Mi Barrio: An Afro-Latino

Community Landscape

Ebenezer ConcepciónNEH Summer Institute 2011

Latino Identity in New York CityJuly 29, 2011

AimAim Students will be able to create their own Afro-Latino

community landscape based on their knowledge of their own and of Latino neighborhoods in Washington, D.C.

Student Group: 7th & 8th Grade

Lesson Length: Two 50-minute classes

StandardsStandards• Cultures - Standard 2.2: Students demonstrate an

understanding of the relationship between the products and perspectives of the culture studied.

• Connections - Standard 3.1:  Students reinforce and further their knowledge of other disciplines through the foreign language.

• Comparisons - Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Essential QuestionsEssential Questions Why and how do people create

communities/neighborhoods?

What makes a community/neighborhood unique?

How does public space identify a living community/neighborhood?

If a first-time visitor were to visit your community/neighborhood what would you show them?

Lesson Warm-UpLesson Warm-Up Students will write on a piece of paper the names of

African-American communities or neighborhoods where African-Americans live in the DC area.

Students will write on a piece of paper the names of Latino communities or neighborhoods where Latinos live in the DC area.

Based on their responses, they will be placed in groups of 4, matching them as best as possible according to their African-American and Latino communities/neighborhoods.

MotivationMotivation Motivation: Who is responsible for naming street

names/landmarks? Students discuss reasons within their group.

Students will be shown a few pictures of the Columbia Heights neighborhood in Washington, D.C. and the names of its streets and landmarks.

Columbia HeightsColumbia Heights

Columbia Heights Columbia Heights (Intro)(Intro)

Students will be shown a Google Maps view of Columbia Heights, Washington, D.C. and asked what they see. http://maps.google.com/maps?q=Latino%20washington

%20dc&rls=com.microsoft:en-US&oe=utf8&um=1&hl=en&biw=1155&bih=843&ie=UTF-8&sa=N&tab=il

Students will identify street names and landmarks. A blank Google Map of Columbia Heights will be reproduced so

that students can write their own street names. They will go up one-by-one and write the names of streets and landmarks.

ReadingReading

VocabularioVocabulario

Day 1 Day 1 Summary/ClosingSummary/Closing

Why are the street names in Columbia Heights, Washington, D.C. not Latino or African-American names? Pair share – Discuss three reasons why

Gathering InformationGathering Information Students will go down to the computer lab and explore

the street names and landmarks of a Latino neighborhood. Students will choose one neighborhood. Students will become familiar with street names and

landmarks. Students will do research on at least two street names and

two landmarks. Write notes on the historical and social significance of

chosen street names and landmarks. Have images for each street and landmark.

Blueprint BrainstormBlueprint Brainstorm Students will think about and write two reasons why the

Latino community you on which you researched in Washington, D.C., such as Columbia Heights, and why the street names or landmarks do or do not reflect a Latino presence.

Students will think about why or why not the street names and landmarks in your neighborhood reflect an African-American presence.

Learning ActivityLearning Activity Students will create a blueprint, landscape sketch, and/or

Google Map of an Afro-Latino neighborhood. Include the street names and landmarks from the Latino

neighborhood on which you researched.

Blueprint GuidelinesBlueprint Guidelines Blueprint or landscape sketch should show 4-6 blocks of

your neighborhood.

Blueprint/sketch should have at least 6-8 community and commercial buildings per block, which can be repeated. They should reflect historical, social, and political, and community trends of the people in the neighborhood.

Day 2 Day 2 Summary/ClosingSummary/Closing

Students turn in their final blueprints/sketches/maps for presentation later in the week. They have to talk about the reason why they chose the

names/labels for two streets and two landmarks.

Extension ActivitiesExtension Activities Field trip to Latin American Youth Center in Columbia

Heights, Washington, D.C. Students will meet the Director of the program to learn about

the history of Latinos in Washington, D.C. during the Civil Rights Movement.

Students will partake in workshops related to Latino social and community development in Washington, D.C.

SourcesSources Images of Columbia Heights :

DMVFollowers. “Two People Murdered in Columbia Heights.” 9 Jul 2011. 28 Jul 2011 <http://dmvfollowers.com/2011/07/09/two-people-murdered-in-columbia-heights-news/>.

DC Condo Loft, Inc. “Columbia Heights.” 8 Mar 2011. 28 Jul 2011 <http://www.dccondoloft.com/wp-content/uploads/2009/11/columbia_heights.jpg>.

BlockShopperLLC. “3808 13th St NW Washington-Columbia Heights, D.C. 20011.” 28 Jul 2011 <http://www.google.com/imgres?q=columbia+heights+washington+dc&um=1&hl=en&sa=N&rls=com.microsoft:en-US&tbm=isch&tbnid=5X4AkmcQ7B9v4M:&imgrefurl=http://dc.blockshopper.com/property/28250148/3808_13th_street_nw&docid=9q_ddO2OvXJ6JM&w=200&h=150&ei=c4sxTsSNCIjYgQfIyrHxDA&zoom=1&iact=hc&vpx=926&vpy=303&dur=2593&hovh=120&hovw=160&tx=79&ty=81&page=5&tbnh=120&tbnw=160&start=91&ndsp=24&ved=1t:429,r:16,s:91&biw=1374&bih=842>.