Lesson Plan –The Cultural Movement of the 1920’s
The Harlem Renaissance
Goals: Students will understand the impact of the Harlem Renaissance on American Culture
Objectives: Students will be able to:
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Understand how the Harlem Renaissance was a rebirth for the African-American culture, through art, music and literature
Understand the impact of the Harlem Renaissance on the 1920’s and now
Understand the different viewpoints of African-Americans and Caucasians during the time period
Standards: For 9th/10th grade:
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded
them.
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or
economic aspects of history / social studies.
CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
Anchor Standard CCSS.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
Anchor Standard CCSS.ELA-Literacy.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Activities:
(Opening) Compare and contrast the circumstances of African Americans today
Paper in two columns labeled PAST and NOW. List what you know/think life was like for African Americans in the past and circumstances today. Underline
elements that you think account for the differences in people's experiences based on race.
Discuss: Are the arts an effective means for people to express their frustrations, view of history, and hopes for the future? Give examples.
Activity 1:
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Read aloud to students "Harlem" by Walter Dean Meyers. Ask students to visualize the story as it is read to them. (see separate sheet).
Give copy of the poem to students and have them underline the places and locations mentioned throughout the poem. Circle the people mentioned.
Discuss their findings and insights about the poem.
Activity 2:
Groups of 3-4. Choose one of the following authors and look up the selection listed on the internet (or another of their writings from the Harlem Renaissance
period) and answer the following questions:
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Who is the piece written for (audience)?
What is it about?
How does this reflect the themes of the Harlem Renaissance?
Langston Hughes "Cultural Exchange," “Democracy," "Freedom's Plow"
Zora Neale Hurston "Their Eyes were on God (selections-not entire book)
James Weldon Johnson "Lift Every Voice in Song"
*Group recorder lists elements on the board (or butcher paper)
After each group has finished reporting, ask students to identify common themes in each of the works cited. (Recorder lists commonalities on butcher paper or
the board)
Activity 3:
Read aloud "Dream Variations" by Langston Hughes. Ask students to free write opinions, ideas, questions they might have about how it reflects the cultural
rebirth of African Americans during the 1920s.
Create an original poem using the following ideas as an outline.
Original Title
Harlem
A period of time that is ------ (3 descriptive words for Harlem Renaissance)
That hears ---- (1-3 ideas)
That feels ---- (1-3 ideas)
That gives ---- (1-3- ideas)
That fears ---- (1-3 ideas or people)
That would like to see ---- (person, place, or event)
That shares ---- (person, thing, or idea)
Is important because ---Is a resident of ---- (a place)
Renaissance
Culminating work:
Write an essay reflecting the following: How did the Harlem Renaissance impact American society then and now? Cite sources.
Group Work/Cooperative Learning Rubric
Name: ____________________________________ Date: ____________ Class: _________________
Criteria
Advanced (4)
Proficient (3)
Needs Improvement (2)
Warning (1-0)
Decision Making
All students contribute to
decision making and consensus
is reached.
Not all students contribute to
decision making.
One person dominates
No decision
decision making/no consensus
is reached.
No consensus
Social Interaction
Students respect and
encourage the views of others.
Students ask questions for
clarification. Students build on
others comments.
Students pay attention to the
group discussion. Some
students ask questions and
build on others comments.
Students frequently interrupt
and/or put down the views of
others. Students do not ask
questions for clarification.
No participation. Total
disrespect towards group
members
On Task Behavior
Students are on-task
consistently.
Students exhibit on-task
behavior some of the time.
Students are off-task
frequently.
Never on task.
Work Quality
Work relates directly to
assignment/content accurately
exceeds requirements.
Work relates directly to the
assignment/content is
accurate.
Work relates to the
assignment but content is
inaccurate.
Work does not relate to the
assignment/content is
irrelevant.
Roles within Group
Each student assigned a clearly
defined role and perform role
effectively.
Students assigned roles but
roles were not always
performed effectively.
Roles are assigned but the
work is incomplete.
No assigned roles in the
group.
Individual
Performance
Member completed personal
tasks and aided others in the
group.
Member completed personal
tasks.
Member did not complete
responsibilities.
Member is not involved.
Task Completion
Task is complete before due
date.
Task is completed on time.
Task is not completed on
time.
Task is not completed.
Score
Writing Rubric
Name: ____________________________________ Date: ____________ Class: _________________
Advanced (4)
Proficient (3)
Needs Improvement (2)
Warning (1-0)
Stated Objective or
Performance
Information clearly relates to
the main topic. It includes
many supporting details and
examples.
Information clearly relates
to the main topic. It
provides some supporting
examples.
Information relates to the
main topic. Few details are
given and examples are
limited.
Information has little or nothing
to do with the main topic.
Organization
Information is very organized
and well constructed. Ideas
follow a logical sequence with
clear topic sentences.
Most of the assignment is
organized and most of the
ideas follow a logical
sequence.
Some parts of the assignment
are organized and some of
the ideas follow a logical
sequence.
None of the information is
organized and the assignment
does not follow a logical
sequence.
Mechanics
The whole assignment has
accurate spelling and grammar.
The paper is a clean copy.
Most of the assignment has
accurate spelling and
grammar. The paper is a
clean copy.
Some parts of the assignment
have accurate spelling and
grammar. Some parts of the
paper are not clean.
The assignment has numerous
spelling, punctuation, and
capitalization errors. The entire
paper lacks neatness.
Quality of Writing
Rich idea development,
engages reader, sophisticated
style.
Strong idea development,
emerging style.
Appropriate use of language, Inappropriate use of language,
limited development of ideas, minimal or no idea
inconsistent style.
development, lacks style.
Higher Order
Thinking
The paper demonstrates higher
order thinking by including
extensive analysis of topic.
The paper demonstrates
higher order thinking by
including analysis of the
topic.
The paper demonstrates a
minimal amount of higher
order thinking by limited
topic analysis.
The paper fails to demonstrate
higher order thinking because
of a lack of topic analysis.
References or Sources
All sources (information &
graphics) are accurately
documented in desired MLA
format.
Most of the sources
(information & graphics) are
accurately documented in
desired MLA format.
Some sources (information &
graphics) are accurately
documented in MLA format.
Few or none of the sources
(information & graphics) are
accurately documented in MLA
format.
Criteria
(where applicable)
Score