In this article, we offer insights into the literacy practices that supported students' inquiry and critical media making about the role of monuments in our society. We learned that multimodal making with print-based and digital tools provided an opportunity for the students to engage in critical historical analysis of the monuments in NYC. Specifically, this work revealed that 1) technologies functioned as tools for process and production; 2) students constructed monuments to honor collective action for humanity; and 3) students developed fluid and interconnected literacy practices.