1.  Aim: How is modernism reflected in various different texts?  Take out HW: How is Arthur Miller’s Death of a Salesman a reflection of realism and modernism?

2.  Embraced nontraditional syntax and forms.  Challenged tradition  Writers wanted to move beyond Realism to introduce such concepts as disjointed timelines.  An overarching theme of Modernism was “emancipation”

3.  Open form  Juxtapostion Juxtapostion  Free verse  Discontinuous narrative Discontinuous narrative  Intertextuality Intertextuality  Classical allusions  Borrowing from cultures and other languages

4.  Two images that are otherwise not commonly brought together appear side by side or structurally close together, thereby forcing the reader to stop and reconsider the meaning of the text through the contrasting images, ideas, motifs, etc.  For example, “He was slouched alertly” is a juxtaposition.

5.  Narrative moves back and forth through time.  (Death of a Salesman)

6.  Intertextuality is a relationship between two or more texts that quote from one another, allude to one another, or otherwise connect.

7.  Breakdown of social norms and cultural securities Breakdown of social norms and cultural securities  Alienation of the individual Alienation of the individual  Exploitation of the despairing individual in the force of an unmanageable future Exploitation of the despairing individual in the force of an unmanageable future  Product of the metropolis, of cities and urbanscapes Product of the metropolis, of cities and urbanscapes

8.  Women were given the right to vote in 1920.  Hemlines raised; Margaret Sanger introduces the idea of birth control.  Karl Marx’s ideas flourish; the Bolshevik Revolution overthrows Russia’s czarist government and establishes the Soviet Union.  Writers begin to explore these new ideas.

9.  Sense of alienation in literature:  The character belongs to a “lost generation” (Gertrude Stein)  The character suffers from a “dissociation of sensibility”— separation of thought from feeling (T. S. Eliot)  The character has “a Dream deferred” (Langston Hughes).

10.  Characters are heroic in the face of a future they can’t control.  Demonstrates the uncertainty felt by individuals living in this era.  Examples include Jay Gatsby in The Great Gatsby, Lt. Henry in A Farewell to Arms

11.  Life in the city differs from life on the farm; writers began to explore city life.  Conflicts begin to center on society.

12.  Read Robert Frost’s poem.  Find at least 3 examples of modernist traits within the poem. Explain your answers.  Annotate any observation on structure.  Annotate diction (which words stand out?)  What do you picture? How do these images contribute to mood?

13.  Aim: How can we become familiar with the Harlem Renaissance?  Do Now: Where is Harlem and what is the Harlem Renaissance?  "Sometimes I feel discriminated against, but it does not make me angry. It merely astonishes me. How can anyone deny themselves the pleasure of my company? It's beyond me." - Zora Neale HurstonZora Neale Hurston

14. Where is Harlem? The island of Manhattan New York City is on Manhattan island Neighborhoods

15.  Centered in the Harlem district of New York City, the New Negro Movement (as it was called at the time) had a major influence across the Unites States and even the world.

16. “Ascent from Ethiopia”, Louis Mailou Jones. 1932 Study the picture for 2 minutes. Form an overall impression of the painting, then start to focus on individual details. Questions to think about: 1. What do you see? 2. What people do you see? 3. What objects do you see? 4. What colors do you see? 5. What actions/activities do you see? 6. What questions does this painting raise in your mind? 7. How does this painting relate to the Harlem Renaissance? 8. Based on what you have observed, list what you may infer from this painting.

17.  The Harlem Renaissance was a flowering of African American social thought which was expressed through  Paintings  Music  Dance  Theater  Literature

19.  The economic opportunities of the era triggered a widespread migration of black Americans from the rural south to the industrial centers of the north - and especially to New York City.  In New York and other cities, black Americans explored new opportunities for intellectual and social freedom.  Black American artists, writers, and musicians began to use their talents to work for civil rights and obtain equality.

20.  The Harlem Renaissance helped to redefine how Americans and the world understood African American culture. It integrated black and white cultures, and marked the beginning of a black urban society.  The Harlem Renaissance flourished in the 1920s and set the stage for the Civil Rights Movement of the 1950s and 60s.

21. “Take The A Train” Billy Strayhorn for the Duke Ellington Orchestra You must take the A train To go to Sugar Hill way up in Harlem If you miss the A train You'll find you missed the quickest way to Harlem Hurry, get on, now it's coming Listen to those rails a-humming All aboard, get on the A train Soon you will be on Sugar Hill in Harlem What is the tone or mood of this recording? Why do you think the original recording was made and for what audience? List two things in this sound recording that tell you about life in the United States at the time.

22.  Aim: Who were some prominent people during the Harlem Renaissance and what impact did they make? Do Now: What images stand out in the painting on the right?

23.  Artists such as Jacob Lawrence  Authors such as Langston Hughes  Musicians such as Duke Ellington, Louis Armstrong, and Bessie Smith

24.  Jacob Lawrence grew up in a settlement house in Harlem during the Harlem Renaissance  Lawrence's parents were among those who migrated between 1916-1919, considered the first wave of the migration.  His own life in Harlem, and the struggle of other Black Americans inspired his earliest work

25.  Jacob Lawrence painted his Great Migration series during the 1940s to capture the experience of African Americans during the 1920s http://www.columbia.edu/itc/history/odonnell/w101 0/edit/migration/migration.html http://www.columbia.edu/itc/history/odonnell/w101 0/edit/migration/migration.html

26. Jacob LawrencePainter Painted scenes of: his own background in Harlem the hard life of black Americans in the 1920s The Great Migration series is his most recognized work

27.  Hughes is known for his insightful, colorful, realistic portrayals of black life in America.  He wrote poetry, short stories, novels, and plays, and is known for his involvement with the world of jazz and the influence it had on his writing.  His life and work were enormously important in shaping the artistic contributions of the Harlem Renaissance in the 1920s.  He wanted to tell the stories of his people in ways that reflected their actual culture, including both their suffering and their love of music, laughter, and language itself.

28. One of Hughes's poetic innovations was to draw on the rhythms of black musical traditions such as jazz and blues, but in 'The Negro Speaks of Rivers' it's the heritage of Negro spirituals which is recalled by the poem's majestic imagery and sonorous repetitions. Written when Hughes was only seventeen as he traveled by train across the Mississippi, 'The Negro Speaks of Rivers' is a beautiful statement of strength in the history of black people, which Hughes imagines stretching as far back as ancient Egypt and further into Africa and the cradle of civilization. The poem returns at the end to America in a moment of optimistic alchemy when he sees the "muddy bosom" of the Mississippi "turn all golden in the sunset". From PoetryArchive.org The Negro Speaks of Rivers To listen to Langston Hughes read his poem, click here.here I've known rivers: I've known rivers ancient as the world and older than the flow of human blood in human veins. My soul has grown deep like the rivers. I bathed in the Euphrates when dawns were young. I built my hut near the Congo and it lulled me to sleep. I looked upon the Nile and raised the pyramids above it. I heard the singing of the Mississippi when Abe Lincoln went down to New Orleans, and I've seen its muddy bosom turn all golden in the sunset. I've known rivers: Ancient, dusky rivers. My soul has grown deep like the rivers. (1919) What is the tone or mood of this poem? Why do you think the poem was written and for what audience? List two things in this poem that tell you about life in the United States at the time.

29. I, too, sing America. I am the darker brother. They send me to eat in the kitchen When company comes, But I laugh, And eat well, And grow strong. Tomorrow, I'll be at the table When company comes. Nobody'll dare Say to me, "Eat in the kitchen,“ Then. Besides, They'll see how beautiful I am And be ashamed-- I, too, am America. To listen to Langston Hughes read his poem, click here.here (1920s) 'I, Too' written just before Hughes’ return to the States from Europe and after he'd been denied passage on a ship because of his color, has a contemporary feel in contrast to the mythical dimension of 'The Negro Speaks of Rivers'. It is no less powerful however, in its expression of social injustice. The calm clear statements of the 'I' have an unstoppable force like the progress the poem envisages. Hughes's dignified introductions to these poems and his beautiful speaking voice render them all the more moving. From PoetryArchive.org What is the tone or mood of this poem? Why do you think the poem was written and for what audience? List two things in this poem that tell you about life in the United States at the time.

30. Langston HughesPoet and Author Wrote poetry, short stories, novels, and plays. Known for his colorful, realistic portrayals of black life in America.

31.  Ellington was a jazz composer, conductor, and performer during the Harlem Renaissance.  During the formative Cotton Club years, he experimented with and developed the style that would quickly bring him worldwide success. Ellington would be among the first to focus on musical form and composition in jazz.  Ellington wrote over 2000 pieces in his lifetime.

32.  The Duke Ellington Orchestra was the "house" orchestra for a number of years at the Cotton Club. The revues featured glamorous dancing girls, acclaimed tap dancers, vaudeville performers, and comics. All the white world came to Harlem to see the show.  The first Cotton Club revue was in 1923. There were two new fast paced revues produced a year for at least 16 years.

33. Duke Ellington Composer/Conductor Jazz composer, conductor, and performer during the Harlem Renaissance To hear Duke Ellington, click the link.Duke Ellington

34.  Louis Armstrong was a jazz composer and trumpet player during the Harlem Renaissance.  He is widely recognized as a founding father of jazz.  He appeared in 30 films and averaged 300 concerts per year, performing for both kids on the street and heads of state.

35. Louis Armstrong Composer/Trumpeter Composer and trumpet player during the Harlem Renaissance Widely recognized as a founding father of jazz To hear Louis Armstrong, click the link.Louis Armstrong

36.  Bessie Smith was a famous jazz and blues singer during the Harlem Renaissance.  Smith recorded with many of the great Jazz musicians of the 1920s, including Louis Armstrong.  Smith was popular with both blacks and whites

37. Bessie Smith Jazz & Blues Singer Famous jazz and blues singer during the Harlem Renaissance Popular with both blacks and whites To hear Bessie Smith, click the link.Bessie Smith

38. With a partner, analyze the poem’s meaning and answer the questions that follow on the sheet as well as the following questions: What is the sound/rhythm of the poem and how does it contribute to its meaning?

39.  Aim: How can we analyze the poetry of Langston Hughes?  Do Now: Write a paragraph about a time you really wanted something and it was denied.

40. “Dreams” Langston Hughes  Hold fast to dreams For if dreams die Life is a broken-winged bird That cannot fly. Hold fast to dreams For when dreams go Life is a barren field Frozen with snow. Activity  What are the metaphors in the poem? MetaphorsMeaning

41. “A Dream Deferred”Do Now on poetry worksheet  Grammar and punctuation  1. Underline verbs that are used. What is the significance behind these verbs?  2. Circle nouns that are used. What is the significance behind these nouns?  3. Highlight adjectives that are used. What is the significance behind these adjectives?  4. How does this language contrast with the main noun, 'dream'?  5. Why does Hughes use a dash twice (-­ ‐ )? 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?

42. “A Dream Deferred”Do Now on poetry worksheet  Poetic Devices 1) Write down all examples of similes. 2) Describe these similes and what you imagine/picture. 3) What do these similes have in common? 4) What’s the significance behind the last line? 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?

43. “A Dream Deferred”Artsy Activity  Create a comic book about the various comparisons that Hughes makes to a dream. 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?