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History of Fashion

Naddene Pilgrim Prairie Central High School

Fall 2013

Fashion show at the Wells Shop Library of Congress, Prints and Photographs Division National Photo Company Collection Reproduction Number: LC-USZ62-100047

Many years ago, fashion changed very slowly. People often wore the same clothing style for life. A particular style could continue for decades. An outfit for special occasions was often handed down from one generation to the next. During the last century, fashion has changed far more quickly than in the past. Clothing styles have reflected the changing roles and interest of men and women.

Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension

Overview Back to Navigation Bar Objectives Students will:  navigate the Library of Congress website  analyze primary sources about fashion from previous centuries  combine primary source photographs of fashion styles from different American eras and text to make five PowerPoint slides.  describe the evolution of fashions from early civilization to the nineteenth century.  discuss factors that influenced fashion history.  improve their abilities to analyze and interpret historical images. Recommended time frame 2 days (90 minutes) to research and create PowerPoint 1 to 2 days (90 minutes) to present Grade level 9th -12th Curriculum fit Clothing Construction 2 Materials  Fashion History Project Handout  PowerPoint Oral Presentation Rubric  Access to Computer Lab  Internet search engines

Teaching with Primary Sources Illinois State University  Microsoft PowerPoint  Positive Feedback Cheat Sheet Illinois Learning Standards/Common Core Back to Navigation Bar CCSS.ELA and Literacy

Speaking and Listening  SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on other’s ideas and expressing their own clearly.  SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles. Reading: Informational Text  RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Writing  W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Procedures Back to Navigation Bar Day One:  On the board, write the terms economics, politics, power, religion, and technology. Ask students in small groups to select one term and brainstorm ways in which it affected the history of clothing. In what way do these factors continue to influence clothing styles to this day?  Provide students with Fashion History Project worksheet.  Explain how to navigate the Library of Congress website to locate photographs of fashion styles in various time periods.  Provide the students with the PowerPoint Oral Presentation rubric so that they know what is expected of them as well as how to earn the maximum points possible.  When they have found 5 primary sources fashion

Teaching with Primary Sources Illinois State University pictures that they would like to report on, they will fill out the Primary Source Analysis Sheet. Day Two:  Continuation of computer lab work on PowerPoint presentations. Days Three and Four:  Individually students will present their Fashion History PowerPoint.  Students will complete the Positive Feedback sheet for each presenter. Evaluation Back to Navigation Bar  The students will be evaluated on their PowerPoint as well as their presentation using the PowerPoint Oral Presentation Rubric provided.  Students will also receive feedback from their peers when classmates fill out the Positive Feedback Cheat Sheet. Extension Back to Navigation Bar  Have small student groups compare current clothing to that which was available 25, 50, and 100 years ago. Ask them to include in their report the effects of economics and technological developments during those times. Have each group report their findings to the class.  Students could locate different primary sources other than the Library of Congress. They would use the same Primary Source Analysis Chart to receive another perspective on the fashions in the eras examined.

Teaching with Primary Sources Illinois State University Primary Resources from the Library of Congress Back to Navigation Bar

Primary Source Image Description Citation URL

Photographs Florida Ostrich http://memory.loc.go of ostrich Farm. ca. 1909. v/cgi-bin/query/r? farm and Advertising ammem/eaa:@field( fashion Ephemera DOCID+@lit(eaa000 accessories Collection - 708)) Database #A0160 Duke University Rare Book, Manuscript, and Special Collections Library Digital ID: ncdeaa A0178

View of a Western http://memory.loc.go portrait History/Geneal v/cgi-bin/query/r? session in a ogy ammem/hawp:@field photography Department, (NUMBER+@band(c studio; shows Denver Public odhawp+00186794)) a man and Library woman in costume, clothing includes a stovepipe hat, a fan, and a bodice. A man adjusts an armature; shows a ceramic pot on the floor.

Teaching with Primary Sources Illinois State University Portrait of DN-0086697, http://memory.loc.go Mrs. John J. Chicago Daily v/cgi-bin/query/r? Mitchell, Jr. News negatives ammem/cdn:@field( standing with collection, NUMBER+@band(ic three Chicago hicdn+n086696)) unidentified History women on a Museum. sidewalk in Chicago, Illinois,

Fashion Fashion http://www.loc.gov/pi Academy Academy ctures/item/20036683 Awards, Awards, March 63/ March 22, 22, 1941 "Best 1941 "Best dressed woman dressed in business" woman in Miss Vivien business" Kellems, Cable- Miss Vivien Grip Kellems, manufacturer. Cable-Grip 1941 March 22. manufacturer Library of Congress Prints and Photographs Division. New York World- Telegram and the Sun Newspaper Photograph Collection Reproduction Number: LC- USZ62-133513

Teaching with Primary Sources Illinois State University Three African Reproduction http://www.loc.gov/pi American Number: LC- ctures/item/00649841 teenage girls USZ62-125446 / modeling clothing for the "Teen-age Consumer a Go-Go" promotion at J.H.S. 164, New York, New York] / World Telegram & Sun photo by Len Morgan.

Teaching with Primary Sources Illinois State University Rubric Back to Navigation Bar

PowerPoint Oral Presentation Rubric

5 4 3 2 1 Oral Shows a full Shows a good Shows a good Shows a limited Does not Presentation understanding understanding understanding understanding understand Content (x 3) of the topic. of the topic. of parts of the of parts of the the topic very topic. topic. well. Oral Excited, active Often engaged Some Limited No Presentation engagement with audience. engagement engagement engagement Quality with audience Rarely reads with audience. with audience. with throughout the notes / slides. Sometimes Often reads audience. presentation. reads notes / notes / slides. Always reads No reliance on slides. notes / slides. notes or slides. Technique Uses techniques Uses Uses techniques Uses those Uses only beyond those combination of presented to presented but default presented in those presented date with no consistently format/ class to date combinations needs teacher technique assistance (auto-content wizard only) Color Uses a variety Uses limited Uses limited Uses only Uses colors of colors that colors that colors; neither default colors that distract enhance enhance project enhance or presentation detract from presentation Graphics Uses multiple Uses edited Uses public Uses clipart but Uses no self-created public domain domain needs teacher graphics or graphics. All or self-created graphics assistance to do graphics graphics graphics. Most (without so. Few detract from support the graphics editing). Some graphics presentation presentation support the graphics support the presentation support the presentation presentation

Text Content/ Brief, Brief and Too long but Too long or too Too long or Length informative and informative informative brief but not too brief and interesting confusing also confusing Text Format/ Easily read and Easily read on Easily read on Easily read on Difficult to Readability focal point of all slides and all slides, but some slides but read on all all slides focal point of not focal point difficult on slides some slides others

Teaching with Primary Sources Illinois State University Handouts Back to Navigation Bar Fashion History Project

Many years ago, fashion changed very slowly. People often wore the same clothing style for life. A particular style could continue for decades. An outfit for special occasions was often handed down from one generation to the next. During the last century, fashion has changed far more quickly than in the past. Clothing styles have reflected the changing roles and interest of men and women.

Using the Library of Congress website’s “Prints and Photographs” found under Collection Highlights, you will find photographs of fashion styles from different American eras. You will need to find at least two pictures from each of the following time periods:

1850 – 1880 1890 – 1910 1920 – 1930 1940 – 1950 ` 1960 – 1970

When you have found your pictures, you will analyze you selections by answering the questions on the Primary Source Analysis Chart.

After completing the chart, you will create a PowerPoint. The PowerPoint, must include:

 Two pictures depicting women’s fashions for each of the time periods.  Proper citation of the photographs from the Library of Congress website.  Ways in which economics, politics, power, religion, and technology influenced the clothing styles.  How women’s fashions changed within a period because of changing roles of women.  Clearly and logically organized information.  Coordinated font and color scheme of PowerPoint slides.  Good use of spelling, grammar, etc..

Teaching with Primary Sources Illinois State University Name______

Positive Feedback Cheat Sheet

Activity: Make your classmates feel great by sharing how great you think they did! On the half sheets of paper provided, give each presenter some positive feedback. Make up your own, or use these tips to help you. Don’t say the same thing to every presenter. Keep it fresh! Just fill in the blank!

Wow! I didn’t know ______before!

You did a terrific job explaining ______!

I really liked the way that you ______!

Just remember, they’ll be returning the favor! Primary Source Analysis Sheet

When you are researching fashion styles from previous decades, you should be Observation Reflect Question Describe what you see. Why do you think this image was made? What do you wonder about... who? What do you notice first? What people What’s happening in the image? When what? ·when? where? why? how? and objects are shown? How are they do you think it was made? Who do you arranged? What is the physical setting? think was the audience for this image? What, if any, words do you see? What What tools were used to create this? other details can you see? What can you learn from examining this image? What’s missing from this image? If someone made this today, what would be different? What would be the same? 1850 – 1880

1890 – 1910

1920 – 1930

1940 – 1950

1960 – 1970