Why was this period so significant in the history of African-Americans? The video segments document the events and accomplishments of the Freedom Rides, and introduce students to the real human stories of those who helped change history. Have students form groups of four to share the K section of their K-W-L charts by recording their ideas on Post-It notes and placing the notes on a poster board for later reference. The African Americans: Many Rivers to Cross Have students move back into the groups of four and compose brief descriptions or vignettes of how they imagine the setting of the "A" train. Reserve this space as place to display other works created in this lesson.Have students use the time lines to write their own brief descriptions of Harlem during the '20s and '30s as the first step to preparing a Harlem Renaissance exhibit. More Advanced Students: Write a community profile of the Harlem Renaissance described in one of the selections. (Five options are provided with this resource.) When did Duke Ellington perform the piece? They may construct charts, make lists, clusters or design any other graphic organizer that works for them. Whether your school Black History curriculum is lacking or you have a kid who just can’t get enough, here is a list of vetted and reliable websites for lessons, activities, reading and videos for Black History Month.
Learn about the range of African-American experiences with these lesson plans. Readers answer questions using a text about many famous women in history, using a combination of independent and collaborative learning strategies. Kinesthetic learners may be asked to create diorama models. Collection highlights include a geography lesson plan. For this activity, allow students to audio or video tape their presentations. )Ask students to evaluate the Harlem Renaissance exhibit area. Kinesthetic Learners: Use clay or papier-mache to create a Harlem Renaissance scene.Finally, some students may also have less advanced technological skills than others and will therefore need additional instruction in order to conduct research on the Internet. ), "Miss Cynthie" by Rudolph Fisher "When the Negro Was in Vogue" from The Big Sea by Langston Hughes"Ma Rainey" by Sterling Brown"Cabaret" by Sterling Brown"Poem" by Helene Johnson"Harlem" by Frank Horne "Jazz at Home" an essay by Joel A. Rogers. Refer to the, Have students read "When the Negro Was in Vogue" from.
FEN Learning is part of Sandbox Networks, a digital learning company that operates education services and products for the 21st century. Historical background consists of topics such as the northern migration of African-Americans, prohibition, postwar conditions and race relations. Black History Month: Dig Deeper with Seven PBS LearningMedia Collections. African America Odyssey: A Quest for Full Citizenship. 2--Demonstrates misinformation of some key concepts, weak organization, somewhat relates to purpose, participation by at least half of the group members, some evidence of originality or creativity, somewhat engages the audience. This is an excellent activity to enjoy when studying the history of American music and during Black History Month (February). Heterogeneous groups may be asked to choose a photograph or illustration to accompany a selection and justify their choice. Have them label the similarities between all the versions. Return to Top Assessment Suggestions Rubric for Writing Descriptions4--clear and appropriate organization, effective transitions that help readers to follow the organizational pattern, clear overall purpose, vivid details that relate to the overall focus of the description, few or no errors in mechanics, usage, grammar, or spelling, careful and precise word choice3--focused and clear organization such as spatial or order of importance, use of transitions that help the reader follow the organizational pattern, details that support what is being described, descriptive words and phrases that help the reader visualize what is being described, minor errors in mechanics, usage, grammar and spelling2--weak organization, inadequate transitions, some details that include too many extraneous ones, vague descriptive words that do not help the reader to visualize what is being described, numerous errors in mechanics, usage, grammar and spelling 1--no noticeable organization, unclear purpose, lack of transitions, few details, overall description is not helpful in helping readers to visualize what is being described, numerous errors in usage, mechanics, grammar or spelling that hinder comprehension, imprecise word choice Rubric for Presentations4--Clearly communicates understanding of key concepts, clear and coherent organization, participation of most group members, evidence of originality and/or creativity, engages the audience, goes beyond expectations3--Demonstrates understanding of key concepts, clear organization, content relates to the purpose, participation of most of the group members, evidence of originality and/or creativity, engages the audience.2--Demonstrates misinformation of some key concepts, weak organization, somewhat relates to purpose, participation by at least half of the group members, some evidence of originality or creativity, somewhat engages the audience.1--Demonstrates obvious misconceptions or misinformation, too many vocal fillers, lacks coherent organization, does not relate to purpose, lack of participation of most group members, little or no evidence of creativity, does not engage the audience. Give a brief overview of the music of Duke Ellington and explain his connection to Harlem. Africans in America (PBS) African American Mosaic.
What does "renaissance" mean? One series, The Prentice-Hall Literature Series, contains a variety of prints that illustrate jazz. Names and contributions should be listed on the time lines. (Five options are provided with this resource.) A comprehensive online edtech PD solution for schools and districts. The descriptions or vignettes may be shared orally. BLACK/WHITE & BROWN: BROWN VERSUS THE BOARD OF EDUCATION OF TOPEKA Our best resources for at-home teaching and learning. What was Harlem like when Duke Ellington performed there? Read the poem accompanied by a jazz selection. Explain how the poem is related to the jazz of the period. What would Frederick Douglass say to Martin Luther King, Jr. if he had the chance? One example is the More Than A Month Black History Film Series for classrooms continues through February with two more great documentaries. Return to TopSession Five: Langston Hughes's HarlemHave students read "When the Negro Was in Vogue" from The Big Sea by Langston Hughes.
If so, how? Enhance Black History Month with a twenty-page resource designed to boost scholars' knowledge of the great accomplishments made by African Americans. Your choice of select jazz poems by Langston Hughes: Your choice of select writings by Harlem Renaissance authors: "It Don't Mean A Thing" (Alternate Selection), "Drop Me Off in Harlem" (Alternate Selection).
Apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. Finish by conducting a class discussion about race and equality in America. One example is the More Than A Month Black History Film Series for classrooms continues through February with two more great documentaries. (To use the K-W-L strategy, construct a 3-column chart on paper. Use the rubric below to evaluate the presentations.Session Seven: Jazz Poems by Langston Hughes Distribute copies of selected Langston Hughes jazz poems.
The March on Washington In the event that this is not possible, the following segments are recommended:3:52 - 4:2736:41 - 38:5249:17 - 49:4059:38 - 61:00140:12 - 144:40Session Four: Harlem Renaissance Time Line Use the time lines from Session Three to introduce other significant people of the Harlem Renaissance.