Monuments and Memorials

Summary:

‘[T]his task aligns with several of the Historical Thinking Concepts. It asks students to read and interpret primary sources, and to use these sources as evidence to support an argument. It also requires students to establish historical significance, as they contemplate how and why their chosen individuals or groups involved in the Great War were historically significant. Finally, it requires students to take on a historical perspective and ask why the chosen group or individual might have been considered historically significant in the years immediately following the war.’


General Tasks:

Part 1: Students choose a Canadian group or individual important in Canada’s participation in WWI and deserving a memorial or monument, and conduct a research using primary and secondary sources.

Part 2: Students write a letter to explain their choice.

Part 3: They propose a design for the memorial of monument.


Evaluation Criteria:

Deepness of knowledge and understanding of the question; quality of research; quality and pertinence of the writing; quality of historical thinking; quality of communication.

Monuments and Memorials

Stephanie Lett

10

Ottawa, Ontario

Students choose an individual or a group deserving a monument, make a research and an essay on him, her or it and create a monument.

Related Lesson Plans

  • Exhibit A: Curating World War I

    Exhibit A: Curating World War I

    Nathan Moes

    Dease Lake, British Columbia

    ‘A historical inquiry into the service and sacrifice of the women and men who served with the Canadian Expeditionary Forces during [WWI].’

  • Where the Streets Have No Name

    Where the Streets Have No Name

    Blake Seward

    Smiths Falls, Ontario

    ‘Students research soldiers to have new streets named after them for commemoration’

 
View all plans