Fences

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

1. Consider different societal opinions about father-son relationships. What different roles might the father or father figure play in raising a child of the same sex? Should this role be mostly nurturing, assertive, protective, or something else? How is the father-son relationship similar to or different from the mother-daughter relationship? In what ways do education, success, socio-economic status, race or ethnicity, or The American Dream affect these parent-child relationships?

Teaching Suggestion: Before discussing The American Dream, it may be helpful to ensure students have a working explanation of the concept. Also, consider the ways in which the class might introduce the idea of gender fluidity into the discussion and be prepared to demonstrate inclusiveness.

• Excerpt from “The Negro and the American Dream” by Martin Luther King, Jr. suggests The American Dream is contradictory to the practices of racism and segregation.

2. A significant portion of world literature addresses the human fear of death. For what reasons are humans fearful of death? In what ways do they try to alleviate their fears?

Teaching Suggestion: The subject of Aging and Death may be difficult for some. Once students have met Troy and witnessed his discussions with Death, possibly return to this poem to imagine Troy as the speaker. How does the poem help the audience understand Troy’s character?

• In “Aubade” by Philip Larkin, the speaker ponders the human fear of death. An aubade is a “poem greeting dawn.”

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the play.

Consider the symbolism of a fence. What types of metaphoric fences have you built in your life? What are you trying to keep safe or protect yourself from?

Teaching Suggestion: Prior to or after addressing the prompt, ask students to work in small groups to complete Venn diagrams comparing and contrasting historical physical borders and barriers. When complete, ask a spokesperson from each group to summarize the group’s thinking. Then, move to a discussion of personal fences. In what ways are our personal fences similar to and different from public fences?

• Photographs, notes, and drawings document the conception and construction of “Running Fence” by Christo and Jeanne Claude.

Differentiation Suggestion: As an alternative or extension for visual learners, ask students to draw their personal fences using freehand or computer technology or to photograph and share images of fences. Students could then discuss what they notice about structure and purpose.