West Side Story

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

What impacts might be evident when a group of people migrates in large numbers to a new location, as Puerto Ricans did in the 1950s?

Teaching Suggestion: Students might benefit from a discussion of the economic factors that spurred the “great migration” of Puerto Ricans to the United States in the 1950s and what they encountered when they arrived.

• “Why Puerto Rican Migration to the US Boomed After 1945” from History.com briefly explains the “great migration” from Puerto Rico to the mainland United States in the 1950s.
• “El Barrio in the 1950s: ‘La Marqueta’ as a Microcosm of the World” from the Center for Puerto Rican Studies at Hunter University describes a first-person account of life in the barrio in the 1950s.

Short Activity

Choose an object with a significant connection to your culture, background, or family and write two to three paragraphs describing its physical characteristics, its uses, and its meaning to you.

Teaching Suggestion: It may be beneficial to place students into small groups to present their objects roundtable-style; listening to others reflect on their cultures or families is an important skill that also ties in with the story, as Tony and Maria get to know one another across a cultural divide.