Combining poetry and visual arts, students will gain a holistic understanding of the diverse and impactful contributions of Afro-Latino artists from Latin America and the Caribbean. By integrating discussions on the cultural significance of themes such as resilience, resistance, and community students will be able to connect these themes to broader discussions on social justice and activism. 

Students will explore how Afro-Latinos have shaped the cultural, social, and historical landscape of Latin America and their significance. Through the use of research methodology students will create a project to show their comprehension of Afro-Latino history. 

Through the use of videos and music, students will examine the impact events had on the Afro-Latino community and identity. 

Students will analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Students will examine and analyze Afro-Latino poetry, identifying their connotation and denotation. 

Students will examine and analyze Afro-Latino poetry. Students will learn to identify sound devices in poems. 

Students will examine and analyze Afro-Latino poetry. Students will learn to identify figurative and macaronic languages within poetry.

Students will examine and analyze Afro-Latino poetry. Students after completing poetry packs 1-4 will review and complete a task in written or art form.

Students will learn about African influence on Latin American food. Using a specific dish students will be able to describe the dish and its different variations throughout Latin America.

Students will examine Afro-Latin American contributions to culture and art, analyzing and discussing the intersectionality of language and art. Using examples frm Maria Magdalena Campos-Pons, students will demonstrate their knowledge of the lesson through creative means. 

Students will learn the history of the Garifuna and explore their community. Students will then identify challenges they faced, while highlighting their contributions to Central America. 

Students will identify the Garifuna people and learn about their community, and countries of residence. Students will learn about the diversity of cultures within Afrolatinidad.

Students will compare and contrast key elements between the Afro-Latino communities (specifically the Garifuna) in various Spanish speaking countries and their own communities. 

Spanish subject pronouns. Students will demonstrate what they learned by comparing and contrasting subject pronouns in English and Spanish.

Students begin by learning about the San Pacho clebration in El Choco, Columbia, understanding the historical and cultural significance of the celebration. Students analyze how this festival aids in shaping identity and community building. 

Students will virtually visit the Afróntalo exhibition, learning about the erasure of Afrodescendants in Mexico, their history and culture, and the contributions of Afrodescendants in Mexico and California.

Students will learn about Black Indigeneity and its significance to Spanish-speaking countries.

Completed within the context of the collaborative work between the teachers from the Escuela Normal Superior N°2 “Mariano Acosta” located in Buenos Aires and the Agrupación Afro Xangô. The units were developed by student teachers with the supervision of Mr. Esteban Sottile, a teacher at the institution. This section contains the final work of Mariano Acosta students: María Belén Iglesias, Soledad Canteros, Ileana Di Vruno, Paola Kler, and Lucas Barrientos.

Advocates, Líderes, and Allies Series (ALAS) presents a 75-page toolkit for youth-serving programs. It includes facts about AfroLatinx history, activities supporting youth who are learning about their AfroLatinx identities, and resources for youth interested in AfroLatinx issues.

A bitmoji classroom (powered by Google Slides) by The Heritage Team Extraordinaire, offering links and educational ideas that provide a foundation of information, from which educators can build innovative and creative lessons and activities. Includes the following:

• Pre-Test

• What is Afro Latinidad?

• The Truth About Afro Latinos

• Afro Latinidad History

• Colorism (includes tips for combatting colorism and implicit bias in your classroom)

• Connection between Black History and Hispanics

• Historical Figure Contributions

• Cultural Influence

• Struggles and Marginalization

MI-BRIDGE Minority Institutions Building Resources to Ignite Development and Growth in Education 

MI-BRIDGE is comprised of two main components:

1. Post-Secondary Faculty Training Workshops: these focus on communicative language teaching strategies and curricular development designed to better serve Hispanic-Serving and Historically Black Colleges and Universities (HBCU) language learners. The workshops’ objectives are to ensure that faculty members possess a deep understanding of the  strengths these students bring to the classroom, and can implement into their teaching practice methods, tasks and tools to best serve these learners.

2. Educator Toolkit: this supports the development of culturally-appropriate Spanish foreign language instructional materials by MSIs for MSIs.  The materials aim to support successful foreign language learning for HBCU and other minority students. Ultimately, the toolkit will be expanded to serve educators from levels K-18.