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Native American Heritage Month

November

Six short activities for your classroom. Each one runs in 30 minutes or less, with a handout or slides to print.

Activity 1 · Start here

More Than One Story: The Black Hills

Time: 20–30 minutesMaterials: Circle of Viewpoints handout, Black Hills background page, two images displayed

Connection to Native American Heritage Month: Mount Rushmore is carved into a mountain the Lakota hold sacred, on land the 1868 Treaty of Fort Laramie set aside for the Sioux nations. Students look at one famous place through several viewpoints.

  1. Display Mount Rushmore. Tell students:

    Say

    About two million people visit this monument every year. Today we'll look at it through several viewpoints.

  2. Assign each student one perspective:

    • A tourist visiting for the first time
    • A park ranger who works at the memorial
    • A stone carver working on the mountain in the 1930s
    • A Lakota teenager whose family has lived near the Black Hills for generations
  3. On the handout, students write what their person sees, thinks, and feels. Invite a few to share.

  4. Display the mountain before it was carved. Read the background page aloud.

    Read aloud: the background

    Before it was carved, the Lakota called this mountain Tȟuŋkášila Šákpe, the Six Grandfathers. It stands in the Black Hills, which the Lakota call Ȟe Sápa. The Black Hills are sacred to the Lakota and to other nations, including the Cheyenne and Arapaho.

    In 1868, the United States signed the Treaty of Fort Laramie with the Lakota and other nations of the Great Sioux Nation. The treaty set the Black Hills apart for their "absolute and undisturbed use." Any sale of the land needed the agreement of three-fourths of the adult men.

    In 1874, an Army expedition led by George Custer found gold in the Black Hills, and miners rushed in. In 1877, Congress took the Black Hills. Only about one in ten adult men had signed an agreement, far short of the three-fourths the treaty required.

    From 1927 to 1941, about 400 workers carved four presidents into the Six Grandfathers.

    In 1980, the U.S. Supreme Court ruled that the United States owed the Sioux nations payment for taking the land, plus interest going back to 1877: about $100 million. The Sioux nations refused it. They said the Black Hills were not for sale. The money has stayed in a government account ever since and is now worth more than $1 billion. It still has not been accepted. In 2026, all nine tribes in South Dakota backed a proposal to return federal land in the Black Hills.

  5. Students return to their circles. Ask: What would your person add or change now?

  6. Closing: Ask students, The Sioux nations have refused more than $1 billion for the Black Hills. Why might a people refuse payment for land?

Adapted from Project Zero's Visible Thinking routines, Harvard Graduate School of Education.

Handout and background page (PDF)Download the handout
Mount Rushmore: four presidents' faces carved into a granite mountain above pine trees, under a blue sky.
Show first · click to show full-screen
Mount Rushmore. National Park Service. Public domain.
A black-and-white photograph of a rocky granite peak rising above a pine forest, before any carving.
Show at step 4
The mountain before carving. National Park Service. Public domain.

More Native American Heritage Month Activities

Five more activities, each with a handout or slides to print.

Activity 2

People of the Blue-Green Water

Time: 20 minutesMaterials: People of the Blue-Green Water handout, pencil, optional coloring supplies

The Havasupai have lived in the Grand Canyon for more than 1,000 years, and they still do. Students learn about their basket-making tradition and their long work to get their land back.

Reading and design page (PDF)Download the handout
Instructions
  1. Tell students:

    Say

    Millions of people visit the Grand Canyon. Fewer know that people live inside it. Today we'll meet the Havasupai, the People of the Blue-Green Water.

  2. Read the one-page reading together.

  3. Show the basket photos on the handout. Ask: What shapes and patterns do you notice?

  4. Students draw a basket pattern, seen from above, that tells the story of a place they know, have read about, or imagine. Shapes and repeated symbols only, no words.

  5. Partners trade designs and guess what each place is like.

  6. Closing: Ask students, The Havasupai spent nearly 100 years working to get their land back. What in the reading shows what kept them going?

The reading

The Havasupai call themselves Havasu 'Baaja, the People of the Blue-Green Water. For more than 1,000 years, their home has been Havasu Canyon, a side canyon of the Grand Canyon in Arizona. A spring-fed creek runs through it, bright blue-green, over a series of waterfalls. The village of Supai sits eight miles below the canyon rim. There is no road to it. Mail still arrives by mule.

For centuries, Havasupai families farmed corn, beans, and squash in the canyon during spring and summer. In fall and winter, they moved up to the plateau above to hunt and gather among the pinyon and juniper trees.

Havasupai women were known for their baskets. Large burden baskets were carried on the back. Flat trays were used to toast seeds. Water bottles were woven tightly and coated with pine pitch so they would not leak. Black designs, made from a plant called devil's claw, showed animals, stars, and geometric shapes. Basket making is a tradition the Havasupai have worked to keep alive.

In 1882, the U.S. government limited the Havasupai reservation to 518 acres, less than one square mile, at the bottom of the canyon. When Grand Canyon National Park was created in 1919, the Havasupai lost the plateau lands where families had spent their winters.

The Havasupai never stopped asking for their land back. In 1968, a federal commission ruled that their land had been taken unfairly. They kept pushing Congress, and in 1975 the United States returned about 185,000 acres to the tribe.

Today the Havasupai are working to protect their water. A uranium mine operates on the plateau near the canyon, and the tribe worries it could pollute the underground water that feeds their creek and waterfalls. After years of pressure from the Havasupai and other tribes, the president created a new national monument in 2023 that closes nearly a million acres around the Grand Canyon to new mining claims. Its name, Baaj Nwaavjo I'tah Kukveni, joins Havasupai and Hopi words. It means "where tribes roam" and "our ancestral footprints."

Activity 3

Kolowis Awithlaknannai: A Zuni Strategy Game

Time: 20–30 minutesMaterials: Kolowis Awithlaknannai board and rules (one per pair), 12 paper markers per player in two colors

About 8,000 people live at Zuni Pueblo in New Mexico, where children and elders still speak Zuni. Around 1900, Zuni players carved this game's boards into rooftop stones. Zuni elders at the time said it came from Mexico. The Zuni made it their own and named it for Kolowisi, a water serpent in Zuni tradition.

Board and rules (PDF)Download the board
Instructions
  1. Share the background above with students.

  2. Pair students and hand out boards and markers.

  3. Walk through the rules on the handout. Model the first move: the first player must move into the empty center, and the other player must jump it.

  4. Students play. Pairs that finish early switch who goes first.

  5. Closing: Ask students, Zuni players took a game from somewhere else and made it their own. What's something people today take from another place and make their own?

The rules

Setting up the board

The board has three rows of points connected by lines. The top and bottom rows have 8 points each. The middle row has 9.

One player fills all 8 points of the top row, plus the 4 middle-row points on the left.

The other player fills all 8 points of the bottom row, plus the 4 middle-row points on the right.

The center point of the middle row starts empty.

How to play

Moving: On your turn, move one marker one step along a line to an empty point. You can move in any direction: forward, backward, or sideways.

Capturing: If an opponent's marker is next to yours on a line, and the point just past it on that same straight line is empty, jump over it and remove it from the board. Jumps must go in a straight line.

You must capture. If you can jump, you have to. If your marker can keep jumping after a capture, it keeps going in the same turn.

The first move: The first player must move a marker into the empty center point. The other player will then have to jump it. Every game starts this way.

Winning: Capture all of your opponent's markers, or leave them with no move they can make. If neither player can capture after 10 moves in a row, the player with more markers left wins.

About the rules:

The rules come from Stewart Culin's Games of the North American Indians (1907), which recorded the game at Zuni Pueblo around 1900. Culin's record describes the empty center, the forced first move, and capturing by jumping. It does not say whether captures were required or how multiple jumps worked, so the version above fills in those rules the way similar games are played.

"Fighting Serpents," a name you may see online, is an English nickname from 1969, not a translation of the Zuni name.

Activity 4

Present Tense

Time: 10 minutesMaterials: Present Tense slides, paper, pencil

Native nations are often taught as if they belong to the past. Each slide introduces a Native person or nation from our own time. Use it as a Do Now or a closing, as often as you like in November.

Eight slides (PDF)Download the slides
Instructions
  1. The first time, tell students:

    Say

    The United States federally recognizes 575 Native nations today. This month we'll meet some of their people, from an astronaut to an Olympic champion.

  2. Display one slide and read it aloud.

  3. Students write a response to the slide's question for two to three minutes.

  4. Two or three students share.

Featured on the slides: Nicole Aunapu Mann, astronaut · the Wampanoag Nation, bringing back a language · Sean Sherman, chef · Joy Harjo, poet · the Cherokee Nation seed bank · Lily Gladstone, actor · Billy Mills, Olympic champion · Deb Haaland, Secretary of the Interior

The slides

Nicole Aunapu Mann (Wailacki of the Round Valley Indian Tribes, California)

In October 2022, NASA astronaut Nicole Aunapu Mann commanded the SpaceX Crew-5 mission to the International Space Station. She spent 157 days in orbit and made two spacewalks. She is the first Native American woman to travel to space.

Question: What do you think a mission commander has to be good at that the rest of the crew might not?

The Wampanoag Nation (Massachusetts)

The Wampanoag language, Wôpanâak, went unspoken for more than 150 years. In 1993, Wampanoag linguist jessie little doe baird and her community started bringing it back, working from letters, deeds, and a Bible written in the language in the 1600s. Today hundreds of people have taken classes, and her daughter became the first child in more than a century to grow up speaking it.

Question: What would it take to bring back a language that no one had spoken in 150 years?

Sean Sherman (Oglala Lakota)

Chef Sean Sherman cooks Indigenous food from the Americas. His Minneapolis restaurant, Owamni (now Indígena by Owamni), leaves out ingredients that came from Europe, such as wheat flour, dairy, and cane sugar, and cooks with foods like wild rice, bison, corn, and squash. In 2022 it won the James Beard Award for Best New Restaurant in the country.

Question: If you had to cook without wheat flour, dairy, or sugar, what would be the hardest thing to replace?

Joy Harjo (Muscogee Nation)

In 2019, Joy Harjo became the first Native American to serve as U.S. Poet Laureate, the country's official poet. She held the role for three terms. Her project as Poet Laureate gathered and shared the work of Native poets from across the country.

Question: Why might a country choose one person to be its official poet?

The Cherokee Nation (Oklahoma)

The Cherokee Nation runs a seed bank that saves heirloom seeds Cherokee families have grown for generations, like Cherokee White Eagle Corn. Each year it mails about 10,000 seed packages to Cherokee citizens to plant. In 2020 it became the first U.S. tribe to store seeds in the Svalbard Global Seed Vault, a vault in the Arctic built to protect the world's crops.

Question: Why would a nation store its seeds in a vault on the other side of the world?

Lily Gladstone (Blackfeet and Nimíipuu)

Actor Lily Gladstone played Mollie Burkhart, an Osage woman, in the 2023 film Killers of the Flower Moon. For that role, Gladstone became the first Native American to win the Golden Globe for Best Actress in a Drama and the first Native American nominated for the Academy Award for Best Actress.

Question: Why might it matter who is cast to play a person from a specific nation?

Billy Mills (Oglala Lakota)

At the 1964 Olympics in Tokyo, Billy Mills, who grew up on the Pine Ridge Reservation in South Dakota, came from behind in the last stretch to win the 10,000-meter race. Almost no one expected him to win. He is still the only American ever to win that event. Since 1986 he has helped lead Running Strong for American Indian Youth, which supports young people in Native communities.

Question: What do you think it takes to win a race no one expects you to win?

Deb Haaland (Pueblo of Laguna, New Mexico)

In 2021, Deb Haaland became the first Native American to serve in a president's cabinet. As Secretary of the Interior until 2025, she led the department that runs the national parks and works with tribal nations.

Question: Why might it matter that the person leading this department came from a tribal nation?

Activity 5

Myth or Fact?

Time: 15 minutesMaterials: Myth or Fact? handout and answer key

Many common ideas about Native Americans are out of date or were never true. Students test what they think they know.

Handout and answer key (PDF)Download the handout
Instructions
  1. Tell students:

    Say

    Some of what people "know" about Native Americans is true, and some isn't. Make your best guess on each statement, and be ready to say why.

  2. Students mark each statement M for myth or F for fact.

  3. Go through the answer key together. Before each answer, ask one or two students to explain their guess.

  4. Closing: Ask students, Where do you think the myths come from? Who benefits when people believe them?

Statements and answers

1. Most Native Americans live on reservations. Myth. Most live off reservations, many in cities.

2. The United States federally recognizes 575 tribal nations, and each one has its own government. Fact.

3. In 1924, every Native person in the United States got the right to vote. Myth. A 1924 law made Native people citizens, but some states blocked Native voters into the late 1950s.

4. The Native population in the United States is shrinking. Myth. The 2020 Census counted 9.7 million American Indian and Alaska Native people, far more than in 2010.

5. Native Americans don't pay taxes. Myth. They pay federal income tax like everyone else.

6. Each tribal nation decides who its own citizens are. Fact.

7. Every tribe runs a casino. Myth. About 4 in 10 tribes run gaming operations.

8. More than 70 Native languages are still spoken in American homes today. Fact.

Activity 6 · All month

Word of the Day: Words from Native Languages

Time: 5 minutes a dayMaterials: Word of the Day slides

State names, city names, and everyday words like raccoon and moose come from the languages of Native nations, and many of those languages are still spoken.

19 words, a guess slide and an answer slide for each (PDF)Download the slidesOr print the full word list on one page
Instructions
  1. On the first day, write on the board: Connecticut, Chicago, raccoon, moose, Texas. Ask: What do these words have in common? After a few guesses, reveal that all five come from Native languages.

  2. Tell students:

    Say

    Every day this month, we'll learn one word that comes from a Native language. Some are place names. Others name animals, foods, and everyday things.

  3. Each day, display the word slide. Students write a guess: What do you think this word first meant?

  4. Show the answer slide and read it aloud. Ask two or three students how close their guess was.

  5. On the last day: Ask students, About half of the 50 states have names that come from Native languages. What does that tell you about whose land this was, and is?

Teacher note: There are 19 words, about one for each school day in November.
The word list

States

Alaska · from Unangam Tunuu (Unangax̂, also called Aleut) · "mainland"

Connecticut · from Mohegan · "beside the long tidal river"

Massachusetts · from Wôpanâak (Wampanoag and Massachusett) · "at the great hill"

Michigan · from Ojibwe · "large lake"

Minnesota · from Dakota · "water that is cloudy" (some speakers say "clear")

Missouri · from the Illinois language (Miami and Peoria nations) · "people who have dugout canoes"

Oklahoma · from Choctaw · "red people," a name proposed by Choctaw leader Allen Wright

Texas · from Caddo · "friend"

Cities

Chicago · from Myaamia (Miami) · named for the wild leeks, a kind of wild onion, that grew along the river

Omaha · from Umoⁿhoⁿ (Omaha) · "against the current," the Omaha Nation's own name

Tucson · from O'odham (Tohono O'odham) · "at the base of the black hill"

Animals, food, and everyday things

caribou · from Mi'kmaq · "snow shoveler," because caribou dig through snow to find food

kayak · from Inuit and Yup'ik · a one-person boat

moccasin · from Powhatan (Virginia Algonquian) · a soft leather shoe

moose · from Abenaki · possibly "he strips bark"

pecan · from the Illinois language (Miami and Peoria nations) · "nut"

raccoon · from Powhatan (Virginia Algonquian) · probably "he scratches with his hands"

squash · from Narragansett · probably "things that may be eaten raw"

toboggan · from Mi'kmaq · a sled

Going further

More Native American Heritage Month Resources

Free activities from other organizations.

Archive

Past resources, still free to use.

YJAM Art Collective

View the 2026 galleryShow the guideHide the guide

October is Youth Justice Action Month, and every year we gather student work for the Art Collective. The 2026 theme was Building a Future Where Youth Thrive. Students worked in any medium they chose: drawing, painting, sculpture, photography, 3D printing, and more.

Every piece goes into a national digital gallery, where educators and community members leave written feedback on the work. View the 2026 gallery.

The 2026 guide has the theme and six prompts to spark ideas.

Cover of the 2026 YJAM Art Collective guide

Hispanic Heritage Month

September 15 to October 15Show the activitiesHide the activities

UNIDOS, SOMOS MÁSTogether, We Are More.

The 2026 theme is UNIDOS, SOMOS MÁS: Together, We Are More. Five short activities for your classroom. Each one runs in 30 minutes or less, with its own one-page handout or just blank paper.

Activity 1 · Start here

What Makes You Say That? Exploring Art

Time: 15–25 minutesMaterials: What Makes You Say That? handout or blank paper, pencil

Connection to Hispanic Heritage Month: Art can tell stories about identity, history, place, community, and culture. This activity introduces students to the work of a Hispanic or Latino artist while encouraging them to look closely and support their interpretations with evidence.

  1. Tell students:

    Say

    Art can tell us a lot about people, places, cultures, and experiences. Before we learn anything about this piece, take some time to look closely and decide what you think it might be communicating.

  2. Show students this artwork. Do not show the full printed sheet yet.

  3. Give students about 90 seconds to silently observe the artwork.

  4. Ask students to respond to at least one prompt:

    • What do you think is happening in this artwork?
    • What story might this artwork be telling?
    • What feeling or message do you think the artist is communicating?
  5. Ask students to share their answers aloud. Follow every answer with: What makes you say that? Students should identify something they can actually see (such as a color, shape, expression, object, symbol, or position) as evidence.

  6. Now reveal the background:

    Read aloud: the background

    This is probably the most recognized image in Mexican art. Almost everyone has seen a version of her. The artist was José Guadalupe Posada (1852–1913).

    Here is what we know for certain. Posada engraved her around 1910. He died in January 1913. This sheet went out on the street roughly ten months after his death, for Day of the Dead, printed by Antonio Vanegas Arroyo, who had published his work for years.

    Here is what we do not know: what Posada meant by her. He left no title and no explanation. That was normal for him. He handed finished engravings to his publisher, and the publisher hired writers to add the headline and the verses. This same engraving was printed again years later with completely different words around it.

    So the words on this sheet are not his. They say that women who are powdered garbanceras today will end up as misshapen skeletons. Garbancera was an insult. The usual explanation is that it meant someone of Indigenous descent who sold garbanzos instead of corn and dressed European to seem wealthier, denying where they came from. Others connect it to garbanzo flour, which women used as face powder to look paler.

    The name everybody knows her by came later still. Catrina, from catrín, a word for a man dressed up in fine clothes, first appears in print in 1930, seventeen years after Posada died. The painter Diego Rivera later put her in a mural full-length, in a long dress and a feather boa, and that is the version most people picture.

    What we can see is the joke the picture makes on its own, without anybody's caption. The hat is enormous. Ostrich plumes, flowers, a lace brim. And below the hat there is nothing to dress at all. A skull, a collarbone, a few ribs. Whatever gets put on top, she is a calavera underneath, and so is everyone.

    A picture with no title. Verses written by someone else after the artist was dead. A name added seventeen years later. A body added by a different painter. She belongs to Mexico now far more than she ever belonged to Posada.

  7. Then show the full printed sheet and ask: What is the picture doing that the words are not? Who was this sheet made for?

  8. Ask: What do you see differently now that you know more about the artist and the artwork? Have students share their responses aloud.

  9. Then ask: What can we say the artist did, and what has been said about him since? Almost everything people "know" about this picture was added to it by other people after he died.

Teacher note: run this again. Once students have done this once they know the routine, and it becomes a five-minute opener for the rest of the month. Put a new artwork up with no title and no information. Students write, in a sentence or two, what they think is happening and what makes them say that. Two or three share. Read the background aloud. Ask what changed. Five more works are ready to run the same way, each with its background written out, from Mexico, Puerto Rico, Peru and Guatemala, spanning about fourteen hundred years.

Adapted from Project Zero's Visible Thinking routines, Harvard Graduate School of Education.

One-page handout (PDF)Download the handout
A skeleton wearing an enormous hat piled with ostrich plumes and flowers, with a lace brim.
Show first · click to show full-screen
José Guadalupe Posada, from the broadside Remate de calaveras alegres y sandungueras, printed by Antonio Vanegas Arroyo, Mexico, 1913. Public domain.
The full 1913 printed sheet, with the Catrina engraving surrounded by a Spanish headline and verses.
Show after the reveal
The full printed sheet, 1913.

Five more works to run it with

For each one, put up the first image with no title and no information, run the routine, then read the background aloud.

Click any image to show it full-screen, without the text around it.

A carved stone panel showing a seated figure in a huge feathered headdress on a throne, other figures facing him, and blocks of small square symbols above.

Relief with Enthroned Ruler

Maya artist, Guatemala · 770 CE · limestone with paint · about 3 feet square · The Metropolitan Museum of Art, 1979.206.1047 · public domain

Read aloud: the background

This stone panel was carved by a Maya sculptor in the early 770s for the doorway of a temple at La Pasadita, a small hilltop town in what is now Guatemala. It was set overhead, so visitors had to look up to see it. It still has some of its original red, yellow, and blue-green paint.

The square blocks are writing, and scholars can read most of it. It names the people in the scene. The man on the throne is the king of Yaxchilan, the powerful city across the river. The writing calls him Chel Te' Chan K'inich, the name he had before he took the royal name Shield Jaguar. The man holding out a feathered headdress to him is Tiloom, the lord of La Pasadita. His title is sajal: a local governor who served the king. Under the throne sits a bowl of fruit, part of what Tiloom brought.

The sculptor signed it, too. His name was Chakalte'. For the Maya, a carving like this was a public record of who ruled, who was loyal, and who made it.

Worth noting for students: the writing was unreadable for centuries. It was decoded mostly in the last seventy years, and Maya people still live in Guatemala and Mexico today.

A man in a bright red coat with lace at the throat and powdered hair, painted as if sitting inside a window frame.

Portrait of Nicolás Matías Fernández Méndez

José Campeche (Puerto Rican, 1751–1809) · ca. 1800 · oil on wood panel · The Metropolitan Museum of Art, 2025.243 · public domain

Read aloud: the background

This small portrait was painted in San Juan, Puerto Rico, around 1800, by José Campeche, the leading painter on the island in his lifetime.

Campeche was Afro-Puerto Rican. His father, Tomás, was born into slavery, bought his own freedom, and made his living painting and repairing religious statues. That is where José learned. His mother's family came from the Canary Islands, off the coast of Africa. He had no formal art school; he studied prints of European paintings and learned from a Spanish court painter who spent three years in San Juan.

The man in the red coat is Nicolás Matías Fernández Méndez, a merchant and city official who was born in the Canary Islands. His trade reached across the Atlantic and around the Caribbean, to Venezuela and Mexico.

Put the painter and the sitter side by side and you have Puerto Rico in 1800: an island where Africa, Spain, and the Caribbean met, and where the most sought-after artist was the son of a man who had been enslaved.

Ask after the reveal: whose picture is this, the man who sat for it or the man who made it?

A crowd of people in hats and shawls, seen from behind, arms raised toward a city skyline of domes and bell towers.
Show first
The full printed sheet, with the crowd engraving under a Spanish headline about Halley's Comet.
Show after the reveal

El Gran Cometa Halley (The Great Halley's Comet)

José Guadalupe Posada (Mexican, 1852–1913) · 1899, published 1910 · relief engraving on zinc · Art Institute of Chicago, 1943.1254 · public domain

Show students the crowd image only. The headline on the full sheet gives the answer away.

Read aloud: the background

This is by José Guadalupe Posada, the same artist who made La Catrina. It comes from a single printed sheet about Halley's Comet, which passed close to Earth in 1910. People around the world were frightened of it. Newspapers reported that the comet's tail held poison gas and that the world might end.

Sheets like this were part of everyday life in Mexico City. They were printed cheaply and sold on the street for a few centavos, full of news, songs, jokes, and prayers. That year Mexico's census found that roughly three out of four people in the country could not read, so the picture had to carry the story.

Look at what Posada put in it: a skyline of church domes and bell towers, and the whole city out in the street together. The sheet even ends with a prayer. The crowd is not running. They are watching.

Then show the full sheet and ask what the picture and the text are each doing.

If you ran Catrina first, ask students what the two pictures have in common. The answer is the audience. Both were made for people who could not buy a newspaper or read one.

A human head in clay, painted red and cream, wearing a headdress patterned with snakes, with a spout rising from the top.

Portrait Head Bottle

Moche artist, Peru · 5th–6th century CE · ceramic, slip, pigment · about 13 inches tall · The Metropolitan Museum of Art, 64.228.21 · public domain

Read aloud: the background

This bottle was made about 1,500 years ago by a Moche potter on the north coast of Peru, long before the Inca. The Moche turned coastal desert into farmland and built huge temples out of mud brick. They had no system of writing. What they left instead is pottery, tens of thousands of pieces shaped like people, animals, and plants.

This one is a portrait of a real man. Moche portrait bottles show individual faces, with particular noses, scars, and expressions, and archaeologists have recognized the same person on different bottles at different ages.

Look at what he wears: a headband with four snakes facing each other, and face paint in stripes of red and cream. People who knew him would have known what those meant. Nobody has found his name. Without writing, his face is the record.

A figure in a gold and red gown under a canopy, surrounded by a landscape of a village, a church, mountains, market stalls, riders, and children swimming in a river.

Our Lady of Cocharcas

Unknown artist, Cuzco, Peru · 1759 · oil and gold on canvas · The Metropolitan Museum of Art, 2019.14 · public domain

Read aloud: the background

This painting was made in Cuzco, high in the Andes mountains of Peru, in 1759. We don't know the painter's name. Most painters in Cuzco then were Indigenous and mestizo artists working in workshops, and they created a style of their own: gold patterns laid over the fabric, with local flowers and local mountains all around.

The figure in the center is not a living person. She is a small carved statue of the Virgin Mary that stands in the church of Cocharcas, a village in the Peruvian Andes. In 1598 an Indigenous man from Cocharcas named Sebastián Quimichi made the long journey to a famous shrine on Lake Titicaca and brought home this small copy of the statue. That original statue, still at Lake Titicaca today, had been carved by an Indigenous sculptor, Francisco Tito Yupanqui.

The tiny figures all around her are pilgrims: climbing the mountain roads, riding, camping, selling food, swimming in the river. Her festival is on September 8, and every year, more than four hundred years later, thousands of people still travel to Cocharcas from across central and southern Peru to see her.

A good pairing question: how many different things can you find people doing?

More Hispanic Heritage Month Activities

Four more activities, each with a one-page handout or blank paper, and papel picado templates to print and color.

Activity 2

More Than One Story

Time: 20–30 minutesMaterials: More Than One Story handout, or blank paper, pencil, image displayed

Hispanic and Latino communities represent many countries, histories, traditions, identities, and perspectives. This activity helps students consider how the same event, tradition, or experience may look different depending on who is telling the story.

One-page handout (PDF)Download the handout
Instructions
  1. Begin by telling students:

    Say

    The words Hispanic and Latino describe very large and diverse groups of people. People may share a language or aspects of history while having very different traditions, identities, experiences, and perspectives. Today we're going to look at one experience from several viewpoints rather than assuming there is only one way to understand it.

  2. Display these images at the front of the classroom (or search for Hispanic celebration images on Google).

    A Day of the Dead altar covered in marigolds, candles, framed photographs, food, and bright cut-paper banners.
    Photo by Roger Ce on Unsplash
    Dancers in full, brightly striped skirts spinning outdoors while a crowd watches.
    Photo by Mitchell Luo on Unsplash
  3. Tell students:

    Say

    Imagine a neighborhood is holding an annual cultural festival. There is live music, food prepared by local families and restaurants, dancing, artwork, activities for children, and people of different generations gathering together. Some people have attended the festival for years, while others are experiencing it for the first time.

  4. Assign or allow students to choose one perspective:

    • A teenager attending for the first time
    • A grandparent who has attended for decades
    • A musician performing at the festival
    • A visitor who knows very little about the community
  5. Using the More Than One Story handout, students respond from their person's perspective:

    • SEES: What might this person notice?
    • THINKS: What might be important to this person?
    • FEELS: How might this person feel? Why?
  6. Have students with different viewpoints share. Emphasize that there isn't necessarily one correct response; students should be able to explain why their response makes sense based on the perspective.

  7. Discuss:

    • What did one person notice that another might overlook?
    • How did the person's experiences affect their perspective?
    • What can we miss when we try to tell the story of an entire culture or community from only one perspective?

Adapted from Project Zero's Visible Thinking routines, Harvard Graduate School of Education.

Activity 3

What Connects Us?

Time: 20–25 minutesMaterials: What Connects Us handout or blank paper, pencils, and optional coloring supplies

This activity directly explores the 2026 theme "UNIDOS, SOMOS MÁS—Together, We Are More." Students identify parts of their own cultures and communities before discovering connections among the experiences, values, and traditions represented throughout the classroom.

One-page handout (PDF)Download the handout
Instructions
  1. Write UNIDOS, SOMOS MÁS—Together, We Are More on the board.

  2. Introduce the activity by saying:

    Say

    The 2026 Hispanic Heritage Month theme is UNIDOS, SOMOS MÁS, or Together, We Are More. Being united doesn't mean everyone has to be the same. Communities can include people with different experiences, traditions, languages, interests, and backgrounds. Today we're going to look for connections among some of the things that matter to us.

  3. Give each student one handout with three hexagons or ask them to draw three large hexagons on a piece of paper.

  4. Students put one idea, phrase, or drawing in each hexagon:

    • Something my family or community values
    • Something that brings people together
    • Something I would want to continue into the future

    If students need ideas, provide examples: music, food, language, storytelling, family gatherings, art, sports, celebrations, helping others, respect, humor, faith, perseverance, or traditions.

  5. Have students share their hexagons. Place related hexagons next to one another to begin creating a larger class design.

  6. Each time students suggest a connection, ask: Why do these belong together? For example, Sunday dinner and birthday celebrations could connect through family, while music and language could connect through expression.

  7. Once the display is complete, ask these reflection questions:

    • What connections surprised you?
    • What do you notice about our individual pieces now that they are together?
    • How does this represent "Together, We Are More"?

Activity 4

Different Angles: People, Places & Experiences

Time: 15–25 minutesMaterials: People, Places, Experiences handout or blank paper, pencil

The 2026 Hispanic Heritage Month theme, "UNIDOS, SOMOS MÁS—Together, We Are More," celebrates what becomes possible when different people, experiences, and perspectives come together. This activity invites students to think about what has shaped their own identity and what they contribute to a larger community.

One-page handout (PDF)Download the handout
Instructions
  1. Introduce the activity by saying:

    Say

    The 2026 Hispanic Heritage Month theme is UNIDOS, SOMOS MÁS, which means Together, We Are More. Hispanic Heritage Month recognizes the histories, cultures, experiences, and contributions of Hispanic and Latino people. The 2026 theme also gives us a chance to think about what each of us brings to the communities we are part of.

  2. Ask: What can a group create, accomplish, or become together that one person might not be able to do alone?

  3. Pass out the People, Places, Experiences handout. Explain that students will consider three different influences on who they are:

    • People: Someone who has shaped who I am
    • Places: A place or community that has influenced me
    • Experiences: Something I have experienced that taught me something important

    Students can respond using words, symbols, drawings, or a combination.

  4. Invite students to share one response they are comfortable sharing. Ask:

    • Did anyone hear something they connected with?
    • What differences did you notice?
    • How can both our similarities and differences make a community stronger?
  5. Finally, ask: What is one thing you bring to a community that makes it stronger? Examples could include creativity, humor, loyalty, music, language, kindness, listening, persistence, traditions, or problem-solving.

  6. Combine students' final responses into a classroom display titled "UNIDOS, SOMOS MÁS—Together, We Are More."

Activity 5

What Would You Pass On?

Time: 15–20 minutesMaterials: What Would You Pass On handout, or blank paper, pencil, optional coloring supplies

Culture is carried across generations through stories, language, music, art, traditions, values, food, objects, and everyday experiences. Hispanic Heritage Month allows students to explore what people and communities carry forward while reflecting on their own lives.

One-page handout (PDF)Download the handout
Instructions
  1. Introduce the activity by saying:

    Say

    Culture can be passed from one generation to another in many ways. It can live in the languages people speak, the music they listen to, the stories they tell, the food they make, the holidays they celebrate, the values they teach, and even the advice family members give one another. Hispanic Heritage Month allows us to learn about what Hispanic and Latino communities have carried forward while also thinking about what each of us would want to carry forward.

  2. Ask students to brainstorm examples of things people pass between generations.

  3. Give students this prompt:

    Say

    Imagine, in 500 years, someone from your family or community could receive one thing from you that represents something important about your life. What would you want them to have?

    If needed, provide examples: a recipe, photograph, song, saying, story, tradition, object, language, piece of advice, value, celebration, or memory.

  4. Students draw or write their item in the center of the page and respond:

    • What is it?
    • Where did it come from?
    • Why does it matter to you?
    • What would you want the next generation to understand about it?
  5. Invite students to share if they choose.

  6. Closing: Ask students, What gets lost when people's stories, traditions, or experiences aren't passed on? And ask students to share their responses aloud.

Print and color

Papel Picado Templates

Two papel picado designs to print and color. Hang the finished sheets side by side as a banner across the classroom.

Download the templates (PDF, 2 pages)
Papel picado coloring template with flowers, leaves, a heart, and a blank band across the middle. Papel picado coloring template with birds, butterflies, and flowers around a blank circle.

Going further

More Hispanic Heritage Month Resources

Collections from other organizations, for going further.