The purpose of this project is to engage 8th grade students in a deeper exploration of American history and mathematics through the lens of monument design. By investigating the existing monuments on the DC Mall and identifying historical gaps, students will develop a proposal for a new monument that promotes a more inclusive representation of American history. This project integrates core content on proportion and scale, allowing students to apply mathematical concepts by creating a model of their proposed design. Through a persuasive presentation and infographic poster, students will articulate their rationale for the monument's inclusion, emphasizing historical significance and inclusivity. The project fosters critical thinking, creativity, and civic engagement, encouraging students to reflect on their learning and its impact on their understanding of historical narratives and proportional relationships.

In this project, students will explore the historical and cultural significance of monuments on the DC Mall, while developing a deeper understanding of proportional relationships and scale through design. They will engage in historical inquiry to identify gaps in representation and propose a new monument that addresses these gaps, promoting inclusivity in American history. By collaborating with architecture students from Kent State University, students will learn to apply mathematical concepts to create a scale model of their proposed monument. Through critique and revision sessions, they will refine their designs and persuasive arguments, culminating in a digital portfolio and a gallery walk exhibition. This project will enhance students' ability to graph and interpret proportional relationships, evaluate historical impacts, and make informed decisions as responsible citizens.

Students will create a detailed model of their proposed monument design, utilizing principles of proportion and scale learned during the project. This model will serve as a tangible representation of their ideas. Additionally, students will develop a persuasive infographic poster that presents well-researched facts and compelling reasons for the inclusion of their monument on the DC Mall. This poster will highlight how their monument addresses historical gaps and promotes inclusivity in American history. Both the model and the infographic will be part of a gallery walk exhibition, where students will have the opportunity to present their work to peers and receive feedback. The digital portfolio will include sketches, research findings, and the final persuasive poster, showcasing the students' learning journey and their ability to apply historical inquiry and mathematical concepts to real-world challenges.

To kick off the project, students will participate in a Virtual Reality Monument Exploration. This immersive experience will allow them to virtually visit the DC Mall and explore its existing monuments. By engaging with the spatial and historical context in a dynamic way, students will gain a deeper understanding of the significance and design of monuments. This experience will serve as a catalyst for their creativity and critical thinking, sparking ideas for their own monument designs. Following the VR exploration, students will engage in a guided discussion to reflect on their observations and brainstorm initial ideas for the new monument they will propose. This launch activity will set the stage for the project by connecting students with the core themes of historical representation and inclusivity.

To culminate the project, organize a "Monument Design Showcase" where students present their monument prototypes and persuasive infographic posters. Set up a gallery walk in a common area of the school, inviting Social Studies students from different grades to participate. Each student group will have a designated space to display their model and poster. Encourage attendees to engage with the students by asking questions and providing feedback. As part of the exhibition, include a voting station where visiting students can cast votes for the monument they believe should be included on the DC Mall. This interactive element not only celebrates students' hard work but also fosters a sense of community involvement and decision-making. Additionally, consider inviting local historians or community leaders to provide insights and further validate the students' efforts.