why is A Raisin in the Sun historically important?
It was the first play produced on Broadway written by an
African American woman. It showed her characters, the
Younger family, in a realistic light. All audiences could see
how a typical African American family dealt with prejudice
in their daily lives.
Student Journal, page 4
Introduction: Key Concepts
A Raisin in the Sun
Have students study the first Key Concept with the help of the
graphic organizer on Student Journal, page 4. After studying the
example, they should create similar graphic organizers to focus
their understanding of the remaining Key Concepts.
Introduction: Key Concepts
Personal Experience Chart
Key Concepts
Study the Personal Experience Chart for ambition. Write a sentence
using the word ambition.
ambition
confront
goal
identity
prejudice
Personal Experience Chart
Key Concept:
Define or rename:
ambition
strong desire to achieve a goal
Specific Examples
People work hard
to achieve their
ambitions.
Many students have
an ambition to go to
college.
If an athlete has talent
and ambition, he or
she might compete in
the Olympics.
Personal Connection: ___________________________________________________
_________________________________________________________________________
On a separate sheet of paper, create a similar Personal Experience
Chart for each of the Key Concept words.
Teacher’s Guide
page
3 of 13
© Hampton-Brown
A Raisin in the Sun
Pages 13–84
Answers for Before You Move On
Student Journal, page 5
Act I
A Raisin in the Sun
PAGE 35
1. Text Features What does the description of the Youngers’
apartment on pages 13–14 tell you about the family? They
are poor and live in a small, crowded apartment.
2. Conflict How do Ruth and Beneatha feel about the check?
How does Walter feel the money should be used? Both
women feel Mama should spend the money the way she
wants to. Walter wants the money to invest in a liquor store.
PAGE 53
1. Character Mama wants to use most of the money to buy
a new home. What does this tell you about her? Mama is
the wise head of the family. Her home and family define
her identity.
Respond to Act I
1. Personal Response Walter feels like his family does not understand
him or support his dreams. Describe a time you felt misunderstood by
someone close to you. What did you do about it?
2. Minor Character How is the character of Willy Harris important to
Walter’s goals and ambitions? Use the words goal and ambition in
your response.
Willy Harris’s ambition is to open up a liquor store. If Walter
gives Willy the insurance money, they can put a down
payment on a liquor store, and Walter can achieve his goal
of being a small business owner.
3. Genre How do the stage directions in this play help to communicate
the characters’ moods and feelings?
The stage directions dictate how characters should speak
their lines, such as “beseechingly.” They also indicate
movement and action. This allows the reader, or the
audience, to observe the characters’ body language.
4. Generate Questions Write a question about this section for someone
else reading this book. Exchange questions with them. Do you agree
with their answer?
2. Comparisons Reread pages 45–49. How is Beneatha
different from Ruth and Mama? Beneatha is educated and
more modern. She questions and challenges Mama’s beliefs.
She will not marry a man simply because he is wealthy.
PAGE 70
1. Character’s Point of View Reread pages 59–60. Why might
Ruth be unhappy about her pregnancy? Ruth feels the family
does not have enough money or space for another person.
2. Paraphrase Asagai explains Beneatha’s nickname as “One
for Whom Bread—Food—Is Not Enough.” What does it
mean? Asagai understands that she wants to feel connected
to her heritage. She wants more than money.
Student Journal, page 6
A Raisin in the Sun
Respond to Act I, continued
5. Make Predictions In Act I, you learn about the characters, setting, and
plot of the play. Read the goals of Walter, Beneatha, and Mama in the
circles. Then describe the setting and plot of the beginning of the play.
Character Setting Plot Chart
Character:
Character:
Character:
Walter wants
to open a liquor
store.
Beneatha wants
to become a
doctor.
Mama wants
her family to be
happy and to live in
a house of their
own.
PAGE 84
Setting:
1. Cause and Effect Reread pages 80–81. Walter wants a
better life. What makes him feel this way? Walter feels
oppressed by poverty and racism. He hates his job as a
chauffeur; he wants a better future.
2. Conclusions On page 82, what difference does Mama
finally see between herself and her children? Mama’s
generation was concerned with freedom, safety, and other
basic needs. Her children want to be acknowledged by all
of society.
Teacher’s Guide
page
4 of 13
a small apartment
on Chicago’s
Southside
Mama is waiting to receive a check for
$10,000. Everyone wonders how she will
spend the money. Walter’s wife, Ruth, just
found out she is pregnant.
Plot:
Do you think the arrival of the insurance check will change the family? How
might it change them? What makes you think this?
The money could help members of the family obtain their
goals. It could also lead to conflicts among the family
members because they each have different goals.
© Hampton-Brown
A Raisin in the Sun
Pages 85–157
Answers for Before You Move On
Student Journal, page 7
Act II
A Raisin in the Sun
PAGE 98
1. Character’s Point of View Reread pages 91–92. Why does
George get angry about Beneatha’s connection to African
culture? George thinks Beneatha’s beliefs about her identity
are silly. He feels that African culture is simple and primitive.
2. Predict Which man do you think Beneatha will choose to
marry? Explain your answer. She would likely choose Asagai
because he shares her respect for heritage.
PAGE 110
1. Character’s Motive Reread pages 104–105. Why does
Mama choose to tell Travis first how she spent the money?
Travis represents Mama’s hope for a brighter future.
2. Irony Why is Walter’s comment about peace and comfort
on page 107 ironic? Walter doesn’t think living in a white
community will bring peace or comfort.
Respond to Act II
1. Personal Response Beneatha wears African robes and dances to
African music. With what culture do you identify most? How do its
traditions, such as music or clothing, express who you are?
2. Irony What is ironic about Mr. Lindner’s visit as a representative of the
New Neighbors Orientation Committee? Use the words prejudice and
confront in your response.
The New Neighbors Orientation Committee is supposed to
welcome new neighbors. Mr. Lindner visits the Youngers
to ask them not to move into the neighborhood. They must
confront the committee’s prejudice, instead.
3. Comparisons How do George Murchison and Asagai view the world
differently? How does this affect their view of Beneatha?
George Murchison thinks African Americans should forget
about their culture and assimilate to white culture. He
despises Beneatha’s strength. Asagai thinks heritage and
culture are important. He admires Beneatha’s strength.
4. Generate Questions Write a question about this section for someone
else reading this book. Exchange questions with them. Do you agree
with their answer?
PAGE 129
1. Inference Reread pages 115–121. What is the purpose of
Mrs. Johnson’s visit? While she pretends to be concerned,
her real purpose is to tell them about the bombing.
Student Journal, page 8
A Raisin in the Sun
2. Character On pages 126–129, what dream does Walter have
for himself? What does he want to give Travis? Walter dreams
of material success. He wants his son to have a future.
Respond to Act II, continued
5. Confirm Predictions In Act II, the insurance check arrives. List the
events and the outcome related to Walter’s goal to open a liquor store.
Use the Goal and Outcome Chart to answer the question.
Goal and Outcome Chart
Goal
PAGE 143
1. Cause and Effect How does Walter change after Mama
gives him control over the rest of the insurance money?
He feels optimistic and responsible. He acts more loving.
2. Summarize Reread pages 136–141. How does Lindner try
to convince the family not to move into Clybourne Park?
Lindner bribes them by offering to buy their home.
Walter wants
to buy a liquor
store.
Outcome
He
loses
the
money.
Events
Mama gives
Walter the
money and
names him
head of the
household.
Walter gives
Willy all of the
money and
does not put
any of it in the
bank for the
other members
of the family.
PAGE 157
1. Mood Reread pages 152–155. How does Bobo’s news
affect the mood of the play? Despair replaces the hope and
excitement the family felt when they received the check.
Was your prediction about what would happen to the Younger family when
the money arrived correct? Are you surprised by what happened?
2. Inference Reread page 156. What did the insurance money
represent to Mama? The money represented a lifetime of
hard work and all her husband tried to give them.
Teacher’s Guide
page
5 of 13
© Hampton-Brown
A Raisin in the Sun
Pages 158–185
Answers for Before You Move On
Student Journal, page 9
Act III
A Raisin in the Sun
PAGE 171
1. Summarize Reread pages 165–166. What is Asagai’s
dream? How is Beneatha a part of his dream?
Asagai’s dream is to go to Nigeria to help his people. He
wants Beneatha to join him and become a doctor in Africa.
2. Character’s Point of View Mama has always been strong.
Why does she want to give up her dream now?
Mama begins to fear that her dreams were too grand, and
too many things have gone wrong. She no longer thinks she
has the strength or ability to fulfill her dream.
PAGE 185
1. Conclusions Reread pages 180–181. What inspires Walter
to stand up for his family and refuse Lindner’s offer?
Walter cannot accept Lindner’s bribe in front of his son.
Despite his desperation, pride and dignity are more
important to him than the money.
2. Inference On page 185, Mama returns to take her plant with
her. Why is this plant so important to her?
The plant represents the family’s dreams that Mama has
nurtured all these years. Just as she refuses to give up on
the plant, so does she refuse to give up on her family.
Respond to Act III
1. Personal Response Walter tells Mr. Lindner that he and his family
have worked hard all of their lives. This shows his pride. What are you
proud of that took a lot of hard work?
2. Conclusions Reread pages 174–176. How does Mama’s speech
about earlier generations of her family express her identity? What
does she suggest about Walter’s identity? Use the word identity in
your response.
Mama’s identity is connected to the generations of slaves
and sharecroppers who were poor but never compromised
self-worth for money. She thinks Walter’s willingness to take
a bribe shows that he has foresaken his identity.
3. Symbolism What does Mama’s plant symbolize? Why does she
continue to care for it, even though it looks sick and will not grow?
The plant symbolizes the struggle and survival of the family.
Mama continues to nurture it, even though it is small and
sick, because she refuses to give up on it.
What If?
4. Connect Look at your notes on Student Journal, page 2. Think about what might
happen if you were part of a group that was divided over an issue. Compare this to A
Raisin in the Sun. How do the Youngers keep the community from tearing them apart?
Student Journal, page 10
A Raisin in the Sun
Respond to Act III, continued
5. Theme When Walter loses the money, everyone feels as if they have
lost what they most wanted. Use the Table to list what Walter, Mama,
and Beneatha lost and how each of them resolved their problem.
Table
Walter
Mama
Beneatha
The Things He/
She Lost
the money to
open the store;
respect of his
family
the money
to pay for
a home;
respect for
her son
the money
to pay for
medical
school
How the Problem
Was Resolved
Walter regains
his pride by
confronting
Mr. Lindner.
They decide
to move
anyway. She
respects
Walter.
Asagai
convinces
her that she
can be of
more help
to people in
Africa.
How does the conclusion of the play connect to the theme of Where
We Belong?
In the last Act, the characters struggle with different ideas
of where they belong. Walter thinks he needs respect in
the business community but finds it at home. Mama thinks
she dreamed too big, but Walter convinces her otherwise.
Beneatha realizes she belongs in Africa with Asagai.
Teacher’s Guide
page
6 of 13
© Hampton-Brown
A Raisin in the Sun
A Raisin in the Sun, inside back cover
Exchange Discussion
THE QUESTION
How do communities unite and divide us?
Review the work you did in your Student Journal. Take
your book and your Journal with you to The Exchange
book discussion.
EXCHANGE IDEAS
• How does Lindner’s offer threaten to divide the Younger family?
After Walter loses the insurance money, he decides to take
Lindner’s offer and sell the house to the association. Beneatha
and Mama are disappointed that Walter would give in to
Lindner. They feel he is destroying their family pride.
• Tell the group why you would recommend or not
recommend this book.
• Compare this play to something it reminded you
of, such as another play, a movie, a song, or a
personal experience.
• Has this book changed the way you think about
something in your life? Explain.
THE QUESTION
• The play demonstrates how an entire family can work together
to fulfill a dream. How does your family or community unite to
support a dream? What have you sacrificed to make a dream
come true?
How do communities unite and divide us?
• How does Linder’s offer threaten to divide the
Younger family?
• The play demonstrates how an entire family can
work together to fulfill a dream. How does
your family or community unite to support a dream?
What have you sacrificed to make a dream come true?
• Walter disagrees with the rest of the family about
how to spend the money. Have you ever disagreed
or made a decision that was unpopular with a group
you belonged to? What was the outcome? How did it
divide or unite the group?
• Walter disagrees with the rest of the family about how to spend
the money. Have you ever disagreed or made a decision that
was unpopular with a group you belonged to? What was the
outcome? How did it divide or unite the group?
REFLECT
Summarize your Exchange. How did this book change the
way you see something? What questions do you still have?
How will you answer them?
Discussion Rubric
Evaluate the Discussion
Evaluate the Discussion
Use the reproducible master from page 8 of this Teacher’s Guide
to evaluate The Exchange discussion. The form may also be used
by students for group assessment.
Excellent
Good
Fair
Everyone participated.
Most people participated.
Only a few people
participated.
Everyone spoke clearly.
Most people spoke clearly.
Some people did not speak
clearly.
Everyone listened carefully.
Most people listened
carefully.
Some people did not listen
carefully.
We stayed on the topic
throughout the discussion.
We stayed on the topic
most of the time.
We did not stay on the
topic all the time.
We responded to each
other’s thoughts and ideas
often.
We commented on each
other’s thoughts and ideas
sometimes.
We did not make many
comments on each other’s
thoughts and ideas.
Most people used examples
from the book to support
their points.
Many people used
examples from the book
to support their points.
Only a few people used
examples from the book
to support their points.
Most people gave detailed
answers using their
experiences and even other
texts.
Many people gave detailed
answers using their
experiences.
Only a few people gave
detailed answers.
Notes:
Teacher’s Guide
page
7 of 13
© Hampton-Brown
Book Title
Date
Evaluate the Discussion
Excellent
Good
Fair
Everyone participated.
Most people participated.
Only a few people
participated.
Everyone spoke clearly.
Most people spoke clearly.
Some people did not speak
clearly.
Everyone listened carefully.
Most people listened
carefully.
Some people did not listen
carefully.
We stayed on the topic
throughout the discussion.
We stayed on the topic
most of the time.
We did not stay on the
topic all the time.
We responded to each
other’s thoughts and ideas
often.
We commented on each
other’s thoughts and ideas
sometimes.
We did not make many
comments on each other’s
thoughts and ideas.
Most people used examples
from the book to support
their points.
Many people used
examples from the book
to support their points.
Only a few people used
examples from the book
to support their points.
Most people gave detailed
answers using their
experiences and even other
texts.
Many people gave detailed
answers using their
experiences.
Only a few people gave
detailed answers.
Notes:
© Hampton-Brown
A Raisin in the Sun
Assessment
Assessment Part I
Name:
A Raisin in the Sun
Assess students’ understanding of A Raisin in the Sun by
administering the multiple-choice test and essay questions.
(Teacher’s Guide, pages 10–12)
Assessment Part I
Circle the best answer.
1. The Clybourne Park residents do not want
How you administer the Assessment depends on your objective.
You may choose to use the test as:
• an open-book test to allow students to continue practicing
reading strategies and/or become familiar with a typical
standardized test format
4. The entire play takes place in a small,
the Youngers to move in because of their
race. This attitude is an example of
.
crowded apartment. This setting adds to—
A the conflict between the characters’
A identity
dreams and the obstacles they face
B prejudice
B the theme of ambition
C persistence
C the mood of hope
D poverty
D Ruth’s optimism
2. Beneatha explores an African identity by
5. Ruth is most likely worried about having
changing her clothing. In this sentence,
what does identity mean?
another child because—
A her husband will be angry at her
A religious practice
B there is no money or room for a child
• a closed-book test to check students’ comprehension of the
book and their abilities in various reading skills
B academic degree
C she continues to be sick
C view of herself
D her son Travis is already too much work
D unfulfilled dreams
6.
3. Which sentence supports the idea that Walter
• a take-home test to allow students to practice reading strategies
as well as test-taking skills
Suggested point values are as follows:
is not satisfied with his life?
A “Have we figured out yet just exactly how
much medical school is going to cost?”
At the end of the play, the author changes
the mood from one of tension to one of
determination by—
A having Beneatha tell about Asagai’s
proposal
B “Gone, what you mean Willy is gone?”
B showing Ruth slumped in a chair
C “You trust me like that, Mama?”
C showing Travis run in from the street
D “I want so many things that they are
D having Mama say good-bye to Mr. Lindner
driving me kind of crazy . . .”
Assessment Part I: 5 points per question for a total of 50 points
Assessment Part II: 40 points possible (see Scoring Guide,
page 13)
Assessment Part II
Assessment Part I, continued
A Raisin in the Sun
Name:
A Raisin in the Sun
Assessment Part I, continued
Guidelines for Short Essay
Circle the best answer.
Have students write a short essay in response to one of the writing prompts
below. Use the Scoring Guide to assist in your evaluation of their essays.
7. Which of these best summarizes the play?
A. The Youngers have dreams of a better life. Discuss how the Youngers’
environment influences their family life.
A The Youngers are a poor African
American family living in Chicago. Mama
receives $10,000. After buying a house
in a white neighborhood, Mama gives
the rest of the money to Walter for a
liquor store. Walter’s friend runs off with
the money. The white neighborhood
association offers to buy the house
to keep the Youngers out of their
neighborhood, but Walter decides his
pride is more important than money.
Responses should include that living in a tiny, crowded apartment causes conflict in the
family. Ruth wants an abortion because there isn’t room for a baby. Walter is angry and
depressed all the time. Travis sleeps on the sofa. Mama dreams of owning a home.
B. Mr. Lindner, George Murchison, and Willy Harrison each represent a different
community to the Youngers. What community does each represent and how
do they unite or divide the Youngers?
Responses should include that Mr. Lindner represents the white community that will
divide the Youngers if Walter takes the money. George Murchison represents rich African
Americans who have assimilated to white culture. He threatens to divide Beneatha from her
heritage. Willy Harrison is the poor black community that Walter wants to escape.
B The Youngers are a poor African
American family. The family receives
$10,000. Beneatha does not care about
money. She becomes interested in
Asagai, an African exchange student.
When Walter loses the family’s money,
Beneatha has no money to go to school.
Asagai asks her to move to Africa with him.
Scoring Guide
Description of the response:
4
•
•
•
•
Interpretation is accurate and thoughtful
Explanation is fully developed
Support includes specific and relevant text evidence
All parts of the question are clearly addressed
3
•
•
•
•
Interpretation is adequate
Explanation is developed but may lack some insight
Support includes most specific and relevant text evidence
All parts of the question are addressed to some degree
2
•
•
•
•
Interpretation is literal or limited
Explanation is incomplete
Support includes some specific and relevant text evidence
Only parts of the question are addressed and mostly in a limited way
1
•
•
•
•
Interpretation is weak
Explanation is vague
Support includes few, if any, relevant details from the text
Only one part of the question is minimally addressed
0
Response is totally incorrect or irrelevant
Teacher’s Guide
8. Bobo’s visit is important because—
A the Youngers learn that the money is gone
B Walter is happy to see Bobo
C the Youngers share their news about
buying a house
D Ruth does not like Bobo and tells him so
9. In this play, in what way is money connected
to the idea of belonging to a group?
A Mama can now forget about Big Walter.
B Travis can now go to a private school.
C Money provides a way for the Youngers to
move to a new neighborhood.
D Money allows Beneatha to join Asagai
in Africa.
10. From what Mama says about her husband,
Big Walter, the reader can conclude that—
C The Youngers are a poor African
American family. Mama receives a check
for $10,000 and wants to buy a house.
They are hesitant to live in a white
neighborhood because homes have
been bombed. The neighborhood tries to
prevent them from moving in.
A Mama loved Big Walter
B Big Walter was lazy
C Walter and Beneatha miss their father
D Big Walter spent all his money on alcohol
D The Youngers are a poor African
American family living in Chicago. Mama
is the head of the family. Her daughter,
Beneatha, wants to become a doctor. Her
son Walter is a chauffeur. His wife and
son also live in the apartment. The family
receives a check for $10,000. Walter loses
the money, but the family moves to a big
house, anyway.
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© Hampton-Brown
Name:
A Raisin in the Sun
Assessment Part I
Circle the best answer.
1. The Clybourne Park residents do not want
4. The entire play takes place in a small,
the Youngers to move in because of their
race. This attitude is an example of
.
crowded apartment. This setting adds to—
A the conflict between the characters’
A identity
dreams and the obstacles they face
B prejudice
B the theme of ambition
C persistence
C the mood of hope
D poverty
D Ruth’s optimism
2. Beneatha explores an African identity by
5. Ruth is most likely worried about having
changing her clothing. In this sentence,
what does identity mean?
another child because—
A her husband will be angry at her
A religious practice
B there is no money or room for a child
B academic degree
C she continues to be sick
C view of herself
D her son Travis is already too much work
D unfulfilled dreams
3. Which sentence supports the idea that Walter
is not satisfied with his life?
A “Have we figured out yet just exactly how
much medical school is going to cost?”
6.
At the end of the play, the author changes
the mood from one of tension to one of
determination by—
A having Beneatha tell about Asagai’s
proposal
B “Gone, what you mean Willy is gone?”
B showing Ruth slumped in a chair
C “You trust me like that, Mama?”
C showing Travis run in from the street
D “I want so many things that they are
D having Mama say good-bye to Mr. Lindner
driving me kind of crazy . . .”
© Hampton-Brown
A Raisin in the Sun
Name:
Assessment Part I, continued
Circle the best answer.
7. Which of these best summarizes the play?
A The Youngers are a poor African
American family living in Chicago. Mama
receives $10,000. After buying a house
in a white neighborhood, Mama gives
the rest of the money to Walter for a
liquor store. Walter’s friend runs off with
the money. The white neighborhood
association offers to buy the house
to keep the Youngers out of their
neighborhood, but Walter decides his
pride is more important than money.
B The Youngers are a poor African
American family. The family receives
$10,000. Beneatha does not care about
money. She becomes interested in
Asagai, an African exchange student.
When Walter loses the family’s money,
Beneatha has no money to go to school.
Asagai asks her to move to Africa with him.
8. Bobo’s visit is important because—
A the Youngers learn that the money is gone
B Walter is happy to see Bobo
C the Youngers share their news about
buying a house
D Ruth does not like Bobo and tells him so
9. In this play, in what way is money connected
to the idea of belonging to a group?
A Mama can now forget about Big Walter.
B Travis can now go to a private school.
C Money provides a way for the Youngers to
move to a new neighborhood.
D Money allows Beneatha to join Asagai
in Africa.
10. From what Mama says about her husband,
Big Walter, the reader can conclude that—
C The Youngers are a poor African
American family. Mama receives a check
for $10,000 and wants to buy a house.
They are hesitant to live in a white
neighborhood because homes have
been bombed. The neighborhood tries to
prevent them from moving in.
A Mama loved Big Walter
B Big Walter was lazy
C Walter and Beneatha miss their father
D Big Walter spent all his money on alcohol
D The Youngers are a poor African
American family living in Chicago. Mama
is the head of the family. Her daughter,
Beneatha, wants to become a doctor. Her
son Walter is a chauffeur. His wife and
son also live in the apartment. The family
receives a check for $10,000. Walter loses
the money, but the family moves to a big
house, anyway.
© Hampton-Brown
A Raisin in the Sun
Name:
Assessment Part II
Choose one question to answer. Write 3–4 paragraphs. Use
3 examples from the text to support your answer. Continue your
essay on a separate sheet of paper if necessary.
A. The Youngers have dreams of a better life. Discuss how the Youngers’
environment influences their family life.
B. Mr. Lindner, George Murchison, and Willy Harrison each represent
a different community to the Youngers. What community does each
represent and how do they unite or divide the Youngers?
© Hampton-Brown
A Raisin in the Sun
Guidelines for Short Essay
Have students write a short essay in response to one of the writing prompts
below. Use the Scoring Guide to assist in your evaluation of their essays.
A. The Youngers have dreams of a better life. Discuss how the Youngers’
environment influences their family life.
Responses should include that living in a tiny, crowded apartment causes conflict in the
family. Ruth wants an abortion because there isn’t room for a baby. Walter is angry and
depressed all the time. Travis sleeps on the sofa. Mama dreams of owning a home.
B. Mr. Lindner, George Murchison, and Willy Harrison each represent a different
community to the Youngers. What community does each represent and how
do they unite or divide the Youngers?
Responses should include that Mr. Lindner represents the white community that will
divide the Youngers if Walter takes the money. George Murchison represents rich African
Americans who have assimilated to white culture. He threatens to divide Beneatha from her
heritage. Willy Harrison is the poor black community that Walter wants to escape.
Scoring Guide
Description of the response:
4
•
•
•
•
Interpretation is accurate and thoughtful
Explanation is fully developed
Support includes specific and relevant text evidence
All parts of the question are clearly addressed
3
•
•
•
•
Interpretation is adequate
Explanation is developed but may lack some insight
Support includes most specific and relevant text evidence
All parts of the question are addressed to some degree
2
•
•
•
•
Interpretation is literal or limited
Explanation is incomplete
Support includes some specific and relevant text evidence
Only parts of the question are addressed and mostly in a limited way
1
•
•
•
•
Interpretation is weak
Explanation is vague
Support includes few, if any, relevant details from the text
Only one part of the question is minimally addressed
0
Response is totally incorrect or irrelevant
Teacher’s Guide
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© Hampton-Brown