Teresa Lozano Long Institute of Latin American Studies
Teresa Lozano Long Institute of Latin American Studies


Through Hemispheres and individually, LLILAS works with educators, school districts, and state officials to “fill in the gaps” between teacher knowledge and the set goals of curricular mandates.  As part of our efforts, we have created classroom-ready curriculum units utilizing primary source documents, area studies content, and classroom activities for middle and high school students.  

Texas’ mandated content standards, the Texas Essential Knowledge and Skills (TEKS), are closely aligned to national standards in the social studies.  However, you should feel free to adapt the activities to fit your classroom and your state standards.

New Curriculum Unit(s)

Una América Oculta / A Hidden America: Scientific and Technological Contributions of South American Pre-Hispanic Societies to Modern Life (2015)

6th Grade Social Studies & English Language Arts
In this unit, students explore the scientific and technological knowledge developed by pre-Hispanic cultures in South America, focusing on agricultural, botanical, and engineering knowledge created by the Incas and indigenous groups from the Amazon, and how that knowledge is reflected in modern day technology and society. The unit has been aligned to the Texas Essential Knowledge and Skills (TEKS) and Common Core standards at the sixth grade level and is broken up into three one-week modules. However, we encourage teachers to adapt the content according to their specific grade level and classroom context.  Activities and classroom materials are provided in both Spanish and English, so it is ready-to-use in English or dual language (Spanish/English) classrooms.


Understanding Migration: Curriculum Resources for Texas Educators (2004, revised in 2011)

Hemispheres has designed Understanding Migration as a TEKS-friendly resource for educators to use when exploring the basic themes and concepts of migration, using historical and contemporary examples that mesh with the World Cultures and World Geography themes related to economics, geography, government, and history. Designed for middle and high school level classes, the unit can be downloaded in full or you can pick-and-choose which case studies and components to use.

People and Place: Curriculum Resources on Human-Geographic Interactions (2005)

Inspired by Hemispheres’ 2004 Summer Teachers’ Institute, People and Place: Human-Geographic Relations, this curriculum unit was designed to address human adaptation to and modification of the environment.  Each case study includes myriad activities that build social studies skills by incorporating primary and secondary sources, presenting information in a variety of formats (including graphs, charts, and maps), including varied points of view, and using mathematical skills to interpret social studies information. 

Explorers, Traders & Immigrants: Tracking the Cultural and Social Effects of the Global Commodity Trade (2007)

Inspired by the 2003 Summer Institute, which explored cultural contact by looking at the food we eat, Explorers, Traders, and Immigrants examines eight global commodities from their points of origin and the social, cultural, political, and economic changes they wrought along their way. Each case study covers the initial discovery of and/or access to a commodity, its progress from local good to international trade, the ramifications of large-scale production, and the drama of its boom-and-bust cycles through the years.

Restoring Women to World Studies (2009)

Inspired by the 2007 Hemispheres Summer Institute of the same name, the unit explores the situation of women—historical and contemporary—in Latin America, the Middle East, Russia, East Europe and Eurasia, and South Asia. Use primary source documents to discuss the contributions of notable women of historical and artistic spaces, concepts of gender roles and gender spaces, and issues that are driving women's movements today.

LLILAS and the Center for Middle Eastern Studies

Africa Enslaved: Comparative Slave Systems Outside the United States (2004)

A Document-Based Question (DBQ) unit designed around the AP World History curriculum and aligned with Texas and national standards for history and geography, Africa Enslaved compares historical slave systems in Latin America, Africa, and the Middle East.

Fulbright-Hays Seminars Abroad and Group Projects Abroad Programs

Post-seminar curriculum projects from seminars and/or group projects associated with LLILAS are available for download.

  • Teresa Lozano Long Institute of Latin American Studies

    University of Texas at Austin
    SRH 1.310
    2300 Red River Street D0800
    Austin, Texas 78712