Download Lesson Plan 82 - Texarkana Independent School District

Sarah A. Huett
U.S. History Lesson Plan
TEKS Lesson Plan/Unit Plan
Texarkana Independent School District
Teacher: Sarah A. Huett
Subject/Course: U.S. History
Grade(s): Grade 11
Time frame: 45 minutes
Lesson Plan Number:
Topic/Process:
Textbook:
T.I.S.D.
82
Harlem Renaissance
The Americans: Reconstruction to the Present, McDougall Littell
Ch 13, sec 4, pgs 452-457
Texas Essential Knowledge and Skills (TEKS): US5 A, US7 A-B, US20 A- C, US24
H
(5) History. The student understands significant individuals, events, and issues of the
1920s. The student is expected to:
(A) analyze causes and effects of significant issues such as immigration, the
Red Scare, Prohibition, and the changing role of women; and
(7) History. The student understands the impact of the American civil rights movement.
The student is expected to:
(A) trace the historical development of the civil rights movement in the 18th,
19th, and 20th centuries, including the 13th, 14th, 15th amendments;
(B) identify significant leaders of the civil rights movement, including Martin
Luther King, Jr.;
(20) Culture. The student understands the relationship between the arts and the times
during which they were created. The student is expected to:
(A) describe how the characteristics and issues of various eras in U.S. history
have been reflected in works of art, music, and literature such as the paintings of
Georgia O'Keeffe, rock and roll, and John Steinbeck's The Grapes of Wrath;
(B) describe the impact of significant examples of cultural movements in art,
music, and literature on American society, including the Harlem Renaissance;
(C) identify examples of American art, music, and literature that transcend
American culture and convey universal themes;
(24) Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of sources including electronic technology. The
student is expected to:
Sarah A. Huett
U.S. History Lesson Plan
T.I.S.D.
(H) use appropriate mathematical skills to interpret social studies information
such as maps and graphs.
TAKS: US5 A, US7 A-B
(5) History. The student understands significant individuals, events, and issues of the
1920s. The student is expected to:
(A) analyze causes and effects of significant issues such as immigration, the
Red Scare, Prohibition, and the changing role of women; and
(7) History. The student understands the impact of the American civil rights movement.
The student is expected to:
(A) trace the historical development of the civil rights movement in the 18th,
19th, and 20th centuries, including the 13th, 14th, 15th amendments;
(B) identify significant leaders of the civil rights movement, including Martin
Luther King, Jr.;
Concepts
Enduring Understandings/Generalizations/Principles
The student will understand that
Culture
Cultures express beliefs and values through art, music and
literature.
Desire for equality may lead to conflict or change. True
equality often does not exist.
Equality
Sequence of Activities (Instructional Strategies):
1. Focus: Have students conduct transactions for Stock Market game. Have
students use their text or other available resources to do a brief sketch of the
beliefs, goals and tactics of the following organization: NAACP and UNIA.
2. Lecture/Class Discussion: Discuss with students how the northern migration of
African Americans helped lead to the Harlem Renaissance. Discuss the
following and their contributions to the Harlem Renaissance: Claude McKay,
Zora Neale Hurston, Langston Hughes, Paul Robeson, Louis Armstrong, Duke
Ellington and Bessie Smith. As you discuss each of those people be sure to
show the students a photos and/or and example of their work (such as a song
excerpt).
3. Primary Source Activity: Have students read excerpts of Langston Hughes’
When the Negro was in Vogue. Students should be able to answer the following
questions:
1. Describe the Harlem of the 1920s.
2. Why was white America suddenly fascinated by Harlem?
3. What is ironic about the situations described by Hughes?
Sarah A. Huett
U.S. History Lesson Plan
T.I.S.D.
Questions to Consider in Lesson:
1) Who do you believe had the best approach to race-relations, the NAACP or
UNIA. Explain.
2) How did the Harlem Renaissance contribute to both black and general
American history?
Assessment of Activities:
Classroom Observation
Classroom Discussion
Primary Source Analysis
Prerequisite Skills:
1. Primary Source Analysis
2. Basic math skills
Key Vocabulary:
Harlem Renaissance, Claude McKay, Zora Neale Hurston, Langston Hughes, Paul
Robeson, Louis Armstrong, Duke Ellington and Bessie Smith
Materials/Resources Needed:
Pens, paper, overheads, projector, computer, LCD projector, photographs, song
excerpts, copies of Hughes’ When the Negro was in Vogue
Modifications: Allow students to have extended time to complete activities. Follow all
modifications on student’s IEP.
Differentiated Instruction: Have students create a biographical sketch of an important
man or woman who emerged during the Harlem Renaissance. Students should share
their information with the class.
Teacher Notes:
Sarah A. Huett
U.S. History Lesson Plan
T.I.S.D.
Sample Test Questions:
1. Jazz music was born in New Orleans and was spread to the North by such
musicians as
A. Louis Armstrong
B. Zora Neale Hurston
C. Paul Robeson
D. Langston Hughes
2. Concert and music composer ___________, was influenced by both the music of
_________ and traditional music.
A. Louis Armstrong, George Gershwin
B. Bessie Smith, Georgia O’Keeffe
C. George Gershwin, Louis Armstrong
D. Paul Robeson, Duke Ellington
Project developed and delivered through a Collaborative Research Grant between
Texarkana Independent School District and TAMU-T Regents’ Initiative.