Six Ways to Bring Heritage Month Observances to the Classroom

Don't put students on the spot as the "expert" on their own heritage or culture just because they belong to the group being highlighted; instead, rely on books, media, and community guest speakers for accurate information, and always give students the option to opt out of any related activity with a reasonable alternative. 

Remember that people within the same heritage group experience and express their culture differently and be careful not to reduce a heritage month to the "three Fs" (festivals, fashion, and food), stereotypical images or clip art, or one-dimensional portrayals; also avoid treating the highlighted culture as "special" or "exotic" while treating other cultures as the default or "normal" one.

Connect heritage months to broader human themes and values (such as resilience, contribution, identity, or community) so students see the commonalities across groups rather than viewing each heritage month as an isolated, unrelated unit. 

In public schools, keep heritage month activities educational rather than devotional; if a heritage group's traditions include religious elements, teach about them neutrally and don't favor one religion (or religion over non-religion) or invite religious leaders to lead observances.

Don't limit cultural learning to just the heritage months already on the school calendar; use heritage months as a springboard to expose students to a broader range of cultures and identities represented (and not represented) in your classroom throughout the year.

Music carries the stories, struggles and triumphs of a culture in a form that is immediate and emotionally resonant, providing an alternative method for students to engage with unfamiliar histories and offering a less structured method than a lecture or textbook alone might allow. When students explore the rhythms, instruments, languages and lyrical themes tied to a particular community, they gain insight into that group's values, experiences and creative traditions in a way that invites curiosity rather than rote learning. A note for teachers: be sure to preview music videos and lyrics to ensure they are appropriate for your student audience and refer to district practices around video and auditory content.

• Elementary: Read a picture book about a musician or musical tradition from the heritage group, then listen to a song by that artist or in that style, comparing what they learned in the book to what they hear. OR Create a class "heritage playlist" throughout the month, adding one new song each day or week with a short fact card about the artist or musical style, building anticipation and cumulative learning.
• Secondary: Have students create an annotated "heritage playlist" project, selecting five to eight songs that trace an aspect of the culture's history or diaspora experience, with written explanations of why each song was chosen. OR Have students write a critical response essay or blog post analyzing how a chosen song communicates identity, resilience or cultural pride. 

Film combines narrative, visual imagery and performance to bring cultural histories and lived experiences to life in a way that feels immersive and memorable. A well-chosen film can illustrate the customs, struggles, celebrations and everyday realities of a heritage group far more vividly than a textbook passage, allowing students to view historical events, family dynamics or cultural traditions unfold through relatable characters and stories rather than abstract summaries. Because film often blends historical fact with personal or emotional storytelling, it gives students an entry point into difficult or unfamiliar subject matter, such as immigration, discrimination or displacement, in a way that builds empathy rather than distance. (Consider genre of film and be sure to discuss with students—i.e. documentary v. historical fiction, and liberties taken with true history therein). Film can allow conversation about challenges groups have overcome, joy that groups have experienced, and visuals into culture and traditions.

• Elementary: Watch a short, age-appropriate animated film or clip that highlights a story, folktale or celebration from the featured heritage, then have students draw their favorite scene or character and share why they chose it. OR Create a class "heritage film journal" where students add a short sentence and drawing each time they watch a new short film or clip throughout the month.
• Secondary: Task students with creating a short "film festival" style program, each selecting and pitching a film connected to the heritage month, writing a brief synopsis and explaining its cultural or historical significance to classmates. OR Have students research the historical event or social movement depicted in a film and present additional context the film may have simplified, omitted or dramatized for effect. 

Books can offer a snapshot of the perspective, voice and inner life of someone from a different cultural background. A novel, short story, memoir or collection of poems can develop character, context and complexity over many pages, giving students a fuller, more nuanced understanding of a heritage group's history, values and everyday experiences. Literature written by authors from within the community being honored offers an authentic, firsthand lens, letting students encounter culture and history through the words of someone who lived it rather than a secondhand or textbook account. (Consider genre of literature and be sure to discuss with students—i.e. nonfiction (memoir, essay, biography) v. fiction/historical fiction, and liberties taken with true history therein).

• Elementary: Create a "text-to-self" connection worksheet where students draw or write about a character's family tradition, food or celebration, and reflect on their own. OR Create a classroom "heritage bookshelf" where students add a short review when they finish a book connected to the heritage month.
• Secondary: Assign small groups a different author connected to the heritage month and have them research the author's background, major works and literary significance, presenting findings alongside a short excerpt read aloud to the class. OR Task students with curating a small "heritage reading list" of four or five titles, each with a short annotation explaining its relevance and why it belongs on the list. 

Traditions such as food, clothing, celebrations, religious or spiritual practices, family structures and rites of passage offer a tangible, sensory way for students to understand how culture shapes daily life and identity across generations. When students learn about these traditions directly, whether through firsthand accounts, guest speakers, hands-on activities or classroom exploration, they gain a more holistic picture of a heritage group than facts or dates alone could provide, since traditions carry within them the values, history and worldview of the people who practice them.

• Elementary: Have students try a simple craft or art activity tied to a tradition, such as making a paper lantern, weaving a small pattern or decorating a symbol connected to a celebration, discussing its meaning as they create. OR Have students create a simple "culture passport" booklet throughout the month, adding a new page each week with a drawing and short fact about a tradition, food or celebration they learned about.
• Secondary: Assign small groups a specific tradition, custom or celebration connected to the heritage month and have them research its historical origin, evolution over time and continued significance today, presenting findings to the class. OR Task students with creating a multimedia project, such as a short documentary, podcast or digital presentation, documenting a tradition within the heritage being observed. 

Visual art captures the aesthetic values, history and identity of a culture in a form students can see, study and respond to directly. Paintings, sculpture, textiles, photography, murals and other visual traditions often carry symbolism, color choices and techniques that reflect a community's beliefs, environment and historical experiences, giving students a rich entry point into culture that does not rely solely on text or spoken language. Because art can communicate emotion and meaning across barriers of language or unfamiliarity, it offers an accessible way for students of all backgrounds and reading levels to engage with a heritage group's story and worldview.

• Elementary: Show students a piece of art connected to the featured heritage and use a simple "See, Think, Wonder" chart to guide observation, asking what they notice, what they think it means and what questions they have. OR Host a classroom art station where students try a specific art form connected to the culture, such as origami, textile weaving with paper strips or simple symbolic drawing, guided by a short explanation of its cultural significance.
• Secondary: Have students compare traditional and contemporary art from the same heritage, discussing how artistic style, subject matter or medium has evolved and what those changes reveal about the culture's history or diaspora experience. OR Have students create an original piece of art responding to or inspired by a specific technique, symbol or theme connected to the heritage month, accompanied by a written artist statement explaining their creative choices. 

By conducting their own research, students will learn that these observances did not simply appear on a calendar, but were the result of deliberate advocacy, struggle and civic action by members of the community being honored. Understanding how and why a heritage month came to be recognized in the United States, including the individuals, organizations and historical events that pushed for its establishment, helps students see heritage months as living milestones in a broader story of representation and recognition rather than as static, pre-existing traditions.

• Elementary: Create a simple timeline as a class, adding pictures or short sentences showing how the heritage month grew from a smaller local celebration into a nationally recognized month. OR Discuss as a class why it might be important for a country to set aside special time to learn about and celebrate a group of people, using simple guiding questions like "Why do you think this was important to create?"
• Secondary: Assign students to research the specific individuals, organizations or advocacy groups responsible for establishing the heritage month, examining their motivations, strategies and the obstacles they faced in gaining recognition. OR Have students create a research presentation or timeline documenting the key milestones, people and events that led to the heritage month's official recognition.