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Harlem Renaissance

Description: 

The Students will create a short monologue, role play, and pick from a variety of choices listed here Tic Tac Toe Grid of options with links to rubrics .

Students will better understand how the Harlem Renaissance was developed and how it impacted history.

Students will research the politics of famous Harlemites and explore how those beliefs meshed with the ideologies of the Interwar Period, the Spanish Civil War, and World War II. The students will also be following Paul Robeson through much of the 1900’s to see how one individual can impact and be impacted by history.

Learning Targets: 
Understand the Interwar Period and the impact of economics and ideology.
The Students will create a short monologue, role play, and pick from a variety of choices listed here Tic Tac Toe Grid of options with links to rubrics .
Students will better understand how the Harlem Renaissance was developed and how it impacted history.
Students will research the politics of famous Harlemites and explore how those beliefs meshed with the ideologies of the Interwar Period, the Spanish Civil War, and World War II.
Discuss the impact fo the arts on history.
Link: 
Harlem Renaissance
https://docs.google.com/document/d/1tp2eXZ9Qff_BodAPnviR2g8dMaYkyb15TZKPvqDIoLE/edit
AttachmentSize
PDF icon Terry Carpenter - AAPS TBDL Blended Unit Planning Document #2 (1).pdf118.93 KB
Author: 
carpentt
Content Area: 
Social Studies
US History
Language: 
English
Resource Type: 
Project
Licensing: 
Creative Commons Licence
Grade: 
9-12
Common Core Language Arts
Tags: 
Harlem
African American

How are the standards/objectives assessed?

W7 Global Crisis and Achievement

7.2.2 Inter-war Period – Analyze the transformations that shaped world societies between World War I and World War II

U7 The Great Depression and World War II

7.1.1 The Twenties – Identify and explain the significance of the cultural changes and tensions in the “Roaring Twenties” including • cultural movements, such as the Harlem Renaissance and the “lost generation”

G6 Global Issues Past and Present 6.1 Global Topic Investigation and Issue Analysis (P2)

G4 Human Systems 4.1 Cultural Mosaic 4.2 Patterns of Human Settlement 4.3 Forces of  Cooperation and Conflict 4.4 Economic Interdependence

C6 Citizenship in Action 6.1 Civic Inquiry and Public Discourse (P3) 6.2 Participating in Civic Life (P4)

Social Studies Knowledge, Processes, and Skills K1 General Knowledge [College-Readiness] P1 Reading and Communication [Close and Critical Reading; Analysis; Interpret Primary and Secondary Sources; Argumentation] P2 Inquiry, Research, and Analysis [Information Processing; Conducting Investigations; Problem-Solving; Technology Use]  

Student prerequisite skills and knowledge

Students need to bring limited prior knowledge.  In terms of skills, students need to be able to interact with online and text resources.  Students may need to have some background knowledge of slavery, the Great Migration and AA history.

How is the concept or procedure explained or demonstrated?

The pre-assessment introduces all concepts and provides both teacher and student with a baseline for what concepts still need to be learned and studied for full understanding.  Each activity is designed to bolster student learning about the major concepts, and allows for student choice via the delivery of the tic tac toe board.

What concepts or procedures are being explained or demonstrated in this lesson object?

 

The students will have a deep understanding of at least one individual and a greater understanding how someone is impacted by and influences the world they live in.

 

Current Teaching Design* List every activity that you currently complete in your traditional classroom situation to teach this unit.  

Pre Quiz

 

Students will read short biographies of at least 5 famous Harlemites and fill out a very brief reading log on them.

Students will watch and discuss excerpts of Ken Burn’s Jazz.

Student will Choose one famous Harlemite to write and perform a one minute monologue on.  Then, they will choose 3 more assignments/projects/performances from Tic Tac Toe Grid of options with links to rubrics

Teacher version of Tic Tac Toe  with links to assessments and other stuff

Harlem Pen Pals: Students will write (in character) to another famous Harlemite.  They will write back to each other at least 3 times. This can be then used as the foundation to build their level 3 group project (skit, debate, etc…).

Students will present their group performance.

Video of former students performing their monologues.

Students will do additional research online (books and other printed resources will be available).

Students will research the politics of famous Harlemites and explore how those beliefs meshed with the ideologies of the Interwar Period, the Spanish Civil War, and World War II.  The students will use this information in future projects, units, assessments, and essays. Following this unit are they will be learning about the Spanish Civil War (doing a role play with the Spanish Class where they debate the different Ideologies that would eventually lead to World War II).  

Discussion Questions

Exit Survey

What was your experience, both successes and challenges, using this lesson object with your students?

In the past, lots of students found historical figures that they identified with and that was beneficial.  The vast amount of student choice built into the project increased student engagement.  The differentiation built into the project helped all students to succeed.  Finally, the performance-based final product was a highlight for many students.