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Hodge Unit Topic: __The Harlem Renaissance______ Grade level:__5______ Stage 1 Desired Results Established Goals(s): 1.

. To introduce students to a cultural movement that deeply impacted modern Black history 2. Teach students to recognize the importance of that history and begin to think about the impact past cultural revolutions have on modern thought and for people today 3. The Harlem Renaissance serves as said cultural revolution to engender students interest in literacy, social studies and thus schooling; laying the stepping stones for students to actively engage and partake in their education and schooling Content Standard: PA Language Arts Grade 5 Assessment Anchors: Standard: 1.1.5.D. Demonstrate comprehension / understanding before reading, during reading, and after reading on grade level texts through strategies such as retelling, summarizing, note taking, connecting to prior knowledge, extending ideas from text, and non-linguistic representations. Standard: 1.2.5.D. Make inferences about similar concepts in multiple texts and draw conclusions, citing evidence from the text to support answers. PA Social Studies Grade 5 Assessment Anchors: 8.1.4.C. Identify a specific research topic and develop questions relating to the research topic. (Reference RWSL Standard 1.8.3 Research) 8.2.5.B. Illustrate concepts and knowledge of historical documents, artifacts, and places critical to Pennsylvania history. 8.3.5.A. Compare and contrast common characteristics of the social, political, cultural and economic groups in United States history. Common Core Standards Reading Grade 5: CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. CCSS.ELA-Literacy.RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Hodge (Please see Convergence Chart for a full standards) Understanding(s) Essential Question(s): Students will understand that: 1. Social movements can have broad-ranging impacts across time, borders, and disciplines 2. The Harlem Renaissance impacted modern Black history by way of literature, music, dance and art 3. The benefits of the cross disciplinary nature of the Harlem Renaissance not only academically (literacy, literature, music, and, art) but internationally (United States, West Indies, and France) Student objectives (outcomes): Students will know Key facts about the Harlem Renaissance, i.e., influential persons, genres of music, art and literature Historical figures, artist, and singers who played a big role in the Harlem Renaissance and were game-changers within their historical context What life was like for African Americans during the early part of the 20th century What life was like for all Americans during the early part of the 20th century Types of dances that became well known and famous during the time period The dress and style of those in the early 20th century The importance of cultural revolutions for people especially historically marginalized and subjugated peoples The impact of cultural revolutions on the people who are apart of them and those around them Performance Task(s): 1. How have different groups of people expressed themselves throughout history? 2. What are the myriad of ways in which the arts have enabled the expression of the human spirit? 3. Why is it important for students of color to learn about their histories and what impact does it have on their future success in school? Students will be able to SWBAT research, evaluate, and synthesize information about the Harlem Renaissance from varied sources SWBAT highlight connections across varied disciplines (i.e. art, music, and poetry) using a Venn Diagram SWBAT demonstrate an understanding through oral presentations and reflective writing of the effects of the Harlem Renaissance on African Americans

Stage 2 Assessment Evidence Other Evidence: 2

Hodge SWBAT highlight their understanding of the Harlem Renaissance through the creation of an exhibit of students own original work in the style of the Harlem Renaissance Students will create their own painting in the style of their favorite artist and create a plaque displaying the year of creation, the medium used as well as a short synopsis and meaning of the piece Students will create a poem in the style of their favorite author or poet. Accompanying this poem students will create a plaque displaying the year of creation, the form and influence (Harlem poet, poetic style, format, rhyme, scheme) Ask students to listen for connections across varied disciplines as I read a poem. Have students brainstorm examples from todays popular culture that show connections across music, dance and art Show students a selection of paintings: Street Life, Harlem by William H. Johnson and ask students to share their responses to the paintings (color, mood, composition, feelings the painting expresses or invokes within the audience) Have students record and write down their reactions to the poem. What did they think? What were their favorite parts?

Learning Activity Students will listen to the following songs by Fats Waller: Honeysuckle Rose, Aint Misbehavin, and Squeeze Me Students will listen to the following songs by Tupac I wonder if Heaven got a Ghetto, California Love and Changes by Tupac Students will read the article Lindy Hop in Harlem: The Role of Social Dancing

Stage 3 Learning Plan Objectives/Goals SWBAT name at least 3 Fats Waller songs and at least 3 Tupac songs. SWBAT to analyze and interpret lyrics and summarize the songs.

Formative Assessment Students will be asked to compare and contrast the two artistsFats Waller and Tupac. What were some differences they noticed between the two songs? What were some similarities?

Beginning Culminating

SWBAT identify the 1920s dance the Lindy Hop and be able to clearly articulate and explain the social importance of such a dance to African

Students will be asked to memorize and perform the Lindy hop as a class!

Hodge Americans Students will ready When Marian Sang: The True Recital of Marian Anderson SWBAT summarize and reiterate the main ideas of the story SWBAT to clearly articulate the role that Marian Anderson played in Black music and in Black history Students will be asked to create a short story board (with accompanying pictures) presenting the main ideas of When Marian Sang: The True Recital of Marian Anderson