Social:
Author: Jennifer Gallagher
School/Organization:
Widener Memorial School
Seminar: Social Justice, Monuments, Museums, and Heritage
Keywords: Culture, heritage, identity and social justice, memorial, Monument, Mural, museum, statue, symbol
In this unit, entitled “Monuments, Museums and Murals: An Impact on Individual Identity”, students will have the opportunity to explore a variety of monuments and murals both in Philadelphia and across the United States of America in order to discover their significance not only in the history of the world, the country and the city of Philadelphia, but also in the development of the student himself. Students will work together to answer these questions: “What makes something a monument?”, “What does it mean to recognize something as a monument or as a piece of art?”, “Is something important simply because it is recognized as a monument or as art?” and “Is the narrative associated with a specific monument or work of art the true story?”.
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Working currently at the Widener Memorial School, I have the privilege of teaching young people who are physically and/or cognitively diverse. The school serves these students in a barrier-free, fully accessible environment. The students here benefit from hands-on learning experiences. They thrive in settings where they are able to interact with concrete objects and make real life connections to the topic being presented to them. So, while the building is fully accessible, the curriculum is not. Curriculum units and lessons that are written for the student with typical needs do not allow students with special needs to learn from them without significant adaptations and modifications. It becomes the job of the general or special education teachers to make these changes and, despite their best efforts, it is almost impossible to do it without jeopardizing the integrity of the content and the impact for the students in the class; it is a tall order and not feasible within the constraints of time and money. Students with special needs have a right to a unit with rich, fully-developed lessons designed with them in mind; something that does not have to be adapted or modified from its original version. They need a unit that will afford them the experience and the opportunity to explore monuments and murals up close and dive into deep conversation about the relationship between these pieces and the students themselves. Hopefully, this is that unit. More than just learning about someone or something, the students will be immersed in the history and the culture of a city, their city, a state and a country and its impact upon them as individuals residing in those communities. Being a native Philadelphian, born and raised in the northeast section of the city and working in the School District of Philadelphia for the last 25 years, I have chosen to focus this unit on monuments and museums in Philadelphia and their impact on the people here, specifically the students that sit in front of me each day. To do this, I not only plan to utilize several literary works associated with different monuments and murals, but I also plan to incorporate film and field trips to view some of these historic sites in person. A few of the monuments and murals that are included in this unit are: the Liberty Bell, the Rocky statue, the William Penn statue, the LOVE statue, the Statue of Liberty and the Tomb of the Unknown Soldier along with many others. While I hope to visit many of these places in person with my students, I realize that we will not be able to get to all of them. So, I will incorporate film and videos, as well as, several read-aloud books depicting some of these memorials and venturing into conveying their meaning to our city and our nation. The unit will be centered around a Big Idea and Central Question focused on the idea of monuments and murals and what makes something worthy of being memorialized and also on the impact these objects and their narratives have on individuals and their development. Within the unit, there will be five lessons dedicated to monuments (mentioned above) and to other monuments, memorials and murals in the city and across this country. One lesson involves a field trip to engage with a few monuments in the city in person. Various narratives around each piece will be presented and students will be provided with guiding questions for discussion. Each lesson will be presented in a 45-minute block and some of the lessons span two or three days. The entire unit should take about two weeks to complete. According to Dr. Bruce Uhrmacher and Dr. Barri Tinkler, in their article entitled “Engaging Learners and the Community Through the Study of Monuments” published in the International Journal of Leadership in Education in 2008, the study of monuments “provides an opportunity to engage students intellectually and creatively by allowing them to apply their abilities of analysis, interpretation, and creation to the study and design of a monument”. (Uhrmacher and Tinkler, 2008). This unit was created with that belief in its forefront; it is a unit that centers on the needs of our students both academically and emotionally, as well as, an opportunity to be hands-on with their learning. Speaking academically, the lessons included in the unit are written in an effort to capture students’ attention and offer a variety of hands-on learning opportunities spanning different modalities and addressing many learning styles. Lessons are differentiated; scaffolded to allow entry points for all students regardless of their differing abilities and physical capabilities. In the School District of Philadelphia, there are currently 198,645 students in grades in grades Pre-K through 12 and of those 198,645 students 17.6% of them (or approximately 34,961) are children and youth of a different ability. In other words, close to one-fifth of the population of students learning today in buildings within the School District of Philadelphia do not possess what is commonly referred to as “typical” abilities. So, why then do we rely on a curriculum that is for the most part designed (and implemented) for the “typical” child. In 2004, amendments were made to IDEA or the Individuals with Disabilities Education Act, formerly known as Public Law 94-142, signed into law in 1975 by President Gerald Ford that specifically addressed curriculum and access for all students. However, as educators, the burden of modifying and adapting existing curriculum created for the mainstream in education to be available and accessible to marginalized groups like those students with different abilities or special needs falls to us. “The practice of making adaptations to an existing curriculum framework is like adding a wheelchair ramp to an existing building rather than designing the ramp during construction. The after-the-fact method is more expensive, takes more time, and may be awkward and unsightly.” (Division for Early Childhood, CEC, 2007) For a curriculum to be genuinely accessible, it needs to be though of, designed, built and implemented with its target audience in the forefront of the minds of its creators. It cannot be an afterthought or an add-on; that is not good enough for our children. “Educators, caregivers, and therapists work diligently to make the curriculum accessible to children with disabilities by varying content, providing instructional support, designing developmentally appropriate activities, and adapting toys or materials.” (Division for Early Childhood, CEC, 2007). One example of this is the educator who prints out pictures of all of the vocabulary words in the story for the “talking device” used by a non-verbal student, so that he can “actively engage” with the lesson and his peers. This is an effective adaptation to a lesson for a single child; it is not something that provides entrance for all children into a lesson, a unit or an entire curriculum. Not only does this type of modification have limited benefits to the larger group of affected students, it is also extremely time consuming and costly to the educators responsible for making it. This curriculum has been designed for students with special needs first. What does that mean? It means that a “universal design perspective” was utilized while writing this unit. (Division for Early Childhood, CEC, 2007) It was planned out and each lesson was penned with the future learners’ needs at the heart of each thought and word. Decisions regarding books, videos and other materials, as well as, activities and assessments were drafted and selected with the goal of successful learning for all at the end. “An accessible curriculum means that all aspects of the curriculum (i.e., the environment, the goals, the content, the instructional methods and interactions, the assessments, and the toys/materials) invite active participation of all children, regardless of disability or special needs.” (Division for Early Childhood, CEC, 2007) Monuments, Museums and Murals: An Impact on Individual Identity is built on hands-on activities and immersive experiences that allow students with different learning styles to succeed. It incorporates the use of read aloud books in both print and video formats, picture cues and opportunities for repetition that help students with special needs to acquire and maintain new information and skills over time. At its core, there are genuine, real-life learning opportunities involving field trips to the actual pieces and places being studied; here students will be able to interact using an approach rooted in sensory-based and multi-modal learning. It is barely a scratch on the surface of inequality that exists in curriculum used today. However, we have to start somewhere and this is as good a beginning as any other. Monuments, memorials, museums and murals are such an integral part of most of our daily lives and yet, until recently, they were not so important in education. There are a few standards that loosely address the topic, but if a few days spread out over a few months are spent on studying a few of the more renowned ones…well that’s a lot. How can so little be taught about something that means so much to so many? “Monuments and national identity are intrinsically linked. Monuments can reveal and sustain a shared history, they can tell a story and provide education, and last but not least, they can bring people together.” (S. Fendel, 2022). In the School District of Philadelphia, little to no money is set aside for social studies curriculum, especially at the elementary level. There is not a research-based or standards driven curriculum available for teachers to access; in fact, it is simply a collection of resources that an educator can use when developing his or her own unit for the standards at their specific grade level. (Office of Curriculum and Instruction, School District of Philadelphia website: https://sites.google.com/philasd.org/ocidigital/gradecontent/fifth-grade/5th-social-studies) With monuments and memorials gaining recognition as objects of social justice or injustice, it is even more relevant that we, as educators, expose our students to them and to the true narrative(s) that surround them. Outlined below is a scope and sequence for the curriculum, as well as, the “Big Idea” and “Essential Questions” for it. Illustrated here are the content, specific lessons, materials, and books used during implementation of the unit by an educator. Lesson Standards Objectives Text(s) Additional Materials Lesson #1 – Introduction 5.1.4.F – Identify state symbols, national symbols, and national holidays. 5.1.5.F – Explain the significance of state symbols, national symbols, and national holidays. 1.SWBAT identify a statue, sculpture or other type of object including artifacts and murals IOT define a monument in terms of its unique characteristics including, but not limited to, its history, geographical location, importance to the people of its community and/or the larger society. The 12 Most Amazing American Monuments and Symbols By Anita Yasuda Images (pictures) of a variety of famous monuments around the United States and in the city of Philadelphia Chart Paper Markers Lesson #2 5.1.6.F – Describe how citizens and leaders use political symbols. 8.2.4.B – Locate historical documents, artifacts, and places critical to Pennsylvania history. 8.2.4.C – Explain how continuity and change in PA history have influenced personal development and identity. 8.2.5.B – Illustrate concepts and knowledge of historical documents, artifacts, and places critical to Pennsylvania history. 8.2.6.B – Describe the importance of significant historical documents, artifacts, and places critical to Pennsylvania history. Twenty-One Steps By: Jeff Gottesfeld Drawing paper Pencils Chart Paper Markers Maps (USA and Philadelphia) Pins (for maps) Lesson #3 5.1.6.F – Describe how citizens and leaders use political symbols. 8.2.4.B – Locate historical documents, artifacts, and places critical to Pennsylvania history. 8.2.4.C – Explain how continuity and change in PA history have influenced personal development and identity. 8.2.5.B – Illustrate concepts and knowledge of historical documents, artifacts, and places critical to Pennsylvania history. 8.2.6.B – Describe the importance of significant historical documents, artifacts, and places critical to Pennsylvania history. Climbing Lincoln’s Steps By: Suzanne Slade Drawing paper Pencils Chart Paper Markers Maps (USA and Philadelphia) Pins (for maps) Lesson #4 8.2.4.B – Locate historical documents, artifacts, and places critical to Pennsylvania history. 8.2.4.C – Explain how continuity and change in PA history have influenced personal development and identity. 8.2.5.B – Illustrate concepts and knowledge of historical documents, artifacts, and places critical to Pennsylvania history. 8.2.6.B – Describe the importance of significant historical documents, artifacts, and places critical to Pennsylvania history. 1.SWBAT interact with monuments, murals and museums in person IOT “feel” something or to make a connection to the piece itself. Clipboards Pencils/Pens Monument/Mural Question Sheet – linked here. Chart Paper Markers Lesson #5 – Culminating Activity 5.1.5.F – Explain the significance of state symbols, national symbols, and national holidays. Her Right Foot By: Dave Eggers This Bridge Will Not Be Gray By: Dave Eggers Chart paper Markers 6-8 pipe cleaners (any color) 1 roll of 1 inch gauze cut into six-inch strips Bowl of water Paper Pencils Paints (all colors) clay Big Idea: Impact of local and national monuments, murals and museums on the development of our individual identities. Essential Questions:
Source: https://dashboards.philasd.org/extensions/enrollment-public/index.html#/Scope and Sequence
Grades 4-6 (Physical Support)
Strips of aluminum foil cut into 1” X 6” strips
Bronze colored paint
“For the things we have to learn before we can do them, we learn by doing them.” (Aristotle) This statement made by the philosopher Aristotle sums up the foundation upon which this unit is built. Our students need opportunity to learn; they need to be immersed in their learning by not only seeing and hearing about things, but by also touching and feeling them. Our students need to be hands-on with the content. Genuine versus contrived situations allow for students to engage with a preferred learning style; it opens up entry points associated with students’ strengths. This unit was created with a focus on the needs of the diverse learner; therefore, at the root of each lesson is the over-arching teaching strategies of scaffolding and differentiation of instruction. Scaffolding refers to adding supports for a student or students during the learning process to enhance their education and to afford them access to the curriculum where they are in that moment. Supports or scaffolding used in education, just like in construction of a building, is not meant to be permanent. It can and should be weaned over time. As the student or students make progress toward meeting the goals and objectives of the lesson, unit or curriculum as a whole, educators should remove the now unnecessary assistance that the scaffolding had provided at the outset. There are three types of scaffolding; they are sensory, interactive and graphic. (T. Huynh, 2017). Sensory scaffolding relies on the students’ use of their senses as a means of support. For example, students that are struggling with language could utilize sensory scaffolding in the form of images or picture cues associated with text. “Humans are visual learners because, with our eyes, we can take a large amount of information in at once and use it to construct meaning.” (T. Huynh, 2017). Our other senses, specifically hearing and touching, can also be used for sensory scaffolding. Interactive scaffolding refers to the idea of learning through discussion and engagement with one’s peers. Creating meaningful opportunities for social interaction through a variety of discussion activities encourages students to share ideas with one another. It also allows them to learn from each other. Several concrete examples of this kind of scaffolding can be found throughout the lessons in this unit; in particular, “Think, Pair, Share”, “Turn and Talk” and “TQE” are all used at some point. The last type of scaffolding is graphic scaffolding. This is the use of “charts, tables, and graphic organizers that morph numbers and data into visual representations” to assist students with the understanding of more abstract concepts. (T. Huynh, 2017). Highlighting this type of scaffolding within the lessons in this curriculum are the use of anchor charts and graphic organizers, like the T-Chart and Video Response sheets. Walking hand in hand with scaffolding in education is the use of differentiation of instruction. Differentiation involves making the learning different or specific to individual students or small groups of students who have similar needs or process information in similar ways. “Success for the student with learning disabilities requires a focus on individual achievement, individual progress, and individual learning.” (Learning Disabilities Association of America, LDA) Differentiation is not just for students with special needs though. All students can benefit from a lesson or a unit designed with multiple ways to gain information and provide feedback. Differentiation can occur in four distinct ways; content, product, process and environment can be changed to fit the individual to allow them access to learning and encourage success for all. Differentiation of content deals with the material being taught and any necessary changes to it to allow all students access to it. Product is the thing that a student provides to show their understanding of the material taught to them. In this unit, a variety of activities (product) are included to create opportunities for each student with his or her own learning style, set of strengths, to shine. These activities range from paper and pencil tasks to building clay replicas and crafting slideshows in Google Slides. When differentiating the process, you are adapting your presentation of the material or content. This type of differentiation is closely tied to scaffolding. It is here that the educator opens up his or her tool box and takes out their picture cues, video clips, auditory books (or books on tape), graphic organizers and anchor charts to name only a few to level the playing field and give all students a chance to learn. Adapting the students’ environment, which is the final type of differentiation, will not be discussed at length here. While equally important, especially to students that have physical disabilities and rely on assistive technology or mobility aides, it is a highly specific and often separate subset of students and, therefore, it is not widely addressed in this unit. The lessons in this curriculum are centered in both the strategies of scaffolding and differentiation of instruction where it applies to the material being taught, how it is taught and how it is assessed for mastery.
Grade Level: 4th -6th Physical Support Lesson Title: What is a Monument? Objectives (Write 2-5 objectives stating expected learner outcomes.): SWBAT identify a statue, sculpture or other type of object including artifacts and murals IOT define a monument in terms of its unique characteristics including, but not limited to, its history, geographical location, importance to the people of its community and/or the larger society. SWBAT identify famous monuments within their city and the nation IOT describe the qualities that make it a monument including be able to provide a few facts related to its history and its function within its geographical location. SWBAT make connections between the history and location of a monument IOT explain the meaning of the monument to the people both within that community and outside of it (within the larger society). Materials/Resources Needed: Images (pictures) of a variety of famous monuments around the United States and in the city of Philadelphia Chart Paper Markers Video: “American Monuments” https://www.youtube.com/watch?v=gomJRvkLMBw Video: “The Meaning of a Monument” https://www.youtube.com/watch?v=eL2CW8bZ0to Video: “Think Through Monuments: What is a Monument?” https://www.youtube.com/watch?v=nERyxPCBOFo The 12 Most Amazing American Monuments and Symbols By Anita Yasuda https://www.getepic.com/app/read/22308 Graphic Organizer(s) – Google Slide Deck https://docs.google.com/presentation/d/1VRftMfcRFbaXMrJWqWuk7XytxBHqSGdXIDW5zj0I8bc/copy Anticipatory Set (List specific statements or activities you will use to focus students on the lesson for the day.): To capture the students’ interest, images (photographs) of National monuments and monuments within the city of Philadelphia will be displayed throughout the classroom. Also, a bulletin board with the “Big Idea” for the unit and the relevant “Essential Questions” will have been created and posted in the classroom, too. Students will be asked to view the various pictures by circulating throughout the classroom; they will be instructed to look for qualities or characteristics that the monuments have in common. (Students will refer to the images and their characteristics when defining a monument or not a monument later in the lesson.) Objective/Purpose (For the student’s benefit, explain what students will be able to do by the end of the lesson and why these objectives are important to accomplish.): By the end of this lesson, students will be able to identify a monument based on a set of qualities or characteristics specific to something labeled as such, as well as, the impact on the people in the community or area where the monuments sits and (if any) on the nation as a whole. Students will also be able to identify several (10-12) famous monuments within the nation and the city (of Philadelphia); they will be able to provide the name of the monument, its geographical location and at least three facts about the monument. Students will also investigate the impact of the monuments on individuals, both positive and negative. Input (What information is essential for the student to know before beginning and how will this skill be communicated to students?): Students will need to understand that objects like statues and murals can be considered monuments. They need to understand that there are certain accepted criteria that makes something a monument, however, the criteria are loose and subjective to the individual or individuals being affected by it. Monuments (murals and museums) range from famous and recognized by people throughout this nation and around the world to known only to the members of a neighborhood or community. Anchor charts will be created to illustrate the specific criteria for a monument, as well as, to identify famous and not so famous ones. These charts will be created by the students and hung up in a class to be used as a reference tool. Videos and books will also be utilized during the lesson to provide students with the necessary background knowledge. Model (If you will be demonstrating the skill or competence, how will this be done?): During the lesson, I will create anchor charts for monuments along with the students. Together, we will generate a list of characteristics that make something a monument and a list of characteristics that exclude something from being one; we will also choose between three and five monuments to represent with an anchor chart. These charts will show illustrations of the monument and its name, location and importance to history and to its people. Check for Understanding (Identify strategies to be used to determine if students have learned the objectives.): An “Exit Ticket” will be used to check to see if students are able to identify monuments and provide basic information about them. Guided Practice (List activities which will be used to guide student practice and provide a time frame for completing this practice.): Together as a class, we will complete the following activities: Watch “American Monuments” https://www.youtube.com/watch?v=gomJRvkLMBw Ask the students to think about the first “Essential Question” of the unit: “What makes something a monument?”. Complete the Monument/Not a Monument graphic organizer. Create an anchor chart; have the students share out answers from the graphic organizer and place them onto the class chart. Display the chart near the bulletin board showcasing the unit’s “Big Idea” and “Essential Questions”. Read aloud The 12 Most Amazing American Monuments and Symbols By Anita Yasuda Pair up students; ask each pair to choose a famous monument and share one thing that they notice or wonder about it. Allow a few pairs to discuss what they talked about with each other with the whole class. In pairs, design an anchor chart for one of the monuments that they selected; encourage students to include illustrations, as well as, the name of the monument, its location and at least three facts about the monument. Display the charts throughout the classroom. Closure (What method of review and evaluation will be used to complete the lesson?): Students will complete an “Exit Ticket” at the end of the lesson to assess if the objectives of the lesson have been met including defining a monument, identifying famous monuments and providing facts about those talked about during the lesson. Independent Practice (List homework/seatwork assignment to be given to students to ensure they have mastered the skill without teacher guidance.): Students will complete a matching activity on Google Slides (or on paper if the student(s) does not have access to a computer). Here is the matching activity. Grade Level: 4th -6th Physical Support Lesson Title: Famous Monuments (in the USA) Objectives (Write 2-5 objectives stating expected learner outcomes.): SWBAT identify well-known landmarks including monuments and memorials in the United States of America IOT describe them in detail citing their creator, geographical location and at least three facts about them. SWBAT discuss the significance, both historical and emotional, of a monument or memorial to individuals and/or specific communities with their peers IOT analyze the monument or memorial’s role in the area where it resides today. SWBAT make a connection to a monument or a memorial in their city (or neighborhood) IOT illustrate the impact that a monument or memorial can have on an individual and his identity. Materials/Resources Needed: Twenty-One Steps By: Jeff Gottesfeld https://www.youtube.com/watch?v=vXJKnC0utNA “The Story of the Liberty Bell” YouTube https://www.youtube.com/watch?v=vNosx5v3mQQ “How to Draw the Liberty Bell” Art Hub (YouTube) https://www.youtube.com/watch?v=gFu6kb3-eZo “The History of Mount Rushmore for Kids: Famous Landmarks for Children – FreeSchool” https://www.youtube.com/watch?v=fApIefqUvSo Drawing paper Pencils Chart Paper Markers Maps (USA and Philadelphia) Pins (for maps) Anticipatory Set (List specific statements or activities you will use to focus students on the lesson for the day.): To begin the lesson, a video highlighting the changing of the guard at the Tomb of the Unknown Soldier (YouTube – https://www.youtube.com/watch?v=4utXb3auOew) will be shown to the students. Following the video, students will complete this video response sheet on it. Objective/Purpose (For the student’s benefit, explain what students will be able to do by the end of the lesson and why these objectives are important to accomplish.): This lesson will span approximately three to five days and cover three famous monuments and memorials, specifically the Tomb of the Unknown Soldier, the Liberty Bell and Mount Rushmore. Students will be able to identify the creator of each of these, as well as, their geographical location and at least three facts (historical) about each of them. Most importantly, students will be able to explain the significance of each monument and make a connection between monuments/memorials and individual or community identity through emotive response. Input (What information is essential for the student to know before beginning and how will this skill be communicated to students?): This lesson will follow the introductory lesson (Lesson #1), entitled “What is a Monument”, which provides students with the definition of a monument, as well as, a set of characteristics or qualities that either affirm or negate something as such. Also, students will have seen a variety of famous monuments and memorials from across the United States of America and within the city of Philadelphia. They will be familiar with the ideas of geographic location and historical facts associated with monuments and how those aspects of a monument or memorial can have an impact on the people interacting with it. Model (If you will be demonstrating the skill or competence, how will this be done?): During this lesson, the students will be engaged in discussions revolving around specific monuments or memorials and the connection, often emotional, that individuals and communities have to them. These discussions will be referred to as “Turn and Talk” or “Think, Pair, Share” and they will involve the students practicing rules of communication and conversation. So, prior to their first discussion, I will model by sharing my connection to the Tomb of the Unknown Soldier (or any monument), explaining how it makes me feel and why. Check for Understanding (Identify strategies to be used to determine if students have learned the objectives.): At the end of this lesson, students will be asked to replicate Mount Rushmore using a choice of media including pencil and paper (rubbings) or clay (sculpture). The students will put their pieces on display (in the classroom); a rubric will be provided each student to critique their work. The teacher will use her critique and the students’ to calculate a final grade. Guided Practice (List activities which will be used to guide student practice and provide a time frame for completing this practice.): Show https://www.youtube.com/watch?v=4utXb3auOew; Have students complete the Video Response sheet linked above. Read (or view ) Twenty-One Steps By: Jeff Gottesfeld https://www.youtube.com/watch?v=vXJKnC0utNA “Turn and Talk” – Students will pair up and discuss the following question(s) about the story Twenty-One Steps. Do you agree or disagree with the Tomb of the Unknown Soldier being called a monument or memorial? Why do you feel this way? If any, what is the significance of this monument to individuals, to a community or to you? View “The Story of the Liberty Bell” (YouTube) https://www.youtube.com/watch?v=vNosx5v3mQQ Draw the Liberty Bell; https://www.youtube.com/watch?v=gFu6kb3-eZo Watch “The History of Mount Rushmore for Kids: Famous Landmarks for Children – FreeSchool” https://www.youtube.com/watch?v=fApIefqUvSo Students will “recreate” Mount Rushmore in a choice of media. Coin Rubbing – Direction sheet attached here. Clay Sculpture – Link to the directions for the sculpture found here. Closure (What method of review and evaluation will be used to complete the lesson?): Students will place their completed replicas of Mount Rushmore together in a mock museum with placards explaining them. As a class, students will view each of their peer’s work; they will complete a feedback sheet (rubric) for their own artwork and submit that to the teacher for a final grade. The rubric is linked here. Grade Level: 4th -6th Physical Support Lesson Title: Famous Monuments (in the USA): Part 2 Objectives (Write 2-5 objectives stating expected learner outcomes.): SWBAT identify well-known landmarks including monuments and memorials in the United States of America IOT describe them in detail citing their creator, geographical location and at least three facts about them. SWBAT discuss the significance, both historical and emotional, of a monument or memorial to individuals and/or specific communities with their peers IOT analyze the monument or memorial’s role in the area where it resides today. SWBAT make a connection to a monument or a memorial in their city (or neighborhood) IOT illustrate the impact that a monument or memorial can have on an individual and his identity. Materials/Resources Needed: Climbing Lincoln’s Steps: The African American Journey By Suzanne Slade https://www.youtube.com/watch?v=Bbf2hed3EEs “Who Was William Penn?” https://www.youtube.com/watch?v=JlPmbQ5dp5Y Rocky (film); clip of “Rocky-Training-Les Rocky Steps-Philadelphia Museum of Art” https://www.youtube.com/watch?v=keqYyIMrz-k Drawing paper Pencils Chart Paper Markers Maps (USA and Philadelphia) Pins (for maps) Anticipatory Set (List specific statements or activities you will use to focus students on the lesson for the day.): To begin, students will watch a clip from the film, Rocky. (If time permits, you can show more video clips from the film or the entire film to the class.). https://www.youtube.com/watch?v=keqYyIMrz-k After watching the clip, the students will complete the video response sheet linked here. Objective/Purpose (For the student’s benefit, explain what students will be able to do by the end of the lesson and why these objectives are important to accomplish.): This lesson will span approximately three to five days and cover three famous monuments and memorials, specifically the Lincoln Memorial, the Rocky Statue and the statue of William Penn. Students will be able to identify the creator of each of these, as well as, their geographical location and at least three facts (historical, if applicable) about each of them. Most importantly, students will be able to explain the significance of each monument and make a connection between monuments/memorials and individual or community identity through emotive response. Input (What information is essential for the student to know before beginning and how will this skill be communicated to students?): This lesson will follow Lesson #2: Part 1 and the Introductory Lesson (Lesson #1) both which provide students with the definition of a monument, as well as, a set of characteristics or qualities that either affirm or negate something as such. Also, students will have seen a variety of famous monuments and memorials from across the United States of America and within the city of Philadelphia during these prior lessons. They will be familiar with the ideas of geographic location and historical facts associated with monuments and how those aspects of a monument or memorial can have an impact on the people interacting with it. Model (If you will be demonstrating the skill or competence, how will this be done?): During this lesson, the students will be engaged in discussions revolving around specific monuments or memorials and the connection, often emotional, that individuals and communities have to them. These discussions will be referred to as “Turn and Talk” or “Think, Pair, Share” and they will involve the students practicing rules of communication and conversation. So, prior to their first discussion, I will model (with a student) by sharing my connection to the Rocky statue (or any monument), explaining how it makes me feel and why. Check for Understanding (Identify strategies to be used to determine if students have learned the objectives.): At the end of this lesson, students will be asked to pick a monument or a memorial in their neighborhood or city that they feel a strong connection with and represent both the monument and their connection in some form; the options for representation of the monument include: written (essay), verbal (recording), slideshow, sculpture, drawing or painting. See example of a finished assessment here. Guided Practice (List activities which will be used to guide student practice and provide a time frame for completing this practice.): Show https://www.youtube.com/watch?v=keqYyIMrz-k Have students complete the Video Response sheet linked above. Read (or view ) Climbing Lincoln’s Steps by Suzanne Slade https://www.youtube.com/watch?v=Bbf2hed3EEs “Turn and Talk” – Students will pair up and discuss the following question(s) about the story Climbing Lincoln’s Steps. Do you feel that the Lincoln Memorial meets the qualifications to be called a mural? Why or why not? Do you have a connection to the Lincoln Memorial? How does the memorial make you feel? Did your feelings about the memorial change after listening to or viewing this story about it? View “Who Was William Penn” https://www.youtube.com/watch?v=JlPmbQ5dp5Y Complete the chart comparing and contrasting the William Penn statue with the Rocky statue. Closure (What method of review and evaluation will be used to complete the lesson?): Using their choice of media, students will represent one of the monuments or murals examined in Part 1 or Part 2 of this lesson (except Mount Rushmore) and display it as a part of a class gallery. Students will participate in a gallery walk at the end of this lesson; they will us the same rubric used to evaluate the Mount Rushmore replicas to grade this piece of artwork. Materials for drawing, painting and sculpting will be provided; a sample of a completed piece (Google Slide) is linked here. Grade Level: 4th -6th Physical Support Lesson Title: “Up Close and Personal” Objectives (Write 2-5 objectives stating expected learner outcomes.): SWBAT interact with monuments, murals and museums in person IOT “feel” something or to make a connection to the piece itself. SWBAT describe the emotion or lack of emotion that they feel when viewing a piece IOT analyze the effectiveness of the piece in regards to the author’s intention. SWBAT ask questions and find answers about monuments and murals IOT distinguish between narratives that exist and the actual historical facts about the person, place or event that it represents. Materials/Resources Needed: *This lesson will involve a field trip to Center City (Philadelphia); it can be modified for monuments and murals unique to your home town. Clipboards Pencils/Pens Monument/Mural Question Sheet – linked here. Chart Paper Markers Anticipatory Set (List specific statements or activities you will use to focus students on the lesson for the day.): Lessons #2 and #3 will be taught prior to the field trip; they will provide background information, as well as, opportunity to view images of the pieces that will be seen in person on the field trip. The monuments and murals that will be visited include: the Liberty Bell, the LOVE statue, William Penn, the Rocky statue, the Swann Fountain, the Joe Frazier statue and a mural located at 207 North Broad Street entitled, “How to Turn Anything into Something Else”. Objective/Purpose (For the student’s benefit, explain what students will be able to do by the end of the lesson and why these objectives are important to accomplish.): The purpose of the field trip is to provide students with opportunity to interact with the monuments and murals they have been studying in person. Students will be able to view and in some cases touch the monuments or murals and explore their connection if any to them. Viewing a piece of art up close often draws out emotion that would otherwise not be felt; students can experience first-hand the artist or creator’s intention and become immersed in the narrative that surrounds the piece by standing in its place. Input (What information is essential for the student to know before beginning and how will this skill be communicated to students?): Prior to the field trip, students will have studied several of the monuments that will be visited in person. In addition to background knowledge about the monument, students will be provided with information about some of the artists that created the pieces, as well as, the historical relevance of the piece (if any) and the significance of its geographical location. Model (If you will be demonstrating the skill or competence, how will this be done?): At the first stop on the tour, demonstrate how to utilize the “Monument Question Sheet” to analyze the piece and individual connections to it. Be transparent with any emotion evoked by the piece to encourage students to share; show them that they are in a safe space to express their thoughts and feelings with others. Check for Understanding (Identify strategies to be used to determine if students have learned the objectives.): Use the “TQE: Thoughts, Questions, Epiphanies” discussion strategy at the end of the trip to gauge understanding. Create an anchor chart (upon your return to the classroom) that addresses any thoughts, unanswered questions or new ideas about one or more of the monuments visited during the field trip to the city; post it in the classroom for reference throughout the unit. Guided Practice (List activities which will be used to guide student practice and provide a time frame for completing this practice.): Tour the monuments listed above (in the city of Philadelphia or choose monuments within your own city). Complete the “Monument Question Sheet” for each one that you visit; give students the choice between writing the answers to the questions on the sheet or simply sharing out their answers with their peers verbally. Employ the “TQE” strategy to check for understanding upon your return to the classroom; create an anchor chart illustrating the students’ thoughts, unanswered questions and new ideas about one or more of the monuments that you visited on the trip. (Hang the chart up in the classroom for reference throughout this unit.) Closure (What method of review and evaluation will be used to complete the lesson?): Read (Watch) I Am America by Charles R. Smith Jr. https://www.youtube.com/watch?v=KOLpoOqFVqI Have each child create an “I Am” poem; encourage them to include something that ties them to a monument that you visited on the field trip or to a monument that you have studied during the course of this unit. *Allow students to also make connections to monuments that you have not studied, if they feel passionate about one of them and can explain how their identity is tied to it. Grade Level: 4th -6th Physical Support Lesson Title: What It Means to Me? Objectives (Write 2-5 objectives stating expected learner outcomes.): SWBAT identify famous monuments and memorials throughout the USA and the city of Philadelphia and describe them in detail including their location, their creator and several facts (historical) about each of them IOT make connections between themselves and a text or the world around them. SWBAT draw from all that they have learned about monuments, museums and murals throughout the unit and the emotion that specific pieces elicit from individuals and groups of people IOT create a monument or memorial with their own hands that represents their individual identity, as well as, evoke an emotional response from an audience. Materials/Resources Needed: Her Right Foot By: Dave Eggers https://www.getepic.com/app/read/70523 “Martin Luther King Memorial – Washington D.C.” https://www.youtube.com/watch?v=m5BqLwb0TBs This Bridge Will Not Be Gray By: Dave Eggers https://www.youtube.com/watch?v=L_6Up8QSdcY Chart paper Markers 6-8 pipe cleaners (any color) 1 roll of 1 inch gauze cut into six-inch strips Bowl of water Paper Pencils Paints (all colors) clay Anticipatory Set (List specific statements or activities you will use to focus students on the lesson for the day.): Play “Making a Monument” (YouTube) https://www.youtube.com/watch?v=YeaCZvIIb10; provide students with paper and pencils at the conclusion of the video and encourage them to begin sketching the monument or memorial that they are going to create at the end of this lesson/unit. Objective/Purpose (For the student’s benefit, explain what students will be able to do by the end of the lesson and why these objectives are important to accomplish.): This lesson will conclude with the culminating activity. Students will be asked to create an original piece (monument, memorial or mural) that illustrates a part of their identity, as well as, evokes emotion from a target audience. To do this, the students will need to be able to make connections between monuments or memorials and themselves, as well as, between themselves, texts and the world around them. Input (What information is essential for the student to know before beginning and how will this skill be communicated to students?): Students will need to refer back to set of characteristics that make something a monument or memorial; they will also need to be able to identify a creator’s purpose when constructing a monument or memorial and how that purpose directly aligns with the desired emotional response from viewers of the piece. Model (If you will be demonstrating the skill or competence, how will this be done?): The teacher should take this opportunity to work right alongside his or her students and design and build a piece of their own. The piece should represent a part of his or her identity and, hopefully, draw some emotion from the audience. Check for Understanding (Identify strategies to be used to determine if students have learned the objectives.): As an integral part of the culminating activity, students will show their monuments and murals not only to each other, but also to their parents and other community members in an exhibit hosted by the teacher/school. The exhibit can be housed in the classroom or any other large space within the school building; students will be able to stand and watch an audience react to their pieces. They will also be able to engage with them, asking questions and gathering feedback on the monument or mural that they created with their own hands. (This event is the large-scale version of the mini-museums from earlier lessons involving the Mount Rushmore replicas and the pieces generated in response to the initial study of famous landmarks in the USA.) Guided Practice (List activities which will be used to guide student practice and provide a time frame for completing this practice.): Read (or view) Her Right Foot by: Dave Eggers https://www.getepic.com/app/read/70523 Using Post-It notes, build a list of feelings experienced by both the characters in the story, Her Right Foot, and the reader (student). For the students who might have some difficulty with writing, allow them to draw their response. Encourage the use of emojis to represent feelings of happiness, sadness, fear and anger. Watch “Martin Luther King Memorial – Washington D.C.” https://www.youtube.com/watch?v=m5BqLwb0TBs Using “Word Art”, students will log onto the site and create an image that represents their feelings about the MLK Memorial. Read (or view) This Bridge Will Not Be Gray by: Dave Eggers https://www.youtube.com/watch?v=L_6Up8QSdcY Using chart paper, have the students build a list of words and phrases from the story that cause them to “feel” something; ask them what, if anything, about the Golden Gate Bridge or any monuments and memorials they have studied to date makes them “feel”. Closure (What method of review and evaluation will be used to complete the lesson?): To close out this lesson (and this entire unit), students will complete a performance task. Each student will create a monument or memorial of their own representing someone or something of importance to them. The monuments can be made from a variety of media. Directions for how to make a sculpture from pipe cleaners and aluminum foil are linked here. Students can choose to use that method or they can create something from clay, cardboard, papier mâché or any other material available. With the monument or memorial, students must also write and affix a placard explaining the piece. In the classroom or another large room within the school building, the students will host an exhibition. Parents, community members and students will be invited. They will all have an opportunity to walk the exhibit and to interact with the artists who created the monuments and memorials. Following the event, students will meet and have a final chance to discuss the impact that a monument or memorial can have on a person and his or her identity.Unit Title: Monuments, Museums and Murals: An Impact on Individual Identity
Unit Title: Monuments, Museums and Murals: An Impact on Individual Identity
Unit Title: Monuments, Museums and Murals: An Impact on Individual Identity
Unit Title: Monuments, Museums and Murals: An Impact on Individual Identity
Unit Title: Monuments, Museums and Murals: An Impact on Individual Identity
Strips of aluminum foil cut into 1” X 6” strips
Bronze colored paint
About IDEA. Individuals with Disabilities Education Act. (2022, November 7). Retrieved December 21, 2022, from https://sites.ed.gov/idea/about-idea/#IDEA-History AMNH org. (2020, June 22). The Meaning of a Monument. YouTube. Retrieved December 21, 2022, from https://www.youtube.com/watch?v=eL2CW8bZ0to Arizona, E. L.-U. (2016, November 4). How Memorials Make Us Remember and Forget. Futurity. Retrieved December 21, 2022, from https://www.futurity.org/memorials-history-1289512-2/ Cullers, J. (2016, May 27). What is the Significance of Monuments and or Memorials to the General Public and to the Artist Who Make Them? New Minds Eye. Retrieved December 21, 2022, from https://newmindseye.wordpress.com/what-is-the-significance-of-monuments-and-or-memorials-to-the-general-public-and-to-the-artist-who-make-them/ DEC – CEC. (2007). Promoting Positive Outcomes for Children with Disabilities: Recommendations for Curriculum, Assessment and Program Evaluation, 1–42. https://doi.org/https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/PrmtgPositiveOutcomes.pdf Eggers, D. (n.d.). Her Right Foot. Epic Books. Retrieved December 21, 2022, from https://www.getepic.com/app/read/70523 Finley, Holiday. (2013, May 16). Martin Luther King Memorial ~ Washington DC. YouTube. Retrieved December 21, 2022, from https://www.youtube.com/watch?v=m5BqLwb0TBs Five of Philadelphia’s Must-See Murals. Philadelphia Weekly. (2022, February 28). Retrieved December 21, 2022, from https://philadelphiaweekly.com/five-of-philadelphias-must-see-murals/ Gannett Satellite Information Network. (2021, March 8). Smokin’ Joe Frazier Feted with Statue, Mural in Philly. USA Today. Retrieved December 21, 2022, from https://www.usatoday.com/story/sports/boxing/2021/03/08/smokin-joe-frazier-feted-with-statue-mural-in-philly/43456079/ A Guide and Discussion of Around 70 Sports-Related Monuments in the City of Philadelphia. (2022, January 10). Sports Monuments in Philadelphia: A Guided Tour. ArcGIS Story Maps. Retrieved December 21, 2022, from https://storymaps.arcgis.com/stories/ad0a7897b39f41f6a7ab556850f0cef6 Huynh, T. (2021, August 26). #34. Three Types of Scaffolding: There’s a Scaffold for That – Ell Strategies. Tan K. Huynh. Retrieved December 21, 2022, from https://tankhuynh.com/scaffolding-instruction/ Jr., M. K. (2015, September 11). Statue of Joe Frazier Going Up in Philadelphia. Sports Illustrated. Retrieved December 21, 2022, from https://www.si.com/boxing/2015/09/11/joe-frazier-statue-philadelphia Kennicott, P. (2022, August 28). Review | In Philadelphia, a Monument to End All Monuments. The Washington Post. Retrieved December 21, 2022, from https://www.washingtonpost.com/arts-entertainment/2022/08/23/theaster-gates-monument-philadelphia/ Pompillio, by: N. (2021, March 8). Heart of a Champion: Tribute to Smokin’ Joe Frazier. Mural Arts Philadelphia. Retrieved December 21, 2022, from https://www.muralarts.org/artworks/heart-of-a-champion-tribute-to-smokin-joe-frazier/ The Power of Memory: Monuments as a Topic of the Online Club. The power of memory: monuments as a topic of the Online Club | Sculpture Network. (n.d.). Retrieved December 21, 2022, from https://sculpture-network.org/en/magazine/Monuments-Online-Club School District of Philadelphia. (n.d.). Enrollment-public. Retrieved December 21, 2022, from https://dashboards.philasd.org/extensions/enrollment-public/index.html#/ Thackara, T. (2021, May 3). They Are Their Own Monuments. The New York Times. Retrieved December 21, 2022, from https://www.nytimes.com/2021/05/03/arts/design/monument-lab-philadelphia.html Wikimedia Foundation. (2021, March 31). Swann Memorial fountain. Wikipedia. Retrieved December 21, 2022, from https://en.wikipedia.org/wiki/Swann_Memorial_Fountain Yasuda, A. (2015). The 12 Most Amazing American Monuments & Symbols. Epic Books. 12-Story Library, an imprint of Peterson Publishing Company. Retrieved December 21, 2022, from https://www.getepic.com/app/read/22308. YouTube. (2013). Making A Monument. YouTube. Retrieved December 21, 2022, from https://www.youtube.com/watch?v=YeaCZvIIb10. YouTube. (2018). I Am America By Charles R Smith Jr. YouTube. Retrieved December 21, 2022, from https://www.youtube.com/watch?v=KOLpoOqFVqI. YouTube. (2018). Rocky – Training – Les Rocky Steps – Philadelphia Museum of Art. YouTube. Retrieved December 21, 2022, from https://www.youtube.com/watch?v=keqYyIMrz-k. YouTube. (2019, March 18). Climbing Lincoln’s Steps. YouTube. Retrieved December 21, 2022, from https://www.youtube.com/watch?v=Bbf2hed3EEs YouTube. (2020, April 5). American Monuments for Kindergarten. YouTube. Retrieved December 21, 2022, from https://www.youtube.com/watch?v=gomJRvkLMBw YouTube. (2020, May 2). Who was William Penn? YouTube. Retrieved December 21, 2022, from https://www.youtube.com/watch?v=JlPmbQ5dp5Y YouTube. (2021). Thinking Through Monuments: What is a Monument? YouTube. Retrieved December 21, 2022, from https://www.youtube.com/watch?v=nERyxPCBOFo. YouTube. (2021, February 23). This Bridge Will Not Be Gray Kid’s Book Read Along Story time. YouTube. Retrieved December 21, 2022, from https://www.youtube.com/watch?v=L_6Up8QSdcY YouTube. (2022, May 7). 🎖 Twenty-one Steps Guarding the Tomb of the Unknown Soldier – read aloud book. YouTube. Retrieved December 21, 2022, from https://www.youtube.com/watch?v=vXJKnC0utNA
Grade 4 5.1.4.F – Identify state symbols, national symbols, and national holidays. 8.2.4.B – Locate historical documents, artifacts, and places critical to Pennsylvania history. 8.2.4.C – Explain how continuity and change in PA history have influenced personal development and identity. Grade 5 5.1.5.F – Explain the significance of state symbols, national symbols, and national holidays. 8.2.5.B – Illustrate concepts and knowledge of historical documents, artifacts, and places critical to Pennsylvania history. Grade 6 5.1.6.F – Describe how citizens and leaders use political symbols. 8.2.6.B – Describe the importance of significant historical documents, artifacts, and places critical to Pennsylvania history. Links: Mini Mount Rushmore Kids Craft (Directions) Mount Rushmore Art Project for Kids https://thecraftyclassroom.com/crafts/patriotic-crafts-for-kids/mount-rushmore-art-project-for-kids/ Mrs. Mohamed’s Kindergarten Kids http://mrsmohamedskindergartenkids.blogspot.com/2015/04/mount-rushmore-i-am-poems.html Word Cloud Generator Giacommeti Art Lesson: Sculpture Project for Kids https://nurturestore.co.uk/giacometti-sculpture-art-project-for-kidsStandards: