LEARN NC

2.7 What does it mean?

By Gazelia Carter

Provided by The North Carolina Humanities Council.

Introduction

Visual symbols can be important ways of communicating ideas. Individuals, corporations, communities, and organizations use logos, seals, flags, icons, and other visual symbols to represent their values, share their histories, and send a message about themselves. In this lesson plan, students will explore the colors and shape of the Lumbee logo and create a logo of their own to demonstrate what they have learned about the power and meaning of visual symbols.

Learning outcomes

Students will demonstrate awareness of the meanings of the colors and shape of the Lumbee Logo.

Teacher planning

Time required for lesson

45-60 minutes

Materials/resources

  1. Make several cards with logos/symbols that students will recognize quickly: school logo, Nike, Reebok, McDonald’s golden arches, the Wal-Mart smiley face, etc.
  2. Access the Lumbee logo and its meaning
  3. Markers/colored pencils/crayons
  4. Paper
  5. Rulers
  6. Compasses (for circles)

Technology resources

None

Pre-activities

None

Activities

  1. Begin the lesson by telling students that there are various ways that people/groups share their identity. This sharing is meant to bring people in that group closer. (Logo is short for logotype: a sign, name, or trademark of an institution, firm, or publication.)
  2. Share with students the logo cards and have them guess the company/group.
  3. Explain to students certain colors conjure certain ideas when mentioned: blue for being melancholy, red for power or being upset, etc.
  4. Name the colors found on the Lumbee logo without telling students where the colors are found and ask them what the colors bring to mind.
  5. Tell them the colors are part of the Lumbee logo. Have students suggest meaning of these colors for the Lumbee.
  6. Give them the meaning of the colors and their significance.
  7. Next ask students what shape would best represent the Lumbee and the colors. Show them the Lumbee logo and explain the reason a circle would be a good representation by giving them the history of the logo.

Assessment

Each student will create a logo (s)he thinks best represents herself/himself and write a brief explanation of the choice of colors and shapes. These can be shared in groups or with the class and can be converted to a bulletin board.

North Carolina curriculum alignment

English Language Arts (2004)

Grade 4

  • Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
    • Objective 2.05: Make inferences, draw conclusions, make generalizations, and support by referencing the text.
  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.03: Make oral and written presentations using visual aids with an awareness of purpose and audience.
    • Objective 4.05: Use planning strategies to generate topics and organize ideas (e.g., brainstorming, mapping, webbing, reading, discussion).

Grade 8

  • Goal 1: The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues.
    • Objective 1.02: Analyze expressive materials that are read, heard, and viewed by:
      • monitoring comprehension for understanding of what is read, heard, and/or viewed.
      • reviewing the characteristics of expressive works.
      • determining the importance of literary effects on the reader/viewer/listener.
      • making connections between works, self and related topics.
      • drawing inferences.
      • generating a learning log or journal.
      • maintaining an annotated list of works that are read or viewed, including personal reactions.
      • taking an active role in and/or leading formal/informal book/media talks.
    • Objective 1.03: Interact in group activities and/or seminars in which the student:
      • shares personal reactions to questions raised.
      • gives reasons and cites examples from text in support of expressed opinions.
      • clarifies, illustrates, or expands on a response when asked to do so, and asks classmates for similar expansion.
  • Goal 2: The learner will use and evaluate information from a variety of sources.
    • Objective 2.01: Analyze and evaluate informational materials that are read, heard, and/or viewed by:
      • monitoring comprehension for understanding of what is read, heard and/or viewed.
      • recognizing the characteristics of informational materials.
      • summarizing information.
      • determining the importance of information.
      • making connections to related topics/information.
      • drawing inferences.
      • generating questions.
      • extending ideas.

Social Studies (2003)

Grade 4

  • Goal 2: The learner will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina.
    • Objective 2.01: Locate and describe American Indians in North Carolina, past and present.
    • Objective 2.03: Describe the similarities and differences among people of North Carolina, past and present.
  • Goal 3: The learner will trace the history of colonization in North Carolina and evaluate its significance for diverse people's ideas.
    • Objective 3.02: Identify people, symbols, events, and documents associated with North Carolina's history.

Grade 8

  • Goal 1: The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.
    • Objective 1.02: Identify and describe American Indians who inhabited the regions that became Carolina and assess their impact on the colony.
    • Objective 1.04: Evaluate the impact of the Columbian Exchange on the cultures of American Indians, Europeans, and Africans.

  • North Carolina Essential Standards

    • Social Studies (2010)

      • Grade 4

        • 4.C.1 Understand the impact of various cultural groups on North Carolina. 4.C.1.1 Explain how the settlement of people from various cultures affected the development of regions in North Carolina (languages, foods and traditions). 4.C.1.2 Explain how the artistic...
        • 4.H.2 Understand how notable structures, symbols and place names are significant to North Carolina. 4.H.2.1 Explain why important buildings, statues, monuments and place names are associated with the state's history. 4.H.2.2 Explain the historical significance...

      • Grade 8

        • 8.C.1 Understand how different cultures influenced North Carolina and the United States. 8.C.1.1 Explain how exploration and colonization influenced Africa, Europe and the Americas (e.g. Columbian exchange, slavery and the decline of the American Indian populations)....