The development of critical sociohistorical knowledge is needed to assist teachers in negotiating and deconstructing the relevance of race, racism, and black history in global-themed social studies courses. Drawing from Diaspora Literacy as theory and Critical Studyin' as method, I situate Afro-Latin humanity within educational research relevant to black history knowledge development, and its proximity to the teaching and learning of race in social studies education. This Critical Studyin' case study examined how one world history teacher developed critical sociohistorical knowledge relevant to Afro-Latin humanity, inclusive of Afro-Latinxs and Afro-Latin Americans. Concurrently, I analyzed how the teacher positioned their knowledge for a Diaspora Literacy conceptualization of world history curriculum. Findings point to the utility of black studies frameworks in aiding social studies teachers' knowledge development. I conclude with a call to more appropriately situate Afro-Latin humanity within curricular and educational research discourses relevant to black education.