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Activity 24
Symbols and Signs

Adapted from "Symbols and Signs," in Communication, Number Three in a Series of K-12 Guides.  New York: Center for Global Perspectives, 1976. pp 7-9.

Grade Level

Middle School

Introduction

As cross-cultural contacts increase at an ever-faster pace, people have discovered that symbols can help overcome some language barriers.  This activity introduces students to the various kinds of symbols used to communicate in their local community and around the world.

Teacher/Student Objective

The recognition and the understanding of symbols in our lives is a "shorthand" way of communicating when the spoken or written language is not clearly understood.  This use of symbols across community, national and international lines is another way to foster cross-cultural understanding.

Gauging Student Understanding

The progress indicators cited reflect desirable end goals.  Teachers should be prepared to use a wide variety of observational, testing and authentic achievement evaluation measures in judging the progress of students.

By means of a field trip, using driver's education manuals, and teacher-prepared charts of international symbols, the students will begin to realize their ability to communicate using symbolic means.  By creating their own symbols for certain actions, the students will also demonstrate their capacity to visualize that actions can be directed by use of symbols.

Suggested Materials

• A collection of pictures or signs depicting symbols used in everyday life around the community.
• A beginner driver's manual.
• A collection of pictures that can be easily translated into symbols: these will feature people taking certain actions in a variety of situations (shopping, recreating, working, etc.).
• Sketch pads and pencils (a supply of color pencils is desirable).

Initial Data for Consideration and/or Process

A brief field trip to locate and identify familiar symbolic signs around the local community is ideal for this activity; this might also be assigned as a homework assignment for the night previous to the class session.

Have students create their own "logotype" or signature symbol.  This might be introduced using cattle brands or familiar automobile trademarks.  If available, certain logotypes that were used to impress wax on important papers or to seal envelopes are excellent examples.  This might be followed up by asking students to create a logotype for a famous person.  You might collect logotypes from newspapers or periodicals and create a chart indicating whether such symbols are familiar in the US only or also in other countries.

Other Possible Activities

In order for students to understand that not all symbols a re universally understood, use the collection of international signs and symbols to show that not all countries abide by one universal set.  Compare and contrast UN symbols and other examples from countries around the globe with US symbols.  Why might it be a good idea for all nations to adopt the same set of symbols?

• Non-printed symbols are another important aspect of human communication.  Introduce the students to trail marking as practical by pioneers and Native Americans.  Additionally, have transparencies ready that show Egyptian hieroglyphics and the symbolic sign language of Native Americans.  Teaching the students to write their names or simple sentences using these symbols will be a further enhancement and a good introduction to such ideographic languages as Chinese or Japanese.

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