LESSON 7.5: THE HARLEM RENAISSANCE
YOUR MISSION
Know what you will be able to do when the lesson is over.
I can describe the Harlem Renaissance of the 1920s and explain its impart on today's culture.
YOUR PORTFOLIO
Prepare the header for your portfolio entry for today. List the entry in your table of contents.
Table of Contents
Unit 7: What a Wonderful World - The 1920s and 1930s
1. Unit 7 Introduction to What a Wonderful World
2. Topic 1: The Roaring Twenties
3. Lesson 7.1: U.S. Isolationism
4. Lesson 7.2: The Post War Economy
5. Lesson 7.3: The First American Art Form
6. Lesson 7.4: The Great Migration
7. Lesson 7.5: The Harlem Renaissance
Name Homeroom
Lesson 7.5: The Harlem Renaissance
Lesson Mission: I can describe the Harlem Renaissance of the 1920s and explain its impart on today's culture.
CLASS READING
As a class, we will take turns reading the class reading below.
BOOM!
 Coming Home After the War
The Harlem Renaissance was a period of great cultural activity and innovation among African American artists and writers, one that saw new artists and landmark works appear in the fields of literature, dance, art, and music. The participants were all fiercely individualistic talents, and not all of them saw themselves as being part of a movement. But in time writers such as Countee Cullen and Langston Hughes; painters like Jacob Lawrence and Romare Bearden; and musicians and composers such as Duke Ellington and Bessie Smith became widely known as members of the Harlem Renaissance. Much of the foundation of the Harlem Renaissance was laid by earlier generations of African American educators, students, and intellectuals. In the
decades following the Civil War, many racial barriers to education were removed, and African Americans took advantage of the new educational opportunities in great numbers. Dozens of African American colleges and universities were founded, and African American professors and other intellectuals took increasingly public roles. By the early 1900s, intellectual leaders like W.E.B. DuBois and James Weldon Johnson were writing, lecturing, and being published in journals such as Crisis and The Messenger. At the same time, African Americans were moving in huge numbers from the South to northern industrial cities, like New York, where they could find work and escape some of the institutionalized discrimination and mistreatment caused by the South’s Jim Crow laws. Innovative young African American writers, painters, and musicians began gathering in a number of neighborhoods in Manhattan, including Harlem and Greenwich Village, working together and developing new ideas, and in the years after World War I they gained national attention. Some of the most prominent works created during the Harlem Renaissance were in the field of literature. Zora Neale Hurston, Claude McKay, Jean Toomer, and Langston Hughes produced novels, poetry, short stories and mem-oirs. Hurston produced impor-tant work in a number of fields. An anthropologist and folklorist, she stud- Claude McKay ied with the eminent http://www.loc.gov/pictures/ item/92512415/ anthropologist Franz Boaz at Columbia University, and used the music and stories that she collected as a folklorist to inform her novels, plays, and other books, includ-ing Mules and Men and Their Eyes Were Watching God. She also performed music based on her folk-loric research, and has left a number of recordings along with her manuscripts. Langston Hughes, best known as a poet, also wrote plays, a novel, short stories, and an autobiography. Many of his poems were set to music by African Ameri-can composers, and he collaborated with Zora Neale Hurston on a play, Mule Bone. This primary source set includes a poem written by Hughes, as well as a page of a song based on one of his early works, “The Negro Speaks of Rivers.” Another artist who achieved great things in a num-ber of fields was the multitalented Paul Robeson. An honor student and All-American athlete while at Rutgers University, Robeson went on to graduate from Columbia University Law School, and soon after became a famed concert singer, recording artist, stage and film actor. He was an impassioned advocate of political causes, and his performance tours and activism took him around the world. Harlem was a center for musical and theatrical performance as well as literary work, as musicians drawn by the neighborhood’s nightlife collaborat-ed with writers, artists, and each other to create original works. Some of this work drew on musical forms that had grown from the African American experience—gospel, jazz, and blues. Other African American musicians worked in classical forms. Bessie Smith was a legendary blues singer, Marian Anderson broke ground as a classical contralto, and Louis Armstrong and Duke Ellington took jazz to new levels of innovation. Eubie Blake was a prolific composer of the Harlem Renaissance, and was one of the creators of the musical revue Shuffle Along. This show was written and produced by African Americans, opened in New York in 1921 to great success, ran for one year in New York, and then toured for an additional two years. The visual arts also were part of the Harlem Re-naissance. Among the best-known artists of the period were Aaron Douglas, Laura Wheeler Waring, Edward Harles-ton, and the painter and collage artist Jacob Law-rence.  Production in World War I
 Republican presidents of the 1920s.
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prosperity: being successful and making a lot of money
efficient: producing desired results without wasting materials, time, or energy production: creating goods or services in bulk from raw materials to sell consumerism: the belief that it is good for the nation's economy for people to spend a lot of money on goods and services economic growth: an increase in the amount of goods and services that are produced, sold, and bought production costs: the amount it costs to make a good to be sold Republican: the major conservative political party in the United States economic boom: a time of economic growth where more goods are produced for less cost, the amount of products sold increases, employee wages increase, and consumers wish to buy more products. |
DISCUSSION QUESTION
As a class, we will discuss the questions. You will answer these questions in your portfolio in PQA format. An example portfolio entry is embedded below.
Look at the timeline above. Each thing on the timeline is an invention, innovation, or discovery of the 1920s.
- In your small groups, discuss how each one changed life for Americans of the time.
- Then, in your small groups, discuss which three you think were the most important inventions, innovations, or discoveries? Why? Defend your answer by giving the reasons you believe these three were the most important.
- Draw the Rating Chart as in the example portfolio below. Write what your group discussed about each of the seventeen inventions, innovations, or developments. Then, rate each one in the order of importance. The one your group feels is the most important should be rated 1. The one you feel is the least important should be rated 17.
- Finally, after the first three your group chose as the three most important, defend your answer by explaining why you picked each one as being more important than all the others on the list.
- You will have 15 minutes to do the activity and then we will discuss it as a class.
Name Homeroom
Lesson 7.2: The Post War Economy
Lesson Mission: I can explain the causes and effects of America's economic boom after World War I.
Discussion Question:
Invention/Innovation How it Changed
Discovery Life in America Rating Defense
1. vacuum cleaner
2. washing machine
3. plane
4. telephone
5. hearing aid
6. refrigerator
7. traffic light
8. automobile
9. bandaid
10. radio
11. toaster
12. insulin
13. blender
14. bulldozer
15. frozen vegetables
16. movies
17. antibiotics
THE POST WAR ECONOMY QUIZ
Name Homeroom
Lesson 7.2: The Post War Economy
Lesson Mission: I can explain the causes and effects of America's economic boom after World War I.
Discussion Question:
Invention/Innovation How it Changed
Discovery Life in America Rating Defense
1. vacuum cleaner
2. washing machine
3. plane
4. telephone
5. hearing aid
6. refrigerator
7. traffic light
8. automobile
9. bandaid
10. radio
11. toaster
12. insulin
13. blender
14. bulldozer
15. frozen vegetables
16. movies
17. antibiotics
Quiz Questions:
1. (Write the question and the answer to # 1 here.)
2. (Write the question and the answer to # 2 here.)
3. (Write the question and the answer to # 3 here.)
4. (Write the question and the answer to # 4 here.)
5. (Write the question and the answer to # 5 here.)
6. (Write the question and the answer to # 6 here.)
7. (Write the question and the answer to # 7 here.)
8. (Write the question and the answer to # 8 here.)
9. (Write the question and the answer to # 9 here.)
10. (Write the question and the answer to # 10 here.)
LESSON REFLECTION
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As the last section in your portfolio question write a paragraph summary explaining the causes and effects of America's economic boom after World War I.
Remember, when you write a paragraph to follow the proper paragraph structure below:
You need help with structure click on the icon to the right to read about, How to Write a Paragraph. |
Name Homeroom
Lesson 7.2: The Post War Economy
Lesson Mission: I can explain the causes and effects of America's economic boom after World War I.
Discussion Question:
Invention/Innovation How it Changed
Discovery Life in America Rating Defense
1. vacuum cleaner
2. washing machine
3. plane
4. telephone
5. hearing aid
6. refrigerator
7. traffic light
8. automobile
9. bandaid
10. radio
11. toaster
12. insulin
13. blender
14. bulldozer
15. frozen vegetables
16. movies
17. antibiotics
Quiz Questions:
1. (Write the question and the answer to # 1 here.)
2. (Write the question and the answer to # 2 here.)
3. (Write the question and the answer to # 3 here.)
4. (Write the question and the answer to # 4 here.)
5. (Write the question and the answer to # 5 here.)
6. (Write the question and the answer to # 6 here.)
7. (Write the question and the answer to # 7 here.)
8. (Write the question and the answer to # 8 here.)
9. (Write the question and the answer to # 9 here.)
10. (Write the question and the answer to # 10 here.)
Lesson Reflection
(Explain American Isolationism after World War I in your own words.)
LESSON CHECKLIST
You have accomplished your mission after you have done the following. If you are absent, you need to do the following to complete your missed work.
- Read the class reading.
- Create a portfolio entry.
- List the portfolio entry in your table of contents.
- Answer the discussion questions in your portfolio.
- Take the Lesson 7.2. Post - War Economy Quiz.
- Record the quiz questions and answers in your portfolio.
- Complete the lesson reflection in your portfolio.
- If you finish early, go ahead and start studying for the test by playing the Lesson 7.2. Post - War Economy Quiz.
STUDY ARCADE
Click on any of the blue game titles to play that game.