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Objectives

Lesson 1-Social Studies-Langston Hughes
Objective: While listening to a read aloud about Langston Hughes, the students will answer questions about Hughes and his life. The students will discuss Hughes’s impact during the Harlem Renaissance, and write three interview questions to ask Hughes in a (pretend) interview. Standards: South Carolina Academic Social Studies Standard 5-4: The student will demonstrate an understanding of American economic challenges in the 1920s and 1930s and world conflict in the 1940s. South Carolina Academic Social Studies Indicator 5-4.1: Summarize daily life in the post–World War I period of the 1920s, including improvements in the standard of living, transportation, and entertainment; the impact of the Nineteenth Amendment, the Great Migration, the Harlem Renaissance, and Prohibition; and racial and ethnic conflict. *The objective fits this standard and indicator because it focuses on the Harlem Renaissance, and how Hughes portrayed racial conflicts during this time.

Lesson 2-Social Studies-Jacob Lawrence
Objective: While participating in an art walk, students will write a caption for two paintings by Jacob Lawrence. Standards: South Carolina Academic Social Studies Standard 5-4: The student will demonstrate an understanding of American economic challenges in the 1920s and 1930s and world conflict in the 1940s. South Carolina Academic Social Studies Indicator 5-4.1: Summarize daily life in the post–World War I period of the 1920s, including improvements in the standard of living, transportation, and entertainment; the impact of the Nineteenth

Amendment, the Great Migration, the Harlem Renaissance, and Prohibition; and racial and ethnic conflict. *The objective fits this standard indirectly; I did not mention that Lawrence’s paintings all focused around the lives of African Americans during the 1920-1940 time periods. If I would have added this, the objective would have lined up with the standard better.

Lesson 3-Social Studies-Jazz
Objective: Students will correctly answer three questions from the text about jazz music. By the end of the lesson, students should be able to write facts about how African Americans used the arts to express their ideas and emotions, and show how they lived. Standards: South Carolina Academic Social Studies Standard 5-4: The student will demonstrate an understanding of American economic challenges in the 1920s and 1930s and world conflict in the 1940s. South Carolina Academic Social Studies Indicator 5-4.1: Summarize daily life in the post–World War I period of the 1920s, including improvements in the standard of living, transportation, and entertainment; the impact of the Nineteenth Amendment, the Great Migration, the Harlem Renaissance, and Prohibition; and racial and ethnic conflict. *The objective fits the standard in many aspects (highlighted). The objective hits the point of entertainment through jazz music, and the facts about African Americans through the Great Migration, the Harlem Renaissance, and racial and ethnic conflict, which is why African American artists starting writing, drawing, singing, etc.

Lesson 4-ELA-Haiku
Objective: The learner will be able to identify and create haikus.

Standards: COMMON CORE 5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. *The objective fits the standard by having students produce their own haikus, which involves proper development.

Lesson 5-ELA-Cinquain
Objective: The learner will be able to identify the ‘formula’ of and create cinquains. Standards: COMMON CORE 5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. *The objective fits the standard by having students produce their own cinquains, which involves proper development, and following a ‘formula.’.