Visualizing and Analyzing the American Dream through The Great Gatsby

Facilitator: give students a full to half sheet of printer paper with a number on it (however many students are in class- for example, 15 students in class, put a number 1-15 on the sheets of paper. This keeps the students’ identity anonymous, and they are more willing to be honest in their illustrations.)

Facilitator: Ask students to DRAW their American Dream. Give them 10-15 minutes to do so. Most students draw houses, cars, money, families… You can anticipate that many students will misconceive that wealth automatically equates to happiness. 

• Optional: Provide colored pencils or crayons if you can
• Optional: Play music that has American themes
• Give students a piece of tape or pushpin and ask them to hang their drawing on a wall around the room. 

Students: walk around the room (carousel walk) and take notes on the following: 

• 1- What are the most common images you see
• 2- What does our American Dream seem to be? 
• 3- Did any illustrations seem to have an American Dream that was different from the others? Why? How? 

Facilitator: Lead a brief discussion on the students’ observations of each other’s illustrations. Ask a few follow-up questions such as: 

• Does wealth or material items automatically lead to happiness? 
• What is the history of The American Dream? How is it defined? Discuss key points about the American Dream, materialism, and social status. The facilitator can give as much background as necessary. See lesson attachment PDF for some possible notes. 
• Watch this video and ask students to reflect on how their American Dreams can be balanced according to Maslow’s hierarchy of needs.
• Remind students to keep these themes in mind as we continue to read the novel. We want to see what the titular character’s American Dream is and if he achieves it. We also want to analyze if any of the characters achieve their dreams. 
• We also want to observe the role of materialism, poverty, and social status in The American Dream. 

If you’re completing this lesson at the beginning of the novel, you can return to these questions and the final assessment throughout the reading or at the end of the reading. If you are completing this lesson during or after reading the novel, here are some more philosophical questions to discuss with your students. These discussions may be held as a full class, or in small groups. Or, you could assign small groups one question each and they could discuss and then lead the rest of the class in a discussion.

On Materialism

– In what ways does Gatsby’s mansion and lavish parties serve as a façade for his true identity and intentions? What does this suggest about the relationship between material wealth and authenticity?

– If Gatsby had achieved his wealth through legitimate means rather than bootlegging, would his pursuit of the American Dream be more morally justified?

On Social Status

– How does the geographic division between West Egg and East Egg reflect deeper social divisions in 1920s America? What similar divisions exist today?

On Wealth & Poverty

– Why does Fitzgerald place the Valley of Ashes between the wealthy communities and New York City? What symbolic significance does this have?

– How does George Wilson’s poverty affect his ability to achieve his own version of the American Dream? Is his fate inevitable?

On The American Dream

– Does Gatsby’s tragic end suggest that the American Dream is fundamentally flawed, or just his interpretation of it?

– To what extent is the corruption of the American Dream in the novel still relevant to modern society?

On Identity & Worth

– How does money influence how characters measure their own worth and the worth of others?

– If we removed all material wealth from the story, which character relationships would survive and which would crumble?

After the Novel

Students: Rewatch this video if necessary

Facilitator: Using the following questions, have students do one of the following: 

• Write an essay answering one of the questions.
• Complete a One-Pager
• Hold a debate
• Hold a Socratic Seminar discussing all of the questions or some of the questions. 
• The Questions:
  1. How does Jay Gatsby’s obsessive pursuit of Daisy Buchanan reflect or contradict Maslow’s concept of self-actualization? Consider whether Gatsby is truly becoming “who he really is” or if he’s created a false ideal that prevents authentic self-actualization.
  2. Maslow argues that both material and spiritual needs must be balanced for a fulfilling life. How does the excessive wealth and materialism of the 1920s, as depicted in The Great Gatsby, demonstrate an imbalance in this hierarchy? What are the consequences for characters who focus solely on material achievement?
  3. According to Maslow’s hierarchy, love and belonging are essential human needs. How does Gatsby’s isolation in his mansion, despite hosting elaborate parties, reflect a failure to fulfill these needs? Compare this to Tom and Daisy’s marriage, which appears to satisfy social expectations but lacks genuine connection.
  4. How does Maslow’s pyramid challenge or support the traditional notion of the American Dream as presented in The Great Gatsby? Consider whether the novel’s characters are pursuing genuine self-actualization or merely climbing the social ladder.
  5. Maslow identifies safety and security as fundamental human needs. How do characters like George Wilson and Myrtle Wilson demonstrate the struggle to meet these basic needs, while wealthy characters like Tom and Daisy use their privilege to maintain their security at others’ expense?

• Extension/Closure Activity (optional)
  • Ask students to reclaim their drawing of the American Dream from the wall and attempt to draw a balanced portrait of their dreams that would satisfy their material and spiritual needs. 
  • Here is another project you may want to consider as a final assignment for students after the novel. Feel free to make a copy and make any changes you like! 

Resources (if needed)

• Blank Paper (crayons or colored pencils optional)
• Copies of The Great Gatsby
• This video