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4-8 (middle school)
literature, social studies
approximately 3 class periods
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The Harlem Renaissance in New York during the 1920s and 30s nurtured the talents of African-American writers such as Langston Hughes, Zora Neale Hurston, and James Weldon Johnson. Through their work, these creative individuals helped define and enrich the black experience in the U.S. In this activity, students examine the work of contemporary authors who use their writing to express opinions about the struggle against prejudice and oppression in our society. As an alternative, students will locate a person or group in your community that uses artistic expression as a means of conveying personal reactions to events or attitudes in your area.
Begin by having your students read the articles "A'Lelia Walker," "The Harlem Renaissance," "Langston Hughes," "Zora Neale Hurston," and "James Weldon Johnson."
Help students discuss some of the key writers from the Harlem Renaissance mentioned in the program, including Langston Hughes, James Weldon Johnson, W.E.B. Du Bois ("doo BOYS"), and Zora Neale Hurston. Ask students to identify some of the common themes found in these authors' work.
You may wish to discuss questions such as:
- How did these writers use their writing to empower African Americans?
- Why do you think these writers' novels, plays, and poems are still studied and appreciated today, over fifty years later?
- Divide the class into groups of two or three students. Have them explore the Harlem Live Web site, written by kids and teenagers living in Harlem today:
Off the Head: Words of Harlem Live
http://www.harlemlive.org
- Each group's task is to find one poem or story that they especially enjoy. They then write a brief commentary on the selected work, and explain in detail why they like it. Students also answer this hypothetical question: "If you were to meet the person who wrote this piece, what do you think you might talk about?" They can even write out a brief script of the hypothetical conversation that might take place. As an extension, students may wish to e-mail the online authors to let them know how much their work was appreciated.
- Students find a person or group in your city or town that uses artistic expression (either writing or art) as a way to share their reactions to events or to support causes in your community. The students then make arrangements to bring this person or group to your class to present their work. If necessary or desired, the class can raise a small sum of money to give to the guest writer or artist, to support their work. A creative way to raise money is for students to publish compilations of their own writing and sell it to family and friends.
Being Heard
In "Being Heard," you have examined how the spirit of the Harlem Renaissance continues to thrive today in your community. Through the power of stories, poems, and art, you have seen how authors and artists can express their opinions and criticism about various types of prejudice and oppression that exist in our country, and propose solutions for a more compassionate world.
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Early New York