# data[].attributes.body
Leído por Jaime Camil (Español)

# data[].attributes.attachment_link.title
'¡Los Zombis No Comen Verduras!' Leído por Jaime Camil

# data[].attributes.body
Storytime Online Read aloud with Jaime Camil (English)

# data[].attributes.attachment_link.title
'Zombies Don't Eat Veggies!' read by Jaime Camil

# data[].attributes.body
Read aloud in Spanish with author/illustrator Yuyi Morales

# data[].attributes.attachment_link.title
Soñadores | Lectura en voz alta con autora Yuyi Morales | Lecturas con Child Aid

# data[].attributes.headline
La Mega 96.3 LA's Latin Mix Radio Station 

# data[].attributes.subject
La Mega 96.3 LA's Latin Mix Radio Station 

# data[].attributes.body
Listen to some great new hits and Latin artists on Mega 96.3 radio online.

# data[].attributes.attachment_link.readable_text
Description:

La Mega LA 96.3 FM - Escucha La Mega LA, la estación de radio líder en español en Los Ángeles. En vivo ahora en el 96.3 FM.

Contact:

10281 West Pico Blvd. Los Angeles, Calfornia 90064 310-229-3200

# data[].attributes.attachment_link.title
Listen to Sandra Peña on La Mega 96.3 on TuneIn

# data[].attributes.attachment_link.description
Description: La Mega LA 96.3 FM - Escucha La Mega LA, la estación de radio líder en español en Los Ángeles. En vivo ahora en el 96.3 FM. Contact: 10281 West Pico Blvd. Los Angeles, Calfornia 90064 310-229-3200

# data[].attributes.headline
José Mariano Hernández - First Hispanic Member of Congress 

# data[].attributes.subject
José Mariano Hernández - First Hispanic Member of Congress 

# data[].attributes.body
José  Hernández, the first Hispanic Member of Congress and the first Territorial Delegate to represent Florida, bridged his state’s cultural and governmental transition from Spanish colony to U.S. territory. Hernández fought first for Spain and later for the United States. Read more about his complex life and career in the link below!

# data[].attributes.attachment_link.readable_text
Joseph Hernández, the first Hispanic Member of Congress and the first Territorial Delegate to represent Florida, bridged his state's cultural and governmental transition from Spanish colony to U.S. territory. Hernández fought first for Spain and later for the United States; he also earned-and lost-a fortune that included three plantations and numerous slaves. His complex life and career as a slave-owning, Indian-fighting politician cut from Jacksonian cloth embodied conflicting attitudes toward statehood, representation, and territorial conquest. Though brief, his service to the territory set an effective precedent, prompting the Washington City Gazette to declare, a "compliment is due to the zeal and industry of the honourable delegate from Florida, who during the session, appeared at all times attentive to the objects connected with the prosperity of his constituents and the interests of the Territory." ¹

José Mariano Hernández was born on May 26, 1788, in St. Augustine, Spanish Florida. He was the third of 10 children and the first son of Martín Hernández, Jr., and Dorotea Gomila, immigrants from the island of Minorca. The Hernándezes settled in St. Augustine in 1784, living in the northern section of the city, dubbed the Minorcan Quarter. Local residents earned their livelihoods by farming, fishing, and making handcrafts. Although the Hernándezes were not among St. Augustine's elite families, Martín Hernández was a skilled laborer and a slave owner, indicating that the family had some wealth. José Hernández attended local schools run by Catholic priests and worked with his father in carpentry. As an adolescent, he was educated in Savannah, Georgia, and Havana, Cuba. He returned to East Florida in 1811 after studying law, most likely in Cuba. ²

During the Second Spanish Period (1783-1821), Spain regained territory lost to the British in the Seven Years' War (1756-1763). At that time, the Florida peninsula was divided between East and West Florida. ³ One historian describes Spanish East Florida as a "province virtually devoid of people, a place rich in land but poor in inhabitants." By 1811 the population numbered barely 4,000. St. Augustine and Fernandina, both coastal ports, were its only urban centers. The remainder of East Florida was "a scattering of forts, cotton and rice plantations, citrus groves, farms, cattle-ranching operations, sawmills, and lumber camps." Many of the colonial properties were nestled along the St. Marys, Nassau, and St. Johns Rivers. The area's major landmarks were military installations that guarded important routes on the rivers. East Florida society was a "small, somewhat self-contained world, one in which Spanish officials had to carefully balance Crown prerogatives against local needs and ... defend Spanish interests with limited resources. Political life revolved entirely around the governor in his dealings with various factions of settlers." As a result of East Florida's physical isolation, small tax base, and limited funding from the Spanish government, local officials sought regional trade opportunities. In the 1790s, East Florida increased its trade with neighbors such as Mexico, Cuba, and the United States. However, territorial ambitions, economic competition, and distinct cultural differences between East Florida and its northern neighbors in Georgia and the Mississippi Territory poisoned their relations and plunged the region into armed conflict. In 1790 the king of Spain spurred increased settlement-and possible conflicts-by offering homestead grants to U.S. citizens.

A variety of factors stirred tensions between the settlers in Georgia and those in Florida. Economic competition played a major role. Both groups of settlers jockeyed for influence with the Florida Indians, who controlled lucrative trade markets and were potentially a significant force in an armed conflict. Also, much of the commerce in the Southern United States was based on access to rivers, many of which emptied into the Gulf of Mexico through the Floridas. Furthermore, control of the Floridas was a security issue because foreign powers could encroach into the Deep South by using the Florida route. Cultural conflicts deriving from differences in religious background (U.S. Protestants vs. Spanish Catholics) and great-power alliance (Spain was an ally of Great Britain, and memories of the American Revolution were still fresh) further divided the two groups. But their attitudes toward slavery drove the largest wedge between them. First, many of the conflicts regarding slavery developed from the differences between the black-white framework of Anglo-American jurisprudence and the more permeable three-race structure of Hispanic societies. Second, U.S. slaveholders were aware that Florida was a close haven for fugitive slaves, who could blend into Spanish or Seminole communities with relative ease. Third, the use of armed black soldiers in the Florida militia alarmed U.S. slaveholders, who feared possible slave revolts. Underlying all this was the lack of a clear governing authority, which encouraged violent acts of retribution. After 1790, neither the U.S. nor the Spanish authorities could effectively control border conflicts. ⁴

For the next two decades, U.S. encroachment into East Florida, though sporadic, was sanctioned by two presidential administrations. President Thomas Jefferson and his Secretary of State, James Madison, sought to expand U.S. territory to the south and west of the original 13 colonies. Both men particularly coveted the Louisiana territory and the Floridas. After the Louisiana Purchase in 1803, Jefferson and Madison pressured Spain to cede the Floridas through a combination of economic inducement, military force, and slow advancement by U.S. settlers. ⁵

The outbreak of what is known as the Patriot War developed out of U.S. settlers' resentment toward the Spanish government and their wanton desire to annex the territory for the United States. In March 1812, a group of self-proclaimed "Patriots" led by U.S. general George Mathews occupied the town of Fernandina and laid siege to St. Augustine. They declared victory in July 1812. The Madison administration supported the Patriots as a low-risk effort to foment instability in East Florida that could be used as a pretext for seizing new land and stopping British incursion into the region. However, when President Madison later withdrew his support, the initiative became a bloody, destructive war that lasted two more years. After returning to Florida, Hernández volunteered to join the Spanish military to defend the territory against U.S. expansionists. ⁶

In February 1814, Hernández married Ana Hill Williams, a wealthy widow who lived in St. Augustine. Ana had at least nine children from her first marriage, including Guillermo, José Mariano Tomas, Eliza Ana, José Sam Gil, Juan Theofilio, Ana Teresa, Martín, Dorotea, and Louisa. Ana owned properties-among them, a 3,200-acre sugar cane plantation called Orange Grove-that allowed Hernández to become a prominent planter. Hernández also acquired a number of profitable land grants during the Patriot War.

In 1817 the First Seminole War erupted in the West Florida province. In January 1818 Andrew Jackson led a force of 4,800 men into the Spanish Floridas, seizing a fort and destroying Seminole settlements along the way. The campaign concluded in May 1818 with the formal cession of West Florida to the United States. Secretary of State John Quincy Adams and Spanish Ambassador Luis de Onís negotiated and signed a treaty of cession on February 22, 1819. After two years of diplomatic wrangling, the treaty was approved by the Senate on February 22, 1821. Although Hernández's role in the war remains ambiguous, it is clear that he benefited from the conflict by receiving more land grants from the Spanish government. ⁷ Ultimately, with the land that he purchased or inherited by marriage and the massive holdings he received as service grants from the Spanish crown, Hernández controlled 25,670 acres at the time of the U.S. annexation. ⁸

Rather than fleeing with other Spanish settlers to Cuba, Mexico, or Texas, Hernández chose to stay and work with the new regime, changing his name from José Mariano to Joseph Marion. Hernández became friendly with the territory's first civil governor, William Pope DuVal, a Jeffersonian Republican, a former Representative from Kentucky, and an ally of Andrew Jackson's. In April of 1822, DuVal submitted the names of Hernández and seven others as delegates to Florida's first legislative council. Hernández was also nominated to the brigadier generalship of the East Florida militia. The Florida legislative council selected Hernández to serve as Territorial Delegate, a decision that was confirmed by a three-day election (September 30 to October 2, 1822) in which Hernández faced no opposition. ⁹

Hernández was sworn into the House on January 3, 1823. ¹⁰ As a Hispanic Catholic Representative in a Congress that was predominantly Anglo-American and Protestant, Hernández was entering uncharted territory. But Hernández was well qualified to usher in Florida's transition from Spanish to U.S. rule: He was bilingual, an established planter, and a well-known soldier who had fought in two major wars that determined Florida's territorial status. However, his legislative role was circumscribed, largely because of institutional restrictions on the powers of a Territorial Delegate. At the time, Territorial Delegates were prohibited from serving on standing House committees; thus, Hernández did not hold a committee assignment during his brief tenure. ¹¹

During Hernández's time in Congress, the finalization of Florida annexation by the United States involved two controversial issues, access to owning land or validating land deeds and the removal of Seminoles from the territory. ¹² These overarching priorities shaped Hernández's four-pronged legislative agenda as Delegate: verifying the status of land grants as a result of their transition from Spanish to Anglo-American jurisprudence; advocating for infrastructural improvements; assisting Florida with its recovery from recent wars; and fostering relations among U.S. settlers and the remaining Spanish elites, Indians, and territorial authorities.

Hernández's first objective was to facilitate the verification of land claims from the Spanish government to the U.S. government. This was a personal issue as much as a diplomatic matter, given his extensive land holdings. On January 20, 1823, Hernández submitted a bill asking the House Committee on Public Lands to award "public lots and houses within the city of Pensacola" to the city instead of to the U.S. government. The next day, in a letter to Secretary of State John Quincy Adams, Hernández noted, "[It] is to be regreted Sir, that in a Territory so recently obtained from a forign Nation, whose Inhabitants are yet unacquainted with the System & Laws of Our Government, Should have had instances of ... open Controvercy between its public functionaries" regarding these land claims. Hernández included a memorial from the St. Augustine city council and his own resolution. He asked Adams to "lay the enclosed papers before the President [Monroe], in order ... to prevent ... interference with the said property" until Congress rendered a decision. ¹³ On February 17, upon hearing that the Senate would reject the bill, Hernández appealed to Vice President Daniel D. Tompkins of New York to submit a bill creating an additional board of commissioners to settle the land claims. ¹⁴

On behalf of the residents of St. Augustine, Hernández submitted a petition that lobbied for the separation of East and West Florida, outlining a plan for "a separate board of commissioners ... to ascertain titles and claims to land" in East Florida and to permit settlement on public land. ¹⁵ The petition also requested that the "aid of Congress may be extended" toward building and maintaining transportation infrastructure and asked Congress to prohibit U.S. soldiers from voting for Territorial Delegates. The House sent the petition to five committees, each of which had jurisdiction over specific complaints. ¹⁶ Hernández also submitted a petition that called for a revision to the "assessment of taxes and the establishment of county courts." ¹⁷ In February 1823, Hernández objected to a bill that proposed forming a single board of commissioners; he argued that two boards were required because the dispensation of land grants in East Florida differed from that in West Florida. A new law (3 Stat. 754-756) resolved the issues regarding land claims and the formation of a board of commissioners described by Hernández in his legislation. ¹⁸

Federal support for capital improvement projects such as roads, bridges, and canals was another priority. Hernández sought the construction of a 380-mile road between St. Augustine and Pensacola, Florida's two largest settlements. A contemporary observed, "The best practicable track is about seven hundred miles, through an unsettled and savage wilderness, which is travelled with great hazard and difficulty." ¹⁹ Hernández also lobbied for new roads south of St. Augustine to facilitate the economic development of East Florida. In February 1823, Hernández submitted H.R. 275, which called for congressional funding for these routes, noting in a memorandum that a portion of the Pensacola-St. Augustine road "was originally opened by the British Government" during its occupation of the Floridas. After consideration by the Committee on Public Lands, a bill appropriating $15,000 for the project was passed by the House. On March 1, the bill was taken up by the Senate, where it was ordered to lie on the table but was not acted upon before the 17th Congress closed on March 3. ²⁰ Hernández did not give up. In a March 11, 1823, letter to Secretary of War John C. Calhoun of South Carolina, Hernández insisted that a major roadway would benefit the military and the territorial government. He also believed it would facilitate the construction of a capital city and make Florida an attractive candidate for statehood. ²¹

Hernández was a diplomatist as well as a legislator, promoting resolutions to conflicts with American Indians and seeking to smooth the transition from Spanish to U.S. rule. In the first decades of the 19th century, relations between Anglos and Indians often involved the imposition of racial separation. Although Hernández had interacted with Indians during his youth and adulthood, he conformed to the separatist practices of U.S. settlers. He encouraged the James Monroe administration to negotiate a treaty that would gather the Seminoles in one location and outline their relationship with the U.S. government. The resultant Treaty of Moultrie Creek, ratified in December 1823, compelled all Indians in Florida to move to a four-million-acre reservation with defined boundaries. ²²

When Hernández's term ended in March 1823, he prepared to run for a second term. A local newspaper endorsed his candidacy, stating, "In the faithful execution of the various and important trusts committed to him ... his good sense and information on every subject connected with the interests and prosperity of this territory have inspired confidence and esteem in the Administration ... and gained for Florida many warm and valuable friends on the floor of Congress." ²³ Three opponents challenged the incumbent in the June 1823 election: Alexander Hamilton of St. Augustine and Farquar Bethune of Fernandina, both from East Florida; and Richard Keith Call, a Jackson acolyte who served on the territorial legislative council, from West Florida. According to one scholar, "Politics in Florida were largely of a personal nature as certain men of wealth and education became the natural leaders of political life on the frontier." In sum, voters were predisposed to support political candidates because of regional ties rather than party loyalties. ²⁴ The candidates from East Florida split the vote three ways: Hernández garnered 252 votes to Hamilton's 249 and Bethune's 36. Call ran unopposed in West Florida, capitalizing on his service as the region's brigadier general of the militia, and with 496 votes he won a seat in the 18th Congress (1823-1825). Hernández's political career shifted to territorial politics with his appointment by President James Monroe to the territorial legislative council at the suggestion of Territorial Delegate Call. President John Quincy Adams renewed Hernández's appointment in 1825. ²⁵

Hernández ran for Delegate in 1825 against Joseph M. White, a Kentucky lawyer and politician who lived in Pensacola, and James Gadsden, a territorial council member who would eventually become known for negotiating the purchase of a portion of southern Arizona and New Mexico in 1853. ²⁶ A laudatory editorial in the East Florida Herald reminded readers of Hernández's service in the House. Describing Hernández's efforts to secure passage of H.R. 275 and his facilitation of the Treaty of Moultrie Creek, the editor wrote, "We cannot but admit, that if talent or zeal deserve reward; if useful services call for some gratitude and acknowledgement ... the claims of Gen. Hernández are paramount to those of every other candidate." ²⁷ A rebuttal stressed White's superior qualifications and suggested that having a Hispanic Delegate would be a liability for Florida. While no one would deny Hernández credit for his previous service, the writer argued, White was "better acquainted with our language, the organization of our political institutions, and the mode of transacting business in the councils of the nation." Hernández was almost left off the ballot. Announcing his candidacy in a public letter to local electors, he wrote that hearing rumors "I had withdrawn my name; I deem it a duty, that I owe to the public and my friends ... to put an end to any uncertainty, that may prevail on this subject." ²⁸ In the general election, White prevailed with 742 votes, Gadsden placed second with 460 votes, and Hernández trailed with 362 votes. ²⁹

During the 1820s, Hernández established himself as a major territorial planter, producing some of Florida's biggest cash crops, including sugar cane and cotton. Contemporary publications noted the outstanding productivity of the Mala Compra and St. Joseph Plantations. However, Hernández's sugar cane and cotton crops required him to use between 60 and 150 slaves to run three massive plantations. Despite his agricultural success, Hernández was forced to sell large tracts of land during the mid-1820s to retire debts and make mortgage payments. In 1835 he borrowed money and used his estates as collateral to remain solvent. ³⁰

By this time, relations between white settlers and the Seminoles had deteriorated almost to the point of open conflict. Territorial authorities believed Indian removal policies that had been adopted in other parts of the Southeast would also work for Florida, and white settlers wanted to permanently eliminate Indian enclaves for fugitive slaves. Like other slave owners, Hernández was concerned about havens for fugitive slaves and about the possibility of armed rebellion by escaped slaves and the Seminoles. In response to the unrest, President Andrew Jackson sent a 700-man regular army force to coordinate the defense of East Florida. By late December 1835, black and Seminole insurgents had destroyed a half-dozen plantations in the St. Augustine area. A number of other devastating attacks in the region signaled the start of the Second Seminole War. ³¹

Hernández returned to the battlefield in the Second Seminole War (1835-1842). According to his most recent biographer, he "was incredibly influential in shaping the course of ... the conflict" as the senior commander of the East Florida militia. He was responsible for ensuring the safety of civilians in East Florida and for protecting its complex of plantations, including his own. Hernández managed the defenses of the region with limited manpower in a territory that covered all of modern-day Florida except the Panhandle. Hernández contended with the militia, which was reluctant to fight away from home and with recalcitrant army regulars, who refused to follow his orders. After the arrival of reinforcements in March 1836 and a new field commander, Hernández played a significant role in the conflict, but was not the senior field commander. Throughout 1836, he helped recover slaves and prevented them from fleeing toward enemy lines. ³²

The war brought Hernández financial and political misfortune. In early 1836, the Seminoles attacked and destroyed 16 plantations in East Florida, among them Hernández's St. Joseph sugar cane operation. Compounding this loss, the U.S. Army requisitioned the Mala Compra Plantation. Mala Compra's use as a hospital, field headquarters, and supply depot, along with its abuse by soldiers, all but destroyed Hernández's home. Moreover, his workforce was greatly diminished. The war also brought Hernández unwanted national recognition. An informer led Hernández, two mounted companies of militia, and three companies of regular troops to a secluded camp of escaped slaves and Seminoles. Hernández's group captured dozens of enemy combatants, including a prominent leader who had organized the destruction of Hernández's St. Joseph plantation. In October 1837 he facilitated a meeting between U.S. forces and a group of prominent Seminole leaders that included Osceola. ³³ Osceola's party arrived under a flag of truce but with no indication that they were willing to surrender. However, Hernández's commander, General Thomas Sidney Jesup, ordered Hernández to capture the men. Following orders, Hernández's 250-soldier contingent captured Osceola and 79 Seminoles. Within Florida, Hernández and Jesup were hailed as heroes, but nationally, Jesup's decision to ignore the truce was criticized by the press. Although Hernández escaped censure, his association with the incident tarnished his political prospects. For the remainder of 1837, Hernández participated in expeditionary campaigns against Seminole insurgents in central and South Florida. In January 1838, he asked to be relieved from duty because of the war's toll on his personal fortunes. The Seminole War dragged on for four more years. ³⁴

Hernández attempted to revive his political career by running for the U.S. Senate. In the early 1840s, as Florida became more partisan with the Whig-Democrat divide, Hernández joined the Nucleus, a faction of conservative elites drawn from the ranks of planters, businessmen, and merchants. Like his counterparts, Hernández opposed single statehood for Florida; instead, he advocated for two states, East Florida and West Florida. His main competitor was David Levy, a Whig who tirelessly promoted the one-state concept. In July 1845, several months after Florida was admitted to the Union, Hernández, Levy, James D. Westcott, and Jackson Morton ran for Florida's two U.S. Senate seats. A majority of the Florida senate chose Levy and Westcott, who won handily with 41 votes each; Hernández and Morton received 16 votes each. ³⁵

Though his dreams of national office had ended, Hernández remained active in local politics, serving as mayor of St. Augustine in 1848. He eventually left Florida to reside in Matanzas, Cuba, in his later years and died on June 8, 1857. ³⁶

View Record in the Biographical Directory of the U.S. Congress

# data[].attributes.attachment_link.title
HERNÁNDEZ, Joseph Marion | US House of Representatives: History, Art & Archives

# data[].attributes.attachment_link.description
Joseph Hernández, the first Hispanic Member of Congress and the first Territorial Delegate to represent Florida, bridged his state's cultural and governmental transition from Spanish colony to U.S. territory. Hernández fought first for Spain and later for the United States; he also earned-and lost-a fortune that included three plantations and numerous slaves.

# data[].attributes.body
Dr. José Celso Barbosa Alcala (July 27, 1857 – September 21, 1921) was a Puerto Rican physician, sociologist and political leader. Known as the father of the Statehood for Puerto Rico movement, Barbosa was the first Puerto Rican, and one of the first persons of African descent to earn a medical degree in the United States.

After his return to the island in 1880, Barbosa made many contributions to medicine and public health. He initiated an early form of health insurance, encouraging employers to pay a fee to cover future needs of their employees. In 1900 Barbosa was among the first five Puerto Rican leaders appointed to the Executive Cabinet under Governor Charles H. Allen, in the first civilian government organized by the United States. He served in the Cabinet until 1917. From 1917–1921, Barbosa served in the first elected Puerto Rican Senate.

# data[].attributes.headline
Octaviano Larrazolo - First Hispanic Senator of the United States

# data[].attributes.subject
Octaviano Larrazolo - First Hispanic Senator of the United States

# data[].attributes.body
In 1928 Octaviano A. Larrazolo, a free-thinking Republican lawyer from New Mexico who immigrated to the United States as a boy, was elected the first Hispanic Senator in U.S. history. A champion of equal opportunity who was known throughout the state as the “silver-tongued orator”—a reference to his eloquent rhetoric in Spanish and English—Larrazolo built a political career around his persistent defense of Hispanic civil rights. He managed to transcend New Mexico’s machine politics, and though he made enemies in both parties, he was “the great champion of the Spanish-American people, always uncompromising in his concern for their welfare.… He was their acknowledged spokesman,” said his fellow New Mexican Senator Sam Bratton.

Read more about his life in the link below!

# data[].attributes.attachment_link.readable_text
In 1928 Octaviano A. Larrazolo, a free-thinking Republican lawyer from New Mexico who immigrated to the United States as a boy, was elected the first Hispanic Senator in U.S. history. A champion of equal opportunity who was known throughout the state as the "silver-tongued orator"-a reference to his eloquent rhetoric in Spanish and English-Larrazolo built a political career around his persistent defense of Hispanic civil rights. He managed to transcend New Mexico's machine politics, and though he made enemies in both parties, he was "the great champion of the Spanish-American people, always uncompromising in his concern for their welfare.... He was their acknowledged spokesman," said his fellow New Mexican Senator Sam Bratton. ¹

Octaviano Ambrosio Larrazolo was born on December 7, 1859, to Octaviano Larrazolo, an affluent landowner, and Donaciana Larrazolo in El Valle de Allende, Chihuahua, Mexico. ² Larrazolo grew up in relative comfort and was taught to read and write while he was young. He later attended school in town but withdrew after being beaten by his teacher. ³ His situation changed rapidly during the mid-1860s when the Larrazolo family was left destitute after supporting Benito Juárez's revolt against the French occupation of Mexico. In 1863 French troops ransacked the Larrazolos' home after forcing the family to give them quarter. ⁴

In late November 1870, as his family struggled with insolvency, Larrazolo left home to attend school in the United States under the care of John B. Salpointe, a Catholic bishop. ⁵ For the next five years, Larrazolo attended private schools in Tucson, Arizona, and Las Cruces, New Mexico. After completing his primary studies in 1875, Larrazolo enrolled at St. Michael's College in Santa Fe, New Mexico. ⁶ A year later, he left St. Michael's and returned to Tucson, where he worked odd jobs, selling shoes and teaching classes. ⁷ Unsure about his future, he briefly considered joining the priesthood before he accepted a teaching position in San Elizario, Texas. ⁸ Fluent in English and Spanish, Larrazolo taught during the day and studied law at night. In preparation for a legal career, Larrazolo became a U.S. citizen on December 11, 1884, and registered with Texas' Democratic Party. In 1885 he was appointed clerk of the U.S. District and Circuit Courts for the Western District of Texas. ⁹ He married Rosalia Cobos in 1881, and they had two sons, Juan Bautista and José Maria, and a daughter, Rosalia. His wife died in 1891, the day after their daughter was born, and the following year Larrazolo married María Garcia, with whom he had nine children: Octaviano Ambrosio, Josefina, Carlos G., Luis Fernando, Heliodoro A., Maria, Justiniano Santiago, Pablo Frederico, and Rafael E. ¹⁰

Larrazolo began his political career in the winter of 1886, winning the clerkship of El Paso's district court. He was re-elected in 1888 and admitted to the Texas bar the same year. Larrazolo was elected district attorney for Texas' 34th Judicial District in El Paso in 1890 and again in 1892. ¹¹ After his second term, Larrazolo moved to New Mexico and opened a law office in Las Vegas, where he quickly became enmeshed in Democratic politics and earned a reputation as a captivating speaker.

In 1900, 1906, and 1908, Larrazolo ran unsuccessfully for the office of Territorial Delegate to the U.S. Congress. As a Democrat, Larrazolo faced an uphill struggle from the start because New Mexico's majority-Hispanic population leaned Republican. Moreover, he ran for office as New Mexico's political structure underwent a fundamental change.

As a Hispanic Democrat, Larrazolo was a minority member of the state's minority party, and as the new, predominantly Anglo-Democratic population grew, it became more resistant to the ambitions of Hispanic politicians. Despite receiving little support from his own party's base in east New Mexico, Larrazolo nearly won the elections of 1906 and 1908 because he managed to court Hispanic Republicans in the central and western parts of the state. ¹² "The election would have been won if the eastern Democratic counties had but given the head of the ticket the same support they gave the balance of the ticket," a frustrated Larrazolo told the Democratic Territorial Central Committee. ¹³ Tensions peaked in 1910 when Democrats refused to send Hispanic delegates to New Mexico's constitutional convention and ultimately opposed provisions that guaranteed Spanish speakers their civil rights. ¹⁴

Chastened by his experiences, and unwilling to associate with "a party whose principle of 'equal rights to all'" was "but a shining platitude," Larrazolo broke with New Mexico's Democrats in 1911. ¹⁵ In many respects it was a difficult decision, since the Republicans offered few alternatives. Throughout the 1900s, Larrazolo's relationship with the Republican Party had been notably confrontational, and while Anglo-Democrats shunned him, the GOP repeatedly mocked him and accused him of race-baiting. ¹⁶ Republican newspapers criticized Larrazolo and his supporters for "working the race prejudice racket for all they are worth," and claimed that Larrazolo had "appealed to race hatred in the Spanish-speaking sections of the Territory." ¹⁷ As late as 1908, the Santa Fe New Mexican accused Larrazolo of "posing as a high-toned decendant [ sic] of the kings of Spain and as a noble Spaniard of the bluest blood, although he was born in Chihuahua, Mexico in what the New Mexican is informed, is an Indian settlement." ¹⁸

Abandoned by Democrats and a perennial target for Republicans, Larrazolo began to set his own course. In 1910, as he stumped in favor of New Mexico's constitution, Larrazolo attacked the machine politics that he felt were exploiting Hispanic voters across the state. "I do not believe that it is the duty of a citizen to surrender his conscience to any man or any set of men, or to any party of any name," he said. ¹⁹ "If it is true that there are bosses over you and you are not free," he told his listeners, "you ... have allowed yourselves to be controlled by other men but you will be controlled by bosses only as long as you permit the yoke to rest on you." Larrazolo asked if New Mexico would approve a constitution guaranteeing civil protections, or whether Hispanic New Mexicans would essentially "remain in slavery." Larrazolo seemed to sense that New Mexico was dangerously close to following the lead of the American South, where Jim Crow laws had systematically stripped African Americans of their rights in the half-century since congressional Reconstruction. "Every native citizen must unite in supporting this constitution because it secures to you people of New Mexico your rights-every one of them; the rights also of your children and in such a manner that they can never be taken away," he continued. It was imperative that Hispanics support the constitution, he told them, "if you want to acquire your freedom and transmit this sacred heritage in the land hallowed by the blood of your forefathers who fought to protect it." "Do not wait until you are put in the position of Arizona which in two years will be able to disfranchise every Spanish speaking citizen." ²⁰ Larrazolo feared that without voting rights, Hispanic landowners would be forced to sell out to the railroad. ²¹

His speech in 1910 was a milestone. Larrazolo had forced both parties to acknowledge the concerns of Hispanic New Mexicans, and in doing so he became the most vocal leader of his generation. A year later, still attacking New Mexico's political system, Larrazolo said he had registered as a Republican so that he could "administer equal rights to all." Addressing a group of Hispanic Republicans, Larrazolo said, "I have not come to you to ask you to wage war, my friends who are descendants of the noble conquistadores, with the Anglo-Saxon race," because whether they liked it or not New Mexico needed the Anglos' capital investments. ²²

Having been cast by both parties as a race agitator, Larrazolo remained nonetheless a powerful influence in state politics. Many Republicans blamed him for the numerous Democratic victories in the first election after New Mexico attained statehood. Though neither Anglo-Democrats nor Anglo-Republicans, nor even moderate Hispanics, liked what he said about "slavery," "bosses," "freedom," "war," and their "sacred heritage," they could not ignore him. Larrazolo had wide name recognition, spoke eloquently, and was not afraid to break with his party to protect Hispanic civil rights. ²³ Though a registered Republican, he campaigned for Hispanic candidates of both parties, among them his close friend Democrat Ezequiel C. de Baca, who became governor in 1916. ²⁴

Two years later, in 1918, New Mexican Republicans nominated Larrazolo for governor. Democrats had already selected their own Hispanic candidate, Felix García. Despite Larrazolo's reputation as a political liability, Republican leaders hoped he would draw votes both from older Anglo conservatives and Hispanic voters. Accepting his party's nod during World War I, Larrazolo challenged the GOP to exert the strong leadership it had shown during the Civil War. "The Republican party is the only one which knows the science of making men free," he said. "It made this union free. Why is it not the party in conjunction with the allies in these later days to be entrusted with the task of making the whole world free?" ²⁵

Though Larrazolo touted the Republican Party's "noble heritage," he struggled to clarify his own past, and his reputation for generating controversy gave many voters pause. ²⁶ Factionalism and personal rivalries continued to divide Hispanic voters, and some worried that Larrazolo's bold approach would undermine his earlier accomplishments. Anglos, too, were skeptical, and to allay fears that he would favor Hispanic interests over New Mexican interests, Larrazolo declared, "I shall put into practice the principles that I have defended and on account of which undoubtedly I have made many enemies. Those principles are: 'Equal rights and privileges for all citizens of New Mexico without regard to ancestry.'" ²⁷ Amid a crippling drought and a statewide outbreak of the flu, Larrazolo won by a scant 1,319 votes. ²⁸

Larrazolo's ambitious agenda as governor (1919 to 1921) was alternately supported and attacked by Republicans. Larrazolo appealed to the federal government for drought relief, created a department of public health, and as a pioneer in the idea of public domain, urged the national administration to cede unused federal lands to the states. For his efforts he was named president of the League of Public Lands. ²⁹ In 1919 Larrazolo declared martial law to quell a strike by coal miners in McKinley and Colfax Counties, and with a majority-Republican legislature, passed measures that restricted child labor, mandated regular school attendance, raised schoolteachers' salaries, and ensured that bilingual instruction was available in New Mexico's schools. But Larrazolo had an independent streak during a period in New Mexican politics when independent minds were scorned, and he had spent his formative years as a Democrat. He backed the passage of the 19th Amendment, and unlike the state and national legislatures, supported President Woodrow Wilson's call for a League of Nations. He was derided nationally after he pardoned Mexican troops accused of killing American citizens during Pancho Villa's raid, prompting the Chicago Daily Tribune to observe, "New Mexico seems to have been reclaimed by Mexico ... without even taking the trouble to secede." ³⁰ But it was his decision to pass income tax legislation that finally alienated his party at home. Business owners and miners threatened lawsuits, and the Republican legislature, led by old guard conservatives, repealed the measure. But Larrazolo vetoed the repeal, at great political cost, and the income tax remained. ³¹ As his term ended, Republican dissenters vowed, "No more Old Mexico in New Mexico." ³²

Though Larrazolo was not renominated for governor, he was not away from politics for long. ³³ He moved back to El Paso and opened a law office, but returned to New Mexico two years later. Despite his chronic asthma, Larrazolo spoke throughout the state, and in 1923 he was nominated by the state legislature for the governorship of Puerto Rico. Although President Harding appointed another candidate, Larrazolo used his renewed popularity as a springboard back into public service. He lost election to a seat on the state supreme court in 1924, but was elected to the state house of representatives from Bernalillo County in 1927. ³⁴ As a state legislator, Larrazolo addressed some of the same concerns he did as governor, chief among them state land ownership and land reclamation. ³⁵

Shortly after Larrazolo won re-election to New Mexico's house of representatives in 1928, Democratic U.S. Senator Andrieus A. Jones died. Republican Bronson M. Cutting, who had been appointed to Jones's seat, asked Larrazolo to run for the unexpired term set to end six months later on March 4, 1929. The Republican Party ran Larrazolo for the unexpired term and Cutting for the full term. By the time Larrazolo reluctantly accepted his party's nomination in September 1928, the unexpired term was nearly complete. In a final, lasting attack on New Mexico's political arrangement, he demanded at the nominating convention that the 1928 Republican ticket be split evenly between Anglo and Hispanic candidates. ³⁶ Larrazolo's stance troubled some Pecos Valley Republicans, but older party stalwarts noted that he had advocated for split tickets as early as 1911, and that his nomination passed because he had long been "an outstanding champion of the native people." ³⁷ Larrazolo promised he would work in Washington "to keep respected the name and reputation of the Spanish-American people," and New Mexico's Republican press rallied behind him. ³⁸ Larrazolo won the Senate race that year with nearly 56 percent of the vote, becoming the first Hispanic Senator. The Los Angeles Times, which had once charged Larrazolo with race-baiting, believed he would make a fitting ambassador to Mexico once his term ended. ³⁹ But Larrazolo's doctors cautioned him against moving to Washington since he was 69 and in poor health.

Larrazolo presented his credentials and was sworn into office on December 7, 1928, but his arrival in Washington garnered little national attention. The Washington Post commented only that his election was "a striking illustration of the melting pot" before noting that Larrazolo had violated the rules of decorum and shocked fellow Senators by lighting a cigarette on the chamber floor. ⁴⁰ The Mexican Senate, on the other hand, proud that a native son had climbed to the heights of American politics, wired Larrazolo a message with its "greetings and best wishes," which a Senate clerk read on the floor. ⁴¹

In keeping with his legislative interests, Larrazolo was appointed to the Agriculture and Forestry, Public Lands and Surveys, and Territories and Insular Possessions Committees, but shortly into his tenure he came down with the flu. ⁴² Having missed votes because of his illness, he went home over the winter recess. Returning to Washington shortly after the beginning of the new year, Larrazolo introduced S. 5374 "to provide for a military and industrial school for boys and girls in the State of New Mexico." ⁴³ It would be his only legislative action. Ten days later, on January 25, a gravely ill Larrazolo returned to New Mexico for good. On his behalf in early February, Senator Otis F. Glenn of Illinois introduced S. 5682, to settle outstanding claims with Mexico. While at home, Larrazolo suffered a stroke, and his formal term in the Senate ended in March as he recuperated with his family. ⁴⁴ Larrazolo's health continued to deteriorate over the next year. He died on April 7, 1930. ⁴⁵

View Record in the Biographical Directory of the U.S. Congress

# data[].attributes.attachment_link.title
LARRAZOLO, Octaviano Ambrosio | US House of Representatives: History, Art & Archives

# data[].attributes.attachment_link.description
In 1928 Octaviano A. Larrazolo, a free-thinking Republican lawyer from New Mexico who immigrated to the United States as a boy, was elected the first Hispanic Senator in U.S. history. A champion of equal opportunity who was known throughout the state as the "silver-tongued orator"-a reference to his eloquent rhetoric in Spanish and English-Larrazolo built a political career around his persistent defense of Hispanic civil rights.

# data[].attributes.headline
Dr. Antonia Novello - First woman and Latina to become Surgeon General of the United States

# data[].attributes.subject
Dr. Antonia Novello - First woman and Latina to become Surgeon General of the United States

# data[].attributes.body
When Dr. Antonia Novello was appointed Surgeon General of the United States by President George Bush in 1990, she was the first woman—and the first Hispanic—ever to hold that office. Her appointment came after nearly two decades of public service at the National Institutes of Health, where she took a role in drafting national legislation regarding organ transplantation.

Read more about her life in the link below!

# data[].attributes.attachment_link.readable_text
When Dr. Antonia Novello was appointed Surgeon General of the United States by President George Bush in 1990, she was the first woman—and the first Hispanic—ever to hold that office. Her appointment came after nearly two decades of public service at the National Institutes of Health, where she took a role in drafting national legislation regarding organ transplantation.

Born Antonia Coello in Farjardo, Puerto Rico, she suffered throughout her childhood from a medical condition that could only be corrected with surgery. Because her family could not afford the long trip to the surgical hospital, she spent part of every summer getting interim treatment in a local hospital. It was only after two surgeries, at age 18 and 20, that the condition was finally corrected. In the meantime, by the time she was a teenager she had decided to be a doctor, so that she could help other sick children.

Dr. Novello earned her M.D. degree from the University of Puerto Rico. While in medical school, she met and married Joseph Novello, a U.S. Navy doctor. She later completed her medical training in nephrology (the study of the kidneys) at the University of Michigan, where she was first woman to be named Intern of the Year.

Novello gained experience in pediatrics in Michigan until 1974 and, after postgraduate work at Georgetown University and several years in private practice, she joined the U.S. Public Health Service Commissioned Corps in 1978, working with the National Institute of Arthritis, Metabolism and Digestive Disorders at the National Institutes of Health. She became deputy director of the National Institute of Child Health and Human Development, where she focused on pediatric AIDS.

Novello continued to work in pediatrics at Georgetown University Hospital and in 1982 earned her degree in public health from Johns Hopkins School of Hygiene and Public Health. On assignment with the U.S. Senate Committee on Labor and Human Resources, she helped draft legislation for the Organ Transplantation Procurement Act of 1984.

Through the prestige and authority of this office, the Surgeon General can more effectively exhort and educate the public on pervasive health issues. As surgeon general, Novello focused on the health of young people, women, and minorities. She issued reports and spoke out on under-age drinking, smoking, drug abuse AIDS (especially among women and adolescents), childhood immunization and injury prevention, and improved health care for Hispanics and other minorities.

One of her most visible and effective campaigns was against tobacco industry advertising aimed at children, especially evident in posters and billboard advertisements that featured the cartoon character "Joe Camel."

Dr. Novello alerted the nation to the rising incidence of AIDS among women and adolescents. Her 1993 report on AIDS, while counseling against promiscuity and drug use, also included instructions on using condoms and cleaning intravenous needles.

During the Gulf War, Dr. Novello expedited the Federal Drug Administration approval of vaccines for military personnel, for which she was later awarded the Legion of Merit, a military honor, by General Colin Powell.

After serving as Surgeon General, Dr. Novello was a special representative to United Nations Children's Fund from 1993-1996, where she expanded her efforts to address the health and nutritional needs of women, children, and adolescents, to a global scale. From 1996 to 1999 she was visiting professor of health policy and management at Johns Hopkins School of Health and Hygiene, where she advised on health services for poor communities. To mark the fiftieth anniversary of the Universal Declaration of Human Rights in 1998, Novello organized an unprecedented meeting between Surgeon General David Satcher and seven others, besides herself, who had held the office. In 1999, Governor George Pataki nominated her to be commissioner of health for the state of New York, where she now heads one of the largest public health agencies in the country.

# data[].attributes.attachment_link.title
Changing the Face of Medicine | AntoniaNovello

# data[].attributes.attachment_link.description
When Dr. Antonia Novello was appointed Surgeon General of the United States by President George Bush in 1990, she was the first woman-and the first Hispanic-ever to hold that office. Her appointment came after nearly two decades of public service at the National Institutes of Health, where she took a role in drafting national legislation regarding organ transplantation.

# data[].attributes.body
Created to help our EL families in the Hamilton County Area

# data[].attributes.headline
Booklist: Works Representing Varied Latin American Countries & American-born Authors

# data[].attributes.subject
Booklist: Works Representing Varied Latin American Countries & American-born Authors

# data[].attributes.body
Before Night Falls by Reinaldo Arenas

Tertulia- poetry by Vincent Toro

Finding Latinx by Paola Ramos

Twenty Love Poems and a Song of Despair by Pablo Neruda

One Hundred Love Sonnets by Pablo Neruda, Stephen Tapscott (Translator)

On Argentina by  Jorge Luis Borges.   collection of essays, poems, and stories by celebrated writer

My Time Among the Whites: Notes from an Unfinished Education by Jennine Capó Crucet’s

José Martí: a revolutionary life by Alfred Lopez  (biography)

My beloved World  by Sonia Sotomayor  (memoir)

The roots of style: weaving together life, love, and fashion by Isabel Toledo (autobiography by successful fashion designer)

Jaime Estalante: inspirational math teacher by Anne Schraff

The Crusades of Cesar Chavez by Pawel, Miriam

# data[].attributes.headline
15 Picture Books that Celebrate Hispanic Heritage Month

# data[].attributes.subject
15 Picture Books that Celebrate Hispanic Heritage Month

# data[].attributes.attachment_link.readable_text
Hispanic and Latine Heritage Month is celebrated between September 15 and October 15 of each year. What better way to honor Hispanic culture and history with kids than with picture books? We've rounded up informative and inspiring books to recognize the wide range of voices and stories within Hispanic and Latine culture - from biographies to folktales, there's something great for every young reader amongst these fiction and nonfiction reads.
Editor's Note: This article was originally published in 2016 and updated in 2023.

# data[].attributes.attachment_link.title
15 Picture Books That Celebrate Hispanic & Latine Heritage | Brightly

# data[].attributes.attachment_link.description
What better way to celebrate Hispanic culture and history with kids than with picture books? From biographies to folktales, there's something great for every young reader.

# data[].attributes.headline
Random House Booklist of Books to Read During Hispanic/LatinX Heritage Month

# data[].attributes.subject
Random House Booklist of Books to Read During Hispanic/LatinX Heritage Month

# data[].attributes.attachment_link.title
Books to Read for Latinx Heritage Month | Penguin Random House

# data[].attributes.attachment_link.description
Celebrate Latinx Heritage Month by reading along with us! This book list features nonfiction and fiction by and about Latinx and Hispanic authors and characters from all over the world. And if you don't...

# data[].attributes.body
I did not believe in love.
Today I believe.
I believe, because its thorns hurt me.
I was blind maybe ...,and now I see...
I see a sun that sinks me, and my desire
follows her through the evening mists...

# data[].attributes.headline
Rubén Darío - (January 18, 1867 – February 6, 1916), 19th century Nicaraguan Poet 

# data[].attributes.subject
Rubén Darío - (January 18, 1867 – February 6, 1916), 19th century Nicaraguan Poet 

# data[].attributes.body
Félix Rubén García Sarmiento was a Nicaraguan poet who initiated the Spanish-American literary movement known as modernismo (modernism) that flourished at the end of the 19th century. Darío has had a great and lasting influence on 20th-century Spanish literature and journalism. He has been praised as the "Prince of Castilian Letters" and undisputed father of the modernismo literary movement.

# data[].attributes.headline
Delmira Agustini (October 24, 1886 – July 6, 1914) - 20th century Uruguayan Poet

# data[].attributes.subject
Delmira Agustini (October 24, 1886 – July 6, 1914) - 20th century Uruguayan Poet

# data[].attributes.body
Credited with being one of the most significant female Latin American poets of the early 20th century, Delmira Agustini’s work focused almost exclusively on themes of female sexuality and fantasy — many of her poems even included the character of Eros, the Greek God of love. Agustini's off-the-page romantic life wasn't all fantasy, however. After leaving her husband following only one month of marriage, he killed the young poet when she was only 27. Her complete poems, Poesias Completas, is available in its original Spanish.

# data[].attributes.body
Including: Gabriela Mistral, Alfonsina Storni, Pablo Neruda, Norah Lange, Julia de Burgos, and More!

# data[].attributes.attachment_link.readable_text
With National Poetry Month (aka: April) just around the corner, the time of year for adding a little more poetry to your bookshelves has arrived yet again. But this National Poetry Month, instead of diving right into your standard, go-to classics, consider stacking your TBR pile a little taller by including a few (or all) of these Latino poets you should be reading. I mean sure, I enjoy Emily Dickinson as much as the next poetry lover (probably more), but if there were ever a time to expand your poetic horizons, National Poetry Month is definitely it.

As far as great literary traditions go, Latin American poetry boasts an interesting history of styles and influences. Written primarily in Spanish and Portuguese (and increasingly translated into English, for the benefit of those of you who didn't study quite as hard as you'd have liked in that high school Spanish course,) and influenced by Spanish, Indigenous, African, and Caribbean island cultures, Latin American and Latino poetry is as vibrant, diverse, complex, and colorful as the varied landscapes from which it originates.

Here are 9 Latino poets you should be reading, just in time for that National Poetry Month reading binge you've been planning.

1. Gabriela Mistral

2. Alfonsina Storni

3. Pablo Neruda

4. Norah Lange

Associated with the 1920s and 1930s avant garde in Buenos Aires, poet Norah Lange wrote poetry during a time when Argentine critics considered the form a rightly male-dominated field; and she proved the critics wrong. Her books of poetry include: La Calle de la Tarde (The Street in the Evening) and Los Días y las Noches (Days and Nights). English-language translations of Lange's poetry aren't all that easy to come by, so make her your next excuse for brushing up on all that Spanish you took in college.

5. Julia de Burgos

6. Excilia Saldaña

7. Jimmy Santiago Baca

8. Carmen Boullosa

9. Delmira Agustini
Image: Jameson Fink/Flickr; Caitlin Doe/Flickr; Penarc, Dmitry Rozhkov, Alexan, DEDB, Larry D. Moore, Erna Pfeiffer, Digigalos~commonswiki/Wikimedia Commons; usps.gov(1)

# data[].attributes.attachment_link.description
With National Poetry Month (aka: April) just around the corner, the time of year for adding a little more poetry to your bookshelves has arrived yet again. But this National Poetry Month, instead of diving right into your standard, go-to classics,...

# data[].attributes.body
Want to learn more about the Indigenous peoples in Latin America? Netflix has some great selections!

# data[].attributes.attachment_link.embed_code
View this post on Instagram

A post shared by Con Todo (@contodonetflix)

# data[].attributes.headline
15 Celebrations and Fiestas in Latin America To Add To Your Bucket List 🌎

# data[].attributes.subject
15 Celebrations and Fiestas in Latin America To Add To Your Bucket List 🌎

# data[].attributes.attachment_link.readable_text
iStock

There is no question that Latinos are a vibrant people, have deep cultural ties, a huge respect for music, dance, food and tradition--and let's be real here: They love to party! It is no surprise, then, that all that passion and ardent fervor translates into huge celebrations and fiestas all over Latin America. From traditional holy processions to non-stop days and nights of serious partying, Catholic holidays to pagan rituals, food-driven celebrations to music festivals, there are tons of opportunities for a local or traveler alike to get immersed in the colorful Latino culture.

More from MamásLatinas: 20 Amazing Mexico beaches that need to be on your bucket list

Latin American festivals happen all year round. Many people schedule their travels to Central and South America around traditional Latino celebrations. There's something for everyone. You can witness stunning decorative displays, admire incredible ethnic costumes, experience fireworks and haunting religious processions, you name it. Participating in these events is a meaningful way to connect with the various cultures and learn their rich local folkore and unique character.

To inspire you, we have rounded up 15 top Latino traditional celebrations and fiestas that you cannot miss. Some of these, like Dia de Muertos in Mexico or Rio de Janeiro's Carnival are world-known, and for this reason, booking your trip early is highly recommended. The festivities we list for you are hardly a one-day affair. No, some of these can last for days at a time, so you better get prepared. We hope one (or a few) of these celebrations inspires you to book a trip soon!

# data[].attributes.attachment_link.title
15 Fiestas & celebrations in Latin America to add to your bucket list

# data[].attributes.attachment_link.description
iStock There is no question that Latinos are a vibrant people, have deep cultural ties, a huge respect for music, dance, food and tradition--and let's be real here: They love to party! It is no surprise, then, that all that passion and ardent fervor translates into huge celebrations and fiestas all over Latin America.

# data[].attributes.headline
7 Festivals in Latin America You Should Know About! 🎊

# data[].attributes.subject
7 Festivals in Latin America You Should Know About! 🎊

# data[].attributes.attachment_link.readable_text
1. Mistura, Peru

In September, Peru's myriad population gathers to enjoy the country's amazing culinary tradition at Mistura, with dishes like the famous ceviche (marinated raw fish), cuy (deep fried guinea pig), sanguche de chicharron (the local version of a bacon sandwich).

Other stands are devoted to local fusion cuisines, such as Chifa and Nikkei (Chinese and Japanese), which make Peruvian food so unique.

Know before you go: Peru | What first-time travellers need to know
Peru on a plate | Foodie travel in Peru

2. Señor de los Milagros (Lord of the Miracles), Peru

Peru's capital city, Lima, holds one of the largest Catholic processions in Latin America every October. It dates back to 17th-century colonial times, when an Angolan slave painted the image of Christ's crucifixion on a wall. Despite violent earthquakes hitting Lima in those days and numerous attempts to erase the artwork, it remained intact.

Thousands of devoted Catholics from various parts of Peru gather at the Church of Las Nazarenas to follow the procession. 2,500 members of the Lord of the Miracles brotherhood carry the two-stone artwork through the various districts of Lima. Women wear purple dresses with a white robe, and men wear purple ties.

Top 5 trips to take from Lima, Peru | Add even more adventure for your trip
Peru: the road to ruins | Discover Peru's ancient hotspots

3. Dia de los Muertos (Day of the Dead), Mexico

Mexico's most characteristic fiesta is the wonderfully macabre Dia de los Muertos. This November event encompasses two days: All Saint's Day, and All Souls day. The former honours all saints and people who died as children, and the latter is for souls who died in adulthood.

If you are in Mexico around this time, expect to see sugar-candy skulls, skeletons and pan de muerto (bread of the dead) readily available at shops and supermarkets.

People gather at cemeteries throughout Mexico, bringing candles, pictures and music, along with bread, fruit, tequila, beer and the favourite dishes of the people they are remembering. The mood is far from morbid: it is lively and upbeat!

First 24 hours in Mexico City | Hit the ground running
Day of the Dead photo gallery | It's a riot of colour

4. Oruro Carnival, Bolivia

This is the largest carnival celebration in Bolivia, with lavish dances, costumes and music every February. Oruro Carnival is also known as the Diablada (Dance of the Devils), and is one of the biggest tourist attractions in Bolivia.

The Diablada is an extraordinary parade that showcases 'demonic' dancers in extravagant costumes, and takes place on a Saturday before Ash Wednesday. Roughly 20,000 dancers and 10,000 musicians join the parade, which draws crowds of up to 400,000 people.

Bolivia's 10 unmissable street foods | Which would you try first?
Bolivia's best landscapes | Our favourite jaw-dropping spots

5. Semana Santa, Guatemala

This week-long Easter event in Antigua Guatemala is a spectacular display of religious ritual and floral design, rivalled only by a similar event that takes place in Seville, Spain.

Through billowing clouds of incense, and accompanied by musical parades, purple-robed men carry decorative floats through the city. The floats are laden with cobbled stones covered in carpets of flowers, known as alfombras de flores, and crowned with colonial sculptures of the cross and Christ. This is the biggest Easter celebration in Latin America.

The best of Guatemala and Belize | Our tips for an awesome trip
El Mirador, Guatemala: lost city of the Maya | Wild and wonderful

6. Inti Raymi (Festival of the Sun), Peru

The sun was the principal object of Inca worship, and at their winter solstice the Incas honoured the deity with a great celebration known as Inti Raymi, the sun festival. To honour the Sun God, animals were sacrificed.

Every June, a lucky actor is chosen to portray Sapa Inca (the emperor), who is carried in a golden chariot to the hilltop of Sacsayhuaman on the outskirts of Cusco.

Peruvian children in Sacsayhuaman (Shutterstock)

The procession starts in Qorikancha temple and passes through streets filled with music, dancing, prayers, flowers and ladies with brooms sweeping away evil spirits. Various priests and participants will join the procession too. Once at the hilltop square, speeches are delivered in Quechua, and finally there is a simulation of a llama sacrifice.

Walking the Lares Trek, Peru | A 'community trek' from the village of Lares
Hiking the Inca Trail | The world's most iconic walk

7. Flower Fair, Colombia

The city of Medellin is adorned with garlands of blooms to mark the annual Flower Fair - an exuberant 10-day event in August with competitions, folk concerts, and the silleteros parade. Silleteros are the farmers who make beautiful flower arrangements on a silleta, a chair-like contraption on which huge flower displays are carried through the city.

The regeneration of Medellin | How this infamous city came back from the brink
Coffee and culture in Colombia | Growing a greener future

This list was compiled by , who've been running trips to Latin America since 1995. Better yet, they're a member of the Wanderlust £50 voucher scheme. To browse a selection of their trips to Costa Rica, Peru, Ecuador, Galapagos, Argentina, Chile, Brazil - and beyond - see Wanderlust's Trip Finder.

Unless otherwise credited, all images courtesy of Sunvil
Main image: Dancers at Oruro Carnival in Bolivia (Shutterstock)

# data[].attributes.attachment_link.description
In September, Peru's myriad population gathers to enjoy the country's amazing culinary tradition at Mistura, with dishes like the famous ceviche (marinated raw fish), cuy (deep fried guinea pig), sanguche de chicharron (the local version of a bacon sandwich). Other stands are devoted to local fusion cuisines, such as Chifa and Nikkei (Chinese and Japanese), which make Peruvian food so unique.

# data[].attributes.headline
Soledad O'Brien - American Journalist, Anchor, and Executive Producer

# data[].attributes.subject
Soledad O'Brien - American Journalist, Anchor, and Executive Producer

# data[].attributes.body
From her days at Harvard through the anchor desk and now to her own production company, Soledad O'Brien has always found the way forward.

# data[].attributes.attachment_link.title
TV News Anchor Soledad O'Brien on Growing up Afro Cuban, Matt Lauer, and the Media

# data[].attributes.headline
Soledad O'Brien - American Journalist & Executive Producer

# data[].attributes.subject
Soledad O'Brien - American Journalist & Executive Producer

# data[].attributes.body
This is YOUR VOICE, YOUR STORY: Soledad O'Brien was born to an Irish-Australian father and an Afro-Cuban mother. She became an anchor and co-host of news programs for MSNBC, Fox News, and CNN's American Mornings and Starting Point. O'Brien founded Starfish Media Group

# data[].attributes.attachment_link.title
This is YOUR VOICE, YOUR STORY: Soledad O'Brien

# data[].attributes.headline
Rita Morena - Time 100 Women of the Year, 1961

# data[].attributes.subject
Rita Morena - Time 100 Women of the Year, 1961

# data[].attributes.attachment_link.readable_text
Rita Moreno's 1961 breakout role in West Side Story almost led her to quit acting. Make-up artists colored her skin darker and Moreno, a native Puerto Rican, felt her accent "didn't make any sense." She resented being asked to sing "America," which had lines like "Puerto Rico, you ugly island, island of tropic diseases." She spoke up, and the lyrics were changed. In her nearly 70-year career, Moreno has never stopped fighting against typecasting and for fair representation of Latinos.

The daughter of a seamstress and a farmer, Moreno grew up in poverty and faced discrimination, especially in her early Hollywood roles. She persevered, and after West Side Story was a hit, she went on to appear in the Electric Company, Oz, and as the voice of Carmen Sandiego. At 88, her career continues to flourish, with TV roles on Bless This Mess and One Day at a Time.

In 1962, she became the first Latina to win an Oscar, going on to take home an Emmy, a Grammy and a Tony-a feat only 15 entertainers have ever accomplished. She's one of 24 to win what's called the Triple Crown of Acting, snagging competitive Academy, Emmy and Tony Awards. In 2020, she'll serve as an executive producer on a remake of the film that launched her to fame nearly 60 years ago. - Soledad O'Brien
O'Brien is a journalist and documentarian This article is part of 100 Women of the Year, TIME's list of the most influential women of the past century. Read more about the project, explore the 100 covers and sign up for our Inside TIME newsletter for more.

# data[].attributes.attachment_link.description
Rita Moreno's 1961 breakout role in West Side Story almost led her to quit acting. Make-up artists colored her skin darker and Moreno, a native Puerto Rican, felt her accent "didn't make any sense." She resented being asked to sing "America," which had lines like "Puerto Rico, you ugly island, island of tropic diseases."

# data[].attributes.headline
Rita Moreno - Actor & First Female Latina EGOT Winner 

# data[].attributes.subject
Rita Moreno - Actor & First Female Latina EGOT Winner 

# data[].attributes.attachment_link.readable_text
Rita Moreno has influenced the entertainment industry for over 70 years as an actress, singer, and dancer. After earning the four major entertainment awards: an Emmy, Grammy, Oscar and Tony, Moreno became the first Latina woman to have an "E.G.O.T." In 2004, she was honored with the Presidential Medal of Freedom for her many contributions to the arts.

Rita Moreno was born on December 11, 1931 in Humacao, Puerto Rico. Given the nickname "Rosita," when she was young, Moreno's birth name was Rosa Dolores Alverío. She spent much of her childhood on a Puerto Rican farm until she was five years old. Her mother saved enough money for them to move to New York, but Moreno's little brother Francisco had to be left behind. When she arrived in New York City, Moreno began taking dance classes and quickly started working in the film industry. She was first hired at age 11 to record Spanish language versions of American films. Shortly after this, Moreno made her Broadway debut at age 13 as "Angelina" in Skydrift. This role caught the attention of Hollywood filmmakers and she started receiving offers from Hollywood agents. Her first film was called So Young, So Bad, and was released in 1950. After this role, she signed a seven-year contract with Louis B. Mayer's MGM Studios where she adopted the stage name Rita Moreno.

For the next few years, Moreno was offered smaller roles in feature films. Her first role for MGM Studios was in the musical The Toast of New Orleans. Two years later, she landed a small role as the actress Zelda Zanders in Singin' in the Rain. Moreno was often typecast and remembers frequently being offered stereotypical "ethnic" or sexualized roles. Casting directors asked her to depict various ethnicities including; Hawaiian, Native American, Egyptian, Filipino, and a young Burmese woman named Tuptim in The King and I. In 1961, Moreno was cast as Anita in the film adaptation of the musical West Side Story. For her portrayal, Moreno won an Academy Award for Best Supporting Actress. Even after winning the Oscar, Moreno's agents still only submitted her for "exotic" and Latina roles. Moreno decided to leave the mistreatment of Hollywood and mostly acted in summer theater for the next seven years.

In the 1970s, Moreno decided to return to the entertainment industry with popular films such as The Night of the Following Day, Carnal Knowledge, and Marlowe. Upon her return, Moreno also starred as a main cast member of the PBS children's television series The Electric Company from 1971 to 1977. Moreno won a Grammy in 1972 for "The Electric Company Album" based on her contributions to the show's soundtrack. A few years later, Moreno appeared in the musical The Ritz and subsequently earned the 1975 Tony Award for Best Featured Actress. During this time, she also appeared on various television shows as a guest. In 1977, Moreno appeared on The Muppet Show and earned a Primetime Emmy Award for Outstanding Individual Performance in a Variety or Music Program. This award solidified her as the third person in history and first Latina to win all four major entertainment awards: an Oscar, an Emmy, a Grammy and a Tony.

Shortly after, Moreno earned another Primetime Emmy for her role on the television show The Rockford Files. She also voiced the role of Carmen Sandiego on the Fox cartoon series Where on Earth is Carmen Sandiego? In the late 1990s, Moreno continued to star on television and played a psychologist in the HBO series OZ. She won several ALMA Awards for her work. Moreno's talent and influence has also been recognized by the White House. She was invited to perform at President Bill Clinton's inauguration in 1993, received the Presidential Medal of Freedom from President George W. Bush in 2004, and received the National Medal of Arts from President Barack Obama in 2009. At 87 years-old, Moreno has won countless lifetime achievement awards but does not show any signs of slowing down. She currently starts as Lydia on the Netflix series One Day at a Time, and she is set to executive produce and star in Steven Spielberg's 2020 remake of West Side Story.

# data[].attributes.attachment_link.description
Rita Moreno has influenced the entertainment industry for over 70 years as an actress, singer, and dancer. After earning the four major entertainment awards: an Emmy, Grammy, Oscar and Tony, Moreno became the first Latina woman to have an "E.G.O.T." In 2004, she was honored with the Presidential Medal of Freedom for her many contributions to the arts.

# data[].attributes.attachment_link.title
Celia Cruz - The Queen of Salsa | Celia Cruz

# data[].attributes.attachment_link.description
The voice, charisma and talent of Celia Cruz have created one of the most impressive careers in all of music, with more than 70 albums and countless awards.

# data[].attributes.body
Gallery view of his work!

# data[].attributes.attachment_link.title
Jean-Michel Basquiat - 157 artworks - painting

# data[].attributes.attachment_link.description
Jean-Michel Basquiat lived in the XX cent., a remarkable figure of American Neo-Expressionism and Street art. Find more works of this artist at Wikiart.org – best visual art database.

# data[].attributes.headline
Jean-Michel Basquiat:  Artist, Poet, Musician, and Graffiti Prodigy (1960-1988)

# data[].attributes.subject
Jean-Michel Basquiat:  Artist, Poet, Musician, and Graffiti Prodigy (1960-1988)

# data[].attributes.body
“I don’t think about art while I work,” he once said. “I think about life.”  - Basquiat, American artist of Haitian and Puerto Rican descent.

# data[].attributes.headline
The Maya Civilization Explained in 11 Minutes

# data[].attributes.subject
The Maya Civilization Explained in 11 Minutes

# data[].attributes.attachment_link.title
The Maya Civilization Explained in 11 Minutes

# data[].attributes.headline
What Everyday Life Was Like for the Aztecs

# data[].attributes.subject
What Everyday Life Was Like for the Aztecs

# data[].attributes.body
You may have heard of their calendars, seen their temples, or admired one of their cool looking sculptural artifacts in a museum, but chances are you have no idea what life was really like for the Aztecs

# data[].attributes.attachment_link.title
What Everyday Life Was Like for the Aztecs

# data[].attributes.headline
Aztecs: Arrival of Cortes and the Conquistadors

# data[].attributes.subject
Aztecs: Arrival of Cortes and the Conquistadors

# data[].attributes.body
During the reign of Moctezuma, the empire continued its growth, but it was during this period the Spaniards of Hernan Cortes landed in the region and the fight between the Aztecs and the Conquistadors began.

# data[].attributes.attachment_link.title
Aztecs: Arrival of Cortes and the Conquistadors

# data[].attributes.headline
The rise and fall of the Inca Empire - Gordon McEwan

# data[].attributes.subject
The rise and fall of the Inca Empire - Gordon McEwan

# data[].attributes.attachment_link.title
The rise and fall of the Inca Empire - Gordon McEwan

# data[].attributes.headline
History Summarized: The Maya, Aztec, and Inca by Overly Sarcastic Productions

# data[].attributes.subject
History Summarized: The Maya, Aztec, and Inca by Overly Sarcastic Productions

# data[].attributes.body
Human sacrifice, smallpox, and the Spanish empire... that's the whole story, right? Haha, eheh, hehe, HA, not even close! The civilizations of Mesoamerica are fascinating in their own right, and very distinct from each other too! Step on in and I'll learn you a thing or two.

*Video not attached due to possible Inappropriate Language*

# data[].attributes.headline
The Animated History of Mexico by Suibhne

# data[].attributes.subject
The Animated History of Mexico by Suibhne

# data[].attributes.headline
What's the difference between Latino and Hispanic?

# data[].attributes.subject
What's the difference between Latino and Hispanic?

# data[].attributes.body
What's the difference between the terms 'Latino' and 'Hispanic? Most people use these words interchangeably, but there is actually a difference. WonderWhy tries to tackle this difficult and complex topic, but looking at the origin and different uses of the words.

# data[].attributes.attachment_link.title
What's the Difference Between Latino and Hispanic?

# data[].attributes.headline
A Conversation With Latinos on Race | NYT Op-Docs

# data[].attributes.subject
A Conversation With Latinos on Race | NYT Op-Docs

# data[].attributes.body
In this short documentary, Latinos grapple with defining their ethnic and racial identities.

# data[].attributes.attachment_link.title
A Conversation With Latinos on Race | Op-Docs

# data[].attributes.headline
Latin American Revolutions: Crash Course World History #31 with John Green

# data[].attributes.subject
Latin American Revolutions: Crash Course World History #31 with John Green

# data[].attributes.attachment_link.title
Latin American Revolutions: Crash Course World History #31

# data[].attributes.headline
War & Nation Building in Latin America: Crash Course World History 225 with John Green

# data[].attributes.subject
War & Nation Building in Latin America: Crash Course World History 225 with John Green

# data[].attributes.body
John Green teaches you about nation building and nationalism in Latin America. Sometimes, the nations of Latin America get compared to the nations of Europe, and are found wanting. This is kind of a silly comparison. The rise of democratic, economically powerful nations in Europe came about under a very different set of circumstances than the way nations arose in Latin America, so the regions are necessarily a lot different. But why? John will explore whether it was a lack of international war which impeded Latin America's growth, which sounds like a crazy thing to say, but you should hear him out.

# data[].attributes.attachment_link.title
War and Nation Building in Latin America: Crash Course World History 225

# data[].attributes.attachment_link.title
John Leguizamo's hilarious stories from the set

# data[].attributes.headline
John Leguizamo - Award Winning Actor, Comedian, & Activist

# data[].attributes.subject
John Leguizamo - Award Winning Actor, Comedian, & Activist

# data[].attributes.body
John Leguizamo is an American actor, stand-up comedian, producer, playwright and screenwriter. He rose to fame with a co-starring role in the action comedy Super Mario Bros. (1993) as Luigi and a supporting role in the crime drama Carlito's Way (1993). He later notably appeared in the films To Wong Foo, Thanks for Everything! Julie Newmar for which he was nominated for a Golden Globe Award for Best Supporting Actor, Spawn, Moulin Rouge!, Land of the Dead, Summer of Sam, Chef, John Wick, John Wick: Chapter 2, The Happening, and Romeo + Juliet. He has provided voice-work for Sid the Sloth in the animated commercially successful Ice Age film series (2002–2016) and the narrator of the sitcom The Brothers García (2000–2004).

As of 2009, he has appeared in over 75 films, produced over 10 films, starred on Broadway in several productions (winning several awards, including a Special Tony Award), made over 12 television appearances, and has produced or starred in many other television shows.

# data[].attributes.headline
Our Favorite Hispanic/LatinX Comedians that Get it! 

# data[].attributes.subject
Our Favorite Hispanic/LatinX Comedians that Get it! 

# data[].attributes.body
Article from Oprah Magazine

# data[].attributes.attachment_link.title
Our Favorite Hispanic Comedians Are Guaranteed to Make You Laugh Out Loud

# data[].attributes.attachment_link.description
Hailing from around the world and the U.S., these Hispanic comedians demonstrate the breadth of the community. Here are a few of our favorites.

# data[].attributes.headline
Alfonso Cuarón - Academy Award Winning Mexican film director, screenwriter, producer, cinematographer, and editor. 

# data[].attributes.subject
Alfonso Cuarón - Academy Award Winning Mexican film director, screenwriter, producer, cinematographer, and editor. 

# data[].attributes.body
He has been nominated for 11 Academy Awards winning four of them, including two Best Director awards for Gravity (2013) and Roma (2018). He is the first Latin American director to receive the award for Best Director. He has also received Academy Awards for Best Film Editing for Gravity and Best Cinematography for Roma. Cuarón has been nominated for Academy Awards in six different categories, a record he shares with Walt Disney and George Clooney. His other notable films include the family drama A Little Princess (1995), the road comedy Y tu mamá también (2001), the fantasy film Harry Potter and the Prisoner of Azkaban (2004), and the science fiction thriller Children of Men (2006).

# data[].attributes.headline
Alejandro González Iñárritu - Oscar Award Winning Mexican film director, producer, and screenwriter.

# data[].attributes.subject
Alejandro González Iñárritu - Oscar Award Winning Mexican film director, producer, and screenwriter.

# data[].attributes.body
Iñárritu is the first Mexican filmmaker to be nominated for either director or producer in the history of the Academy Awards, the first Mexican filmmaker to receive a Best Director Award at Cannes, the first Mexican filmmaker to win an Academy Award for Best Original Screenplay, and the first Mexican filmmaker to win a Best Picture Academy Award. Finally, Iñárritu became the first Latin American to become the President of the Jury of the 72nd Cannes Film Festival in 2019. His works include: Babel, Birdman, and The Revenant.

# data[].attributes.headline
13 Things You May Not Know Were Invented by Latinos

# data[].attributes.subject
13 Things You May Not Know Were Invented by Latinos

# data[].attributes.attachment_link.readable_text
The e-book

A teacher in Galicia, Spain, Ángela Ruiz Robles invented the first mechanical book way back in 1949. She was looking for a way to allow her students to carry fewer books to and from classes, so she created a mechanical encyclopedia. It was described as "a mechanical, electric, and air-pressure driven method for reading books." Although patented, Robles's creation did not get the funding it needed to succeed, putting her among many on a list of lesser-known female inventors.

# data[].attributes.attachment_link.title
13 Things You Never Knew Were Invented by Hispanic People

# data[].attributes.attachment_link.description
A teacher in Galicia, Spain, Ángela Ruiz Robles invented the first mechanical book way back in 1949. She was looking for a way to allow her students to carry fewer books to and from classes, so she created a mechanical encyclopedia. It was described as "a mechanical, electric, and air-pressure driven method for reading books."

# data[].attributes.headline
Youtube Series Planeta G - Highlighting Latino Environmental Activists

# data[].attributes.subject
Youtube Series Planeta G - Highlighting Latino Environmental Activists

# data[].attributes.attachment_link.provider_name
we are mitú - business and entertainment, culture and sport, movies and music

# data[].attributes.attachment_link.readable_text
jairmessiasbolsonaro / Instagram

President Jair Bolsonaro is blaming the indigenous community for the fires that raged in the Amazon. The fires set off international outrage as the rainforest faced unprecedented destruction by out of control fires. President Bolsonaro went against the rest of the international community during a speech to the U.N.

Brazilian President Jair Bolsonaro wants the United Nations to know that indigenous people were responsible for the Amazon fires.

In a remote session opening the U.N. General Assembly, President Bolsonaro spoke at length about the indigenous communities starting the fires. He also used the speech to speak out against the criticism his administration is receiving over his environmental policies and his response to Covid. Brazil is currently the second most infected country in the world with the second highest death rate.

The Amazon has experienced increased fires since President Bolsonaro took office.

The Amazon has seen a 7% increase in the number of fires in the first 6 days of August 2020 than in the same period last year, a grave concern for activists who say right-wing President Jair Bolsonaro's economic agenda endangers the rainforest pic.twitter.com/pGlrI8GVzd
- NowThis (@nowthisnews) August 10, 2020

For the first seven months of 2020, 13,000 sq. km. (5,019 sq. miles) of the Brazilian rainforest have burned. This year saw the second-highest level of fires on a global scale with fires raging across the Amazon, Australia, and the West Coast of the U.S.

President Bolsonaro openly contradicted expert findings to fit his narrative.

President Bolsonaro claims that the humidity of the forest contains the fires. According to President Bolsonaro's speech, fires in the Amazon only happen in certain areas because of how well the humidity can keep the fires in check.

"The fires practically occur in the same places, on the east side of the forest, where peasants and Indians burn their fields in already deforested areas," Bolsonaro said.

President Bolsonaro's speech touches on the environmental record his administration is known for.

The Bolsonaro administration has made dismantling environmental and indigenous rights since taking power. The administration has worked to limit the amount of land available to indigenous people and to open up Amazonian rainforest to miners, loggers, farmers, developers, and other uses that are damaging and contributing to the fires. Deforestation by these industries are largely to blame for the out-of-control wildfires that burned for a very long time in the Brazilian Amazon.

Activists are getting ready to fight for the indigenous community and the rainforest.

"We must denounce this political catastrophe that destroys the environment and our future," Sonia Guajajara, head of Brazil's main Indigenous umbrella organization, to NBC News.

Notice any needed corrections? Please email us at corrections@wearemitu.com

# data[].attributes.attachment_link.title
'Planeta G' Is A YouTube Series Dedicated To Highlighting Latino Environmental Activists

# data[].attributes.attachment_link.description
President Jair Bolsonaro is blaming the indigenous community for the fires that raged in the Amazon. The fires set off international outrage as the rainforest faced unprecedented destruction by out of control fires. President Bolsonaro went against the rest of the international community during a speech to the U.N.

# data[].attributes.headline
10 Shows to Binge that Center on the Latino Experience 

# data[].attributes.subject
10 Shows to Binge that Center on the Latino Experience 

# data[].attributes.attachment_link.readable_text
Lead Photo: Photo: Michael Yarish. Courtesy of Netflix

Photo: Michael Yarish. Courtesy of Netflix

We now live, as we're told, in the age of Peak TV. With over 500 shows being produced a year (!) there is truly no way of catching up with everything. Rather unfortunately, if you begin winnowing down those numbers to shows that deal with US Latinos, you're left with a much more manageable list. A dozen years since Ugly Betty presumably ushered in a new era of Latino TV in the United States, broadcast and cable networks have done little to put the US Latino experience on the small screen. That hasn't stopped talented storytellers from trying.

That's what makes these 10 shows so important - and so worth binge-watching. Not only do they boast the kind of talented performers we've come to enjoy (America Ferrera! Gina Rodriguez! George Lopez! Rita Moreno!) but together they offer a brief history of contemporary US Latino television. Telling stories of immigrant families and local high schools, of outsized celebrities and humble personal assistants, they run the gamut from steamy cable dramas to multi-cam sitcoms. With, yes, the requisite drug trade thriller in there for good measure. Better yet: these are all available to stream across various platforms so if you're looking for a new series to pick up this summer, consider one of these below.

Available to stream on Netflix.

Available to stream on Netflix.

Available to stream on Hulu.

Available to stream on STARZ.

Cristela devious maids east los high Jane the Virgin lopez On My Block One Day at a Time queen of the south television Ugly Betty vida

# data[].attributes.attachment_link.title
10 Binge-Worthy TV Shows That Center US Latino Experiences

# data[].attributes.attachment_link.description
Lead Photo: Photo: Michael Yarish. Courtesy of Netflix We now live, as we're told, in the age of Peak TV. With over 500 shows being produced a year (!) there is truly no way of catching up with everything.

# data[].attributes.headline
When you don't think your parents buy you things 😆

# data[].attributes.subject
When you don't think your parents buy you things 😆

# data[].attributes.headline
Netflix's One Day at a Time - Best of Abuelita (Rita Moreno)

# data[].attributes.subject
Netflix's One Day at a Time - Best of Abuelita (Rita Moreno)

# data[].attributes.headline
Netflix's One Day at a Time - Animated Clip

# data[].attributes.subject
Netflix's One Day at a Time - Animated Clip

# data[].attributes.attachment_link.title
Cubans in an Uber (Animated) | One Day At A Time

# data[].attributes.body
Mexican American pop star Becky G launched her new podcast, En la Sala, on Amazon. She’ll cover everything from politics to mental health and LGBTQ+ issues and Latinidad to sports and music.

# data[].attributes.attachment_link.embed_code
View this post on Instagram

A post shared by American Latino (@americanlatino)

# data[].attributes.body
History by us.

# data[].attributes.headline
Cristela Alonzo - Latina Trailblazer and Comedian

# data[].attributes.subject
Cristela Alonzo - Latina Trailblazer and Comedian

# data[].attributes.attachment_link.title
Cristela Alonzo Reveals the Reason She Turned Down A Spot on ‘The View’ | Frank Buckley Interviews

# data[].attributes.body
2989 W 71st St, Indianapolis, IN 46268

# data[].attributes.body
2313 Conner St, Noblesville, IN

# data[].attributes.body
818 Logan St, Noblesville, IN

# data[].attributes.headline
A Plea for Humanity at the US-Mexico Border - Juan Enriquez, TEDTalk 

# data[].attributes.subject
A Plea for Humanity at the US-Mexico Border - Juan Enriquez, TEDTalk 

# data[].attributes.body
Author Juan Enriquez shares stories from inside the immigration crisis at the US-Mexico border, bringing this often-abstract debate back down to earth -- and showing what you can do every day to create a sense of belonging for immigrants. "This isn't about kids and borders," he says. "It's about us. This is about who we are, who we the people are, as a nation and as individuals."

# data[].attributes.attachment_link.title
Juan Enriquez: A personal plea for humanity at the US-Mexico border

# data[].attributes.attachment_link.description
In this powerful, personal talk, author and academic Juan Enriquez shares stories from inside the immigration crisis at the US-Mexico border, bringing this often-abstract debate back down to earth -- and showing what you can do every day to create a sense of belonging for immigrants. "This isn't about kids and borders," he says.

# data[].attributes.headline
Our Immigration Conversation is Broken, Here is How to Have a Better One - Paul A. Kramer, TEDTalk

# data[].attributes.subject
Our Immigration Conversation is Broken, Here is How to Have a Better One - Paul A. Kramer, TEDTalk

# data[].attributes.body
Vanberbilt University Professor Paul A. Kramer shows how an "insider vs. outsider" framing has come to dominate the way people in the US talk about immigration -- and suggests a set of new questions that could reshape the conversation around whose life, rights and thriving matters.

# data[].attributes.attachment_link.readable_text
Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

# data[].attributes.attachment_link.title
Paul A. Kramer: Our immigration conversation is broken -- here's how to have a better one

# data[].attributes.attachment_link.description
How did the US immigration debate get to be so divisive? In this informative talk, historian and writer Paul A. Kramer shows how an "insider vs. outsider" framing has come to dominate the way people in the US talk about immigration -- and suggests a set of new questions that could reshape the conversation around whose life, rights and thriving matters.

# data[].attributes.headline
What's Really Happening at the US-Mexican Border and How We Can Do Better - Erika Pinheiro, TEDTalk

# data[].attributes.subject
What's Really Happening at the US-Mexican Border and How We Can Do Better - Erika Pinheiro, TEDTalk

# data[].attributes.body
Immigration attorney Erika Pinheiro offers a glimpse into her daily work on both sides of the border and shares some of the stories behind the statistics -- including her own story of being detained and separated from her son.

# data[].attributes.attachment_link.title
Erika Pinheiro: What's really happening at the US-Mexico border -- and how we can do better

# data[].attributes.attachment_link.description
At the US-Mexico border, policies of prolonged detention and family separation have made seeking asylum in the United States difficult and dangerous. In this raw and heartfelt talk, immigration attorney Erika Pinheiro offers a glimpse into her daily work on both sides of the border and shares some of the stories behind the statistics -- including her own story of being detained and separated from her son.

# data[].attributes.headline
Flaws in the Narrative that Simplifies & Idealizes the Immigrant Experience - Elizabeth Camarillo Gutierrez 

# data[].attributes.subject
Flaws in the Narrative that Simplifies & Idealizes the Immigrant Experience - Elizabeth Camarillo Gutierrez 

# data[].attributes.body
Recounting her story of finding opportunity and stability in the US, Elizabeth Camarillo Gutierrez examines the flaws in narratives that simplify and idealize the immigrant experience -- and shares hard-earned wisdom on the best way to help those around us. "Our world is one that flourishes when different voices come together," she says.

# data[].attributes.attachment_link.readable_text
TED Members help billions of people worldwide access inspiring ideas. Plus, they get exclusive benefits like invite-only events with speakers. Join today for a brighter future - and a better you.

# data[].attributes.attachment_link.title
Elizabeth Camarillo Gutierrez: What's missing from the American immigrant narrative

# data[].attributes.attachment_link.description
Recounting her story of finding opportunity and stability in the US, Elizabeth Camarillo Gutierrez examines the flaws in narratives that simplify and idealize the immigrant experience -- and shares hard-earned wisdom on the best way to help those around us. "Our world is one that flourishes when different voices come together," she says.

# data[].attributes.headline
4 Pillars of College Success in Science for Students of Color 

# data[].attributes.subject
4 Pillars of College Success in Science for Students of Color 

# data[].attributes.body
President of the University of Maryland, Baltimore County (UMBC), where he works to create an environment that helps under-represented students -- specifically African-American, Latino and low-income learners -- get degrees in math and science. He shares the four pillars of UMBC's approach.

# data[].attributes.attachment_link.description
At age 12, Freeman Hrabowski marched with Martin Luther King. Now he’s president of the University of Maryland, Baltimore County (UMBC), where he works to create an environment that helps under-represented students -- specifically African-American, Latino and low-income learners -- get degrees in math and science. He shares the four pillars of UMBC’s approach.

# data[].attributes.headline
El Valor de Nuestra Diversidad - TEDTalk en Español

# data[].attributes.subject
El Valor de Nuestra Diversidad - TEDTalk en Español

# data[].attributes.body
Born in Korea, Rebeca Hwang was raised in Argentina and later educated in the U.S. and speaks on valuing our diversity.

# data[].attributes.attachment_link.title
Rebeca Hwang: El valor de nuestra diversidad interna

# data[].attributes.attachment_link.description
Rebeca Hwang nació en Corea, se crió en Argentina y fue educada en los Estados Unidos. Como alguien que ha vivido identidades cambiantes, Hwang afirma que, aunque a veces sea desafiante, tener una identidad diversa en realidad es una ventaja.

# data[].attributes.headline
Jorge Luis Borges - Author & pioneer of Magical Realism

# data[].attributes.subject
Jorge Luis Borges - Author & pioneer of Magical Realism

# data[].attributes.body
Jorge Luis Borges (Argentina) explored questions of infinity in his many works. His body of essays, poems and stories pioneered the literary style known as magical realism— and each was just a few pages long. Ilan Stavans dives into the world of Borges.

# data[].attributes.attachment_link.readable_text
Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

# data[].attributes.attachment_link.title
Ilan Stavans: Infinity according to Jorge Luis Borges

# data[].attributes.attachment_link.description
What would it be like to have a limitless memory? Can the meaning of life be found in an infinite library? Is time a labyrinth or a single moment? Jorge Luis Borges explored these questions of infinity in his many works.

# data[].attributes.headline
Why you should read 100 Years of Solitude by Gabriel Garcia-Marquez

# data[].attributes.subject
Why you should read 100 Years of Solitude by Gabriel Garcia-Marquez

# data[].attributes.body
Video regarding Nobel Prize Winner and his work!

# data[].attributes.attachment_link.title
Francisco Díez-Buzo: Why should you read "One Hundred Years of Solitude"?

# data[].attributes.attachment_link.description
Gabriel García Márquez's novel "One Hundred Years of Solitude" brought Latin American literature to the forefront of the global imagination and earned García Márquez the 1982 Nobel Prize for Literature. What makes the novel so remarkable? Francisco Díez-Buzo investigates. [TED-Ed Animation by Lucy Animation Studio]

# data[].attributes.headline
Romance and Revolution: The Poetry of Pablo Neruda 

# data[].attributes.subject
Romance and Revolution: The Poetry of Pablo Neruda 

# data[].attributes.body
TEDTalk Video

# data[].attributes.attachment_link.title
Ilan Stavans: Romance and revolution: the poetry of Pablo Neruda

# data[].attributes.attachment_link.description
A romantic and a revolutionary, Pablo Neruda was one of the most celebrated poets of the 20th century, but also one of the most accessible and controversial. Originally written in Spanish, his poems often use straightforward language and everyday experience to create lasting impact. Ilan Stavans traces the life and legacy of the Chilean poet.

# data[].attributes.headline
My Identity is My Superpower Not an Obstacle - America Ferrera, TEDTalk

# data[].attributes.subject
My Identity is My Superpower Not an Obstacle - America Ferrera, TEDTalk

# data[].attributes.body
Latina American Actor America Ferrera talks about how embracing her identity changed how she viewed herself and impacted her career.

# data[].attributes.attachment_link.readable_text
Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

# data[].attributes.attachment_link.title
America Ferrera: My identity is a superpower -- not an obstacle

# data[].attributes.attachment_link.description
Hollywood needs to stop resisting what the world actually looks like, says actor, director and activist America Ferrera. Tracing the contours of her career, she calls for more authentic representation of different cultures in media -- and a shift in how we tell our stories. "Presence creates possibility," she says.

# data[].attributes.headline
Hispanic/LatinX Heritage Month Activities for Teachers and Students 

# data[].attributes.subject
Hispanic/LatinX Heritage Month Activities for Teachers and Students 

# data[].attributes.attachment_link.readable_text
National Hispanic Heritage Month occurs every year in the United States, from September 15th to October 15th.

It's a month to celebrate the achievements of famous Hispanic Americans, along with everyday people. HHM is also the perfect chance to celebrate Latino culture in general, at home, or as a school.
First, let's take a look at how Hispanic Heritage Month came to be, and answer some common questions.
Then, I'll share a ton of ideas for honoring this special month!
If you are already familiar with the history of National Hispanic Heritage Month and just want to see the activities, click here.
Contents:

1. When Did Hispanic Heritage Month Begin?
2. Why Does HHM Start In the Middle of the Month?
3. Why Do We Have HHM?
4. Why Is It called Hispanic Heritage Month?

Or Jump to: Hispanic Heritage Month Activities

When Did Hispanic Heritage Month Begin?

Hispanic Heritage Month began as a week-long celebration in the United States under President Johnson, and was later extended to a month by President Reagan. California Congressman George E. Brown first introduced the idea.

Hispanic Heritage Month takes place September 15 to October 15 every year as a time to recognize and celebrate the many contributions, diverse cultures, and extensive histories of the American Latino community. Beginning in 1968, Hispanic Heritage Month was originally observed as "Hispanic Heritage Week" under President Lyndon Johnson, but it was later extended to a month during President Ronald Reagan's term in 1988.
- White House Hispanic Prosperity Initiative, Dept. of Education

Why Does Hispanic Heritage Month Start In the Middle of the Month?

You might think it makes more sense to pick one month and declare it National Hispanic Heritage Month. There's a special reason, though, that it starts on September 15th.

September 15 was chosen as the kickoff because it coincides with the Independence Day celebrations of five "Central American neighbors," as Johnson called them-Costa Rica, El Salvador, Guatemala, Honduras and Nicaragua. Those five nations declared their independence from Spain on September 15, 1821.
- History.com

Other Spanish-speaking nations have anniversaries close to those dates as well. Mexico- our neighbor- declared independence from Spain on September 16th, 1810. Chile did the same on September 18th, 1810.

Why Do We NEED Hispanic Heritage Month?

Throughout U.S. history, Latinx communities have had to struggle for equal rights. The Chicano population (Mexican Americans), especially, has experienced discrimination, and sometimes brutally.

(I detail more of this history in another post, What's the Big Deal About Sombreros?)
Hispanic Heritage Month was established as a way to honor previously overlooked Latinx contributions and highlight new ones, going forward.
President George Bush said in 1989,

"Today, Hispanic Americans are leaders in government, business, education, sports, science, and the arts... Not all of the contributions made by Hispanic Americans to our society are so visible or so widely celebrated, however. Hispanic Americans have enriched our nation beyond measure with the quiet strength of closely knit families and proud communities."
- President Bush, Proclamation 6021-National Hispanic Heritage Month, 1989

As of 2020, the Hispanic/Latino population in the U.S. was approximately 18% of the population. ( Census.gov)

Why Is It called Hispanic Heritage Month?

The term Hispanic has starting falling out of popularity-and fairly- due its colonialist connotations. ( Hispanic generally means Spanish-speaking, and refers to people, countries, or cultures connected to Spain.)

People from these 21 Spanish-speaking countries are considered to be of "Hispanic heritage":

It's a little complicated, though, to find a better word that means the same thing.

Many people prefer to say Latino or Latinx Heritage Month, thought that would technically refer to Central America and South America, and include places like Brazil.

Including neighbors makes more sense to me than including Americans whose ancestors are from Spain, but I don't make the rules of course. We'll see if there's an official name change sometime soon!
Free Map Worksheets of the 21 Spanish Speaking Countries
HISPANIC HERITAGE MONTH ACTIVITIES

All of that information is great, but how do we make Hispanic Heritage Month meaningful and accessible for our students and communities?
These lesson plans and activities will give you plenty of authentic, fun, and worthwhile ideas.
One more thing: before you dive in, I recommend reading this resource packet from Teaching for Change. Here's a brief quote from the packet:

Ironically, typical heritage month programs and celebrations may do as much to
reinforce stereotypes as they do to challenge them. It is important to acknowledge marginalized histories, but special events in isolation can affirm stereotypes rather than negate them... Honor Latino/Hispanic Heritage month by providing time for teachers to deepen their own background knowledge and make plans to infuse Latino history into their curriculums.
- Beyond Heroes and Holidays:
A Practical Guide for K12 Anti-Racist, Multicultural Education and Staff Development, by Deborah Menkart
The rest of this post is packed with many meaningful ideas for Hispanic Heritage Month Activities!
To jump to a specific section, click on one of the links below:

Let's get started!
Created by Davis Marret from Cario Middle in Charleston, SC. See the template here.
Activities and Resources for Hispanic Heritage Month

Here are printable lesson and activities for learning about Latino Heritage topics. I do have some paid resources that I recommend, but if you're on the look out for free resources, I have PLENTY for you!

Resources To Introduce What Hispanic Heritage Month is:

1. 10 Free Slides Introducing HHM
These simple and well-designed slides provide a nice introduction to Hispanic Heritage Month for kids. Easy and done-for-you! See it here.
(Elementary and up.)

2. Free HHM Crossword Puzzle
This 1-page Printable PDF covers important vocabulary and facts about famous Latino leaders. See it here.
(English, best for Middle - High School.)

3. 5 Free Leveled Reading Passages
This pack of 5 free readings present the basics of HHM.
(English, for Elementary and up.) See it here.

4. Free Intro Video to Hispanic Heritage Month for Kids
This video also introduces kids to HHM, with colorful illustrations. See it here.
(English, for Elementary and up.)
Keep scrolling for a TON more video suggestions!

Resources to Learn About Famous Latinos:

1. Famous Latinos Free Coloring Pages
For all ages, these free coloring pages feature 30+ famous Spanish speakers. Enter your email above and I'll send them to you!

2. Free Biography Poster Project
Fun for Spanish Teachers describes a really good poster project that includes a QR code where students link to a voice recording. Visit the page here.
(Elementary and up.)

3. Free Lessons on Dolores Huerta
If you want to do a deep dive into the life of a famous Latina leader, Dolores Huerta is a wonderful place to start. I have free editable activity packs you can make your own copy of, right from these links:
4. Slides on Famous Latinos
If you need slides to use all month long, I have a set of Google Slides introducing 36 Latinos who changed the world and made history. These are great for bellringers, posting on a bulletin board, or to incorporate into biographies into your lessons all year. I included more than you need, so you pick the names you wish to highlight.

Here are some ready-to-go resources I have:

Printable Posters and Bulletin Boards for HHM:

1. Free Printable HHM Portraits
Print these full-color posters of Latino writers, activists, leaders, scientists, athletes, entrepreneurs, artists, musicians and others to display for a bulletin board. See them here.

2. Simple Intro Poster
This is one-page bilingual printable with a simple paragraph explaining what HHM is. See it here.

3. Printable HHM Banner
These free printable letters form the phrase "Hispanic Heritage Month" using flags. Very cute! See it here.

4. Printable Quotes from Famous Latinos
These quotes are available in Spanish and English and have zen coloring backgrounds older students will like. Make your own copy here.

Learn About the Spanish Speaking Countries:

1. Color the 21 Country Flags
I have coloring pages for each flag from the 21 Spanish-speaking countries. Make your copy here.

2. Card Games and Printable Maps
Download my free card games and maps for learning and reviewing the Spanish-speaking countries, capitals, flags, maps, and fun facts. See them here.

3. Free Research Project for Spanish Speaking Countries
Printables to guide students as they research different countries and take notes on them. Really nice layout!
(Spanish, Middle School and up.) See it here.

4. Simple Geography Brochure Project
This is an editable outline you can give students to gather basic facts about the country they choose. Includes a detailed rubric! See it here.
(English, Upper Elementary and up)

5. $1 Printable Flags
Simple banner of mini-flags to print and add color to a bulletin board or room!

6. Presentation to Each Country
These slides show where each country is, along with capital and a few photos.

More Activities:

Play Cuban dominoes.

Make an authentic dish from Spain or Latin America! I have a whole post with easy-to-make-in-class ideas, whether you have access to a griddle, a microwave, or no kitchen at all!

More Resources:

Virtual tour of the National Museum of the American Latino.

Latino Civil Rights Timeline with linked Lesson Ideas. (Background for teachers, high school +)

Interactive lesson from PBS on "Latinos Share Their Experiences".
(Middle school +)

The Smithsonian has a large collection of resources as well. I found it overwhelming to navigate, but feel free to browse!

5 Simple Ways To Celebrate HHM for Schools

Some of these are "lighter" ideas and should always be in the context of deeper cultural studies.
We should always be incorporating in-depth culture year-round, through equity-focused curriculum.
1. Do trivia with prizes over the morning announcements

You can see my post with 31 Days of Hispanic Heritage Month Trivia for plenty of school-appropriate questions and fun facts.

These online quizzes on famous Hispanic Americans and Latino Entertainers have info you can use as well.

An alternative could be to have fun little games by the office or in the lunchroom ( idea from the FB group Spanish Teachers in the U.S: "How many frijoles in the jar, flan flavor guessing contest, piñata on the last day, etc.")

2. CELEBRATE LATIN CULTURE WITH MUSIC

This is a great time to expose your students to all different kind of music in Spanish! I have a huge collection of classic Spanish Songs and playlists by genre and themes, or you can browse this list of cultural classics.

Allison from Mis Clases Locas also had the great idea to do a Hispanic Heritage Music Madness bracket.

Select a song from each country, and vote throughout the month until you have a winning song!

3. Drum up Interest with Displays and realia

Set up a bulletin board with artifacts, quotes, or biographies in the background.

Assign a famous Hispanic-American or Spanish Speaker as a project. Some of these could be selected to display in the hall or by the school entry as a way to spotlight Hispanic Heritage Month.

Some schools go big with a school-wide event that features Latin food, music, traditional games, country-themed tables, dancing, a Taco Truck Day, etc. If you have the resources for it, these would be really fun!

4. Involve the Community

Invite community members to talk or share something cultural (a dance lesson, cooking lesson, craft, childhood stories, etc.)

Note: be mindful if you do this! Make sure you are not burdening families or students to educate and share unless you know they are eager to do so.

5. Include All Content Areas

Coordinate with other teachers to emphasize the Hispanic-American community. Talk with the art teacher about incorporating an artisan craft or studying a Hispanic artist like Frida Kahlo (not Mexican-American, but she did spend quite a bit of time in the U.S.)

Another example would be incorporating literature. For example:

HISPANIC HERITAGE MONTH CRAFTS & CULTURE

BOOKS on Famous Latinx Leaders

These books are a great start for learning about famous Hispanic Americans.

I have great lists of famous Spanish speakers and inspiring Latina leaders. They link to posts with quotes, resources, videos, book, and more on each person. If you are working with students, here are some of my favorite high-interest people to teach about:

MOVIES FOR HHM

This is the perfect time to show a movie that showcases Hispanic culture. Here's where to find them!
Movies to show in class:
The Ultimate List of Movies for Spanish Class from Secondary Spanish Space (includes ratings, and a brief synopsis).
Spanish TV Shows for Students
G and PG Movies in Spanish from Spanish Mama
Movies for teachers/adults or need editing for class:
INFOGRAPHS

Here are some cool infographs you can use for Hispanic Heritage Month activities:

6 Famous SONGS in Spanish

Music is an excellent way to share language and culture at the same time. There are so many songs you could use this month! Check out my All-Time Classic Songs in Spanish, or Folk Songs in Spanish for Kids, or choose from the few I've featured below:

LA GOZADERA

Celebrate Latin American countries in this happy song. If the video isn't appropriate for your school, consider using a version that just features the lyrics.

GUANTANAMERA

Expose your students to one of the great classics in Spanish, by the legendary Celia Cruz.

LA BAMBA

La Bamba isn't just one of the most famous songs in Spanish, it features a Chicano artist who bridged Mexico and the US through his life and music.

DE COLORES

A traditional song for children, De Colores is a beautiful and classic Hispanic song that can be enjoyed by all ages.

Bidi Bidi Bom Bom

Selena is a legendary example of life as a Mexican-American artist. Despite being born Mexican parents, she only spoke English as a young child and had to learn Spanish later on, for her music.

HISPANIC HERITAGE MONTH VIDEOS

Celebrate Hispanic Heritage Month with Google Arts (obviously not all of Frida Kahlo's paintings can be used in every classroom context):

Kids Talk About Hispanic Heritage Month (in English):

Hispanic Heritage Month, as explained by young Disney Stars:

How Pitbull's Cuban-American family came to the U.S:

Mes de la Herencia Hispana

A series of adorable videos where young kids introduce themselves and their Latino roots and culture, in Spanish:

Latino Learning Modules

This one explains the terms Hispanic, Latino, and Chicano

Biographies in Simple Spanish:

A simple introduction to Ellen Ochoa. (This is part of a series introducing famous Hispanics for young children- though I bet you could use it for older students as well! So far there are intros for Dolores Huerta, Cesar Chavez, Roberto Clemente, Alberto Baez, and more):

An song intro to HHM and Latin culture from Nickelodeon (preview for Shakira's outfit, hah- up to you!):

Video in English, mostly text:

FOOD AND RECIPES

Pico de Gallo Receta from Mundo de Pepita

Recipes by region: https://www.goya.com/en/recipes/by-region

Image Credits

" Mission Mural - Political Art" ( CC BY-SA 2.0) by fabola

Like it? Pin it!

# data[].attributes.attachment_link.title
The Ultimate Guide to Hispanic Heritage Month Activities

# data[].attributes.attachment_link.description
Inside: A collection of Hispanic Heritage Month activities and ideas for schools or to celebrate at home. National Hispanic Heritage Month occurs every year in the United States, from September 15th to October 15th. It's a month to celebrate the achievements of famous Hispanic Americans, along with everyday people.

# data[].attributes.body
La Plaza strengthens Central Indiana by advocating and preparing Latino students for educational success and by connecting Latino families to health and social services

# data[].attributes.attachment_link.readable_text
As the trusted liaison between Latinos and the larger Central Indiana community, La Plaza is proud to provide educational programs, workforce development support, and access to healthcare and human services for over 3,000 Latino children and families annually.

# data[].attributes.attachment_link.description
As the trusted liaison between Latinos and the larger Central Indiana community, La Plaza is proud to provide educational programs, workforce development support, and access to healthcare and human services for over 3,000 Latino children and families annually.

# data[].attributes.headline
I Learn America - Film and Resource page

# data[].attributes.subject
I Learn America - Film and Resource page

# data[].attributes.attachment_link.readable_text
At the International High School at Lafayette, a Brooklyn public school dedicated to newly arrived immigrants from all over the world, five teenagers strive to master English, adapt to families they haven't seen in years, and create a future of their own while coming of age in a new land.

Through these five vibrant young people, their stories and struggles, and their willingness to open their lives and share them with us, we "learn America."

The International High School is a New York City public school dedicated to serving newly arrived immigrant teenagers, with more than 300 students speaking two-dozen languages from 50 countries.

The children of immigration, here to stay, are the new Americans. How we fare in welcoming them will determine the nature of this country in the 21st century and beyond.

BRANDON (15, Guatemala) crossed the border to the United States to reunite with his mother after ten years apart. Making the perilous journey was easy compared to getting to know his mom again. In America, she has remarried, leaving Brandon to face the difficult task of finding his place in his new family. He is struggling to focus on his schoolwork and becomes distracted as he falls in love with a girl from Honduras. Will he be able to bond with his mother and meet her expectations for him to do well in America? What kind of future can he count on without papers?

ITRAT (17, Pakistan) came to America to join her father she barely knew after the passing of her mother. At school, she's vivacious and outspoken. She is also a devout Muslim and fulfills a traditional role at home, cooking and cleaning for her father and brothers. With feet in two worlds, she is increasingly anxious. What kind of future is waiting for her? Will she return to Pakistan to marry or will she go to college and build her independence?

SANDRA (17, Poland) is a tomboy and class leader. She's also undocumented. Sandra has grown confident in identifying as a girl who dresses like a boy, but as Prom nears, she confronts her parents' insistence that she wears a dress. As she faces graduation, she also fears that being undocumented means she will lose all she has gained once she leaves the security of the school.

JENNIFFER (17, Dominican Republic), her mother and her 2 sisters left an unsafe family situation in the D.R for a better life in New York City. She's a sassy teenage girl and Sandra's inseparable best friend - "like a flower with water." - Now, will she be able to help Sandra assert her identity at Prom and beyond?

SING (18, Myanmar), a refugee, recently relocated to Brooklyn and left his family behind. He barely speaks English and never expected to land in America. At school, no one else speaks his language and his poor English prevents him from making friends. He is isolated and angry. Will his English teacher help him to find his voice?

Video of our film premiere in New York City

Our big New York Premiere took place at DOC NYC. We turned it into a real community gathering!!

Itrat, Sandra, Brandon, Jenniffer, Gitte, Jean Michel and the whole team used the event to remind the audience:

"The children of immigration are here to stay. The way we fare in welcoming them will define who we are for years to come."

In association with our partners at Make the Road New York, The New York Immigration Coalition, FWD.us, Internationals Network for Public Schools, International High School at Lafayette, Kids in Need of Defense (KIND), The Vilcek Foundation, Active Voice, The International High School @ Prospect Heights, United We Dream, Facing History and Ourselves, Women's Refugee Commission, First Focus, NYC Mayor's Office of Immigrant Affairs, NYC Dept of Ed (ELL's office) - And many more.

Top

GET I LEARN AMERICA IN YOUR INBOX

No spam. Just a great way to receive the best stories from our "human library" and news from I Learn America.

# data[].attributes.attachment_link.description
At the International High School at Lafayette, a Brooklyn public school dedicated to newly arrived immigrants from all over the world, five teenagers strive to master English, adapt to families they haven't seen in years, and create a future of their own while coming of age in a new land.

# data[].attributes.attachment_link.readable_text
Esta entrada también está disponible en:

The Mexican Christmas tradition I enjoyed most as a child is called Las Posadas. Even today, when I hear the lyrics of the Las Posadas song, or smell a cup of Mexican , or watch kids swinging at a piñata, all those fond memories come rushing back to me.

A couple of years ago, my children were in Mexico during the holidays and they enjoyed every single minute of their stay. And why not? There was a party and a piñata every day! What amazes me most is how many details they still remember from those celebrations.

Quite a few of you have asked me how to celebrate Las Posadas, so that's exactly what I'll do. I'll give you a step by step guide for how to celebrate Las Posadas the way my family does it in Mexico.

If you are not familiar with Las Posadas, the tradition was brought to Mexico from Spain by Catholic Missionaries in the 1500's. The tradition commemorates Mary and Joseph's journey in search of a room on the night baby Jesus was born. That is why it is called Las Posadas, because posada means Inn or dwelling in Spanish, so Las Posadas means the Inns.

You probably remember that there was no room at any Inn on that night, and Mary and Joseph had to knock on a few doors before they found the manger where Jesus was born.

Where I grew up, the Las Posadas celebrations started 9 days before Christmas each year, always on December 16th, and continued each day through Christmas Eve. They still have a strong religious significance, but they are culturally significant, too, so they are widely celebrated by both Catholics and non-Catholics alike in Mexico.

In my family, we always celebrated them as religious events, but I have seen them celebrated with fewer religious elements as well. Whether you want to celebrate all 9 days, or just one, or you would like to celebrate in a traditional way or with variations, I hope this will help.

This guide is inspired by my family's traditions. Each Las Posadas celebration has three main components; first, the prayer and c aminata, then the food, and lastly, the piñata.

How to Celebrate Las Posadas

Prayer and Caminata

In Mexico, many traditional Las Posadas celebrations begin with prayer, for instance, with a recitation of the Rosary, and then continues with the caminata, a re-enactment of Joseph and Mary's search for a room.

To do this, you will need a rosary, a person to lead the rosary, musical instruments like tambourines or maracas, and printed lyrics of the Las Posadas song. If someone in your party plays the guitar, even better. We usually sing a Christmas carol after each decade of the rosary and the kids love playing the instruments. You will also need candles and sparklers.

Variation: Start with a short prayer or sing Christmas carols in place of the Rosary.

After the prayers, the caminata follows. Remember this is the re-enactment of Joseph and Mary's journey in search of a room.

To do this, beforehand, find three doors that open to the outdoors. They can be three neighbors' doors, or, like my family in Mexico, three doors on the same house.

Participants divide into two groups. One group sings from inside each of the doors, and the other carries the Peregrinos, the figurines of Mary and Joseph (see photo at top, you can also have kids dress up like Joseph and Mary, they usually enjoy this), and sing the Las Posadas song (see lyrics link below) from outside the doors. Give each person a candle and a few sparklers. The candles are lit during the singing and procession (caminata) and the sparklers are lit at the end just before dinner.

The outside group approaches the first door, singing. The inside group responds in song, but does not open the door. Next, the outside group continues to the second door and, again, the door is not opened. Then, the outside group moves to the third door singing, and the inside group finally opens the door.

Here are a few resources for you:

Food and beverages

After the caminata, we eat. Make sure you have a big open space for all your guests. We usually place chairs outside in a big circle so we can mingle and talk while we eat. There are three important food elements in our posadas, fruit, candy, and dinner.

Usually, bags of fruit are passed around while we wait for dinner. Our traditional bags include 1 orange, 1 mandarin, 1 piece of sugar cane, 2-3 tejocotes (Mexican hawthorne), 1 guava and a good helping of roasted peanuts in shells.

Dinner usually consists of a traditional Mexican antojito like tacos, tamales, pozole and the like. Here are a few links with yummy recipes:

Our traditional beverage for Las Posadas is Mexican Ponche, a spiced, hot beverage made with fruit, water and sugar. Some adults add a little bit of rum or whiskey in theirs to make it warmer. Other options are atole or chapurrado, especially if you serve tamales. Here are a few links:

After dinner, a host walks out with a basket of aguinaldos which are small bags with sweets, including candy and cookies.

Piñata Time

The piñata's origins come from Las Posadas. The first piñata shape was a 7 pointed shining star:

The seven points represent the 7 sins.

Being blindfolded represents faith.

The stick represents virtue.

Beating the piñata represents the overcoming of sin.

The treats inside represent the glory of God falling down upon us.

We also have a song we sing when we hit the piñata, which serves two practical purposes: The first is to have fun and participate, even when you are not hitting it yourself, and the second is the length of the song sets the perfect time limit for each person's turn before passing the stick on to the next in line. Check out the piñata song lyrics right here, and check out the video where I sing it for you right here.

Our Posadas generally have two piñatas, one for the little ones, and one for older kids. Or, one for girls and one for boys, or simply two to make sure everybody gets a hit in before they are destroyed.

After the caminata, dinner, and hitting the pinatas, we gather around and talk and eat our candy and mingle until late in the evening. Then, everybody goes home and gets ready for the next Las Posadas celebration the following day!

As I mentioned at the beginning, you can do all 9 days of Las Posadas celebrations, you can do just a few, or you can do one big one, it is up to you!

Merry Christmas!

# data[].attributes.attachment_link.title
How to Celebrate Las Posadas * Mama Latina Tips

# data[].attributes.attachment_link.description
The Mexican Christmas tradition I enjoyed most as a child is called Las Posadas. Even today, when I hear the lyrics of the Las Posadas song, or smell a cup of Mexican ponche, or watch kids swinging at a piñata, all those fond memories come rushing back to me.

# data[].attributes.body
¡Un sitio web de recursos maravilloso para ayudar a las familias españolas y EL a tener éxito en la escuela y más allá!

# data[].attributes.attachment_link.readable_text
Videos presentados

Preguntas frecuentes

¿Qué más puedo hacer para ayudar a mi niña a ser un buena lectora y escritora?

Mi prima acaba de llegar de su país y no sabe inglés. ¿Cómo puede ayudar a su niño pequeño a aprender inglés?

Mi marido le habla en inglés a nuestra niña. Yo quiero hablarle en mi primer idioma. ¿Esto podría confundirla?

Consejos para familias
Vea consejos para familias ›

Listas que se presentan

Desde las cascadas y colibríes del Iguazú a las tunas del desierto, estos libros bilingües pondrán a lo

¿Sabía que la primera autora latinoamericana que ganó el premio Nóbel de literatura fue Gabriela Mistra

Nuestra lista de libros se centra en la rica historia de algunos inmigrantes de Estados Unidos.

Hemos recibido todos los emails durante este año. Muchas felicitaciones porque nos han ayudado muchisimo, sobre todo en las guías, y consejos para padres para ayudar mejor en sus tareas a nuestros hijos.

Desde las cascadas y colibríes del Iguazú a las tunas del desierto, estos libros bilingües pondrán a lo

¿Sabía que la primera autora latinoamericana que ganó el premio Nóbel de literatura fue Gabriela Mistra

Nuestra lista de libros se centra en la rica historia de algunos inmigrantes de Estados Unidos.

Hemos recibido todos los emails durante este año. Muchas felicitaciones porque nos han ayudado muchisimo, sobre todo en las guías, y consejos para padres para ayudar mejor en sus tareas a nuestros hijos.

# data[].attributes.attachment_link.description
¿Qué más puedo hacer para ayudar a mi niña a ser un buena lectora y escritora? Mi prima acaba de llegar de su país y no sabe inglés. ¿Cómo puede ayudar a su niño pequeño a aprender inglés? Mi marido le habla en inglés a nuestra niña.

# data[].attributes.body
What ELL students need to know.

# data[].attributes.attachment_link.readable_text
Note: This article is Part 1 of a two-part series. Creating a College-Going Culture for English Language Learners follows this article.
We have to tell students that they can achieve and they can overcome language barriers, and then help them start thinking about and preparing for college very early. Being hopeful and bringing a positive message goes a long way. The most important thing is to believe that students can achieve, and to reinforce what is possible instead of what isn't.
- Dr. Frances Contreras

For English language learners (ELLs), the challenges of applying to college can be overwhelming. One of Colorín Colorado's advisors, Christine Rowland, tells this story about a student of hers in Getting ELLs on the College Track:

I had a student my first year of teaching named Joanna. She was a hallway walker. She would cut class two or three times a week. She was a nice kid and would do good work when she was there, but she cut a lot. After about a year and half she decided to get her act together, but it took her five years or so to graduate. In her senior year, I started working with her on getting into a college. She wanted to be a doctor, but her average was very low, and there was no way she could get into a program that would lead to medical school. I suggested that she try to get into nursing. She really wanted to get into a four-year nursing program. I tried to convince her to apply to two-year programs, because I didn't think she would get into a four-year program, but she had it in her mind that she wanted a degree. I always encourage my students to apply to their dream school, along with other schools, and, of course, she was rejected. I've never seen a student so upset by a rejection. Floods of tears, just devastated. She didn't get accepted to any of the four-year colleges - I'm not sure that she even got accepted to the two-year nursing program either. I started talking with her about community college again. I explained that she would have to work hard for two years, and if she continued to work and didn't lose heart or hope, she might be able to go somewhere from there. Then, in May, we got an emergency call from a private, four-year university in New York. They were starting a new bilingual nursing program and were desperate for students. That late in the year, most candidates were already committed to other schools. It was unbelievable timing. We wrote glowing reports of Joanna, and she got accepted into their four-year program. About a year later, she appeared in a Spanish-language supplement in the Daily News. There was a full-page picture of her, a write-up on the program and of her, talking about how she came back to school and what a stellar student she was. It was really great.

Fortunately for Joanna, once she had decided that she wanted to go to college, an opportunity presented itself, and a group of teachers was able to help her through the process. For many students, however, the opportunity to go to college or to find the right support system never presents itself - particularly for English language learners.

Nevertheless, ELL teachers can play a critical role in helping students prepare for and go through the college application process. This article will offer a brief outline of tips and resources for ELL teachers who would like to help prepare their students for college. Remember that high school counselors and college admissions counselors/advisors have much more detailed information and will know of programs and admissions requirements for institutions in your local area. I encourage you to build partnerships with your school's guidance counselors so that you can determine how best to support each other and your students.

Getting Started

ELLs and Higher Education

The challenge of helping ELLs get on the path to college is one that many educators are already familiar with; given current demographic trends, however, it is a challenge that more and more schools around the country will face as the nation continues to diversify. For example, the Pew Research Center projects that "the Latino population, already the nation's largest minority group, will triple in size and will account for most of the nation's population growth from 2005 through 2050. Hispanics will make up 29% of the U.S. population in 2050, compared with 14% in 2005." ¹

In addition, the Western Interstate Commission for Higher Education projects that between 2004-05 and 2014-15, the nation's public high schools will produce:

Almost 207,000 more Hispanic graduates (an increase of 54 %)

Nearly 46,000 more Asian/Pacific Islander graduates (an increase of 32 %)

About 12,000 more Black, non-Hispanic graduates (an increase of 3 %)

About 2,000 more American Indian/Alaska Native graduates (an increase of 7 %)

Nearly 197,000 fewer White, non-Hispanic graduates (a decline of 11 %).²

It's also important to keep in mind that many ELLs may:

be the first person in their family to attend college

attend college part-time so that they can earn money to support their family

take an "un-traditional path" and take longer to finish their degree

Note: For more information on trends of Latinos undergraduate students, take a look at the Excelencia in Education website.
The First Steps

Given these trends, it's not surprising that many ELLs don't know where to begin the college application process, and that many ELL teachers are wondering how to help their students get to college. While ELL teachers can't do it alone, they can provide invaluable support once they realize what their students most need.

Early in my ESL teaching career, I was fortunate to be named the coordinator of an after-school program designed to increase the academic achievement of ELLs. The students met every day and received help learning English and completing homework assignments. I got to know the students very well and became familiar with their academic progress, as well as their hopes and dreams. I realized many of the students had no idea how to begin to apply for college, and many didn't think they would qualify nor have enough money. Their parents, with their limited English and unfamiliarity with the U.S. educational system, often didn't know how to help them either. I designed a requirement in my program that all juniors and seniors attend my "field trips" to local colleges.

We visited a community college, a public university, and a private college. The students began to understand their options and the differences between different types of higher learning institutions. My favorite memory was of one my students who assured me that she would not be attending college. She claimed she wasn't that interested, and that it wasn't a possibility for her. At the end of one of our college tours, I watched in amazement as she skipped down the marble stairs and shouted, "Miss Kristina! I'm going to college! I understood everything they said in there!"

It was then that I realized how little my students knew about going to college, the requirements needed to apply, and the steps to get there. Once I figured that out, though, I was able to think about what information and support they most needed, and role I could play in helping them get that information and support. What my students needed may be different than what your students needed, so it's important to get a sense of where they're at in their attitudes and perceptions about college, and then start from there.

The Role of the ELL Teacher

One of the first things to consider is what your role will be throughout the process of helping your students get on the path to higher education. It will probably be a little bit guidance counselor, a little bit editor, and a little bit cheerleader. As an ELL teacher, you may know your students and their strengths better than other teachers in the building; as such, you can be an advocate for them as well. You can also help students in these areas:

Having high expectations: As Dr. Frances Contreras discusses in her interview with Colorin Colorado, teachers can make a tremendous difference (whether it's positive or negative) for students, especially when it comes to encouraging or discouraging their students' pursuit of future goals. In her recent interview with Colorin Colorado, Dr. Contreras describes how educators' expectations can affect students:

For some Latino students, community college may be the best option, but for some other students, they may in fact be ready for a four-year institution and then never get the chance to apply because they only received information about community colleges from their guidance counselors ... Right now we're so focused on making sure kids don't drop out of high school that we are not looking beyond high school graduation - everything stops after high school. We aren't pushing kids to think about college enrollment early, because a high school diploma has become the end goal. College has to be the message as early as possible - otherwise these Latino youth will not likely consider higher education to be an option for themselves.

Dr. Contreras, who holds a Master's Degree from Harvard and a Ph.D. from Stanford University, mentions that she also faced the same kind of obstacle in high school - even as a stellar student who had demonstrated strong leadership skills and had been accepted to many of the University of California's campuses, her guidance counselor encouraged her to look for something closer to home because she didn't seem "ready" to attend a four-year university. While ELLs should consider the different alternatives that best fit their needs, it's important that the students all have access to the same information as their peers, and that ELL teachers make sure that their students are receiving that information.

Understanding what colleges are looking for: It's important to explain to students what colleges are looking for, the different elements of a college application process, and how much weight each element carries. Colleges ask for scores from the SAT or ACT (verbal and math only), high school GPA, class rank, senior schedule, college essay, teacher/counselor recommendations, and involvement or leadership in school clubs, sports, or community organizations. Admission officers look closely at course selection during high school and hope to see that students have taken advantage of curricular opportunities. Some consideration will be given to the rigor of courses and the extent of improvement over the four years; the emphasis on extracurricular contributions is generally on quality, not quantity. ELL teachers can show students how to keep records of their activities and accomplishments so that they can compile that information easily once they start filling out their college applications.

Understanding the differences between kinds of institutions: ELLs may not be familiar with the difference between two-year community colleges and four-year colleges or universities, as well as the difference between public and private schools. Depending on their financial situation, family structure, and academic success, they may consider one kind of school rather than another. Many community colleges offer Instant Admission days where students simply show their high school transcript and can get an immediate answer about acceptance. Maintaining good grades at a community college for two years can open the door to a four-year college, but it's important that students find mentors at the community college who will be able to help them navigate through that transition process once they are ready.

Writing student essays: ELL teachers can help students think about strong topics for their student essays. One common recommendation is that students reflect on the challenges they have faced in their personal or academic life in their essay. This may also be the only place where students can explain low grades or test scores.

Choosing a course of study: Students may not be ready to choose a major when they enter college, and they need to know that that's ok! It is quite common for students not to declare a major when they matriculate; as they take general education classes and electives they will get a better idea of what they are good at and what they would enjoy doing as a career. Work with your high school counselors to give ELLs interest inventories so they can get an idea of possible fields of study that will be a good fit once they get to college.

Choosing where to apply: Teachers will need to encourage ELLs to apply to more than one college unless students are applying for early decision. Many guidance counselors recommend that students apply for at least one 'reach' school, one 'right there' schools, and one 'safe' school. Students can lose a lot of self-confidence when applying to schools, so teachers will want to support them while remaining honest with them so not to set false hopes. Along with rooting for them, teachers will find it helpful to encourage students to stay on a timetable so they can get their applications in on time, if not early.

Academic Preparation

Coursework

It is very important that ELLs enroll in demanding courses that will prepare them to attend college. High school counselors need to work closely with ELL students to develop an educational course plan to ensure that students meet the requirements for college admission. Teachers of ELLs can collaborate with counselors to make sure that students and their families understand this process and its importance. Some ELLs may enroll in high school with minimal English language skills, and it may take five years to complete all the necessary requirements because of the time needed to learn English. These students especially need a detailed course plan to make sure they have the correct number of math, science, and language arts classes required for college acceptance.

Another area of concern has been the two-year language requirement of some colleges. For many ELLs this isn't feasible; however, some high schools and colleges may count ESL classes or native language proficiency towards these requirements. Check with your school's guidance counselor in order to learn which requirements apply to your students.

Teachers should also work closely with counselors to identify ELLs who have the necessary academic skills to be successful in advanced coursework and make sure they have opportunities to register for honors classes, AP classes, or college credit-bearing classes. Texas schools are encouraging their Spanish-speaking high school students to take the AP Spanish and AP Spanish Literature exams in order to get some college credits. Program coordinators are finding that the accomplishment of passing those exams is having a very positive impact on the students' attitudes about college and their own potential.

Assessments

ELLs will need to pass the state required academic assessments in order to receive a high school degree. Some students may need extra support to pass these exams, and they should be informed of any special classes or programs that will help them to do so. As part of the college application process, ELLs will also need to take college entrance exams such as the ACT or SAT. Counselors need to give students information about the tests and make them aware of what to expect and how the test scores will be used. Although there is a fee for taking these tests, ACT has a Fee Waiver available for students who meet the appropriate criteria.

ELLs will also most likely be required to take an English language exam at the colleges to which they apply. Some of those exames include the TOEFL (Test of English as a Foreign Language) and MELAB (Michigan English Language Assessment Battery). These tests determine students' English language ability and appropriate placement in college courses. Students with less than college-level English language proficiency will most likely be placed in "developmental" courses that count as electives while they develop their college-level academic language skills. Although this is a beneficial experience and will help ensure students' success in college, ELLs need to understand that this may increase the amount of time they spend in college before receiving a degree.

Guiding ELLs and Their Families Through the College Application Process

Applications and Essays

The paperwork involved in applying for college can be overwhelming for any high school student, but it is especially cumbersome for many ELLs. Work with your guidance department to figure out ways that the school can support ELLs during the college application process, such as holding workshops on writing college essays, or having a "College Application Session" in which students are all working on their applications together with a few teachers in the room to answer questions. Otherwise, as one of our advisors shared, you might be called upon to answer the same questions numerous times throughout the college application season!

Helpful information to cover in a workshop includes:

an overview of the application process

early decision or early admission options (and information on colleges that offer discounts or waive the application fee for applying early and/or online)

Educational Opportunity Programs (EOP), for which low-income or educationally disadvantaged students may qualify

different kinds of college applications and forms (the Common application, Supplemental forms, recommendation forms, etc.)

It may also be helpful to have a separate workshop for parents and students on the financial aid process with information available in parents' native languages.

Recommendation Letters

Another important area that might serve as an effective workshop topic is that of requesting and sending recommendation letters. When students approach teachers and ask for a recommendation, they need to make sure they:

give enough notice to teachers

choose the right teacher to write a recommendation (the person doesn't need to be the teacher who has given the student their highest grades, but rather a teacher who can speak to the student's improvement and persistence, especially a teacher the student has had for multiple years or in their junior year)

know how to correctly address an envelope/where to put stamp

fill out a student profile to give to teachers/counselors to help them write the recommendation.

When writing these letters, teachers have the opportunity to emphasize a student's academic growth over the time they have been in the U.S., and bring to light their positive characteristics, strengths, and successes.

Parent Information

It's also important to bring parents into the application process and make sure they have the information they need to support their children, especially if they are new to this country or don't speak English. Most, if not all high schools, have programs for parents explaining many aspects of the college application process and financial aid. ESL teachers can collaborate with guidance counselors by getting translators for these presentations and translating handouts. For parents who can't attend, materials can be mailed home. Ask parent liaisons or coordinators for guidance so that they can help you determine the most effective ways to communicate with your students' parents.

Support Programs, Financial Aid, and Eligibility

Special Programs

There are many federal programs designed to help first-generation college students and/or those with low economic status to prepare for college. Programs such as Upward Bound, TRIO, and GEAR UP are often available through local colleges and universities. There are also other materials that offer guidance, such as Ten Steps to College with the Greens, a PBS documentary highlighting the steps to college and tips for success at each step. In the Hotlinks you will also find a link to an article about LEAP, a college preparation program for ELLs in the Shakopee school district in Minnesota. A teacher had noticed that some ELLs with high grade point averages weren't making preparations for college and discovered that the students didn't really think going to college was a possibility. The LEAP program identifies these students and offers them the support they need to apply to college.

Financial Aid and the FAFSA

In order to apply for federal aid to supplement college costs, students must fill out a Federal Application for Student Aid (FAFSA) form. Here are some important things to remember:

Filling out the FAFSA is free.

Students must be a U.S. citizen or an eligible non-citizen in order to fill out a FAFSA form.

In order to complete the FAFSA online, both the student and one parent must get a secured login and password, and they must know their parents' social security numbers and have access to their tax returns.

The FAFSA is the federal application for financial aid, but it is also used to apply for aid from other sources, such as a student's school or state. The state deadlines may be different from the federal deadlines, and students may be required to complete additional forms. Make sure students check with their high school guidance counselor or a financial aid administrator about these deadlines, as well as about other state and school sources of student aid.

With three children in college, I can relate to how daunting the FAFSA can be. Some of the questions on the application may seem confusing, such as, "How many people live in your house?" For ELLs that number may change, depending on how many relatives stay with them at any given time, and who is earning what. Check with your high school guidance counselor or a financial aid administrator about how to handle these kinds of questions appropriately.

When the form is completed, the student will receive a report of their Expected Family Contribution (EFC) toward college. This doesn't really mean much until the student applies to college and gets a financial aid estimate. That estimate will show the Estimated Cost of Attendance minus the EFC, which will equal Financial Need (the federal government calculation based on the FAFSA).

The financial need will vary based on the cost of attendance, but the EFC is the same from school to school. ELLs will definitely benefit from close guidance as they complete this form and use it for applying to college. There are many organizations dedicated to helping first-generation and low-income students figure out financial aid programs, so take a look to see what's in your area, or if local colleges and universities have any recommendations of advisors who can work with your school.

Students also need to know exactly what they are eligible for. For example, they may be eligible for Federal programs and assistance including:

State programs will vary; for example, New York State (NYS) has the:

There are also institution programs, such as merit scholarships, need-based grants and scholarships, endowed scholarships, and athletic scholarships. To self-identify for endowments, students should write a letter to their college of choice after researching what is offered online.

Some schools may also require other aid applications such as the CSS Profile, which does have a fee and asks for different kinds of information than the FAFSA, and which various colleges use to determine if students qualify for non-federal financial aid.

Finally, there are numerous organizations dedicated to helping low-income students students find scholarships, such as CollegeScholarship.org. Be aware of scholarship scams. Scholarship search engines and applications should always be FREE.

Organizations dedicated to helping minority students include:

Citizenship

ELLs may assume that they have to be U.S. citizens to attend college. In fact, whether students have legal residency documentation or not, it is still possible to attend college in the United States. Legal U.S. residency status is required for U.S. financial aid, but there are still higher education enrollment options available to students without proper documentation, as well as financial aid options. (See the Dream, Believe, Succeed! guidebook for a list of related scholarships.)There is also legislation, such as the DREAM Act, that supports students who are not U.S. citizens in gaining access to college. This legislation is designed to help students who have been in the country for at least five years and who came to the U.S. at the age of 15 or younger. While the DREAM Act has not been passed on a national level, some states such as California have passed their own version of the DREAM Act, allowing students to pay in-state tuition.

I recommend each student's college application journey be assisted by a professional counselor. This is also important because many states are legislating this issue on behalf of their statewide system, so it's important to find guidance counselors who are familiar with local and statewide systems, as well as their current policies.

Closing Thoughts

While the process of helping ELLs get on the path to college may be daunting, the rewards for you and the student can be invaluable. You may be able to help students in ways you and they had never imagined. ELL teachers have a unique opportunity to make a difference in students' lives by taking some extra time to connect them with the resources that will get them on their way to a brighter future. Every journey begins with a single step, and you might be just the person who can help your students make that first step happen.
Dream, Believe, Succeed! A College Planning Handbook for English Language Learners
While some of the information from this guide is specific to New York City and State, there are great overviews of the college application process and considerations for ELLs and immigrant students. There is also a list of scholarships for undocumented students under the section on "Paying for College."
Hispanic College Fund
The Hispanic College Fund works to provide Hispanic high school and college students with the vision, resources and mentorship needed to become community leaders and achieve successful careers in business, science, technology, engineering, and math. Their programs include scholarship competitions, a youth symposium, an online career network, and a leadership and professional internship and placement program.
Excelencia in Education
Excelencia in Education disseminates information on effective higher education practices for Latinos, assesses the impact of institutional policies on Latino achievement, and coordinates an action network for stakeholders.
Colorín Colorado: Getting ELLs on the College Track
Interview with Colorín Colorado advisor, Christine Rowland, about the ways she helps her ELL students through the college application process.
Colorín Colorado: Providing the Right Learning Opportunities for Latino Student Success
Interview with Dr. Frances Contreras about her research on Latino students and educational opportunities.
PBS: Ten Steps to College with the Greens
A PBS documentary that follows the Greens as they prepare for college. Each segment describes the step and has a video clip to accompany the information.
Go College Website
Full-service site offering college searching, financial aid information, and more.
E-Campus Tours
Free virtual campus tours of colleges and universities.
Common Application
The Common Application provides an admission application - online and in print - that students may submit to any of their 346 members. The process can allow students to spend less time on applying for admission.
Illinois DREAM Act Information
A summary of statewide legislation makeing Illinois the first state in the country to create a private scholarship fund for undocumented youth. It also eases the path to higher education for undocumented youth, 65% of whom come from households that earn 200% under the poverty line.
United We Dream
United We Dream is the largest immigrant youth-led organization in the nation, a nonpartisan network made up of 52 affiliate organizations in 25 states.
NPR: Students Recall College Life as Undocumented Immigrants
Listen to an excerpt from "Undocumented Undergrads" and an interview with the editor, Kent Wong.
Minneapolis-St. Paul Star Tribune Article on LEAP Program
Describes the Shakopee school district's LEAP program designed to help ELLs get ready for college.
U.S. Department of Education: Financial Aid Website
U.S. Department of Education's Financial Aid homepage.
Student Aid on the Web
An online portal from the U.S. Department of Education offering information on student financial aid. Information in Spanish is also available.
Free Application for Federal Student Aid (FAFSA)
The official website for the federal financial aid application. This is a free online application to determine the family's expected contribution toward college.
FAFSA Pin Website
Get a PIN to sign your FAFSA electronically and conduct other online business with the U.S. Department of Education.

The SmartStudent guide to financial aid college scholarships, and student loans.
FastWeb Scholarship Search
Fastweb lists more than 600,000 scholarships for students to search for free.
College Scholarships Website
Online database listing college scholarships by state, student profile, degree, etc.
NYS Higher Education Services Corporation
Information on New York State financial aid programs, tips for choosing a school, career planning guides, and more.

# data[].attributes.attachment_link.title
Getting Ready for College: What ELL Students Need to Know

# data[].attributes.attachment_link.description
Note: This article is Part 1 of a two-part series. Creating a College-Going Culture for English Language Learners follows this article. We have to tell students that they can achieve and they can overcome language barriers, and then help them start thinking about and preparing for college very early.

# data[].attributes.headline
Cuentos de Buenas Noches para Niñas Rebeldes

# data[].attributes.subject
Cuentos de Buenas Noches para Niñas Rebeldes

# data[].attributes.body
Good Night Stories for Rebel Girls is a children's book packed with 100 bedtime stories about the life of 100 extraordinary women from the past and the present, illustrated by 60 female artists from all over the world. Each woman's story is written in the style of a fairy tale.

# data[].attributes.attachment_link.title
Cuentos de Buenas Noches para Ninas Rebeldes

# data[].attributes.headline
Cristina Saralegui - Cuban talk show host and popular tv personality who forever changed television for Latinos. 

# data[].attributes.subject
Cristina Saralegui - Cuban talk show host and popular tv personality who forever changed television for Latinos. 

# data[].attributes.body
Known as the Hispanic Oprah Winfrey, Cristina Saralegui's show was seen by an estimated 100 million viewers in 15 countries and had already earned several Emmy Awards.

# data[].attributes.attachment_link.provider_name
we are mitú - business and entertainment, culture and sport, movies and music

# data[].attributes.attachment_link.readable_text
cristinasaraleguitv / Instagram

If you're Cuban, or from Miami, you know who Cristina Saralegui is. Your mother would be in the kitchen and make you parrot everything she said on El show de Cristina from the living room. She's the hetero Ellen Degeneres of Spanish language television, and we haven't seen her on the TV in almost ten years.

Her show covered controversial topics for its time, including domestic violence, sex abuse and actually covering the AIDS epidemic when no research was being conducted. Let us tell you how she got her start and what she's up to now.

Cristina Maria Saralegui is an Aquarius.

CREDIT: @DiarioLaPrensa1 / Twitter

Those airy signs can talk with anyone about anything, which is why she could joke around with the likes of Selena, Shakira, Celia Cruz, and so many other superstars. Saralegui was born on January 29, 1948, which means in her early seventies these days.

Saralegui was born in Miramar, Havana, Cuba.

CREDIT: @el_sintweets / Twitter

She's of Spanish descent from all four grandparents. Cristina has classic oldest sibling vibes, and she's earned it. She has two younger sisters and two younger brothers.

Her family fled Cuba during the Cuban Revolution in 1960.

CREDIT: @cristinasaraleguitv / Instagram

She was only 12 years old when her parents, Francisco Rene Saralegui, Jr. and Cristina Santamarina, settled down in Key Biscayne.

She graduated fromthe University of Miami.

CREDIT: @CeliaCruzLegacy1 / Twitter

Go 'Canes! Cristina grew up very Catholic and attended Catholic school all the way until college. After graduating from the Academy of the Assumption in Class of 1966, she was off to Miami proper.

Within 6 years of starting an internship at Vanidades, she was editor of Cosmo.

CREDIT: @peopleenespanol / Twitter

That's right. She's said that the internship helped improve her written Spanish. Makes sense that if you suddenly start learning English grammar at age 12, that you'd miss some Spanish lessons. She spent a decade as editor of the Spanish version of Cosmopolitan.

It was in 1989 that she launched her own television show.

CREDIT: @katbeee / Twitter

El show de Cristina was her first shot at television journalism and Univisión was all on board. The show has received 11 Emmy Awards.

The first time Cristina met Celia Cruz, she had an emotional breakdown.

CREDIT: @elnuevoherald / Twitter

According to Cristina's account on El Nuevo Herald, she said,"I remember that I went to interview her at the Diplomat hotel. I started the interview, but in those days I was very sad because I had lost a pregnancy and something unusual happened to me. Suddenly I started to cry, Celia asked me what was wrong, I told her and she gave me a hug and she consoled me. So much was its human warmth that my defenses collapsed and I crossed a line that I never crossed again with anyone I have interviewed."

Her signature thumbs up al fin del show is iconic.

CREDIT: @MiamiHerald / Twitter

In classic Cuban Oprah fashion, she'd end every show with this:
"Pa'lante, pa'lante, pa'tras ni pa' coger impulso"
Which roughly means dale, let's go, don't slow down.

Cristina tried to do an English language show, but it was cancelled after half a season.

CREDIT: @sophiaacarvajal / Twitter

It went by Cristina, and she launched it three years after El show de Cristina. I guess in 1992, English speakers had Oprah and Spanish speakers had Cristina y ya.

Cristina used her fame to publish her own magazine, Cristina: La Revista.

CREDIT: @smithsonian / Twitter

She's also two books in multiple languages, one of which is called "My Life as a Blonde." Haven't read it yet, but I'm curious to hear the hardships la rubia life has that could even compete with the hairy morena life.

Cristina's magazine and career has been lauded by GLAAD for its LGBTQ inclusivity.

CREDIT: @PH_Film / Twitter

In 1997, GLAAD awarded her the Media Vanguard Award, which was followed up 16 years later with the Media Award for Outstanding Magazine. Cristina and her husband have also founded the Arriba La Vida Foundation to promote AIDS awareness and education in the Latinx community.

She was part of the 1999 Class of the Hollywood Walk of Fame stars.

CREDIT: @cristinasaraleguitv / Instagram

She got her star on November 4, 1999, and its well-deserved. From running Cosmo to launching her own television show, magazine, furniture and beauty product lines, Cristina has dominated every industry she's touched.

Her first ever political endorsement was for Barack Obama's second run.

CREDIT: @OBAMA4ME / Twitter

She spoke at a rally in Miami, FL, and the crowd went nuts for her. Obviously, her presence worked because we got Obama for another term.

Her brother, Iñaki died in 2017.

CREDIT: @El_Universal_Mx1 / Twitter

He spent 5 months in the hospital after a liver transplant and died from complications.

Caption: "Hermano siempre estarás en mi corazon y en el de toda nuestra familia. Te amo. ????"

Since retiring from television, she's always posting about her beloved animals.

CREDIT: @cristinasaraleguitv / Instagram

Like every abuelita in Miami, she loves her cockateels. And her bull dogs. And her Koi.

Caption: "Miren quien se escapó de su jaula. Fígaro se admira en el espejo del comedor. ????????"

No really, she even competes in Koi competition shows.

CREDIT: @cristinasaraleguitv / Instagram

Only in Florida can you find the Central Florida Koi show. Cristina and her husband, Marco Avila, former member of the Miami Sound Machine, are very passionate about Koi.

And she has won.

CREDIT: @cristinasaraleguitv / Instagram

Caption: "Felicidades mi amor por ganarte otro campeonato con tus Koi.Central Florida Koi Show. ????????????"

From the looks of the caption, the Saralegui family regularly wins the competition.

Saralegui is an avid orchid gardener.

CREDIT: @cristinasaraleguitv / Instagram

She grows a variety of species in her garden and you know how I know that? She's constantly posting photos of potted and planted orchids. It's kind of a Miami thing.

Saralegui has a son, Jon Marcos, with Avila.

CREDIT: @cristinasaraleguitv / Instagram

The two have been married since 1982, and Cristina also has a daughter with her first husband, Tony Menendez. Today, Cristina has grandkids to spoil rotten, gladly.

Saralegui is an outspoken feminist.

CREDIT: @cristinasaraleguitv / Instagram

It all started when her father would only pay for her brother's education growing up. She's said that was the moment she decided she couldn't rely on any man for income.

In 1998, before Beyoncé pulled 'feminist' from a list of dirty words, Cristina told the Los Angeles Times, "I'm not afraid to say that I'm a very intelligent woman. [Latinas] cannot say that they're intelligent. They can be beautiful, but they cannot be intelligent. And they cannot brag about it and say, 'Yes, damn, I am smart and I am a woman.'"

After her show ended in 2011, annual rumors of her death crop up. She alive.

CREDIT: @briannnaesther / Twitter

In 2015, she told the Miami Herald, "I don't on plan dying for a while yet. But I'll let you know. You all will be invited to the funeral."

Yup. She's alive and well and you can catch her on her 24/7 Sirius XM talk show.

Share this story with all of your friends by tapping that little share button below!

Notice any needed corrections? Please email us at corrections@wearemitu.com

# data[].attributes.attachment_link.title
Cuban Talk Show Host Cristina Saralegui's Impressive Career Changed The Game For Latinos On Television

# data[].attributes.attachment_link.description
If you're Cuban, or from Miami, you know who Cristina Saralegui is. Your mother would be in the kitchen and make you parrot everything she said on El show de Cristina from the living room. She's the hetero Ellen Degeneres of Spanish language television, and we haven't seen her on the TV in almost ten years.

# data[].attributes.headline
Seriously...what kind of brujería is this?

# data[].attributes.subject
Seriously...what kind of brujería is this?

# data[].attributes.headline
Alternatino - 5 Characters in Every Dark Teen Drama (Sketch)

# data[].attributes.subject
Alternatino - 5 Characters in Every Dark Teen Drama (Sketch)

# data[].attributes.attachment_link.title
5 Characters in Every Dark Teen Drama - Alternatino

# data[].attributes.headline
Alternatino - How Did They Survive with No Food? (Sketch)

# data[].attributes.subject
Alternatino - How Did They Survive with No Food? (Sketch)

# data[].attributes.attachment_link.title
How Did They Survive with No Food? - Alternatino

# data[].attributes.body
With Lin-Manuel Miranda

# data[].attributes.headline
Wheel of Freestyle with Lin-Manuel Miranda (from "Hamilton")

# data[].attributes.subject
Wheel of Freestyle with Lin-Manuel Miranda (from "Hamilton")

# data[].attributes.body
From The Tonight Show Starring Jimmy Fallon

# data[].attributes.attachment_link.title
Wheel of Freestyle with Lin-Manuel Miranda

# data[].attributes.headline
Lin-Manuel Miranda Vs.  Macey Hensley on U.S. Presidential facts! 

# data[].attributes.subject
Lin-Manuel Miranda Vs.  Macey Hensley on U.S. Presidential facts! 

# data[].attributes.attachment_link.title
Lin-Manuel Miranda and Macey Hensley Face Off in Historical Trivia

# data[].attributes.headline
Lin-Manuel Miranda Performs 'Hamilton' in Under 3 Minutes

# data[].attributes.subject
Lin-Manuel Miranda Performs 'Hamilton' in Under 3 Minutes

# data[].attributes.attachment_link.title
Lin-Manuel Miranda Performs 'Hamilton' in Under 3 Minutes

# data[].attributes.headline
Lin-Manuel Miranda Answers the Web's Most Searched Questions | WIRED

# data[].attributes.subject
Lin-Manuel Miranda Answers the Web's Most Searched Questions | WIRED

# data[].attributes.attachment_link.title
Lin-Manuel Miranda Answers the Web's Most Searched Questions | WIRED

# data[].attributes.body
Lin-Manuel Miranda's IN THE HEIGHTS - Official Trailer

# data[].attributes.headline
Día de los Muertos Display at North Elementary! 

# data[].attributes.subject
Día de los Muertos Display at North Elementary! 

# data[].attributes.body
Display and books courtesy of Kara Pulley, EL Collaborative Teacher at North Elementary.

# data[].attributes.body
This podcast hosts engage in frank conversations surrounding race, gender, sexuality, and reproductive justice. Renee Lemus and Cristina Rose are both professors in Women, Gender and Sexuality studies at different Cal State Universities, and both have their PhDs. In other words? They are seriously knowledgeable. Catch recent episodes on colorism and parenting as well as spirituality and social justice.

# data[].attributes.attachment_link.title
These Frida Kahlo Quotes Are as Evocative as Her Paintings

# data[].attributes.attachment_link.description
Here are Frida Kahlo's famous quotes, including some from The Diary of Frida Kahlo: An Intimate Self Portrait, and love letters she wrote to her husband Diego Rivera.

# data[].attributes.body
Hosted by Ana Sheila Victorino and Brenda Gonzalez, this one's all about politics, pop culture, and how to balance both. And the hosts are not afraid to tell it like it is!

# data[].attributes.body
"Erika De La Vega, creator and host, talks to women in Spanish, about reinvention—specifically, how to reinvent yourself in a world that tells you that you should."

# data[].attributes.body
"A favorite of many, Locatora Radio is a "Radiophonic Novela" that's hosted by Diosa and Mala. The podcast celebrates the experiences, brilliance, creativity, and legacies of femmes and women of color. Now in their third year, discussions often revolve around femme tech and femme defense, with mental health, trauma, gender experience, sexuality, and oppression being regular topics as well. Recent episodes include conversations on consent and pleasure, spiritual technology, and cooking your abuelita's recipes in a modern world."

# data[].attributes.body
Hosted by Adriana Alejandre, LMFT, this podcast is all about learning self-help techniques and creating a safe space for Latino people to talk about their mental health.

# data[].attributes.body
NPR strikes again with their fan-favorite Latino USA. The long-standing podcast is a great listen if you want to delve deep into the current and emerging cultural, political, and social ideas that impact Latinos.

# data[].attributes.attachment_link.description
Latino USA with Maria Hinojosa, produced by The Futuro Media Group, is the longest running Latino-focused program on U.S. public media.