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By Brad Johnson
The Harlem Renaissance
learning module is designed to introduce, define, and help students
explore what this important movement signified— a spiritual, political,
and artistic awakening of the “Negro”, brought about by various social
and economic forces dating from Reconstruction to the recent close of
WWI, manifesting itself into one of the richest, most vibrant artistic
eras of the early 20th century America. The cultural capital of Black
America gave rise and voice to some of the most talented and creative
writers, singers, painters, artists, actors, and musicians. A black
identity was forged which introduced many black themes into American
modernism. The central goal of this unit is to bring the Harlem
Renaissance to life in order to allow students to gain an appreciation
of the profound cultural, literary, political, and artistic
contributions of the “negro” in Harlem during the 1920’s and 1930’s,
which have evolved into an integral part of American culture and society
today; another goal is to provide African American students with a
stronger sense of their proud, vital, and creative heritage and history.
The competencies that this module will address are the following: 7.3
and 7.4: 7.3. Analyze the multiple histories, cultures, perspectives,
contributions and/or struggles of various peoples. 7.4 Collaborate and
interact effectively, equitably and respectfully in diverse groups
within the classroom or campus-related workplaces and practice areas.
Student activities/assignments will be comprised of the following:
maintain daily journals and class notes; share written responses to the
poetry and visual arts presentation; take quizzes from the novel, video,
and lectures; participate in a seminar based on the novel and class
discussions; and collaborate in both defining assigned glossary of terms
and writing the final project paper (list of topics attached).
Other activities and resources accompany this learning module,
specifically a curriculum guide booklet* for preschool and K-12 classes
that includes an overview, purpose, materials, activities list, and
outcome for six assignments. Each assignment comes complete with a list
of 12-15 age-appropriate books, along with a brief synopsis of each.
This 30 page booklet is truly tailor made and ready to go for Early
Childhood Education teachers or elementary Project Teach candidates
wanting to explore picture books or stories for younger children, or for
high school Project Teach candidates and faculty noted in divisions
stated above who wish to explore either Black themes, culture, history
and/or consciousness.
Prior to beginning the unit, students are to have read the novel Their
Eyes Were Watching God, by Zora Neale Hurston. Ten journal entries (one
page minimum) are required, one for about every twenty pages, where
students will have many response options: character development;
structure; her narrative technique of alternating between highly
figurative narration and colloquial dialogue— the Southern vernacular;
imagery; setting; central conflicts; symbolism (must discuss the use of
the horizon); power relations; issues of race; how speech is both a
mechanism of control and a vehicle of liberation; the role of silence;
and then, draw parallels from relationships, issues, conflicts, etc.
within the novel to today. Students are to have their journals/notes
prepared for a seminar that will take two class periods. Handouts on how
to conduct and lead a seminar will have been handed out, as well as the
selection of student leaders (two) for each day. Students will be graded
at seminar not only on the quantity of notes (approximately 10 pages)
but also on the quality of notes that are to follow the format of having
textual quotes and plausible analysis of the quote to support an
interpretation. During seminar, students must also intellectually
participate with insights, questions, suggestions, and/or criticisms by
referencing the text or notes in order to receive points.
Assignment
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