Day One

(Note: For an extension, you may wish to also include examples of a memorial which reflects a specific time period. This will require higher-level analytical thinking however. The Franklin Delano Roosevelt Memorial in Washington, D.C. would be a recommended choice for this. It depicts the four terms of his presidency with four separate rooms. Quotes during each term are inscribed on the respective room walls, and waterfalls have been constructed to show the relative peace or turbulence of the times.)

1. Ask students what is a memorial? (Something that keeps alive the memory of a person or event.~Merriam Webster Dictionary)



2. Ask the class if they know any famous memorials and list some on the board. Well-known examples in the United States include: Lincoln Memorial, Jefferson Memorial, Vietnam Veteran's Memorial, World War II Memorial, 9/11 Memorial. Talk about why memorials are built. They are built to remember a person, a group, or a time period in history. Memorials for people or groups are often built to remember their legacy, their character, or their contribution to a cause (service in war, for example). Since WW II was an important time in our nation's history, there are many memorials to honor its veterans and other individuals who helped the cause. Memorials often help those alive as a place to grieve and heal after someone has passed away.



3. Explain to the students that you are going to show two types of memorials about World War II. Ask your students to volunteer if the memorial is for: (1) a person or (2) a group of people. Have them explain their response.
   
   Show the following images:
   Gino J. Merli Gravestone
   
   This is an example of a memorial for a person–specifically Private First Class Gino J. Merli, a coal miner's son born in Scranton, Pennsylvania. He received a Congressional Medal of Honor for his brave actions in fighting which took place near Sars la Bruyere, Belgium during World War II. His company was attacked by a superior German force. While his company retreated, Merli stayed behind and made sure they could retreat safely. Twice he fooled the Germans into thinking he was dead, only to rise again and fire on them when they left him for dead. The next morning his company was able to counter attack and force the Germans to ask for a truce. The negotiating party found Gino Merli wounded but still alive.
   
   Here is a photograph of Gino Merli in High School. After he served in the war, Merli returned to Blakely High School in Peckville, Pennsylvania to complete his senior year. This World War II hero also has a veterans" center in Scranton, Pennsylvania named after him. Show image of Gino J. Merli Veterans Center. Point out the shape of the building (double-cross). Ask students could a building be a type of memorial? (Yes. This encourages students to begin thinking about different types of memorials.)
   
   
   Show the next group of images. These are photographs of the WW II 28th Division Memorial located at the Pennsylvania Military Museum in Boalsburg, Pennsylvania.
   
   28th Division World War II Memorial
   28th Division Memorial-Closeup 1
   28th Division Memorial-overview
   
   These images show a memorial for a group of people–those who served in the 28th Division during World War II. Who was the 28th Division? Tell your students they are the country's oldest army division (first founded in 1747 to protect the colony from Indian raids). This memorial celebrates those who specifically fought during World War II. This Division saw a lot of intense fighting during the war and was known for their toughness and bravery. In fact, the Germans were so impressed with their fighting in France they nicknamed the division "the Bloody Bucket." (For more details regarding the 28th Division see 28th Division Shrine [link to Historical Marker Page 28th Division Shrine].)



4. Students should now have an understanding of how memorials can honor a person or a group of people. Now have them reflect on different kinds of memorials. Drawing on images they have just seen (gravestone, reservoir, memorial wall) as well as previous knowledge, have them volunteer different types of memorials and make a list on the board. See Student Handout 1-Types of Memorials for various ideas. After you have received student input, you may wish to distribute the handout to explore additional ideas.


5. Tell students that there are clearly many ways to memorialize something. Ask them if they were making a memorial, how would they choose what to make? Encourage students to think about how the type of memorial is informed by:
   
   
   
   • the person, group, or time period being remembered
   
   
   • the purpose of the memorial (to grieve, to remember, to find peace, to celebrate, to honor, to inform)



6. Explain to the students they will be asked to design a memorial for a famous Pennsylvanian or a larger group they represent who contributed their efforts to World War II. First, let's look at a real life example. Ask students if they know that a Pennsylvanian is on one of the most famous monuments in our country.



7. Next pass out and read as a class Student Handout 2-The Story of Michael Strank. Discuss the story with the students.



8. Tell students that you will need some volunteers to try to recreate the monument. Choose the students, analyze the picture, and have the class and the students who volunteered help recreate the monument using the American flag.



9. Ask students if this is a monument for Michael Strank or for a larger group of people. For whom is the memorial? (United States Marine Corps) Discuss with students that often they use the images of individuals to make monuments that represent and honor a larger group of individuals. Ask the students how they think they used Michael Strank and the other men in the monument in this way. Do they know of any other examples of using an individual to represent a larger group?



10. Explain to students that tomorrow they will form groups and create their own memorial to honor an important Pennsylvania citizen or groups of citizens who aided in the war effort. For homework pass out to each student Student Worksheet 1-Making a Memorial and either Student Handout 3 -Helen Richey and Women in the War or Student Handout 4 -Daisy Lampkin and African Americans in the War. Tell students to read over the worksheet questions. They do not need to complete it. They will be doing so as a group tomorrow. Then read the story and associated images. Ask the students to come to class tomorrow with ideas about creating a memorial for their person or group.

Day Two

1. Briefly review the different types of memorials discussed yesterday. Then divide the class into groups of four or five. All students in one group should have read the same handout for homework. Ask students to begin working together in their group to answer the questions in Student Worksheet 1-Making a Memorial. Allow 20-30 minutes for the groups to work on their memorial. When all of the students are ready to share their responses, gather the class together, and have each group go up to the front of the room. Have each person in the group participate in the presentation.
   
   
   • Person 1~Tell the class to whom their memorial is dedicated and what important contribution this person/group made to World War II. (Questions 1 and 2)
   
   
   
   • Person 2~Tell the class what kind of memorial they decided to design and their reason for choosing this type of memorial. (Question 3)
   
   
   
   • Person 3~Tell the class the purpose of their memorial and how their design will contribute to that purpose. (Question 4)
   
   
   
   • Person 4~Hold the drawing and point out details. (Question 6)
   
   
   
   • Person 5~Read description of the memorial. If appropriate include where it will be placed. (Question 5 and 6)


At the end of the presentation, have the presenters answer any questions from the class. Limit questions to 2-3 per group.


2. When all of the groups have presented their memorials, ask the students for feedback about the experience–
   
   
   • Was it difficult to come to a consensus about whom they were going to honor and how they were going to do it? How did they decide?
   
   
   
   • How much did students know about these famous Pennsylvanians (Michael Strank, Helen Richey, Daisy Lampkin) beforehand? What was something interesting about them that they will remember? Is there something more, a question left unanswered, that they would like to know more about any of these individuals?
   
   
   
   • Do they know anyone in their life who was alive during World War II? Encourage them to go home and ask about what it was like for them.
   
   
   
   • Are there any memorials in their community? Have students take notice of memorials that exist in their community and find out what person, group, or time period they honor.



3. Collect memorial designs and display in the classroom.