Harlem Renaissance Exploration

Desired Learning Outcomes

By the end of this 45-minute lesson, 8th-grade students will be able to:

1. Understand the historical context of the Harlem Renaissance and its significance in American history.
2. Identify key figures of the Harlem Renaissance and explain their contributions to culture, literature, music, and art.
3. Analyze primary source materials (e.g., excerpts of poetry, paintings, or speeches) from the Harlem Renaissance period.
4. Engage in thoughtful group discussions reflecting on how the movement influenced social and cultural change.
5. Reflect on the continuing impact of the Harlem Renaissance on American identity and diversity.

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Alignment with Common Core State Standards (CCSS)

CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

CCSS.ELA-LITERACY.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

CCSS.ELA-LITERACY.WHST.6-8.9
Draw evidence from informational texts to support analysis, reflection, and research.

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Assessment Evidence

Formative Assessment:

• Participation in group discussion (evaluated for quality and relevance of contributions)
• Completed primary source analysis worksheet (summary and interpretation)
• Exit reflection prompt writing (brief paragraph answering: "Why is the Harlem Renaissance important in American history?")

Summative Assessment (for later use):

• A short essay or project summarizing Harlem Renaissance key figures and their impact, based on research and class activities

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Learning Activities Breakdown

1. Introduction & Historical Context (8 minutes)

• Teacher Prompt: Brief lecture with visual aids (timeline and maps) covering:
  • Post-World War I America: The Great Migration and racial segregation
  • Harlem as a cultural hub in the 1920s
  • Overview of social, artistic, and political atmosphere of the 1920s-1930s
• Visual Aid: Projected images of Harlem streets in the 1920s; map of migration routes
• Student Task: Quick verbal check-in on prior knowledge with a think-pair-share: “What do you already know about Harlem or the 1920s?”

2. Key Figures & Contributions (5 minutes)

• Mini-presentation: Introduce 3-4 key figures with portraits, brief bios, and their fields (e.g., Langston Hughes - poetry, Zora Neale Hurston - literature, Duke Ellington - music, Aaron Douglas - art)
• Engagement: Students take brief notes in a graphic organizer designed to track each figure’s contribution and lasting impact.

3. Primary Source Analysis (15 minutes)

• Group Work: Divide the class into 5 groups (5 students each). Each group receives a different primary source excerpt:

  • Langston Hughes poem excerpt
  • Zora Neale Hurston short passage
  • Photograph or painting by Aaron Douglas
  • A jazz music audio clip snippet (printed transcript of lyrics or descriptive text)
  • Excerpt from a speech or article related to Harlem Renaissance activism or cultural identity

• Worksheet: Groups analyze their source considering:

  • What is this source? (Type, creator, date)
  • What is the message or theme?
  • What does this reveal about the Harlem Renaissance?
  • How might people at the time have reacted to this work?

• Teacher Role: Circulate to facilitate discussion, help link ideas to historical context.

4. Group Discussion (10 minutes)

• Activity: Each group shares a brief summary (2 minutes each) explaining their source and what insights it provides.
• Class Discussion: Guided by the question: “How did these different kinds of art and writing work together to change ideas about African American identity and culture?”
• Encourage connections to broader themes like racial pride, artistic expression, and social change.

5. Reflection & Writing (7 minutes)

• Individual Reflection Prompt:
  “Why is the Harlem Renaissance important to American history and culture? How do you see its influence today?”

• Students write a brief paragraph (3-5 sentences) using evidence discussed in class.

• Exit Ticket: Collect reflections as students leave.

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Materials and Resources Needed

• Projector and screen for images/timeline
• Printed copies of primary source excerpts (5 different types for groups)
• Graphic organizer worksheets for note-taking on key figures
• Primary source analysis worksheets
• Audio clip device (e.g., speakers) for jazz snippet
• Pens/pencils and paper for reflection writing

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Differentiation Strategies

• Provide printed transcript of audio for students with hearing difficulties
• Offer sentence starters for reflection writing to support ELL or struggling writers
• Use mixed-ability groups to encourage peer support and collaboration
• Simplify or provide additional background on any complex vocabulary or historical terms

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Extension Ideas

• Assign students to find modern artists or writers influenced by the Harlem Renaissance for a multimedia project.
• Organize a classroom “Harlem Renaissance” exhibit where students create art or performances inspired by the period.
• Use digital platforms to create an interactive timeline incorporating students’ research.

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This lesson plan uses backwards design to put student understanding and critical thinking at the core, meets Common Core requirements for content analysis and collaborative discussions, and uses engaging, varied sources to illuminate the cultural complexity and historical significance of the Harlem Renaissance in an age-appropriate way.