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 special value in society. They read an overview of the experience and its objectives, then reflect on a building that is personally important to them and why it matters. After viewing an image of a building demolition, they respond on a discussion wall to a prompt about how they would react if a building they value were at risk of being torn down or damaged.
Teacher MovesReview the lesson objectives and frame the experience as an exploration of how buildings and landmarks represent important aspects of people’s lives and communities. Facilitate discussion of student responses, prompting them to connect their feelings about meaningful spaces to the broader idea that buildings are important because of what they represent, not just their physical structure.
Students examine images of the Bamiyan Buddhas before and after their destruction and read about how cultural landmarks reflect what a society values. They then learn about the Bamiyan Buddhas and their destruction in Afghanistan by engaging with UNESCO: Ancient Buddhist Kingdom: Bamiyan Valley, UNESCO: Destroyed Bamiyan Buddhas Nearly Impossible to Rebuild, and They were destroyed by the Taliban. Afterward, they answer multiple-choice questions about what the statues revealed about Afghanistan’s past and who destroyed them, and post a response on a discussion wall explaining what a United Nations official might have meant by calling the destruction a “crime against culture.”
Teacher MovesGuide students through the images and background text, ensuring they understand the historical and cultural significance of the Bamiyan Buddhas and the context of their destruction. Clarify key ideas as students answer the questions, then lead a discussion on cultural heritage and preservation, helping students interpret the phrase “crime against culture” and recognize the value of cultural heritage regardless of religion or differing values.
Students view an image of the Hagia Sophia in Istanbul and are introduced to it as another important cultural site, this time in Turkey. They watch the video Hagia Sophia to learn about the building’s changing roles over time and its importance to both Christians and Muslims. They then answer multiple-choice questions about the renaming of Constantinople, Sultan Mehmed II’s actions toward the Hagia Sophia after the Ottoman conquest, and the building’s conversion into a museum in 1935. As a class, they discuss how different groups have treated the Hagia Sophia over time and compare this treatment with that of the Bamiyan Buddhas.
Teacher MovesIntroduce the Hagia Sophia and connect it to earlier learning about cultural landmarks. Support students as they watch the video and respond to the questions, clarifying historical details and vocabulary as needed. Facilitate a whole-class discussion comparing the preservation and changing uses of the Hagia Sophia with the destruction of the Bamiyan Buddhas, highlighting how governments and societies make choices about protecting or altering cultural heritage sites and extending the conversation to recent debates about the Hagia Sophia’s status.
Students choose a landmark either from Afghanistan, Turkey, or Iran, or from their own community. They research the site and 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 explaining why it is important to preserve the landmark, and a statement about what it reveals about the culture of its time. They may post their record directly to the discussion wall or share it via a digital tool such as Prezi, Tiki-Toki, an online presentation, or a similar platform. After posting, they 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, helping them identify reliable sources and key information about history, architecture, and cultural significance. Clarify expectations for the components of the cultural/historical record and provide guidance on using digital tools if needed. Monitor the discussion wall, prompting students to give substantive, respectful feedback on peers’ work and reinforcing connections between students’ chosen landmarks and the broader themes of cultural value and preservation.
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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