Social Studies / Art
SOCIAL STUDIES / ART
LESSON 2: MONUMENTS AND MEMORIALS
GRADES: 9-12
Introduction
Monuments and memorials are designed by artists and laypeople alike to inspire action,
remember important people and events, and bring closure to painful episodes. In addition, personal and cultural perceptions of monuments and memorials change with time. The following activities will help introduce students to the concepts of monuments and memorials and give them the opportunity to learn more about the Intrepid as such.
Objectives
Students will:
gain insight and understanding of the concepts of monuments and memorials as representations related to a specific person, place, or time.
engage in discussions pertaining to the purpose for memorials and monuments and compare personal and public viewpoints.
discover various sources for information available to learn about the past, and the different mediums used as monuments and memorials including: statues, poems, photographs, parades, and more.
develop skills of accurate observation and recording using photographs included in this curriculum.
Procedure
Part A: Monuments and Memorials Introduced
As a class discuss what a monument or memorial is and what the purpose of creating one or designating one might be. What forms can monuments and memorials take? Discuss why we create memorials and monuments, and preserve historic sites as memorials or monuments.
Trigger Questions:
What types of things are memorialized?
Who are memorials and monuments meant for the person(s) or event(s) it is commemorating, the people remembering, or future generations?
This is a good opportunity to discuss monuments and memorials that students have visited or that exist in your community. Ask the students to consider the time period the monuments and memorials represent and if they think it effects how people interpret them and react.
Generate two separate lists of words nouns, verbs, and adjectives which the class associates with memories, and memorials and monuments.
Trigger Questions:
What is the need for monuments and memorials?
How lasting are monuments and memorials?
How do future generations relate to them?
Why do we memorialize?
Have students create a list of what they think is most important in the creation and design of a monument and a memorial.
Trigger Questions:
Who or what is memorialized?
Does location have any bearing or influence on the longevity or meaning of a monument or a memorial?
What do you need to consider regarding public and personal points of view?
Part B: We Remember the Intrepid
Using the brief history section and the Intrepid Museums website (www.intrepidmuseum.org) as resources; discuss with students the Intrepids story. Ask students if they would consider the Intrepid a monument and/or a memorial. Why?
Have students break into smaller groups and create a monument or memorial for the Intrepid. This will give students the opportunity to explore a variety of media from poems to drawings, perhaps even a photograph or collage.
Students should also include a blurb about why they wanted to create their monument/memorial in this way and if they would want it on display in the Museum or if they prefer a different location (and why). Discuss if they feel their representation could withstand the test of time.
Upon completion groups present their projects to the rest of the class and further discuss the variety of representations possible for a particular monument or memorial. This discussion will provide a departure point to further explore how a monument or memorial is created and the different viewpoints that are considered during the process.
Part C: Making it Personal- Memories are Made of This
Now that students have a foundation and understanding of monuments and memorials (with the Intrepid as an example) students can continue to explore this subject by bringing an object to class that symbolizes an important memory for them. This may be a photograph, a necklace, a childhood toy and so on. Teachers assist the students in organizing the objects on a tabletop or bulletin board.
Students write a blurb or paragraph as to why this object is important to them, including the time period this item represents and any other individuals or events it relates to. Students create titles for their projects, keeping in mind word choices for descriptions, explanations, and setting the tone and mood.
Students engage in a discussion (either as an entire class or in small break-out groups) to explore the importance of their personal items and make connections to their projects and larger monuments and memorials.
Trigger Questions:
What if this item were lost or ruined? Is it a feeling that connects you to this object, or is it the object itself?
How would you feel about having your personal object on display for others to view? Is this something you think others would understand or be able to relate to? Would you be receptive to other peoples viewpoints about your object?
Could the object be represented in a different way to maintain its importance such as through a poem or sculpture? Would you prefer using the actual object or a representation in your display? Why?
Who should determine what monuments and memorials exist and how they are represented? The government? The public? The people personally affected by a particular event in time? Should only artists create these representations?
