Catching Colleagues Being Awesome

Looking to inject peer observations, positive staff morale and competition into your district? 

Start a March Madness Tournament! 

How our peer observation tournament began...

Working in a small community with an even smaller school district on an island 30 miles out to sea, one may think that our teaching staff is just that.  Close-knit, collaborative and supportive.  With staff turnover, a student demographic that is becoming more and more diverse, initiative overload and burnout, it felt that as a district, we were the exact opposite of that.  Doors would close, judgments were made without any real grounds to go by.  The overall attitude of our district felt disconnected, down and in need of some love.  A sincere acknowledgement of the work that we were putting into our students and our classrooms was what we needed.  That is where the idea of supporting our colleagues originated.  We needed a boost and it had to come from within.  A group of secondary teachers from Nantucket put our heads together to develop a structure that we could put in place to get staff out of their classrooms, making peer observations and celebrating one another.  Spring Madness was born, a format to mimic the March Madness basketball tournament, where teams of three signed up.  We encouraged teams to step out of their comfort zone when creating their make up. (Different buildings, grade level, disciplines, etc.)

The whole idea behind the madness was to catch teachers being awesome, doing peer observations and shouting out what was seen, while also logging it in to a Google Doc so points could be tallied.  After a week of observations the scores were tallied and the team with the most points moved on to the next round.  We also encouraged people to post on our Padlet (we changed it weekly) so everyone could follow along in the fun.  The Padlet "blew up!" with not only participants following the posts, but community members, school committee and others who heard the buzz about the Padlet. 

After reflecting over the the first year's implementation, we made some slight adjustments for this year.  Instead of elimination rounds, we wanted to keep everyone involved, so it is 3 weeks of open play.  There will be head to head match ups that will earn extra points at the end. We also added a celebration off campus at the end of the month.  We think the timing is perfect, as March is such a long month for all of us and everyone in our district could benefit from some positive camaraderie. 

Important tips to consider when 

implementing in your school/district...

1. Enlist the help of your colleagues.  Get a small group together and define each person's role & responsibility. 

2. Present to administration.  
Encourage not only their support but for them to participate.  A really important message to keep in mind is that this is NOT evaluative!  It is meant to celebrate the awesome work and learning that happens each day with our students. 

3.  Anticipate the negativity.  Plan for it!  

Example: The biggest complaint you will hear is "I don't have time to do this".  

Remind staff that this is an opportunity to grow professionally and emphasize the power of peer observations.  It is also nice to have a little team pressure (you don't want to let your group down).  

One thing you could consider is enlisting the help of your administrators! Encourage them to offer help with coverage while someone visits another classroom for 10-15 minutes.  This idea has great power for administrators.  It sends the message to teachers that they value the power of peer observation AND are willing to get into the trenches and help out. 

4.  Be ready to troubleshoot tech help and other support ahead of time.  

Example: We knew that some staff may be turned off with Padlet, if they haven't used it before.  We went ahead and created a video that walks them through how to use Padlet.  Check it out on our website! Link to Website

5.  Celebrate the Awesomeness! 
Acknowledge that this is meant to be fun, and an opportunity to step out of one's comfort zone.  We encourage all staff who make observations to leave a positive note before they leave or send a quick email later in the day.  The key objective for this entire tournament is to celebrate one another and the work that goes on in our schools!

How to implement in your school...

Welcome to NPS March Madness!

2018 Spring Madness Winners!

Below is an email that was sent to all educators in our district

We are so excited to launch our second year of competition around peer observations.  We have made a few adjustments to the format upon reflection and think that this will keep it fun, competitive and more people involved longer.  

Wondering what NPS March Madness is???  It is a healthy competition open to anyone working in our district. Teams are made up of three members.  We encourage you to step out of your comfort zone.  We will spend three weeks of shouting out the wonderful things that are going on in our district and celebrating the people in our district that go above and beyond on a daily basis.  We will keep track of points and the team with the most points at the end of three weeks wins! 

How do we sign up? We have created a website to keep everything in one place.  Your team will sign up through the website!   Link to Website

Sign up your teams by next Friday and competition will begin the Monday we return from break. Please feel free to reach out to us or others in your building for additional information.  We are so excited to get going! 

Overview: 

This year, we have decided to have 3 weeks with open competition for all participants.  

• Teams are made up of 3 people in our district (could be administrators, teachers, teaching assistants, SPED liaisons, etc)
• Each week, teams will be paired up in head to head competition
• All teams will participate in all three weeks
• If your team wins your head to head competition on any given week, you will be awarded bonus points for that week
• Team with highest total points at the end of the 3rd week WINS!
• Each week everyone must submit their observations and shout outs through the Google form
• Shout outs made on social media or the Padlet, yet not entered in the Google form WILL NOT be counted 
• All NPS Staff are encouraged to participate 
• Any staff may put a pineapple in front of door to show you are open to a "pop-in" (this is true for anyone, even if you are not on a team)
• Next week, each staff lounge will have a sign up sheet for pineapples.  Anyone open to having a "Pop-in" please put your name on the sheet & grab a pineapple sign to hand outside door
• We will be using #NPSMadness19 on Social Media

Encourage all staff to  hang a pineapple sign out in front of their classroom so that people know they are comfortable with people popping in for a quick visit.  

It will also get students buzzing about them all over the school.  

Remember: the pineapple is the universal symbol for hospitality ;)

How does the point system work? 

Record Observations/Shout Outs/Points-

https://docs.google.com/forms/d/e/1FAIpQLSdSiVURc-7wtvR9Gh8-VohdEJkY19ox_5AlD3qOhGBz0afXgQ/viewform?usp=sf_link

Above is a sample.  Create a Google Form with a drop down of all of your team names to make it easier for participants. 

How the scoring works...

3 Points for your team if you make a 5-7min. observation

2 Points if you shout out or celebrate someone going above and beyond (on social media or on the Padlet) - Observations do not count

1 Point for your team if someone shouts you out

1 Point received for your team if you shout yourself out

Want more information?  Email at lombardia@npsk.org

The Launch of Tribe Dinners

Room 18 Tribe Dinners

Something that I have always felt that I was fairly proficient at was connecting to my students.   I take pride in it and certainly make a conscience effort to do so.  All the time.  Not only do I try and connect to all kids, I also try and make sure the lines of communication between my classroom and home are open, trying to inform parents routinely, and in a number of different ways with what is happening in the class.  Even after all of that, I have still always felt like I could be doing more. Although, not entirely sure what.  Last spring I took a cultural awareness class and it was truly the first time I have thought about creating a culturally responsive classroom.  In fact, I really didn't even know what that meant, that it was my job as an English teacher to talk about difficult topics with my students regularly, giving opportunity for discussion throughout the year.  Creating an environment where students felt safe expressing their opinions, their beliefs on difficult topics, etc.   One question that came out of that course was, how can I go about and learn about my students on a deeper level? Not just what sports they like, but getting to know not just my students, but their families.  Last spring, I set the goal to host potlucks for each of my classes in the fall of my new school year.  Yes, we have an Open House. Parents come in, but 13 minutes of me rambling about what to expect throughout the year, is not nearly sufficient.   As this school year began, I looked at the calendar to pick when would be the best time to start spreading the word on this.  I used Open House as an opportunity to plug my "Tribe Dinners" and gave dates, times and what parents can expect, giving this idea some legs.

Over the course of two weeks, I hosted 5 different potluck dinners for each one of my English classes.  All members of the families were welcome, and I asked everyone to bring a dish to share, while I provided drinks, utensils, cups and plates.  I have 64 students in my traditional English classrooms and a colleague and I co-teach a project based learning class made up of 46 students.  So out of 110 students, and five different nights, I was able to meet 140 students, parents, siblings, grandparents, cousins.  We spent an hour together, for each potluck, enjoying all of the fantastic food everyone brought in, as I was able to connect to parents on a different level than I have in my last 11 years of teaching.  I was able to share some parenting resources, give them a glimpse into our Google Classroom and online portfolios in Seesaw and then spent the rest of the time, having fun: Playing Kahoot (useless trivia of course) or teaming up to complete a digital "Breakout".

While it turned out to be some long days/nights, it was totally worth it.  I was able to have some powerful conversations with parents, confirming my attempts at creating a more cultural aware classroom, as we had just recently taken on the topic of "Blue vs Black" in a recent article and classroom discussion.  Out of these nights,  I made a commitment to host a winter and spring Tribe Dinner as well, and I got the sense that everyone is already looking forward to it.  There were some nights where some students showed up with other students and no parents and that was ok.  I was simply thankful they themselves made an effort to be part of our classroom community.  Keeping the Tribe Dinners low key, laid back and minimal expectation allowed for me to enjoy them more and really be proud to have such a great group of students

The Birth of Instructional Cycles 

Why creating your own professional development opportunities is important for your mindset, practice and growth as an educator.

Teaching 30 miles out to sea certainly has its benefits. Have classes at our famous Nantucket Whaling Museum or getting to know each other through team building experiences on the Tall Ship Lynx.  Our island is soaked in history that is at the fingertips of the children of Nantucket.  All of which offer fantastic learning opportunities for teachers to take advantage of with their students.  One thing that can be a challenge for educators on our island is the fact that there is one public school, for students to attend.  Yes, we have two private schools open to students K-8, however there is only one high school on Nantucket.  I teach at the middle school and am the only 7th grade English teacher in our public school.  That is true for each core educator at our middle school.  This makes things particularly difficult for administrators to offer differentiated professional development for its staff.  In the spring of 2015, our faculty voiced concerns about professional development opportunities that were being offered and wanted to see a change. Out of a difficult and openly honest faculty meeting, our middle school decided we wanted to try something different and the birth of instructional cycles began.  

A handful of teachers worked with our principal and developed a teacher-driven professional development system.  There are three cycles in a school year and teachers brainstorm different teaching strategies that are new to them that they would like to explore and try out in the classroom.  The topics were broken down under the following categories: Content, Pedagogy, Technology, Differentiation/Special Education, Formative Assessments, RETELL.  Last year I worked on Project Based Learning, Collaborative Google Slides and Finishing Strong: Exit Tickets/Summarizers as my three cycle topics.  This model offers teachers to meet at least four times in a cycle to brainstorm, document resources and strategies as well as findings.  In between these meetings, teachers are encouraged to conduct peer observations on colleagues in their groups.  In hopes to get into at least one other classroom and have at least one person observe your classroom during the cycle.  While there were a few tweaks to made as we went along, overall, we had a successful year growing professionally and teachers were excited about new strategies they were implementing within their classrooms with the support of colleagues.  For the first time (since I began teaching), classroom doors were open and teachers were welcoming others in to see all of the wonderful things that were happening around the school.  I felt that this also helped build camaraderie among the staff as well as deepening the support of one another, as we had a view into classrooms, that we hadn't had before.  One of the hardest things an adult can do is show vulnerability, and we had to do just that.  I am so proud of our staff for stepping outside their comfort zone and giving it a try.  This year, we have just introduced this professional development model to our entire district and will see how that goes. 

It isn't a perfect model and it most certainly is one of those things, where you get out of it, what you put into it.  It is a step in the right direction for us, pushing educators to grow and I applaud our administration for empowering their educators to take control of their own learning.  A nice reminder to carry into our own classrooms and implement with our students.  

Reflections from Rm 15

We are in the middle of one of the longest months known to educators... March.  With all that life throws at us, I am feeling stuck, succumbing to the dark, dampness that has invaded the air.

In room 15, I have students who are working hard because I ask them to. I have students who are engaged and excited about learning and participating in rich discussion.  I have students who are bored and unmotivated.  No matter how hard I try to connect with them, to engage them, it doesn't seem to be enough.  As teachers, I think we commonly feel like what we are doing is never enough.  We have these ideas, theories, hopes and intentions for what kind of educators we want to be for ourselves and for our students.  Then for whatever reason, schedules, energy, administration, colleagues, attitudes, all of these roadblocks get in the way.  So I guess my question is, how do we proceed? How do we overcome these roadblocks? How will we persevere in an industry that is notorious for initiative overload and a system that tends to drop things every couple of years?  Can I break the mold? Can I break the mold and feel supported, understood and embraced? All concerns as I look to the next phase of my teaching career.  I know I have said this before, but why is it that education feels like the slowest moving entity on the planet?

We as teachers are responsible for preparing our students for jobs that don't exist yet, I have been hearing that for years.  As adults, my students will change jobs, perhaps careers over a dozen times! That means that they need to problem solve, teach themselves, research, think critically, embrace change.  Are these the skills I am focusing on in my classroom? I like to think that by living in a place that is naturally unique by default, educators would be empowered to lead in more of an unconventional way.  We need to be holding ourselves accountable for creating an environment that is challenging for our students, while providing the resources and tools to think their way out, to be able to grow, reflect and express themselves.

Yeah, we can throw out all of the greatest buzz words in education; choice & voice, growth mindset, hacking education, TTOG, standards based reporting, etc. All of these new or not so new concepts are great, yet, how are they changing how we are teaching our students? Are we using these to enhance our students and their learning or are we using them to transform our students and their learning? While we are finishing up two thirds of our year, the last third has potential for us to do great and be great for ourselves and our students.  Are we transforming our students? If the answer is anything less than yes, then what do we need to do differently? What doors do we need to open, not only for our students, but also for ourselves as educators? I look forward to the collaboration ahead and building a better road for innovation and outside of the box thinking.  While it is important to push myself, I also have to realize, that change doesn't happen quickly.  Even though the end result may be a mural in my mind, it needs to start out as a basic sketch.

As Louisa May Alcott put it "...I am not afraid of storms, for I am learning to sail my own ship."

An Educator's Community

“Optimism is the most important human trait, because it allows us to evolve our ideas,
to improve our situation, and to hope for a better tomorrow.” ~ Seth Godin 

With a toast to the new year, comes reflection, goal setting, and fresh beginnings.  Although the statistics around resolutions are grim, the resounding message that they bring is that everyone genuinely wants to improve one's self or further their education.  While more often than not, life gets in the way and those resolutions get lost in the winter winds, it is evident that the focus on self-improvement is there. I am in a graduate program and my most recent class had us looking into the origin of our names, more as an icebreaker activity.  While I may be a little more trusting with numerology and astrology than some, I was shocked at how closely some of the name meanings seem to match who I am and what I strive for.  If anyone knows me, they know that I like to get things done.  Typically, if I get something in my head, I try everything in my power to make sure that it happens.  I guess I have always been like that, but been a little more aware of it lately, and apparently, I have my middle name to thank!

One of the mantras I have been focusing on more recently is not necessarily asking the question "what bothers you?" but "what are you going to do about it?"  How can you act on something to make it better?  Better for you and the greater good!

This attitude could not find a better fit than inside a school district.  It appears that anyone (parents, teachers, students, administrators) having a connection with education can find something to complain about.  And typically, everyone does! I know it is human nature to question and I know how easy it is to critique and complain.  I am not sure this is my resolution, however I am trying to be more mindful of asking the question... What are you going to do about it? Living on an island and having one public school, sometimes options are limited or one can feel as though their voice cannot be heard, due to a lack of numbers.  The role of an educator is always evolving and many are struggling with embracing new technology, new leadership, new personalities etc. My experience has shown me that when change is in the air, it is easier to close your door and do what you know.  However, we have a number of teachers who have proven that they are ready for more.  They are not going to settle for comfortable.  They make up our newest Educator's Community.  Teachers who are dedicated to making our school great, so that our kids can soar. Tonight, our Educator's Community just made another step towards greatness.  Professional conversations not just about what we are not okay with, but plans and promise about what we can do about it, together to make our schools not only better for our kids, but for our community.

While there is no sprinting in education, this is another step in the right direction.  Great energy as we kick off 2016.  So, here's to positive and collaborative steps towards greatness through dedication and action! With our focus on improving ourselves and our mindsets for the greater good, we are bound to recruit new renegades in this Educator's Community.

Passion: A Teacher's Superpower

At the start of the year, our district was fortunate enough to have a visit from the educational pirate himself; Dave Burgess.  If you are not familiar with his book Teach Like a Pirate, you should make yourself familiar.  In what often seems like a profession that thrives on beating you down, demanding more and providing nothing but criticism in what you do, it is a refreshing outlook, that is sure to remind you of why you became a teacher.  Burgess uses the word PIRATE not only as an acronym, but an educational metaphor that teachers can relate to.  The P in Pirate is the most important to me, not only as an educator, but as a mom of three children.
Yet, are educators up against insurmountable expectations? Do we have a greater obligation to be passionate about what we do, more than other professions? What if we aren't passionate about working with kids? Ethically speaking, are we accountable for teaching with passion? And if we aren't, should we find a new line of work?  Most educators don't go into teaching without having a love for working with kids.

There is no secret as to why teachers may start out eager and energetic about entering the teaching profession, and then over time lose interest, lose the spark that they started with. Is initiative overload pushed by administration too overwhelming?  I think the real question is, how do we get that spark back? I personally think that we have to be mindful of our teaching and our attitude towards it.  My theory is that self-reflection is a key component to the longevity of loving what you do.  We always hear that there isn't enough time and how do we fit reflection into a world that is constantly adding more to our plate?  As educators we can reflect in a number of different ways.  Taking the time to analyze our practice is one way, and a truly necessary step in achieving professional growth.  However, taking the time to reflect on a more personal level and looking at our attitude in the classroom and towards our students is key.  Do you love what you do?  If your answer is no, what are you going to do about it?

In Teach Like a Pirate, Dave Burgess does a phenomenal job breaking down passion in the teaching profession into three different categories:  Content passion, Professional passion and Personal passion.  It is a refreshing reminder of what we as educators lose sight of and don't always think about as a priority.   Teaching is more than a job, it brings with it an expectation of greatness and pride on our work.  We need to make sure we don't lose sight of how amazing we can be for ourselves and our students.

I, Too, Am America Book Map by Adriene Lombardi

I, Too, Am America

Written by Langston Hughes

Illustrated by Bryan Collier

Simon & Schuster Books for Young Readers (May 22, 2012)

• ISBN-10: 1442420081
• ISBN-13: 978-1442420083
• 
  

Book Review

Book Review (Grade K-5)

I, Too, Am America is a simple poem with an extremely powerful message.  While the text is not complex, the level of meaning and maturity is much higher and can even be stretched well into middle school.  The command of hope and equality resonate throughout the book.

"Tomorrow,

I'll be at the table

When company comes."

Bryan Collier uses the lens of a Pullman porter to show the day-to-day courage and dignity they projected in their job.  The illustrations are displayed in a patchwork/scrapbook format where Collier uses the American flag on almost every page.  As the book goes on, the flag becomes more and more prominent and visible.  The last two pages illustrate a young African-American boy looking out of his subway car with the stars and stripes draped over him.  Lastly, the boy is peeking through the flag, staring the reader in the face "I, too, am America".  Here Collier creates a metaphor where the boy is peering through the flag to an unknown future, representing the growth of our people in this country.  This book signifies and represents how far African-Americans have come in this country and how bright the future can be.

Content being taught: Poetry & Harlem Renaissance

Teaching Invitations and Ideas

Grades 2-Up

Hopes and Dreams

• After reading I, Too, invite students to reflect on their world.  They can be asked about their hopes and dreams for their future.  What in life are they “not okay with?” and “what are you going to do about it?”  Read Dreams and The Dreamcatcher both by Langston Hughes. This is a look into some of our most profound dreamers in history with analysis opportunity (Duet Model). Have students work on another comparison, focusing on I Dream a World by Langston Hughes and I Have a Dream {speech} by Martin Luther King Jr. Older students can look at the common themes that run through these pieces. All of the texts mentioned are fantastic examples of how an author recognizes flaws in the world and how they peacefully, dream of a better place for the future. 

A Look Into Harlem

• Go back in history and experience what the Harlem Renaissance was like. Sugar Hill: Harlem's Historic Neighborhood by Carole Boston Weatherford is a fantastic place to start and could serve as the core text of a Sunburst Model, setting the tone with rich illustrations and rhythmic lines. Listen to the beautiful music of the era, by Duke Ellington or Billie Holiday, create poetry and artwork that represents the movement of the Harlem Renaissance. Students create a detailed timeline with iconic images that represent the Harlem Renaissance. Represented in the PBS online series under Jim Crow Stories: The Harlem Renaissance (1917-1935) (http://www.pbs.org/wnet/jimcrow/stories_events_harlem.html) Students could write out a skit or scene to be acted out, showing an authentic depiction of this time period after reading My People by Langston Hughes.

The Masters of Music

• Have students explore the musical pathfinders of the Harlem Renaissance. Bring in Sweet Music in Harlem by Frank Morrison and Debbie Taylor as well as Jazz by Walter Dean Myers. Students could not only focus on the importance of music, but could also conduct an artist study, analyzing the illustrations and how they represent the music they portray in the books.  Tie in Duke Ellington, the Piano Prince and His Orchestra by Andrea Pinkney. By incorporating a biographical element to the unit. Ask students to choose a favorite musician that they like and compare and contrast the characteristics of the music between their choice and Duke Ellington. 

Grades 5 and Up

Study and Analysis of Literary Devices

• After reading I, Too, and it being the core text, the Sunburst Model would work perfectly for this study of poetry. Students are exposed to the beautiful use of literary devices, with a specific focus on symbolism, metaphors and imagery. Mother to Son by Langston Hughes has a message that the majority of students can relate to; advice from their mother. The extended metaphor is powerful. Students create illustrations that go with selected lines of the poetry, a comparison, of the literal meaning and representation of the figurative language in the poems. Two other poems by Hughes, The Negro Speaks of Rivers and April Rain Song are beautifully written with lines that show the range of literary devices as well as the importance of using them to create images in the reader's’ mind. Students could triangulate their comparisons and contrasts as well as pull out the imagery and symbolism in these poems.

A Deeper Look Into Harlem 

• Go back in history and experience what the Harlem Renaissance was like. As the Harlem Renaissance as the core content area of the Solar System Model, read Harlem: A Poem and Harlem Summer both by Walter Dean Myers as well as Celeste's Harlem Renaissance by Eleanora E. Tate. Have students create a Harlem Soundtrack, incorporating music from the era, specifically pairing it up with monumental events during the time period. Ask students to explain why the musical selections pair with the events, considering historical context during a time when rich culture and an appreciation for the arts was on the rise.

A Wider View of the 1920's

• Have students take a broader look at this particular time period. Begin with the vibrant and engaging Harlem Stomp! A Cultural History of the Harlem Renaissance written by Laban Carrick Hill. Then expose students to other events that were going in during this time period. The 1920s: From Prohibition to Charles Lindbergh by Stephan Feinstein and Six Days in October: The Stock Market Crash of 1929 by Karen Blumenthal. Have students explore and research more about other writers, the first flight, invention of the TV and other fascinating topics. Explore more resources below to help your students navigate a broader scope during the Harlem Renaissance.

Further Explorations

Online Resources

Harlem Renaissance (article/video)

http://www.history.com/topics/black-history/harlem-renaissance

Famous Harlem Renaissance People 

http://www.biography.com/people/groups/movement-harlem-renaissance

America's Story from America's Library: Jump back in time, Langston Hughes

http://www.americaslibrary.gov/jb/progress/jb_progress_hughes_1.html

Drop me off in Harlem

http://artsedge.kennedy-center.org/interactives/harlem/faces/index.html

Jim Crow Stories: W.E.B DU BOIS

http://www.pbs.org/wnet/jimcrow/stories_people_dubois.html

Interactive Resources

The Roaring Twenties

http://www.mccord-museum.qc.ca/en/keys/games/game_0_1920s

Brain Pop: Harlem Renaissance

https://www.brainpop.com/artsandmusic/musicalgenres/harlemrenaissance/

Interactive Hughes Timeline

http://www.pbs.org/wgbh/masterpiece/americancollection/cora/hughes_timeline.html

Learn About the Harlem Renaissance http://www.sheppardsoftware.com/usa_game/harlem_renaissance/harlem_renaissance_home.htm

The Library of Congress has an extensive Harlem Renaissance artifact collection, which can be downloaded here:

http://www.loc.gov/teachers/classroommaterials/primarysourcesets/harlem-renaissance/

The Smithsonian website also offers lots of music and primary sources for the Harlem Renaissance and various writers and musicians you noted above.

http://smithsonianeducation.org/db/search/detail.aspx?museumid=-1&supplierid=-1&pamphletcategoryid=-1&statusid=-1&mediaid=-1&KEYWORD=harlem+or+renassaince+&gradeid=-1&categoryid=-1

Book Sources

Blumenthal, K. (2002). Six days in October: The stock market crash of 1929. New York, N.Y.: Atheneum Books for Young Readers.

Burleigh, R., & Wimmer, M. (1991). Flight: The journey of Charles Lindbergh. New York: Philomel Books

Corrigan, J. (2010). The 1920s decade in photos: The Roaring Twenties(Library ed.). Berkeley Heights, NJ: Enslow.

Feinstein, S. (2001). The 1920s: From Prohibition to Charles Lindbergh. Berkeley Heights, NJ: Enslow.

Gourley, C. (2008). Flappers and the new American woman: Perceptions of women from 1918 through the 1920s. Minneapolis, MN: Twenty-First Century Books.

Hill, L. (2003). Harlem stomp!: A cultural history of the Harlem Renaissance. New York: Little, Brown.

Hughes, L. (2006). Poetry for young people: Langston Hughes. New York: Sterling Publishing.

Hughes, L., & Smith, C. (2009). My people. New York: Atheneum Books for Young Readers/ginee seo Books.

Myers, W., & Myers, C. (n.d.). Harlem: A poem.

Myers, W. (2004). Here in Harlem: Poems in many voices. New York: Holiday House.

Myers, W., & Myers, C. (2006). Jazz. New York: Holiday House.

Myers, W. (2007). Harlem summer. New York: Scholastic Press.

Pinkney, A., & Pinkney, J. (n.d.). Duke Ellington: The piano prince and his orchestra.

Tate, E. (2009). Celeste's Harlem Renaissance: A novel. New York, NY: Little, Brown and.

Taylor, D., & Morrison, F. (2004). Sweet music in Harlem. New York: Lee & Low Books.

Watson, R., & Robinson, C. (n.d.). Harlem's little blackbird.

 

Weatherford, C., & Christie, R. (n.d.). Sugar Hill: Harlem's historic neighborhood.

Wintz, C. (2007). Harlem speaks: A living history of the Harlem Renaissance. Napervil, Ill: Sourcebooks.