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Fall Lesson Plan Template.
NCSS Ten Themed Lesson Plans Cover Sheet
Partners: Mike Giancola and Paul Grinups
Please complete the checklist below and submit as the cover page of your project
submission.
Print copies of all lesson plans. You MUST have one lesson that fits each
standard.
Arrange lesson plans in order by standard. (If your lesson includes more than
one NCSS standard, then choose the standard that is MOST appropriate for the
lesson.) See the chart below for the order.
List your lessons by major standard. In the notes column, please indicate
which lessons feature special requirements: SCIM-C historical analysis
scaffold; trade book; Library of Congress Digital Collection e.g. broadsides,
Chronicling American Newspaper collection;
explanation/significance/causation cards, Adol. lit and reading/writing
strategies, structured academic controversy; religion lesson, media lesson,
history alive or lesson used in the field; frames and concept mastery, Web 2.0.
NCSS Standard
I. Culture
Lesson Title
The Harlem Renaissance: The Emergence of
African-American Culture in America
Special Notes
II. Time, Cont, Change
III. People, Places, Env
IV. Ind Dev and
Identity
V. Inds, Grps, & Inst
VI. Power, Auth, &
Gov
VII. Prod, Dist, & Con
VIII. Sci, Tech, &
Society
IX. Global
Connections
X. Civic Ideals & Prac
Each group should complete the rubric for each individual lesson plan (either
jointly or separately). See the course assignment document.
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Fall Lesson Plan Template.
Title: The Harlem Renaissance: The Emergence of African-American
Culture in America
Lesson Author: Mike Giancola and Paul Grinups
Key Words: Distinct Culture, Emergence of Uniqueness
Grade Level: 7th grade US History
Time Allotted: 45 min
Rationale/ Purpose (so what?)
Nature and scope of topic. Why is this significant to the mission of educating future citizens?
It is imperative for students to understand the evolution of the AfricanAmerican culture in America. African-Americans progressed from the
lowest rung of the social ladder as slaves to accepted members of society
today. Without the Harlem Renaissance, this would not have been
possible. The Harlem Renaissance forged a unique culture that AfricanAmericans in the United States rallied around, which proved to be a
cohesive element that brought African-Americans all around the country
together. The Harlem Renaissance also had a direct impact on future
African-American social ideals and movements (i.e. the Civil Rights
Movement of the 1950s and 1960s), which ultimately led to the inclusion of
African-Americans into mainstream American society.
Background/Context: How does this lesson fit into a unit of study?
Looking
backwards, looking forwards
The Harlem Renaissance lesson is a part of learning about the roaring 20s
in America, and utilizes/emphasizes previous material as well as new
content. Some of the prior knowledge that will be touched upon in the
lesson includes:
1.
The role of slavery in America and the impact it had on AfricanAmericans.
2.
The impact of the Civil War, the Emancipation Proclamation, and the
Abolition Movement on the social standing of African-Americans.
3.
The passage of the 13th, 14th, and 15th Amendments and how these
effected African-Americans during Reconstruction.
4.
How the post-Reconstruction years, the Jim Crow South, the KKK,
and the ruling in Plessy v. Ferguson negatively impacted and hindered the
progression of African-Americans.
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Fall Lesson Plan Template.
5.
How the work of WEB Dubois and Booker T. Washington laid the
foundation for African-Americans to become prominent members of society.
6.
How the Great Migration in the 1910s brought large numbers of
African-Americans to Northern cities, creating a large concentration of
African-Americans in common areas.
7.
The racist sentiments that not only faced African-Americans, but how
those compared to other immigrants from other countries.
After covering all the essential knowledge questions and connecting them
to the content in the lesson, the Harlem Renaissance unit will be used later
as a set of prior knowledge recall content to introduce the Civil Rights
Movement of the 1950s and 1960s.
Key Concept(s): The key concepts that are to be taught at length in this
lesson (in question form) include:
1.
How did the Harlem Renaissance emphasize and bring new light to
African-American culture for not only African-Americans, but also the
American population in general?
2.
How did the Great Migration play an important role in the beginnings
of the Harlem Renaissance?
3.
How did the Harlem Renaissance bring African-Americans such as
Langston Hughes, Duke Ellington, and others to the forefront of American
culture?
4.
What was the impact of the Harlem Renaissance on the dynamic of
the American culture?
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Fall Lesson Plan Template.
NCSS Standard(s)
SOL Information
*As written in the Virginia SOL “Curriculum Framework” for the grade level
NCSS Theme (s) with indicators: Theme #1 – Culture: The study of
culture prepares students to answer questions such as:What are the
common characteristics of different cultures? How do belief systems, such
as religion or political ideals, influence other parts of the culture? How does
the culture change to accommodate different ideas and beliefs? What does
language tell us about the culture? In schools, this theme typically appears
in units and courses dealing with geography, history, sociology, and
anthropology, as well as multicultural topics across the curriculum.
SOL* : - USII.6 c) examining art, literature, and music from the 1920s
and 1930s, with emphasis on Langston Hughes, Duke Ellington, Georgia
O’Keeffe, and the Harlem Renaissance.
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Fall Lesson Plan Template.
Essential Knowledge
Essential Skills
(minimum for SOL Resource Guide)
(minimum for SOL Resource Guide)
1.
The positive impact the
Harlem Renaissance had on the lives
of African-Americans.
2.
The rise of a uniquely
distinguishable African-American
culture in America, as well as the
impact the Harlem Renaissance had
on American culture as a whole.
3.
The establishment of Harlem
as the cultural, intellectual, and
social capital of Black America.
4.
How cultures, in general,
evolve over time.
5.
The readily evident AND
underlying historical events and
characters that directly led to the
Harlem Renaissance.
1. Apply the historical significance of
the Harlem Renaissance to future
social, political, and cultural AfricanAmerican progressive movements,
such as the Civil Rights Movement. 2
2.
Empathize with the AfricanAmericans who lived before, during,
and after the Harlem Renaissance,
and the experiences those different
groups of African-Americans lived
through.
3.
Question the ways in which
each student conceptualizes the
Harlem Renaissance in their own
terms, understanding that there are
different ways to study and examine
the Harlem Renaissance from
different points of view other than
their own.
Guiding Question(s): MUST BE SHARED WITH STUDENTS AT BEGINNING OF EACH
LESSON- Visible in lesson procedure and materials.
What is culture?
What roles does culture play in human and societal development?
How is unity developed within and among cultures?
How does culture change over time to accommodate different ideas, and
beliefs?
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Fall Lesson Plan Template.
The day’s big question:
Why/how was the Harlem Renaissance a cultural movement for AfricanAmericans in the United States?
Lesson Objective(s): clearly emerges from big question and rationale and standards
and will align with your assessment in Procedure and Process
Obj. 1 Explain the apparent and underlying causes of the Harlem
Renaissance, as well as the cultural impact it had on African-Americans’
position in American society.
Obj. 2 Understand the Harlem Renaissance from the perspective of those
who were passive and active participants, including the points of view from
both African-Americans and Whites in America.
Obj. 3 Interpret the work of African-American artists, musicians, and other
cultural figures of the Harlem Renaissance, and how it relates to the
culture of African-Americans before and during the 1920s.
Obj. 4 Research and expand learning about prominent African-Americans.
Utilize basic research skills to create, and then present, biographical
presentations to the class.
Assessment Tool(s) to be used- Everything above- goes to what you want them
to know/understand do- So what assessments are you going to use to help you manage and
monitor that they have got it-informal and formal—make one over-riding assessment connect to
your closure.
Assessment 1. Exit Slips to be turned in before the end of class. The
prompt for the exit slip is:
Write down 3 facts you learned about the Harlem Renaissance, and explain
why each fact is significant. Responses for each fact need not be longer
than a sentence or two.
Assessment 2. Crossword Puzzle that will be done at home, and turned
in next class (Crossword Puzzle is used to reiterate important information
that was learned during the class period).
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Fall Lesson Plan Template.
Assessment 3. Students will read the first chapter of Harlem Summer by
Walter Dean Myers. This will help them understand the time period in the
1920s and African American Culture. We will read this book inside and
outside of class.
Materials: Historical Source(s):
List here and include copies in materials
section below
1. Take home Crossword Puzzle
(Material A)
2. Powerpoint Presentation
(Material B)
3. Harlem Summer by Walter
Dean Myers
Additional Materials/Resources: List here
and include copies in materials section- textbooks etc
page numbers, websites etc
Websites to be used during the activity:
http://userpages.wittenberg.edu/rwelker/Fi
gures.htm
http://www.biography.com/tv/classroom/ha
rlem-renaissance
http://www.uncp.edu/home/canada/w
ork/markpost/lit/introlit/halem2.htm
http://www.biography.com/people/gro
ups/movement/harlem-renaissance/
http://www.loc.gov/pictures/
The activity can be adjusted in case
internet is not available by trying to use a
computer lab. If internet is out in both the
classroom and the computer lab, the
important information from the websites
will be made into handouts to give to the
students. Handouts will be made ahead of
time just in case.
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Fall Lesson Plan Template.
Procedure/Process:
1) JUST DO IT! The “Hook”: A high-interest activity that introduces new content with
connections to students’ prior knowledge. Between 1-5 minutes. You could also introduce the
days guiding question- could help with assessment of student needs
The Just Do It/Bell Ringer for this lesson will be presented in the form of a
question which students will answer on their own, and then share with the
class. The question is:
Define culture (in 10 words or less), and answer the question: How has
American culture changed during your lifetime?
2) Instructional sequence:
Processing Activity and Procedure –
Obj #
See
above.
include directions, question frames,
assignment details, to be given to students
(these should all be made into explicit
materials (e.g. see material A) Do you have
opportunities for direct/guided instruction and
independent practice/engagement when
appropriate and time estimates
Check for Evidence of
Understanding
-Either Formal or Informal e.g.
assessments- question frames,
quiz, choice activities, discussion
with frame and your THAT’s A
WRAP.
(Checks Essential Knowledge
and Skills should be in line with
assessment tools above)
Students will work on their own to answer
the following question as their Just Do
It/Bell Ringer:
Just do it.
Informal assessment/check
Define culture (in 10 words or less), for understanding, facilitated
and answer the question: How has in a small discussion format
American culture changed during
your lifetime?
Have students share their answers, and then relate the cultural changes
Transition: that have occurred in their life time to the massive cultural movement that
occurred for African-Americans during the 1920s and 1930s.
Have a brief lecture on the events that led
up to and the causes of the Harlem
Objective Renaissance:
#1
1.
Defining the Harlem Renaissance.
What was it? An outburst of African-
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Fall Lesson Plan Template.
Objective
#2
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American music, art, literature, etc. that
celebrated African-American culture, and
was centered in New York City, specifically
Harlem.
2.
Why Harlem? Harlem became the
center of this movement because during
the Great Migration, the largest
concentration of African-Americans in the
country moved to Harlem. This provided
for a tightly knit African-American
community that was not afraid to
celebrate their culture.
3.
How World War I had an effect on
the expectations African-Americans had
about their involvement in society.
African-Americans fought during the war,
and expected to gain freedoms and a
higher social standing after the war.
1.
An explosion of African-American
culture: discussing art, music, literature,
and politics, including the major AfricanAmerican players in the movement (Duke
Ellington, Langston Hughes, Marcus
Garvey, Louis Armstrong, WEB Dubois,
Jacob Lawrence, importance of the Apollo
Theater and Cotton Club, etc.).
2.
What were the cultural impacts of
the Harlem Renaissance for AfricanAmericans? For the first time there was a
massive production of music, art,
literature, etc. by African-Americans.
Created a unified black culture for the first
time.
3.
The impact the Harlem Renaissance
had not only on African-Americans, but
also how the music, art, and literature that
came about during it made its way into
mainstream American society, which was
predominantly white. How the Cotton
Club played a role in the movement, and
the impact it had on African-Americans
being able to play there but not be patrons
in the club.
Fall Lesson Plan Template.
Throughout the lesson, especially during
Objective #2 where the main players of
the Harlem Renaissance are discussed,
introduce students to works of art by the
Objective
Harlem Renaissance artists, play music
#3
clips from musicians of the time period,
and read excerpts of literature/short
poems by African-American authors.
Allows students to experience the culture
that arose during the Harlem Renaissance.
Reintrouce/reiterate the important figures during the Harlem Renaissance,
Transition: specifically focusing on Langston Hughes, Duke Ellington, Louis Armstrong,
Ella Fitzgerald, Jacob Lawrence, and Zora Hurston.
The students will engage in a cooperative
creative activity designed to learn more
about the 5 key players of the Harlem
Renaissance above. The directions are:
Objective
#4
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1.
Students will be put into groups of
4-5, which will be assigned by the teacher.
2.
Each group will be assigned one of
the following Harlem Renaissance figures:
Langston Hughes, Duke Ellington, Louis
Armstrong, Ella Fitzgerald, Jacob
Lawrence, or Zora Hurston.
3.
After groups are established, and
important people are assigned to each
group, the group will decide who will be
assigned 1 of 5 roles: scribe (writes down
the information provided by the other
group members), artist (decorates the
poster board with a corresponding theme
related to the assigned historical figure.
They also need to find a picture of their
respected figure in the prints and
photography section of the library of
congress digital collection section.),
biographical researcher (gathers
biographical information such as lifespan,
occupation, and birth place), legacy
researcher (researches the impact the
historical figure had on American culture),
or famous works researcher (finds
significant/famous works). Groups can
Understandings will be
checked informally by having
the students come up and
present the posters they
made for their respective
Harlem Renaissance person.
Fall Lesson Plan Template.
use laptops (websites listed in materials
section), handouts (if needed) and other
classroom resources to find the
information.
4.
Using markers and poster board
provided by the teacher each group, after
being assigned their specific person and
group role, will create a corresponding
informational poster about the person
their group was given. The groups will be
given 30 minutes to complete the poster.
5.
After the groups are finished
creating the posters, they will come to the
front of the class and present the
information they found. After, each poster
will be hung on a wall in the room.
Before the closure I will introduce my student to the book Harlem Summer. I
will explain the book below to increase their intrest:
“It's 1925 and Mark Purvis is a 16-yr-old with a summer to kill. He'd rather jam with his jazz
band (they need the practice), but is urged by his parents to get a job. As an assistant at The
Crisis, a magazine for the "new Negro," Mark rubs shoulders with Langston Hughes and
Countee Cullen. He's invited to a party at Alfred Knopf's place. He's making money, but not
enough, and when piano player Fats Waller entices him and his buddies to make some fast cash,
Mark finds himself crossing the gangster Dutch Schultz”
(http://www.amazon.com/Harlem-Summer-Walter-Dean-Myers/dp/043936843X)
(I never read the book so I wanted to get a good description to get my students interested!)
3) Closure- THAT’S A WRAP that goes to opening question- and also in part to assessment
tools –at least one key assessment tool. (Do you need a rubric)
To gauge the amount of information the students learned from this lesson,
each student will complete an Exit Slip that will be graded and recorded as
part of their participation grade. The prompt for the Exit Slip is:
Write down 3 reasons you believe the Harlem Renaissance was a
progressive movement for African-American culture in the United States.
Responses for each fact need not be longer than a sentence or two.
Modifications/Accommodations for Diverse Learners:
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Fall Lesson Plan Template.
Include reference and acknowledgement of IEP plans for specific students- that is easy.
Additionally, highlight how you have designed materials/sequences that pay attention to preassessment evidence to address readiness, interest, and learning preference needs, including
attention to student groupings, use of time and materials, variance in whole class and small
group instruction, varied task complexity. Can you delineate key instructional strategies and
scaffolds that are effective for responding to student needs? Do you provide rubrics to explain
what good work looks like? Do you provide room for direct instruction/guided instruction
(including read alouds and think alouds), independent practice. (Use Cruz and Thornton, and
Tomlinson and McTighe).
 Lesson plan can/will be adjusted to meet the specifications of the IEPs of
individual students.
 The Bell Ringer activity implores students to become acquainted with the
underlying theme of culture that is a part of the lesson.
 The lecture provides students with a wealth of prior knowledge recall by touching
on previous historical events that had a direct impact on the Harlem
Renaissance.
 During the activity, differentiation is incorporated into the lesson by assigning
students in their separate groups to different jobs (artist, scribe, researcher, etc)
in order to complete the assignment.
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Fall Lesson Plan Template.
Materials (one resource per page- so it becomes a teacher or student handout, or overhead
directions or ppt presentation. Include photocopies if need be. Can you provide elements of
choices in materials or enrichment or support/anchor materials for different students?.
A)
The Harlem Renaissance
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Fall Lesson Plan Template.
Across
3. The Harlem Renaissance had a direct impact on the Civil Rights __________ Movement
4. The Harlem Renaissance gave African-Americans a distinct _________ Culture
6. Most famous African-American poet of the time. Langston _________ Hughes
8. The Harlem Renaissance not only affected African-Americans, but also this race of people
White
11. Well known theatre where African-Americans performed Apollo
12. This place allowed African-Americans to play music, but didn't allow them to be patrons
Down CottonClub
1. Revival of art, music, and literature for a particular culture Renaissance
2. Famous female African-American singer. _____ Fitzgerald Ella
3. The Great _________ was where many African-Americans moved from South to North
Migration
5. The most famous African-American musician of the time was Duke _________ Ellington
7. African-Americans wanted to be more involved in American society after this war
WorldWarI
9. Place where the center of the cultural revival of African-Americans took place Harlem
10. Famous African-American painter that painted "Nightlife". Archibald ________ Motley
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Fall Lesson Plan Template.
B)
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Fall Lesson Plan Template.
C) Harlem Summer by Walter Dean Myers
This will be a weeklong reading inside and outside of class and it will help students understand
African American Culture
Evaluation Rubric:
Complete the rubric for each lesson plan and attach cover sheet.
(You should have 1 cover sheet and 10 rubrics.)
Please Circle NCSS Theme and attach to the correct themed lesson.
NCSS THEME
(I)
II
III
IV
V
VI
VII
VIII
IX
X
Rating Scale (can include half points on the scale)
1) The lesson plan is focused on a specific NCSS thematic standard, is designed to answer a
specific guiding question, and has a strong content/skills focus and rationale. (Students must
make sure they meet all the required criteria as detailed above.)
Not focused
highly focused
.1__________.2__________.3__________.4__________(5)
Comments:
Guiding question and present, and lesson plan follows/attempts to answer it.
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Fall Lesson Plan Template.
2) The lesson plan is designed to clearly address specific social studies SOL with a clearly
focused list of Essential Knowledge, Skills, and Understandings (See SOL Resource Guide), and
NCSS performance expectations and indicators. (What are students going to do based on the
theme? - See Expectations for Excellence.)
Not addressed
Clearly Addressed
.1__________.2__________.3__________.4__________(.5)
Comments:
Does all of this
3) The lesson plan includes clear, motivational, intriguing and relevant guiding questions (big
question).
Not addressed
Clearly Addressed
.1__________.2__________.3__________.4__________(.5)
Comments: Relevant guiding questions are present, and lesson plan has clear objectives based
on them
4) The lesson plan includes well-written and explicit objectives
Unclear objectives
Clear objectives
.1__________.2__________.3__________.4__________(.5)
Comments:
Absolutely includes these
5) The lesson plan includes a tightly focused bell ringer/motivational hook that relates to the
lesson. (1-5 minutes)- (Independent student work) (Just Do it).
Unclear Objectives
Clear Objectives
.1__________.2__________.3__________.4__________(.5)
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Fall Lesson Plan Template.
Comments:
Without a doubt (thanks for the idea on the first part of it!)
6) The lesson plan includes detailed instructional activities that directly correlate with specific
objectives.
Not Focused
Clearly Focused
.1__________.2__________.3__________.4__________(.5)
Comments:
Explicit rules clearly present
7) The lesson plan contains clearly focused and detailed directions –e.g. teacher voice directions
in the lesson plan, ppt (visual) directions for students, question frames, and lecture outlines. –
Materials to show and tell what they are learning and how. (These are also part of the materials
section)- A teacher should be ready to go with the lesson.
Not Focused/Detailed
Highly Focused/Detailed
.2__________.4__________.6__________(.8)__________.10
Comments:
Everything but powerpoint slides (minimal usage) are present
8) The lesson plan includes a focused and clear closure that clearly connects with the content of
the day’s lesson and provides students with the opportunity to answer the guiding question
(assesses student understanding) or clearly summarizes the day’s key points in relation to the key
question.
Not Focused
Highly Focused
.1__________.2__________.3__________.4__________(.5)
Comments:
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Fall Lesson Plan Template.
Absolutely
9) The lesson plan provides a clearly designed assessment within the closure to measure student
growth/with model answer(s) that is explicitly connected to the lessons essential understandings,
objectives, and the strategies for learning
Not Clear and Appropriate
Highly Clear and Appropriate
.1__________.2__________.3__________.4__________(.5)
Comments:
Clearly defined assessment present, but without model answer because there could be numerous
answers to the question by each student with his or her own reason for significance
Please include the rubric with you work
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