grade 8 coming of age: roll of thunder, hear my cry · coming of age: roll of thunder, hear my ......

Grade 8 Coming of Age:

Roll of Thunder, Hear My Cry

1. What is coming of age literature? What do we mean when we say someone is prejudice?

2. What can we learn about growing up from coming of age literature? 3. Prejudice is part of human nature; it’s a futile fighting this

human train that will always exist in our past, present, and future. DO you agree or disagree?

First and Last Name__________________________ G8

Roll of Thunder Historical Context: Sharecropping Directions:

1) http://www.pbs.org/wgbh/amex/reconstruction/players/vb_sharecrop_tr_qry.html 2) Listen to the audio or read the transcript. 3) Answer the following questionsà

What is the Reconstruction Era? According to the narrator, what is slavery? Why did Southern white people believe in slavery? Where did most black people work? Why? What were the top priorities for newly freed slaves? What was sharecropping? How did sharecropping emerge? Why did black people embrace sharecropping? Why was the independence of sharecropping simply a façade?


Roll of Thunder Historical Context: Sharecropping Experience Directions:

1) http://historymatters.gmu.edu/d/82/ 2) Listen to the audio or read the script below. 3) Write a brief summary, ensuring to include the definition of sharecropping and Minnie’s

experience.


Roll of Thunder Historical Context: Jim Crow Laws Directions:

1) http://www.pbs.org/wnet/jimcrow/themap/map.html 2) Click on each of the 4 tabs: Jim Crow Laws and Lynching & Riots. Read about each of

the topics and view the interactive map. 3) Answer the questions below.

How did the Jim Crow Laws affect education? Look at the interactive map to get an idea of how the law affected a few states in the North and some states in the South. How did the Jim Crow Laws affect transportation? Look at the interactive map to get an idea of how the law affected a few states in the North and some states in the South. How did the Jim Crow Laws affect public accommodations? Look at the interactive map to get an idea of how the law affected a few states in the North and some states in the South. What is lynching? Why was lynching used? How was lynching different in the North and the South? Overalll, who was lynched more? Why do you think this was the case? Read about one of the riots and summarize what happened.


Roll of Thunder Historical Context: Segregation Directions:

1) http://americanhistory.si.edu/brown/history/1-segregated/promise-of-freedom.html 2) Read through this article. 3) Answer the questions below.

What were the Reconstruction Amendments? List a couple examples given. What were the years of the Reconstruction Era? Click on the “White Only” tab to the left. When did Reconstruction end? What was happening with local governments after Reconstruction? “White Only” tabà What rights were taken away from black people during this time?

Click on the “Separate But Equal” tab to the left. What court case ruled that the Jim Crow Laws were constitutionally valid? Explain this court case.


“Incident” by Countee Cullen

Once riding in old Baltimore, Heart-filled, head-filled with glee, I saw a Baltimorean Keep looking straight at me. Now I was eight and very small, And he was no whit bigger, And so I smiled, but he poked out His tongue, and called me, 'Nigger.' I saw the whole of Baltimore From May until December; Of all the things that happened there That's all that I remember.

1. What can you learn from this poem about growing up and/or racism?

2. What strong images come to mind while reading this poem? Sketch below.

3. What words or phrases illustrate racism in Cullen’s society? How does this connect with society today?


“As I Grew Older” by Langston Hughes

It was a long time ago. I have almost forgotten my dream. But it was there then, In front of me, Bright like a sun— My dream. And then the wall rose, Rose slowly, Slowly, Between me and my dream. Rose until it touched the sky— The wall. Shadow. I am black. I lie down in the shadow. No longer the light of my dream before me, Above me. Only the thick wall. Only the shadow. My hands! My dark hands! Break through the wall! Find my dream! Help me to shatter this darkness, To smash this night, To break this shadow Into a thousand lights of sun, Into a thousand whirling dreams Of sun!



3. What words or phrases illustrate racism in Hughes’ society? How does this connect with society today?


“Caged BIrd” by Maya Angelou The free bird leaps on the back of the wind and floats downstream till the current ends and dips his wings in the orange sun rays and dares to claim the sky. But a bird that stalks down his narrow cage can seldom see through his bars of rage his wings are clipped and his feet are tied so he opens his throat to sing. The caged bird sings with fearful trill of the things unknown but longed for still and his tune is heard on the distant hill for the caged bird sings of freedom The free bird thinks of another breeze and the trade winds soft through the sighing trees and the fat worms waiting on a dawn-bright lawn and he names the sky his own. But a caged bird stands on the grave of dreams his shadow shouts on a nightmare scream his wings are clipped and his feet are tied so he opens his throat to sing The caged bird sings with a fearful trill of things unknown but longed for still and his tune is heard on the distant hill for the caged bird sings of freedom.



3. What words or phrases illustrate racism in Hughes’ society? How does this connect with society today?

Post on Door

The transition from childhood to

adulthood is often a difficult one; we learn that the

idealistic world we thought we lived in is not as perfect as we naively believed

it was.

Roll of Thunder, Hear My Cry Bookmark

Annotations:

1. Post-it theme: Coming of Age (mandatory)

2. Write character inferences about feelings

3. Star examples of Racism 4. Write chapter summaries

***************** Character List:

Roll of Thunder, Hear My Cry Bookmark

Annotations:

1. Post-it theme: Coming of Age (mandatory)

2. Write character inferences about feelings

3. Star examples of Racism 4. Write chapter summaries

***************** Character List:

Group Quotes 1. Who says this and what page? 2. Give some background information about this quote: When? Where? Why? How? 3. How does this quote show or illustrate the theme OR racism? Explain 4. What can we learn from this quote?

[W]e consequently found ourselves comical objects to cruel eyes that gave no thought to our misery. (Chapter 3) In the very center of the expansive front lawn, waving red, white, and blue with the emblem of the Confederacy emblazoned in its upper left-hand corner, was the Mississippi flag. Directly below it was the American flag. As Jeremy and his sister and brothers hurried toward those transposed flags, we turned eastward toward our own school. (Chapter 1) But as we passed one of the counters, I spied Mr. Barnett wrapping an order of pork chops for a white girl. Adults were one thing; I could almost understand that. They ruled things and there was nothing that could be done about them. But some kid who was no bigger than me was something else again. Certainly Mr. Barnett had simply forgotten about T.J.'s order. I decided to remind him and, without saying anything to Stacey, I turned around and marched over to Mr. Barnett. (Chapter 5) "I didn't say Lillian Jean is better than you. I said Mr. Simmons only thinks she is [...]'

"Just 'cause she's his daughter?" I asked, beginning to think Mr. Simms was a bit touched in the head.

"No, baby, because she's white."

Mama's hold tightened on mine, but I exclaimed, "Ah, shoot! White ain't nothin'!"

Mama's grip did not lessen. "It is something, Cassie. White is something just like black is something. Everybody born on this earth is something and nobody, no matter what color, is better than anybody else." (Chapter 6)

"[T]here were some white people who thought that it was wrong for any people to be slaves; so the people who needed slaves to work in their fields and the people who were making money bringing slaves from Africa preached that black people weren't really people like white people were, so slavery was all right." (Chapter 6) "Well, Cassie, during slavery there was some farms that mated folks like animals to produce more slaves. Breeding slaves brought a lot of money for them slave owners, 'specially after the government said they couldn't bring no more slaves from Africa, and they produced all kinds of slaves to sell on the block. And folks with enough money, white men and even free black men, could buy 'zactly what they wanted. My folks was bred for strength like they folks and they grandfolks 'fore 'em." (Chapter 7) 'S-see what they called us," I said, afraid she had not seen.

'That's what you are," she said coldly. (Chapter 1) Anybody who was a friend of Papa's was all right in our book; besides, when he was near, night men and burnings and midnight tarrings faded into a hazy distance. (Chapter 4) "Far as I'm concerned, friendship between black and white don't mean that much 'cause it usually ain't on an equal basis. Right now you and Jeremy might get along fine, but in a few years he'll think of himself as a man but you'll probably still be a boy to him. And if he feels that way, he'll turn on you in a minute." (Chapter 7)

First and Last Name___________________________ G8

Character Lessons & Quotes Directions:

1) You will be given a character to focus on with your group. 2) Discuss what lesson you have learned from this particular character. 3) Find an important quote to support this theme. 4) How has this character grown since the start of the novel? Challenge: Create a

metaphor or simile to show this progression within the character. Character: Lesson learned from this character: Quote to support this theme (include proper MLA citation): Explain how the quote shows the lesson: Explain how the character has grown/ matured: Character simile/metaphor to represent growth and explanation:


Mock Trial: TJ

Directions: TJ is on trial for murder. Your job is to fulfill the role of either the prosecutor or the defense by writing a statement to show that TJ is either innocent of guilty. This should be written in CREEC formatting to practice your final essay, so I can offer you feedback.

Prosecution Defense Prepare the case for the state AGAINST the defendant, TJ. You must prove, with evidence, that TJ is guilty beyond reasonable doubt (meaning that the jury should not have any unanswered questions). Try to suggest a motive for the crime.

Present the case FOR the defendant, TJ. This means that you must prove that TJ is innocent, or not guilty.

Joe Marler could still be banned by World Rugby for 'gypsy-boy' slur

The Telegraph, By Ben Rumsby, 17 MARCH 2016

Joe Marler was still in danger of being banned over his “gypsy boy” slur on Thursday following an angry backlash against the decision to allow him to play in England’s Six Nations Grand Slam showdown against France.

World Rugby was set to examine the process by which a disciplinary committee chose not to suspend Marler over his abuse of fellow prop Samson Lee during last weekend’s England-Wales clash, something which could see it appeal the verdict.

The governing body is understood to have been surprised by the outcome of the case, sentiments shared by the Welsh Rugby Union, which said it would also pursue the matter with tournament organisers.

Any appeal would come too late to prevent Marler featuring against France – he was dropped to the bench on Thursday – but would help quell the growing outrage at a decision that saw rugby accused of fuelling “institutional racism”.

Shay Clipson, of the National Alliance of the Gypsy, Traveller and Roma Women, also branded Wednesday night’s verdict “shocking”, “immoral” and “absolutely unbelievable”.

She declared Marler a “thug” who she would have reported to the police had Lee not made it clear he would not press charges over the incident which marred Saturday’s match at Twickenham.

Clipson, who confirmed she had contacted the Equality and Human Rights Commission over the matter and was considering writing to the sports minister, said she did not accept the apology from Marler which helped him avoid a ban.

The Welsh Rugby Union questioned the verdict in a statement, which read: “We stand by our belief that there is no place for the use of racist language in sport.

“Clearly, this incident has raised broader issues for the game of rugby which require follow-up and which we are undertaking directly with Six Nations.”

The WRU’s intervention prompted England head coach Eddie Jones to accuse it of inconsistency after his opposite number, Warren Gatland, had sought to play down the matter on Tuesday.

“Maybe they don’t know whether they’re Arthur or Martha,” Jones said.

“There was a decision made. That is what we have these judiciary committees for. I said I would let the process run its route – it has run its route.”

Asked if he thought Marler’s comments had been racist, Jones replied: “I spoke to Joe about the situation and said it was inappropriate.”

He stressed the prop, who also escaped punishment for a forearm smash on Rob Evans on Saturday, had not been dropped from the starting line-up as a form of punishment, adding: “We have a Grand Slam in front of us and a Grand Slam is much more interesting than something that was said seven days ago.”

Clipson said the lack of action against Marler reflected the “institutional racism” against the Traveller community she claimed was rife in British society and she questioned whether a different verdict would have been reached had a black player been abused over the colour of his skin.

She told the Daily Telegraph: “One little boy was kicked to death while being told, ‘It doesn’t matter, he’s just a gypo’. Where does it end?

“What’s going to happen now today in a schoolyard when somebody ruffs up a gypsy kid or upsets him or her? A teacher may well think, ‘It’s just a bit of banter’. It’s not banter. It’s never banter.

“It’s not banter if you’re black, it’s not banter if you’re Chinese, it’s not banter if you’re a Muslim, and it’s bloody well not banter if you’re a gypsy either.

“I’m angry. I’m very, very angry.”

Lee’s statement that he did consider the comment “banter” also helped Marler avoid a ban, as did the committee’s acceptance that it was made “in the heat of the moment”.

Gatland also used the word “banter” to describe the incident after speaking to Lee, something for which he was forced to apologise.

Clipson said: “My feeling is that Gatland has been a real villain in it. He’s let Samson down.

“This was something that happened on the pitch that was contrary to the rules, contrary to the law, and contrary to both teams’ equalities policies.

“So it should never have to have been up to Samson to say, ‘Yes, I’m upset’, or ‘No, I’m not’.

“It should have been a management decision.”

She refused to criticise Lee for downplaying the incident.

“What’s he going to do? Put yourself in his shoes for a moment as a young man trying to carve out a career in the sport.”

World Rugby said it would not comment on the case “until any long-form judgment has been received and considered”, possibly on Friday.

Verbal abuse of a player based on religion, race, colour, national or ethnic origin, sexual orientation or otherwise carries an entry-point sanction of a four-week suspension, which can be increased or reduced.

Bill O’Reilly outdoes Donald Trump with racist remark By NY Daily News

Fox News host Bill O’Reilly went beyond the pale Monday, noting Donald Trump’s poor standing in the black community and then asking his guest how he would provide jobs for unqualified people who “have tattoos on their foreheads.”

O’Reilly made the stunningly — even for him — bigoted remark during “The O’Reilly Factor.” Trump defended his support among African-Americans and promised “to bring back jobs.”

But his campaign rhetoric riled O’Reilly.

“How are you going to get jobs for them? Many of them are ill-educated and have tattoos on their foreheads, and I hate to be generalized about it, but it’s true,” he said.

“If you look at all the educational statistics, how are you going to get jobs for people who aren’t qualified for jobs?”

Trump maintained the problem is that jobs have left the U.S.

“I got it,” O’Reilly said. “You say you can bring jobs back, but if the kid isn’t qualified to do the job . . . ?” the host huffed, after talking about the difficulties for poor children in Harlem without parental guidance.

Trump responded “we will get the skills” and stuck to his party line that the solution is to bring jobs back home.

Student’s Essay Tackling Racism Sparks Controversy By CBS Maryland

GLEN BURNIE, Md. (WJZ) — Controversy at a Maryland high school. A student’s assignment is getting

attention for all the wrong reasons. Some are even calling it racist.

Ava-joye Burnett has more on how this all started.

It was supposed to be a lesson on an essay written in the 1700s, but one student’s take on it has caused an

uproar. WJZ wants to warn you, this story may be disturbing.

The original satirical essay, “A Modest Proposal,” tackled the famine in Ireland back in the 1700s. The student

at North County High’s essay tackled racism in America today.

The author in the 1700s suggested the unimaginable solution of eating babies as a fix for a famine. The

student suggested the equally unimaginable response to racism in America, sending African-Americans to the

Sahara Desert to be killed.

The essay quickly made its rounds at the school and online.

“A lot of people are very angry about it,” said Araloluwa Adekunjo, student.

“Really, it was disrespectful and he shouldn’t have posted it,” said Nate Blair, student.

“It has me and a lot of other students that go to North County very upset. It’s disgraceful,” said Mackenzie

Barnes, student.

This isn’t the first time students have done the assignment. The school system says the goal was to give

students a lesson in satire.

In a letter sent home to parents, North County Principal Julie Cares said: “Just as one could argue that the

content of [the original] piece was ill-advised and insensitive, such is the case with the content of the student’s

piece.”

A school spokesperson reinforced the same message.

“The student chose a subject matter that was clearly insensitive and struck a nerve with students here and staff

members here. And so, they have been meetings today where the staff has tried to allow students to express

their opinions and say why they’re hurt, why they’re angered,” said Bob Mosier, Anne Arundel County Schools.

As tensions continue to run high, more staff will be on hand Wednesday, as the school deals with the essay

that struck a nerve.

“That’s not something that you can just joke about,” said Blair. “That’s wrong, and it hurts people’s feelings.”

School officials aren’t sure if the assignment will be on the curriculum for next year.

The school system has not identified the student who wrote the letter.

America’s First Black President ^^ ^^Photo taken April, 2016

Seminar: 1. Read one of the story options given to you OR find your own (should be from a

credible source) 2. What story did you read about or what picture did you view? 3. How did this show racism in society today or how did this prove racism does not exist? 4. Prejudice is part of human nature; it’s a futile fighting this human train that will always

exist in our past, present, and future. DO you agree or disagree? 5. Create and ask a question of your own.

First and Last Name______________________________________ G8

Roll of Thunder Essay Outline: Option 1 **Can have more body paragraphs, if necessary.

I. Introduction:

a. Thesis Statement:

II. Body Paragraph 1 Claim and Reasoning: a. Evidence:

b. Elaboration:

c. Concluding Sentence:

III. Body Paragraph 2 Claim and Reasoning: a. Evidence:

b. Elaboration:


IV. Body Paragraph 3 Claim and Reasoning: a. Evidence:

b. Elaboration:


V. Conclusion (Restate thesis differently):

First and Last Name______________________________________ G8

Roll of Thunder Essay Outline: Option 2 **Can have more evidence, if necessary.

I. Claim:

II. Reasoning:

III. Evidence 1:

IV. Elaboration 1:

V. Evidence 2:

VI. Elaboration 2:

VII. Conclusion:

Peer Editing Day: Do not correct the work for your peer!

1. Please read the essay once and DO NOT MARK ANYTHING!

2. Underline the thesis. Can’t find it? Please write at the bottom or top of the page “Where is your thesis?”

3. Please underline each claim that relates to the thesis. Can’t find it or the claim doesn’t connect to the thesis? Please write at the bottom or top of the page “Where is your claim?” OR “Claims don’t connect with thesis.”

4. Please circle the evidence. Please make sure the evidence has a dialogue tag. Can’t

find at least 2-3 pieces of evidence OR the evidence is missing a tag? Please write at the bottom or top of the page “Missing strong evidence” OR “Missing dialogue tag.”

Cassie says, “Whites and blacks are not equal.”

5. Please star the MLA citations. Can’t find it or its incorrect? Please write at the bottom or

top of the page “Need MLA citations” OR “Need to fix MLA citations.”

6. Please circle the elaboration. Think about if the student provided background information (Who? What? When? Where? Why?). Think about if it connects to the claim AND the thesis. If you can’t find it OR the elaboration needs some work, please write “Need to add elaboration” OR “Need to clarify elaboration.”

7. Please read over the essay ONE more time. Place an “X” over any misspelled word or

grammatically incorrect sentence. Do NOT fix it for your peer!

Essay Reflection Day: Please complete this on the backside of your rubric.

1. Give yourself a grade for each criteria in which you are assessed. Explain why you deserve that mark.

2. What is something you did really well on for this essay? Why? Or How?

3. What is something you need to improve upon? Why?

4. Take a post-it and write down which Global Context this unit connects the most with. Place it on the red bulletin board.

5. Turn in your essay, rubric, draft, peer editing, and outline (in that order!). If you do not have one of the items listed, leave it out!

Example Thematic Essay on Of Mice and Men

Before the Lincoln Memorial Martin Luther King Jr. announced, “I have a dream,” and through

his hard work and tireless efforts, through his sharing of his dream with millions of Americans, through

his hope and determination, the Civil Rights Act was signed by Lyndon Johnson and equality among all

people was a step closer to being realized. King exemplified a major theme by one of America’s greatest

writers, John Steinbeck. One of the major themes of John Steinbeck’s novel Of Mice and Men is that

having a dream breeds hope, friendship, and determination, enabling one to strive onward in life with a

sense of importance. Three major examples show this idea. The first example is Candy’s loss of his dog

and his joining George and Lennie’s dream of owning land. A second example is Crook’s memory of his

father’s chicken ranch. A third significant example is George and Lennie’s dream of having their own

place. These three examples display the theme that having high aspirations breed hope, friendship, and

determination, enabling one to strive onward with a sense of self-worth or importance.

Candy’s loss of his dog and his joining George and Lennie’s dream of owning land displays how a

shared dream can breed hope and friendship. After the death of Candy’s dog, Candy experiences a deep

sense of loss. He is empty. When Candy overhears George and Lennie talking about owning a piece of

land, Candy’s emptiness begins to fill with the dream George and Lennie share. Candy tells George,

“Tell you what-. . .Spose I went in with you guys. Tha’s three hundred an’ fifty bucks I put in”

(p.33). George’s reserved reaction prompts Candy to bare his soul to George when he tells George that

he would ‘make a will an’ leave [his] share to [Lennie and George]” (p.34). George and Lennie allow

Candy to share their dream, and this quickly breeds hope, as we find out a little later when Candy is

constantly “figurin’ and figurin’” because of his excitement about the “ranch.” But even more

importantly, Candy develops a friendship with George and Lennie which is evidenced later in the story

when Candy confides in George, “I ought to of shot that dog myself. . .I shouldn’t ought to of let no

stranger shoot my dog” (p.39). Candy confides in George about his inner feelings regarding his dog,

showing the beginnings of a friendship. Candy’s actions convey the concept that dreams breed hope and

friendship.

A second example which shows that having a dream breeds hope and friendship is Crook’s

memory of his father’s chicken ranch. Whereas Candy, Lennie, and George all look to their future for

their dream, Crooks looks into his past, remembering the sense of joy he had as a small boy on his

father’s chicken ranch. Crooks explains to Lennie that the “white kids [came] to play at our place, an'

sometimes I went to play with them, and some of them were pretty nice” (p.46). In this passage Crooks

alludes to his dream. He dreams of being able to communicate and be with others on an equal basis. He

explains to Lennie that his “’ol man didn’t like” the white kids playing with Crooks. He tells Lennie, “I

never knew till long later why he didn’t like that. But I know” (p.47), implying that Crook’s father was

discriminated against because of his skin color. Crooks’ longing for equality in the form of

companionship is reiterated later in the same chapter when Crooks bitterly tells Lennie, “Spose you

couldn’t go into the bunkhouse and play rummy ‘cause you was black. . .A guy needs somebody – to be

near him. . .a guy goes nuts if he ain’t got nobody. Don’t make no difference who the guy is, long’s he’s

with you. . .a guy gets too lonely and he gets sick” (p.51). Crooks is sick. His illness stems from complete

isolation, total discrimination. His illness is a bitterness caused by those discriminating against him.

Ironically, Crooks’ bitterness is cured by Candy’s and Lennie’s inclusion of Crooks in their dream

to buy some land. Crooks exposes himself to be hurt with discrimination when he offers to work like a

“dog” if Candy and Lennie let him in on the dream. Crooks takes the chance of being deeply hurt again

because he hopes he will realize his dream of being equal. When Lennie and Candy enter Crooks’ room,

Crooks is reluctant to speak with them, and he is defensive. However, as the scene progresses, Crooks

comes to a point where he bonds with his newfound companions. Crooks even tells George, “Lennie’s a

nice fella” (p. 53), showing his excitement and hope of realizing his dream and having a “friend.”

Although George crushes Crooks’ new-found hope and friendships, Crooks does display his

momentary attainment of his dream when he tells Curley’s wife, “You got no right messin’ around in

here at all. . .Now you just get out an’ get out quick” (p. 51). Crooks speaks to Curley’s wife with

authority, forgetting the fact that he is black and discriminated against, as Curley’s wife reminds him

when she threatens Crooks with his life and calls him a “nigger.” For a brief period of time, Crooks

shows that he feels important because he is accepted as an equal by Candy and Lennie. Thus, Crooks

displays the idea that having a dream breeds hope and friendship, enabling one to strive onward in life

with a sense of importance and self-worth.

A third significant example that having a dream breeds hope, friendship, and determination is

George’s and Lennie’s dream of having their own place. For George the idea of owning his own place

would allow him to keep Lennie from getting into trouble. But more importantly, this dream makes

George strive toward a goal. George’s dream is not even close to becoming a reality until Candy offers to

contribute three hundred and fifty dollars to the cause. At that point George, with “eyes full of wonder,”

says, “I bet we could swing her” (p.42), and suddenly the dream has become a little more solidified, a

definite possibility. George, Lennie, and Candy realize that this dream may come true “[r]ight squack in

one month” (p.44). George resolves to save every cent possible to pay off the little ranch. With the

knowledge that their dream can be realized, Lennie, Candy, and especially George not only bond as good

friends and develop an optimism about their future, but they develop a determination which will enable

them to improve their situation in their present lives. This determination is evidenced when George says,

“We’ll do her. . .We’ll fix up that little old place an’ we’ll go live there” (p.45). George’s and Lennie’s

dream of having their own place breeds hope, friendship, and especially a strong determination to make

that dream a reality. This ultimately enables George, Lennie, and Candy to strive onward in life with a

sense of self-worth and importance.

The idea that having a dream breeds hope, friendship, and determination, enabling one to strive

onward in life with a sense of self-worth and importance is a major theme in Steinbeck’s novel Of Mice

and Men. Three examples show this idea, which runs throughout the novel. The first example is Candy’s

loss of his dog and joining George and Lennie’s dream of owning land. Another example is Crooks’

memory of his father’s chicken ranch. A third example is George and Lennie’s dream of having their

own place. Steinbeck obviously meant to impress upon his readers the idea that dreaming is an important

part of every person’s life. When one dreams, he hopes, develops friendships, and shows determination,

and as a result, he feels a strong sense of value. He learns to value himself more. Just as Martin Luther

King Jr. realized, so too Steinbeck understood that to dream is a fundamental need of all

people. Without dreaming nothing great is ever accomplished. But even more importantly, sharing a

dream with others reaps not only rewards for an individual, but also rewards for all those involved and

ultimately all of humanity.

grade 8 coming of age: roll of thunder, hear my cry · coming of age: roll of thunder, hear my ......

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