Lesson Overview

In the 1920s and 1930s, African American writers, musicians and artists created many great works of art and are still recognized today for their talents.  Harlem fostered the environment in which African Americans drew upon their rich culture and traditions to create ways to cope with and express the emotions they were feeling in a way that was relatable to other people.  Poets like Langston Hughes focused on discrimination and mistreatment of African Americans, but offered hope as they built a better future for themselves. These poems by Hughes will help students to interpret the hardships faced by African Americans during the Harlem Renaissance and give them a chance to write a poem about hardships or their dreams on their own.

 

Preparation

Previous Knowledge- Students will have already learned about the Great Migration and have a brief background on the Harlem Renaissance and the hardships faced by African Americans.

 

Copies of Langston Hughes-

            Good Morning

Harlem

I, Too

Pencil/Pen

Lined paper for poem

 

Instruction

1. 1. Teacher will review with students what they remember from the previous day about the Harlem Renaissance and emphasize the importance of interpreting the pieces of work done by the people done at that time.

2. 2. Teacher will explain to the students that they will be discussing Langston Hughes, who was a famous African American poet at the time, and reading his poetry.

3. 3. Students will be given a copy of three of Hughes’ poems, “Good Morning”, “Harlem”, and “I, Too”.

4. 4. Have students read the poems silently and circle unfamiliar words.

5. 5. Then have a student read the first poem “Good Morning” aloud and ask the class “What is the mood of the poem and how did it make them feel”, also talk about the dreams that the new arrivals of Harlem brought with them and the obstacles they faced “at the gates”.

6. 6. Teacher will read the poem “Harlem” aloud and then ask students about what the American dream is and if it it’s attainable for anyone, then what does this poem suggest about African Americans and the American Dream (they are unable to attain it).

7. 7. The last poem, “I, Too”, they will work in their seated groups to interpret the message.  As well as write about whether or not the poem offers hope for the future.

8. 8. When students are finished they will brainstorm about ideas for their own poem and then compose a short poem about their own dreams.  If they do not finish it by the end of class they will do it as homework.

 

Standards

9.2.3.A: Explain the historical, cultural and social context of an individual work in the arts.

9.2.3.D: Analyze a work of art from its historical and cultural perspective.

9.2.3.G: Relate works in the arts to geographic regions

1.4.3.A: Write poems and stories.

1.5.3.F: Use grade appropriate conventions of language when writing and editing.

 

 

Harlem

BY LANGSTON HUGHES

 

What happens to a dream deferred?

 

 

 

      Does it dry up

      like a raisin in the sun?

      Or fester like a sore—

      And then run?

      Does it stink like rotten meat?

      Or crust and sugar over—

      like a syrupy sweet?

 

 

 

      Maybe it just sags

      like a heavy load.

 

 

 

      Or does it explode?