Little Fires Everywhere

Use these activities to engage all types of learners, while requiring that they refer to and incorporate details from the text over the course of the activity.

ACTIVITY 1: “From Page to Screen”

Celeste Ng makes the choice not to identify the Warrens as African American in Little Fires Everywhere, saying that “I thought of them as people of color, because I knew I wanted to talk about race and class, and those things are so intertwined in our country and in our culture… But I didn’t feel like I was the right person to try to bring a black woman’s experience to the page” in an interview with The Atlantic.

Watch the first and last episodes of Little Fires Everywhere on Hulu, which casts Kerry Washington, a Black woman, as Mia Warren, and think about the following questions:

• How does the show differ from the novel in the way it addresses race and class? 
• The TV show and novel each end differently. Is one more effective in its appeal to viewers/readers than the other? Why?
• Is the show more effective in teaching those with white privilege about the experiences and resiliency of people of color, especially women? Why or why not?

Take 10 minutes to write down your reflections on these questions before taking a vote as a class. Who prefers which medium: book or TV show? Discuss individual rationales as a group.

Teaching Suggestion: Provide background when introducing the last episode of the show regarding differences in plot that students need to know (e.g., Elena Richardson’s trip to New York). This is also a good opportunity to talk about audience reception since the different endings portray all three Richardson children as complicit in the fire.

ACTIVITY 2: “The Formation of Shaker Heights”

Shaker Heights, Ohio, is the main setting for Little Fires Everywhere; readers see the contrast between Elena Richardson and her ideal life in this suburb and Mia Warren, who is less enamored by the white picket fence-lifestyle. The notion of division of “good” versus “bad” neighborhoods invites discussion on the history of housing discrimination in the United States.

Watch “The Disturbing History of the Suburbs.” Then read “This trail-blazing suburb has tried for 60 years to tackle race. What if trying isn’t enough?” from The Washington Post to learn more about how Shaker Heights is still dealing with the issue of race today. (Subscription may be necessary for The Washington Post article.)

As a class, discuss how Elena Richardson holds many of the same views as the father in the video. Then, split into groups and think about other ways to present this information. Use the following questions as a guide:

• How can you help someone who believes that they are not privileged and doesn’t see the privileges that they have?
• What format might be the most effective presentation for this information?
• How can you respect the agency of people of color when you share this information?

After group discussion, compose an individual journal-style piece of writing in which you reflect on points made. In your writing, also discuss other ways in which the topic of privilege is addressed in the novel in apparent or subtle details.

Teaching Suggestion: This is a good opportunity to get students thinking more about advantages and disadvantages that are “passed down.” You can also connect this activity to the Pre-Reading Context Short Activity that uses Peggy McIntosh’s “Unpacking the Invisible Knapsack” to continue the discussion about privilege.