Skill, Concept, or Generalization to be taught: Harlem Renaissance. Lesson
Goals: The students will be able to identify people of the Harlem Renaissance.
6th Grade: Unit Name: What were the cultural and economic developments in the United States from 1877 through the 1930s and how do they affect us today? Type of Lesson: Concept Skill, Concept, or Generalization to be taught: Harlem Renaissance Lesson Goals: The students will be able to identify people of the Harlem Renaissance. The students will be able to identify characteristics of the Harlem Renaissance. The students will be able to identify the importance of the movement. Prerequisite Skills and/or Concepts: Jazz, African American Rights after Civil War Alabama Course of Study Reference: 6.6 Identifying cultural and economic developments in the society of the United States from 1877 through the 1930s. Harlem Renaissance The Jazz Age National Standards Reference: Culture Time, Continuity, and Change
Exploration: Objective: The students will identify characteristics of the Harlem Renaissance. Materials: 1. Brainstorming web 2. pencils 3. dry erase board 4. dry erase markers
Invention: Objective: The students will identify characteristics of the Harlem Renaissance. The students will identify music
Procedures: 1. The teacher will pass out brainstorming webs to each student. 2. She will ask the students to write Harlem Renaissance in the center and brainstorm words that describe it. 3. TSW write their words around the main subject. 4. TTW ask the students to write one word on the board around the words Harlem Renaissance. 5. TTW tell the students that after the powerpoint they will look back at the web to see what needs to be added or changed.
Assessment: The teacher will assess the words the students write on the board.
Procedures: 1. The teacher will say, “The brainstorming web you have created is about the Harlem
Assessment: The teacher will collect the student’s flip charts to assess their understanding
and musicians from the Jazz age. The students will identify the importance of the movement.
Materials: 1. brainstorming web 2.pencils 3. powerpoint 4. examples of jazz music 5. flip chart 6. examples of poetry 7. examples of literature
Renaissance. The Harlem Renaissance is an African American cultural movement in the 1920s. We are going to study the Harlem Renaissance today.” 2. TTW tell the students that they are going to create a flip chart about the Harlem Renaissance. She will tell them they will create this chart so while they watch the powerpoint they can fill in the sections with information from the powerpoint. 3. Before the class views the powerpoint, TTW ask the students to create their flip chart. She will tell them to create 5 sections on the flip chart. They will be labeled as follows: Front: “The Harlem Renaissance” and student’s name Flap 1: Definition-working definition of Harlem Renaissance. Flap 2: Characteristics- list of characteristics of the Harlem Renaissance. Flap 3: People of the Harlem Renaissance. Flap 4: Literature and Arts Flap 5: What I learned. The students will fill each flap according to the section titles. 4. TTW show the powerpoint. 5. While the students finish filling out the flip charts, TTW play different types of jazz and read different types of literature. She will tell the students who the musician or writer is and what the name of the song or piece of literature is. She will tell them, “On your last
of the Harlem Renaissance.
flap, please write the importance this movement had to our society then and today.” 6. The students will turn in their flip charts when finished. Closure: The teacher will ask the students to look back at the words on the board. She will discuss with the students which words correctly describe Harlem Renaissance and which ones don’t. She will ask the students why the incorrect words are wrong. TTW ask the students to look back at their original brainstorming web and decide which words need to be changed and which ones don’t. TSW replace the incorrect words with new, correct descriptive words. She will also ask, “What was the importance of this movement to our society then and now?” She will let the students answer. Expansion: Objective: The students will identify and compare one person from the Jazz Age to today’s jazz genre.
Materials: 1. Paper 2. Pencil 3. Computer 4. Venn Diagram
Lesson
Procedures: 1. The students will research one person from the modern jazz genre. 2. The teacherstudents will create a venn diagram. 3. They will compare and contrast the modern jazz with the jazz of the 1920s. 4. They will turn in their venn diagrams when they are finished.
Assessment: The teacher will evaluate the students’ venn diagrams to check for understanding.
Plan References: http://encarta.msn.com/dictionary_1861692684/jazz_age.html http://encarta.msn.com/encyclopedia_761560708/Jazz.html http://school.discoveryeducation.com/clipart/category/musc.html
