Cultural Patrimony: What Belongs to Whom?

Students should begin this lesson by developing an understanding of what cultural patrimony is. Generate a definition that is similar to this one: Cultural patrimony is an object with cultural, historic, or traditional importance to a certain group or nation. Throughout history, priceless objects have often been removed from their country of origin as a result of war and looting. As a result, many nations are no longer in possession of objects of their own cultural patrimony. In the recent past, the nations which have lost objects to such looting have made impassioned pleas for their return. For example, Greece has asked that the Elgin Marbles be repatriated from England to no avail.

A good way to continue this lesson is to have students brainstorm a list of objects of American cultural patrimony (e.g.: the original Constitution, the flag sewn by Betsy Ross, etc . . .). Ask them to research where these objects currently reside and how they got there.

Next, introduce students to the following culturally significant objects which have been subject to controversy. They include, the Elgin Marbles, the Rosetta Stone, the KohiNoor Diamond, the Benin Bronzes, and the Cypriot Mosaics. Another interesting topic would be the art that was looted throughout Europe during the Holocaust. Have students research the arguments for and against repatriating these objects and then stage a formal debate to decide the objects’ fate.

For those wishing to coordinate with language arts teachers or to enhance students’ writing, ask students to draft a letter to the government of the country currently in possession of one of the objects in question. Have them explain why they believe that the nation has the right to keep the object or whether it should relinquish it and why. This writing assignment could also take the form of a persuasive essay. Below are some other lesson plans that will support you in your teaching of cultural patrimony.

 

Cultural Patrimony Lesson Plans:

Lost and Found

Students read a New York Times article that discusses a cache of Bactrian art found in Afghanistan. Students have the opportunity to work either independently or in small groups to research the Dead Sea Scrolls, the Peking Man, the Rosetta Stone and the Terracotta Army. Students discover the significance of these important discoveries which lay hidden for centuries and how they have served to enlighten us today.

Modern Greece Fights for Ancient History

Prior to the 2004 Olympic games in Athens, the government of Greece tried to negotiate with England for the return of the so-called Elgin marbles. The Greeks had hoped to display some of the Acropolis’ most famous sculptures in celebration of the Olympics’ return to Greece. This lesson introduces students to the controversy surrounding the sculptures and allows them to conduct further research on their own.

Stolen Property or Finders Keepers?

Students investigate the ownership of some of the world’s greatest works of art and artifacts and why their current place of residence is questionable. Students discover that some objects were taken as war loot, while others were taken by treasure hunters or during the process of colonization. After conducting research, students convene a Court of Public Opinion in which they decide whether the objects should remain in the custody of the countries that currently possess them or if they should be repatriated.

To Protect and Preserve

In the wake of the fall of Saddam Hussein, thousands of artifacts were looted from the Baghdad Museum. This lesson allows students to explore the dangers posed to the treasures in the museum as well as throughout Iraq in a time of war. Although this lesson is aimed at learning about preservation at a local museum in Milwaukee, it can be easily adapted to suit your region.