A Bronzeville Story, by Lindsey Olson, seventh grade (PDF)
A Bronzeville Story, by Lindsey Olson, seventh grade (PDF)
A Bronzeville Story, by Lindsey Olson, seventh grade (PDF)
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Essential Questions<br />
showcases an understanding of the<br />
unit<br />
• Make connections between their own<br />
lives and the lives of the CBR artists<br />
• How do ideas of rights and resistance play out in different art forms?<br />
• How did the artists of the Chicago Black Renaissance recreate the African American identity and<br />
shape African American culture?<br />
Professional Resources for Teachers [resources to support teachers’ content or pedagogical<br />
knowledge] as well as Children’s Literature used:<br />
Teacher Resources<br />
• Let Freedom Swing: Howard Reich<br />
• Urban Rage in <strong>Bronzeville</strong>: B.J. Bolden<br />
• The Chicago Black Renaissance and Women’s Activism: Anne Meis Knupfer<br />
• Selected Poems of Gwendolyn Brooks<br />
• Black Culture and Black Consciousness: Lawrence Levine<br />
• Selling the Race: Adam Green<br />
• Popular Fronts Chicago and African American Cultural Politics: Bill Mullen<br />
• <strong>Bronzeville</strong> Black Chicago in Pictures 1941-1943<br />
• Black Metropolis: Drake and Cayton<br />
Stage 2: Assessment Evidence<br />
Performance Task(s), Tests/Quizzes, Exit Slips, Other Evidence (aim for a balance)<br />
• Quiz: What is the message of this piece of art? How do you know?<br />
• Classwork: graphic organizers<br />
o Art analysis<br />
o Venn Diagram (compare/contrast artists)<br />
• Exit slips based on daily objectives (at least 3 exit slips a week)<br />
• PERFORMANCE TASK: ARTIST PORTFOLIO<br />
Includes:<br />
o Biographical information about an artist of the CBR: Where is he/she from and when did he/she<br />
move to Chicago? What places in Chicago did they display their work/perform? What<br />
other artists did he/she associate with? What unique artistic elements did the artist<br />
consistently display (color, dance move, instrument/vocal, literary element)?<br />
§ For students choosing to study an anchor artist, they will have to answer additional research<br />
questions (as I will use the artist studies in class as a model)<br />
o Art analysis: choose a piece of the artist’s work and analyze its message<br />
o Art piece: create an artistic work (song, poem/story, dance, visual piece) that incorporates a<br />
message about African American identity<br />
o Message statement: write a statement for own piece of art<br />
Sample Lesson Plan: A <strong>Bronzeville</strong> <strong>Story</strong><br />
2
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