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Michelle responds in particular ways to her students’ (and their parents’) behaviors.  What do you think about her responses?  Why do you think she responds the way she does?  How does she later feel about her responses?  Why?

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a teacher yelling at a student in a classroom

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How did the students respond to “A Raisin in the Sun” by Lorraine Hansberry?  How is this text different from the ones by Baldwin, Malcolm X and Obama?   Why do you think the students embraced Hansberry’s play but found the other texts unrelatable?

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How do you see the events, ideas, or themes from Chapter 1 in…

your own life,

another text (book, article, video, movie, social media post, etc.), or

society or the world as a whole?

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What is a part or quote from Chapter 1 that was either relatable, compelling, interesting, or shocking? Retell this part by paraphrasing or summarizing (indicate page #).  After, please explain why this part stood out to you.  What is your take-away from your chosen part?

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What are some key themes we see in Chapter 1 related to US society, education, etc.? What references to historical events, literary figures, or other concepts does Michelle make that are new to you? Do a quick Google or AI search and paraphrase your findings in your own words.

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Chapter 1 highlights themes of racial inequality, education challenges, and economic decline in the U.S. The segregation in Helena's schools and the lack of resources show how history, like the Civil Rights Movement and the Great Migration, still impacts society today. The struggles of the teacher and students reflect the larger issues of systemic neglect and the difficulty of overcoming them. This chapter made me revive the history knowledge in the first quarter,and connect how history shapes current social and educational inequalities. It also introduced new ideas about the hidden struggles in small towns and the complexities of teaching in such environments.

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The students at the Stars deeply resonated with "A Raisin in the Sun" by Lorraine Hansberry. They found the characters and the plots in this play closely related to their lives. On the contrary, Baldwin’s story was too difficult for them to understand, Malcolm X’s speech was too dull for them to listen to, and Senator Obama’s video seemed too surreal for them to believe. These young students lived in a small town in poverty where the black people were struggling with their lives. They lacked the proper education in literary skills. Therefore, it was hard for them to appreciate or analyze texts that they could not even read. On the other hand, Hansberry's play, which is written in dialogues, tells a story of a black family. The students shared similar experiences with the characters. Thus, they could easily make connections to this book.

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The students in Michelle's class had a positive reaction to Lorraine Hansberry's "A Raisin in the Sun." They found the character interactions, especially the playful exchanges between Walter and Ruth, relatable and funny, which created a more engaged classroom environment. The play's structure was new to them, and its accessible language, along with the focus on a black family's challenges and dreams, made it easier to connect with than the works of Baldwin, Malcolm X, and Obama. The earlier texts were often too complex or felt too far removed from their own experiences; Baldwin's intricate language was frustrating, Malcolm X's speeches were dull, and Obama's references seemed irrelevant to their lives. "A Raisin in the Sun" struck a chord because it mirrored some of their own experiences or those of people they knew, offering a narrative that felt immediate and personal, making it more relatable and well-received by the students.

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Chapter 1 Reading has shown us another face of U.S. society, impacted by segregation, lack of education, and the economy's downfall. Michelle has made a lot of historical events like the Civil Rights Movement and the 13th Amendment, which abolished slavery. She also gave some famous figures like Martin Luther King Jr. and Malcolm X, two popular figures during the Civil Rights Movement. The chapter showsng that there are still places where people struggle, although many significant changes have been going through.

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There was a very positive reaction to the book "A Raisin in the Sun". Students were connected with the characters in the book. They laugh with the banter, complain about the living environment, and feel desperate about the tough situation of the characters. They love the grandma in the book as they know her. The author can talk about American history with students due to this book. Compared to "Speech by Malcolm X", "Videos of Obama", "James Baldwin's short story", "A Raisin in the Sun" speaks to others directly, don't have too much hard language, or is full of historical references, and exhortations. Also, the content of the book resonates with their situations more. They are pleased to have a discussion and cast in the role.

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Students likely responded positively to A Raisin in the Sun because it portrays relatable, emotional struggles of a Black family striving for a better life amidst racism and economic hardship. The play’s personal conflicts and universal themes of family and hope may have mirrored aspects of their own experiences, making it easier to connect with.

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Students likely responded positively to A Raisin in the Sun because it portrays relatable, emotional struggles of a Black family striving for a better life amidst racism and economic hardship. The play’s personal conflicts and universal themes of family and hope may have mirrored aspects of their own experiences, making it easier to connect with.

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In contrast, texts by Baldwin, Malcolm X, and Obama focus more on systemic issues, abstract ideas, or political arguments, which might feel less personal or harder to relate to. Hansberry’s play centers on everyday struggles and emotional storytelling, allowing students to connect on a deeper, more personal level, while the other texts may have felt more distant or intellectual in tone.

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The students connected with "A Raisin in the Sun" because its themes of family, struggles, and hope mirrored their own lives. Unlike Baldwin, Malcolm X, or Obama’s texts, Hansberry’s play featured relatable dialogue and straightforward storytelling. The students likely embraced it because it reflected their experiences and challenges, which felt closer to home. This relatability allowed them to see themselves in the characters and their struggles.

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Michelle’s reaction toward her students stemmed from frustration, a desire to control the classroom that drove her into taking cruel actions. With a regrettable urge earlier in her career, this went on until she saw a photograph of a lynching. Her students, therefore, relate to A Raisin in the Sun because its theme of poverty and racial injustice is personal to them, while everything written by Baldwin, Malcolm X, and Obama comes from a distant universe much harder for them to grapple with. Key themes addressed in Chapter 1 are economic decline, racial segregation, and educational inequality. These reflect onto systemic racism and poverty from some larger domains. It reminds me personally of introducing different cultures that undeniably reminded me of the struggle Michelle works through. An incredibly powerful quote in the chapter states, "For the first time it is not an effort for us to talk about American history," indicating the relevance of making education meaningful, relatable, and resonant to the students' own lives.

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The students really connected with A Raisin in the Sun in a way that they didn’t with the other texts Michelle had introduced, like works by Baldwin, Malcolm X, or Obama. The play’s more relatable language and focus on family dynamics, poverty, and dreams made it more accessible to them. The characters felt familiar, especially the grandmother, who they saw as someone “who don’t play,” reflecting their own experiences with strong, no-nonsense figures in their lives. What stood out was how they instantly related to the themes of struggle and hope, things that mirrored their own lives in Helena.

On the other hand, the texts by Baldwin, Malcolm X, and Obama felt distant to them. The language was harder to grasp, and the historical context was too far removed from their own lived experiences. The students seemed unable to connect with those figures because the content felt abstract, like it belonged to a world outside of their immediate concerns. It wasn’t until A Raisin in the Sun, which brought themes of survival and personal dreams into the forefront, that they began to engage deeply.

I think the key reason they embraced Hansberry’s play is that it spoke directly to their own reality. It wasn’t about history that felt irrelevant or foreign; it was about now, about people struggling with real issues. The play made them think about their own futures in a way that Baldwin, X, and Obama couldn’t, because those texts asked them to think beyond their immediate world, and they just weren’t ready for that.

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Golden Line:
“‘Nobody want to see that,’ David muttered after being shown a photo of a lynching. The shift in his demeanor revealed that I had crossed a line.”

Response:
This moment stood out because it reveals how historical trauma isn’t just intellectual or abstract for students—it’s deeply personal. David’s reaction showed the author how their attempt to provoke discussion overlooked the need for emotional safety in learning environments. My takeaway is the importance of empathy and sensitivity, especially when discussing difficult histories. It made me reflect on the balance between teaching harsh truths and providing a space for healing and growth.