The Little Harlem Hotel of Buffalo, NY: Juxtaposing 1930s History, Music, and Images

Suggested Teaching Instructions

Title: The Little Harlem Hotel of Buffalo, NY: Juxtaposing 1930s History, Music, and Images 

Overview: The Little Harlem Hotel was a landmark in Buffalo, NY. It was a safe haven for Black Americans to lodge, based on its listing in the The Negro Motorist Green Book, and a popular venue on the Chitlin Circuit with its cabaret style of entertainment. The Buffalo and Erie County Public Library has select artifacts available via its Digital Collections. However, the availability of images and information about the establishment is limited. 1930s history, music, and imagery will be used to fill in the gaps and create a more complete picture through juxtaposition. 

Goal: This lesson is intended to familiarize students with the digital collection of Ann Montgomery’s Little Harlem available via the Buffalo and Erie County Public Library as well as sharpen students' information literacy and analytical skills.

Objectives: Students will be able to:

• make connections between the Cotton Club, Savoy Ballroom, and Little Harlem Hotel

• recount the importance of The Little Harlem Hotel to the Black Buffalo Community

• link the recount the history and significance of Analyze 1930s music and performances 

• access and navigate the Buffalo and Erie County Public Library Digital Collections

• analyze digitized images from Ann Montgomery’s Little Harlem digitized collection

• recount the importance of The Negro Motorist Green Book for Black Americans 

Investigative (Compelling) Question: How did Little Harlem Hotel contribute to the society and unique culture of Buffalo, NY as well as provide refuge to Black Americans?

Time Required - 3 class periods 

Recommended Grade Range - 11th Grade

Subject: Library and Social Studies 

Standards: 

ISTE

International Society for Technology in Education (ISTE)

1.3 Knowledge Constructor

Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

• 1.3.b Students evaluate the accuracy, perspective, credibility, and relevance of information, media, data or other resources.

• 1.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

• 1.3.d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

  United States History and Government

  11.7 PROSPERITY AND DEPRESSION (1920 – 1939)

  11.7 b African Americans continued to struggle for social and economic equality while expanding their own thriving and unique culture. African American cultural achievements were increasingly integrated into national culture.

• Students will examine literary and artistic contributions associated with the Harlem Renaissance and its impact on national culture.

• 1930s Club History Analysis Worksheet

• 1930s Song Analysis Worksheet [Adapted from https://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/3532/Song_Lyrics_Analysis_1.pdf] 

• English Language Arts

• Comprehension and Collaboration:

  CCSS.ELA-LITERACY.SL.11-12.1

  Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

  CCSS.ELA-LITERACY.SL.11-12.1.C

  Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives

  Presentation of Knowledge and Ideas:

  CCSS.ELA-LITERACY.SL.11-12.4

  Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

  Credits: Ayodele Ojumu

  PREPARATION 

  Materials Used: 

• 1930s Club History Analysis Worksheet

• 1930s Song Analysis Worksheet [Adapted from https://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/3532/Song_Lyrics_Analysis_1.pdf] 

• Little Harlem Hotel Image Analysis Worksheet [Adapted from https://primarysourcenexus.org/wp-content/uploads/2012/05/Image_Analysis_Guiding_Questions.pdf]

• The Negro Motorist Green Book Analysis Worksheet

• Student Reflection Sheet

  Resources Used: 

  Club History

• Cotton Club History https://youtu.be/BbUw7Ngphl4

• Savoy Ballroom History https://youtu.be/H5DyQfcokFk

• The Little Harlem Hotel and Nightclub https://vimeo.com/356297034 

•  

  1930s Songs

• Old Man Blues, Duke Ellington and His Orchestra, 1930 https://youtu.be/ih97QJmkgUo

• When I’m Looking At You, Vincent Lopez and His Orchestra, 1930 https://youtu.be/4eR4KiiuoCg

• All Of Me, Louis Armstrong and His Orchestra, 1932 https://youtu.be/zBbAlLRCB_M

• Underneath The Harlem Moon, Ethel Waters, 1933 https://youtu.be/gLueDnHbVF4

•  

  Little Harlem Images  http://digital.buffalolib.org/collections/show/1

• 4th Anniversary: Montgomery’s Hotel 

• Earl Hines

• Edward Wilcox, James Crawford, Al Norris, and Mose Allen

• Seventh Anniversary Advertisement Clipping

• Jimmie Lunceford [Jimmie Melvin Lunceford] and His Orchestra 

• Little Harlem Professional Performance Shot

• Little Harlem Band 

• Lil Armstrong and Little Harlem Musicians and Dancers

• Little Harlemettes

• Little Harlem Group Performance Shot

•  

  The Negro Motorist Green Book

• The Green Book: A Historic Travel Guide for Black America, Part 1 https://youtu.be/t7_cy7uUcqk

•  

• Stompin’ At The Savoy, Chick Webb and His Orchestra, 1934 https://youtu.be/Fuso2MVwZ1g

• Earl Hines and His Orchestra, That’s A Plenty, 1934 https://www.youtube.com/watch?v=KkK0rvdtjm8

• Jimmie Lunceford, Jazznocracy, 1934 https://youtu.be/4ieT4m-Eqhs

• I Wished On A Moon, Billie Holiday, 1935 https://youtu.be/yD7b1ts2fUg

• Kickin’ The Gong Around, Cab Calloway, 1935 <https://youtu.be/Gnt6zCDO73M

• Until The Real Thing Comes Along, Fats Waller, 1936 <https://youtu.be/B9PgOXD3ByE

• A-Tisket-A-Tasket,Ella Fitzgerald, 1938 https://youtu.be/1bgFkeDLpSI

• The Negro Motorist Green Book of 1940 https://digitalcollections.nypl.org/items/dc858e50-83d3-0132-2266-58d385a7b928

• 
  

  PROCEDURE

  Day 1: 1930s Club History and Music 

• Students view the videos on The Cotton Club, The Savoy Ballroom, and Little Harlem Hotel as a class. Students will answer comprehension questions on the 1930s Club History Analysis Worksheet. 

• Students will view and/or listen to all ten (10) songs as a class and complete the 1930s Song Analysis Worksheet as we go through each song. This may require more time, so it can roll into Day 2. 

• Students will be split into even groups to discuss the 1930s club history and songs.

• The class will convene to share out. 

•  

  Day 2: Little Harlem Images 

• The librarian will instruct students how to access and navigate Ann Montgomery’s Little Harlem digital collection. 

• Students will go back into their groups to analyze all of the images listed under Resources. Each student should record the group’s responses on their own paper or digital copy.

• The class will convene to share out. 

• Day 3: Segregation in 1930s

• Students will view The Green Book YouTube video as a class. Students can answer comprehension questions on the The Negro Motorist Green Book Analysis Worksheet while they watch the video. However, the last question will require students to look through the digitized 1940 version of The Negro Motorist Green Book. Students will be paired up with a partner to discuss the last question then share thoughts and ideas with the class.

• Class will convene to share out.

• Students will independently answer the reflection question on The Little Harlem Hotel Reflection Sheet.

• EVALUATION

  In addition to the concluding Student Reflection Sheet exit ticket on the essential question, student worksheets, group work, and class participation will be evaluated for understanding.