The Harlem Renaissance

1. Set Focus
Pose this essential question: In what ways can art be a powerful agent for social change?

2. List Vocabulary
Share some of the challenging vocabulary words in the article (see below). Encourage students to use context to infer meanings as they read.

• uniquely (p. 19)
• relocated (p. 20)
• densely (p. 20)
• fundamental (p. 21)
• pervasive (p. 21)
• sustain (p. 21)

3. Engage
Have students read the mini-biography of Duke Ellington on page 20 of the magazine. Then play the 1952 video recording (searchable with keyword “Snader Telescriptions”) of Duke Ellington and his orchestra performing “Mood Indigo.” Point out that Ellington is playing the piano in the video. Ask students to share their thoughts on the performance.

4. Read and Discuss
Ask students to read the Upfront article about the Harlem Renaissance. Review why the article is a secondary source. (It was written by someone who didn’t personally experience or witness the events.) Then pose these critical-thinking questions:

• What was the Harlem Renaissance, and who are some key figures from that era? (The Harlem Renaissance was an intense period of great artistic, political, and philosophical expression by Black Americans in the 1920s and early 1930s. It was based in the Harlem neighborhood of New York City. Some key figures from that era include writers Langston Hughes, Zora Neale Hurston, and Claude McKay; musicians Louis Armstrong, Duke Ellington, and Bessie Smith; and scholar, historian, writer, and activist W.E.B. Du Bois.)

• What connections does the author make between the Great Migration and the Harlem Renaissance? (During the Great Migration, many Black Southerners moved north to escape racial violence and segregation. Some who moved north went to Harlem. By the early 1920s, partly because of the influx of Black Southerners, Harlem had the country’s highest concentration of Black people. They owned homes and businesses, ran churches, and felt free to express themselves artistically and politically—all of which helped lead to the Harlem Renaissance.)

• The author says that the Harlem Renaissance resulted in a new cultural identity for Black Americans. What does he mean? (He means that artistic achievements and political and philosophical discussions that came from the era helped the broader Black community see greater possibilities for pursuing their dreams and also helped Americans at large recognize the history and cultural influences of Black Americans.)

• What led to the end of the Harlem Renaissance? What effect do you think the movement had on ending pervasive discrimination against Black people in American society? (The stock market crashed in October of 1929, starting the Great Depression. Jobs disappeared and the money that supported book publishing, the arts, and entertainment in Harlem dried up. Students’ opinions will vary but should be well-reasoned.)

5. Use the Primary Sources

Project, distribute, or assign in Google Classroom the PDF “Dreams” and “I, Too,” which features two poems written by Langston Hughes during the Harlem Renaissance. Discuss what makes the poems primary sources. (They were written during the time period the article discusses.) Have students read the excerpts and answer the questions below (which appear on the PDF without answers).

• What are the theme and tone of “Dreams”? How are the theme and tone of “I, Too” similar and different? (The theme of “Dreams” is to not give up on your dreams. The tone is serious but hopeful. “I, Too” has a similar theme of not giving up, but in this case, in regard to not giving up on pursuing racial equality. This poem also has a serious but hopeful tone, but it has an admonishing tone as well.)

• Which words does Hughes repeat in each poem? What does the repetition in each poem help emphasize? (In “Dreams,” Hughes repeats the first two lines and “life” from the first stanza. This repetition helps emphasize the importance of holding onto your dreams to have the life that you want. In ‘I, Too,’ Hughes repeats “I, Too” in relation to being American and repeats “kitchen” and “company”—flipping the action from the second to third stanzas from being sent to the kitchen to avoid company to being at the table when company comes. This repetition helps emphasize the racial discrimination Black Americans experience and how they will overcome it.)

• Who is “Dreams” likely intended for? Why do you think Hughes wanted them to hold onto their dreams? (Hughes likely wrote “Dreams” as a message to Black Americans, though it has wider appeal for anyone who has dreams. Hughes probably feared that Black Americans might not gain equality if they gave up on their dreams.) 

• In “I, Too,” what is the setting of a house a metaphor for? What changes in the house over the course of the poem? What does this change symbolize? (The house is a metaphor for America. Over the course of the poem, the speaker goes from being sent away from company to being welcome. This symbolizes an end to racism and fuller participation in American society.)

• The Upfront article makes the point that the Harlem Renaissance resulted in a new cultural identity for Black Americans? What do the two poems add to your understanding of this idea? (Students’ responses will vary, but points should be supported with text evidence.)

6. Writing Prompt
Research an influential figure from the Harlem Renaissance and write a brief profile of the person to add to the sidebar on page 20.

7. Quiz
Use the quiz to assess comprehension.

8. Classroom Debate
Does art have the power to change history?

9. Multimedia Presentations
Have small groups create multimedia presentations on the Harlem Renaissance. Encourage them to include music, art, and literature from the era in their presentations. Have groups take turns presenting to the class.