S T U D E N T G U I D E

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Monuments and Memorials: Stonewall National Monument

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How does the Stonewall National Monument serve as a record of the history of LGBTQ+ rights in America?

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Table of Contents

Vocabulary Building

• Map a Word

Direct Instruction Guide

• Cornell Notes: Writing About Social Studies

STEP 1: Connect

• Finding Your Purpose for Learning
• Think-Pair-Share

STEP 2: Read

• Pause and Reflect
• Test Prep Strategy: Pre-Reading Strategies (Optional)

STEP 3: Engage with the Text

• Highlight and Annotate

STEP 4: Summarize

• Write a Summary

STEP 5: Build an Argument

• Collaborate: Share your argument builder

STEP 6: Create your CERCA

• Peer Editing Activity
• Writing Reflection

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Optional Extensions

• Research Activity: Engaging With the Past Through Monuments and Memorials
• Inquiry to Research: Asking Questions of the Texts

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Vocabulary Word:

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watershed, moment

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V O C A B U L A R Y B U I L D I N G

Frayer Model �

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The Frayer Model helps you learn vocabulary from different angles.�

1. Look for the vocabulary word in the center circle of the graphic organizer below.
2. In the “examples” box, list examples or synonyms of the word.
3. In the “non-examples” box, write non-examples or antonyms.
4. Next, add facts or characteristics about the word.
5. Finally, write your own definition or look one up!

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Frayer Model

Read the Overview and click “Vocabulary” for this lesson at learn.thinkcerca.com.

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D I R E C T I N S T R U C T I O N G U I D E

Cornell Notes: Writing About Social Studies

Take notes on the lesson using the organizer below:

Watch the Direct Instruction lesson at learn.thinkcerca.com

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D I R E C T I N S T R U C T I O N G U I D E

Cornell Notes: Writing About Social Studies (continued)

Summarize and Reflect

In your own words and in complete sentences, write a 3–4 sentence summary of this skills lesson. An accurate summary will cover the lesson's central ideas and include important details to support those ideas.

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Record your summary here:

S T E P 1 : C O N N E C T

Finding Your Purpose for Learning

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When you've finished reading the overview, answer the following questions in the space below:

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What more would you like to learn about the Stonewall National Monument? What would you like to know about how a cultural monument can bring people together to reflect on an experience in history?

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Read the Topic Overview provided at learn.thinkcerca.com

S T E P 1 : C O N N E C T

Think-Pair-Share

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1. Think: On your own, think about your experiences related to the topic.

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• Pair & Share: With a partner, group, or a trusted listener, share the parts of your response that you feel comfortable sharing.

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• Reflect: If time permits, reflect on your experience. What ideas did others share that you hadn't considered? How were your ideas alike?

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Complete the writing activity in Step 1: Connect at learn.thinkcerca.com

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S T E P 2 : R E A D

Pause and Reflect

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When you’ve finished reading, go back and find the questions in the text marked “Pause and Reflect.” These questions will help you connect the text to yourself, to other texts, or to the world around you.

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Use the space on the left below to answer the reflection questions. Then, discuss your answers, noting how they were similar or different.

Record “Pause and Reflect” answers here:

Record discussion reflections here:

Read the text for this lesson at learn.thinkcerca.com

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S T E P 2 : R E A D

Test Prep Strategy: Pre-Reading Strategies

Pre-reading involves making predictions before you dive into a passage. This step, before you read, strengthens comprehension and test-taking skills.

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Before reading, preview the text. If you are reading on a screen, scroll through the piece to determine its length. Then, look at the text and ask the following questions:

• Based on the title, what do you think the reading will be about?
• How is the passage organized?
• Are there pictures (photos, maps, charts) with captions? If so, what do they suggest to the reader?
• What predictions can you make based on bolded vocab words, subheadings, and other text features?
• Is it fiction, or nonfiction? What is the genre (fiction examples include folklore, fantasy, and mystery; nonfiction includes biography and autobiography)?

Asking these questions before reading will help you actively think about the text as you read, and after.

Refer to the reading for this lesson at learn.thinkcerca.com.

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S T E P 3 : E N G A G E W I T H T H E T E X T

Highlight and Annotate

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In this step, you will analyze the text closely, then discuss your findings to begin developing reasoning for your argument.

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1. Read the text again, highlighting and annotating important details. Follow the prompts provided.

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The highlighting prompts will help you with the final writing task. You will find evidence to support your own argument or informational piece, as well as models of excellence that will help you better understand a writer’s craft in narratives. The evidence you highlight will be available when you begin building your draft in the next step.

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2. If time permits, pair and share your highlights and annotations with a classmate. Pay close attention to this conversation! Your thinking is important reasoning you may include in your final draft.

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Return to learn.thinkcerca.com to complete Step 3: Engage with the Text.

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S T E P 4 : S U M M A R I Z E

Write a Summary

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Summaries help you process your thinking about a text and are often a great way to start off an argumentative or informational essay. A good summary shows you have knowledge about a topic.

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Practicing summarizing also helps you prepare for the main idea questions posed on many standardized assessments. In addition, summarizing is a helpful skill for working with others, such as when you need to confirm your understanding of what someone else has said. That's a useful skill for all parts of life.

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1. ��Use the sentence stems provided to summarize the text.

Your summary should:

• Be brief
• Include the main idea and key details
• Represent these ideas fairly and accurately �
• If time permits, pair and share with a classmate. Read each other’s summary, and discuss how they are similar or different. What did you say were the main idea and key details? Were your summaries fair and accurate? Why?

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Return to learn.thinkcerca.com to complete Step 4: Summarize.

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S T E P 5 : B U I L D A N A R G U M E N T

Collaborate: Share your Argument Builder

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When you’ve completed the argument building step, share your results with others, and listen to how they responded to the same question. Ask questions and give feedback to help strengthen your partners’ reasons and evidence.

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Complete Step 5 to begin building your argument at learn.thinkcerca.com

S T E P 6 : C R E A T E Y O U R C E R C A

Peer Editing Activity

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1. Do a self-assessment of your CERCA. Use the online Rubric for the lesson on learn.thinkcerca.com, checking each box where you find evidence that you have achieved the criteria.�
2. Next, collaborate with a peer or peers to read each other’s drafts. Again, use the Rubric to evaluate each other’s work.�
3. Share insights into what might make your pieces stronger. Find two positive attributes and one area of growth for each draft you review.�
4. Revise your piece using what you learned from your self-assessment and the feedback from your peers.

Complete Step 6 to create your CERCA at learn.thinkcerca.com

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S T E P 6 : C R E A T E Y O U R C E R C A

Writing Reflection

Before you submit your final CERCA, write a brief reflection describing your experience.

An area for growth for me on this piece or in my writing in general is…

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The strongest areas of this piece of writing are…

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Through self-assessment and/or peer editing, I learned…

Optional Extensions

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The following activities can be used as optional extensions to this lesson.

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O P T I O N A L E X T E N S I O N : R E S E A R C H A C T I V I T Y

Engaging With the Past Through Monuments and Memorials

Background

The memories of a society can be preserved in everyday objects, but when a civilization hopes to make the story of a major event or important person visible to many people for years to come, it will often build a monument or a memorial. Monuments and memorials can celebrate heroes and triumphant moments, or they can teach lessons about tragedies and injustices. Whether they are celebratory or somber, monuments and memorials teach us lessons about the past.

Who or what would you want to learn more about by visiting a monument, memorial, or historic site? In this activity, you will seek out monumental art that commemorates or memorializes figures or events from history that are meaningful to you.

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Materials Needed

• Note-taking tools (paper and pen, or computer)
• Access to a school-approved search engine or school library resources (with adult permission)

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Research

• Use a school-approved search engine or school library resources to “visit” a monument that commemorates or memorializes figures or events from history that are meaningful to you.
• Use the guiding questions on the following page to direct some of your research.

Share

Create a slideshow presentation with images and videos of the monument that you “visited.” Share the presentation with your peers, explaining the purpose of the monument and the story that it tells.

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O P T I O N A L E X T E N S I O N : R E S E A R C H A C T I V I T Y

Engaging With the Past Through Monuments and Memorials

Directions:

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• Use a school-approved search engine or school library resources to find a monument that commemorates or memorializes figures or events that is meaningful to you.
• Address the guiding prompts to support your research.

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Helpful Resources

• The United Nations Educational, Scientific and Cultural Organization’s World Heritage List is a list of historic sites around the world.
• The National Park Service’s Explore by Topic Page allows you to search for a site protected by the National Park Service, by topic.

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Guiding Prompt#1: Who or what would you like to learn more about through a “visit” to a monument?

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Guiding Prompt #2: Where is the monument located? Who created it?

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��Guiding Prompt #3: Describe the monument. What are some of its design features?

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Guiding Prompt #4: How does the monument tell a story about the figure(s) or event? Whose voices are amplified through the monument? Whose voices are not fully heard?

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O P T I O N A L E X T E N S I O N : I N Q U I R Y T O R E S E A R C H

Asking Questions of the Texts

As you engage with texts in any subject, you can actively ask questions about the author’s purpose, intended audience, and occasion to understand the message. The table below provides examples.

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O P T I O N A L E X T E N S I O N : I N Q U I R Y T O R E S E A R C H

Asking Questions of the Texts (continued)

Use the table below to record questions about the text you read.

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