tlp_11_dcorleto

=Debbie Corleto Teacher Lesson Page=

Debbie's TEACHER SIDE Lesson Plan

Lesson Plan -- Student Side
Give Pre-Test ws# 28 before beginning Title: Armistice Day, Lenox Ave. 4 west 134th street, Harlem 1919 Photographs & Prints division division, Schomburg Center for Research in Black Culture.
 * "One Way Ticket": a study of the Great Migration & the Harlem Reniassance,1900-1920**
 * A Crowd In Harlem**

The exodus that started during World War I diminished the overwhelming southern concentration of the population. From its beginning in 1916 to its end in 1930, the Great Migration sent nearly one-tenth of the African-American population from the South to the North. By 1930, 89 percent of the northern black population was urban, while 32 percent of southern African Americans lived in cities. In the country as a whole, 44 percent of African Americans were urban by the end of the Great Migration.


 * Age Level: ** 12-14


 * Grade Level: 8 **


 * Subject Areas: ** Visual Art, Photography, Art History, History and Social Science, Language Arts;Technology

**TimeFrame:** approximately 10, 45 minute periods


 * Theme: **// A Plurality of Voices in a Modernizing Democracy (1880-1920) //


 * Overarching Focus: **// How have immigrants responded to pressures to assimilate? //


 * Settling In Harlem**- many southern migrants pouring into the railroad stations in Detroit,Chicago, New York or Philadelphia, had the addresses of family members or friends who had preceded them and had settled in black sections of the northern towns. Those who came without knowing anyone were generally steered to these areas by self-appointed helpers who roamed the stations in search of newcomers to assist in exchange for a fee.

Using the following worksheets examine both these photos. ws 16 analyzing photographs ws 17 analyzing photos and prints


 * State Standards:**
 * USI.15 ** Explain the varying roles and responsibilities of federal, state, and local governments in the United States.


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

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?
 * Lesson Questions:**


 * Introduction:**

“One Way Ticket was the title of a Langston Hughes poem which spoke of the Great Migration. This poem and the “Farewell, We’re Good and Gone” signs on the trains leaving the South summed up the feelings of many southern blacks at the time of the Great Migration. Unequal treatment, poor paying jobs, poor living arrangements and lack of schools and the right to vote and hold office,lynching in the south and the “Jim Crow Laws’ lured many African Americans to the North. Moreover, Northerners were recruiting workers for the booming industries and offering economic incentives. Northern Blacks could vote and hold office. African Americans not only hoped to find better jobs in the North but also a new sense of citizenship and a new respect for their families. In addition to economic factors, the North offered better chances for educational and cultural advancements. These factors and others led to a despair and hatred for the segregation and violence of the South and thus prompted close to one million African Americans to heed the call of the “Chicago Defender” and migrate North between 1910- 1930. This was known as “The Great Migration”. Communities in the North saw rapidly expanding cities. Migrants enriched these areas with their talents and cultures. Housing was still segregated and jobs were usually menial but there.

The cultural advancement reached its high point in the “Harlem Renaissance”. A small two mile neighborhood known as Harlem became the epicenter of the best African American culture. Art, literature, music took hold and the African Americans here expressed their “individual dark-skinned selves without fear or shame” ((Langston Hughes).The main reasons for the Harlem Renaissance were due to the African American Migration and the intellectual awareness that Blacks achieved once they migrated. The Harlem Renaissance, a period in which visual artists, poets, authors, musicians flourished was a result of the Great migration.

In this lesson, Students will have the opportunity to examine photographs, Artworks, Poems, Maps and Literary passages of the Great Migration and the Harlem renaissance, approaching them as primary, historical documents that reveal clues about the time period. By examining these sources ,students will come to understand The Great Migration and how it set the stage for the Harlem Renaissance. Students will also become familiar with primary and secondary sources and how they tell the a story of the past.


 * “Bound for Glory,1910-1930”, Kerry Candaele; Black Migration, Florette Henri; **

You are an African American living in the South in 1916. You have been given the opportunity to migrate North. You are an artist at heart but have no way of working at your craft in the South. Is moving North a good move for you ? Why? You have heard of the Migration Clubs and of the cultural center for the Arts in Harlem New York. You have a great deal of talent as do many of your friends, yet you never get a chance to work at it or display your work because of conditions in the South. You have received letters from friends and read newspapers about the growing art community in Harlem, New York. It is your job to convince other artist friends that this Great Migration is a good thing and you should all move to Harlem, New York, where you can finally be a part of an artistic renaissance. It is up to you to research the Great Migration and its effects on the arts and decide whether or not to move. Before you go, you must research and study the Migration and how it is helping the artists settling in and around Harlem become a part of a renaissance, become recognized as intelligent, educated, creative Black people. You need to be sure that your art is a good fit for the period. You must develop a literary and artistic style that will be recognized. You must begin to create Visual and Literary artworks in this style. Further investigation will bring you to ask “How did this period come to be? What was so unique about this period?” You will answer the question -How did African American Migrants assimilate into their new roles, once they migrated North? How did African American Migrants retain their cultural heritage while assimilating? You will experiment with the arts and take on the role of painter, author and or poet. You will then prepare your findings so that others may learn about the experience. This may be in the form of a painting, poem, or any other artistic form of expression that you choose.
 * Task:**

Students will :
 * Student Foundational Skills: **
 * 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.

// 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 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? 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;
 * Learning Activities:**
 * Lesson Experiences:**
 * Day 1**
 * //__ - What is a Primary Source?- __//**// Approximately 1 class ( 45 minutes) //
 * worksheets **** 1, Using Primary Sources ;2, Source Types;3-Analyzing Primary Sources;3a –Primary Source Analysis Tool **
 * 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.
 * 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? Why or why not?
 * Was any document completely believable? Completely 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?

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)
 * Lesson 2 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 **

Have students read letters from migrants to the //Chicago Defender ( ws #6)// newspaper .Then have students consider how primary sources, such as letters and other types of first-hand accounts, deepen one’s understanding of history.
 * Day 2 Part One **
 * ** Show the video, “Up from the South” by the American Social History Project. **
 * ** Discuss the video **


 * // Questions for Discussing Letters from Immmigrants //**** ; **


 * ** Judging from the Letters Why are African Americans leaving the South? **
 * ** What circumstances “Push” the migrants from the South? **
 * ** What circumstances “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? **

Students could then step into the role of a migrant and write a letter to the //Chicago Defender ws 17//
 * ** 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 **

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 2 Part 2 **
 * The next 2 exercises will use the map analysis ws # **** 7 to research the map of the railroad routes ws9, travelled by Black Migrants. **
 * discuss the questions listed below. **
 * Look at the maps and trace the routes taken by the Blacks migrating North. **
 * 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? **
 * Use the map analysis WS ws 6; **
 * What does the map tell you? **

Have students listen to "Times is gettin' harder" :Blues of the Great Migration http://historymatters.gmu.edu/d/5333/ [|Times are gettin harder] do

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?//
 * 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.


 * 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

**4. Discuss the Artist Romare Bearden and his contributions to the Harlem Renaissance.**
 * 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. **
 * 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 **
 * 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?

** 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;
 * Day 3 **
 * 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?


 * 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. **


 * Assessments:**
 * 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. **


 * 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**

[] [] [] Photographs & Prints division division, Schomburg Center for Research in Black Culture. 5. Harlem renaissance [|Harlem Renaissance Resources (Virtual Programs & Services, Library of Congress)] []
 * WEBSITES**
 * 1. www.ashp.cuny.edu**
 * 2, loc.gov/teacher**
 * 3. The Great Migration**
 * 4.**
 * 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 - [] **

14. Langston Hughes [] 15. **// An Artistic Rebirth[] //** 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** []
 * 1) []
 * 2) ** The Great Migration Resources - [] **
 * 3) ** Great Migration resource page [] **
 * 4) ** Jacob Lawrence: The Migration Series [] ; [] ; [] ; [] ; [] ; [] **
 * 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]


 * Rubrics**

with facts from all primary sources and are accurate all of the time. ||  ||
 * **// STUDENTS WILL BE ABLE TO… //** || **// INADEQUATE //** || **// ADEQUATE //** || **// GOOD //** || **// STRONG //** || **// WEIGHTING //** ||
 * Identify reasons for Black Migration to Northern life in the US. || Students are not able to Identify reasons for Black Migration to Northern life in the US.with accurate opinions and facts or primary sources to support these claims. || Students are able to Identify reasons for Black Migration to Northern life in the US. with facts from some primary sources but are not completely accurate. || Students are able to Identify reasons for Black Migration to Northern life in the US. with facts from most primary sources and are accurate most of the time. || Students are able to Identify reasons for Black Migration to Northern life in the US.
 * Interpret the meaning for The great Migration and Harlem Renaissance || Students cannot interpret meaning for The great Migration, and Harlem Renaissance from the readings, paintings and photos and artworks || Students are able to interpret some meaning for The Great Migration , and Harlem Renaissance from the readings, paintings and photos and artworks but are not completely accurate all the time || Students are able to interpret meaning for The great Migration, and Harlem Renaissance from the readings paintings and photos and artworks and base this on other primary sources that support their claims most of the time. || Students are able to interpret I the meaning for The great Migration , and Harlem Renaissance from the readings , paintings and photos and artworks based on observations and make connections based on all primary sources available. ||  ||
 * Determine if what is in written documents, photos, paintings artifacts is fact, fiction or opinion of the the Black Migrants way of life and the Harlem Renaissance || Students cannot Determine if what is in written documents, photos, paintings artifacts is fact , fiction or opinion of the the Black Migrants way of life and the Harlem Renaissance nor make relevant connections to support their claims || Students can Determine if what is in written documents, photos, paintings artifacts is fact , fiction or opinion of the the Black Migrants way of life and the Harlem Renaissance sometimes but are not always accurate and cannot always make connections to support their claims || Students can Determine if what is in written documents, photos, paintings artifacts is fact , fiction or opinion of the the Black Migrants way of life and the Harlem Renaissance and can make relevant connections to support their claims most of the time. || Students can Determine if what is in written documents, photos, paintings artifacts is fact , fiction or opinion of the the Black Migrants way of life and the Harlem Renaissance , and can make relevant connections based on historical facts with evidence from all primary sources. ||  ||
 * Determine if The Great Migration and the Harlem Renaissance helped give recognition to the the position of Blacks who migrated North || Students cannot determine if The Great Migration and the Harlem Renaissance helped give recognition to the position of Blacks who migrated North and cannot use any primary sources . || Students know the difference but are not always accurate and cannot always make connections to determine if The Great Migration and the Harlem Renaissance helped give recognition to the position of Blacks who migrated North and can use primary sources some of the time || Students can make relevant connections and determine if The Great Migration and the Harlem Renaissance helped give recognition to the position of Blacks who migrated North, most of the time using some primary sources || Students can make relevant connections and determine if The Great Migration and the Harlem Renaissance helped give recognition to the position of Blacks who migrated North and can use any and al primary sources presented to back up this statement ||  ||

1) What were the beliefs and aspiration for life in the North in America?What did the Immigrants miss most? 2) How were these beliefs and aspirations for life in Northern America portrayed in daily life? 3) What organizations or societies or literary and artistic achievements achievements contributed to the success of the Harlem Renaissance?


 * MATERIALS:**
 * worksheets**
 * photos or powerpoint of The Great Migration", Jacob Lawrence**
 * Music of the period**
 * oil paints**
 * canvas 1 per student**
 * DVD- Up South**
 * Video- African American Artists, NGA**

__**WORKSHEETS**__ 1using primary sources 2 types of primary sources 3Analyzing Primary Sources

3aPrimary Source Analysis Tool 5 written document analysis 6 Letters to the Chicago Defender 7 map analysis 8Analyzing Maps 9railroad routes 10Map of Migration Routes Followed by African Americans During the Great Migration 11Painting Observation 12 Analyzing Paintings Use this sheet to thoroughly analyze the paintings in the Great Migration 13 EXAMING artworks 14 political cartoons reasons 15Written Document Analysis 16 analyzing photographs 17 Analyzing Photographs and Prints 18cartoon_analysis_worksheet 19Analyzing_Political_Cartoons 20 the art of poetry jacob lawrence 21 The Great Migration 22 Choose a character 23Great_Migration by Jacob Lawrence 24poemThink.indd 25one way ticket 26Jacob Lawrence's discussion questions 27Harlem Renaissance info 28. Pre/Post Test assessment 29.Harlem Renaissance 30. The New Negro, Alain Locke 31. Analyzing Manuscripts 32. Aspects of the Negro Life 33. Aaron Douglas 34. Infor Aspects of Negro Life 35. Jacob Lawrence Migration Series Powerpoint ( same as pdf # 23) 36. Analyzing Sound Recordings