THE HARLEM RENAISSANC E CAUSES AND INFLUENCE ON

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THE HARLEM RENAISSANC E: CAUSES AND INFLUENCE ON AMERICA

THE HARLEM RENAISSANC E: CAUSES AND INFLUENCE ON AMERICA

CORNELL NOTES Terms to look for: Harlem Renaissance The Great Migration Push Factors There

CORNELL NOTES Terms to look for: Harlem Renaissance The Great Migration Push Factors There is a template for you in CTLS Lesson Assignments. Download it and complete it each section. This is due WEDNESDAY, OCTOBER 28 by 11: 59 pm in CTLS. Pull Factors 1941 and 1947 1954 Duke Ellington Louis Armstrong W. E. B. Dubois (twoness) Langston Hughes Lorraine Hansberry Your Notes:

JIM CROW SOUTH: SEPARATE BUT EQUAL • Jim Crow Laws ruled the south from

JIM CROW SOUTH: SEPARATE BUT EQUAL • Jim Crow Laws ruled the south from 18631950’s. Jim Crow Laws stated whites and blacks were “separate but equal. ” In the south, laws were implemented preventing whites and blacks from eating together, going to the movies together, going to school together. Signs indicating where whites/blacks could and could not go were placed in public areas. • 1896: Plessey verse Fergusson: June 7, 1892, Homer Plessey was jailed for sitting in a white only train car even though he identified himself as black. • Jim Crow in America Video

THE HARLEM RENAISSANCE The Harlem Renaissance is the name given to the period from

THE HARLEM RENAISSANCE The Harlem Renaissance is the name given to the period from the end of World War I and through the middle of the 1930 s Depression, during which a group of talented African-American writers, thinkers and artists produced a sizable contribution to American culture. The Harlem Renaissance History Quick Video

Where is Harlem? The island of Manhattan New York City is on Manhattan island

Where is Harlem? The island of Manhattan New York City is on Manhattan island Neighborhoods

SOUTHERN BLACKS AND THE LURE OF THE NORTH BEFORE AND AFTER 1914 • Most

SOUTHERN BLACKS AND THE LURE OF THE NORTH BEFORE AND AFTER 1914 • Most African Americans remained in the South nearly fifty years after the Civil War. • There were plenty of reasons for blacks to leave the south, but little economic advantage to moving northward. • With outbreak of World War I, this dynamic changes because: • War generates new opportunities for industry in the North • Much of existing labor supply leaves work force to go to war, so they men to work the factories at home. • The Immigrant labor pool evaporates. End result: The Great Migration, which congregated black populations in northern cities like Chicago and New York in unprecedented numbers. The concentration, in New York City, occurred on the upper west side, in Harlem. The Great Migration History Video Link

PUSH FACTORS Racial Violence • Rise of the KKK • Lynching Economic Repression •

PUSH FACTORS Racial Violence • Rise of the KKK • Lynching Economic Repression • Share cropping • Tenant Farming KKK: Boycotts and Intimidation • Political Repression • Jim Crow Laws • Sundown Towns Environmental Devastation • Volatile Weather of 1915 -16 (drought and flood)

PULL FACTORS • Economic Opportunity • Political Rights • Unity and Solidarity • Hope

PULL FACTORS • Economic Opportunity • Political Rights • Unity and Solidarity • Hope • Mystery, Adventure and Myths Reasons for Great Migration

HOW DOES THE HARLEM RENAISSANC E CONNECT TO THE GREAT MIGRATION? • The economic

HOW DOES THE HARLEM RENAISSANC E CONNECT TO THE GREAT MIGRATION? • The economic opportunities of the era triggered a widespread migration of black Americans from the rural south to the industrial centers of the north and especially to New York City. • In New York and other cities, black Americans explored new opportunities for intellectual and social freedom. • Black American artists, writers, and musicians began to use their talents to work for civil rights and obtain equality.

BROWN VS. BOARD OF EDUCATION • Brown vs. Board of Education overturned Plessy vs.

BROWN VS. BOARD OF EDUCATION • Brown vs. Board of Education overturned Plessy vs. Ferguson and dismantled the Separate but Equal doctrine. • Olive Brown was banned from attending all white school in Topeka, Kansas. Her father went to NAACP saying it violated her civil rights. • 1951—the NAACP (National Association for Advancement of Colored People— 1909) filed class action law suit against the school board. • Brown vs. BOE is actually 5 cases all heard at once by Supreme court • Thurgood Marshall, lawyer for NAACP, fought on the side of Brown. • On May 17, 1954, the Supreme Court ruled that Separate but Equal violates the 14 th Amendment of Constitution, which guaranteed rights to all citizens regardless of color. • This decision paved the way for school integration. • Brown vs BOE

 • May 17, 1954: Brown vs. BOE • August 28, 1955: Death of

• May 17, 1954: Brown vs. BOE • August 28, 1955: Death of Emmett Till. • December 1, 1955: Rosa Parks • September 4, 1957: Little Rock Nine • September 9, 1957: Eisenhower signs the Civil Rights Act of 1957 • 1961: The Freedom Riders • August 28, 1963: Approximately 250, 000 people take part in The March on Washington for Jobs and Freedom. Martin Luther King gives his “I Have A Dream” speech • September 15, 1963: A bomb at 16 th Street Baptist • July 2, 1964: President Lyndon B. Johnson signs the Civil Rights Act of 1964 into law, preventing employment discrimination due to race, color, sex, religion or national origin. • February 21, 1965: Malcom X is assassinated • April 4, 1968: MLK is assassinated CIVIL RIGHTS MOVEMENT TIMELINE: 1954 -1968

MUSIC, LITERATURE, AND ART OF THE HARLEM RENAISSANCE

MUSIC, LITERATURE, AND ART OF THE HARLEM RENAISSANCE

ALL THAT JAZZ! The Music of the Harlem Renaissance: JAZZ! Jazz is characterized by

ALL THAT JAZZ! The Music of the Harlem Renaissance: JAZZ! Jazz is characterized by swing and blue notes, call and response vocals, and improvisation. Two popular Harlem Renaissance Jazz Musicians: • Duke Ellington • Louis Armstrong This Photo by Unknown Author is licensed under CC BY-SA-NC

DUKE ELLINGTON • Ellington was a jazz composer, conductor, and performer during the Harlem

DUKE ELLINGTON • Ellington was a jazz composer, conductor, and performer during the Harlem Renaissance. • During the formative Cotton Club years, he experimented with and developed the style that would quickly bring him worldwide success. Ellington would be among the first to focus on musical form and composition in jazz. • Ellington wrote over 2000 pieces in his lifetime. • https: //www. youtube. com/watch? v=cb 2 w 2 m 1 Jm. CY

LOUIS “SATCHMO”ARMSTRONG • Louis Armstrong was a jazz composer and trumpet player during the

LOUIS “SATCHMO”ARMSTRONG • Louis Armstrong was a jazz composer and trumpet player during the Harlem Renaissance. • He is widely recognized as a founding father of jazz. • He appeared in 30 films and averaged 300 concerts per year, performing for both kids on the street and heads of state.

W. E. B. Dubois Langston Hughes LITERATURE OF THE TIME… Zora Neal Hurston Richard

W. E. B. Dubois Langston Hughes LITERATURE OF THE TIME… Zora Neal Hurston Richard Wright Sterling Brown Lorraine Hansberry

W. E. B. DUBOIS • Among the important intellectuals writing and thinking during the

W. E. B. DUBOIS • Among the important intellectuals writing and thinking during the Harlem Renaissance were W. E. B. Du Bois, Marcus Garvey, and Alain Locke. • The notion of "twoness, " a divided awareness of one's identity, was introduced by W. E. B. Du Bois, one of the founders of the National Association for the Advancement of Colored People (NAACP). and the author of the influential book The Souls of Black Folks (1903): "One ever feels his two-ness - an American, a Negro; two souls, two thoughts, two unreconciled stirrings: two warring ideals in one dark body, whose dogged strength alone keeps it from being torn asunder. "

LANGSTON HUGHES • Hughes is known for his insightful, colorful, realistic portrayals of black

LANGSTON HUGHES • Hughes is known for his insightful, colorful, realistic portrayals of black life in America. • He wrote poetry, short stories, novels, and plays, and is known for his involvement with the world of jazz and the influence it had on his writing. • His life and work were enormously important in shaping the artistic contributions of the Harlem Renaissance in the 1920 s. • He wanted to tell the stories of his people in ways that reflected their actual culture, including both their suffering and their love of music, laughter, and language itself.

LORRAINE HANSBERRY v. The granddaughter of a freed slave, and the youngest by seven

LORRAINE HANSBERRY v. The granddaughter of a freed slave, and the youngest by seven years of four children, Lorraine Vivian Hansberry was born on May 19, 1930, in Chicago, Illinois. v. Wrote A Raisin in the Sun, which opened on March 11, 1959. The original title of the play was The Crystal Stair, after Langston Hughes’ poem “Mother to Son. ” v. Lorraine Hansberry became the first black playwright and the youngest American to win a New York Critics’ Circle award. v. Was a Civil Rights activist in 1960 s. v. She died on January 12, 1965 from pancreatic cancer.

ART OF THE HARLEM RENAIS SANCE • Visual artists played a key role in

ART OF THE HARLEM RENAIS SANCE • Visual artists played a key role in creating depictions of the New Negro. Alongside their counterparts in literature, music, and theater, art work of the time period exhibited: • Bold, stylized portraits of African Americans during this period • Scenes of black life from a variety of perspectives. • Connections to their homeland/history (Africa/slavery) • Overcoming adversity

PALMER HAYDEN

PALMER HAYDEN

HALE WOODRUFF

HALE WOODRUFF

EDWARD BURRA, 1934

EDWARD BURRA, 1934

JACOB LAWRENCE

JACOB LAWRENCE

Study the picture for 2 minutes. Form an overall impression of the painting, then

Study the picture for 2 minutes. Form an overall impression of the painting, then start to focus on individual details. Questions to think about: 1. What is the first thing you notice? 2. What people do you see? How do they change/evolve? 3. What objects/shapes do you see? 4. What colors do you see? What affect do they have on the meaning? 5. What actions/activities do you see? 6. How does this connect to the Great Migration of the Harlem Renaissance? “Ascent from Ethiopia”, Louis Mailou Jones. 1932

Poetic/literary devices: “HARLEM SHADOWS”: ANNOTATE FOR… • • Imagery Alliteration Personification Tone Form and

Poetic/literary devices: “HARLEM SHADOWS”: ANNOTATE FOR… • • Imagery Alliteration Personification Tone Form and Structure: • • Stanzas Lines per stanza Syllables per line Rhyme scheme

Title: Literal: Tell me what the title literally means Paraphrase: Explain in 1 sentence,

Title: Literal: Tell me what the title literally means Paraphrase: Explain in 1 sentence, that the poem is literally about (summary). “HARLEM SHADOWS” TPCASTT Connotation: List 7 -10 words that help to establish the TONE Speaker’s Attitude: How does the speaker feel and why? Shift: Where does the poem change? Why is the change important? Title Analysis: Break down the deeper, figurative meaning of the title. Theme: What is the message the speaker is trying to convey about Harlem during the Harlem Renaissance?

POET RY A CT IVITY : T HE N UM BER YO U AND

POET RY A CT IVITY : T HE N UM BER YO U AND YOUR HAS BEEN AS SIGNE D CO RRESPO ND S TO THE P OE M YOU ARE RE SP ON SI BLE FOR BELOW. 1. “The Negro Speaks of Rivers” by Langston Hughes page 902 2. “Dream Variations” by Langston Hughes page 906 3. “Refugee in America” by Langston Hughes page 907 4. “The Tropics in New York” by Claude Mc. Kay page 923 5. “A Black Man Talks of Reaping” by Arna Bontempes page 925 6. “Study the Masters” by Lucille Clifton page 915 7. “For My Children” by Colleen Mc. Elroy page 917 8. “Dark Tower” by Countee Cullen page 926

DIGITAL ONE-PAGER 1. Read and fill out the SOAPSTone chart for your poem (formative

DIGITAL ONE-PAGER 1. Read and fill out the SOAPSTone chart for your poem (formative assignment) 2. On the poster, incorporate the following information on your assigned poem in a creative, neat, organized manner (25 point Reading/Literature summative grade): 1. Title and author of the poem 2. Complete a SOAPSTone chart for your poem (this can be on the back if you run out of room) 3. Interpretation of the poem (analyze meaning) 4. Connections to Harlem Renaissance/Spirituals 5. Poetic devices evident (identify, label, copy) 6. Visual of the poem in the style of the Harlem Renaissance artists (bright, colorful, may be abstract)