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The Harlem Renaissance : A Virtual Study
This Project was a 2007 Teachers Network Award Winner!
Click Here to view the awarded website!
Your project is a study of not only of this historical time period and the poetry, art and music that came out of it; but it is a study on how art can become the foundation of social expression. Your final project will be to illustrate this social expression of the 1920's & 1930's through the use of modern technology.
About: Students will learn about the historical time of the Harlem Renaissance, and continue to use this information throughout a unit on the poetry of Langston Hughes. The instructional unit will end with a final project (travel presentation, digital storyboard or podcast) and will lead into a reading of the play - A Raisin in the Sun, by Lorraine Hansberry. Pre-Reading activities will include reading historical documents, visiting websites pertaining to this historical time, viewing old newspapers, studying artwork and listening to music that was generated from the Harlem Renaissance.
At the end of the unit, students will submit a final project. The project will be a "Virtual Travel Brochure" of Harlem, NY during the 1920's & 1930's. Students will be able to choose from different formats, or incorporate aspects of a few. Choices will include a Microsoft PowerPoint presentation, a podcast commercial using Apple's "Garageband" software, or by creating a digital storyboard. In any choice, the purpose is to create a travel brochure/commercial that outlines all the important aspects of the Harlem Renaissance. *Note* - Students who are more technically advanced can infuse aspects of these choices into one final project* Handouts:
Project_Rubric.doc
Virtual Study Project.doc
| Students will learn about a vital time in American history and study the artistic expression that led to such social and political change and movement. |
| Students will respond to literature of many genres, public documents, visual and performing arts and critique social expression. |
| Students will learn how to communicate with technology (podcast, email and blogs). |
| Students will learn how to validate search results on internet search engines. |
| Students will create a technological "commercial" or travel brochure on the Harlem Renaissance. |
| Students will conference with teacher and present to group/class. |
| Students will work in pairs and small groups during classroom instruction to generate ideas, learn different takes on art, and complete a variety of handouts and organizers to illustrate learning. |
| Students will become adept to modern audio/visual software programs and will learn a variety of different, cutting edge ways to provide classroom presentations. |
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| This is our class NY Learns website. It is used for a variety of ways - access to online grades, instructional units, homeworks, useful websites. If you click on "Harlem Renaissance", it will take you to our project page. This provides students with the format & guidelines for the project, the websites they may use for their research, and instructions on how to use the technology required. There is also a "Pocast & Blogs" link that shows students how to utilize our classroom blogsite, what rules need to be followed and how to create podcasts. |
| www.nylearns.org/rmiano |
| "Drop Me Off in Harlem" is a powerful and valuable resource. It provides an interactive map of Harlem during the Renaissance movement, allowing viewers to scroll over highlighted blocks to get information on important areas, buildings and events. Also, the site has information on all the important people associated with the movement, and categorizes them into actors, musicians, writers, etc. It also has a "Media Player" section, where you can access videos, audio files, images and historical texts. |
| http://artsedge.kennedy-center.org/exploring/harlem/artsedge.html |
| This web link offers viewers an in-depth look at the major persons, works of literature, art and performances of the Harlem Renaissance. There are also links to visual arts and a 1920's timeline of events. These are used during classroom instruction as well. |
| http://www.fatherryan.org/harlemrenaissance/ |
| This link to a PBS sponsored webpage is a valuable resource to both student research and classroom instruction, centering on the history connection. The site offers a description of an exhibit at The California Palace of the Legion of Honor in San Francisco called Rhapsodies in Black. The PBS Online NewsHour allows viewers to see questions and answers submitted by online viewers and forum panelists at the time of broadcast. The panelists are professors and professionals who are experts in the field. The questions and answers focus on the Harlem Renaissance being more then jazz, blues and the Cotton Club, but as a profound literary and political movement. |
| http://www.pbs.org/newshour/forum/february98/harlem1.html |
| This site allows teachers and students to download a free, easy to recording software onto computers. Of course, the Apple computers come with GarageBand, so this program is to be used especially for Windows PC users. |
| http://audacity.sourceforge.net/ |
| The "Info Please" website offers a sound, yet grass roots explanation of the Harlem Renaissance, from its inception to relevance in history. The site is worded very student friendly, and gives students a good resource to gather information on future topics. |
| http://www.infoplease.com/spot/bhmharlem1.html |
| This site offers a 'quick course' on the Harlem Renaissance and covers history, art, music, history, drama, and more. But more importantly, it can be easily viewed in Spanish and French. |
| http://library.thinkquest.org/26656/ |
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| E1 - Reading b Read and comprehend at least four books on the same subject, or by the same author, or in the same genre. c Read and comprehend informational materials. d Demonstrate familiarity with a variety of public documents. |
| 8 |
| ELA |
| E2c - Writing a Produce a report of information. b Produce a response to literature. |
| 8 |
| ELA |
| E3 - Speaking, Listening & Viewing a Participate in one-to-one conferences with the teacher. b Participate in group meetings. c Prepare and deliver an individual presentation. |
| 8 |
| ELA |
| E4 - Conventions, Grammar, and Usage of the English Language a Demonstrate an understanding of the rules of the English language in written and oral work. b Analyze and subsequently revise work to improve its clarity and effectiveness. |
| 8 |
| ELA |
| E5 - Literature a Respond to non-fiction, fiction, poetry, and drama using interpretive and critical processes. |
| 8-12 |
| ELA |
| E7 - Functional Documents a Critique functional documents with an eye to strategies common to effective functional documents. |
| 9-12 |
| ELA |
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| Day 1: Harlem Renaissance - The Art of Social Expression |
| Students will view a variety of artistic expression during the Harlem Renaissance. |
| Students will critique and analyze music, visual art, literature and performing arts generated in 1920's Harlem. |
| Students will produce a "Gallery Walk Review Sheet" which will discuss their opinions, ask their questions, and express their connections to the work they were introduced to. |
| Students will complete a homework assignment that will ask them to illustrate social expression. |
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| Laptop & Projector displaying visual slide show of performing arts |
| Classroom CD radio that is playing jazz and blues |
| Photocopies (color preferred) of different art work displayed on a wall |
| Variety of literature (poems, letters, plays and novels) displayed on a desk arrangement. | |
| Students will enter to find the classroom arranged in a gallery walk through. |
| Students will be instructed that they are entering Harlem, NY in the 1920's and that throughout this unit they should try to imagine themselves living in this time period - this will help them in their final project. |
| Students will be given a handout that is made of 4 boxes - Questions, Thoughts, Reactions, Connections. They will fill in these boxes with responses as they walk through each section of the gallery. |
| Students are divided into even groups and are assigned a starting point in the gallery. |
| Students will have 5 minutes (timed by teacher) at each section. They are reminded throughout that during this time they are viewing AND responding. |
| At the conclusion on the gallery walk through, we will spend 5 minutes doing a "Think-Pair-Share". This allows all students to respond. |
| Students who wish will have time to perform a share-loud to the entire class. |
| Teacher will hold a Q&A session and reflection. |
| Students will be given the nights homework. |
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| Students are given a website to read "Dreams" & "Harlem" by Langston Hughes. They are to answer guided reading questions in the form of "commentary response". These responses are to be posted on our classroom blog site. **Students have the option to email responses to teacher privately, or to hand in work on paper.** **Hard copies will be available for students without access to the internet** | |
| Students will write a reflection piece in their writing journal. | |
| Day 2: Harlem Renaissance - Background Information |
| Students will read non-fiction documents |
| Students will take notes from a Microsoft PowerPoint lesson. |
| Students will break into small groups and share different documents. |
| Students will be asked to write a letter that explains what is happening in 1920's Harlem. This letter should follow the premise that they are living in 1920's Harlem, and are writing to a friend who lives in the South, encouraging him/her to move up North. |
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| Laptop & Projector with internet access |
| Printed 1920's newspaper articles, public documents, timelines |
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| Review Homework from lesson 1. Share aloud responses. |
| Students will view the "Drop Me off in Harlem" website through the classroom projector on SmartBoard. We will walk through the virtual map top get a good feel of the area and points of interest. |
| Students will take background notes of important people, events and concepts through a Microsoft PowerPoint presentation. |
| Students will break into groups and view a variety of printed documents. Roles are assigned to group members - researchers, writers, presenter. |
| Groups will complete a "Key Concepts" and "Big Ideas" worksheet that outlines the important dates and people, as well as the reasons behind the Harlem Movement. |
| Group presenters will discuss their answers and findings with the class. |
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| Students will respond online to a series of questions based on the facts and concepts of today, as well as a continued critique of art as social expression. | |
| Quiz on facts, timeline, key people, concepts | |
| Day 3: Langston Hughes - Portrait of the Movement |
| Students will gain an introduction and understanding of Langston Hughes, his life and works. |
| Students will gain an understanding of the themes presented in Langston Hughes' poetry and link them to the Harlem Renaissance. |
| Students will gain an understanding of the use of "Imagery" and complete a handout. |
| Students will read and listen to Langston Hughes recite his poetry. |
| Students will listen to student recitals online, then recite additional poetry of Hughes to the class. | |
| Laptop, Projector with internet access |
| Audio Speakers |
| PC Microphone |
| Imagery - Graphic Organizer | |
| Students walk into the classroom with to jazz and blues playing. |
| Students will copy notes on the background, life and accomplishments of Langston Hughes. The music will continue softly. |
| Students will view Hughes' works on the SmartBoard and will be introduced to the literary device "Imagery". Class will use "Dreams" and "Harlem" as reference to imagery usage. |
| Students will listen to audio broadcasts of Langston Hughes reciting his poetry, as well as audio interviews downloaded from the Smithsonian Global Sound website (http://www.smithsonianglobalsound.org/radio_globalsound.aspx). Highlight the similarities of his life to the notes taken. |
| Students will listen to student recitals of Hughes' poetry from the website - http://ecuip.lib.uchicago.edu/diglib/language/poetry/langston_hughes/poems.html |
| Students will complete the Imagery Graphic Organizer handout. |
| Think-Pair-Share the handout responses. |
| Read responses aloud to class. |
| Review & Homework |
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| Students will write an original poem about that includes the following: 2 Stanza, 8 line minimum 3 facts from the Harlem Renaissance 3 Examples of imagery | |
| Journal entry. Homework will allow teacher to gauge level of understanding and interest. | |
| Students will perform online research |
| Students will test heir knowledge of facts they already learned as well as their ability to find new information using websites given on our class website. |
| Students will take an online quiz that will be emailed back to the teacher before the end of class. |
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| Computer room or mobile lab |
| Handout of Scavenger Hunt questions |
| CD radio |
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| Students enter computer lab to sounds of jazz & blues. |
| Students are to take their assigned computer stations or classroom seats (laptops will be on desks and ready) |
| Students will log into their emails. They will be told that a test has been emailed to them. They have 20 minutes to complete the test and reply back to the teacher with their answers. |
| Students are given a copy of the scavenger hunt question sheet as they finish their exam. Students who earn the highest scavenger hunt points before the bell will receive a copy of the jazz & blues CD we have listened to throughout the unit. |
| Ensure that all exams have been sent via email. |
| Collect scavenger hunt responses. |
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| Have "Blog Rules" sheet signed by Parent & Student | |
| Grade Quizzes & Scavenger Hunt | |
| Students will understand the meaning of podcasting and see its many uses throughout today's world. |
| Students will be introduced to the audio/visual software available to them on either a Windows or Macintosh computer for the purposes of their final project. |
| Students will see examples of digital storyboards, online travel brochures, and view a travel commercial over the internet. |
| Students will receive a copy of the final project rules, format and rubric. This information is also available on our class website. |
| Selected students will be allowed to break into teams and begin generating project plans. | |
| Laptop and projector with internet access. |
| Handout of Assignment & Rubric |
| Graded Quizzes |
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| Students will receive grades from yesterday's exam and prizes will be given out to top two finishers in our online scavenger hunt. |
| Students will be instructed on podcast technology and will take notes from PowerPoint presentation. |
| Students and teacher will review final project. |
| Students will review and critique examples of previous projects based on rubric assessments. |
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| Students will begin working on the final project and can email teacher for comments and suggestions prior to use date. | |
| Students will demonstrate understanding of the project based on how well they use the rubric to critique previous work. | |
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