Fernandez/English 11
Chapter Talk Questions
Down These Mean Streets by Piri Thomas
Question Numbers Correspond with Chapter Numbers
(1)What have we learned about the Thomas family? Describe their relationships.
(2)What were some of the warm family moments in this chapter? Describe at least two.
(3)What is Piri’s neighborhood like? What are your reactions to his experiences with death? In Piri’s neighborhood, what does it mean to be a man? Describe Piri’s relationship with James.
(4)Describe the process of Piri’s integration into the neighborhood.
(5)What do you think it is like for a child to need to translate for his/her parents? Explain.
(6)How does Piri use his brain to minimize his danger?How do you think frequent moves affect children? Describe a time you moved.
(7) What factors make school difficult for Piri?
(8)What does money represent for the children? What roles does money play in childhood in
general?
(9)How did Piri and his family deal with Paulie’s death? How can the stages of Racial Identity
Development help us understand what happens in this chapter? For Piri? For Angelo?
(10) What factors may have contributed to Pops’s infidelity? Explain. Does infidelity differ in poverty? Explain.
(11) How does Kohlberg’s Stages of Moral Development explain Piri’s betrayal of Lorry and the Puerto Rican girl? How does Mr. Christian hide his racism? Why so you think he excludesBlacks?
(12)Trina is Piri’s first serious crush/love. How does this compare with yourexperience?
How could Piri have avoided snorting heroin?
(13)How does this chapter show the need to develop a racial identity? Would this be needed is Piri was white?
(14)What examples of homophobia have we encountered in our reading? How does this compare with your upbringing?What do you think sexual identity development looks like for a minority group? Why do you think Piri wanted to do the talking at the Merchant Marine?
(15)At this time the South used the ‘One Drop’ formula to determine race sothat no matter how light skinned you were, if it was known that you hadany Black ancestors, you were considered Black. In a society where youwere likely to live in the same area for generations, this had total power toidentify you. Is Piri’s pain the idea of being Black or the family’s denial and refusal to
join him in this identification?
(16)In what ways does Piri establish a new level of independence and maturity? How do members of his family show respect for his desire to find his ownidentity?
(17) Why is it harder to be a Black woman than a Black man? Why does Brew become so tender to Alayce after hitting her? What are Piri’s first lessons about being Black in the south?
(18)What might you say about the racial identity of these three men?
(19)Many white people claim that they are not prejudiced and that racism isn’t sobad but are clear that they wouldn’t change their race. How does Piri indicatethis? How is the steward an ally? How does Piri deal with the chief mate? What happens in the restaurant in Mobile? What was Piri’s motivation in Texas? What do you think might have happened to Brew? What advice does Isaac give Piri after he fights the Swede?
(20)Describe this family drama.
(21)Did Waneko taper Piri’s fixes? Why did he recommend it?
(22)What are examples of Piri having empathy for his victims? What shows that he really isn’t ‘cool’ enough for this work?Is this true of most criminals or are most truly hardened?
(23)In what ways does Piri take responsibility for his actions with Dulcien? It what ways does he avoid taking responsibility? Morally, do you see him as right or wrong? Explain. What literary technique does Thomas use in the last lines of the chapter? Explain.
(24) What were the clues that this wasn’t going to go well? Was the woman who tried to hug Piri trying a non-violent intervention? Compare Piri’s scared and empathetic thoughts to his tough actions.
(25)Although Piri is surrounded by people, there is a sense of isolation. Whatcould contribute to this? How do the sentences of Louie, Danny, Billy and Piri compare?
(26)Piri had a half-day of work and a half-day of school. How would you structurea day?
Reflect on similar experiences you have had. In what ways id this a mirror ofyour experience and in what ways is it a window?
(27)Piri hates the monotony most. How can you engage in life to beat themonotony?
What does it mean to be ‘jail-wise’ in picking your friends?What role did Kent play for Piri?
Piri describes growing up in terms of a beard, a broad chest and a deepervoice. In what ways has he not grown up? Piri fights Little to find release from the pressure. What other ways are
possible? Describe Casey.
(28)Piri helps Tico. Did anyone help you learn to stay out of trouble? Have youhelped others?
(29) Recap how special Trina was for Piri.
(30) Describe Piri’s thoughts and feelings as he faced parole and after.
How was the chaplain an ally? Describe Piri’s thinking about choosing between the life of a con and life onthe street.
Describe Piri’s thoughts and feelings as he faced parole and after. How was the chaplain an ally?
Describe Piri’s thinking about choosing between the life of a con and life onthe street.
Teaching Resources:
Kohlberg’s Stages of Moral Development
Helm’s and Cross’s Racial Identity Development
Stages of Adolescence
Stages of Adulthood
Maslow’s Hierarchy of Needs
Erikson’s psychosocialstages
Levels and opportunities for study and learning in Down These Mean Streets
Racial awareness and empathy - this book has much to say about theimportance of understanding racial and cultural identity for all of us. When weare deeply rooted in our own identity, we can recognize injustice and be allies toother groups.
Personal awareness - through journal writing we can explore our own livesand reflect on comparisons to Piri’s. The journals are confidential and for yourown use. If you want to share some writing, the group should respect yourconfidentiality and efforts. We will look at four models of human development; Erikson’s psychosocialstages, Kohlberg’s stages of moral development, John Fowler’s stages ofreligious development and Helm’s and Cross’s stages of racial identity formation.
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