Annotated Resource Set (ARS)
Content Theme:
Harlem Renaissance and the growth of black
consciousness.
Developed by:
Cher McDonald
Contextual Paragraph for Resource Set: The Twenties brought
recognition of the rich cultural contributions of African Americans to the
arts and literature. During this time period many white middle and upper
class Americans began listening to Jazz and reading poetry or novels by
prominent African American artists. This opened diversity to the
mainstream audiences that they had never had before.
Essential Question: How the Harlem Renaissance open up new cultural
mediums for both white and black artists?
This set will meet the Utah State Core:
Standard V, Objective 2, Indicator a
• Account for the sudden growth of black consciousness.
Teaching with Primary Sources -­‐ Annotated Resource Set 1 Resource Set Harlem Renaissance
The Whites Invade
Harlem
New York, New York.
Scene in Harlem.
Parks, Gordon, 19122006, photographer.
CREATED/PUBLISHE
D
1943
New York, New York.
Bartenders' and
waiters' club entrance
in the Harlem area.
Parks, Gordon, 19122006, photographer.
CREATED/PUBLISHE
D
1943
Portrait of Zora Neale
Hurston].
Van Vechten, Carl,
18801964, photographer.
Created/Published
1938 Apr. 3.
Zora Neale Hurston
wrote the following
letter to Countee
Cullen, her friend and
fellow writer, in 1943.
In it, she discusses
lynching, segregation,
and her feelings about
white “liberals.”
No Digital Image is
available
http://memory.loc.gov/
service/pnp/fsa/8d280
00/8d28500/8d28555r
.jpg
http://memory.loc.gov/
service/pnp/fsa/8d280
00/8d28500/8d28529r
.jpg
http://memory.loc.gov/
pnp/van/5a52000/5a5
2100/5a52142r.jpg
http://www.pbs.org/wn
et/americanmasters/e
pisodes/zora-nealehurston/jump-at-thesun/93/
No Digital Image is
available
http://memory.loc.gov/
cgibin/query/r?ammem/w
pa:@field(DOCID+@li
t(wpa221070806))
Notes/Comments:
Teaching with Primary Sources -­‐ Annotated Resource Set 2 Resource Set Harlem Renaissance
A photograph of Wingold
Reiss's drawing of
Countee Cullen.
June 1, 1941.
Incident, poem by
Countee Cullen.
No Digital Image is
available
http://www.loc.gov/exhibits/
odyssey/archive/07/070900
1r.jpg
http://www.duboislc.o
rg/ShadesOfBlack/Co
unteeCullen.html
Teaching with Primary Sources -­‐ Annotated Resource Set 3 Annotations
Grade
Level
11th
Curriculum
Connections
US History
Utah State
Core:
Standard V,
Objective
2, Indicator
a
Reading
Writing
Inquiry
Curriculum
Standards
Examine the
growth of
recognition of
African
American arts
and literature.
Develop
language
through
viewing
media.; make
inferences and
draw
conclusions
Students will
write
informational
text evaluating
information
and
interpreting
ideas.
Use process of
inquiry to
deepen
understanding.
Teaching with Primary Sources -­‐ Annotated Resource Set Learning Objectives
Content Objectives
Thinking Objectives
Students will use
primary sources to
help them understand
how the Harlem
Renaissance
increased recognition
of African American
talents and abilities.
Students will be able
to analyze primary
sources to increase
their content
knowledge of the
Harlem Renaissance.
Students will identify
the effects of racism
on individuals.
Students will read and
comprehend original
documents written
during the historical
period.
Students will draw
conclusions from
examining primary
documents.
Suggested Learning
Strategies
Suggested Assessment
Strategies
Links to
Other
Resources
1. Students will use
the Analysis tool:
Students will use the
Analysis tool for
documents:
http://www.archives.g
ov/education/lessons/
worksheets/written_do
cument_analysis_wor
ksheet.pdf and for
pictures:
http://www.archives.g
ov/education/lessons/
worksheets/photo_an
alysis_worksheet.pdf
Split the class into two
groups. One group will get
the photo of Zora Neale
Hurston and her letter.
The second group will get
the drawing of Countee
Cullen and his poem to
read. Have them discuss
the poem/letters and
analyze them with the
worksheet. Then have
them partner with someone
in class from the other
group and share the
information.
This
exhibition
section
from the
African
American
Odyssey
special
presentat
ion
includes
resource
s about
the
Harlem
Renaissa
nce.
http://me
mory.loc.
gov/amm
em/aaoht
ml/exhibit
/aopart7b
.html#07c
2. Students will use
documents to
determine the role of
racism in society.
As a class discuss the
racism of the 1920s and
how it affected individuals.
Project the two club photos
on the wall of the Jazz
clubs. The main entrance
of the club with the white
men, then the club work
entrance for African
Americans. Discuss how
African American would
perform for whites, but
there was no integration in
the audiences.
As a follow up pass out
“The Whites Invade
Harlem” to be read,
analyzed or discussed.
4