Purpose: These lessons are designed as an introduction to a larger unit on the Harlem Renaissance.
By the end of these lessons students will be able to do the following:
Day One: 55 minute period.
1. Students will learn how to connect personal themes to the texts being studied.
2. Students will build trust/community by sharing their writing.
1. Journal response: Students will write for 3 min. about each of the following subjects: identity, journey, action, oppression, violence, sadness, and hope
a. Teacher will uncover (using overhead or by writing on board) each subject individually. After writing, students share with person next to them. Teacher then opens up conversation to whole class.
2. Final reflection: What did you learn about yourself, these subjects and your fellow students after today"s activity?
3. Homework: hand out W.E. B. Dubois excerpt below and list of tone words (adjectives). Students mark the text (annotate). They do this by asking questions and making comments while also looking for images that stand out and tone words.
Then it dawned upon me with a certain suddeness that I was different from the others; or like [them perhaps] in heart and life and longing, but shut out from their world by a vast veil. I had thereafter no desire to tear down that veil, to creep through; I held all beyond it in common contempt, and lived above it in a region of blue sky and great wandering shadows....
After the Egyptian and Indian, Greek and Roman, the Teuton and Mongolian, the Negro is a sort of seventh son, born with a veil, and gifted with second-sight in this American world, --a world which yields him no ture self-consciousness, but only lets him see himself through the revelation of the other world. It is a peculiar sensation, this double-consciousness, this sense of always looking at one’s self through the eyes of others, of measuring one’s soul by the tape of a world that looks on in amused contempt and pity. One ever feels his two-ness— an