Biographies of many of your H.R. personalities

http://www.42explore2.com/harlem2.htm

Interesting links and articles about Harlem

http://thehistorybox.com/ny_city/nycity_memory_old_harlem_1867_article00585.htm
http://memory.loc.gov/diglib/ihas/loc.natlib.ihas.200038862/default.html

http://thehistorybox.com/ny_city/harlem_nycity.htm

"The Whites Invade Harlem" by Levi Hubert - Investigative Feature Article

{Begin front matter}
{Begin page}{Begin handwritten}Beliefs and customs - Folkstuff{End handwritten}
FOLKLORE
NEW YORK Forms to be Filled out for Each Interview
FORM A Circumstances of Interview {Begin handwritten}[7?]{End handwritten}
STATE New York
NAME OF WORKER LEVI C. HUBERT
ADDRESS 353 W. 113th. St., NYC
DATE December 12, 1938
SUBJECT THE WHITES INVADE HARLEM
1. Date and time of interview
A folk-study by this staff-writer, based on personal experiences and observations.
2. Place of interview
3. Name and address of informant Levi C. Hubert 353 W. 118th. St. NYC
4. Name and address of person, if any, who put you in touch with informant.
5. Name and address of person, if any, accompanying you
6. Description of room, house, surroundings, etc.
(Use as many additional sheets as necessary, for any of the forms, each bearing the proper heading and the number to which the material refers.)
{End front matter}{Begin body of document}

THE WHITES INVADE HARLEM
by Levi C. Hubert
A few years ago, in the late 1920's, Alain Leroy Locke, a professor at Howard University, and the only American Negro to get a Rhodes' scholarship at Oxford, came to Harlem to gather material for the now famous Harlem Number of the Survey Graphic and was hailed as the discoverer of artistic Harlem.

The Whites who read that issue of the Survey Graphic became aware that in Harlem, the largest Negro city in the world, there existed a group interested in the fine arts, creative literature, and classical music. So, well-meaning, vapid whites from downtown New York came by bus, subway, or in limousines, to see for themselves these Negroes who wrote poetry and fiction and painted pictures.

Of course, said these pilgrims, it couldn't approach the creative results of whites, but as a novelty, well, it didn't need standards. The very fact that these blacks had the temerity to produce so-called Art, and not its quality, made the whole fantastic movement so alluring. The idea being similar to the applause given a dancing dog. There is no question of comparing the dog to humans; it needn't do it well...merely to dance at all is quite enough.

So they came to see, and to listen, and to marvel; and to ask, as an extra favor, that some spirituals be sung.

Over cups of tea, Park Avenue and Central Park West went into raptures over these geniuses, later dragging rare specimens of the genus Homo Africanus downtown for exhibition before their friends.

Bustling, strong-minded matrons, in Sutton Place, on The Drive, even on staid Fifth Avenue, sent out informal notes and telephonic invitations. "There {Begin page no. 2}will be present a few artistic Negroes. It's really the thing. They recite with such feeling, and when they sing - such divine tones. Imagine a colored person playing Debussy and Chopin."

At every party, two or three bewildered Negroes sat a bit apart, were very polite when spoken to, and readily went into their act when called upon to perform. The {Begin deleted text}hostell{End deleted text} {Begin inserted text}{Begin handwritten}hostess{End handwritten}{End inserted text} would bring each newly-arrived guest over to the corner, and introductions invariably followed this pattern.

"I do so want you to meet Mr. Hubert. He writes the nicest poetry. Something really new. You simply must hear him read his Harlem Jungle tone-poem ... such insight, such depth...so primitive, you know, in a rather exalted fashion."

These faddists spread abroad the new culture, seized every opportunity to do missionary work for The Cause.

"Believe me, the poor dears are so trusting, so childlike, so very, very cheerful, no matter what their struggles or sorrows.

They tell me their most popular hymn is something about, You Can Have The World, Just Give Me Jesus. Isn't that simply wonderful? Such faith, such naivete. They're simply unique."

These women, blessed with money and a modicum of brains, transformed average Negroes with anemic souls into glittering shiny-faced personages. Julius Bledsoe became Jules. Dave Fountain gave a recital before a countess on swanky Sutton Place, and a day later his calling cards read David La fountaine. Marc D' Albert plays classical selections ever so much better than Marcus Albert.

News that Harlem had become a paradise spread rapidly and from villages and towns all over America and the British West Indies there began a migration of quaint characters, each with a message, who descended upon Harlem, sought out the cafes, lifted teacups with a jutting little finger, and dreamed of sponsors. A literary magazine, [ Fire ?], sprang up briefly. Today its single issue is a collector's item.

{Begin page no. 3}Harlem's millionairess, Alelia Walker, whose mother made her fortune with kink-no-more preparations, about this time became imbued with the desire to aid struggling artists. She set aside a floor of her town house at 208 West One Hundred and Thirty-sixth Street to be used as a studio for art exhibits, poetry recitals and musicales. Countee Cullen suggested Dark Tower as the name for this shrine of Harlem art and both he and Langston Hughes had poems inscribed on the walls.

I came from the foothills of Pennsylvania to sit humbly in this temple while Wallace Thurman, Leigh Whipper, Sonoma Tally, Augusta Savage, Eric Waldron, among others, basked in the sunshine of public appreciation.

Naturally some good came from this fraternizing. Wallace Thurman not only had three books published, but became an editor at Scribners. Her white friends secured a second scholarship for Augusta Savage when she was denied the first because of her color. Countee Cullen went to Paris, where he wrote [ The Black Christ ?], conceded by critics to be his best effort. Langston Hughes was acclaimed as the first Negro to bring a genuine contribution to American literature. Gordon Taylor an ex-Pullman porter, rushed his [ Born To Be ?] into print, Eric Waldron brought out a book, then returned to Brooklyn to muse and ponder. Claude McKay mas living in France at the time but he, too, sent over the manuscript of [ Home To Harlem ?]. Eugene Gorden vented his spleen in several publications, while George S. Schuyler wrote the first satire, [ Black No More ?].

It was the golden age for Negro writers, artists, and musicians. Study groups were held in cafes, refurnished railroad flats, even the language of the nation was enriched by Harlem colloquialisms, and the curious habit of 'passing' was brought out into the open in discussions. Whites, hearing for the first time of light-skinned Negroes crossing the line into the white world, eyed their neighbors suspiciously when they came to Harlem and were seated near other whites.
The question was, did these other whites came to Harlem as visitors or were they obeying the call of their kind? Even downtown the uneasiness persisted.
{Begin page no. 4}Did the brunette woman on the fourth floor have a pedigreed ancestry, or was she on vacation from Harlem? Could one tell for certain who was whom by finger nails, or slant of eye, or by wavy hair?

Then the fad for sun tan and even mahogany shades struck the town and no one knew the answer.

In the employees' room of an exclusive Fifth Avenue shoppe a notice was tacked on the wall. It contained an admonition to be careful not to offend customers by confusing them with Negroes. It seems that an old and favored customer had been given the bum's rush because she had been mistakenly sized up as a Negro.

But The Dark Tower was the focal point of contact between the downtowners and Harlem's noveau literati.

One Sunday evening there was a poetry reading. It provided, according to the master of ceremony, an opportunity "for those of us with artistic inclination and talent to be stimulated to increased endeavor." He started the proceedings off with some rhymned classical similies. So it was a relief when a brownskinned, plump-waisted, soft-voiced girl stood up and read a poem ending with "He left me with but my maiden name."

A tall, studious-appearing man lamented that the youth of today must be ashamed of their past, for there could be no other reason for the absence of dialect in their poems. He became offended when another Negro confessed that the only Negro dialect he had ever heard was spoken by Al Jolson or some other corkface artist.

A sudden hush fell on the room as a strident voice from the rear began clamoring. The vibrant tones, compelling and forceful, caused everyone to turn his head and view the possessor of such a voice.

They saw a tall, robust girl with flaxen hair, and heard her say, "Two years ago I left Russia in search of people who would express the newer poetry. I have travelled through England and there all I heard was stilted, artificial phrases which mean nothing. The English are blind, they are unable to face life. They shut {Begin page no. 5}their eyes to facts which primitive peoples accept freely.

"I have been in America six months. Here, too, I am disappointed. Here also, the poets write about the head only. I want to hear the poetry of the hips. Hemingway calls Walt Whitman an exhibitionist in print. Surely Whitman, if anyone, lived unafraid and unwhipped by life; and that was because he had the proper slant on things.

"Perhaps here in Harlem you will catch the secret of rhythmic poetic expression. If you do you will have captured an inkling of the unattainable.

"Centuries ago African artists made phallic images. Today, in Harlem, your poets should write of the hips and of the victory which belongs eternally to women. Then you'll be writing fo life as it actually is."

Before the group could break out in excited comment, she gathered her wrap about her shoulders, nodded imperiously to her escorts and lumbered away, heavy hips revealed even though concealed by her tight-fitting, red velvet gown.
{End body of document}

Multi-genre explemplar of poem

Here is Langston Hughes' poem - a model for what I did...
The Negro Speaks of Rivers
by Langston Hughes

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.

My poetry example based on the above poem:
Negro Speaks of Harlem

I’ve known men:
I’ve known colored men suffering from oppression for no other reason
Than the blackness of their skin.

My soul is as deep as their blackness longing for a place of respect in this world.

I walked the streets of Harlem when Manhattan was a bubbling child,
Rent parties blaring and colored folks being refused to enter high-class clubs.
I’ve talked among the men at parties realizing my place in their society.
I’ve heard the migrating southerners longing for more prosperity carrying hope
As their largest luggage and meeting with nothing but despair upon their
Arrival.
I’ve known Harlem:
Hopeful, Misleading and Declining

My soul has sunk like so many here in Harlem, although my own success has not been
Overshadowed.

Reminders for what is due tomorrow

Independent Reading assignment #5 is due tomorrow

1 draft of 1 of your genres for your Harlem Renaissance project is due...

You should be doing research and work every day... continue to check in

Bluest Eye rewrites

Please make sure you turn in your rewrite in class tomorrow. they will not be accepted late.

If you took the assessment today and didn't get it back, you will have a day from the day you get it back.

See everyone in class tomorrow

Independent Reading Assignment #5 Reminder

IR #5 is due on Friday, 2/27

IR#6 will be due Friday, 3/27

Harlem Renaissance pre-reading

http://www.loc.gov/rr/program/bib/harlem/harlem.html - visit this link for a virtual tour of the harlem renaissance

http://www.si.umich.edu/CHICO/Harlem/ - another interactive experience for your viewing and reading pleasure

We will be unpacking the new project when we return, but I think it would be a good idea to go over your inclass essays first!

Hope everyone had a great vacation.

Make up work

Good afternoon all:

I was just going over teacherease and many of you are missing many assignments. Please login to teacherease and try to make up some of the work you owe.

Particularly the midterm reflection which should be emailed to me.

Thanks,
Ms. S

Break assignment

Begin doing research on the person you selected:
remember to make a list of all sources you gather information from...

please plan to use primary and secondary sources and not just web sources.

See you when we get back!

Planning for tomorrow's assessment

Think about the novel, thematically... what have we talked about?

1. You will get a quote
2. Interpret the quote
3. Agree OR disagree with the quote
4. Support your interpretations with specific things from the text (in this case, The Bluest Eye)
5. Each paragraph should address something specific relating to theme, author's craft, setting, characterization, symbolism, irony etc
6. Conclude your essay coming back to the quote in some way... what do you want your reader to walk away thinking about?

Harlem Renaissance project - start your research

In class today you signed up for a topic that you will be doing research on for your project.

Please look over the assignment sheet (I will post it soon)

and post any questions you have about it here...

I will answer all questions on this post.

Midterm reflections

I was contemplating how I wanted to do this since the 6 week mark has already passed for the second trimester...

Here is what I decided:

I'd like each of you to email me the answer to the following questions:

1. How do you honestly feel you are doing in the class specifically using evidence from your work to support your thoughts? (Reference specific assignments and/or activities to show your understanding of specific skills and/or standards)
2. What are you doing to contribute to the classroom community? (again be specific - you help your classmates or you are always prepared, etc)
3. What do you need to continue working on? Be specific -
4. How can I help you work on your perceived weaknesses on your standards?
5. What have you learned so far this year? Be specific...
6. What have you improved? (be specific)
7. What are some goals you have for this class by the end of this trimester? the end of the year?
8. Have you made an attempt to come for extra help if needed?
9. Do you check the blog every day? how often?
10. What do you use the blog for? is it useful? explain

Email your answers to me at msackstein@yahoo.com - put midterm reflection as your subject

Post your best examples of author's lang from class today on this blog

Today in class we mined the text for different kinds of figurative language and elements -
similes, metaphors, personsification, alliteration, characterization and irony.

Post your example here...

Write the quote with the page number and briefly explain why it works as what it is...

example:
"Far away somebody was playing a mouth organ; the music slitehred over the cane fields and into the pine grove; it spiraled around the tree trunks and mixed itself with the scent, so Cholly couldn't tell the difference between the sound and the odor that hung about the heads of the people" (p.135)
Personification - the music is slithering and spiraling... physically... you can see it moving instead of just hearing the sound. It comes alive and there is no difference anymore as it circles the trees. I love the idea of the music being visible and enveloping the world. Music for me does funciton in this way, so I can really get a sense of it when I read.

Interesting opinion article about education

http://www.nytimes.com/2009/02/08/opinion/08nisbett.html?scp=5&sq=education&st=cse



What do you guys think of this?

Independent Reading Assignent #5

Due Friday, Feb. 27th when we return from break. Please use all the skills we have been practicing in class to do this assignment.

Also consider keeping a copy to help you prepare for the Regents Exam -

Here are some good novels that work for many different critical lens essays:

1984 by George Orwell
Animal Farm by George Orwell
The Scarlet Letter by Nathanial Hawthorne
The Great Gatsby by F. Scott Fitzgerald
Macbeth by William Shakespeare
Hamlet by William Shakespeare
Romeo and Juliet by William Shakespeare
Brave New World by Aldous Huxley
The Giver by Joan Lowery
Catcher in the Rye by JD Salinger
To Kill a Mockingbird by Harper Lee
The Crucible by Arthur Miller
Death of a Salesman by Arthur Miller
Our Town
Pride and Prejudice by Jane Austin
Of Mice and Men by John Steinbeck
The Pearl by John Steinbeck
Monster by Walter Dean Myers
The Old Man and the Sea by Ernest Hemingway
The Lord of the Flies by Golding
Any of the Harry Potter books by RK Rowling
A Tale of Two Cities by Charles Dickens
Great Expectations by Charles Dickens
The Odyssey by Homer
The Miracle Worker
The Learning Tree
The Color of Water

Spring from the Bluest Eye

After class discussion today when we looked at different passages that met criteria for the independent reading assignment. Select one of the passages we discussed in class and try to analyze it based on the criteria. I will give feedback on this blog to help you all see what is being done well and what needs more work.

Look to older posts for examples of how this should be done.

Remember the 8 different kinds of passages are:
a passage that shows an important quality of the main character (protagonist)
a passage that shows setting
a passage that shows the complexity of a conflict for the main character
a passage that shows effective language
a passage that shows something symbolic, or why the book is titled what it is
a passage that shows the character's situation at the end
a passage that shows why you like the book
a passage that conveys an important theme or insight the book conveys...

You may use passages from Spring or Summer... type the passage in quotation marks and then put the page number... then analyze the passage based on which one you choose to do. As soon as you post, I will try to post feedback on the blog. This way, everyone can see what is good and what needs work.

This will help you focus your analysis for your unified essays and your critical lens essays taking you away from summary and moving into analysis.

Task 4 - lens interpretation and support

Interpret the quote below and list 2 pieces of lit with potential elements you would use to support your analysis.

Bring Bluest Eye on Monday

“The real hero is always a hero by mistake…”
—Umberto Eco
Travels in Hyperreality, 1986

Bluest Eye by Toni Morrison

Please finish reading the novel for next week and bring your book and notebook with a pen every day. We will be finishing up our discussion of the novel and then ending on Friday with an essay.



You will have the whole period. You will NOT be able to use the book on the essay. It is either going to be a task 3 or task 4 style essay...

I think more likely it will be a task 4... I will give you a quote, you will interpret it, agree or disagree with it and then (instead of using 2 works, you will use just the Bluest Eye)you will use the novel to support your interpretation.



You will need to use literary devices and elements from the novel to support

Low-Income High School Students Can Apply for Summer Journalism Program

Low-Income High School Students Can Apply for Summer Journalism Program
High schools / Deadline: February 20

High school student journalists from low-income families can apply to a ten-day, all-expenses-paid summer program at Princeton University in August. To be eligible for the program, students must meet the following qualifications:

They must currently be juniors in high school.
They must live in the continental United States.
They must have at least an unweighted 3.5 grade point average (out of 4.0).
They must have an interest in journalism.
The combined income of their custodial parents or guardians plus child support payments, if any, must not exceed $45,000.

For more information and the application materials, please visit www.princeton.edu/sjp. The application deadline is February 20. If you have questions, please e-mail sjp@princeton.edu.

Regents and moving forward

There will be Regent review classes starting after school soon. They are designed to be small groups of no more than 10 students to help students prepare for these important exams.

In class we will be working on the exams you all took this week. Those of you who didn't take the Midterm, but plan to will be given a different test on 2 consecutive Saturdays starting this weekend. Please see me about this.

Make sure you have read "Spring" for next week.