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How do we design monuments that authentically reflect Canadian history and society?
Don Huynh, Dylan Martin, Tyler Shaffer, Amanda Snodgrass, Amanda Tetzlaff, Gillian Waugh
Werklund School of Education
Overview
Canadas history is rich with moments both of greatness and of terrible oppression. These moments often overlap, creating a complex understanding of our countrys
history and identity. This national history is commemorated in monuments across the country, many of which only tell one side of the story. The purpose, therefore, of this project is to have
students choose an existing Canadian monument, research its history and design alternative monument that better represents marginalized populations who are often silenced and
excluded from such commemoration. Students will build their respective monuments, taking material choice and environmental conditions into account. This assignment contributes to the
deconstruction of the Grand Narrative, resisting oppressive powers of all forms. By participating in such an assignment, students will learn what it means to be a more ethically engaged
citizen of Canada with an entrepreneurial spirit (Alberta Education, 2011).
Phase 1
Advantages
Interdisciplinary learning erases the disconnect between school subjects and their
corresponding professional programs, giving students a better idea of what people actually
do in specific careers. Connections are made between their different classes, contextualizing
their knowledge, developing metacognition, and strengthening their meaning making
processes. Interdisciplinary lesson design is not meant to be one more thing to add to
teachers plates; instead, it should be seen as an opportunity to be creative and freedom
from the confines of an isolated subject.
Rationale check-ins: Drafts of student monument and material rationale will be submitted to
teachers for approval.
Journaling: Students will submit a reflective journal at the end of each phase.
Blueprints: Like the journal, students will be drafting blue prints and submitting them after
each phase.
Pitch: Students will pitch their rationale and monument design at the end of Phase 2 to the
class and an invited expert from Calgary Public Art.
All these formative assessments are opportunities to give feedback to students and check progress
and understanding
Summative
Phase 3
Phase 2
Phase 4
Formative
Approach
This project encompasses the discipline areas of Social Studies, Science, English Language
Arts, and Art, while an expansion of this unit may include aspects of Engineering and Math.
Social Studies forms the foundation of this assignment as students consider marginalized
populations and their significant roles in Canadian society. The 7th Grade Science Structures
and Forces unit informs students design plans and adds authenticity to the project. English
Language Arts allows students to analyze themes inherent and relevant to specific structures
and their accompanying narratives. Art is expressed in the visual creation of the students
monument as well as its aesthetic appreciation.
Assessment
Social Studies
Social Studies
EQ: What do monuments say about our history and society and why
does this matter?
LO: Students will be able to think critically about monuments and how
they reflect Canadian values by exploring historic and contemporary
issues from multiple perspectives through meaningful research
practices.
Science
Art
EQ: How are power, politics, and culture articulated through image
and structure?
LO: Students will be able to recognize and use art to communicate
symbolic representations of power, politics, and culture.
Science
Art
Science
Art
Science
Art
*These are just a selection of the more important learning outcomes. There are far more shown on our website www.designingdiversity.weebly.com
Alberta Education. (2011). Framework for student learning: Competencies for engaged thinkers and ethical citizens with an entrepreneurial spirit. Edmonton, AB: author. Available at https://education.alberta.ca/media/6581166/framework.pdf
Truth and Reconciliation Commission of Canada. (2015). Truth and Reconciliation Commission of Canada: Calls to action. Retrieved from http://www.trc.ca/websites/trcinstitution/File/2015/Findings/Calls_to_Action_English2.pdf
Image Reference
Landscape of Nations. [Online image]. Retrieved October 27, 2016 from http://kahawidance.org/events/native-memorial-to-be-unveiled-on-queenston-heights
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