| Body | The purpose of the activity is to expose learners to the African diaspora of the Spanish-speaking communities in their own towns. In order to engage in this exploration, novice learners of the language will search for items with African origins that are used in Spanish-speaking communities. Their goal in searching for these items is to plan for an authentic Afro-Latino party through the creation of lists of necessities for the party. The categories are food, decorations (art), entertainment, and dress. For an advanced version of this activity, click here.
Objectives:
Learners will be able to:
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Negotiate unknown meaning in a commercial app.
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Create lists in the target language of items needed to throw a party.
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Predict and verify the influence of African culture in Latino communities.
Mode(s): Presentational Writing, Interpretive Reading, Interpretive Listening
Resources: Give One, Get One Handout English / Spanish, Ingress mobile app, Ingress introductory video on YouTube, Portal Documentation Sheet English / Spanish
Procedure:
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Give learners the Give One, Get One handout and have them complete it. This handout will allow learners to predict what African influences are evident in Latin American cultures.
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After learners are done completing the handout, engage in a short (roughly five minute) discussion regarding their predictions. Given the proficiency level of learners, this discussion may need to take place in the first language. If that is the case, make sure that learners explain their line of reasoning for the words that they listed.
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Next, allow learners to engage in 30 minutes of research on the internet in which they verify their predictions on the Give One, Get One Handout. The teacher will provide some helpful steps to assist learners who may not be as familiar with technology:
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Type predictions in the search bar of web browser and find any websites/pictures/videos/etc. which show how they are African influences in Latino communities.
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Use research websites such as encyclopedias, museum websites, and Google Scholar to give factual evidence to either refute or confirm your predictions.
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Now, put the learners into groups of four or less and explain to them that they will be tasked them with planning an authentic Afro-Latino celebration. In order to plan this celebration, learners will create lists in the target language that are separated into the following categories: dress, decorations, food, and entertainment. The creation of the lists will occur in Steps 6 and 7 of this activity.
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Next, introduce learners to the Ingress app, a game that is designed in a way to familiarize players with their local communities. Allow learners to view the Ingress introductory video on YouTube, download the game, and select a faction to represent. This step should take roughly 20 minutes for large classes.
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After that, learners will go to a neighborhood in which the target language is predominantly spoken. In their assigned groups, the learners will travel from portal to portal within the game. Their goal is to defend and hack as many portals as possible, all the while tracking their progress on the Portal Documentation Sheet. As the learners defend and hack portals, they must search out items for their party that they know to be of African origin on the Portal Documentation Sheet as well. This step in the activity should take between 1-2 hours and will likely have to occur as a field trip.
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After the outing is complete, learners will regroup as a class. Together, they will discuss all of the materials that they need to find for their party and brainstorm any other materials that they think they might need. Allow the learners to work individually or in groups by using Google Shopping to search for where to buy those additional materials. Learners may also find that they wish to do some additional research regarding the origins possible materials at this time. Alternatively, the internet search could easily be conducted as the whole class with the learners directing what they wish to search for and the teacher typing into the search engine and projecting the results for students.
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Finally, have learners reflect on the limitations of what they were able to find in the community as they played Ingress. It is fine if this discussion takes place in the first language, target language, or a combination of both. Use the following discussion questions as a guide: Where did you look for your materials? Why did you look there? How difficult or easy was it to find authentic materials for the party? What did you learn about about finding materials that connect people to their ancestry? How connected to one’s homeland can that person be without the necessary material possessions?
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