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Multiple Perspectives Lesson: Monumental History I. Standard Addressed: Time, Continuity, and Change e. Investigate, interpret, and analyze multiple historical and contemporary viewpoints within and across cultures related to important events, recurring dilemmas, and persistent issues, while employing empathy, skepticism, and critical judgment. II. Learning Outcomes Students will compare the varying viewpoints of the US-Dakota War Marker over the 40 years it stood in Mankato while examining the persistent issue public history and how it should be displayed. III. Evaluation After discussion, each group will be assigned to brainstorm ideas about how the controversy over the marker should be resolved. Should it be found? Should it be preserved? Should it be displayed? Should it be left alone? Should it be forgotten? Each group will present their ideas to the class and discussed. Evaluation will be graded on how well thought out the ideas are, how it will affect the community, city involvement, and the perspectives of different groups. IV. Curriculum: High School American History This lesson could also be modified to hold a mock city council meeting in a civics class. V. Instructions Day One 1.) Students have just finished a unit on the US-Dakota War of 1862 and are now prepared to move onto how these events of the past can still apply to issues of today. Students should split into small groups of 2-3 people. The teacher will hand out a packet of newspaper articles for the groups to scan and summarize. Articles are available at Blue Earth County Historical Society. 2.) After the students have finished, each group will take turns explaining the information in their articles, so the whole creates a timeline for the controversy over the US-Dakota War marker that stood where the public library is. 3.) The teacher will then ask the students to explain what is going from the timeline they created. After the class makes an attempt, or successfully guesses what is going on, the teacher can then explain the controversy of the marker from its erection to today. Day Two 1.) Class will begin with a review of what was done the previous day. 2.) Class will then continue with a discussion on the different perspectives of the marker, and the meaning of public history. 3.) Class will end with the assignment of coming up with ideas on what should be done about the marker. Day Three 1.) Each group will present their proposals and have the class discuss them. VI. Questions Survival (Economic & Social) 1.) From the articles you've read what groups in society are involved in the controversy? 2.) How has society reacted to the US-Dakota War marker over time? What changes have occurred? 3.) In what ways has society tried to solve the controversy over the marker? 4.) Can you determine from the articles, society's reasons for removing or keeping the marker? Are their reasons justified? 5.) Looking over the dates of the articles, can you assess why the issue over the marker keeps coming up again and again? Organization (Political) 1.) What is the city's role in the controversy over the marker? 2.) How has the city government reacted to the marker? 3.) How should the city government solve this issue? Should they solve it? 4.) Can you determine why the city has stayed out of the controversy, but yet the marker is city property? 5.) Can you predict what actions the city will take if the marker were found? Culture & Ideology (Beliefs & Values) 1.) Describe how the beliefs of each group affect their attitude towards the marker? 2.) Can you explain what public history means? What values or beliefs are equated with public history? 3.) How does public history play into the controversy over the marker? 4.) Can you determine why the marker might have historical value? 5.) Can you propose the difference between markers and monuments? | 
