Cane

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

1. The literary movement of Modernism is often associated with literature in the post-World War I (WWI) era (though its roots can be seen in late 19th- and early 20th-century works). What type of literature was produced during this movement? In particular, what themes characterized Modernist works? Name 4-5 notable authors who represent this literary era.

Teaching Suggestion: To prepare students for discussion of the theme of Modernism and Black Women’s Bodies, a review of Modernism as a movement may be helpful. Modernism in literature arose by the early 1900s and was impacted by the sense of destruction of WWI and the post-war era. Some of the major themes included a rejection of Victorian norms and ideals, the failings of industrialization, and the harsh reality of the postwar world. Furthermore, many authors experimented with the nonlinear passage of time as well as textual styles, such as British writer Virginia Woolf. Toomer’s text experiments with style, including some passages with a stream-of-consciousness approach. Other notable writers whom students might briefly review include Gertrude Stein, Ernest Hemingway, James Joyce, Franz Kafka, Zora Neale Hurston, and Nella Larsen.

• The University of Toledo offers a brief discussion on the topic “What Is Modernism?”
• This resource site provides a short description of Modernism and a list of notable authors and titles.
• The Conversation explores Toomer’s connection to the Modernist movement in “Jean Toomer’s Cane at 100: The ‘Everlasting Song’ That Defined The Harlem Renaissance.”

2. The Harlem Renaissance flourished from the end of WWI to the onset of the Great Depression. What were some of the reasons for this surge of African American literature and art? How did such contributions shape future generations of politics and society?

Teaching Suggestion: This question provides a chance to introduce the theme Harlem Renaissance and Other Cultural Aesthetics. Before addressing this topic, it may be beneficial to offer instruction or brief investigation time to students regarding the novel’s setting, the urban and rural US in the 1920s. During the decade of the Harlem Renaissance, African American artists produced many key visual, literary, and musical works; the Manhattan neighborhood of Harlem quickly became the physical epicenter of the movement. The movement would impact future generations such as those associated with the civil rights movement of the 1960s. Toomer’s Cane is considered an important piece produced during the Harlem Renaissance.

• The Smithsonian’s National Museum of African American History and Culture explores the causes and effects of the Harlem Renaissance on African American culture in “A New African American Identity: The Harlem Renaissance.”
• The National Gallery of Art provides materials for educators, including photographs, on “The Harlem Renaissance.”

Short Activity

Jean Toomer was one of the many authors writing during the Harlem Renaissance. Working in small groups, select another writer or artist who contributed to the movement. Use the following questions to guide your research regarding this writer’s or artist’s background and significance. Share your research with the group.  

• What type of works did this writer or artist create?
• Where was this writer or artist from originally?
• In what ways did this writer or artist contribute to the Harlem Renaissance?
• Did this writer or artist have influential views on political or social issues, and if so, what were they?
• What was the impact of this writer’s or artist’s work on African American culture as a whole?

Share your findings with the class. If time allows, include relevant, pre-approved visuals or videos in your presentation.

Teaching Suggestion: Students should choose reputable, scholarly outside resources. A post-presentation discussion may be a good opportunity to introduce the novel’s themes of Modernism and Black Women’s Bodies, The Mind/Body/Soul Relationship, and Harlem Renaissance and Other Cultural Aesthetics.

• This encyclopedia entry provides a brief overview of notable people of the Harlem Renaissance.
• The Paris Review explores “How Jean Toomer Rejected the Black-White Binary.”

Differentiation Suggestion: For an approach that involves additional literary analysis, students might select a passage to read aloud from their chosen author. In their notes or a reading journal, students might respond to discussion questions such as: In what ways does this passage touch upon the themes of the Harlem Renaissance and/or modernist literature? Explain.

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the text.

Consider the relationship between a person’s mind, body, and soul. How might the connection between the three be defined or described? Can one exist and function without the others? Explain, using examples from your own observations and experiences or from literature and history.

Teaching Suggestion: Toomer’s text indicates a divergence of The Mind/Body/Soul Relationship. Many of the protagonists experience a discord between these entities, often which leads to states of prolonged confusion, miscommunication with the surrounding community, and violence. Students might use this question as a start-of-class timed writing prompt, followed by a brief opportunity to “turn-and-talk” through their initial ideas with a nearby peer. Group discussion focused on literary and historical examples might conclude the exercise.