Using Piktochart or Canva, you will each make an infographic poster analyzing at least one Harlem Renaissance poem and introducing it to the NYIT community. We will print and post these infographics around campus.
Select one at least one poem, such as those by Langston Hughes (““The Negro Speaks of Rivers” or “The Weary Blues,” ) or Claude McKay (“If We Must Die,” “America,” “Subway Wind,” “On Broadway,” or “The Tropics in New York”). For context, quote or paraphrase from at least one prose text we read (“When the Negro Was in Vogue,” or “Harlem Literati in the Twenties”), citing it according to MLA style. You are also welcome to select a poem that we did not read or address a theme in more then one poem.
You can choose how to design your infographic, giving it a theme and focus. Make sure to analyze the way the poem makes meaning, including its word choice, form, and style. Your poster can include portions of the poem that you discuss.
While you are not required to consult additional sources, you must cite all sources that you consult, including webpages. Use parenthetical citations to acknowledge when you are quoting or citing others’ ideas. It is plagiarism to use others’ words or ideas without citing them.
Before printing, consult a peer for feedback and the instructor for approval.
Working in groups of three, create a Snapchat video posting interpreting the role of New York in one of the Claude McKay poems that we read (“If We Must Die,” “America,” “Subway Wind,” “On Broadway,” or “The Tropics in New York.” ). The posting will include text, such as lines from the poem or responses to it.
At least one member of the group should create a separate Snapchat account for this course and share the results with the instructor. We will view your postings at the end of class.
For examples, see here.
Each Group will present a thesis about one of the readings, using strategies from They Say/I Say. The group will elaborate on and defend their thesis with analysis of evidence from their text in response to questions from the other groups. Each group member must speak at one point during their presentation. We will vote at the end using Poll Everywhere.
Group 1: “When the Negro Was in Vogue”
Group 2: “Harlem Literati in the Twenties”
Group 3: “The Negro Speaks of Rivers”
Group 4: “The Weary Blues.”
Make one argument about characters’ interactions with each other in your section of Edith Wharton's "New Year's Day" from Old New York (1924), analyzing at least one quotation. You will present your findings to the class.
What is the role of the city in these exchanges? At least one member of your group should investigate the locations in your section using Google Maps. Address their significance in your section.
Group 1: First half of Ch. 1
Group 2: Second half of Ch. 1
Group 3: First half of Ch. 2
Group 4: Second half of Ch. 2
Group 5: First half of Ch. 3
Group 6: Second half of Ch. 3
After reading E. B. White's "Here is New York," make three lists:
1. Examples of Machinery
2. Examples of Humanity
3. Instances of the ways that humanity and machinery overlap and how they do so.
Students will be separated into two groups: Presenters and Reporters.
Presenters will speak on behalf of the ways the essay represents Humanity, Machinery, or the Overlap of the Two, citing and discussing quotations from the essay to support their points.
Reporters will each be assigned to a publication. You will prepare questions that reflect the interests of your publication's audience. As the presenters respond to your questions, you will engage them in discussion, responding with examples from the essay.
Large discussion of the ways that the essay represents New York will follow.
Writing New York
Writing New York