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Harlem Renaissance

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The Harlem Renaissance: Crash Course Theater #41

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Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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Black authors were able to give a voice to the African-American identity, as well as strive for a community of support and acceptance, during the Harlem Renaissance. By introducing these stories to students, we aim to give them the opportunity to voice their own identities in a community that supports them.

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3 Weeks

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CCSS.ELA-LITERACY.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

CCSS.ELA-LITERACY.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

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Potential Controversial Issues Inherent in Unit

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Potential Controversial Issues Inherent in Unit

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· Racism
· Religion
· Cultural Appropriation
· Stereotyping

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➳ Understand and analyze how text and writing can reflect and express a cultural identity
➳ Create their own Harlem Renaissance inspired work that will be assessed at the end of the unit

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Skills or Concepts Necessary to Achieve Objectives:

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Skills or Concepts Necessary to Achieve Objectives:

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Critical reading skills

Willingness to self-reflect and give feedback to others

Understanding of how racism influenced many of the artists during this time period

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Music and videos from the Harlem Renaissance and its influences

Musical-rhythmic intelligence (music smart)

Visual-spatial intelligence (picture smart)

Textual components (novel, poems)

Verbal-linguistic intelligence (word smart)

Intrapersonal intelligence (self smart)

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Everyone has a shared purpose and goal of promoting their art at the end of the unit. Students are given various forms of assessment (new media amplifying connecting learning):

Narrative essay

Spoken word performance (plus 1 page rationale/reflection)

Film that embodies the time era (plus 1 page rationale/reflection)

All students’ work will be published on the Journalism website (Book Creator)

Workshops - Some will be led by guest speakers that have experience in creating film and poetry:

Peer-supported

Workshops will involve students reviewing and assisting each other on their projects

Interest-powered

workshops are divided up by student interest in the certain project they want to do

Academically oriented

Making use of skills and analysis involving evidence and supporting their interpretations

Discussions/Breakout Rooms

Students are given opportunities to discuss supplemental material and provide insight with classmates.

Using entry points in material to discuss/tie in contemporary issues

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To ensure students are reading throughout weeks one to three, we will require a FlipGrid response for each part of the book. The book is categorized into 3 parts and part 2 has 3 sub-sections in it. Students are to provide a FlipGrid response for every part, so a total of 5 FlipGrid responses. Entries will range from personal reflection and thoughts about the novel and guiding questions given to students to think about whilst reading.

FlipGrid response to reading

This will be a way to assess student understanding and interest

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Students will keep a graphic organizer that documents character development, themes, and textual evidence that they will use in their discussions during class. Guiding questions will be suggested to students before their reading to give an idea of what they could look for in the text, but it will be encouraged that students bring up what they find most interesting and worthy of discussing.

This assignment is designed to improve comprehension and to map out and organize key features of novel. There will be a day in week one where we introduce the graphic organizer and discuss our expectations of what it should contain. Graphic organizers will be done periodically throughout unit.

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· Students will read a series of short stories/poems and pick out/recognize common themes

Identity

Racism

· Students will read Part 1 of Go Tell It on the Mountain. The thematic focus will be on identity and how societal and familial pressures affect our presentation of our identity.

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Students will read "Harlem" by Langston Hughes.

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 "Go Tell It on the Mountain" by James Baldwin

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 "Go Tell It on the Mountain" by James Baldwin

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Students will start reading Go Tell it on the Mountain by James Baldwin. They will receive assigned reading as homework.

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End of Week One — FRI-YAY: Assessment Options

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End of Week One — FRI-YAY: Assessment Options

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Tell students about their assessment options so that they can have the weekend to decide.

1. Narrative Essay
2. Spoken Word Performance (with one page reflection)
3. Video that embodies the time era (plus 1 page rationale/reflection)

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The Narrative Essay, Reflections on Video, and Spoken Word Performance must include three sources.

✶ Go Tell It on the Mountain
✶ A poem we read from class
✶ An outside source (YouTube, website, etc. )

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Students will read Part 2 of Go Tell It on the Mountain. After choosing their assessment option, students will begin to enter workshops meant to guide them in completing their assignments. All students, regardless of assignment, will have time to learn and practice incorporating sources and how to format assignments. The thematic focus will be on listening to other's perspectives and reflecting on who individual's are rather than our preconceived notions of them.

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Students will be introduced to workshops, which will be done Wednesday and Friday. Journals and discussions will continue for their assigned readings. Workshops will allow students to work collaboratively on whichever final project (assessment) they chose.

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Students will read the final part of Go Tell It on the Mountain and Claude McKay's "If We Must Die." They will also be introduced to the final poem, "The Negro Speaks of Rivers" by Langston Hughes. Students will continue to work in groups and with mentors on their projects; this will include giving peer-reviews on drafts and revising their writing and ideas for their final drafts. The thematic focus will be on finding ways to make space for our own identities while valuing others'. By the end of the week, students will have their projects prepared to be published by the Journalism class.

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For one of the workshop days (ideally week 3) we will have guest speakers for each respective assessment category (narrative, spoken word, film) and guest speakers will provide mini-lecture on techniques to improve assignment.

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Students will spend time reading/viewing each other's work in order to edit them and have them prepared to be published to the Journalism website.

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Students will present their projects to the class; students who chose to write an essay will share the outside source they chose to incorporate so that all students will have something to share.

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Childish Gambino - This Is America (Official Video)

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Kendrick Lamar - Alright (Official Music Video)