One way to engage students in thinking about equity in our society is to ask them to reflect on what we mean by the “American Dream.” When hearing the term, many people may immediately think of financial success and prosperity—a nice home in a good neighborhood, at least one car in the garage and some money in the bank. They also often assume that hard work equals success. The origin of the term, however, suggests something different.
James Truslow Adams, an American historian and writer, was perhaps the first to use the term in his writings. In The Epic of America, Adams wrote, “The American Dream is that dream of a land in which life should be better and richer and fuller for everyone ... It is not a dream of motor cars and high wages merely, but a dream of a social order in which each man and each woman shall be able to attain to the fullest stature of which they are innately capable.”
You might introduce the topic by showing pictures of two different neighborhoods, one with attractive houses on beautiful, tree-lined streets, the other with houses that aren’t maintained and on streets that are far from attractive. You could then ask, “What do these pictures tell us about the American Dream?”
After some discussion, ask students to write three to five descriptors of what they consider to be the American Dream. As students share their descriptors, make a larger list combining their individual thoughts. Descriptors are likely to focus on material aspects of what they consider constitutes the American Dream—houses, cars, vacations, boats, money in the bank—but some descriptors may be more intellectual, aesthetic or social in nature. They may, for example, include a good education, friends, a supportive family, and safe and stable surroundings as also being important to achieving the American Dream.
Now is a good time to give each student a copy of Adams’ description of the American Dream and have them read it silently. Students could then write a few sentences on how Adams’ description differs from ideas shared during the earlier discussion. As students share what they’ve written, you can help them see how some ideas about the American Dream focus on the individual while other ideas, including Adams’, focus on the social order of society.
You might then ask, “Is the American Dream being realized? Is it a reality for many people?” This discussion will probably include the idea that the American Dream is unattainable for many—if not most—Americans.
At this point, sharing a quote from Maya Angelou can be powerful: “[E]qual rights, fair play, justice, are all like the air; we all have it, or none of us has it.” Ask students to consider the following rewording of what Maya Angelou said: “The American Dream is like the air; we all have it, or none of us has it.” Then have students relate this statement with Adams’ definition of the American Dream.
Here’s a follow-up assignment: Have the students ask their parents and other people in the community what they believe about the American Dream. What is it? Who has it? Is it attainable? Then have students write a three-part report about what they and others believe about the American Dream: (1) what people in the community believe about the American Dream; (2) Adams’ view of the American Dream as discussed in class; (3) and a statement about the student’s personal beliefs regarding the American Dream.
This project can be considered a success if students demonstrate an understanding of how the American Dream might be applied to an entire group of people versus individuals and if they can relate to the idea that the “dream” for this country can’t be realized unless everyone has an equal opportunity to achieve success. Do you have other ideas for engaging students in discussion about the American Dream? Please share them in the comments section below.
Wilson is an educational consultant and curriculum writer.
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