Harlem Renaissance

In the early 1900's, particularly in the 1920's, African-American literature, art, music, dance and social commentary began to flourish in Harlem, a section of New York City. This African-American cultural movement became known as "The New Negro Movement" and later as the Harlem Renaissance. More than a literary movement, the Harlem Renaissance exalted the unique culture of African-Americans and redefined African-American expression. African-Americans were encouraged to celebrate their heritage.

The main factors contributing to the development of the Harlem Renaissance were African-American urban migration, trends toward experimentation throughout the country, and the rise of radical African-American intellectuals.

The Harlem Renaissance transformed African-American identity and history, but it also transformed American culture in general. Never before had so many Americans read the thoughts of African-Americans and embraced the African-American community's productions, expressions, and style.

Directions: Choose one of the following artists and prepare a BRIEF PowerPoint with the following information. There can only be one student per artist, so make sure you sign out the artist you want with Mrs. Brown. You will have today and Friday ONLY to complete this, so don’t waste time. There are no partners, this is an individual project. You will email your project to me when completed, aflagg@msad45.net. I expect all power points by 2:30 Friday May 21, 2010.

Major events of the artist's life, including why he or she was a part of the movement.
You will also need to learn about your artist's work.

What characterized it?
What influences shaped it?
What impact did it have?

As you look for facts, also locate images and sounds for your presentation. You need to include:
- a picture of the artist
- examples of the person's work
- photographs
- recordings
- performances
- and/or printed materials

Choose a Subject:

Writers	Countee Cullen
	Langston Hughes
	Zora Neale Hurston
	Claude McKay
	Wallace Thurman
	Jean Toomer
Singers & Musicians	Louis Armstrong
	Josephine Baker
	Count Basie
	Duke Ellington
	Coleman Hawkins
	Billie Holiday
	Bessie Smith
	Fats Waller
	Eubie Blake
	Cab Calloway
Dancers	Bill Robinson
Painters & Sculptors	Romare Bearden
	Aaron Douglas
	Palmer Hayden
	Augusta Savage
	Lois Maillou Jones
	Selma Burke
Activists & Intellectuals	W.E.B. DuBois
	Marcus Garvey
	Charles S. Johnson
Entrepreneurs	Madame C.J. Walker
Photographers	James Van Der Zee
Actors	Paul Robeson
	Ethel Waters

Resources:

The major reference sources for this project:

Drop me off in Harlem- Drop Me Off in Harlem is a new Web-based resource from ARTSEDGE. This mini-site explores the themes and works that emerged when creative and intellectual voices intersected during the Harlem Renaissance. Each section contains a wealth of primary sources to read, listen to and watch. Visitors can experience the sights and sounds of the Harlem Renaissance through various multimedia presentations. Drop Me Off in Harlem provides a wealth of enriching learning opportunities for middle school and high school students.

Harlem Renaissance Multimedia Resources - an excellent overview with clips, sound, and a description of the time.

**Refer to MARVEL (Maine's Virtual Library) and choose the Literature Resource Center for in-depth information on your poet/author. The Dictionary of Literary Biography is another source filled with information. Also, Britannica Encyclopedia

Pathfinder - A complete collection of links associated with the topic of the Harlem Renaissance.

Biographies of the Harlem Renaissance Artists

Art of the Harlem Renaissance - excellent background information on several artists and their works. Poets of the Harlem Renaissance gives an overview of the contribution of poets.

Harlem; mecca of the new Negro - hypermedia edition of the March 1925 issue of Survey Graphic.

Harlem; 1900-1940 - site includes a time line of events so that you can click on a year to see what happened.

Schomberg Center for Research in Black Culture - Harlem Renaissance under the Great Migration link. The site includes thousands of pages of text, photographs and maps.

Poetry Sources:

Poetry and the Harlem Renaissance

Poetry Exhibits -- do a search here for Harlem Renaissance to get many links to poets and poetry

Rubrics:

Harlem Renaissance Essay Criteria

Criteria/Score	Does Not Meet	Partially Meets	Meets	Exceeds
A1: F Demonstrate comprehension by evaluating texts using established criteria.	Student attempts to discuss the work and the Harlem Renaissance but it does not truly explore the history or an element of the period and does not include quote support.	Student misses one of the following: -Reference to history, OR -Element of the period, OR -Direct Quote Support.	Essay contains exploration of how the work matches up with the movement of the Harlem Renaissance, with references to the history and an element of the period that coincide with the work. (This paragraph requires direct quote support for full credit.)	Student goes above and beyond including cited sources BEYOND the textbook. (This requires sources cited page.)
A2: D Evaluate the theme or themes, whether explicitly stated or implied, in a literary text.	Student lack development and quote support for the theme of the poem.	Student may explore the theme but doesn’t use enough quote support to back up statements made OR student uses adequate quote support but doesn’t analyze the theme fully.	Student fully explores and explains the overall theme of the poem using direct quote support.	Level of discussion is above level using excellent vocabulary and quote selection.
A2: F Analyze how meaning in conveyed in poetry through [either] diction, figurative language, repetitions, and rhyme.	Student does not adequately define the element; support statements made or explain how the poem showcases the element selected.	Student neglects to: -Define the element, -Discuss how the poem showcases the element, or -Use direct quote support to back up statements made.	Student defines the element of poetry to be explored, discusses how the poem showcases the chosen element using direct quote support from the poem.	Level of discussion is above level using excellent vocabulary and quote selection.
B3: B Write thesis driven essays that build a logical argument and support ascertains with examples and evidence that are accurate, credible and relevant.	Student is missing two or more of the following: -A well-written introduction with a proper thesis statement. -A strong body that follows the thesis and flows well. -A strong conclusion that summarizes what the student learned, a reflection of the work explored, and an adequate tie up of information. -Continuous use of transitional sentences. -Direct Quotes (paragraphs 2-4) that support claims made.	Student is missing one of the following: -A well-written introduction with a proper thesis statement. -A strong body that follows the thesis and flows well. -A strong conclusion that summarizes what the student learned, a reflection of the work explored, and an adequate tie up of information. -Continuous use of transitional sentences. -Direct Quotes (paragraphs 2-4) that support claims made.	Essay contains the following: -A well-written introduction with a proper thesis statement. -A strong body that follows the thesis and flows well. -A strong conclusion that summarizes what the student learned, a reflection of the work explored, and an adequate tie up of information. -Continuous use of transitional sentences. -Direct Quotes (paragraphs 2-4) that support claims made.	Student meets the criteria set in “meets” column but the essay is an above level academic exploration of this topic. The essay is written with high level vocabulary, uses excellent transitional sentences, and concludes the essay in a thoughtful and insightful way.
			Total: % 4 =	Grade

Rubric for your PowerPoint:

(Many thanks to http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1126764&)

CATEGORY	4	3	2	1
Sequencing of Information	Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next slide.	Most information is organized in a clear, logical way. One slide or item of information seems out of place.	Some information is logically sequenced. An occasional slide or item of information seems out of place.	There is no clear plan for the organization of information.
Content - Accuracy	All content throughout the presentation is accurate. There are no factual errors.	Most of the content is accurate but there is one piece of information that might be inaccurate.	The content is generally accurate, but one piece of information is clearly flawed or inaccurate.	Content is typically confusing or contains more than one factual error.
Use of Graphics	All graphics are attractive (size and colors) and support the theme/content of the presentation.	A few graphics are not attractive but all support the theme/content of the presentation.	All graphics are attractive but a few do not seem to support the theme/content of the presentation.	Several graphics are unattractive AND detract from the content of the presentation.
Background	Background does not detract from text or other graphics. Choice of background is consistent from card to card and is appropriate for the topic.	Background does not detract from text or other graphics. Choice of background is consistent from card to card.	Background does not detract from text or other graphics.	Background makes it difficult to see text or competes with other graphics on the page.
Spelling and Grammar	Presentation has no misspellings or grammatical errors.	Presentation has 1-2 misspellings, but no grammatical errors.	Presentation has 1-2 grammatical errors but no misspellings.	Presentation has more than 2 grammatical and/or spelling errors.
Text - Font Choice & Formatting	Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content.	Font formats have been carefully planned to enhance readability.	Font formatting has been carefully planned to complement the content. It may be a little hard to read.	Font formatting makes it very difficult to read the material.

Total: _____________/ 6 = ________ = ____________