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Unit 3 · Topic 3.13

3.13 Envisioning Africa in Harlem Renaissance Poetry

Harlem Renaissance poets explored what Africa meant to them, generations removed from it by slavery. Gwendolyn Bennett's and Countee Cullen's poems, both titled 'Heritage', show two different relationships to Africa: longing and connection on one side, distance and inner conflict on the other.

Key terms

  • heritage
  • imagery
  • Countee Cullen
  • Gwendolyn Bennett
  • African diaspora

Africa in the Harlem Renaissance

Harlem Renaissance writers, artists and scholars explored both their connections to Africa and their distance from it. They were responding to the legacies of Atlantic slavery, which cut them off from their ancestors' homelands, and of European colonialism, which was then ruling most of Africa.

Some poets used vivid images of Africa's people and landscapes to counter stereotypes of the continent as 'primitive' or without history (1.1, 1.4). Others explored, through personal reflection, how Africa fit into their identity as Black Americans. Some poems did both, and some readers today note that even admiring poems sometimes relied on romantic, exotic images of Africa that weren't based on real knowledge of it.

Gwendolyn Bennett, 'Heritage' (1922)

Gwendolyn Bennett was a poet, artist and columnist for Opportunity, a leading magazine of the movement. In her 'Heritage', the speaker expresses a longing to see and hear an Africa she knows only from far away, its landscapes, songs and ancient past, and to feel connected to the soul of her people. The poem treats African heritage as beautiful and as part of who the speaker is, even though she can reach it only through imagination.

Countee Cullen, 'Heritage' (1925)

Countee Cullen was one of the most celebrated poets of the Harlem Renaissance. His 'Heritage' is longer and more conflicted. The speaker keeps asking what Africa can mean to someone whose family has been in America for three centuries. He is drawn to images of Africa, but feels separated from it, and he struggles between his Christian faith and imagined African gods.

The poem shows double consciousness (3.7) at work: the speaker feels pulled between an American, Christian identity and an African heritage he can't fully reach.

Another example: Hughes's rivers

Langston Hughes's 'The Negro Speaks of Rivers' (1921) takes a different approach. Its speaker connects Black history to ancient rivers, the Euphrates, the Congo, the Nile and the Mississippi, claiming a heritage as old as civilization itself. Like Bennett's poem, it treats Africa as a source of pride and deep roots; unlike Cullen's, it shows little doubt about that connection.

Comparing the two

FeatureBennett's 'Heritage'Cullen's 'Heritage'
ToneLonging and celebrationQuestioning and inner conflict
Relationship to AfricaA heritage to embrace and recoverA heritage felt as distant and uncertain
Key tensionWanting to see and feel a faraway homelandChristian faith versus African heritage

Worked examples

Try each one yourself first, then open the solution.

  1. Example 1

    Comparing two poems

    Compare how Gwendolyn Bennett and Countee Cullen express their relationships to Africa in their poems titled 'Heritage'.

    Show the solution
    1. Step 1: Similarity: both poets turn to Africa to explore their identity.
    2. Step 2: Difference: Bennett's speaker embraces and longs for Africa; Cullen's speaker questions what Africa can mean and feels conflicted.
    3. Step 3: Connect to context: slavery's separation from Africa.

    Answer: Model answer: Both poets use Africa to explore Black American identity at a time when slavery had cut African Americans off from their ancestors' homelands. Bennett's speaker longs to see and feel Africa and embraces it as her heritage, while Cullen's speaker repeatedly questions what Africa can mean to someone generations removed and feels torn between his Christian faith and an African past.

Common mistakes

  • Assuming Harlem Renaissance poets all saw Africa the same way. Their views ranged from celebration to ambivalence.
  • Mixing up the two poems because they share a title. Bennett's is celebratory; Cullen's is conflicted.
  • Ignoring context. Colonialism in Africa and slavery's legacy shaped how these poets imagined the continent.

On the exam

  • This topic invites comparison questions. Use tone and the speaker's attitude as your main points of contrast.
  • Connect these poems to the New Negro movement's goal of self-definition (3.11).

Connected topics

Videos

  • AP AFAM #48 - 3.13 Envisioning Africa in Harlem Renaissance Poetry

    APUSH SlidesWatch on YouTube (opens in a new tab)

  • 3.13-3.15 - Harlem to History and the Birth of Black Studies

    A Griot's History ChannelWatch on YouTube (opens in a new tab)

  • Langston Hughes and the Harlem Renaissance: Crash Course Literature 215

    CrashCourseWatch on YouTube (opens in a new tab)

  • Poetic Voices 2.0: Heritage

    The Phillips CollectionWatch on YouTube (opens in a new tab)

  • Photography, Poetry, and Black Performances

    Dialectic HistoryWatch on YouTube (opens in a new tab)

Check yourself

3 questions on 3.13 Envisioning Africa in Harlem Renaissance Poetry. Pick an answer to see if you got it, and why.

I've known rivers:
I've known rivers ancient as the world and older than the flow of human blood in human veins.
My soul has grown deep like the rivers.
I bathed in the Euphrates when dawns were young.
Line 5
I built my hut near the Congo and it lulled me to sleep.
I looked upon the Nile and raised the pyramids above it.
I heard the singing of the Mississippi when Abe Lincoln went down to New Orleans, and I've seen its muddy bosom turn all golden in the sunset.
I've known rivers:
Ancient, dusky rivers.
Line 10
My soul has grown deep like the rivers.

Langston Hughes, "The Negro Speaks of Rivers," 1921 (as printed in Caroling Dusk, 1927)

Question 1 of 3

By moving from the Euphrates, Congo and Nile to the Mississippi, the speaker suggests that

Question 2 of 3

The poem is best understood as an example of how Harlem Renaissance poets

Question 3 of 3

Countee Cullen's poem "Heritage" (1925), which repeatedly asks what Africa means to a Black American, differs from Hughes's poem mainly in that Cullen

0 of 3 answered