1. To increase students’ understanding of Latin American culture and its associated superstitions.
2. To provide students with a safe and comfortable space to discuss and evaluate different superstitions.
3. To gain an in-depth knowledge of Latin American superstitions and how they shape the culture.
-Whiteboard and markers
- Varied texts and images about Latin American superstitions (presented digitally or printed out)
- A deck of cards with Latin American superstitions printed on them
- Notebooks and pens for the students
Time and Duration: 90 minutes
Introduction (10 minutes):
The instructor should start by setting the tone and explaining why discussing superstitions is important. Ask students to recall any superstitions they already know and why they think they are held. You can also discuss some common Latin American superstitions so that students have a context.
Activity 1 (20 minutes):
In this activity, students should break up into small groups of three. Ask each group to study the texts and images provided and form an opinion about why superstitions are important in Latin American culture. After 10 minutes have elapsed ask each group to report back their opinion within a minute and give their opinion about the superstitions in the region.
Activity 2 (30 minutes):
In this activity, each student should be given a card with a superstition printed on it. Each student should then be asked to explain the superstition to the rest of the class and why it is important, as well as how it has impacted their own culture and life (30 minutes). After each student has discussed their superstition, the instructor should lead a brief discussion about how superstitions can be beneficial, as well as harmful to people’s understanding of the world and way of life.
Conclusion (20 minutes):
The instructor should lead a final discussion asking students to gather their observations and opinions about superstitions, highlighting both the beneficial and detrimental aspects. As a final project, have the students create a poster or collage that represents the superstitions discussed in the class. This should be a creative project that creates a physical representation of their discussion and understanding of superstitions in Latin American culture.
At the conclusion of the session, the instructor should give each student a short assessment asking them to evaluate the importance and implications of superstitions in Latin American culture. Additionally, students should be asked to describe the creation of their project and how it reflects our discussion.