Kentucky Center for African American Heritage

 

 

  
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8.4
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Middle School – Grade 8
    

 

 

 

 

 

Drawing of Uncle Sam
Uncle Sam

Core Content Guide

4.1.31
Describe, analyze, and/or interpret works of art using visual art terminology.

4.1.32
Art Elements: line, shape, color (tints and shades) and color groups (monochromatic), form, texture, space (positive/negative and perspective), and value (light and shadow).

4.1.41
Create art for specific purposes using the elements of art and principles of design to communicate ideas.

4.2.33
Cultures – ancient and lineage – based cultures (Near Eastern, African, European, Native American), Asian (general characteristics), and Latin American.

5.1.2
Primary sources, secondary sources, artifacts, and time lines are essential tools in the study and interpretation of history.

 


    

 

8.4 American Symbols

Pre-Visit
Students define the term symbol. Students view a variety of American symbols provided by the teacher: a woodcut of a slave with chains, the American flag, the Confederate flag, a black-faced minstrel, Uncle Sam, a KKK hood, a reproduction of Confederate currency from Kentucky that features slaves at work, the advertising icon Aunt Jemima, a Black Power image from the 50s or 60s, Kwanzaa candles, or a church-related symbol.

While viewing each image, students answer the following questions:

. Have you seen this before? Where?

. What do you think it represents?

. Is it a positive or a negative image? Why? Could some people find it positive and some find it negative? If so, how?

. What kind of purpose did this image serve? Why do you think this image was selected for this purpose?

. Is this image still used today? How? Has its meaning changed?

. What other images in our culture are similar to this one?

Students choose one of these images for further research, making notes on its origins, meanings, and uses.

In the Museum
Students locate images that might be considered symbols. Students search for images seen and discussed in the Pre-Visit activity, e.g., American flag or enslaved person in chains. Students look for images that could be used for a positive or a negative interpretation of slavery in Kentucky.

Post-Visit
Students look at the logo created for the Kentucky Center for African American Heritage. What do you see in this image? What do you think it means? Is it an effective representation of the Center? Why or why not? Students create symbols that have meaning to their own lives.

Extension Activity
After having an invited collector of black dolls, advertising, or other materials share the collection with the class and discuss its significance, students discuss various viewpoints collectors may have about the objects: Owning such articles is one way to be empowered or gain control over the objects; buying the objects keeps them out of the wrong hands; the objects are part of our heritage we should not forget, for they remind us/teach lessons. Invite a collector of African art to share pieces with the class and to discuss their significance/meaning.

Students research the controversies over the Confederate flag in recent years, at schools, statehouses, etc. Have schools in your area used Confederate imagery and has this been examined in recent years? Students write letters to the newspaper expressing their opinion regarding the use of the Confederate flag today.

Students may investigate and discuss gang symbols.

eagle, statute of liberty, peace sign, dollar sign
Symbols in American Culture