The Harlem Renaissance s1

The Harlem Renaissance By Zorielle Rodriguez-Alcazar

*This lesson in line with the following NYS Common Core Standards: (1) Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information and (2) Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of a text.

The following NYS social studies standard also applies: Use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

I. Overarching Goals:

Essential Questions

 How do literature, art, and music reflect the era in which they are created?  How did the Harlem Renaissance redefine black culture and the American dream?

Understandings/Big Ideas Students will understand…

 that the literature, art, and music of Harlem during its renaissance served a two-fold purpose: it provided a sense of unity within black culture and showcased the need for economic and social equality by presenting a portrait of the issues impacting black Americans.  that in order to understand American culture, we must acknowledge and appreciate the experience of black Americans.

Content Knowledge Students will know…

 about the circumstances that lead to the Harlem Renaissance including the northern migration of thousands of black Americans after World War I as new employment opportunities became available in industrial cities.  that the Harlem Renaissance was started as a counter culture movement to the stereotypes that plagued black Americans in the media, literature, and film.  that Jazz and Blues were able to rise above “boundaries of class, race, and nation while maintaining the integrity of their origins”(Ferguson, 2008, pg 20). Some poets even chose to write their work in this musical form.

Skills Students will learn how to  critically analyze and gather evidence from textual and visual primary documents  effectively express their ideas through oral and written communication  dissect social change through literature, art, and music

Resources

Bearden, R & Henderson, H. (1993). A History of African-American Artists: From 1792 to the Present. New York, NY: Pantheon Books. Driskell, D, Lewis, D L, & Ryan, D W. (1987). Harlem Renaissance: Art of Black America. New York, NY: Harry N. Abrams, Inc.

Ferguson, J B. (Ed.) (2008). The Harlem Renaissance: A Brief History with Documents. New York, NY: Bedford/St. Martin’s.

II. Plan of Action (20-25 minutes)

Step 1: Gather “pre-knowledge” about the Harlem Renaissance.

-I will ask students to answer the following questions in their journals:

1. What do you know about the Harlem Renaissance? 2. Who/What comes to mind when you think about the Harlem Renaissance? Specifically or Figuratively. 3. What do you think is the importance of the Harlem Renaissance?

We will then discuss the answers as a large group as I list the responses on the board.

Step 2: The students will engage in a group-work activity in which they will analyze and discuss selected artwork and writings.

- I will ask the students to frame their group discussion around the following questions:

1. What do you see in the materials you have been given? 2. What do you feel after reading/observing these documents? 3. What kinds of stories are being told in each of these documents? 4. What do you think the artists or writers are trying to say about the black experience in America with these materials? 5. Are there any political or social statements being made?

-As the students discuss their materials I will walk around each group and facilitate their discussions if needed. -Once the allotted time is over, I will ask each group to discuss the materials that they were given and how they answered their discussion questions. I will also give more background information on the documents I have used in this lesson.

Step 3: Post Activity Reflection (15 minutes)

-I will use this time to lecture on the Harlem Renaissance and touch on the following points:

1. The condition of society after World War I 2. The beginnings of the Harlem Renaissance after the Great Migration 3. Black artists and writers portrayed social injustices through their work. This served to unify black Americans and showcase their experiences to the rest of America and the world. 4. This counter-culture movement among black Americans sought to embrace their African roots build a better life for themselves in the United States 5. Jazz and Blues did their best to transcend racial lines

Step 4: Assessment

A) During the last few minutes of class I will ask the students to write in their journals based on the following prompts:

1. How has your perception of the Harlem Renaissance changed? 2. Have any of these accounts/documents inspired new questions for you? 3. What do you think is the meaning of the Harlem Renaissance today?

The students will share their ideas out loud. I will collect and assign a grade to their journals at the end of the week.

B) The students will be assigned an essay in which they will speak in the voice of either (A) the writer or poet of the document they were given in class, (B) the artist of the painting/photograph, or (C) the person in the painting or poem. In some cases I only gave excerpts but I will provide the students will copies of the entire documents for this assignment. The students are welcome to do further research on their own in order to develop their characters.