Tools and Topics

Teaching Guides in dLOC

dLOC holds a wide range of teaching materials for K-12 and college/university-level courses that are primarily in English. Below are a sample of highlighted courses and teaching materials.

Courses & Syllabi

Puerto Rico Syllabus

Yarimar Bonilla, Marisol Lebrón, and Sarah Molinari developed “Puerto Rico Syllabus: Essential tools for critical thinking about the Puerto Rican debt crisis.”

Caribbean Syllabus

Francis Negrón-Muntaner, Mimi Sheller, and colleagues developed “Caribbean Syllabus: life and debt in the Caribbean,” an 18 unit thematic course.

Introduction to Advancing Sexuality Studies

The Caribbean Region of the International Resource Network created “Introduction to Advancing Sexuality Studies: A short course on sexuality theory and research methodologies”

Teaching Materials

Digital Collection

Hyacinth Simpson worked with Olive Senior to create an online edition of her poetry collection “Gardening in the Tropics” that includes text, audio, and author notes.

Archival Materials

Our Americas Archive Partnership is “a multi-institutional digital humanities project that aims to develop curricular models and teaching materials that embody a hemispheric approach to the study of the Americas.”

K-12 Lesson Plans

This handout includes links to prize winning K-12 lesson plans as well as a series of teaching guides produced for undergraduate teaching, primarily of Caribbean literature.

Panama Teaching Resources

Video Presentation

A recorded video of Sonja Watson’s presentation “The Politics of Race in Panama”

Afro-Antilleans in the Panama Canal Museum Collection

Margarita Vargas-Betancourt’s presentation “Finding the Silver Voice: Afro-Antilleans in the Panama Canal Museum Collection at the University of Florida”


Isabel Silver compiled a selected bibliography of digitized materials in the Panama and the Canal digital library. It also includes search items for each topic and photos for teaching

Book Lecture

Olive Senior’s lecture about her book Dying to Better Themselves: West Indians and the Building of the Panama Canal

Literature Example

Olive Senior discusses Caribbean labor mobility in her article titled “The Colon People: Part I, Jamaica the Neglected Garden”

Panama Silver Asian Gold

Course materials for “Panama Silver Asian Gold: Migration Money and the Making of the Modern Caribbean”

Blog Posts Reflection

Reflection: Molly Hamm-Rodríguez

PhD candidate in Equity, Bilinguialism and Biliteracy Molly Hamm-Rodríguez (School of Education, University of Colorado Boulder) discusses how the Caribbean Digital Humanities Institute has helped her think about how to integrate digital tools and Caribbean intellectual thought throughout her teaching, research, and professional development work with schools and educators.

My initial application to CDHI was motivated by a desire to integrate digital tools into a collaborative storytelling project with Central Florida high school teachers and Puerto Rican students who had been displaced by Hurricane María. As a graduate student, I have found that culturally and linguistically responsive teaching for bilingual students is often promoted at a level of abstraction that does not support educators in deeply engaging with the transnational intellectual traditions, social movements, and texts that could provide a more critical and compelling learning experience. For this reason, I was excited to learn about the work of dLOC in producing and sharing teaching guides and K-12 lesson plans as well as delivering teacher training to ensure that Caribbean studies would become a more prominent part of classrooms. These materials have inspired the work that I have been planning as a result of my participation in CDHI.

I will use the CDHI experience to begin developing a university-level syllabus that engages with the Caribbean to investigate key issues of language, culture, and identity in the tradition of linguistic anthropology. The course would include the exploration and application of select digital tools, such as StoryMap JS, learned through CDHI. In addition, I plan to develop an outline for a K-12 teacher professional development workshop that would center the needs of emergent bilingual students from the Caribbean. This workshop would enable teachers focusing on language and literacy development to ground their lesson planning and instruction in historically responsive content that centers a range of socio-cultural and linguistic identities connected to the Caribbean.

During the in-person institute, I was inspired by the broad range of digital humanities work (teaching, research, and service) shared by other scholars. Seeing concrete examples of digital tools in action—applied across a variety of contexts—made it more feasible for me to consider implementing the tools in my own teaching and research. During the institute, I appreciated the opportunity to think expansively about digital tools, while also learning technical details so that I walked away with both new ideas and technological skills. I have found myself paying more attention to projects that engage these digital tools in creative ways, and I am especially interested in seeking out (and creating!) examples from my fields of education, anthropology, and linguistics.

Of course, when I participated in CDHI I could not have anticipated how the covid-19 pandemic would bring me face-to-face with an exponential increase in the need to use digital tools in my teaching and research. Not only am I teaching two courses per semester online, but I am also supporting K-12 teachers who are desperate for digital resources to facilitate a positive learning experience for students of all ages and levels of technology literacy. Indeed, my own dissertation research may need to incorporate digital ethnographic methods due to travel restrictions that have significantly delayed my work in the Dominican Republic. I am grateful for the network of support in CDHI participants and facilitators, and know that I have a place to turn to help me think creatively about the role of digital tools in times of great uncertainty and ongoing precarity.

Projects and Courses

Storytelling through Oral History & Digital Timelines in a High School English Class

Dr. Erin Zavitz
(Bosque School)

We’re focusing on learning more about ordinary people’s lives and understanding how everyone has a story to tell even if it’s not one that makes it in a book.

Project Overview: Oral History

  • 10th Grade (private High School) English course project
  • Conduct an oral history interview with an individual of your choosing
  • Create an interview plan, including description of the narrator, interview location, interview technology, letter to the narrator, and questions
  • Obtain informed consent
  • Complete a video reflection in which you reflect on your experience and what you learned through the oral history interview

Outcomes & Deliverables

Students reflect on the importance of storytelling in the context of the texts they read in class, and acknowledge the importance of how we tell stories as well as how those stories get told.

In the past I have had students make their own timelines, but I’ve found that having too many people on one spreadsheet is a disaster. This time, I entered their data in Timeline JS and shared the versions with them for a peer review. . . By having them work in groups and share their work, they were more engaged with the entire process.

Project Overview: Timeline Biography

  • Group activity in which students create a timeline of William Shakespeare’s life in preparation for reading The Tempest
  • Conduct biographical research and compare important life events and their relevance
  • Data is entered in Timeline JS and reviewed by class

Outcomes & Deliverables

Students learn about Shakespeare’s life and the historical context when he lived, better understanding how he may have been influenced when writing The Tempest.


Oral History Assignment

Rationale and instructions for oral history assignment (Shared under a CC BY-NC 4.0 license.)

Shakespeare Timeline Assignment

Complete instructions for timeline assignment (Shared under a CC BY-NC 4.0 license.)

Tools & Topics: Oral History

Learn more about the oral history presentations from the 2019 institute, and find relevant resources

Projects and Courses

US Caribbean & Ethnic Florida Digital Newspaper Project

Melissa Jerome (University of Florida)

Collage of newspaper pages

Project Goals

This project was developed through a partnership between the University of Florida George A. Smathers Libraries, the University of Puerto Rico – Río Piedras library system, and University of the Virgin Islands to provide free online access to historical newspapers from the United States and territories. It is part of Chronicling America, hosted by the Library of Congress and supported by the National Endowment for the Humanities National Digital Newspaper Program.

Outcomes & Deliverables

Since 2013, over 44 titles and 270,000 pages have been made accessible online. They are available through the Florida Digital Newspaper Library, the Digital Library of the Caribbean, the Biblioteca Digital Puertorriqueña, and the Library of Congress – Chronicling America. Updates and continued initiatives are also shared on the project’s website and social media platforms.


Melissa’s presentation

Slides from the institute, with an overview of Chronicling America with links to relevant collections

Project blog

Updates and highlights

Teaching resources

Including K-12 lesson plans

Projects and Courses

Using Digital Repositories to Teach DH and Caribbean Studies

Dr. Schuyler Esprit (University of the West Indies, Antigua and Barbuda)

Project Goals

  • To develop academic methodologies that incorporate research, technology, and community work.
  • To build an internship program that gives students experience with formal DH academic research, programming and coding, and creating projects that contribute to online repositories, K-12 content, and social change in local communities.

Outcomes & Deliverables

  • Students in the Create Caribbean internship program at Dominica State College build professional skills and collaborations, and contribute to digital research projects across many disciplines.
  • A redesign of the Caribbean classroom and Caribbean Studies pedagogy.


Presentation slides

Schuyler’s slides from the 2019 institute

Create Caribbean

Create Caribbean Research Institute website

Digital projects

Developed by Create Caribbean staff and interns