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ERIC Number: EJ926791
Record Type: Journal
Publication Date: 2011
Pages: 5
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-1056-0300
A Monumental Lesson: What Historical Structures Can Tell Us
Craven, Jacqueline S.; Sumrall, William J.; Moore, Jerilou J.; Logan, Kellie
Social Studies and the Young Learner, v23 n4 p17-21 Mar-Apr 2011
Historical structures have connected civilization across time as a representation of important events, famous people, or experiences of diverse cultures. The value systems of a society are reflected in these structures and convey political and historical information. Knowledge about historical structures provides understanding of cultures of ancient and modern people. Sometimes historical structures are erected to commemorate historic events, such as lives lost on battlefields like Gettysburg. Some were intended to protect people from invaders (e.g., The Great Wall of China). Other structures, such as The Statue of Liberty, are built to honor one country's independence from another. Some historical structures recognize religious persecution (e.g., The Holocaust Memorial in Boston), while another may honor religious beliefs (e.g., Notre Dame Cathedral). In this article, the author describes a Monumental Lesson that provides the contextual relevance needed for students to build an understanding of the world around them. By investigating some of the concepts embedded within monuments, students gain a sense of the social meaning behind structures and statues often seen in parks and public spaces throughout the country. Equal emphasis on the process as well as the product of students' work is appropriate for gauging learners' progress throughout the Monumental Lesson. (Contains 3 figures and 2 notes.)
National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800: Fax: 301-588-2049; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A