Death of a Salesman

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. In what ways is the past related to the present in human lives? Is there a direct cause-and-effect relationship? What is the role of memory? What things do people tend to remember, and how are they remembered—as they were, or in romanticized ways? What role does memory play in the present?

Teaching Suggestion: Focus students’ attention on episodic long-term memory—that is, a person’s particular recollection of experiences and events. The linked resource or another resource on this topic might be helpful in establishing a common definition for discussion. Encourage students to integrate information from the reading into their discussion.

• “How Memory Functions” is a textbook article that provides a psychological introduction to memory.

2. What family and societal values might have been in place in America in 1949? What social and economic factors have changed in the decades since that time?

Teaching Suggestion: As an introduction to the time setting of the play, students might discuss as a group the ways that many components of society have changed greatly since 1949—economics, technology, gender norms and identity, family structure, etc. Introducing some ideas surrounding the constructs of the traditional American family and the American Dream might be beneficial in understanding the nuances in character and conflict in the play.

• This Library of Congress overview might help to situate readers in the atmosphere and mood of America in the post-WWII period.

Short Activity

In a small group, research the definition for hyperthymesia. Then construct a question that a person would be able to answer if they had hyperthymesia but would likely not be able to answer if they did not have it.

After the exercise, consider in your small group that while dates may be barriers to episodic memory, people may certainly recall a favorite clothing item from years ago or a favorite lunch from a previous time. Share one such memory with the group, then discuss: In what ways do the extent and limit of memory affect how people view the past?

Teaching Suggestion: If time or resources are limited, you might direct students to the site linked below and to the box titled “Can You Remember Everything You Ever Did or Said?”

• “How Memory Functions” provides another psychological view into memory.

Differentiation Suggestion: To prompt episodic memories in students with neurological challenges or memory challenges, ask them to bring photographs to class to generate memories.

Personal Connection Prompt

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

What is a strong memory you have from the past? Consider the ways in which that memory affects your thoughts, feelings, and actions in the present.

Teaching Suggestion: Suggest that students respond to the prompt in the form of graphic organizers that show relationships.

Differentiation Suggestion: As an alternative, English learners could identify an object that symbolizes an important memory. Students can conduct a verbal show-and-tell session in pairs, groups, or as a class.