Students are introduced to the idea that buildings and landmarks have cultural value. Then they learn about the Bamiyan Buddhas in Afghanistan and their destruction by the Taliban. Next, they explore the Hagia Sophia, tracing its history and importance to Christians and Muslims alike. They compare the destruction of the Bamiyan Buddhas with the preservation of the Hagia Sophia. Finally, they create their own cultural/historical record for a landmark of their choosing.
Students are introduced to the idea that historical and cultural landmarks have value for individuals and communities. They reflect on a building that is important in their own lives, then respond on a discussion wall to a prompt about how they would react if that valued building were at risk of being torn down or damaged.
Teacher MovesPresent the lesson overview and objectives. Facilitate a discussion of student responses, helping them connect their feelings about personal spaces to the broader idea that buildings matter because of what they represent for people and cultures.
Students learn about the Bamiyan Buddhas in Afghanistan by viewing and reading UNESCO: Ancient Buddhist Kingdom: Bamiyan Valley, UNESCO: Destroyed Bamiyan Buddhas Nearly Impossible to Rebuild, and They were destroyed by the Taliban. to understand the statues’ historical and cultural significance and the circumstances of their destruction. They answer multiple-choice questions about what the statues reveal about Afghanistan’s past and the main factor behind their destruction, then post to a discussion wall explaining what it might mean to call the destruction a “crime against culture.”
Teacher MovesGuide students through a discussion of cultural heritage and preservation, emphasizing the value of cultural sites regardless of religion or differing values. Use student responses to deepen understanding of why the loss of such landmarks is significant for humanity as a whole.
Students are introduced to the Hagia Sophia in Istanbul and watch the video Hagia Sophia to trace its changing religious and political roles over time. They complete an inline-choice item and answer multiple-choice questions about how Sultan Mehmed II and later Mustafa Kemal Ataturk changed the building’s function. As a class, they discuss how different groups have treated the Hagia Sophia over time and compare its preservation to the destruction of the Bamiyan Buddhas.
Teacher MovesProvide historical context about the Hagia Sophia’s changing status—from church, to mosque, to museum, and its recent reconversion to a mosque. Lead a comparative discussion that connects this history to earlier learning about the Bamiyan Buddhas, reinforcing the importance of protecting and preserving cultural heritage sites.
Students choose a landmark either from Afghanistan, Turkey, or Iran, or from their own community, and research it. They create a cultural/historical record that includes at least three photos, a description of the architecture, at least three facts about the landmark’s past, a statement about why it should be preserved, and an explanation of what it reveals about its culture. They post their record to a class discussion wall or share a link created with a digital tool such as Prezi, Tiki-Toki, a presentation app, or similar. Students then review classmates’ records and respond to at least two with a question or positive comment.
Teacher MovesSupport students in selecting appropriate landmarks and conducting focused research. Clarify expectations for the components of the cultural/historical record and provide feedback on how well students explain cultural significance and preservation. Monitor and encourage constructive peer feedback in the discussion.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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