Teaching Materials
Ask a Master Teacher
Lesson Plan Gateway
Lesson Plan Reviews
State Standards
Teaching Guides
Digital Classroom
Ask a Digital Historian
Tech for Teachers
Beyond the Chalkboard
History Content
Ask a Historian
Beyond the Textbook
History Content Gateway
History in Multimedia
Museums and Historic Sites
National Resources
Website Reviews
Issues and Research
Report on the State of History Education
Research Briefs
Best Practices
Examples of Historical Thinking
Teaching in Action
Teaching with Textbooks
Using Primary Sources
TAH Projects
Lessons Learned
Project Directors Conference
Project Spotlight
TAH Projects
Technical Working Group
Research Advisors
Teacher Representatives
Quiz Rules
Teaching History.org logo and contact info

Visiting the George Mason Memorial

00:00 00:00
Video Transcription

George Mason Memorial


Christopher Hamner: We had, I thought, the beginning of a very good conversation there with the teachers about choices. It could have been a different pose, it could have been different books. The quotes had obviously been selected very carefully that flank his statue.

Michael O’Malley: You can problematize it really easily, you know, and it's so situated in this specific politics, so I thought that worked well.

Christopher Hamner: And just kind of getting them open to this idea of monuments as texts, as sources, as something that you can ask questions about and you can approach it not just—this is not just or even foremost a monument to George Mason, the 18th-century Virginia thinker, but also to the moment in time in which the statue and the monument was designed, commissioned, erected, and opened. I thought that was also a great place to start because it kind of jolted them out of the tourist mode and into—

Michael O’Malley: Into the inquirer mode. Cause you’re not at the—there’s the thing everybody is looking at, Jefferson. Instead you’re looking at this odd guy on this bench. So I would probably use that again. I thought that worked pretty well.