Linking Hispanic Heritage Through Archeology

Latino youth in Arizona are digging deeply into the relationship between Hispanic heritage and NPS cultural resources.

Linking Hispanic Heritage Through Archeology (LHHTA) was a partnership between NPS, the University of Arizona, and the Environmental Education Exchange that encouraged Latino high school students to explore cultural histories and preservation work through projects based in various national parks. Established in 2013, the LHHTA program was grounded in cultural diversity, community engagement, and cultural heritage.

Interested in learning more about the LHHTA? Read “Linking Students to Latino Heritage Through Archeology” in the Journal of Community Archeology and Heritage, Vol. 3 No. 3, September 2016.

1. Archeology connects communities with their history. LHHTA students contributed to on-going archeological research in museums, classrooms, labs, and national parks. This careful research and close examination of historical artifacts provided Latino students with a tactile understanding of their heritage.

2. History programs can make visible the identity, needs, and issues of contemporary peoples. The NPS recognized its responsibility to engage with Latino communities across the U.S. and to recognize that their histories contribute to our greater understanding of the American experience. Thus, the LHHTA is just one of several endeavors orchestrated by the NPS to better serve Latino audiences and visitors.

3. Digital history empowers users as authors. Organizers distributed iPads for students to document their experiences with the LHHTA. This practice taught them professional skills such as video production and fostered students’ deep connection with their work. Final digital stories were both cumulative and reflective, a personal narrative on how archeology and cultural heritage affected students.

4. Community partnerships recognize that everyone has something to learn and gain. Though students were the priority, the LHHTA also benefited the educational institutions that contributed to it. Teachers gained a new appreciation for integrating elements of archeology and cultural heritage into their curricula, and the University of Arizona brought a new understanding of NPS professional opportunities to its undergraduate and graduate students.


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