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Teacher Name: Chris Gutierrez Subject Area: English School: T.C. Williams Grade/level 11 Adventure of the American Mind Northern Virginia Alexandria Summer Curriculum Writing 2004 Lesson Plan Template The Harlem Renaissance or If Renaissance Means Rebirth, Where Is the Baby? Title of Lesson Unit Topic The Harlem Renaissance Enduring Understanding As a result of this lesson, students will understand: How a minority group can influence the culture of the larger society Content Knowledge How authors and artists (performance and print) not only reflect their own ideas and values but are also influenced by the ideas and values of their times and in turn by influence the values or conditions of society As a result of this lesson, students will know: Skills The historical influences on the African-American in the United States that led to the Harlem Renaissance. The names of some of the “stars” of the Harlem Renaissance The location of Harlem As a result of this lesson, students will be able to: SOLs addressed Length of Lesson Overview of lesson Be able to predict the major themes that emerged from the Harlem Renaissance writers Understand the historical and social circumstances that allowed this period of history to be called the Harlem Renaissance. 11.3 The student will read and analyze relationships among American literature, history, and culture. One 90 minute block This is an introductory lesson designed to introduce the students to the major players of the Harlem Renaissance and to provide background information on the condition of the African-American during the years 1900 – 1940. Students will 1 complete a K-W-L about the Harlem Renaissance, read short biographies of “stars” of the Renaissance and discuss an article about Harlem during the 1930’s. Lesson concludes with students predicting themes of artists’ work during the Harlem Renaissance. Prior Knowledge Students must know: The history of the African American in the United States to 1900 The meaning of Renaissance Resources needed Creative American Portraits by Carl Van Vechten http://memory.loc.gov/ammem/vvhtml/vvhome.html Article from the WPA writers project: “The Whites Invade Harlem” http://memory.loc.gov/cgibin/ampage?collId=wpa2&fileName=21/2107/21070806/wpa 221070806.db&recNum=0 --> </body></html> Other resources http://www.whitney.org/jacoblawrence/art/education.html http://www.biography.com/ for short biographical statements http://www.nysegov.com/map-NY.cfm (map of New York state) http://www.cityguidemagazine.com/maps/cggatefold.jpg (Map of NYC) Handouts: Notes on the Harlem Renaissance Links and Thumbnails for Harlem Renaissance Artists The Whites Invade Harlem Questions Process of lesson 1. Preparation Reprint photos of Harlem Renaissance artists, authors, musicians etc. The source is: http://memory.loc.gov/ammem/vvhtml/vvhome.html (Use the occupational index to select the desired photos or use the attached sheet with links and thumbnails.) Create a folder for each photo selected with biographical information within the folder and the picture of the person from the Harlem Renaissance on the outside of 2 the folder. Include a short biography of each person. http://www.biography.com/ Make enough copies of the article, “The Whites Invade Harlem.” This article was written on a WPA writers work project. http://memory.loc.gov/cgibin/ampage?collId=wpa2&fileName=21/2107/2107080 6/wpa221070806.db&recNum=0 --> </body></html> 2. The Lesson: As students enter the classroom have a recording of Duke Ellington, Marian Anderson, Ella Fitzgerald or another musician from the era playing. Have the Power Point projecting on the screen. The pictures in the Power Point are the same as those on the folders the students will receive. Divide the class into groups of four to six. Provide each group with chart paper and a marker. Have the students fold the chart paper into thirds. Unfold the paper and label the first section with a K, the next with a W and the final section with an L. Direct students to list everything they currently know about Harlem. Allow 3 - 5 minutes. Process with the class and make a master list. Project the image from http://www.nysegov.com/mapNY.cfm On this map you can click on NYC. Then show the map http://www.cityguidemagazine.com/maps/cggatefold.jp g (This map shows Harlem in relation to Manhattan) Then show http://search.eb.com/blackhistory/micro/727/91.html or have each student bring up the image on his/her computer. Each student will read about James van der Zee, Harlem Renaissance photographer, and study the picture. Note: the photo was taken in Harlem in 1932. There are restrictions on printing this photo. Permission is needed from the family. It is easier to either project the image or have students bring it up on their own computers. After viewing the James van der Zee photo, did their own preconceived image of Harlem change? Distribute folders with the pictures to the students. Each student gets one folder and each group should have a folder representing a poet, writer, artist and 3 social leader. In each folder there should be a short biography of the person whose picture is on the folder, (same)and any other short passage that the teacher wishes to include. (This could be a copy of a writing by the person on the folder or other memorabilia.) After examining the outside of the folder students will complete the W (What do you WANT to know) part of the KWL chart. They should keep in mind the ultimate objective of the unit while filling out this section. The objectives are: The contributions of the Harlem Renaissance How authors and artists (performance and print) not only reflect their own ideas and values but are also influenced by the ideas and values of their times and in turn by influence the values or conditions of society How a minority group can influence the culture of the larger society Be able to predict the major themes that emerged from the Harlem Renaissance writers and artists Students will read the short biography included in each folder and answer the question: Who was this person and what was this person’s contribution to the Harlem Renaissance? Students will have 10 minutes to share within each group and take notes on the individual. (notetaking guide included in notetaking folder) Next, students will read “The Whites Invade Harlem” and complete the notetaking guide. (This may need to be recorded for some students.) This could be a reprint or the students could access the web site directly. http://memory.loc.gov/cgibin/ampage?collId=wpa2&fileName=21/2107/21070806/wpa 221070806.db&recNum=0 --></body></html> Students will share their responses within the group (30 minutes total) Evaluation Students will complete the L part of the KWL chart. (5 minutes) Next, Have each group of students predict at least one theme that they anticipate will be in the works of the authors of the Harlem Renaissance based on their 4 Extension Activities glimpses of the biographies of Harlem Renaissance notables and the article “The Whites Invade Harlem.” Compile the predictions by having a member from each group list their prediction on a chart. As the unit progresses, refer to the predictions as the various literary works are studied. Were the predictions correct? Students can research a specific artist of the period Students can research who coined the term Harlem Renaissance. Possibilities for Differentiation Students can research why Bill Clinton would locate his office in Harlem Record “The Whites Invade Harlem” on audiotape Number the paragraphs in “The Whites Invade Harlem” and direct questions to a specific paragraph. Provide a glossary for “The Whites Invade Harlem.” 5