In 1999, Bruce Uhrmacher developed an analytical framework to promote the study of monuments. The framework introduced three points of analysis: (1) an analysis of referent, (2) an analysis of design, and (3) an analysis of reception. This framework focused on developing a curriculum that supported a critical, interdisciplinary study of monuments. In this paper, the authors review and reshape the previous framework, with attention on the aims of the framework (its strengths and gaps), and the role of social justice, in the wake of current events. This paper also presents a multilayered engagement with Eisnerian curriculum theory, while expanding the analytical frame to incorporate other education theorists in ways that extend the ideas into the present-day, when monuments have come to the fore of the public consciousness and debate.