What do you know about Jazz? Explain in a short paragraph in your notebook.

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2 Work from Previous Lesson Warm-Up What do you know about Jazz? Explain in a short paragraph in your notebook. Make sure you are seeing me about make up quizzes and missing work

3 We are going to get this done So Work HARD!! 1st Video Clip--Students watch a short introductory video clip on the impact of the Harlem Renaissance on America. As students watch the video clip they are to fill in a graphic organizer about the Who what when and where of the Harlem Renaissance in their notebooks. 2nd 3rd 4th Note Taking Activity: Cornell Notes Students will use the PowerPoint The Harlem Renaissance and take Cornell notes during the lecture. Checks for Understanding: Question Matrix After the notes have been completed the students are to take out their question creation matrix and add five questions to their sheet from the notes. Guided Reading Worksheet 20 Min Students complete a guided reading worksheet about the major events that took place during the Harlem Renaissance. 5th DOL--GSA: In a short constructed response explain how the Harlem Renaissance began to reshape the America culture during the 1920s.

4 Learning Goal: LG 2 Analyze the 1920s Popular culture and how it impacted the American economy Lesson Objective: SWBAT Identify the beginnings and impact of the Harlem Renaissance on American Culture

5 What Social trends and innovations shaped popular culture during the 1920s?

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7 The Harlem Renaissance was a flowering of African American social thought which was expressed through Paintings Music Dance Theater Literature

8 Where is Harlem? The island of Manhattan Neighborhoods New York City is on Manhattan island

9 Centered in the Harlem district of New York City, the New Negro Movement (as it was called at the time) had a major influence across the Unites States and even the world.

10 The economic opportunities of the era triggered a widespread migration of black Americans from the rural south to the industrial centers of the north - and especially to New York City. In New York and other cities, black Americans explored new opportunities for intellectual and social freedom. Black American artists, writers, and musicians began to use their talents to work for civil rights and obtain equality.

11 The Harlem Renaissance helped to redefine how Americans and the world understood African American culture. It integrated black and white cultures, and marked the beginning of a black urban society. The Harlem Renaissance set the stage for the Civil Rights Movement of the 1950s and 60s.

12 Now that you ve learned more about the Harlem Renaissance, listen again to this song. Does it change your answers to the analysis questions below? Take The A Train Billy Strayhorn for the Duke Ellington Orchestra You must take the A train To go to Sugar Hill way up in Harlem If you miss the A train You'll find you missed the quickest way to Harlem Hurry, get on, now it's coming Listen to those rails a-humming All aboard, get on the A train Soon you will be on Sugar Hill in Harlem What is the tone or mood of this recording? Why do you think the original recording was made and for what audience? List two things in this sound recording that tell you about life in the United States at the time.

13 Artists such as Jacob Lawrence Authors such as Langston Hughes Musicians such as Duke Ellington, Louis Armstrong, and Bessie Smith

14 Harlem Renaissance A flowering of African American art, literature, music and culture in the United States led primarily by the African American community based in Harlem, New York City.

15 Beginning: 1924 Opportunity magazine hosted a party for black writers with many white publishers attending Ending: 1929, the year of the stock market crash and the resulting economic Great Depression.

16 Descendants from a generation whose parents or grandparents had witnessed slavery and Reconstruction Lived in a country governed by Jim Crow laws.

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18 Many of these people were part of the Great Migration out of the South and other racially stratified communities ;

19 Between 1910 and 1930, the African American population in the North rose by about 20 percent overall. Cities such as Chicago, Detroit, New York, and Cleveland had some of the biggest increases.

20 Avoid the racial segregation of Jim Crow laws in the South Boll weevil infestation in Southern cotton in the late 1910s forced people to search for other work Blacks could take the service jobs that new white factory workers had vacated; The Immigration Act of 1924 stopped European immigrants, causing a shortage of factory workers; The Great Mississippi Flood of 1927 displaced thousands of African-American farm workers.

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22 Music Literature Art

23 Jazz Brass and woodwind instruments with trumpets, trombones and saxophones playing lead parts Characterized by intricate leads and accidentals Complex chords, syncopated rhythms Improvised solos

24 Big Band or Swing No microphones meant that musicians increased band size to increase sound Used composers and arrangers Little room for improvisation

25

26

27 Langston Hughes Countee Cullen Zora Neale Hurston

28 Self Portrait with Bandana, William Johnson

29 Portrait Bust of Paul Robeson Sir Jacob Epstein Midonz, Ronald Moody

30 Les Fetiches, Lois Mailou Jones

31 Dust to Dust, Jacob Lawrence

32 Blues, Archibald Motley, Jr.

33 Café, William H. Johnson

34 Vocabulary to Use Directions Guided Reading Worksheet Students complete a guided reading worksheet about the major events that took place during the Harlem Renaissance. James Weldon Johnson Poet and civil rights leader Marcus Garvey Black nationalist leader Harlem Renaissance--African-American artistic movement Claude McKay Poet Langston Hughes Poet Zora Neale Hurston Anthropologist and author Paul Robeson Actor, singer, and civil-rights leader Louis Armstrong Jazz musician Duke Ellington Jazz musician Bessie Smith Blues singer

35 Exemplary responses DOL GSA: In a short constructed response explain how the Harlem Renaissance began to reshape the America culture during the 1920s. The idea reflects an awareness of the complexities of the text. The student is able to make connections across the text. The text evidence used to support the idea is specific and well chosen. The combination of the idea and the text evidence demonstrates a deep understanding of the text.

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