TDS Lesson Plan

Teacher: Christian Castañeda

Title: The Harlem Renaissance: “The Rebirth of a Culture”

Subject: U.S History

Grade Level: 10th Grade

US.24B: analyze and describe the cultural impacts of the Harlem Renaissance
TEKS:

Students will:
 understand the impacts of cultural movements via art, music, and literature
Learning Objectives:  engage in discussion by comparing different primary sources
 evaluate interpretations of primary sources and understand the position(s) and
presentation

How did The Harlem Renaissance impact not only the African American community, but
Essential Question(s): future movements as well?
After reading both sources, how important is examining and interpreting sources?

Essential Vocabulary:
The Great Migration, Langston Hughes, Claude McKay, syncopation, Alain Locke,

 https://quizlet.com/_bm3ma6?x=1jqt&i=1d6s7t
 https://www.poetryfoundation.org/poems/44694/if-we-must-die
Resources/Materials:
 https://www.poetryfoundation.org/search?
query=The+Negro+Speaks+of+Rivers
Procedures:
Time: 1-2
Opening Activity: Group Discussion mins

Lecture: Students will learn a brief background of music and culture of how
we got to the Harlem Renaissance. This background includes a timeline, which
will mainly focus on the Great Migration.
Afterwards, students will look at some of the artists and their work during this Time: 40
period. Although the “poets and poetry” tab of works featured two poets, mins
Jean Toomer will be discussed since Langston Hughes will be talked about
later

Time: 8
Video Recap: The Harlem Renaissance (3 mins) mins
After the video ends, students will then examine one of the figures mentioned
in the video, Alain Locke. Students will then discuss as a class the ideologies of
Alain Locke.
TDS Lesson Plan

Group Activity: Class will split up into two groups

 Group A will receive first poem (If We Must Die by Claude McKay)
 Group B will receive second poem (The Negro Speaks of Rivers by
Langston Hughes)
 Students from both groups will meet and discuss with each other
what they gathered from the poems Time: 30
 Class will discuss as a whole

After students are finished with the discussion of both sources, they will then
talk about the overall impact of the Harlem Renaissance and make
connections to the present day.

Closing Discussion:
Assessment: After having gone through this lecture, how can interpret this as a cultural Time: 10
"rebirth"? mins

Quizlet Live:
1) The Harlem Renaissance reached its peak during…
a) 1920s
b) 1910s
c) 1930s
2) Which was NOT one of the main art forms represented in the Harlem
Renaissance?
a) Poetry and Art
b) Sculpting and Pottery
c) Music
3) This happened as a result of African Americans wanting more
opportunities for success and job security.
a) The Great Awakening
b) Emancipation
c) The Great Migration
4) How did the poetry, music, and literature of the Harlem Renaissance
reflect African Americans’ feelings about themselves?
a) They tried to dispel stereotypes by showcasing their own culture
b) The poetry, music, and literature showed that they considered
themselves inferior to others
c) They tried to dispel stereotypes by showcasing their own cultures
5) The following individuals contributed to the literature, art, and music of
the Harlem Renaissance EXCEPT
a) Jacob Laurence
b) Duke Ellington
c) George Gershwin
6) What was the impact of the Harlem Renaissance?
a) Promoted culture identity of African Americans
b) Fought discrimination in the south
c) Promoted the growth of New York cities
7) As one of the most famous American poets of all-time, he infused jazz
and blues into much of his work
a) Cab Calloway
b) Duke Ellington
c) Langston Hughes