Language 

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. 

Students will explore the rich contributions of Afro-Latino individuals to history, culture, and society through engaging online articles, videos, and readings. By the end of the lesson, students will gain a deeper understanding of the diverse Afro-Latino experience and its impact on various fields. 

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 from Maria Magdalena Campos-Pons, students will demonstrate their knowledge of the lesson through creative means.

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 will critically analyze and evaluate the historical context and complexities of "Gracias al Sacar" and its impact on colonial Latin American society. 

Students will gain insight into the relationship between multiplication and place value by learning to recognize and draw various arrays. 

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 learn about the key elements of Afro-Latino poetry then compare and contrast the poets and their works. 

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

Using their existing knowledge and personal connection to Afrolatino ethnicities to help create a foundation for the unit students will read the 4 page document “Afro Latinos: Una Historia Breve,” which discusses (in Spanish) Afro-Lantino history and contributions (who are Afrolatinos, the enslavement of Africans, and contributions of Afro-Latinos, with examples focused on language in Panama and Columbia, and dance in Panama). Two videos are recommended - one on palenque (Columbia), and the other on Afro-Latino dance in Panama, both of which are in English. Comprehension tests in Spanish are provided for both videos, as well as a final comprehension test for the whole lesson, and a free response activity. 

 A quick practice activity titled ¿Qué significa Afrolatino? In this 5 page pdf file, the student will read one page in spanish of afrolatino content, and then complete a Wordoku puzzle using 9 Spanish vocabulary words (Wordoku is similar to sudoku but instead of numbers it uses words). An answer key is provided.

Duration: 1 session, 45 minutes 

Students will pick a topic related to Afro-Latino culture, either from the list provided or a different topic the teacher approves, to conduct a research project to present. The students should watch a video on the topic of Afro-latinos before completing this project. An option of formats for the research project is provided and a rubric at the end for the teacher to calculate the grades

Note: The Video in the file no longer exists. I recommend looking at the video list under  “other resources” to find a video that may work.

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. 

On day 1, students begin with the free listing of words or phrases they associate with Cuba (teachers can first practice with a more known subject, like “summer”). These lists are shuffled and redistributed. Working in groups, students analyze the lists based on provided questions, followed by an open discussion. In the same groups students analyze one of nineteen photos (questions provided). They then read an article on the photographer (David LaFevor) – teachers may want to only include the photos in the article in order for students to receive information on their specific photo, not all images are explained. Students write a reflection or discuss questions based on what they learned, and complete a jigsaw activity. Days 2 and 3 are optional extensions: A) Images of Your Community (students plan, take, and share images of themselves, classmates, family members, or neighbors) and B) Researching Cuba from Multiple Perspectives (students use the photographs, poems/articles, and discussions from Part I to research an aspect about Cuban history, culture, and society through multiple academic and artistic perspectives/sources, choosing one art form and two non-fiction sources to explore their topic). 

Notes: Access to “The Eyes and Souls: Images of Cuba” Nancy Morejón’s poetry is no longer available. There is a poem dedicated to the Cuban five she recites on youtube video (first read in spanish then translated in english).

Supportive resources: Methods for Teaching with Photographs

A Presentation on Brazilian culture by Vanderbilt Professor Emanuelle Oliveira. Includes basic conversation in Portuguese and information on race, class, politics, and music in Brazil. 

Note: Presentation only no lesson plan or teaching materials provided. 

Art activity on the topic of race, ethnicity and identity (not strict to Afro-Latinx but can be incorporated with other lessons)