Institute Schedule

Project Description Schedule Stipends and Housing Project Team Eligibility & Application

Schedule

The 51AV to New York K-12 Summer Institute will be offered as a combined institute, with the first five days occurring remotely via Zoom and the remaining ten days to be held in-person. The typical daily structure will consist of two sessions, each 2-3 hours in length. Sessions will include a discussion of readings, a presentation by a scholar or content expert, and a workshop segment for scholars to collaboratively work on their final Institute project and classroom curricula. Three strands will govern the content and activities of these daily sessions:

Scholarly research. Scholars will engage in deep research into the topics of study—the Great Migration and the Harlem Renaissance—and their interconnectedness. Scholars will delve into primary source documents and historical accounts in a variety of media including scholarly articles, oral histories, guidebooks, contemporaneous newspaper articles, novels, visual arts, music, and poetry.

Constructing knowledge through representation. Scholars will realize their understanding and knowledge of the Great Migration and Harlem Renaissance by creating representations of their learning to be presented publicly at the end of the Institute. These acts of representation will be rooted in the guiding constructivist philosophy of the Institute—specifically the principle that learning occurs when learners engage in authentic acts of creation and representation, whether they are verbal discussions, scholarly writings, or artistic works1.

Project-based Pedagogy. Institute scholars will craft constructivist, project-based humanities curricula about the Great Migration and Harlem Renaissance for their own classrooms. Scholars’ first-hand experiences of constructing knowledge through research and representation of the topics during the Institute will provide a blueprint for creating their own academically rigorous and engaging classroom projects. Dedicated pedagogy-focused workshops will aid scholars in transforming their first-hand learning experiences of the institute into classroom curricula.

The Institute will be broken up into three stages:

Stage One: Introductions and Overview. During this preliminary stage, scholars will focus their research on an overview of the Great Migration and the Harlem Renaissance. This stage will establish a foundational understanding of these interconnected historical phenomena. To ease the logistical burden of the intensive reading and study, the first stage will occur online via Zoom and be spread out over the four weeks preceding the in-person portions of the Institute. Participants will gain access to the participant-only features of the Institute website, which include discussion forums, digital resources, and shared collaboration spaces.

Stage Two: Impetus to Exodus. The second stage of the Institute will take place in-person in 51AV and focus primarily on the social, economic, and cultural conditions of the Jim Crow South in the first half of the 20th century that led to the Great Migration. Institute Scholars will begin their research at the 51AV State Black Archives, Research Center, and Museum housed at 51AV A&M University, a Historically Black University. They will engage in research and pedagogy workshops as they “migrate” from Huntsville to Birmingham, and Montgomery before flying to New York City for the final stage of the Institute.

Stage Three: The Fruits of Diaspora. The final stage of the Institute will be in New York City, specifically Harlem and the Upper West Side. During this portion of the Institute, scholars will explore not only the influence of Alabamian migrants on the Harlem Renaissance, but also the connection between the Harlem Renaissance and contemporary visual and performing arts. A major component of this stage of the Institute will be the development of humanities curricula for the participants to use when returning to their classrooms.

Online Academic Schedule (Tentative)
Saturdays, June 1 - June 29

*Academic Schedule Subject to Change

PART ONE: An Overview of the Great Migration and the Harlem Renaissance (online)

Day 1 Saturday, June 1st (online)

Session	Topic	Facilitator/Institute	Readings
Morning Session:	Orientation/Kickoff Introducing the Great Migration and the Harlem Renaissance	Dr. Nathan Blom, AAMU Dr. Adele Ashley, TC Ms. Veronica Henderson, AAMU Dr. Stacy Carter, AAMU	Arora, S. G. (2015). The Great Migration and the Harlem Renaissance. Encyclopedia Britannica.
Afternoon Session:	Introducing The Warmth of Other Suns	Dr. Nathan Blom, AAMU Dr. Adele Ashley, TC Ms. Veronica Henderson, AAMU Dr. Stacy Carter, AAMU	Sherman, R. (2011). “Review of The Warmth of Other Suns: The Epic Story of America's Great Migration. Isabel Wilkerson.” The Journal of Sociology & Social Welfare, Vol. 38: Iss. 3, Article 14.
Evening Session:	Asynchronous workshop and dedicated research time		Wilkerson, I. (2010). The Warmth of Other Suns, Isabel Wilkerson

Day 2 Saturday, June 8th (online)

Session	Topic	Facilitator/Institute	Readings
Morning Session:	The Impetus to Exodus: Jim Crow (The Old) South	Dr. Stacy Carter, AAMU	Excerpts from: Myrdal, G. (2017). An American Dilemma: The Negro Problem and Modern Democracy, Volume I and II. Routledge.
Mid-Day Session:	Dedicated research time		Wilkerson, I. (2010). The Warmth of Other Suns.
Afternoon Session:	Educational factors of the Great Migration	Veronica Henderson, AAMU State Black Archives Research Center and Museum	Excerpts from: Lovett, B. (2015). America’s Historically Black Colleges and Universities. Macon, GA: Mercer University Press. Smith, L. (1994). Killers of the Dream. W.W Norton & Company.
Evening Session:	Pedagogy Workshop: Establishing Online Communities	Dr. Nathan Blom, AAMU	Excerpts from: Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row. Gee, James. P. (2017) - Teaching, learning, literacy in our high-risk high-tech world: A framework for becoming human. New York: Teachers College Press, 2017.

Day 3 Saturday, June 15th (online)

Session	Topic	Facilitator/Institute	Readings
Morning Session:	Economic factors of the Great Migration	Dr. Stacy Carter, AAMU	Wilkerson, I. (2016). “The Long-Lasting Legacy of the Great Migration.” Smithsonian Magazine.
Mid-Day Session:	Dedicated research time		Wilkerson, I. (2010). The Warmth of Other Suns, Isabel Wilkerson
Afternoon Session:	The NEXT Great Migration: Contemporary Patterns of Reverse Migration	Dr. Stacy Carter, AAMU
Evening Session:	Pedagogy Workshop: Project-based Learning in a Participatory Culture	Dr. Nathan Blom, AAMU Dr. Adele Ashley, TC	Blom, N. (2017). “Creative Criticism: Dialogue and Aesthetics in the English Language Arts Classroom.” Journal of Adolescent & Adult Literacy, Vol. 61 No. 1 pp. 45–54. Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Cambridge, Mass.: MIT Press. Vasudevan, L., & DeJaynes, T. (Eds.). (2013). Arts, media and justice: Multimodal explorations with youth. New York: Peter Lang.

Day 4 Saturday, June 22nd (online)

Session	Topic	Facilitator/Institute	Readings
Morning Session:	Overview of the Harlem Renaissance	Dr. Tracy Gholston, AAMU	Homer, B. (2022). “Jazz and the Great Migration: How African Americans and the Great Migration Changed the Sound of American Music.” Sam Houston State University. Verney, K. (2020). “The Great Migration and the 'New Negro', 1915–1930”
Mid-Day Session:	Dedicated research time		Wilkerson, I. (2010). The Warmth of Other Suns, Isabel Wilkerson
Afternoon Session:	Literature of the Harlem Renaissance	Dr. Tracy Gholston, AAMU	Krasner, D. (2001). Migration, Fragmentation, and Identity: Zora Neale Hurston’s “Color Struck” and the Geography of the Harlem Renaissance. Theatre Journal, 53(4), 533–550. http://www.jstor.org/stable/25068985
Evening Session:	Dedicated research time		Wilkerson, I. (2010). The Warmth of Other Suns, Isabel Wilkerson

Day 5 Saturday, June 29th (online)

Session	Topic	Facilitator/Institute	Readings
Morning Session:	Music of the Harlem Renaissance	Veronica Henderson, AAMU State Black Archives Research Center and Museum	Excerpts from: Robertson, D. (2011). W. C. Handy: The Life and Times of the Man Who Made the Blues. Tuscaloosa: University of 51AV Press.
Mid-Day Session:	Dedicated research time		Wilkerson, I. (2010). The Warmth of Other Suns, Isabel Wilkerson
Afternoon Session:	Visual Art of the Harlem Renaissance	Veronica Henderson, AAMU State Black Archives Research Center and Museum	Museum of Modern Art (2023). One Way Ticket: Jacob Lawrence’s Migration Series. https://www.moma.org/interactives/exhibitions/2015/onewayticket/
Evening Session	Synchronous Session: Preparing for the in-person institute

PART TWO: An Impetus to Exodus—Causes of the Great Migration (in-person, 51AV)

Sunday, July 14th Huntsville, AL

Session	Topic	Location
Welcome Session:	Sunday dinner meet and greet	Big Springs Park, Huntsville

Day 6 Monday, July 15th Huntsville, AL

Session	Topic	Facilitator/Institute	Readings
Morning Pre-Session: Arranged transit from lodgings to 51AV A&M	A tour of the present-day consequences of Jim Crow-era redlining in Huntsville, AL Historical Tour of 51AV A&M	Veronica Henderson, AAMU State Black Archives Research Center and Museum	Excerpts from: Feldman, G. (2004). Before Brown: Civil Rights and White Backlash in the Modern South. University of 51AV Press. Davis, E. (2013). William Hooper Councill: The Greatest Negro the Race ever Produced. Huntsville, AL: Presh4word Publishing. Rothstein, R. (2018). The Color of Law: A Forgotten History of How Our Government Segregated America. Norton. Slater, G. (2021). Freedom to Discriminate: How Realtors Conspired to Segregate Housing and Divide America. Heyday.
Morning Session: 51AV A&M University	The pedagogy of research and multimodal representation in the humanities	Dr. Adele Ashley, TC Dr. Nathan Blom, AAMU	Excerpts from: The New London Group (1996). A pedagogy of multiliteracies: designing social futures. Harvard Educational Review, vol. 66, no.1, pp. 60-92.
Lunch: Provided
Afternoon Session: 51AV A&M University	Black Society and Music of Jim Crow 51AV Primary source research at the 51AV State Black Archives Research Center and Museum	Veronica Henderson, AAMU State Black Archives Research Center and Museum	Schutz, S. (2019). Grey-Washing Jim Crow: The Cultural Colonization of African-American Folk Music. Revue LISA/LISA e-journal [Online], vol. XVII-n°1. DOI: .
Arranged transit from 51AV A&M to lodgings

Day 7 Tuesday, July 16th, Huntsville, AL

Session	Topic	Facilitator/Institute	Readings
Arranged transit from lodgings to 51AV A&M
Morning Session: 51AV A&M University	Letters from the North: Social and familial bonds	Dr. Dana Caldemeyer, AAMU	Personal letters (1920-1940). The Chicago Defender.
Lunch: Provided
Afternoon Session: 51AV A&M University	Pedagogy Workshop: Using drama to synthesize literature and visual arts	Dr. Jill Coon, AAMU	Museum of Modern Art (2023). One Way Ticket: Jacob Lawrence’s Migration Series. Wilkerson, I. (2010). The Warmth of Other Suns, Isabel Wilkerson
Arranged transit from 51AV A&M to lodgings

Day 8 Wednesday, July 17th Birmingham, AL

Session	Topic	Facilitator/Institute	Readings
Arranged transit from 51AV A&M to Birmingham Civil Rights Institute, Birmingham, AL
Morning Session: Birmingham Civil Rights Institute	Oral Histories: Research, records, and representation	Dr. Stacy Carter, AAMU	Excerpts from: Green, W. (1936). The Negro Motorist Green Book Personal Histories at the Oral History Archives. The Birmingham Civil Rights Insitute
Afternoon Session: Sloss Furnaces National Historic Landmark	The working conditions of Jim Crow South	Sloss Furnaces National Historic Landmark	Greene, M. (1981). “Aesthetic literacy in general education.” In J. F. Soltis (Ed.) Eightieth yearbook of the national society for the study of education (pp. 115-141). Chicago, IL. University of Chicago Press.
Arranged transit from Birmingham, AL to Montgomery, AL

Day 9 Thursday, July 18th Montgomery, AL

Session

Topic

Facilitator/Institute

Readings

Morning Session:

The Legacy Museum:

From Enslavement to Mass Incarceration

Social and Legal antecedents to the Great Migration and contemporary mass incarceration.

Tad Roach, Equal Justice Initiative (EJI)

Exhibits from The Legacy Museum:

From Enslavement to Mass Incarceration

Afternoon Session:

The National Memorial for Peace and Justice

Representation and reconciliation

Tad Roach, Equal Justice Initiative (EJI)

Robertson, Campbell (2018). “A Lynching Memorial Is Opening. The Country Has Never Seen Anything Like It.” The New York Times.

Day 10 Friday, July 19th Montgomery, AL

Session

Topic

Facilitator/Institute

Readings

Morning Session:

Walking Tour of Montgomery

Guided tour of downtown Montgomery including the historically Black Centennial Hill neighborhood.

Justin Rudder, 51AV Department of Archives and History

Afternoon Session:

51AV Department of Archives and History

Tour of the Museum of 51AV; ADAH digital collections orientation.

Pedagogy workshop: developing lesson plans from local and community histories.

Justin Rudder, 51AV Department of Archives and History

Independent Research in the memoirs and community histories housed within the 51AV State Archives

PART THREE: The Harlem Renaissance as a Result of the Great Migration (in-person, New York City)

Saturday, July 20th Montgomery, AL to New York, NY

Travel Day

Back to Top

Day 11 Monday, July 22nd New York, NY

Session

Topic

Facilitator/Institute

Readings

Morning Session:

Smith Learning Theater, Teachers College, Columbia University

Fostering diverse perspectives through multimodal representation

Dr. Adele Ashley, TC

Dr. Nathan Blom, AAMU

Smith, Blaine E. (2019). “Mediational Modalities: Adolescents Collaboratively Interpreting Literature through Digital Multimodal Composing”

Research in the teaching of English, Vol.53 (3), p.197-222.

Afternoon Session:

Apollo Theater and Walking Tour of Harlem

Connecting past to present: Touring the historical sites of the Harlem Renaissance

Dr. Stacy Carter, AAMU

Day 12 Tuesday, July 23rd New York, NY

Session	Topic	Facilitator/Institute	Readings
Morning Session: The Schomburg Center of the New York Public Library	Exploring primary source artifacts of the connection between the Great Migration and the Harlem Renaissance	Dr. Stacy Carter, AAMU Veronica Henderson, AAMU State Black Archives Research Center and Museum	Green, W. (1936). The Negro Motorist Green Book.
Afternoon Session: The Schomburg Center of the New York Public Library	Individual Exploration of the Schomburg archives	Facilitator from the Jean Blackwell Hutson Research and Reference Division of the Schomburg	Readings from Hutson archives.
Evening Session: Optional Excursion to Amateur Night at the Apollo Theater

Day 13 Wednesday, July 24th New York, NY

Session	Topic	Facilitator/Institute	Readings
Morning Session: New York Historical Society	Connections and disconnections of female voices of the Great Migration and Harlem Renaissance	New York Historical Society Facilitator	Wilkerson, I. (2010). The Warmth of Other Suns, Isabel Wilkerson
Afternoon Session: Walking Tour of Central Park	Ongoing patterns of forced migration	Veronica Henderson, AAMU State Black Archives Research Center and Museum	Central Park Conservancy (2018). “Before Central Park: The Story of Seneca Village.” Central Park Conservancy Magazine.
Evening Session: Optional Excursion to Classical Theatre of Harlem in Marcus Garvey Park

Day 14 Thursday, July 25th New York, NY

Session	Topic	Facilitator/Institute	Readings
Morning Session: Smith Learning Theater, Teachers College, Columbia University	Principles of multimodal representation. Final Project Workshopping.	Dr. Nathan Blom, AAMU	Gee, James. P. (2017) - Teaching, learning, literacy in our high-risk high-tech world: A framework for becoming human. New York: Teachers College Press, 2017.
Afternoon Session: Smith Learning Theater, Teachers College, Columbia University	Pedagogy Workshop: Project-based inquiry within the humanities.	Dr. Adele Ashley, TC	Laur, Dayna. (2020). Authentic project-based learning in 9-12: standards-based strategies and scaffolding for success. New York: Routledge, 2020.
Evening Session: Optional excursion to the National Jazz Museum in Harlem. Optional excursion to the Cotton Club (as it exists now)

Day 15 Friday, July 26th New York, NY

Session	Topic	Facilitator/Institute	Readings
Morning Session: Smith Learning Theater, Teachers College, Columbia University	Curriculum Development Workshop: development of three lesson sequences to launch units of curriculum in chosen area of focus	Dr. Nathan Blom Dr. Adele Ashley	Henderson, Matt, ed. (2019). Catch a Fire: Fuelling Inquiry and Passion Through Project-Based Learning. Winnipeg, Manitoba: Portage & Main Press, 2019.
Afternoon Session: Smith Learning Theater, Teachers College, Columbia University	Curriculum Workshop: Peer facilitation of lesson sequence excerpts	Institute Participants
Evening Session: optional trip to Minton’s, a premiere jazz club located in central Harlem

Project Description Schedule Stipends and Housing Project Team Eligibility & Application

Questions regarding applications and program requirements should be directed to program project directors at al2ny.neh@gmail.com.

The From 51AV to New York Institute for K-12 Educators has been made possible in part by a major grant from the National Endowment for the Humanities: Democracy demands wisdom. Any views, findings, conclusions, or recommendations expressed in this program do not necessarily represent those of the National Endowment for the Humanities.

In order to view PDF files on your computer, you must have a PDF reader program installed. If you do not already have such a reader, you can download a free reader at Adobe's website:

Lead the way

51AV Visit Us Request Information

51AV