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1. I appreciated all the attention spent on the idea that what we tend to teach as the slave trade is VERY limited in scope and that it was more of a global phenomenon and actually highly concentrated in Latin America. I think this can help all of us as teachers broaden our instruction beyond the "basic" stuff the students tend to get year after year. The tie-ins with the significance of conversion to Christianity were really useful as well and the film, Queen of Angola, illustrated what had been talked about particularly in Sessions 2 and 4 in those regards.

2. I wanted to hear more about the dynamics involved in the beginnings of the slave trade, how to discuss with students why Africans were selling Africans, etc, that were brought up in Session 7. That whole session was so much great foundational info; I know we'd need tons more time!

3. Connections to World Language Essential Standards would include primarily those involving comparing the students' culture to the target culture, making connections between the experiences of enslaved Africans in the United States and those in the Caribbean and Spanish America, as well as between enslaved Africans and enslaved indigenous peoples.

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How best to integrate these resources and perspectives into an Expedition (interdisciplinary unit of study) at the 11th grade level

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How do I connect this content to language study?

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How do I connect this content to language study?

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How to collect the best practices to introduce my students to information about the diaspora content... Can we continue to share after the conference ends?

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1.   Learning about the legacy of Transatlantic Slave Trade and European colonialism and their still impacts in Africa and Latin America was very useful to getting a frame of reference to present information. Also, understanding ethnic divisions, stratified colonial societies and systems of economic exploitation from the colonial era still leaving their mark helped me build upon my prior knowledge to start formulating ways to present this material to my middle school students.

2.   I am still very curious about the formal and informal legacies that the Transatlantic Slave Trade have left on different societies and regions.

3.   This will connect with my 6th grade curriculum of Ancient African history and with my African American history elective. I will be discussing this topic for a few weeks in my African American history elective.

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I wonder how much time should be spent teaching about the African Diaspora.

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I wonder how much time should be spent teaching about the African Diaspora.

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How can I effectively continue to break down stereotypes about Africa and people of African descent and still stay on pacing with curriculum

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How we can develop succinct, but substantive, introductory projects to help students understand the diversity of Africans prior to delving into our Transatlantic Slavery units?

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what authentic materials are available for World language teachers to use to teach these topics

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what authentic materials are available for World language teachers to use to teach these topics

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How can I connect this to world language study?

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When people have video right in front of them and still want to know "the whole story" or "what did they do to deserve this" ... how is THAT gap bridged contextually for students (and adults)? Seems like there's not enough evidence in the world for some people.

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How many primary sources should I introduce to my students to help build credibility for the narratives i'm introducing into the classroom?

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1. How to get the poetry project into my school
2. Where and how to teach this information... It is so much good information, but my mind is reeling at the moment....

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How to incorporate all of these important topics and still prepare students for the NCFE.

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1.  I thoroughly enjoyed the methodology used, the engagement of the whole group and the practical application of the Poetry Project activity and methodology used to what we can do with our students. All sessions were extremely informative.

2. Whether to integrate into (a) given theme(s) or use as a project itself and how?

3. Information from the sessions can be used in all strands depending on how they are written or integrated.

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How can we use photographs with students to change the narrative that is told?

In what ways did slaves identify themselves? How was their identity taken away?

How do we define our identities and ourselves today as compared with slaves?

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I wonder how can we get textbooks to not gloss over the 17th Century?

I wonder how we can get textbooks to stop mythmaking?

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I'm Wondering:
1. How can I utilize this content to bridge the gap between my African-American and Hispanic students?
2. How do we quickly cover the basic history of Africa to incorporate the
Transatlantic Slave Trade into American Literature of the early 1900s? (Think Great Gatsby and Of Mice and Men)

3.  How do we make correctly articulate the complicated relationship of Racism (in all its forms) and Slavery in just a semester?

4  How can I correctly incorporate Human Evolution into these concepts to further diffuse differences in the classroom?

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1.  What information was the most useful to enhance your understanding of the topic?

2.  What questions does this information generate that you can use in your classroom?

3.  What connections to the Standard Course of Study can you make? (Feel free to connect to courses other than your own.)