Bring your idea, applications and questions Mapping Tools: How can we use mapping tools like Google Maps and Mapping Inequality to better understand ethnic neighborhoods and the legacy of redlining? How can these tools support students in visualizing spatial patterns of ethnicity and migration? Redlining’s Impact: How do we effectively teach students about the history of redlining and its lasting effects on neighborhoods? How can we help students recognize these patterns in their own cities? Engaging with Real-World Issues: Redlining and migration are still significant issues today. How can we make these topics relevant for students, helping them connect past policies to current urban inequality? Teaching Migration and Urban Issues: Considering our various teaching contexts (AP Human Geography, IB Geography, middle school), what strategies have worked in your classrooms to address migration patterns, urban inequality, and the cultural aspects of ethnic neighborhoods?
Jaela Vazquez – As an AP Human Geography teacher at Coral Reef Senior High School in Miami, Florida, she brings over 20 years of experience, including 13 years in AP Human Geography. An AP Reader and member of the AP Human Geography Test Development Committee, she is committed to advancing geography education. As an AGS Teacher Fellow and professional development leader in Miami-Dade County, she supports teachers in delivering innovative curriculum.In her classroom, geography comes alive through real-world projects like mapping urban heat islands, fieldwork on gentrification, and managing initiatives such as Cuda Closet and a school pantry in a food desert. These hands-on experiences make geography relevant, encouraging students to think critically and engage with their community.
