"Sacred Heart educators prepare students to serve the common good in an interdependent world."

— Sacred heart Goal III, Criterion I

There’s a special kind of buzz in Lesley Sheldon’s classroom—the kind that comes from students who have spent weeks investigating their own identities and are now sharing that learning with pride. At the Grade 2 Family Cultures project culmination this past spring, the room was alive with energy. Maps, artifacts, music, and handwritten stories lined the walls as parents, siblings, grandparents, and educators filled the classroom and hallway—stepping into an impromptu museum of the world curated by 7- and 8-year-olds.

At the heart of the celebration is a deep exploration of culture, identity, and community. This is more than a typical Social Studies unit; it’s a journey both inward and outward, rooted in the Lower School’s Project Approach and aligned with the Sacred Heart Goals and Criteria.

In particular, Goal III —a social awareness which impels to action, and Goal IV—the building of community as a Christian value, are powerfully present throughout this experience. As students reflect on who they are, where they come from, and how their lives are interconnected with others across traditions, generations, and continents, they begin to develop the cultural awareness, empathy, and global perspective needed to navigate and serve an interdependent world.

At its core, the Family Cultures project offers students a platform to honor and celebrate their differences while recognizing their shared humanity.

"We All Have A Story"

For the past three years, the Family Cultures project has served as a powerful extension of Grade 2’s Social Studies theme: community. Students begin by asking fundamental questions: Who am I? Where did I come from? What makes my family unique?

“Family traditions and stories help us understand who we are,” Mrs. Sheldon explains, “so it’s learning about self, and then learning about the similarities and differences between cultures. The project is another way of fostering connection, but perhaps in one of the deeper ways that you can, because it is your personal story that’s linked to your family background and identity.”

Students, sometimes initially unsure of what they can contribute, quickly realize they have more to share than they thought. “All of us have cultural stories,” Mrs. Sheldon says. “We didn’t just appear here on this earth. We have roots from across the globe. We just need to search a little bit. And if you only know the now, that’s worthy too, because you’re forming a culture. We’re actively creating our culture as we live our everyday lives.”

The project is richly interdisciplinary. Students map their family origins, building geography skills and global awareness. They strengthen language skills through interviews and reflective writing, and build critical thinking as they explore cultural artifacts, traditions, and values.

“They learn to listen deeply,” Mrs. Sheldon notes. “They learn to love more. They learn to ask big questions. They learn when to be delicate about their questions, but they’re also brave in their research at the same time.”

Students share their culture through stories, artifacts, clothing, food, and music. Some act as “mini guest experts” while others invite family members to speak about their backgrounds and experiences. The intergenerational nature of the Family Cultures project is deeply moving. “Seeing children’s pride as they watch their parents and grandparents share their stories is a moment that stays with me,” shares Mrs. Sheldon.

“[Students] They learn to listen deeply. They learn to love more. They learn to ask big questions. They learn when to be delicate about their questions, but they’re also brave in their research at the same time.”

- Mrs. Lesley Sheldon, Grade 2 Teacher

Through this exchange, students begin to understand the diversity around them while uncovering unexpected commonalities—for example, the symbolism of eggs across multiple cultures and faith traditions that emerged in the most recent project.

“Last year, eggs came up in four different cultures, and each used them for different celebrations, but they all symbolized life,” notes Mrs. Sheldon. “The kids are fascinated when they realize, once again, we’re different— and we’re the same.”

A Community of Collaboration

The Family Cultures project is strengthened by the full partnership of the Stone Ridge community. Specialist teachers help bring content to life by weaving cultural connections into their French, music, art, and library curricula. “The support from the specialist teachers truly enhances the students’ learning,” says Mrs. Sheldon.

Beyond the classroom and specialists, fieldwork experiences bring culture to life in immersive and unforgettable ways. This year’s trip to the National Museum of African American History and Culture inspired students to create a large model of the museum as part of their culmination. They were riveted during their visit by the amazing impact that African Americans have made on the broader American culture, including through cuisine, movement, style, language, and music.

In previous years, one of the most memorable experiences was when a student’s family, of British heritage, hosted a full afternoon tea at their home. The mother prepared formal table settings and petit fours, led a demonstration on how to brew tea properly, and even invited a relative from England to video chat and share the history of the tradition. 

“The girls made and wore fascinators, they sipped tea, they practiced manners—it was extraordinary,” Mrs. Sheldon recalls. “They got a history lesson, a cultural immersion, and then replicated the experience for others during the culmination, through their artwork and three-dimensional creations.”

A hallmark of the Project Approach is that every year looks a little different—guided by the interests and questions of the students, who are the primary drivers of this big work. Mrs. Sheldon sees herself as the guide, helping students navigate their curiosities with purpose.

“How can I move these stories forward with respect and dignity?—and fun!” she says.

Some years, themes within the project naturally emerge, like an emphasis on traditional clothing or holidays or religion, the inclusion of interactive elements in the culminating display, or how the students choose to tell their stories. The evolving nature of the projects keeps it fresh and meaningful for both students and their families.

There is great joy in this work, but also great responsibility. “I carry these families’ stories with me,” Mrs. Sheldon says. “It’s a lot of lifting—beyond curriculum. I dream about it. I wake up thinking about it. It’s a lot of work, “heart” work, and I am honored to be a part of it.”

After three years, the impact of the Family Cultures project is undeniable. “It’s transformational for the children, their families, the community, and for me,” Mrs. Sheldon notes. “I hope the students continue to embrace difference as something beautiful, and carry these lessons forward throughout their lives.

Living the Sacred Heart Goals

More than anything, the Family Cultures project exemplifies the Sacred Heart Goals and Criteria. Students experience intellectual growth through research and presentation. They deepen their faith by honoring the dignity of each person and exploring the cultural traditions of one another. They build community by embracing difference and celebrating our shared humanity.

Perhaps most significantly, students begin to live out Goal III. What begins as a personal exploration of identity and culture lays the groundwork for something greater. Through this work, students develop the cultural literacy, empathy, and global understanding necessary to contribute meaningfully to an interdependent world. These early experiences lay important roots, supporting a lifelong capacity for service and forming the foundation for the Social Action programming they will engage in as they grow at Stone Ridge.

This project is also a vivid example of Goal IV in action. It’s a living testament to the power of connection and the importance of making students and families feel welcome in the community; it is an opportunity to have a voice and be seen.

And that impact is felt. “Parents know that their children feel seen, heard, and loved by their school community,” shares Mrs. Sheldon.

The Family Cultures project is more than a unit of study. It is an invitation to celebrate, to connect, and to see one another more clearly. In this Grade 2 classroom, community is not just taught. It is lived. And its lessons are lasting. ❤