tlp_11_dcorleto_teacherside

=Teacher Side Template-- Debbie Corleto=

** "One Way Ticket": a study of the Great Migration & the Harlem Reniassance,1900-1920 **
 * My Lesson Title:**

Visual Art, Photography, Art History, History and Social Science, Language Arts
 * Grade Level(s): grade 8**
 * Age Level(s): 12-14**
 * Subject Areas: History and Social Studies**

How did African-Americans assimilate in their new roles once they migrated North? How did African-American Migrants retain their cultural heritage while assimilating?
 * Essential Question:**

Students shall gain an understanding of 1. How has Immigration contributed to the expansion of American Ideals? 2. How has the great Migration and the Harlem renaissance contributed to the expansion of American civic ideals? 3. What are primary and secondary sources? 4. Can a visual or literary piece be a primary source?
 * Unit Goal**
 * o1 Your Unit’s goal**

Students will :
 * Objectives:**
 * o2 Lesson Objective 1-**
 * describe and analyze the artistic and cultural development of African Americans during the Harlem Renaissance
 * discuss the historical impact of the Harlem Renaissance
 * Students will analyze primary source documents to the effect of the great migration and its role in the Harlem Renaissance.
 * Students will research Artists, Authors, Poets of the Harlem renaissance and decide if their works are primary sources of the period.
 * Students will understand the ‘push’ ‘pull’ factors for African Americans migration North.
 * Students shall be able to distinguish between primary and secondary sources; assess the credibility of primary sources;use a varety of primary sources to clarify,elaborate and understand the historical record.

** USI.15 ** Explain the varying roles and responsibilities of federal, state, and local governments in the United States.
 * Curriculum Standards:**
 * o1 Standard 1-**

** Resources: ** 1. Harlem Stomp,Nikki Giovanni 2. Black Migration- Movement North 1900-1920, Florette Henri 3. The Great Migration, an American Story,paintings by Jacob Lawrence 4.Bound for Glory,Kerry Candaele 5. African American Artists,Affirmation today, Smithsonion Institution 6. Harlem renaissance: Art of Black America, Studio Museum in Harlem 7. jacob Lawrence, the complete prints,Peter nesbitt 8. "Up South" african-american migration in the era of the Great War, www.ashp.cuny.edu 9. Harlem renaissance, Nathan Irvin Huggins ** WEBSITES ** 1. www.ashp.cuny.edu 2, loc.gov/teacher 3. The Great Migration [] [] [] ** 4. **  Photographs & Prints division division, Schomburg Center for Research in Black Culture. 5. Harlem renaissance [|Harlem Renaissance Resources (Virtual Programs & Services, Library of Congress)] ** 6. ** A Guide to Harlem Renaissance Materials [] 7. [|HarlemRenaissance http://dir.yahoo.com/Arts/Art_History/Periods_and_Movements/Harlem_Renaissance/Artists/] 8.HarlemRenaissance [|http://www.askart.com/AskART/interest/black_american_artists_1.aspx?id=33#Harlem] 9. [] 10. [] 11. [] 12. Arts & Culture, PBS [] 13.TheHarlemRenaissance:BlackAmericanTraditions - [|**http://www.yale.edu/ynhti/curriculum/units/1988/2/88.02.02.x.html**] 14. Langston Hughes [] 15. **// AnArtisticRebirth //**[|**//http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigration/african8.html//**] 16. Drop Me off In Harlem [] 17. Rhapsodies In Black, art of the Harlem Renaissance [] 18.TeachersDomain []
 * Materials/Resources:**

** The Great Migration Resources websites ** 5. ** Youtube ** [] 6. **Youtube-The great migration to the North** [] ** 7. Youtube The Great Migration ** [] ** 8. The Great Migration ** [] ** 9.Digital History the Great Migration ** [] ** 10. Great Migration Video, History channel ** [|http://www.history.com/topics/great-migration/videos#the-harlem-renaissance-an-artistic-explosion]
 * 1) []
 * 2) ** The Great Migration Resources - **[|**http://sumtercountylibrary.org/greatmigration.htm**]
 * 3) ** Great Migration resource page **[|**http://www.uic.edu/educ/bctpi/pt3/greatmigration.html**]
 * 4) ** Jacob Lawrence: The Migration Series **[|**http://www.tfaoi.com/aa/4aa/4aa468.htm**]** ; **[|**http://whitney.org/Exhibitions/JacobLawrenceMigration**]** ; **[|**http://www.moma.org/explore/multimedia/audios/192/2002**]** ; **[|**http://edsitement.neh.gov/lesson-plan/jacob-lawrences-migration-series-removing-mask**]** ; **[|**http://www.youtube.com/watch?v=COw7QOUCIrM&feature=related**]** ; **[|**http://www.youtube.com/watch?v=5Ym3MiWjfp4**]


 * o1 Primary source 1**


 * o1 Primary source 2**


 * o2 Primary source 3**

o4 Other o5 Other
 * o3 Other**


 * Timeframe: __(Hours) - 8-10, 45 minute periods__**

__o**4 Skill 4**__
 * __Student Foundational Skills:__**
 * __o1 Skill 1__**
 * __o2 Skill 2__**
 * __o3 Skill 3__**

** Day 1 ** **// - What is a Primary Source?- //**// Approximately 1 class ( 45 minutes) // // Primary Sources are the raw materials of history-original documents and objects which were created at the time of the period being studied.They are different from secondary sources which are accounts or interpretations of events created by someone without firsthand experience. When would an image be a Primary Source or a Secondary Source? //  Before beginning the lessons, distribute the following ** worksheets 1, Using Primary Sources ;2, Source Types;3-Analyzing Primary Sources;3a –Primary Source Analysis Tool ** Discuss the differences between primary and secondary sources. Ask students to explain how the historical record can be huge and limited at the same time. What are the strengths of the historical? What are the weaknesses? ** Analysis of Primary Sources ** **ws 3 & 3a** - students review rules and questions to use when evaluating primary sources **Types of Primary Sources** **ws # 2** students learn about different types of primary sources and analyze primary source documents. Students should be assigned to look at different kinds of primary sources to allow for comparison at [], or find sources on the Great Migration at [] [] [] Allow time for students to analyze the documents using **Ws # 3 & 3a**Students will discuss their primary source analysis Ask students to comment on the credibility of the sources provided. You have examined different primary source documents. Summarize your findings; ** Lesson 2 The Great Migration ** Through lecture and discussion and the paintings by Jacob Lawrence, students will become familiar with the social, economic, and political barriers experienced by African Americans in the North. Refer to Ws # 1,2,3,3a ( see above) ,5written document analysis; Lesson #2 will use the following primary sources ; Watch Youtube Videos on the Great Migration( see resources websites below) ** Day 2 Part One ** ** Have students read letters from migrants to the **// Chicago Defender ( ws #6) //** newspaper, about .Then have students consider how primary sources, such as letters and other types of first-hand accounts, deepen one’s understanding of history. ** **// Questions for Discussing Letters from Immmigrants //**** ; ** Students could then step into the role of a migrant and write a letter to the // Chicago Defender ws 17 // ** Day 2 Part 2 ** ** The next 2 exercises will use the Map Analysis Ws ws 7 to research the map of the Railroad routes ( ws 9) travelled by black migrants. ** ** discuss the questions listed below. ** ** Look at the maps and trace the routes taken by the Blacks migrating North. ** ** Use the map analysis WS ws 6; ** ** What does the map tell you? ** ** Have students map the route of the “Great Migration” from a town in the South to a city in the North. Have Students read Ws # 20 “The Great Migration” for background. ** ** Day 3 & 4 ** ** Watch Youtube Videos for Jacob Lawrence listed in resources below ** ** Part 3 “ Jacob Lawrence “The Migration Series” ** ** Read the poem by Langston Hughes "One Way Ticket" ws 25,24, 20 ** ** Show the powerpoint ( or pdf ws 21) ** ** Answer the questions at the end of the powerpoint ** ** Do the Ws for Analyzing paintings ws 11,12,13, ** ** Discuss ** how in //The Migration Series// it seems that hardship is balanced by cheerfulness. Is Lawrence an optimist?How does he convey his point of view visually? ws 26. Have students complete the worksheet “The Poetry of Art.” **Ws # 20**. In this worksheet, students compare and contrast two artistic responses to the Great Migration— Langston Hughes’s “One-Way Ticket” and Lawrence’s //The Migration Series.// // Have students analyze how 2 different artists using different art forms interpret the same concept? // ** Part 4 The Harlem Renaissance ** During the Great Migration of 1914-1918, many rural Americans from South headed to the industrial North for employment opportunities. Among the many new mass congregations in American industrial cities, was a Harlem, New York City, a convergence of African-Americans from all over the country. Blacks had had enough. They left the South for a chance at a better life. The Harlem Renaissance is a testament to the perseverance of Black People, The Harlem Renaissance was a culmination of a change in attitude. It was a shift in philosophy from accommodating white domination to demanding equal status an recognition for blacks. The Harlem Renaissance was an expression of African-American social thought and culture which took a place in newly-formed Black community in neighborhood of Harlem. The Harlem Renaissance flourished from early 1920 to1940 and was expressed through every cultural medium-visual art, dance, music, theatre, literature, poetry, history, politics and the consequent "white flight" of Harlem. Instead of using direct political means, African-American artists, writers, and musicians employed culture to work for goals of civil rights and equality. Its lasting legacy is that for the first time (and across racial lines), African-American paintings, writings, and jazz became absorbed into mainstream culture. ws # 26 ** Day 1 ** 1. Discuss the Harlem Renaissance and how the great Migration led to this.ws 27,29, 2. Show video“African–American Artists”& the video Romare Bearden 3. Discuss both these and the artists contained in the videos. 4. Discuss the Artist Romare Bearden and his contributions to the Harlem Renaissance. 5. Look at the paintings by Romare Bearden. Are these paintings Primary or Secondary Sources? 6. Use Ws 11,12,13 ** Day 2 ** ** Now read Alain Locke’s “New Negro” ws 30 ( March 1925 issue of “Survey Graphic”. . Analyze using ws31 ** ** Day 3 **  ** Discuss ws Aaron Douglas- although a later artist of the Harlem renaissance look at Aaron Douglas’s painting **  ** “Aspects of the Negro Life:From slavery through Reconstruction” ws 32,33,34 **  ** Discuss the following questions; **   Consider this while looking at Douglas’s painting;   ** Conclusion: **   Students will understand the Great Migration and its effect on the development of the Harlem Renaissance. Students will understand the push and pull factors for the migration and how this shaped the Harlem renaissance and policies of the time.
 * __Activities:__**
 * __(1)__**
 * Did other students in the class examine the same documents?
 * Do they have the same observations that you do?
 * What is different? What is the same?
 * What do you think about the sources of the documents? Are they believable or not
 * Was any document completely believable or unbelievable? Why or why not?
 * Did some types of primary sources seem less believable than other kinds of sources? Why do you think this is true?
 * How did looking at several documents expand your understanding of the importance OF THE GREAT MIGRATION ?
 * If you found contradictory information in the sources, which sources did you tend to believe? Why?
 * What generalizations about primary historical sources can you make based on this document set?
 * What additional sources (and types of sources) would you like to see to give you greater confidence in your understanding The Great Migration?
 * ** Documents letters from black migrants WS # 6. Read and discuss and then use Ws # 1,2,3,3a,5,6 **
 * ** Maps of routes travelled by Black Migrants Ws 9; map of Railroad routes Ws 10 ;ws7 map analysis;ws 8 analyzing maps **
 * ** Paintings by Jacob Lawrence, “The Great Migration”, Powerpoint or pdf ws11;ws12;ws13;ws21( also powerpoint) **
 * ** Cartoon “Reasons” from the Crisis and cartoon analysis ws 14,18,19 **
 * ** Show the video, “Up from the South” by the American Social History Project. **
 * ** Discuss the video **
 * ** Judging from the Letters Why are African Americans leaving the South? **
 * ** What circumstances “Push” the migrants from the South? **
 * ** What circumtsances “Pull “ them to the North? **
 * ** What is the theme of these letters/ What is their tone? **
 * ** What image does the North represent? **
 * ** Judging from the letters who is leaving the South? **
 * ** How information about life in the North appears to have come back to the South? **
 * ** Use the WS # 5, for document analysis and ws 6 of the letters. **
 * ** Now look at the cartoon “Reasons” ws14 from the “Crisis” ,March 1920. **
 * ** Use ws 18, 19 **
 * ** Discuss cartoon **
 * 1) ** How did they get there? **
 * 2) ** Where did the majority of the migrating Blacks end up? **
 * 3) ** How many settled in NYC? **
 * 4) ** Why do you think this is? **
 * Discuss Alain Locke 'The New Negro" refer to the following questions;.What did this mean for the Blacks in the North?
 * How did this help pave the way for the Harlem Renaissance artists?
 * Is this a primary source? Why ? or Why not? How do you know?
 * What was the main force behind the migration?
 * According to Locke, how should African Americans relate to Mainstream of American Society?
 * What figures do you see in the painting?
 * How did Douglas’s technique address the “New negro” philosophy of the 1920’s
 * What do the concentric circles suggest?
 * What do the shades of green suggest?
 * How does Douglas portray the figures?
 * What do these figures suggest?
 * How does “Aspects of the Negro Life” reflect Alain Locke’s essay “The New negro”
 * Is this painting a pessimistic or optimistic view of the portrayal of the Black Urban experience?

** Assessments: **
 * __Assessments: Limited to this lesson.__**
 * 1) Students will create artworks in the style of a Harlem Renaissance Artist of their choice.
 * 2) Students will use a poem of a Harlem Renaissance Poet and illustrate it in the style of the Harlem Renaissance.
 * 3) Listening to Jazz music of the period- students will create an oil painting in the style of a Harlem renaissance Artist.
 * 4) Students will research “The Great Migration” painting series by Jacob Lawrence. Students will then create a prezi or powerpoint with their research and findings.
 * 5) Students will create a prezi or powerpoint highlighting the artists, poets, authors and musicians of the Harlem renaissance.


 * __Teacher Notes: Helpful lesson tips.__**
 * __o1 Note 1__**


 * __o2 Note 2__**


 * __o3 Note 3__**

** Resources: ** 1. Harlem Stomp,Nikki Giovanni 2. Black Migration- Movement North 1900-1920, Florette Henri 3. The Great Migration, an American Story,paintings by Jacob Lawrence 4.Bound for Glory,Kerry Candaele 5. African American Artists,Affirmation today, Smithsonion Institution 6. Harlem renaissance: Art of Black America, Studio Museum in Harlem 7. jacob Lawrence, the complete prints,Peter nesbitt 8. "Up South" african-american migration in the era of the Great War, www.ashp.cuny.edu 9. Harlem renaissance, Nathan Irvin Huggins ** WEBSITES ** 1. www.ashp.cuny.edu 2, loc.gov/teacher 3. The Great Migration [] [] [] ** 4. **  Photographs & Prints division division, Schomburg Center for Research in Black Culture. 5. Harlem renaissance [|Harlem Renaissance Resources (Virtual Programs & Services, Library of Congress)] ** 6. ** A Guide to Harlem Renaissance Materials [] 7. [|Harlem Renaissance http://dir.yahoo.com/Arts/Art_History/Periods_and_Movements/Harlem_Renaissance/Artists/] 8. Harlem Renaissance [|http://www.askart.com/AskART/interest/black_american_artists_1.aspx?id=33#Harlem] 9. [] 10. [] 11. [] 12. Arts & Culture, PBS [] 13. The Harlem Renaissance: Black American Traditions - [|**http://www.yale.edu/ynhti/curriculum/units/1988/2/88.02.02.x.html**] 14. Langston Hughes [] 15. **// An Artistic Rebirth //**[|**//http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigration/african8.html//**] 16. Drop Me off In Harlem [] 17. Rhapsodies In Black, art of the Harlem Renaissance [] 18. Teachers Domain [] ** The Great Migration Resources websites ** 5. ** Youtube ** [] 6. **Youtube- The great migration to the North** [] ** 7. Youtube The Great Migration ** [] ** 8. The Great Migration ** [] ** 9.Digital History the Great Migration ** [] ** 10. Great Migration Video, History channel ** [|http://www.history.com/topics/great-migration/videos#the-harlem-renaissance-an-artistic-explosion]
 * 1) []
 * 2) ** The Great Migration Resources - **[|**http://sumtercountylibrary.org/greatmigration.htm**]
 * 3) ** Great Migration resource page **[|**http://www.uic.edu/educ/bctpi/pt3/greatmigration.html**]
 * 4) ** Jacob Lawrence: The Migration Series **[|**http://www.tfaoi.com/aa/4aa/4aa468.htm**]** ; **[|**http://whitney.org/Exhibitions/JacobLawrenceMigration**]** ; **[|**http://www.moma.org/explore/multimedia/audios/192/2002**]** ; **[|**http://edsitement.neh.gov/lesson-plan/jacob-lawrences-migration-series-removing-mask**]** ; **[|**http://www.youtube.com/watch?v=COw7QOUCIrM&feature=related**]** ; **[|**http://www.youtube.com/watch?v=5Ym3MiWjfp4**]