Designing

Diversity:
Many of our national
monuments only show
one side of the story.
We are interested in
what is not said.
Through our
interdisciplinary
project students will
choose an existing
monument and design
an alternative
monument to
represent those who
were not given their
due consideration.

Subjects involved:
Social Studies
Art
Science

English

Don Huynh, Dylan Martin, Tyler Shaffer, Amanda Snodgrass, Amanda Tetzlaff, Gillian Waugh
University of Calgary
Werklund School of Education
Education 520:Interdisciplinary Learning (Fall 2016)

Designing Diversity

How do we design
monuments that
authentically
reflect
Grade
7 Social Studies,
Science, English Language
Canadian history and
Arts
society?
A Grade 7 interdisciplinary
project.

Grade 7 Social Studies,

Science, English
Language Arts

Phase 1: Introduce, Engage,

Explore

Phase 3: Revise, Perfect,

Create

Introduce the unit to engage students

in the problem and begin exploring the
necessary background information.

Students will take the feedback they

received after phase 2 and revise
their work accordingly.

Students will start thinking critically

about Canadian monuments, general
monument design, and generating an
awareness of multiple perspectives.

They will sculpt a scale model of their

monuments in clay and will write a
corresponding
poem,
short
narrative, or epitaph.

Students will explore task expectations

and build assessment rubrics

Students will consolidate their work

in a portfolio that will contain all
journals, drafts, blueprints, and
rationale.

Phase 2: Design, Elaborate,

Pitch

Phase 4: Wrap Up and Reflect

Begin the design process.

Students will present their final

products in a showcase with their
peers and invited guests.

Students
will
be
engaged
blueprinting and aesthetic.

in

Students will be analyzing possible

materials for building and consider the
structural
integrity
of
their
monuments.
At the end of this phase, students will
present a comprehensive pitch to an
expert and receive feedback from both
the expert and their peers.

The expert that was present for the

pitch will return and observe their
final work.
Students will then take part in a
debrief discussion and write a final
journal reflecting on the entire
process of the project.

Contact Us
Designing Diversity
Don Huynh,
Dylan Martin,
Tyler Shaffer,
Amanda Snodgrass,
Amanda Tetzlaff,
Gillian Waugh
University of Calgary,
Werklund School of Education
Education 520
November 2, 2016
Interdisciplinary Learning Showcase

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