The purpose of activities described in this curriculum unit is to enable students of high school age whose primary language is Spanish to study the nature and variety of plays written by Spanish-language dramatists and to present live stage performances in this language. This population, designated in HISD as “Native Speakers of Spanish,” constitutes a large and steadily-growing segment of the district’s student body. While the District has taken great strides in serving the needs of these and of other students whose primary language is not English, there remains much to be done. My contribution to this on-going effort lies in the field of Spanish-language drama, a species of literature which has distinguished itself in the body of world literature and which is therefore well-suited to acquaint HISD speakers of Spanish with their artistic heritage. Quite beyond the temporal objective of producing a live dramatic work for the school community, the on-going effect of these endeavors should be to instill a consciousness; an awareness within these decidedly disadvantaged children of the cultural richness to which they are heirs. Educators almost universally agree that student speakers of languages other than English have every right to continue to cultivate their respective language and its corresponding literature. No one seriously believes that the cultivation of one’s own heritage undercuts the goal of becoming “US American,” a goal impeded by many who happen to have been here longer. After all, these are children who daily demonstrate their desire and effort to learn English and to acquire Americanisms, including those of dubious value. Perhaps the unit at hand may serve for some young people to begin to think of their double heritage as a proud and unique characteristic.