Teacher Handout: Fences by August Wilson
Mini-Lecture: Context & Overview
August Wilson (1945–2005) was an American playwright celebrated for his Pittsburgh Cycle (or Century Cycle) — a collection of ten plays, each set in a different decade of the 20th century, that depict the African American experience. Fences, set in the 1950s, stands out as one of the most acclaimed works in the cycle, winning both the Pulitzer Prize for Drama and the Tony Award for Best Play in 1987.
The play follows Troy Maxson, a former Negro League baseball player who now works as a garbage collector in Pittsburgh. His journey delves into the clash between unfulfilled dreams, systemic racism, family loyalty, and the relentless passage of time.
Key Vocabulary
| Term | Definition | |---|---| | Tragic hero | A main character of noble stature whose fatal flaw leads to their downfall | | Dramatic irony | When the audience knows something that a character does not | | Symbolism | The use of objects, people, or events to represent broader concepts | | The Great Migration | The movement of millions of Black Americans from the South to northern cities (1910–1970) | | Deferred dream | A goal or aspiration that is postponed, often due to systemic barriers | | Catharsis | The emotional release an audience feels at the conclusion of a tragedy |
The Central Symbol: The Fence
Throughout the play, the fence Troy is building serves multiple symbolic purposes. As you read, encourage students to consider what the fence represents for each character:
- Rose — protection, a wish to keep her family close and secure
- Troy — containment, warding off death and failure; also reflects his emotional barriers
- Cory — a divide between himself and his father's approval
- Bono — a measure of Troy's dedication (to Rose and his promises)
> 💡 Discussion anchor: "Some people build fences to keep people out, and other people build fences to keep people in." — Bono, Act I
Scaffolded Reading Prompts
Use these questions to guide students through each act:
Act I
- What insights do we gain about Troy's past from his storytelling? How does Wilson use anecdotes to develop his character?
- How does Troy's friendship with Bono differ from his relationship with Rose? What does each relationship reveal about him?
- What is Troy's reasoning against Cory playing football? Is his perspective rooted in love, fear, or resentment — or a mix of all three?
Act II
- How does Troy's affair with Alberta alter the power dynamics within the family?
- What does Troy mean when he says he "wrestled with Death"? How does this metaphor develop throughout the play?
- How does the play's ending — particularly Gabriel's ritual — serve as a moment of catharsis or uncertainty?
Thematic Connections
| Theme | Key Moments in the Text | |---|---| | Race & Systemic Inequality | Troy's exclusion from Major League Baseball; his struggle for promotion at work | | Father–Son Conflict | Troy vs. Cory; Troy's own relationship with his abusive father | | Responsibility vs. Freedom | Troy's affair; his obligations to Rose, Lyons, and Gabriel | | Legacy & Memory | Raynell tending the garden; the closing scene at Troy's funeral | | The American Dream | Troy as a man who aspired for greatness but was thwarted by racism |
Extension Activity
Invite students to compare Fences with another text that addresses the deferred American Dream — such as Langston Hughes's poem "A Dream Deferred" or Arthur Miller's Death of a Salesman.
- In what ways do Willy Loman and Troy Maxson exhibit similar and different reactions to failure?
- How does race influence the nature of each man's dream?
Prepared for classroom use. All quotations from Fences by August Wilson (1985).