Daily Assignments
1. Evolution to the Harlem Renaissance: 10 points
Objective: To identify social, economic, and political events that affected African
Americans in the first decades of the twentieth century.
Instructions: Identify and list the economic, political, or social events or
conditions that eventually made possible the Harlem Renaissance. Then
categorize the events or conditions according to whether they are reactions to life
in the South, outcomes of exposure to life outside the South, or direct actions
taken by African Americans to improve their lives.
Example of possible student work:
Reactions to Conditions in the South
lynchings and burnings in the South
better education opportunities in the North
better pay and working conditions in the North
more jobs in the North
Outcomes of Exposure to Life Outside the South
growth of organizations and movements that promoted interests of
African
Americans
increased number of educated and informed African Americans
awareness of whites in the South treating African Americans worse than
did many whites elsewhere
Actions Taken by African Americans to Improve their Lives
Coalescence to demand for change among large number of African
Americans
Grading Criteria:
Organization= 5 Points
- Students critically think and organize their ideas.
- Students properly format their ideas.
Information= 5 points
- Students compile relevant information.
- Students list social economic and political information discussed in class.
Total= 10 points
(This assignment is customized from Nina Giffords Unit in National Center for
History in the Schools)
Hannah Forkel
Hannah Forkel
Grading Criteria:
Organization= 5 Points
-The presentation will be organized clearly on Powerpoint,
poster etc. -The audience should be able to follow and
understand the information given.
Information= 30 Points
- The information will be thoroughly researched and fill the 35 minute presentation window.
- The presentation will have relevant and specific facts that
help the class to learn about your artist.
- There will be some form of a visual aid.
- There will be a printed bibliography in MLA format
submitted to the teacher at the time of the presentation.
Speaking Style= 5 Points
- It is okay if you are nervous, every public speaker has their
set of nervousness before a presentation. Just make sure to
practice your presentation and speak with your teacher prior
to your presentation if you are very nervous so that they may
assist you.
- Be sure to speak clearly and attempt to make eye-contact
with your audience.
- Please, do not read off your presentation slides.
Total= 40 points
5 points extra credit if you have discussion questions for the class
within presentation.
Artists to Choose from:
Writers:
Arna Bontemps
Countee Cullen
Langston Hughes
Zora Neal Hurston
James Weldon Johnson
Nella Larsen
Claude McKay
Anne Spencer
Wallace Thurman
Gene Toomer
Bessie Smith
Musicians:
Louis Armstrong
Josephine Baker
Cab Calloway
Duke Ellington
Dizzy Gillespie
Billie Holiday
Fletcher Henderson
James Price Johnston
Ma Rainey
Artists:
Richmond Barthe
Romare Bearden
Selma Burke
Beauford Delaney
Aaron Douglas
Palmer C Hayden
Lois Jones
Jacob Lawrence
Hannah Forkel
Oscar Micheaux
Augusta Sav
Intro: Offer hook, establish your thesis, intro your chosen author briefly, and
set up the different points your research will develop going forward.
II.
III.
IV.
Chosen work: After selecting a piece completed by your artists, such as art,
poetry, song or performance, offer your research on the interpretation,
criticisms and significance of the piece you chose to address. Remember this
is the section where you must develop your overall point clearly, that this
artist through this work helped establish a new African-American identity.
V.
NOTE: The paper can be organized in any way you wish, but each aspect should be
present within the paper and obviously introduction and conclusion will be in their proper
places.
Hannah Forkel
Grading Criteria:
o No run-on sentences
o No sentence fragments
o No use of I, you, me, my, your, myself, yourself
o Pronoun/antecedent agreement
o Subject/verb agreement; correct verb tense usage
Hannah Forkel