DataDriverPointsPolesWinsTop 5Top 10Winnings ($)Tony Stewart2403159196,529,870Carl Edwards24033119268,485,990Kevin Harvick2345049196,197,140Matt Kenseth23303312206,183,580Brad Keselowski23191310145,087,740Jimmie Johnson23040214216,296,360Dale Earnhardt Jr.2290104124,163,690Jeff Gordon22871313185,912,830Denny Hamlin2284015145,401,190Ryan Newman2284319175,303,020Kurt Busch2262328165,936,470Kyle Busch22461414186,161,020Clint Bowyer1047014165,633,950Kasey Kahne1041218154,775,160A.J. Allmendinger1013001104,825,560Greg Biffle997303104,318,050Paul Menard94701483,853,690Martin Truex Jr.937103123,955,560Marcos Ambrose936015124,750,390Jeff Burton93500253,807,780Juan Montoya93220285,020,780Mark Martin930202103,830,910David Ragan90621484,203,660Joey Logano90220463,856,010Brian Vickers84600374,301,880Regan Smith82001254,579,860Jamie McMurray79510244,794,770David Reutimann75710134,374,770Bobby Labonte67000124,505,650David Gilliland57200123,878,390Casey Mears54100002,838,320Dave Blaney50800113,229,210Andy Lally*39800002,868,220Robby Gordon26800002,271,890J.J. Yeley19200002,559,500 The Harlem Renaissance 1918 - mid 1930s Background The Basics ● Cultural, social & artistic movement, centered in Harlem, NY ● Gave birth to seminal works of lit by Af-Am authors ● Racial & cultural pride ○ Showcase culture & history ○ Dispel common stereotypes ○ Combat reinforced racist beliefs General Info Continued: ● Known as “New Negro Movement” during the time ● W.E.B. Du Bois (essayist, protest leader, historian) encouraged talented artists to leave the South ○ Encouraged others to leave Caribbean ○ “Great Migration” ● HUGE impact on subsequent lit and art “Great Migration”: ● End of Civil War led to Reconstruction Era ○ Emancipated began to strive for civic participation, political equality and economic and cultural self-determination ● By late 1870s, Democratic whites regained power in South ○ From 1890-1908 - legislation that disenfranchised AA and poor whites, trapping them without representation ○ Established: white supremacist regimes, Jim Crow segregation, laws that forced many AAs back into (often unpaid) labor in mines, on plantations, and on public works projects, work as sharecroppers “Great Migration” cont…: ● Dissatisfaction led people to move north ● Most of the AA literary movement arose from a generation that had memories of the grains and losses of Reconstruction after the Civil War ○ Many people’s grandparents had been enslaved Harlem: Epicenter of this “cultural awakening” ● District had originally been developed in the 19th century as an exclusive suburb for the white middle and upper middle classes ○ Stately houses, grand avenues, and world-class amenities (Harlem Opera House) ○ Abandoned by white upper class bc of influx of European immigrants in late 19th c. (bc racist & classist) Harlem: Epicenter of this “cultural awakening” ● Early 20th c. - Harlem = destination for migrants around ...

1. DataDriverPointsPolesWinsTop 5Top 10Winnings ($)Tony
Stewart2403159196,529,870Carl
Edwards24033119268,485,990Kevin
Harvick2345049196,197,140Matt
Kenseth23303312206,183,580Brad
Keselowski23191310145,087,740Jimmie
Johnson23040214216,296,360Dale Earnhardt
Jr.2290104124,163,690Jeff Gordon22871313185,912,830Denny
Hamlin2284015145,401,190Ryan
Newman2284319175,303,020Kurt
Busch2262328165,936,470Kyle
Busch22461414186,161,020Clint
Bowyer1047014165,633,950Kasey
Kahne1041218154,775,160A.J.
Allmendinger1013001104,825,560Greg
Biffle997303104,318,050Paul Menard94701483,853,690Martin
Truex Jr.937103123,955,560Marcos
Ambrose936015124,750,390Jeff Burton93500253,807,780Juan
Montoya93220285,020,780Mark
Martin930202103,830,910David Ragan90621484,203,660Joey
Logano90220463,856,010Brian Vickers84600374,301,880Regan
Smith82001254,579,860Jamie
McMurray79510244,794,770David
Reutimann75710134,374,770Bobby
Labonte67000124,505,650David
Gilliland57200123,878,390Casey Mears54100002,838,320Dave
Blaney50800113,229,210Andy Lally*39800002,868,220Robby
Gordon26800002,271,890J.J. Yeley19200002,559,500
The Harlem Renaissance
1918 - mid 1930s

2. Background
The Basics
● Cultural, social & artistic
movement, centered in
Harlem, NY
● Gave birth to seminal
works of lit by Af-Am
authors
● Racial & cultural pride
○ Showcase culture &
history
○ Dispel common
stereotypes
○ Combat reinforced racist
beliefs
General Info Continued:
● Known as “New Negro Movement” during the time
● W.E.B. Du Bois (essayist, protest leader, historian)
encouraged talented artists to leave the South
○ Encouraged others to leave Caribbean

3. ○ “Great Migration”
● HUGE impact on subsequent lit and art
“Great Migration”:
● End of Civil War led to Reconstruction Era
○ Emancipated began to strive for civic participation,
political equality and economic and cultural
self-determination
● By late 1870s, Democratic whites regained power in South
○ From 1890-1908 - legislation that disenfranchised AA and
poor whites, trapping them without representation
○ Established: white supremacist regimes, Jim Crow
segregation, laws that forced many AAs back into (often
unpaid) labor in mines, on plantations, and on public
works projects, work as sharecroppers
“Great Migration” cont…:
● Dissatisfaction led people to move north
● Most of the AA literary movement arose from a
generation that had memories of the grains and
losses of Reconstruction after the Civil War
○ Many people’s grandparents had been enslaved

4. Harlem: Epicenter of this “cultural awakening”
● District had originally been developed in the 19th
century as an exclusive suburb for the white middle
and upper middle classes
○ Stately houses, grand avenues, and world-class
amenities (Harlem Opera House)
○ Abandoned by white upper class bc of influx of
European immigrants in late 19th c. (bc racist &
classist)
Harlem: Epicenter of this “cultural awakening”
● Early 20th c. - Harlem = destination for migrants
around the country
○ People sought work from the South and and
educated class who made the area a center of
culture, as well as a growing Af-Am middle class
● Becomes “the center of a spiritual coming of age”
(Alain Locke - 1920s sociologist)
Despite increasing
popularity
/acceptance of
African American
culture, racism

5. persisted
(obviously):
● After the end of WWI,
many Af-Am soldiers
came home to a nation
whose citizens often did
not respect their
accomplishments
● Race riots and other civil
uprisings occurred
throughout the US during
the “Red Summer of
1919”
Characteristics & Themes:
● No single unifying theme, but…
● Common Goals:
○ Through intellect and production of literature,
art, and music could challenge the pervading
racism and stereotypes to promote progressive or
socialist politics, and racial and social integration
○ Prove humanity and demand equality
Characteristics & Themes:
● Individual self-expression

6. ○ Not “imitating” anymore, according to Hughes
○ Hughes - realistic poems of downtrodden &
determined
○ Cullen - elegant sonnets
● Realism
Lasting Impact:
● Laid foundation for post WWII protest movement of
the Civil Rights Movement
● Many black artists who rose to creative maturity
afterward were inspired by this literary movement
○ Ralph Ellison, Toni Morrison, Richard Wright…
● New racial consciousness through ethnic pride
Art
Saturday Night - Archibald Motley (1935)
Take a
minute -
what do
you see
1st?
Next?

7. Saturday Night - Archibald Motley (1935)
Focus in:
Color
Movement
Character
Emotion
Faces
Light
Shapes
Atmosphere
Poets
Paul Laurence Dunbar (1872-1906)
● Precursor to HR / Influential to
many HR poets
● Born to formerly enslaved
parents
● Knew Frederick Douglass
● Focus: Daily plantation life &
social issues
● 1st Af-Am to:
○ support self entirely by

8. writing
○ Earn national recognition &
acceptance
“We Wear the Mask” (1896)
● What does it mean to
“wear a mask”?
○ How would one do
that?
○ Why would one do
that?
James Weldon Johnson (1927)
Godʼs Trombones: Seven Negro
Sermons in Verse
“We Wear the
Mask” (1896)
● Analyze for word
choice / emotion /
contrasts / shifts /
progression
● Who is this poem for?
● What does the mask
represent / allow /

9. provide?
https://www.poetryfoundation.org/poems/44203/we-wear-the-
mask
https://www.poetryfoundation.org/poems/44203/we-wear-the-
mask
Final Thoughts:
● How does the speakerʼs emotional state progress?
● How does the purpose of wearing the mask develop over
the course of the poem?
● What is the most significant line? Why?
● How is his situation different from the common idea of
“wearing a mask”?
Countee Cullen (1903-1946)
● Poet, writer, clergyman,
president of the Harlem chapter
of the NAACP
● Work illustrates dichotomy of his
experiences/education
○ “While his informal
education was shaped by
his exposure to black ideas
and yearnings, his formal
education derived from
almost totally white

10. influences.” (Poetry Foundation)
“Any Human to Another” (1935)
● What is the message of
the poem?
● How does he get that
point across?
● Consider:
○ Word choice / tone /
symbolism / specific
lines / etc
Palmer Hayden (1930) Untitled
(Dreamer)
http://everyoneisalearner.weebly.com/uploads/1/5/9/5/15950430
/any_human_black_man_talks_of_reaping_poems.pdf
“For a Poet” (1925)
Aaron Douglas (1927) Birds in Flight
Langston Hughes (1901-1967)
● poet, social activist, and writer /
focused on portraying the experiences
of Black life in America

11. ● “refused to differentiate between his
personal experience and the common
experience of black America” (PF)
● “During the twenties when most
American poets were turning
inward,... Hughes turn[ed] outward,
using language and themes, attitudes
and ideas familiar to anyone who had
the ability simply to read.” (PF)
3 Poems by Langston Hughes
“Tired” (1930)
“I Dream a World” (1941)
“Still Here” (1957)
Hale Woodruff (1926) Twilight
“The Negro Speaks of Rivers” (1921)
● “Negro” - term of
self-identification during the
time period / not
used/appropriate today
● How does he portray the
black community through
this poem?

12. ● How do the various
elements of the poem
contribute to that portrayal?
Schoolʼs Out - Allan Rohan Crite (1936)
https://www.poetryfoundation.org/poems/44428/the-negro-
speaks-of-rivers
“I, too” (1932)
● Published 10 years
before the CR
movement
● Tone of the poem?
● How do his choices, his
phrases, shifts, etc,
contribute to his overall
message?
Harlem Beauty - Werner Drewes (1930)
https://www.poetryfoundation.org/poems/47 558/i-too
Claude McKay (1990-1948)
● Jamaican born
● Complimented as a “good black
poet”
○ Why does this matter?

13. ● Poetry was censored bc it was
“inflammatory” & “seditious”
● “His philosophically ambitious
fiction, …addresses
instinctual/intellectual duality,
…central to the Black individualʼs
efforts to cope in a racist society.”
(Poetry Foundation)
“Harlem Dancer” (1917)
● Sonnet: final 2 lines tie
up or add meaning
● Focus on:
○ *Contrasting images
/ tone / WC / view of
dancer / speaker /
last 2 lines
James Lesesne Wells (1928)
Looking Upward
https://poets.org/poem/harlem-dancer
“If we must die” (1919)
● Sonnet: final 2 lines tie
up or add meaning
● Focus on:

14. ○ Word choice / tone /
contrasts / animal
imagery / shifts
● All works to develop
what idea? Lois Malilou Jones (1938) Les
Fetiches
https://www.poetryfoundation.org/poems/44694/if-we-must-die
At the beginning of class on Thursday, April 28, you MUST
attach your working document to this assignment. I should be
able to see what you've completed by the end of class and your
continuous usage of the same document as you complete the
assignment and make any edits. (I should be able to look back
on your edit history.)
You can choose any poem and any piece of art from the slide
show. If there is a different Harlem Renaissance poem or piece
of art that you would prefer to write about, just clear it with me
first.
Note: You may be marked down on your overall paragraph
response if it contains errors in structure, development, or
conventions of grammar, etc that make it difficult to follow or
affect the readability.
Harlem Renaissance: Formative Prompt 21-22
We have spent a good deal of time analyzing both art and poetry
from the Harlem Renaissance. Now, choose one poem and one
piece of art and discuss not only your interpretation of each
one, but also how the two pieces function together to create an
overall impression, message, or idea.

15. In a single paragraph, you should talk about the relationship
between these two pieces, and how they function to create a
unified message. Be sure to discuss the visual elements,
language choices, point of view, symbolic elements, etc to build
your analysis.
You may use any piece of art or poem from the slideshow
and/or handout that was provided in class.
Effective
Adequate
Inadequate
Needs Improvement
Analysis of Poem
RL.7
Analyze the representation of a subject or a key scene in two
different artistic mediums, including what is emphasized or
absent in each treatment.
Student effectively and accurately analyzes the message of the
poem by looking at the poetic elements that create that message.
Explanations and reasoning are valid and thorough.
Student adequately and accurately analyzes the message of the
poem by looking at the poetic elements that create a message,
but may be slightly vague or overly simplistic in either part of
analysis.
Student inadequately or inaccurately analyzes the message by
either not directly addressing the message of the poem or by not
discussing the poetic elements that create the message.
Student either does not identify a message or poetic elements.
Responses in this category might only mention a related topic or
talk about the piece in vague generalities.
Analysis of Painting

16. RL.7
Analyze the representation of a subject or a key scene in two
different artistic mediums, including what is emphasized or
absent in each treatment.
Student effectively and accurately analyzes the message of the
painting, by looking at the visual elements that create that
message. Explanations and reasoning are valid and thorough.
Student adequately and accurately analyzes the message of the
painting by looking at the visual elements that create a message,
but may be slightly vague or overly simplistic in either part of
analysis.
Student inadequately or inaccurately analyzes the message by
either not directly addressing the message of the painting or by
not discussing the visual elements that create the message.
Student either does not identify a message or visual elements.
Responses in this category might only mention a related topic or
talk about the piece in vague generalities.
Analysis of Relationship Between Poem and Painting
RL.7
Analyze the representation of a subject or a key scene in two
different artistic mediums, including what is emphasized or
absent in each treatment.
Student effectively and accurately analyzes the relationship
between the message of the poem and the painting.
Explanations and reasoning are valid and thorough.
Student adequately and accurately analyzes the relationship
between the message of the poem and the painting, but may be
slightly vague or overly simplistic.
Student inadequately or inaccurately analyzes relationship
between the message of the poem and art by only vaguely
addressing the relationship.
Student does not identify the relationship between the messages.
Responses in this category might only discuss the painting and
poem separately.

17. Note: You may be marked down on your overall paragraph
response if it contains errors in structure, development, or
conventions of grammar, etc that make it difficult to follow or
affect the readability.