October 29, 2001

EMBLEMS OF THE LAND I LOVE
Exploring the History and Impact of Patriotic Images

Grades:  6-8,9-12

Subjects:  American History, Fine Arts, Language Arts, Social Studies

Related New York Times Article
"Once Again, Patriotic Themes Ring True as Art", By DEBORAH SOLOMON, October 29, 2001

Overview of Lesson Plan: In this lesson, students explore the histories of American patriotic emblems and examine ways in which patriotic artworks use these emblems to reflect the ideals that they embody.

SUGGESTED TIME ALLOWANCE:
45 minutes - 1 hour

OBJECTIVES:
Students will:

  1. Respond to patriotic-themed artworks.
  2. Learn about patriotic art and its relation to current affairs by reading and discussing "Once Again, Patriotic Themes Ring True as Art."
  3. Brainstorm patriotic emblems categorized as icons, people, places and music.
  4. Investigate, in pairs, the history of and ideals represented in one such emblem; create a visual piece that traces the "evolution" of this historic American emblem.
  5. "Modernize" a common or popular patriotic image reflecting sentiments and images that existing now, in the wake of the September 11, 2001 terrorist attacks.

RESOURCES / MATERIALS:

ACTIVITIES / PROCEDURES:

  1. WARM-UP/DO-NOW: Prior to class, photocopy pictures of five patriotic-themed artworks so that there are equal numbers of each (enough copies of each image for one-fifth of the class), and place one copy on each desk. Suggested works include an Uncle Sam poster, a Jasper Johns flag painting or sculpture, a photo of the Iwo Jima monument, Normal Rockwell's "Freedom from Fear," and the photograph that accompanies this lesson of firefighters raising an American flag above the rubble of the World Trade Center. [All images can be found online; you might visit The Artchive (http://www.artchive.com/) to find these and other images.) Upon entering class, students respond to the following questions in their journals (written on the board prior to class): "The image on your desk is considered an example of 'patriotic art.' What ideals does this image represent? Free-write in your journal about this topic and anything else that comes to find when you look at this image." After five minutes, have students with the same image gather in groups (forming five groups in the class) and share their responses.
  2. As a class, read and discuss "Once Again, Patriotic Themes Ring True as Art," focusing on the following questions:
    1. How would you define "patriotic art" after reading the first two paragraphs of the article?
    2. Why were patriotic-themed art pieces "disdained as artistically incorrect," according to the author of the article?
    3. What does the author mean by saying that the "'American Century'... treated modernism as an assault on bourgeois values, and defined the archetypal American artist as a Jackson Pollack sort, a moody genius splashing out abstract pictures"? What was "patriotic" art presumed to refer to at that time (and before September 11, 2001)?
    4. How has Thomas E. Franklin's photograph of firefighters raising a flag on the rubble of the World Trade Center become an icon? How does it relate to another famous photograph? Does it matter to you that the Iwo Jima pose was staged?
    5. How does the writer define "patriotic art" in the seventh paragraph?
    6. Why might "patriotic art... (be) commonly maligned as propaganda?
    7. What did the Division of Pictorial Publicity do?
    8. What history of the famous Uncle Sam "I Want You" poster is discussed in this article?
    9. How did Norman Rockwell's work reflect patriotic ideals?
    10. The last paragraph of the article states that patriotic art captures "an appreciation for the values and rituals of American life." What does that mean to you?
  3. Explain to students that they will be exploring different types of emblems of American patriotism, the history behind them and their impact in patriotic artworks. First, students will be brainstorming emblems in their groups. Every two minutes, you will give them a new category about which to brainstorm. Each group should choose a "secretary" to jot down their brainstorm responses. Then, in two-minute increments, read aloud the following categories (this brainstorming session will take, then, eight minutes):
    • individual symbols or icons (e.g., American flag, eagle, Uncle Sam)
    • people (e.g., Thomas Jefferson, Abraham Lincoln, New York firefighters)
    • monuments and historic places (e.g., Iwo Jima, Washington Monument)
    • music (e.g., "God Bless America," "America the Beautiful")
    • Create four columns on the board, labeled "Symbols," "People," "Places" and "Music," and once the brainstorming is finished, go through each category and have students share their responses.
  4. Have students form pairs, and allow each pair to select one "patriotic emblem" listed on the board as the topic of research. Each pair should select a different emblem. Using all available resources, students explore the answers to the following questions (written on the board for easier student access):
    • In what ways does this emblem represent American ideals?
    • What is the history behind this emblem as representing those ideals? (If the emblem is a person, include biographical information and his or her impact, then and now. If the emblem is a symbol, place or piece of music, include when it was first created, who created it and why.)
    • Where would one find this emblem? (Find at least five examples, at least two of which should be in pieces of art, each by a different artist. For students who chose a piece of music, focus on the words as well as the "piece" itself.)
    • How has the meaning of this emblem changed over time? (What does it represent or mean now? What do you think caused these changes?)
    Once research is complete, each pair should create an interesting and colorful classroom poster, collage, book or other creative piece that traces the "evolution" of this historic American emblem and that includes all research responses. (This might be continued in a future class period or for homework, if more time is needed.)
  5. WRAP-UP/HOMEWORK: Each student finds a common or popular patriotic image (such as those featured in the Warm-Up activity) and designs a modern version of that image. The modern version should use similar artistic techniques and language so that it is evident to which other image it is related, but should reflect sentiments and images existing now, in the wake of the September 11, 2001 terrorist attacks. (For example, the article mentions an Uncle Sam poster featuring New York Mayor Giuliani.) These modernized patriotic images should be displayed around the classroom or school.

DISCUSSION QUESTIONS:

EVALUATION / ASSESSMENT:
Students will be evaluated based on initial journal responses, participation in class and group discussions, research-based "evolution of a patriotic emblem" group projects, and modernized patriotic images.

VOCABULARY:
aesthetic, immediacy, sternly, admonishing, inadvertent, iconography, repertory, avant-garde, diligently, mesmerized, solace, disdained, advent, modernism, bourgeois, archetypal, oblivious, unironic, sophisticates, illiterate, relevance, discredited, Renaissance, fraudulent, discredited, mammoth, maligned, propaganda, apogee, ministry, prodigiously, bohemian, predilection, amorous, festooned, aspirations, seldom, abundantly, intact, incarnate, trepidation, kitsch, enduring

EXTENSION ACTIVITIES:

  1. The article mentions patriotic pieces of art created by Jasper Johns, Jackson Pollack and Norman Rockwell. Choose one of these artists and create a guide to the patriotic art that he created. First, find a minimum of five works by this artist that you feel represent patriotism in some way. Then, for each, try to find the artist's commentary or others' critiques to better understand its creation and meaning. Next, write your own commentary on each work, develop a biography of the artist, and create a short Web guide to sites on the Internet about this artist and his works. Bind your work into a booklet titled "Images of America: The Works of (Artist's Name)."
  2. Since the September 11, 2001 attacks on the United States, newspapers and magazines have documented images of patriotism through the photographs that they have published. Choose one symbol, person or place that has been captured in many of these photographs (such as American flags, rescue workers or the former site of the trade center towers), and create a photo collage that you feel represents this emblem of patriotism in the wake of the attacks. [Many newspaper and magazine Web sites have photo galleries of such images that you can print out for your collage, such as the photos section on The New York Times on the Web (http://www.nytimes.com/photos).]
  3. The seventh paragraph of the article defines "patriotic art" as "the school of Washington, confining itself to eye-catching images that promote American institutions. It is commonly maligned as propaganda." In your words, what is the difference between propaganda and patriotic art? Write an essay in which you clarify the fine line that exists between the two, offering examples that support your argument.
  4. The article briefly mentions several art movements and schools of art: Modernism, Renaissance, the School of Paris and the School of New York. Research one of these movements or schools, focusing on the following questions: What is the "definition" of this movement or school? When and where did this movement or school take place? Who were its renowned artists? What were some of the common themes running among the artists and their works (both in content and artistic medium)? What works exemplify this movement or school? What impact did this movement or school have on society then, and how does it continue to influence the art world? Create an illustrated guide to your researched art movement or school.
  5. Popular music, like other art forms, reflects the society in which it is popularized and often directly relates to current events. What songs often played on the radio now relate to themes of patriotism, heroism and similar ideas? What currently popular songs seem to have a new meaning since September 11, 2001? What older songs now seem to have a new meaning as well? Create a soundtrack of such songs (you might choose one theme, such as peace or heroism, or a time period, such as current or 1960's), and design a jacket for your cassette or CD. On the inside of the jacket, write out the words for each song, list the artist and release date, and write a short paragraph about how the themes of the song reflect the current national or world situation.
  6. Fashion trends in times of war often reflect national sentiment. Divide students into groups, and assign each group a war era from World War I to the current war on terrorism. Each group should explore how popular fashion reflected views on the war. Then, host a "wartime fashion show" in which students model their fashions and write a script to be read during their turns on the runway. Invite other classes to your show.

INTERDISCIPLINARY CONNECTIONS:
Civics- Many historic documents serve as emblems of the ideals of the United States, such as the Bill of Rights, the Constitution of the United States and the Pledge of Allegiance. Choose one such document, and in an essay, explain the history surrounding its creation, rephrase it in your own words, and explore ways in which you feel its ideals are or are not exhibited in the United States today.

Global History

Journalism
The article mentions that "not long after the twin towers fell and the tears started flowing, New York magazine ran a humorous cover illustration of Mayor Rudolph W. Giuliani decked out as Uncle Sam." How do editorial cartoons reflect views on current events? Collect several editorial cartoons that are related to patriotism in some way. [Daryl Cagle's Professional Cartoonist Index (http://www.cagle.com) offers current and archived editorial cartoons from newspapers across the country.) Write an essay evaluating the methods and messages of these cartoons. Then, create their own to add to the collection.

Media Studies
Watch and analyze a movie about a war in which the United States was involved. From whose perspective is the narrative presented? What historic events are offered, and how is their portrayal impacted by the point of view from which the story is told? When was this movie produced, and how do you think that impacts the way in which this story was told? How are the people and views of the different sides of the war portrayed? How is the theme of patriotism explored? Write a review of the movie. If possible, find published reviews and compare your responses.

Copyright 2001
The New York Times Company

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