Harlem Renaissance Grade 9

Introduction

We are beginning Unit 4 with a Harlem Renaiisance Webquest.

It is important for you to have a general understanding about the period in history referred to as The Harlem Renaissance, which I have referenced very briefly as we studied "Drenched in Light" by Zora Neal Hurston; "What is Feels to be Colored Me" also by Hurston, and Black Boy by Richard Wright.

English Standards Addressed

  • 9.W.9    Draw evidence from literary or informational texts to support analysis, reflection, and research.

  • 9.W.9. b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient;
  • 9.W.6   Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically
  • 9.SL.4  Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow  the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
  • 9.SL.1.  Prepare for and particpate effectively in a range of conversations and collaborations with diverse partners.
  • 9.SL.2  Integrate and evaluate information presented in diverse media and formats
  • 9.SL.3  Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
  • 9.CRR.9 Analyze how two or more texts address similar themes or topics
  • 9.SL.4. Convey clear, focused main ideas supported by accurate and relevant details in ways appropriate to topic, audience, and purpose (in both writing and speaking).
Task

You will be researching the Harlem Renaissance as we begin Unit 4, working in groups of 3, producing a concept map, and sharing the information you have discovered with your classmates. 

Process

Process

The following is the process that the students will follow:

  1. On your own, read some background information on the Harlem Renaissance.  First, read a chronology of important events during that time period as well as a brief written history.  Then, read some biographies of and selections from Harlem Renaissance authors (Langston Hughes, Jean Toomer, Zora Neale Hurston, Countee Cullen).   (Also, Don't forget to read the texts in the right margin!)  Next, read about the rise of black intellectuals in Harlem at that time (Marcus Garvey, W.E.B. DuBois).  Finally, read about other Harlem Renaissance artists (Louis Armstrong, W.C. Handy, Lois Mailou Jones).   Try to get a feel for the era.
  2. Write down some of the general ideas and themes.  What do you think about when you look at Harlem Renaissance art (literature and otherwise)?  How does that art make you feel?  Formulate a thesis--what do you think the artists are trying to say?   Why?  Hint:  Harlem Renaissance artists are trying to say ____________________, because  ______________, _________________, and __________________.
  3. Now, start to think about the artists' influences.  Keep in mind what you have already read. Look a little deeper into the situation at the time.  What factors made the Harlem Renaissance possible?  What kept the artists going?  The following are a list of influences to consider:
  • music (especially blues and jazz)
  • the political situation in the US
  • the economic situation in the US
  • the Great Migration
  • the rise of black intellectuals
  • race riots
  • location of Harlem
  • "Back to Africa" movement
  • search for other influences (or look for more information about the aforementioned influences.)

4.  Choose the three influencing factors that you believe were the most important. What factors do you think were crucial for the rise of the Harlem Renaissance?  What inspired the artists the most?

 5.  Get into groups as assigned:  Jessica, Falhado, Chaina;  Tyrese, Johan, Zae'Drean;  Kayonia, Alazya, Briseyda;  Mike'l, Nelli, Danyka; Jose, Fardowsa, Ahmir.  Share your top three influences.  (Look back at the links if necessary.)  As a group, reach a consensus about the top three most important influences. (You must all reach an agreement!)

6.   Create a concept map (by hand or by using Inspiration – if Inspiration is loaded on the laptops) illustrating these influences.  Be sure to say why these factors were important; give specific examples from history and literature. Your concept map might look like the map projected on the SmartBoard.

 


                            

Evaluation

Group Evaluation

The students' work will be evaluated with the following scoring guide:

Beginning

1

Developing

2

Accomplished

3

Exemplary

4

Score

 

Consensus

 

You did not participate and the group could not reach a consensus.

  You were not an active participant in the activity.  The group may not have been able to reach a consensus.

You presented, but some may not have adequately defended your ideas.  The group eventually reached a consensus.

You were able to present and defend your ideas in the group.  After a meaningful conversation, the group eventually reached a consensus. 

 

Persuasive Techniques: Addressing the Class

 

Arguments were often poor or non-existent.  The group was not able to defend their choices.

Arguments were only sometimes clear and offered little insight.  The group had difficulty defending their choices.

Arguments were mostly clear, somewhat thoughtful, and generally persuasive.  The group could defend their choices, but their arguments were not always strong.

Arguments were clear, insightful, and persuasive.  The group was able to answer questions and defend their choices.

 

Concept Map

 

Concept Map was not understandable or was non-existent.

Concept Map was somewhat disorganized and concepts were often unclear.

Concept Map was organized and understandable.  It may have been lacking some details or links.

Concept Map was well-organized, understandable, and detailed.



Self-Evaluation

Group put forth very little effort and did not complete all the tasks.

Group did not put forth much effort and may not have completed all tasks.

Group worked hard, put forth effort, and completed the tasks.

Group worked hard, put forth a good effort, and completed the tasks well.

 

Conclusion

Reflection in Notebook

Please write a minimum of one-page in your notebook, reflecting on 1) the knowledge you acquired about The Harlem Renaissance; 2) your experiences working in the group and your feelings about doing such; 3) your experiences completing the Webquest.  Did you like or dislike learning in this way?  Why?