Mary Hendrickse: We're going to start off with a really simple activity—the Coke bottle—and finding out how much information we can get about Coca-Cola from this Coke bottle.

Speaker 1: I notice that the shape is made to feel good as you're holding it.

Kendra Huffbower: I notice that it's made out of glass, so it could be recycled…

Kendra Huffbower: The Coke bottle we were thinking about incorporating into our daily morning meeting routine. Where that's kind of the activity and you pass an object and you really have to think about what they're noticing and why they're noticing that and how it's used and the function and design of it.

Speaker 2: There's another image on here. There's an image of a Coke bottle printed on the Coke bottle. Maybe that's something to do with scanning or something?

Speaker 3: Yeah, going on the shape of it, it's kind of…seeing that it comes out of the 1950s-ish time, it's kind of got an hourglass shape of a slender woman's body.

Speaker 4: That was mine! No!

Speaker 3: But that's good, great minds think alike! It reminds me of Barbie or something.

Mary Hendrickse: Okay, okay, so the hourglass figure type of idea.

Speaker 3: Whether that was implicit or not.

Mary Hendrickse: Why do you think—let's just go with that.

Speaker 4: Can I tell why, 'cause that was my thing?

Speaker 3: This was a joint thing between minds.

Mary Hendrickse: Why do you think they might have used that shape, that hourglass shape?

Speaker 4: I think it's advertising, because if I drink it I'm gonna look like Barbie.

Speaker 5: It has a date on it—11 February 12. I'm assuming it's either expiration date or…

Mary Hendrickse: If that is the expiration date, what do we think about that? That it expires next year, like eight months from now.

Speaker 6: Lots of preservatives.

Mary Hendrickse: Lots of preservatives, okay.

Speaker 2: That it has an expiration date, though, at all. That's better than if it doesn't!

Rachel Blessing: We talked a lot about visual literacy today and trying to incorporate that in a meaningful way in the classroom is my hope. I've been writing down how she's [Mary Hendrickse] been teaching us, because that's something that she's modeling for us. I don't know if she knows that, but she is.

Rachel Blessing: It's from Mexico.

Mary Hendrickse: Okay, it was made in Mexico. So what does that tell us?

Kendra Doyle: I think sometimes we can just get so caught up in day-to-day things that we don't take the time to look at the outside of a building and just see what does this tell us, what does this mean? Taking the time to just slow down and observe and analyze, that’s something that I've learned.

Kendra Doyle: I noticed the label, it's red, and the way the Coca-Cola is written it looks like a ribbon almost, the script. It's like a repeating sound, it's like a catchy sound—Coca-Cola—it's like the same letters.

Mary Hendrickse: So, I wanted to point out that it took us one, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13 people to get to the logo that's written on it. Because that's something that we expect to see, so we don’t really think about it very often.

I have some disks that I'll give you at the end of the day in an electronic form so you can use it again if you want to and it's got the reason behind some of the design parts. They did go for the curvy bottle on purpose, for both easy gripping and attractiveness—because it looked like a woman—and the red and white because it was bold colors. So there's a reason behind even the smallest details of a Coke bottle, and the same thing goes with buildings. Even the smallest detail in a building has importance and has meaning.

Mary Hendrickse: Visual literacy is really about slowing your students down and asking them to articulate why they are making the assumptions they are. What did they see that makes them say that? We're very quick to say, "Oh, that's a school." Well, why does it look like a school? What about it makes it look like a school? It's about looking closer and longer and further. Drawing is one way that you can do that. It's also important to ask questions that bring you to more questions and more ideas. And it's also important to get your kids to ask questions too.

There's a handout over there called "50 Ways to Look at a Big Mac Box." These are good questions to use about anything. You can use them about a Coke bottle, you can use them about a building, you can use this as a reference. I'm going to give each group two pictures of buildings you may not be familiar with. You can either work on them together, you can pick one to work on as a group, or you can split up into two smaller groups. I would like you to use those questions and look really closely at the details to see if you can figure out more information about this building. Okay? Does that make sense to everybody?

[Group 1:]
Speaker 1: That's the entrance.

Speaker 2: And are these windows?

Speaker 1: Ah, could be, letting in some light.

Speaker 2: Or ventilation.

Speaker 3: So describe the shape—

Speaker 2: Yeah, I would say planetarium or an arena.

Speaker 4: I was thinking like a rec center.

Speaker 1: Yeah, a sports center.

[Group 2:]
Speaker 1: We said that we noticed the landscape in this one. We noticed the intentional barriers. The park area is set up to where you can enjoy the view of the building and set up to where you might want to just go and take a walk.

Speaker 2: There's shade because there's trees; if it's sunny you can do a picnic underneath them.

Speaker 3: And I think that's juxtaposed with the symmetrical almost like prism, to me, structure.

Speaker 1: The straight lines.

Speaker 3: It's straight, the windows are tiny and narrow and dark.

[Large-group discussion:]
Mary Hendrickse: We're going to go around and I'd like each group to tell a little bit about what they think about these buildings. What did you…what do you think about this one?

Speaker 1: The design is different. When you look inside of it, it looks kind of like the chandelier crystal things hanging down. The top looks very translucent. We were kind of thinking if it's like a memorial type thing.

Speaker 2: There's a variety of materials because the bottom level is like these pillars but glass in the front and in the back, and then there's this marble layer. We can't really tell what exactly the material is at the top, but it's like this mesh, it looks like a metal sort of mesh glittery something.

Speaker 3: And when you look up through the center of the building, you can see it glows a little bit, almost like it's open. So there's offices or some functioning room up top.

Mary Hendrickse: Okay, yeah, absolutely. So this is one proposed design for the National Museum of African American Culture and Heritage. You guys were absolutely on target when you were thinking about what the different parts mean. The design was supposed to look like a crown—this idea of a crown—it was supposed to look like it glows. I mean, you guys were able to get a lot of information out of this just by looking at it.

[Group 3:]
Speaker 1: See what the people are wearing.

Speaker 2: See what the people are wearing or doing.
[This seems odd…should this group discussion be here?]

Mary Hendrickse: This building was built a long time ago to be both a Pension Bureau for Civil War soldiers so they could come in and pick up their retirement checks or pensions, and also a space to have inaugural balls. As we're going through we're going to be drawing things and looking at different aspects of the building and seeing how they can reveal different information about how this building was used.

Rachel Blessing: I can't tell you the last time I've drawn a picture, so just being forced to do those things and remembering what it's like for the kids, and also just learning new things. I grew up in DC, and I've been to this building but I didn't know half of what I learned today.

Speaker 1: Look, there's a clue. There's a Civil War clue right there. There's people coming to get their pensions.

Mary Hendrickse: The first thing that I want you to do is to open up your sketchbooks. We are going to do a 30-second quick sketch. I want you to get a sort of big picture, overall impressions of what you see in this space, okay? What were you able to capture in 30 seconds?

Multiple Speakers: Nothing. Columns. Arches.

Mary Hendrickse: Okay, so columns, arches. So maybe something that the architect really wanted you to look at and focus on when you came into the building. What about those arches and columns? What do you notice about them?

Speaker 2: They look like aqueducts.

Mary Hendrickse: They look like aqueducts, okay. Aqueducts from today or from—

Speaker 3: No, like Rome.

Mary Hendrickse: Okay, so like the Roman aqueducts.

Kendra Doyle: Ancient Greece and Rome—what connection does it have to that? What message are they trying to send? So I think being here sometimes reinforces some of those ideas about those things we've discussed in class.

Mary Hendrickse: What is this?

Multiple Speakers: It's the seal.

Mary Hendrickse: It's the seal. The seal of what?

Multiple Speakers: The United States of America.

Kendra Doyle: We might be able to actually do a field study to a site. If not, we also discussed just starting by analyzing the buildings that we're in. So many DC schools have this history and if we just take the time to look at what's around us, the buildings themselves tell an important story.

Mary Hendrickse: Doesn't have to be perfect, you're just recording clues. Your own interpretation of what you see.

Judy Leek Bowers: Drawing, I thought that was neat, because then you really do get to see what different people think is important. None of our drawings were the same.

Mary Hendrickse: We're going to do a really quick share; this is the easiest way to share. Everybody hold up your sketchpads like this. There you go. Take notice of what other people have drawn. Did they draw things that are similar to you? Different?

Speaker 1: Yeah, I did. I don't see what other people see.

Judy Leek Bowers: There's always a new technique. There's always somebody that you meet that has a different perspective. In just this short length of time it's opened my eyes to other ways to address the children. Really having more instruction that's almost individualized to each child so that they can think more deeply about the place and the power it might have.

Mary Hendrickse: What were some of the things that people drew?

Multiple Speakers: The doorway.

Speaker 1: The columns.

Mary Hendrickse: What can the door tell you about how the building was used? Is it like a normal door you would see on a house? How else is it different from a normal door?

Speaker 2: It's huge, it's inviting. The window above it at the same time—it's not a stained glass window, but still you [can] see an old castle or church.

Mary Hendrickse: It's a little bit elaborate; it's not really a plain door.

Speaker 3: What about the sculpture around the door? It's so different from that.

Mary Hendrickse: The sculptures around the door. Anybody want to guess who those people might be?

Speaker 4: You've got different ones. You have the Navy kind of on this side and then you have the Army maybe on this side.

Mary Hendrickse: We know it's from the Pension Bureau, so these were some of the people who were going to be coming into the building. So they had a visual clue on the outside of the building about what this building was used for.

Mary Hendrickse: Let's start off with the Capitol Building. Who was looking at the Capitol Building?

Speaker 1: The fact that there's the two houses—Senate and the House of Representatives—kind of link this idea of states and the nation, and then the dome in the middle kind of unifies the two. There's the Greek-style columns, which pay tribute to the birthplace of democracy.

Speaker 2: Everything else paled in comparison; the marble, the white symbolized purity.

Mary Hendrickse: Ideal, pristine, we're doing good things here. Perched upon the hill to add to the importance.

Speaker 1: Stately, powerful in itself; but not overdone, not overblown, not too elaborate.

Mary Hendrickse: A house for the president rather than a mansion for the president, or a castle for the president. So not towards the realm of king and royalty, but still important enough that a president can live in there.

Speaker 2: It's got kind of a plantation house feel to it, too.

Mary Hendrickse: Anything else that anybody wanted to add? We still have that continuation of the white coloring again and that reference to classical architecture with the columns and the capitals.

Mary Hendrickse: Who looked at the Jefferson Memorial?

Speaker 1: We talked about the columns and the architecture, the structure of the building being reminiscent of ancient Roman architecture and how Rome was the greatest power of its time so it's our expression of being one of the greatest powers in the world.

Speaker 2: We also talked about him standing as opposed to Lincoln, who is sitting.

Mary Hendrickse: What did you think about him standing?

Speaker 3: He was sort of presiding over everything and the idea that when you go to the monument you have to walk up the steps to greet him and you have to look up at Jefferson; and he's just sort of looking down—not looking down on us, but—

Mary Hendrickse: Surveying the land?

Speaker 3: Right. But just sort of overseeing, making sure the democracy stays intact.

Mary Hendrickse: Okay, the Lincoln Memorial. Who was looking at that one?

Speaker 1: We talked about the Parthenon and the Greek influence.

Mary Hendrickse: Anything else? What about the size of Lincoln? He's huge! So what does that say?

Speaker 3: He's a huge figure in American history

Speaker 4: He has a huge position in our history.

Mary Hendrickse: Okay, so his position in our history, he's this huge man, huge figure in our history. The original statue was going to be a lot smaller and then when they went to start trying to figure out putting it in the building they realized it was going to be much too small and it would be dwarfed by the architecture, so they made it even bigger.

Speaker 5: I always think it's so ironic to think that they ended up making this huge statue of him and making him this huge icon, whereas what we know of him and his personality is so humble and, you know, just your everyday man. I just only imagine what he would think if he could see this.

Mary Hendrickse: It's got symbols on it about Lincoln, but the building itself has become a bigger symbol for civil rights and for rights in general. It's grown beyond what Lincoln was about to be even more symbolic and meaningful to the country.

Speaker 6:: So don't meanings always evolve? The meanings of the power of a place always is changing.

Mary Hendrickse: Absolutely, these things grow, you're absolutely right. They grow and they evolve until what we think now about the Lincoln Memorial is not the same thing they would have thought about the Lincoln Memorial in the 1920s.

Judy Leek Bowers: I'm understanding that everything that's historical is not written. Some things are based on the boulder that's in the middle of the road and it has a story behind it. Why is it significant in the District of Columbia, and why is it significant to you? And that's where I need to learn to make the connection for the students. Who really decides if the place has power?

Christopher Hamner: We're standing right in front of the World War II Memorial; how many of you have visited it before? Okay, great. I want to talk a little bit about why it's here and what it looks like, and then give you some time to explore a little bit. But I don't think you can really understand why the memorial looks the way that it does without knowing a little bit about a totally different memorial—the Vietnam War Memorial. So how many of you have been to the Vietnam War Memorial? Okay, great, just about everybody. What have your experiences been? Teacher 1: Very somber. Christopher Hamner: Okay, somber, absolutely. Teacher 2: Dark. Christopher Hamner: Yeah, no, it's somber, it's dark. Teacher 3: Emotional because it has the little book with the names and relatives. Christopher Hamner: Yeah, I mean draws you in, it can be incredibly emotional because it has become a destination point for a lot of the people who served in the Vietnam conflict, people leave things there, they'll take rubbings of people they knew—it's interactive in a way that not many memorials are. It has its own really interesting story; the story of the Vietnam Memorial goes back to the mid-'70s. It was a project started by a veteran of the Vietnam conflict who saw the movie Deer Hunter, which took him back to his own experiences fighting in the war. He said he stayed up all night and that the next morning he told his wife that he was going to dedicate himself to raising money for a memorial to the people that he had served with in Vietnam. The monument that you think of as the Vietnam Memorial, which is the wall—that V-shaped wall that sort of starts low and rises to a peak of I think 6 or 7 feet and has the names inscribed on it—is actually only one of three Vietnam Memorials that are in the same place. And in 2012, we know this as one of the most moving monuments, a place where people will come from across the country to connect with it. It was incredibly controversial at first, and that's a part of the story that we often tune out. But it has a backstory. As they raised money they began to solicit designs for the memorial. And I talked to you guys this morning when we were at the Grant Memorial, and we've talked a lot of times about all sorts of historical sources, that things are made, they don't just appear, and they're designed by a person or a committee who wants to get an idea out there. The Vietnam Memorial is a little unusual in that they opened a design contest nationally. And somewhat atypically they did the jury review blind. Architecture—architects and designers could put forth a plan for what the memorial might look like, and then they submitted it. They all went out to a big hanger like at Dulles Airport. But all the information about who had designed it and who they were and what their background was was all stripped off, so that the judges were only looking at the idea itself. And the design that you know of as "The Design" was one of the last two dozen and then one of the last nine and then the last three and it was ultimately the one that was selected. The selection and the unveiling of the design—before it was even built—went off like a bombshell. One of the groups that was most opposed to it was Vietnam War veterans. They were opposed to a number of things. One was the design of it. It is a somber memorial, it is black, it is anti-heroic, I think, in some ways. Did anybody see as we were walking over here on Constitution, happen to look over at the statue of the gold arm holding up a sword with flames? Okay, so what was that? Anybody catch it? Teacher 4: St. Michael or something wasn't it? Teacher 5: World War I, was it Second Division? Christopher Hamner: It was a monument to the Second Infantry Division and its losses in the First World War. You saw the arm holding up the flaming sword and then a list of all the battles that the Second Division fought in. That's much more of a kind of typical, classic war memorial. You put up a leader, or you put up something—a lion or an eagle or wreathes or something that has classical overtones and celebrates the heroism—and that is not what the Vietnam Memorial is. It was designed very specifically. The designer said that it was designed to get people to interact with it; it has the names of all of the people that were killed during the decade or so of the conflict. How are they organized? Teacher 6: The middle is the earliest and then it goes out to the side. Christopher Hamner: They’re organized chronologically in the order that the people died. So you cannot go and just alphabetically find the person that you want to find. That design forces you to look at a lot more of it than you would if you could just go right to the person you were looking for. You have to look over all of the names, or a lot more of the names, and it forces you to engage with it. What's the finish like, can anybody remember? Multiple Teachers: It's reflective. Christopher Hamner: The finish of the black marble is highly reflective. So as you're looking at the names you can also see your own face reflected in it. That's by design too. None of this was done accidentally. It encourages you to put yourself in the middle of these people and to think about the sacrifice and to think about it in very personal terms. The other thing that became a big issue with the design was the identity of the designer itself. Her name was Maya Lin. She was a 20-year-old Yale architecture student—so she was very young to win such a prestigious national competition—she was female, and she was Asian. None of those things sat particularly well with a vocal group of Vietnam veterans who felt that everything about the memorial was wrong—the location of it, the tone of it, the somberness of it. You can absolutely see where they're coming from. If you look around at most war memorials and you see that they celebrate heroism and glory and sacrifice, you might think this is not how I want my time, my conflict, to be remembered. This isn't what I want people thinking about. That was a really legitimate point, but it opens up this whole question of: Who is the memorial for?

Christopher Hamner: So despite the fact that the Second World War was fought after—or before the Vietnam War by 25 years or so, the World War II Memorial was actually started 15 years after the Vietnam Memorial. To my eye, a big part of what the World War II Memorial is about is not being controversial. That they did not want to open a similar can of worms about how are we going to celebrate this, how are we going to commemorate it, who is it for? It bends over backwards and goes to great lengths not to be controversial. And in a way kind of just dilutes it to a point where it doesn't say anything controversial, but I also don't know that it says all that much. People have pointed out that it's very classically derived. Curiously it actually looks like a lot of the memorials that the German architect Albert Speer built in Berlin during the Second World War as part of the Nazi government. Which is weird, because it's a memorial that looks a little bit like the architecture of the country that it's built to celebrate the defeat of. But you notice it's got 50-some plinths and they each have wreaths. Has anybody who's seen this before noticed how the plinths are organized? Teacher 1: By state, that's all I know. Christopher Hamner: By state, so every state and then some of the U.S. protectorates, Guam, the Virgin Islands. When you’re standing you can take a little bit closer look, there's Wyoming, Washington, South Dakota, Nevada, Kansas, Minnesota. That's interesting as a historian in that the states really had nothing to do with the way the war was fought. In the Civil War that was more true, people went off with the people from their home state, from their home town. But the Second World War deliberately didn't do that. They mixed people from Iowa and Florida and Alabama and Massachusetts in the same units. So it's not like the states went forward to fight. And it's not like the state governments had much of a role in the Second World War. The Second World War was very much the federal government's achievement. So to organized the wreathed tributes, which are the big outer ring, why do you do that? Teacher 2: It could be honoring the dead from each state. Christopher Hamner: It could be. I'll buy that. Why not do it by the different military units that fought, you know, the First Division, the Second Division, the Fourth Division. Teacher 3: It could be just underscoring that it's the United States, as opposed to— Christopher Hamner: And the circle, I think, does that and pulls it together. Teacher 4: It sounds like they designed by committee. Christopher Hamner: Yes, which is exactly what this was. The committee was formed in the mid-1990s, there was a real push by members of Congress who were World War II veterans themselves, and who said—quite reasonably—that this generation is not going to be around forever; we need to celebrate and commemorate their sacrifice and their achievement while they're still here to appreciate it. Then the design went through a series of committee decisions, which the Vietnam Memorial didn't, you know the Vietnam Memorial is one person's vision. Partly the decisions here reflect a desire to make sure that there's just nothing controversial about it. If you put it in by state and there's really nothing to—that could possibly be controversial about that—because everybody came from a state or a protectorate—but at the same time it doesn't really say much about the war. It just sort of recognizes the fact that there were four dozen entities that are there. Then you've got the big arches—one represents the European Theatre, one represents the Pacific Theatre, the two big fountains, it's like the freedom palisade. But everything is, I think, kind of homogenized in a way to make sure that it's not too controversial. There's not much in there that would get somebody saying this is an inaccurate way to portray my experience. Teacher 5: The order of the states, is it like— Christopher Hamner: I have no idea, I have not been able to figure that out! Teacher 5: Well I was wondering is it the same thing like on the Lincoln Memorial. Teacher 6: No, there is an order and it's in the brochure. Teacher 7: It says they alternate to the right and left of the field of stars based on when they entered the Union. Delaware was the first state. Christopher Hamner: So it is the order that they entered, but it goes back and forth… Teacher 6: That's bizarre. Christopher Hamner: That's just weird. For those of you who were with us this summer when we talked about the Enola Gay at the Smithsonian. That was 1995, the big brouhaha about how are you going to display the plane that dropped the atomic bomb on Hiroshima. The Air and Space Museum is right over there. And remember, that was a hugely controversial issue, they never wound up mounting the exhibit, several people who had backed it lost their jobs. That's in the recent memory of the people who are putting this together. Who I think wanted to make a memorial that could be the center where people could gather, something that was inoffensive to veterans, and to the families of veterans. But as a result I just don't think there's all that much there.

Christopher Hamner: Make your way around the outside and then the inside. On the inside there are reliefs that portray different facets of going to war—from the bombing offensive over Europe to the home front. Interestingly, everything is covered. Again, I think the goal was to be really inclusive and to try to make sure that everyone's war experience was represented in some way. There are two Easter eggs. There's a little surprising piece of graffiti—if you look for it you can find it—that is the one thing that breaks the very somber, classical architecture, you've got wreathes, you've got eagles, you've got very somber-looking white marble plinths. There's two pieces of graffiti that are hard to find, but that are much more about—are they in the brochure? That's cheating—but they're much more reflective of the soldiers' experience. Then the other thing to check once you've gotten down into the lower level is the field of gold stars, which is an interesting—[it] kind of borrows a little bit from the Vietnam Wall. There were about 56,000 deaths in Vietnam; there were more than 400,000 deaths in the Second World War. So it's obviously not possible to put every name on the World War II Memorial. So what they did instead, as you can see from here, it's sort of directly behind me, there's a fountain with a gold star for every 500 deaths. So each star represents 500 people who lost their lives fighting the Second World War. To me it has a really interesting effect. When I'm here I often hang out by the fountain to listen to tourist responses. One of the ones I hear the most is my first response, which is, "That's not as many stars as I thought." 400,000 is a huge amount of loss of life and sacrifice, and each one represents 500 families who are missing a son or a father or a brother. But for some reason the number 500 divides it in and it doesn't seem like as much as I would have thought, which I think is exactly the opposite of the intention they wanted to have. I don't know exactly how they made that judgment, but you might want to walk down and see what response you get to that. As a historian I've always thought it's just weird to have it organized by the states. It's very interesting to me now when I come back and visit and I'll watch people interacting with it, especially World War II veterans make a beeline right for their home state and there will often be World War II veterans standing around acting as interpreters and they'll be wearing their uniforms and they'll often ask if you'd like to hear a little from them. And they go right for their home states too, so on some level it's worked a lot. It's just to me it just doesn’t resonate because that's one category that didn't organize the war in any way. It would be like a monument that said, this part of the monument is for guys from 5'0'' to 5'3'' and this part is from 5'3'' to 5'6''—it doesn't really say much. The other question to be asking yourself is who is this for? It was expedited in Congress and the fundraising and the construction with the thought that it was very important to have something memorializing the sacrifice of the veterans' generation while some of them were still alive. That's not always the reason we commemorate things, memorials go up for different reasons. The Vietnam Memorial is a really good example because there's a memorial that at first the most vocal opponents were Vietnam veterans themselves who said we do not want that, that does not represent us. And in the 1980s, they said, well, it's not just about you. It's about the whole country's experience in Vietnam and the way it affected everyone besides just the people who fought. You can think about which parts of this are for servicemen and -women, which parts are for their families, which parts are for just regular Americans, what part of it is teaching—which is a useful tool that monuments do—and which part is just commemoration or celebration. But the most interesting way to look at this is in conjunction with the Vietnam Memorial and the Korean Memorial, which is another interesting outlier. Those of you that have seen that, it's like a large field of slightly larger than life figures, but the real tone there is realism. It is not a sort of idealized version of the war which you often see, especially with Civil War monuments when you're driving around DC—you'll see the guy on horseback and he's got the gleaming gold braid and the horse is rearing back and they look larger than life. The Korean War these guys are slogging across a field, they're in their winter gear and they look tired. You can see the weight hanging in their shoulders, they're humping pieces of gear, some of them have mortar tubes and machine guns slung across their shoulders, and you can see the fatigue in their faces, you can see the exhaustion in their bodies. That's a really different kind of portrayal. There isn't that level of realism here, there isn't that level of representation and I don't think they're trying to have that here. So different memorials that are all talking about the same basic thing—which is what does this country do when it goes to war?—still have really different designs. You can learn a lot about where the country was at the time the memorial was being designed and built by taking a close look at what it looks like and thinking about how it might have looked different.