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Death of a Salesman
and the
American Dream
Unit Summary

This unit encompasses Arthur
Miller’s play, Death of a
Salesman. The unit will be
framed around the work in
relation to the concept of the
American dream. The students
will analyze characters, themes,
and symbols within the novel.
They will also consider how the
American dream has changed
over time, and how it impacts
the society they live in.

“I don't say he's a great man.
Willy Loman never made a lot of
money. His name was never in the
paper. He's not the finest
character that ever lived. But he's
a human being, and a terrible
thing is happening to him. So
attention must be paid. He's not to
be allowed to fall into his grave
like an old dog. Attention,
attention must be finally paid to
such a person.” – Linda Loman
from Death of a Salesman
Curriculum-Framing Questions

Essential Question: What is the American dream?

Unit Questions:

Why is the American dream important to our society?

How does the media affect how we perceive the
American dream?

Is the American dream attainable?

Content Questions:

What did Americans value in the 1940s?

What is a reoccurring symbol in the novel that
correlates to Willy’s values?

How does Biff’s dream differ from his father’s?
Student Goals/ Unit Objectives

Students will be open and responsive to new and diverse
perspectives pertaining to American values, points of view, and
lifestyle by bridging differences.

Students will articulate thoughts and ideas clearly and effectively
through speaking and writing about the novel in journals/ quick
writes/ assignments/ and group discussions.

Students will gather, analyze, organize, reflect, and process
information about the concept of the American dream constructed by
the media in a variety of ways.

Students will use interpersonal and problem solving skills to
influence and guide others toward a common goal and assess
strengths.

Students will make connections between themselves and the lives of
characters in the novel using Venn diagrams/ charts/ and journals.
Why Projects?


WHAT IS PROJECT BASED LEARNING?
Project based learning is a student-centered, instructional
model that develops content area knowledge and skills
through an extended task. This class will be using project
based learning to explore the novel, Death of a Salesman.
This kind of learning frames questions to tie content
standards and higher order thinking to real world contexts.
One question we will explore: What is the American dream?
Project based units include varied instructional strategies to
engage all students regardless of their learning style. Often
students collaborate with outside experts, members of the
community, and technology to answer questions and gain
deeper meaning of the content. Throughout project work
multiple types of assessment will be used to ensure that
high quality work is produced.
Why Projects?
WHAT IS THE GOAL?







to promote student inquiry and authentic demonstrations of
learning
to help students go beyond basic mastery of skills and/ or
curriculum
to enable students to critically evaluate information, media,
and technology
to meet the California State Standards
to facilitate appropriate and productive group cooperation
to encourage students to gauge and assume roles of
leadership and responsibility
to connect education and the real world outside of the
classroom
Target Content Standards
READING COMPREHENSION STANDARDS
Vocabulary and Concept Development:
 1.3 Discern the meaning of analogies encountered,
analyzing specific comparisons as well as relationships
and inferences.
Comprehension and Analysis of Grade-Level-Appropriate
Text:
 2.4 Make warranted and reasonable assertions about
the author’s arguments by using elements of the text to
defend and clarify interpretations
Target Content Standards
WRITING STANDARDS
Writing Applications
 2.2 Write responses to literature: ALL

2.3 Write reflective compositions: a. Explore the
significance of personal experiences, events, conditions,
or concerns by using rhetorical strategies.
Target Content Standards
LITERARY RESPONSE AND ANALYSIS STANDARDS
Structural Features of Literature:

3.1 Analyze characteristics of subgenres that are used in poetry, prose, plays,
novels, short stories, essays, and other basic genres.

Narrative Analysis of Grade-Level-Appropriate Text:

3.2 Analyze the way in which the theme or meaning of a selection represents
a view or comment on life, using textual evidence to support the claim.

3.5 Analyze recognized works of American literature representing a variety of
genres and traditions: b. Contrast the major periods, themes, styles, and
trends and describe how works by members of different cultures relate to one
another in each period.

c. Evaluate the philosophical, political, religious, ethical, and social influences
of the historical period that shaped the characters, plots, and settings.
Literary Criticism

3.9 Analyze the philosophical arguments presented in literary works to
determine whether the authors’ positions have contributed to the quality of
each work and the credibility of the characters.
Assessment to Gauge Student Needs
Purpose of Assessment
1. Gauging student needs
Formative Assessment
2. Encouraging self-direction and
collaboration
3. Monitoring progress
4. Checking for understanding and
encouraging metacognition
Summative Assessment
5. Demonstrating understanding and skill

Student assessment will be based
on the goals of project based
learning. I am looking for students
to take on the novel and additional
materials/ assignments in a way
that is more open and interactive
than some class discussions and
lectures might be. This type of
learning may seem like a break
from the norm that is daunting and
unclear, but I will guide students
through the progression of the unit.
I will be available for anyone whom
has questions, and have all
confidence that the students will
evolve and develop new opinions
of not only the text, but bigger
ideas that make up the substance
of this classic core novel.
Project Summary

Have the students watch
Death of a Salesman and
critique the 1985 film,
directed by Volker,
Schlondorff in relation to
specific literary elements of
the text. The students could
write a short essay
comparing and contrasting
to two works, or complete a
Venn diagram. I would have
the students include their
personal opinion of the film.