Latino refers more exclusively to persons or communities of Latin American origin. Latino is derived from Spanish word for “Latin,” but as an English word is probably a shortening of the Spanish word “latino americano,” which in English means "Latin American.” Comparison Chart Hispanic Latino Terminology The term Hispanic refers to language. A person is referred to as Hispanic if they or their ancestors come from a country where Spanish is spoken. Latino refers to geography. Specifically, to Latin America; i.e., people from the Caribbean (Puerto Rico, Cuba, Dominican Republic), South America (Ecuador, Bolivia, Colombia, Peru, etc.) and Central America (Honduras, Costa Rica, etc.) Derived From The term "Hispanic" comes from a Latin word for Spain "Hispania,” which later became "España.” It refers to a person of Latin American or Iberian ancestry, fluent in Spanish. The term "Latino" is shortened from Spanish “latino americano,” (Latin American) thus narrowing the scope of meaning to Central and South America, and Spanish speaking Caribbean Islands. Usage “Hispanic" is primarily used along the Eastern seaboard of the U.S., and favored by those of Caribbean and South American ancestry or origin. The U.S. Census Bureau also uses the term Hispanic in the census. “Latino” is principally used west of the Mississippi, where it has displaced “Chicano” and “Mexican American.” Hispanic or Latino? continued According to a , only 24% of "Hispanic" adults said they most often identified themselves as Hispanic or Latino. About half said they identified themselves most frequently by their family's national origin; e.g., Cuban, Venezuelan, Costa Rican, Mexican. An additional 21% said they called themselves American most often, a figure that climbed to 40% among those born in the U.S. Most people are beginning to dislike being called Hispanic or Latino and prefer to be called simply by their true ethnic group such as Cuban, Venezuelan, Mexican, Colombian, Bolivian, etc. Source:
Lesson Plans and Classroom Activities for the Secondary Classroom Hispanic Heritage and Culture - Middle and Senior High School Hispanic Heritage Travel Brochures - Middle and Senior High School Notable Hispanics – Middle and Senior High School Hispanic Population Growth – Middle School Analyzing Graphs - Hispanic Population Growth – Senior High School Community Survey - Hispanics by the Numbers – Middle and Senior High School Political Cartoons – Middle and Senior High School The Immigrant Experience – Past and Present – Middle and Senior High School
Political Cartoons continued GRADE LEVEL: Social Studies – Secondary – Middle and Senior High School TITLE: The Immigrant Experience – Past and Present OBJECTIVES: Objectives from the Florida Standards are noted with FS. The student will compare and contrast the experiences of individuals who immigrated to the U.S. both in the past and more recently. The student will conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (FS) The student will determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. (FS) SUGGESTED TIME: 1-2 class periods, plus homework DESCRIPTION OF ACTIVITIES: Begin the lesson, by reading and discussing the portion of the poem “The New Colossus” (1883) by Emma Lazarus which is inscribed on the Statute of Liberty: