The Walking in My Shoes curriculum at St. Thomas School in Medina, Washington, has been developed to deepen students' understanding of their own heritage and the cultural similarities and differences among their global peers. Exploring the rich diversity of the world's cultural heritage and the interactions of global migrations throughout history, fifth-grade students build meaningful cross-disciplinary connections using thematic threads related to immigration, heritage, and identity. It's a partnership that includes intra-school collaborations between all disciplines. Students begin by interviewing family members about immigration to the United States (sometimes many generations ago). They focus on a family heirloom or artifact that sparks stories about personal heritage. These heritage artifacts become the building blocks for imagery in each student's artwork and writing. Students refer to their family heritage interview, finding imagery to adapt using heraldic symbolism and sketch some ideas. Students use their painting, fabric and found objects, maps, and other visually rich printed imagery to build personally meaningful collages that represent themselves within the context of their family heritage. (Contains 1 online resource.)