1. Mi Barrio: An Afro-Latino Community Landscape Ebenezer Concepción NEH Summer Institute 2011 Latino Identity in New York City July 29, 2011

2. Aim 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: 7 th & 8 th Grade Lesson Length: Two 50-minute classes

3. Standards 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.

4. Essential 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?

5. Lesson 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.

6. Motivation 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.

7. Columbia Heights

8. Columbia Heights (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 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.

9. Reading Text: Alvarez, J. (2004). Cuando Tía Lola vino de visita a quedarse. Yearling: New York. Excerpt from Chapter 5, p. 57 & 58.

10. Vocabulario identidad / identity cultura / culture afro-latino / Afro-Latino el barrio / neighborhood la calle / street el rótulo / signs; labels la comunidad / community maqueta / blueprint paisaje / landscape

11. Day 1 Summary/Closing Why are the street names in Columbia Heights, Washington, D.C. not Latino or African-American names? Pair share – Discuss three reasons why

12. Gathering 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.

13. Blueprint 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.

14. Learning 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.

15. Blueprint 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.

16. Day 2 Summary/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.

17. Extension 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.

18. Sources 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 13 th St NW Washington-Columbia Heights, D.C. 20011.” 28 Jul 2011.