For a Google doc version of this lesson, click here.

Subject(s)

English, Social Studies, Art

Estimated time

Two 45 or 60 minute class periods with several nights of homework (or four to five class periods if no homework is assigned)

Grade level

7 – 12

Objective

Students will learn about the social, cultural and political forces which gave rise to the Harlem Renaissance. They will also learn about the influences that inspired the work of the Harlem Renaissance’s artists and musicians. Finally, students will be given several opportunities to create their own Harlem Renaissance–inspired work.

Background

The Harlem Renaissance was a significant social and cultural movement which took place in the 1920s and 1930s following the Great Migration during which thousands of African-Americans left the South and moved north and west.

The result was the flourishing of art, music and literature that reflected the history and experience of African-American life. The artistic, literary and musical contributions of Harlem Renaissance artists continue to serve as an inspiration for today’s artists.

Procedure

Opening Activity

1. First, watch "The Harlem Renaissance's cultural explosion, in photographs" above to help introduce the artistic legacy of the Harlem Renaissance (may skip if this has already been discussed in class).
2. Discuss the social, political and economic climate of America in the 1920s and 1930s.

• What was the Great Migration, and what influenced African-Americans to move from the South to places like Harlem?
• What were some of the unusual circumstances African-Americans faced in New York City at the the time of the Great Migration?
• Why do you think this migration contributed to an explosion of art and culture in Harlem?

Choose one or more of the activities described below (whichever best fits the goals of your classroom).

Activity 1

1. Read "Harlem" by Walter Dean Myers to students and ask them to visualize the story as you are reading. As you read, you may show students a slideshow of Christopher Myers’ illustrations of the poem.
   • Give students a copy of the poem and ask them to underline all of the places and locations mentioned in it. Have students read the poem a third and final time and highlight or circle all of the people mentioned. Ask students why they think Harlem became a social and cultural center for African-Americans in the 1920s and 1930s.

1. Optional: Choose selections from Alain Locke’s "The New Negro," poems by Langston Hughes ("Cultural Exchange," "Democracy," "Freedom’s Plow") James Weldon Johnson ("Lift Every Voice and Sing") and Countee Cullen ("Yet Do I Marvel" and "Heritage") or excerpts from the writings of Zora Neale Hurston. Have students work either individually or in small groups to answer the following questions about the documents: Who is the intended audience? What is the subject matter? How does this reflect the themes of the Harlem Renaissance?

• Optional: Have students write a found poem in which they alternate phrases or lines from Harlem Renaissance poems with original lines of their own. Host a poetry slam during which students will read their found poems aloud.

Activity 2

Students will write an essay entitled "The Lasting Legacy of the Harlem Renaissance" in which they focus on one aspect of the era — poetry, jazz, visual art or music — and how it influences contemporary artists. This may also be assigned as homework.

Extension Activities

• Arts-based classrooms might also be interested in this lesson on Jacob Lawrence’s Great Migration series. The lesson encourages students to think about Lawrence’s artwork through movement.
• Ask students to research one type of performance that took place at the Apollo Theater. Options include comedy, dance and many types of music including jazz, hip-hop, swing and rock. Have students create a timeline of performances of that genre and then highlight a performer of their choosing in a short biographical essay.
• Performing arts educators may consider having students recreate a famous Apollo Theater performance or having students create an original performance piece inspired by one of the Apollo’s legendary performances. Visual arts educators may have students create a work of art in the style of one of the great Harlem Renaissance artists such as Jacob Lawrence, Romare Bearden or Aaron Douglas.
• Host a tribute to the Apollo during which students can recite their original poems or poems they have studied as part of this lesson, display their artwork, sing songs popularized at the Apollo or perform live music made famous by Harlem Renaissance musicians.

Lesson by Daniella K. Garran, Marston Mills, Mass.

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