Little Fires Everywhere

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. With what novels are you familiar that touch on issues of race and/or immigration? Include both classic works of literature and modern titles.

Teaching Suggestion: Encourage students to think about titles that address race and immigration in particular. If they struggle to do so, especially with regard to older titles traditionally taught, point out that many pieces considered “classic” often do not incorporate fully-developed characters of color.

• The Greenwich Library compiled a list of “Ten Contemporary Novels on the Immigrant Experience in America.”
• Pen America has put together a “Black Literature – Past, Present, and Future: A Reading List” that could be useful for students.

2. What do you know about the 1990s? What stands out in terms of pop culture (movies, TV shows, clothes, music, etc.) as well as historical events and social issues?

Teaching Suggestion: The 1990s may not be a time period that students consider “historical,” given the recency of the decade. Also, students may not associate the period with racism or have knowledge of the social trends or movements of the era. Use this question to introduce students to the time period and to set the scene for Little Fires Everywhere with regard to race. For example, while Ng does not directly identify the Warrens as African American, race is still a contentious part of the background in this book due to the theme of The Ramifications of White Liberalism and the Mirabelle/May Ling conflict.

• This History Channel portal offers an information clearinghouse on events and cultural artifacts from the 1990s.
• BlackPast.org has compiled a list of African American history events in this timeline.

Short Activity

Read Peggy McIntosh’s “Unpacking the Invisible Knapsack” and discuss what white privilege means based on the contents of this essay. After initial discussion, take 5 minutes to compose a journal-style reader reaction to the essay’s ideas.

• Include examples of actions or privileges that white people might take for granted beyond McIntosh’s list.
• How can those who experience (or benefit from) privilege be more mindful?

After 5 minutes, discuss individual points as a class. Compile a list of student examples; then, confer as a class to craft an agreement regarding how each reader can be mindful of the concept of privilege as you read Little Fires Everywhere.

Teaching Suggestion: One example of white privilege you might highlight for students is representation in novels and books. Many white students never have to worry about finding a book that includes a protagonist who looks like them or shares relatable conflicts.

• This post sponsored by PBS Teachers Lounge called “Unlearning: Who Is the Main Character?” discusses the effects of the sparse representation of people of color in books.

Effective reflection on students’ ideas generated by this activity can build trust between readers and establish guidelines for discussion as they prepare to review some of the heavier material in this novel.

• The Racial Equity Tools site includes other readings and resources for discussing white privilege and anti-racism.