DOCUMENT RESUME

ED 099 527 CE 002 608

TITLE Clothing and Textiles. INSTITUTION Texas Education Agency, Austin. Dept. ofOccupational Education and Technology.; Texas Tech Uniy., Lubbock. Home Economics Instructional Materials Center. PUB DATE 74 NOTE 254p.; For other guides in the series, see CE 002 606-608

EDRS PRICE MF-$0.75 HC-$12.60 PLUS POSTAGE DESCRIPTORS Behavioral Objectives; Career Education; Clothing Design; *Clothing Instruction; ConsumerE#ucation; *Curriculum Guides; Curriculum Planning; framily Life Education; *Dome Economics Education; Home Economics skills; Homemaking Education; Reference Materials; Secondary Education; *Sewing Instruction; Textiles Instruction; Vocational Education IDENTIFIERS Texas

ABSTRACT The purpose of the subject area guideis to present clothing and textiles in the perspective offamily living and to relate clothing and textiles to a variety oflife styles. Initial emphasis is placed on curriculum planning and thetaxonomy of educational objectives. Skills in clothingconstruction are developed throughout the four homemaking sections withunits on advanced clothing construction, textiles, andtailoring principles included in the final phases of the course. Homemaking1 introduces the significance of clothing in the life of eachindividual, the role of design in clothing, and management and consumeraspects of clothing. Homemaking 2 covers individual andfamily clothing decisions related to wardrobe planning, clothing care,grooming, and clothing selection. Homemaking 3 outlines factorsinfluencing family clothing decisions, management and consumer aspectsof family clothing, and the role of clothing and textiles in the economy.Homema4ing 4 emphasizes cultural aspects of clothing, aswell as the 4: interrelationship of various aspects, and the economics f textile production. In each of the four sections, aunit on care r opportunities is included. A 20-page annotatedreference1 list and resource guide concludesthe document. (MW) U S DEPAMTMENT OF HEALTH, EDUCATION I WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO DUi ED EXAC TL Y AS RECEIVED FROM IHf PERSON OR ORGANIZATION ORIGIN A I INE. IT POINTS OF vICA/Ok OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFF ICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY

CLOTHING AND TEXTILES

Materials Developed and Distributed by

Home Economics Instructional Materials Center Texas Tech University Box 4067 Lubbock, Texas 79409

Directed by In cooperation with

Texas Tech University Texas Education Agenry College of Home Economics Department of Occupational Department of Education and Technology Home Economics Education Homemaking Education Lubbock, Texas Austin, Texas DESCRIPTION OF HOME ECONOMICS INSTRUCTIONAL MATERIALS CENTER

The Home Economics Instructional Materials Centerwas established September 1, 1967, as a continuing project. It is a cooperative project between Homemaking Education in the Texas Education Agency, and the College of Home Economics, Home Economics Education Department, Texas Tech University at Lubbock, Texas. The instructional materials which are being developed at the Center are intended to assist teachers and coordinators in promoting and teaching home economics gainful employment programsor homemaking education.

To provide a background of information for the establishment of the Home Economics Instructional Materials Center, a Planning Grant Projectwas approved by the Texas Education Agency for February 1through August 31, 1967. The major purposes of the Planning Grant Project were (1) to assemble and catalog an occupational reference library, (2) to develop procedural steps for preparation of instructional materials, and (3) to illustrate the first sequence of these steps, that is, to develop job analyses and to list competencies needed for employability of students.

The present major objectives of the Home Economics Instructional Materials Center are (1) to develop instructional materials designed foruse by students enrolled in cooperative part-time training programs and inpre- employment laboratory training programs in preparation for employment in occupations requiring home economics knowledge and skills, (2) to develop materials in homemaking education, and (3) to develop ata later time materials designed for use in home and community serviceprograms.

Acknowledgement is given to:

Mrs. Elizabeth F. Smith, Director, Homemaking Education, Texas Education Agency, who conceived the original plan for establishing the Center and continues to determine ways in which the Center can meet the needs of Homemaking Education in Texas.

Dr. Camille G. Bell, Chairman, Department of Home economics Education, who continues to serve in an advisory capacity.

Linda Glosson, Acting Director Betty Robinson, Assistant Director Home Economics Instructional Home Economics Instructional Materials Center Materials Center

iii ACKNOWLEDGMENTS.

This subject area guide for Clothing and Textiles,* prepared by theHome Economics Instructional Materials Center at Texas Tech University, is the result of combined efforts and ideas ofmany people, namely:

Mrs. Virginia Richards, Lubbock, Texas, and Mrs. Marilyn Johanson, Hico, Texas, home economics teachers, who spent a month at the Center helping with the writing of the clothing and textiles instructional materials.

Mrs. Lillian Kountz, Department of Clothing and Textiles, Texas Tech University, who served as subject-matter specialist in clothingand textiles.

Mrs. Virginia Thompson, Lubbock, Texas, who designed thecover for the guide.

Mrs. Luella Anderson, Mrs. Peggy Simmons, and Miss Gay Nell McGinnis, Graduate Research Assistants, Texas Tech University, Lubbock, Texas, who helped with the development of this subjectarea guide.

Homemaking Education State Staff, Texas Education Agency, and the Homemaking Teachers of Texas attending the 1971 State In-Service Education Conference who reviewed the original materials and assisted in the final 'Aging.

iv PREFACE

Clothing is one of the primary needs of man. It not only fulfills physical needs, but social and psychologial needs as well. In every age of history, clothing, fashion, and adornment have expressed the mores, values, and attitudes of groups of people. In addition, clothing provides opportunities for the individual to express himself.

Clothing is a highly variable expense which may be controlled by good manage- ment. About ten percent of the family's income is spent for clothing. To make the best use of the family clothing dollar, the consumer should be informed not only about fashion and style but also textiles, clothing construction, and money management. After purchases are made proper care can extend the life of the garment as well as enhance its appearance.

The purpose of this subject area guide is to present clothing and textiles in the perspective of family living. An attempt has been made to relate clothing and textiles to a variety of family life styles.

Homemaking I introduces the significance of clothing in the life of each individual, the role of design in clothing, and management and consumer aspects of clothing. It includes development of skills needed in con- struction of a simple garment including pattern selection, selection of fabrics and notions, pattern use, management in construction, basic construction techniques, fitting, and pressing.

Homemaking II covers individual and family clothing decisions related to wardrobe planning, clothing care, grooming, and clothing selection. Skills in clothing construction are increased through more advanced projects. Characteristics, selection, and construction of clothing for children are also included.

Homemaking III outlines factors influencing family clothing decisions, man- agement and consumer aspects of family clothing, and the role of clothing and textiles in the economy. A study of textiles is included which covers fiber characteristics, yarn structure, fabric construction, fabric finishes, dyeing and printing, design, and textile labeling. A unit on advanced clothing construction covers fashion design, major pattern alterations, advanced construction techniques, and professional processes involved in alteration and maintenance of clothing.

Homemaking IV emphasizes cultural aspects of clothing, as wellas the interrelationship of various aspects, and the economics of textile production. The role of government protection and consumer responsibilities in the purchase of textiles is covered. Planning clothing for college, employment, and personal life is included as well as clothing care experiments and selection, use, and care of major clothing equipment. A unit on textiles covers fabric finishes and includes textile experiments. Tailoring principles are also included.

In an effort to place greater emphasis on career and job opportunities available in homemaking, a unit is included in each sequencecourse on job and career opportunities in the area of clothing and textiles. TABLE OF CONTENTS

Page

DESCRIPTION OF HOME ECONOMICS INSTRUCTIONAL MATERIALS CENTER . . iii

ACKNOWLEDGMENTS iv

PREFACE

CLOTHING AND TEXTILES GUIDE 1

CONTENTS OF THE GUIDE 1

HOW TO USE THE GUIDE 2

PROGRAM PLANNING 2

CURRICULUM PLANNING 3

REFERENCES TO BE USED IN PLANNING 5

TAXONOMY OF EDUCATIONAL OBJECTIVES 7

LEVELS OF LEARNING 7

COGNITIVE DOMAIN 9

AFFECTIVE DOMAIN 10

PSYCHOMOTOR DOMAIN 11

DEFINITIONS OF TERMS 12

HOMEMAKING I 13

HOMEMAKING II 89

HOMEMAKING III 135

HOMEMAKING IV 185

vyvii CLOTHING AND TEXTILES

Clothin_g and Textiles is one of six subjectarea guides being developed for use in high school homemaking programs in Texas. Additional guides are being prepared in the areas of Family Living, Home Management and Consumer Education, Child Development, Housing, and Food and Nutrition.

Contents of the Guide

Each subject area guide is closely correlated with the ConceptualFramework for Homemaking Education in Texas. The Framework was used as a basis for developing behavioral objectives, generalizations, and learning and evaluation experiences for each subjectarea guide.

Each guide has colored dividers to indicate Homemaking I, II,III, and IV as follows:

Homemaking I - yellow Homemaking II - orange Homemaking III- green Homemaking IV - pink

Each large concept within a level beginson a new page. An overall objective for that concept is stated in behavioral terms to indicate what the student should be able to do when he has completed the unit.

Subconcepts related to the large conceptare underlined. Generalizations help give meaning to the subconcepts summarizing or relating ideas presented.

Behavioral objectives show outcomes which should resultfrom successful completion of the learning and evaluation experiences.The letter in parentheses at the end of the objective indicates thelevel in the cognitive domain at which the objective is statedas follows: (K) Knowledge, (C) Comprehension, (Ap) Application, (An) Analysis, (S) Synthesis, and (E) Evaluation. When objectives at mure than one level might be written for a learning experience, only thehigher level objective is given.

Learning and evaluation experiencesare provided to suggest ways each concept might be taught using a variety of teaching methods andtechniques. Many of the suggested experiencesmay be used to evaluate the student's progress toward the objectives of the unit.

Numerous coordinating experiences were developed to illustrateways of coordinating each concept with home practice, homeexperiences, FHA, and community activities. These experiences are designed to coordinate the total homemaking education program by giving students additionallearning experiences and opportunities touse what they have learned in various situations.

1 How to Use the Guide

The subject area guides are designed to aid the teacher in under- standing the concerns of high school students and the concepts that would be appropriate at each grade level. They are not designed for use in any particular community. The teacher will need to use her own initiative, imagination, and creativity in working cooperatively with students, parents, school, and community to develop an effective homemaking education program. The subject area guides are intended to guide, not dictate, the content of high school homemaking courses. The teacher is not expected to use all the suggested experiences given in this guide with one class. She may adapt, supplement, and expand the suggestions in view of the specific needs, interests, abilities, back- grounds, and levels of maturity of her students. The variety of experiences included should enable the teacher to select and assign those teaching- learning experiences that will help her students reach theobjectives important to them. Schools which do not offer Homemaking IV should considercombining Homemaking III and IV to form a meaningful Homemaking III courseby incorporation concepts from both courses to meetstudents' needs effectively. The subject area guide should be a valuable aidin local program planning and curriculum planning.

Program Planning

Effective program planning for homemaking education in thelocal community involves: (1) understanding the community, (2) understanding human growth and development, and (3) cooperative planning.

Understanding the Community. Planning and carrying out an effective homemaking education progrm requires that the teacher understandthe community in which students and their families live. A study of social, economic, and cultural conditions in the community shouldcontribute to this understanding. Such a study involves determining the represen- tative types of home and family backgrounds andappraising community attitudes, prejudices, values, industries, practices, resources,and power structure. Because patterns of home and community lifelargely determine the needs and interests of individuals,knowledge of the community can bring into focus the problems of everyday living and can serve as a basis for curriculum planning.

Understanding Human Growth and Development. The development of the individual from birth throughout life ischaracterized by the occurrence of certain tasks at each stageof development. Understanding these tasks and the characteristics of youthrelated to them is an important part of program planning inhomemaking education.

Knowledge of the developmental tasks has severalimplications for the teacher. The tasks indicate the types of problemsfor which students

2 must seek solutions. The teacher must realize that individuals of the same chronological age are not necessarily in the same stage of development. Because tasks arise at or about a given time in the student's life, however, she should be able to anticipate the teachable moment and to provide learning experiences which will meet the needs, interests. and abilities of students.

Cooperative Planning. Planning the homemaking education program co- operatively with students, parents, teachers, administrators, and others in the community has been shown to result in more effective learning and a better curriculum than would be possible in a program designed by the teacher alone. Students, parents, and community members may be involved in planning through questionnaires, planning groups, and advisory committees. Professionally trained persons, including the school principal, other homemaking teachers, teachers in other subject areas, guidance personnel, and local and area supervisors also provide essential contributions to program planning. When preliminary plans have been developed, the teacher will want to discuss program planning with her students to provide greater insight into their special needs and interests.

Curriculum planning

Concepts and Generalizations. Curriculum planning for the local homemaking education prbgram involves using knowledge of the community understanding human growth and development, and analyzing results of cooperative planning in identifying concepts and generalizations which provide opportunities for relevant and lasting learning. A concept may be defined as an abstrac- tion representing the iorld of objects and events as a means of organizing them into categories."' Meaning is given to concepts by generalizing from experiences which occur over a period of time. A generalization is a complete thought which "expresses an underlying truth has an element of universality, and usually indicates relationships."2 Generalizations help give meaning to concepts and should be applicable in a number of situations. A number of generalizations are needed to develop a single concept. To help students formulate generalizations the teacher should provide learning experiences which require students to describe, define, analyze, identify, classify, relate, explain, justify, interpret, and predict.

Behavioral Objectives. Concepts and generalizations are used to plan appropriate behavioral objectives and learning experiences which students

1Concepts and Generalizations: Their Place in High School Home Economics Curriculum Develoentlt. Washington, D.C.: American Home Economics Assocation, 1967.

2 Ibid.

3 must have in order to develop realiable and expanded concepts. A behavioral objective is -easureable behavior that is expected to result from successful completion of designated learning experiences. In order to educate the total student, objectives should be provided at all levels of the cognitive, affective, and psychomotor domains of the taxonomy of educational objectives.

Learning Experiences. Learning experiences should be selected to enable students to achieve each behavioral objective. Learning experiences in homemaking education may be provided through classroom, home, community, and Future Homemakers of America. Students' interests are more easily sustained if a variety of experiences are provided for learning by seeing, hearing, feeling, and doing.

Evaluation. Evaluation determines the extent to which a group or class has achieved behavioral objectives and indicates the effectiveness of the teacher and the curriculum. Effective evaluation is a continuous process which involves determining behavioral objectives, collecting eviderce on behavior changes, interpreting the evidence collected, and using the evidence to improve the curriculum, teaching, and .guidance. Methods of evaluation include paper-and-pencil tests, oral tests, performance tests, check sheets and inventories, score cards, rating scales, behavior records, and observations.

4 REFERENCES TO BE USED IN PLANNING

Arny, Clara Brown. Evaluation in Home Economics. New York, New York: Appleton-Century-Crofts, Inc., 1953.

Bloom, B.S., ed. Taxonomy of Educational Objectives: Cognitive Domain. New York, New York: David McKay Company, Inc., 1956.

Concepts and Generalizations: Their Place in High School Home Economics Curriculum Development. Washington, D.C.: American Home Economics Association, 1967.

Conceptual Framework for Homemaking Education in Texas. Lubbock, Texas: Home Economics Instructional Materials Center, n.d.

Gronlund, Norman E. Stating Behavioral Objectives for Classroom Instruction. New York, New York: The Macmillan Company, 1970.

Krathwohl, U.R., et al.Taxonom of Educational Objectives: Affective Domain. New York, New York: David McKay Company, Inc., 1964.

Mager, Robert F. Preparing Instructional Objectives. Palo Alto, California: Fearon Publishers, 1962.

National Goals and Guidelines for Research in Home Economics. Washington, D.C.: Association of Administrators of Home Economics, 1970.

Sanders, Norris M. Classroom Questions, What Kinds? New York, New York: Harper and Row, 1966.

Simpson, Elizabeth J. "Classification of Educational Objectives, Psychomotor Domain," Illinois Teacher. Vol. X, No. 4, Winter, 1966-67.

Vocational Homemaking Education Program Standards. Austin, Texas: Texas -----MEaion Agency, 1971.

51b TAXONOMY OF EDUCATIONAL OBJECTIVES

Levels of Learning

Recent trends in homemaking education call for objectives which indicate exactly what changes in behavior should be expected from students. Such objectives may be developed and arranged in order of complexity according to the Taxonomy of Educational Objectives, a system for classifying behavioral objectives.

The Taxonomy of Educational Objectives is divided into three categories, called domains. These are the cognitive domain (thinking), the affective domain (feeling), and the psychomotor domain (doing). Each domain is then divided into a hierarchy of levels from least complex to most complex. Students must reach objectives which are least complex in a domain before they are able to master more complex objectives. To ,each objectives at each level students must have mastered learning at all the levels below.

The cognitive domain deals with knowledge and information and is divided into six levels of learning:1 knowledge, comprehension, application, analysis, synthesis, and evaluation. Each of these is explained more fully on page 9. The hierarchal aspect of the cognitive domain is illustrated in the following example: Students must know and understand basic facts about nutrition before they can apply them in planning nutritious family meals.

The affective domain which deals with attitudes and appreciation is divided into five levels of learning:' receiving, responding, valuing, organization and characterization. These levels are explained on page 10. The hierarchy in this domain may be illustrated as follows: A student must be receptive and responsive to maintaining good health before he values having good health, relates health to personal appearance, or allows his desire for good health to direct his behavior to the point that he chooses nutritious meals and snacks and tries to get plenty of rest.

1Bloom, Benjamin S. Taxonomy of Educational Objectives, Handbook I: Cognitive Domain. New York: David McKay Company, Inc., 1956.

2 Krothwohl, David R.; Bloom, Benjamin S.; and Bertram, B. Masia. Taxonomy of Educational Objectives Handbook II: Affective Domain. New York: David McKay Company, Inc., 1964.

7 Levels of learning included in the psychomotor domain, the manipulative skill areas, are still being developed. One author3 has identified possible levels in the psychomotor domain as: perception, set, guided response, mechanism, and complex overt response. Explanations of these suggested levels are found on page 11. The hierarchy in the psychomotor domain may be illustrated as follows: The teacher may demonstrate threading a sewing machine while students perceive what she does. Next the student prepares himself physically, mentally and emotionally to respond. The student then imitates the teacher or follows directions. Practice is required until he can thread the machine with little conscious effort. Finally, the student develops such a high degree of skill that he threads the machine automatically and with confidence.

Objectives in all three categories (cognitive, affective and psychomotor) should be included when planning units in homemaking education. Cognitive and affective domains can easily be included in all areas of homemaking. The psychomotor domain is applicable primarily in teaching skills, particularly in the areas of foods and nutrition md clothing and textiles. Behavioral objectives aid in planning learning experiences as well as in planning evaluation items to measure the degree to which students have achieved these objectives.

The inclusion of objectives at the higher levels of learning as well as at lower levels is another important consideration in curriculum planning. Unfortunately, the memory aspects of learning often dominate the curriculum. Research has shown that a large portion of memorized material is forgotten rapidly and that students are often unable to apply memorized material when needed. For example, a student may know many facts about nutrition without being able to make nutritious food choices for himself in the school cafeteria. As a result of spending excessive time at the memory level, many teachers tend to offer students little opportunity to develop their capacities at higher levels. To improve the intellectual climate of her classroom, the teacher must consciously include objectives at the higher levels of learning in each domain and provide the necessary learning experiences to enable the students to reach the objectives.

3Simpson, Elizabeth J. "Classification of Educational Objectives, Psychomotor Domain," Illinois Teacher. Vol. X, No. 4, Winter, 1966-67.

8 LEVELS OF LEARNING

Cognitive Domain'

EVALUATION

Ability to judge the value of ideas, proce- dures, methods, etc., using appropriate crite- ria.

SYNTHESIS

Ability to put together parts and elements into a unified organization or whole. May in- volve production of a new communi- cation, a plan of operation, or a set of abstract relations.

ANALYSIS

Ability to break down a communication into constituent parts to make organization of idea clear. May include identification of parts, analysis of relationships between parts, and recognition of organizational principles in- volved.

APPLICATION

Ability to use ideas, principles, theories, in particu- lar and concrete situations.

COMPREHENSION

Ability to understand or grasp the meaning of what is being communicated and make use of the idea without relating it to other ideas or materials or seeing its fullest meaning. May in- volve translation, interpretation, or extrapolation.

KNOWLEDGE

Ability to recall, to bring to mind the appropriate material. Involves remembering a wide variety of previously learned materials from specific facts to complete theories.

'Adaptedfrom Bloom, Benjamin S., ed. Taxonnoomy of Educational Objectives, Handbook I: Cognitive Domain. New York: David cKay Company, Inc., 1956.

9 LEVELS OF LEARNING

Affective Domain'

CHARACTERIZATION

Allows values to control or guide be- behavior; integrates these into a total phi- losophy of life. Behavior is persuasive, consistent, and predictable. Involves student's general patterns of adjustment.

ORGANIZATION

Conceptualizes values; organizes values into hierarchy. Emphasis on comparing, relating and synthesizing values.

VALUING

Accepts worth of belief, attitude, value, or ideal; expresses preference for it; develops a commitment to it. Involves behavior which is consistent and stable enough to make the value clearly identifiable.

RESPONDING

Responds obediently, then willingly, and receives satisfac- tion from responding. Involves active participation on the part of the student.

RECEIVING

Becomes aware of an idea, process, or thing; is willing tolearn, or to try a particular behavior. Concerned with getting, holding, and directing the student's attention.

1Adapted from Krathwohl, David R.; Bloom, Benjamin S.; and Masia, Bertram B., Taxonomy of Educational Objectives, Handbook II: Affective Domain. New York: David McKay Company, Inc., 1964.

10 LEVELS OF LEARNING

Psychomotor Domain'

COMPLEX OVERT RESPONSE

Performs the act automatically without hesitation. Involves hesitation. Involves high degree of skill.

MECHANISM

Performs Lhe act habitually with some degree of confidence. Involves increased efficiency.

GUIDED RESPONSE

Performs the action under super- vision through imitation or trial and error. Involves practice.

SET Becomes ready to act mentally, physically, and emotionally.

PERCEPTION

.Becomes aware of the action to be performed through sensory stimulation. Involves observ- ing to recognize and relate to action.

'Adaptedfrom Simpson, Elizabeth Jane. "The Classification of Educational Objectives Psychomotor Domain," Illinois' Teacher of Home Economics, Vol. X, No. 4, Winter, 1966-67. pp. 110-144.

11 DEFINITIONS OF TERMS

Behavioral objective - the expected measurable behavior that should result from successful completion of designated learning experiences.

Community activity - learning activities related to classroom experiences which are carried out in the community for the purposes of personal development, community service, and improvement of community life.

Concept - an abstraction representing the world of objects and events and a means of organizing them into categories.

Evaluation experiences - activities which help determine the progress made toward the achievement of specific behavioral objectives.

FHA - Future Homemakers of America organization.

Generalization - a complete thought which expresses an underlying truth, has an element of universality, and usuallyindicates relationships. Generalizations help give meaning to concepts.

Home experiences - learning activities related toclassroom experiences which are planned, carried out, and evaluated by pupilsin their homes, under the guidance of the teacher andparents, for the purposes of personal development and improvementof home life.

Home practice - learning activities which givelearners opportunities to practice at home skills learned in theclassroom.

Learning experiences purposeful activities that have meaning for students at their developmental level and result in some degree of growth toward behavioral objectives.

Resources - teaching materials, books, pamphlets, journals,visual aids, and other instructional materials needed to carry out the suggested learning experiences and to reach behavioral objectives.

Scope - the extent or range of concepts.

Sequence - the order of progression of concepts.

Taxonomy of educational objectives - a system for classifyingbehavioral objectives into hierarchies or levels of learning in threedomains (cognitive, affective, and psychomotor).

12 OVERALLCONCEPT: OBJECTIVE: Significance of Clothing Demonstrate the effects of various forces on hats of dress (4) C PY7 kf r1 1. SubconceptsFunctions ofand Clothing Generalizations Behavioral Objectives Learning and Evaluation Experiences Clothingindividual.functions performs in the importantlife of an ofIdentify clothing the (K) functions expression,role,tionphysicalName oftheand status, protection,functions sex.and identification ritual of adornment, clothing,symbolism, of indica-suchgroup, self- as tionsIllustrate of clothing various (C) func- specificclippingsgatheringDescribe functions. theexamplesfrom functions magazines of apparel of andclothing newspaperwhich bymeets Share with class. SuggestedWorkThing,"illustrating in groups ortitles: "Variety theto makefunctions is a thebulletin ofSpice clothing. boardof Your "Clothing - Doing Its andtionsRelate future of theclothing functions present to func-(Ap)past wereWardrobe."viewingDiscover like whenadults past they clothingto werefind inoutstyles high what byschool. cicthes inter- Whattoclothing.toUse be factors show familyin fashionevidence dopictures you ten offeel yearsorpast willpersonal functionsin influence the photographsfuture. of Predict clothing styles likely 13 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences changed?functionsclothing inof theclothing future? will remain un- Why? Do you think the ClothingSocialrelating Aspects provides to others of aClothing meanssocially. of municatetudesIdentify clothing to personal others may (K)com-atti- selfExamples:List andattitudes others, communicated importance placedby clothing. on respect or lack of respect for municationingGive as examples a form (C) of com-cloth- Summarizeappearance.communicatingclothes, recentand self-confidence. attitudes observations through of personspersonal Share with class. withWatchandused classmates. attitudes. writefamily-orientedto communicate a summary eachoftelevision ways character's clothing programs, rolewas Discuss your, observations ofclothingpriatenessThe first attractiveness oftenimpressions of aform person's andthe of appro-basishis Statefirstbetween the impressions clothingrelationship and(K) Workpictures,ingfirst in illustrations. groupsimpressions and toexchange match to appropriatewordswith anotherdescribing cloth- group. Scramble the lists and personality. influencesExplain ways first clothing impres- isticsDescribepicturesDiscuss of thematched anysomeone mostdifferences byoutstandingyou the see two amongor groups. meetcharacter- words for andthe sions (C) 14 first time. Explain the role of clothing Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences stepcifictreatedhowin first someone todescriptions. theifimpressions. hesidenew dressed mightand express accordingbe introduced "thoughts," to spe- and Participants mightRole play to show Organizeduse articles groups of frequentlyclothing or Listparticular clothing to items specific thatfeelingssuchIdentify membersas firstabout specialized of impressionsthe a groupother items mayperson. and wearof immediate clothing to set selves.uniforms to identify them- Describegroupsing acceptable (K) types of in cloth- vari- dressGivecificthem examplesapartstylewhich fromofare ofshoe common others,specialized or belt.to such age formsasgroups a spe-of Relateous age socialgroups activities(C) Identifygroups.ableother attirethan common teen-agers. for socialpeople activitiesin various ofage teen- Describe accept- ingof teen-agersneeds (Ap) to cloth- statusDiscussrelatedagers. and categories.the life following style affect statement: activities Classify the listed activities into "Social Analyzeitiesclothing (C)the in role social of activ- Examples:appropriateGiveand activities examples for of affectspecific clothing clothing social which needs." occasions.would be church, parties, weddings, 15 Whatinschool eachroles activities,activity or purposes mentioned? and does job clothinginterviews. serve Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences socialusedShow waysas expression a clothingmeans of (Ap) is variousshowsWorking inaswhich occasions.groupsa means demonstrate to of prepare social the stickexpression puppet Include the appropri- use of cloth- on Psychological Aspects of turesforate social andfor inappropriate theexpression. characters. use of clothing Use magazine pic- pressionClothing of may one's be aninner external self. ex- individualsDefine basic (K) needs of Brainstormviduals, suchto list as safety,basic needs physiological of indi- contributeExplain how to clothing need grati- may mayIllustrateandfulfillment, be self-actualization.fulfilled with love, throughpictures belongingness, clothing. how basic needsesteem, Ex- fication (C) Watchbelongs.peerample: agroup television may help program a person feel that he Wearing clothes like those of or movie, and a wereeachneedssummarizeclothing the character'sof effects the howchanges characters. clothing of need thatthe gratification. clothingfulfillsmay have changes?basicillustrated Give examples of What 16 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences Define self-concept (K) self?seeList yourself. words or phrases that describe how you Dislike? What do you like aboutThese your- ideas are termed, conceptmayIllustrate affect (C) one's ways self-clothing whichonInterpret "self-a describessketch concept." a orpe,..;on's apassage person. inclothing a novel needs, or movie based How does a per- conceptAnalyze mayways influence one's self- selectedEstimateneedsson's affectmeeting picturesthe self-conceptshis or self-concept?notusing meeting their hisclothing clothing persons in clothing choices (C) ExplainenceListchoices clothingways ashow one'sclues. confidence, choices. self-concept security, may influ-and Share with the class. appearance,theirdentsaboutassurance one'sclotheswho are appearance.lose mayfrequentlygained self-confidence, lose through interest criticized compliments in or their aboutbe- Discuss how stu- throughEmotions one's may bedress. conveyed Statedressbe conveyed emotions (K) through which may Observeveyedandcome identify overly throughmagazine concerned emotionsdress. pictures thatwith of mayclothing.clothing, be con- 17 Subconcepts and Generalizations BehavioralmayExplain be an how Objectivesexpression clothing LearningtomsGive ofexamples anddress Evaluation forof yourweddings, community'sExperiences funerals, cus- of emotions (C) Discussemotions.clothingsports events,the for question: these and church.activities communicates "Do emotions influ- Explain ways encedescribingCoordinatinging one'schoices clothing the influenceExperience: clothes choices, one'syou wear oremotions?" do each cloth- day Keep a diary whenmayfectdiaryand youchoose theyour toare way analyzetoclothinghappy. theywear makewaysvery choices. youyourbright feel. emotions clothes af- Example: Study your You influencedPersonality by influences one's dress. and is DefineIdentify personality personality (K) WorkBrainstormpersonality. in groups to tolist study indications references of onone's State a class definition of characteristics (K) andacteristicspersonalappearance,personality. of a philosophy.pleasant ofattitude, an personality.unpleasant disposition, personality and Include facial expressions, Cite specific char- 18 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences plain,counselor,toCoordinating a guest"Personality model,speaker, Experience: orUnlocks sucharea as FHAthe a officerminister,Door." ex- For FHA, listen characteristicsthroughmayDescribe be expressedclothing personality that (C) whatsonalityShow the how individual clothingby conveying becomesis, andoes, impressiona clueand believes.to per-of whattheportrayalconveyedGive waysportrayal examples does byof television individualclothingof age?personality contribute personalities.personalities? characteristics to the In To show.Cooreinatingtraittaina specific personalityor the personalityExperience: personality. by dressing trait orfor a acer- style Ask the audience to guess the For FHA, depict valuesClothing and is beliefs. one way to express sionsaffectIdentify (K) clothing values deci-that may decisions.Statetions,comfort, values religion, moral that standards, maymoney, affect and family clothingfashion tradi- con- Examples: vanity, modesty, clothingvaluesGive examples may decisions influence of ways (C) aindividualssciousness. Illustratemodest person, onclothing various one whoappropriate occasions. believes forin highspecific Examples: 19 fashion,personal and appearance. one who has little concern for Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences make(Ap)Demonstrate clothing abilitydecisions to individualtioncificRead given,aindividual. case holds whatsituation whichvalues describingmight do you affect think a spe-cloth- the Based on the informa- mentGivenalityicaling fordecisions? a aspects mightspecific the individualinfluence of situation,the individual's clothingin thechoose case decisions? person-a situa-gar- What social and psycholog- concerningAnalyze personal clothing feelings (An) yourclothingParticipatetion. inner selection.feelings in an exerciseas they relateto discover to What factors did you consider? Get very comfortable. displays,visualizeareRelax. inlooking a strange andeach for choices detail acity. new outfit.availableof streets, as stores,you Close your eyes. Imagine that you Pretend you Try to yourinhowshop.and a thoughts. your paragraph.your feelings inner self concerning were revealed clothing in When you have finished, consider Summarize your findings 20 CONCEPT: Design in Clothing SubconceptsOVERALL OBJECTIVE: and Generalizations Apply the elements and principles of design to clothing selection (Ap) Behavioral Objectives Learning and Evaluation Experiences TheKinds two of mainDesign types of design in Define structural and Study resources to define structural and clothingrative. are structural and deco- Illustratedecorative designstructural (K) and Lookpicturesanddecorative structuralin magazinesof design. clothing, designs and orpattern found fabric inbooks samples.clothina, to find Identify decorative areFunction related and tobeauty structural of clothing and beautyExplaindecorative in function clothing designs and (L) (C) Describeexamplessign,signs insuch practicalof clothing. structuralas openings aspects and that ofdecorative enableclothing one de-de- Share with class. decorative design. orbutwalkingorative "totucks. not get functional,and clothing in sitting and outdesigns suchease. as that lace, are ruffles, beautiful and skirts that allow Illustrate dec- wearingcreatingElementsDesign apparel. elementsofdesired Design effectsare tools in for decorativeIdentify elements design (K)of Studytexture,of design: references and color. to define the elements line, shape, space, form, 21 SubconceptsLines of a garmentand Generalizations may change BehavioralIllustrate Objectiveseffects on the GiveLearning examples and Evaluationof types of Experiences lines, such as pearsthe wayto thethe observer.human figure ap- wearer(C) of clothing lines Howsetcostume,Describevertical, doesthe keythe suchhow horizontal, forplacement the asthe pocketslines other 0' diagonal,of l'neslinesand the collars. silhouetteaffectin and the curved. humanWhenshape abody, garmentof the it body.takesis put on on the the andGive forms examples (C) of shapes orformsthe Findtubular, space foundpictures divisionbell-shaped in clothing,to illustrateof aor garment? suchbouffant, shapesas straight andand lusionFabric textureof the garmentaffects onthe the il- (C)Describe various textures bustle.ofIllustrate various fabricstextures by describing the "feel" Give examples of fab- Knowledgewearer.the development of color of influences clothing Define color terms (K) Study"elegance,"rics selectedsuggesting and references "warmth."words such to asfind "poverty," the selection skills. definitionscolors,value,mary,meaning secondary, intensity,andof theincolor thefollowing and wheel.hue,class. intermediate warm color colors, terms: colors, cool Jiscuss these pri- DescribeExplain(C) valueintensity in color in IllustratementofIllustrate black with to varying intensity avalue color. amountsby byaddirg adding of varyingwhite. varying amounts Do the same experi- color (C) 22 color.amounts of gray or a complement to a Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences Knowing how to use design Define the major colorpaperBringIdentify swatchesto class the followingtofabric depict samples colorthe dimensions orschemes: colored of (hue, value, and intensity). elementsa well-dressed aids in appearance.achieving Interpretcolor schemes the (K)major ofandmonochromatic,Use eachtriadic. fabric color samples, scheme. analogous, color complementary, swatches, and Describe the characteristics ofcolorIllustrate color schemes in garmentthe (C) effects de- andDescribeexamplesmagazine dull colorstheofand theeffectpattern-book onmajor apparent of colorlight, pictures sizeschemes. bright, of toan dark,giveindi- sign (C) areaforandcolorvidual. eachgiving orby spacespace.dividing examples will the balanceof spacecolors aof larger,appropriate a garment duller Illustrate the law of areas of Example: a small bright clothingUse design selection elements (Ap) in effectsorPreparearea use of suitableapaperof garment. the dolls elements illustratius with offabric design to garmentsshow on cloth-the inPoint specific out design garments elements (An) ette,theAnalyzeing fortypes the individuals.a oftextures,specific lines, garmenttheand shapethe tocolors, orpoint silhou- De-out 23 designtermine on the the effects garment of and each on elementthe wearer. of Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences designCreativitythroughPrinciples principles the may of application beDesign toexpressed cloth- of ofIdentify design (K)the principles emphasis,sign:Define the and following harmony. principles of de- balance, proportion, rhythm, ing. toofDescribe clothingdesign eachas (C) it principle pertains theirtotransparencies,Refer explain relat'onshipto diagrams, principles or tootherprinted clothing.of illustrationsdesign materials; and Applytionsdesign the (Ap) in principles specific situa-of KeyssigntoprinciplesPrepare demonstrateinto dress.Clothing a bulletinof design. theDesign." principlesboard depicting of de- the Suggested title: Use accessories "Five

24 CONCEPT:OVERALL OBJECTIVE: Management and Consumer Aspects of Clothing Analyze consumer aspects of clothing (An) SubconceptsIndividualClothing Selection and Generalizations for the Behavioral Objectives Learnirg and Evaluation Experiences Anance,personality,tions individual's andmay currentbe physicalinfluenced clothing fashion appear- selec-by selectionmayExplain influence ways (C) personalityclothing whichextroverted,personalityDescribe would clothing be types, shy,appropriate athletic, forsuch various as for introvErted,dramatic, specificactivities colorscolorSkintrends. tone, determinehave hairon one's thecolor, effectappear- and eye (K)Define personal coloring Identifyfashion-conscious, basic skin, ingenue, hair, and and eye insecure. colors. ance. coloringsDescribe types(C) of personal alsotype.basicrizeRead have typesfromthe certain characteristics selectedof personal skin references characteristicscolorings. of each to illustratecolor or Do persons having certain colorings Summa- forofDemonstrate various different color thetypes choiceseffect of Showcoloredfortypes? examplespersonal fabric ofcoloring aroundcolor combinationsshoulderstypes by drapingof suitablevarious personal coloring (Ap) suitedcolors.daylightfluenceindividuals. for becausethe a specificappearance artificial individual. and lighteffect may of in-the Predict the colors that are best This should be done in true 25 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences Analyzecoloring your (An) personal ingcolor,Determineing. colors eye yoursuitedcolor, personal toand your basic skin personal personal tones, coloring. haircolor- Outline general principles for select- desirableProposepersonal color forcoloring one'schoices (S) youblemishes,clearer,comingCompile feel to good, a dull you. listdraw makeyour ofattention colorsyourskin, skin emphasizethatto appearyour are eyes, mostskin be- Consider colors that make attractiveClothing selections physical featuresshould make teristicsIdentify whichfigure may charac- in- yourteristicsBrainstormdull hair, your andeyes,to in be overwhelmorder makeconsidered toyour listyou. hair in figure clothingshine, charac- dull featuresmore noticeable less noticeable. and unattractive characteristicsSummarizetionfluence (K) clothingways clothingaffect selec- exaggerateDescribeandselection, neck lengthclothing sizesuch andas characteristics figuresize.those whichtype, produceface which shape, Relatefeaturesthe appearance clothing (C) ofselec- physical ousUsestylesa slimmingface a reference andshapes effect.neckline and chart neck treatments to lengths show types forand vari- sizes.of Illustrate collar characteristicstion to specific (Ap) figure linesurethecharacteristics.clothing characteristics.clothingan individual best appropriate suited may to follow personalfor personalin choosingfigure fig- Predict general guide- Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences wiseandConsideration clothingstyles may selection. contributeof fads, fashions, to styleDefine (K) fad, fashion, and twenties,fromfashionfad,Read fashion,popularreferences terms. World periods,and Warto style. findII, such postdefinitions as war the era, roaring of Lm.,0i partirnlar Styles Name current andIllustrate styles (C)fads, fashions, fads,Giveples,fifties, examplesfashions, such sixties, as of studentand clothing andstyles. seventies.photographs, which represent year- Arrange exam- Summarize the role of Explainplay.bookthe pictures,clothing how fads, ofor studentsfashions,clothing in itemsand the styles forclass? dis- Which categories are illustrated in selectionstylesfads, fashions,in (C)clothing and fashionsaableIllustratehave consumer forinfluenced purchase; mayfads, choose yourfashions, summarize clothingto purchase and the selections.styles reasonsfads, avail- and styles. trendsPredict (Ap) fad and fashion aspeercomeUse a fad.group currentfashion to clothingpredictand those itemsapparel which which willworn will dieby yourbe-out Give reasons for your predictions. pastandRelate fadsstyles currentto (Ap)revivals fashion of clothingcalandPrepare stylesshow adesigns.how reportand the contemporary designeron a current combines ideas designer to histori- create Share with the class. 27 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences tionsmakingfashions,Apply (Ap)knowledge clothing and styles ofselec- fads, in willensembleensemble.ShowProduce be how fashionable, willfadsan ensemble bemay short-lived be yet usedwhich not to short-lived.you oncomplete believethe fashion the What may determine whether an Wardrobe planningPlanning is influenced Cite factors that influ- Readmarket? references to find a definition of by various factors. mentsence wardrobe(K) require- ofwardrobe.robetorsany clothing one requirements,that season maywhich influenceof a the personsuch year. asindividual wears climate, during ward-activ- Example: a collection of List fac- Giveinfluencing examples wardrobeof factors re- influencingIllustratesaurces,ities, community,and with wardrobepresent pictures school, wardrobe.requirements. various available factors re- De- anA well-plannedindividual's wardrobeclothing meetsneeds. aListquirements well-planned characteristics (C) wardrobe of Brainstormonscribeistics wardrobe the of ineffectsarequirements. well-plannedorder eachto identify factor wardrobe. maycharacter- have Exam- wardrobehavingEstimate(K) a (C)well-planned benefits of wardrobe.Summarizeclassple: list. Share the benefitswith class, of aand well-planned make a enough clothes for day-to-day needs. 28 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences PlannedMakethegestedfits aWall, of bulletin Wardrobe,"titles: a orwell-planned "What board "Mirror, is to Your wardrobe.illustrate MirrorWardrobe on bene- Image? "The ABC's of a Well- Sug- poor(Ap)Discover wardrobe the planningeffects of byousistypeDesignate keepingnotreasons. ofappropriate wardrobe itemsclothing not "handicap"or inused? wearable your wardrobe be for eliminated vari- which How is a wardrobe affected How may this ofdon'tor Rolepoor avoided? haveplayand wiseinythingsituations wardrobe to depictingwear." planning. the effects Discuss the statement, "I Relate enablesA regular one clothing to determine inventory cloth- clothingIdentify inventory the role inof a keepingDefinesultsspecific inclothing anwardrobeplanning accurate inventory. use.decisions inventory to of their one's re- Cite reasons for ing needs. Summarizewardrobesider for planning points making to (K)a con-cloth- forms.Giveclothing. examples of suitable clothing inventory Include the following points: gar- ing inventory (C) whereshouldstylementscondition each onofbe hand,eachgarmentdiscarded. of garment,eachdescription is garment, to andbe worn,ofgarments repairs each fit garment, thatneeded,and 29 Subconcepts and Generalizati- Behavioral Objectives Learning and Evaluation Experiences inventoryDemonstratefor taking (Ap) proceduresa clothing WhatclothingtheanUse inventory guidelinesstepsa form inventory in described ofmaking are your helpful?be awardrobe. inusedclothing class in wardrobe toinventory? prepare How may a What are Point(An) out wardrobe needs wardrobe.onAnalyzeplanning? the clothing a clothing inventory inventory and ofthe a indi-specific Determine wardrobe needs based occasionssorizedBasic garments to and suit used maya varietytobe stretchacces- of Define(K) basic garments Studymentofvidual's basic referencesis onegarment.situation. which to mayform be a accessorizedclass definition to Example: basic gar- clothing dollars. garmentsofEstimate including thein one's effectsbasic ward- Summarizesavesgarmentssuit a moneyvariety reasonsin yourand of allowsforwardrobe. occasions. including one garment basic to serve Examples: forplanningDescriberobe a wardrobe(C) basicguidelines (C)garments for Summarizebility,garments.several purposes.goodcriteria fit, forflattering planning style, basic a Examples: simplicity, dura- basicDemonstrate garments ways (Ap) to vary Accessorizeousthatgood occasions,willbackground nota basic soon such for garmentbecome asjewelry, parties, obsolete. to andfit church, avari- style 30 school,dict the sports number events, of clothing or a wedding. items that Pre- Subconcepts and Generalizations Behavioral Objectives wouldLearningif the be wardrobenecessaryand Evaluation did for not these Experiences include occasions a basic Accessoriesa wardrobe. add variety to siderName factorsin selecting to con- Listgarment.selectingcostume. articles accessories, of apparel suchthat ascomplete size, shape,a Identify criteria to consider in Describeaccessories the (K) role of Explainbil:tycolor; ofprice,the use benefits insuitability, a specific 'of accessories care,wardrobe. and in flexi- plannedaccessories wardrobe in a (C)well- youraidindividuality;givegood wardrobe.extend varietyfeatures; wardrobe. to keep detracta basic wardrobe fromwardrobe; poorfashionable; features;express Examples: emphasize tions(Ap)inRelate wardrobe to accessoryother planning decisions selec- price,Applytheaccessoriesselecting features principlesthe accessoriesaccessories. as of a of accessoriespart wardrobe youof thehave, planning youtotal thelike, design, to the Examples: consider cloth- Use of a basic color in ward- Recognize the effects of worn.ingIdentify with which advantages the accessories of color coordinatedwill be mizerobe cost planning and storage helps tospace. mini- wardrobeusing a planningbasic color (K), in wardrobewardrobes.allowingfewcoloring, articles costs. a varietyminimizing of clothing, of combinationsstorage and spacereducing with required, a Examples: enhancing personal 31 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences natedDescribe wardrobe color (C) coordi- orsuchmayExplain stripes;be as used usea wardrobe together.selectmoreto illustrate solids acolor limited than plan.garments numberplaids, whichof prints, Follow guidelines, Pictures scheme.useCoordinatinghigh in fashion wardrobe Experience:colors; shopping. and develop a color Make a fileInclude for a list Many aspects of wardrobe plan- Identify factors to Listofpresently ingcolors factors inventory and in to fabricyour consideras wardrobe.a samplesresource. before of shoppingclothing Use a cloth- decisions.ning influence final clothing clothingconsider purchasesbefore making (K) shoppingdesiredmoneyarticlesfor andavailable, care facilities.purchasing of qualities,clothing wardrobe clothing. needed, and color available amount scheme, of Include clothingconsiderDescribe purchasesfactorsbefore makingto (C) considerations.makingresultsExplain clothing offactors regard purchases. for and consideration disregard cf beforethese Illustrate the sourcesThecationgoals availability areforof resourcesrelatedachieving and to useto clothingthe otherof allo- re- (K)Define clothing budget StatevidesIdentify the for definition itclothing as a financial needsof a clothingof planfamily which budget. members. pro- individual and family goals. 32 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences encingIdentify(K) clothing factors budgets influ- Listage,clothing factors income, budgets, which time, influence and skills. personal Examples: activities, makingSummarize(C) a clothing procedures budget for thatallottedbudget.Discuss money. forthe clothingsteps of andforming plan athe clothing use of Examples: estimate the money Clothing and Fabric Buymanship ingtionDemonstrate budget and use (Ap) the of prepara-a cloth- purchases,ituresConstruct for repairs, aone budget season. andfor care.your clothing expend- Include money for Satisfactionandthe fabric. wise selection may be gained of clothing from apparelCiteguides general andfor fabrics selectingshopping (K) avoidforeeralRead buyingbuyingshoppingselected onapparel guidelinesreferencesimpulse or orfabric. tospending consideridentify more be-gen- Examples: forpertainingmiliarthanin good ayou garmentwith workmanship.had to brand budgeted; care;you namesplan and sit,tocheckand buy; specialreach, all become points andlabels fa-bend faction,nateofTheguidelines clothing useerrors, ofand special willforgiveminimize purchasing helpgreater standards dissatis-to elimi-enjoy- items and (K)ingList apparel standards and forfabrics select- withstraight,apparel.dardsRead enough selected for seams stitchesselection referencesshould per of be inchvarious evenlyto toidentify be articlesstitched dura- stan- of Examples: grainlines should be ment in wearing clothes. 33 blerequire for the the intended same kind use; of liningscleaning should as the Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences suchshouldoutercific as fabric open standardsouterwear, and of closea for garment;underwear, purchasingeasily. and sweaters, zippers articles, Cite spe- standardsDescribe waysand guidesshopping may standardsblouses,Illustrateand hosiery. pants,and how guides skirts,consideration may shoes,influence ofdresses, shopping cloth- chasesinfluence (C) specific pur- mayHowmentsoveralling workmanshipmay purchases.and workmanship appearanceanswer andthe qualityaffectoffollowing a garment? theof questions:fabricfit and Examine specific gar- How Demonstrate ability to Userequiresituationsaffect general thethe costdoesshoppingpurchase ofthe a purchaseguidelinesofgarment? another of anditem?one stan-item In what dardsguidelinesuse general for buying and shopping stan- (Ap) insorysonsitemdards another? for befor suitableyoura buyingspecific choices. toin situation.selectone situation one accessory and not Why may an acces- Give rea- aablementsCoordinating guidelinesparagraph additions or accessories describingandExperience: to standards your that wardrobe.the wouldtoexperience, select be suit- gar- Apply shopping Write 34 whatdifferently you learned, next time.and what you would do Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences making.aidsKnowing the consumerwhere to infind decision information ListGivesumer sources examplesinformation of ofcon- con-(K) Describesuchlaws,Identify as labels, magazinesclothing sources advertisements, orandof fabric consumernewspaper which information, andarticles, you sales wish sourcestainedsumer information(C)for various ob- fromSummarizeoftionto information buy.various related information sources todoes those eachconc you items. source ?rninghave obtained offer?clothing List sources of consumer informa- What types Identificationples:Discussor fabric laws you relating wishAct requiresto topurchase. clothing. generic la- 1) The Textile Fiber Products Exam- situationstileLabelingbelingFederal products of ActFoodfibers; illustrating classifies toand be Drug safe. Actwayswool; requires these laws tex- 2) The Wool Products Role play 3) The creaseComparative the satisfaction shopping may de- in- Statecomparative the meaning shopping of defineReadpurchases.may influencefrom comparative selected one's shopping.references clothing andin orderfabric to Share your rivedric purchases.from clothing and fab- parativeexplain(K) howshopping to do (C)com- shopping,Givedefinition examples suchwith of asthe waysusing class. to information do comparative from 35 typesconsume,- of stores.guides and shopping in various Subconcepts and Generalizations Behavioral Objectives DiscussLearning information and Evaluation needed Experiences in order to do Demonstrate ability to carryprovidedcomparativeUse catalogsapparel, by shopping,stores, andprices, newspapers various suril and quality. asshops orservices take that field Clothing Care shop comparatively (Ap) tripsforing atheto specific storesbest buy tosituation. forproduce an article evidence of show-apparel ance.uteClothing-care to one's personal routines appear- contrib- activitiesseasonalList daily, clothing-care (K) weekly, and Citeples:periodic daily clothing-careroutines of clothing activities. care and daily care--properly put on and Exam- Illustrate the value of erly;takeGiveand off mend;weeklyexamples clothing seasonal carelaunder, of andhow care--restyle hangan "ounce clothingiron, of press, and preven-prop- store. tiesclothing (C) care activi- onofspenttion""Keeping garments.a bulletin onmay clothing decreasethe board.Upkeep care the Down," andtime replacement andor "Amoney Stitch Illustrate the above slogan Suggested titles, Whencatedstored clothes and they care areare is correctlyeasily minimized. lo- areasCite clothesin a home storage (K) yourshelves,Namein home. Time...."places boxes, where chests, clothes trunks, are stored hooks, in Examples: closets, drawers, 36 garment bags, and shoe racks. Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences soriesclothing-storageIllustrate (C) closet acces-and thosestorageGiveaccessories exampleswhich accessories. are whichof luxury closet are items. necessaryand clothing- and Summarize storage Showagearranging waysareas of (Ap)clothing efficiently stor- orhomemakingtoDiscoveritems putefficiently on.near storage room. the arrange placeprinciples theystorage areand in touse thebe them used 2) Store like Examples: ems together.1) Store ontoStore3)reach. orgraspStore nearregularly anditems the remove. floor.where used easilyitems withinseen. easy 5) Store items so they are easy 6) Store heavy items 4) ThangestedstoragePrepare You title: accessoriesaThink." bulletin boardand arrangements. to show clothing- "There's More to Storage A poem may be included. Sug- BeneathOfAndExample: "There'slosing if youa trackmount findmore andofyou'reto clutterstoragebeginning on the andthan to brinkkink yousink think disadvantagesPoint out advantages of various and AnalyzearrangementsThenProper get various storageorganized, for storage canclothing don'tbe facilitiesthe items.be missing a fink and link!" Include storagearrangements (An) for clothes 37 accessories,knits, shoes, and blouses, under garments.pants, dresses, Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences careconvenienceclothing-storageCoordinating, as well and asExperience: reducingfor area minimizing in theyour amount roomclothing forof Organize a toclothingMending, increase mayaltering, a bewardrobe. economical and restyling ways andbeforeList restyling factors mending, toclothing altering,consider ortorsReadstorage restyling. torecommended spaceconsider needed. beforereferences mending, to cite altering, fac- Consider the following (K) WillWhatquestions:ished?involved? willthe garmentthe cost be be? fashionable when fin- Did you like the garment to be-How much timeIs isthe involved? garment worth saving? How much skill is restyletoGive mend, examples garments alter, of and(C)ways onillustrationsPreparegin buttons, with? a bulletinsnaps, of procedureshooks board and with eyes,for step-by-step sewing Will you wear it? hemming,duresViewtitle, filmstripsin "Amending, clothing Stitch which and incare. Timedarning. illustrate Saves Nine." proce- Suggested techniquesterationDemonstrate and (Ap) mending,restyling al- mending,onstrateApplyingtechniques item.mending, altering,for tothe alteration,specific class or restyling procedures situations. and restylinga cloth-for Make illustrative materials Dem- 38 for use in demonstrating. Subconcepts and Generalizations Behavioral Objectives CoordinatingLearning and Experience: Evaluation Experiences Mend, alter, or Keeping your clothes clean and Identify care instruc- Listforedorestyle notdifferent being wear a garmentworn or types whichagain. in of mustyour care bewardrobe instructions repaired that be- you andfreerobe. durability of stains towill your add ward- beauty tionsInterpret(K) on labelsgarment care (C) instruc-labels Readcommonlygarments labels written described. and explainon garment how labels.to care for the Share with class. preventCorrecting cleaning. damagelaundry to techniques garments dur-may List(K) laundry supplies waterListenzymeable.Identify softeners,the products, purpose(s)laundry and stainsupplies fabricof eachremoval currentlysofteners. product. agents, avail- Examples: detergents, bleaches, clothesExplain(C) forhow washingto prepare temperatureitemsstains,laundering.Describe into and steps pilesexcessiveto bein accordingused,preparing soil, and toandamountclothes color, separate of forwater Examples: remove spots, specificShow how itemsto hand (Ap) launder sweaters,followingUsesoil. correct anditems procedures scarves. by hand: for laundering the hosiery, gloves, 39 Subconcepts and Generalizations washingBehavioralDemonstrate machine Objectives use (Ap) of a washingShowLearning correct machine and procedure Evaluationin the homemakingfor Experiencesusing thedepart- whiteknits.mentreferences.clothes, clothes,by washing permanent dark the clothes, followingpress garments, delicate items: and Use manufacturers' care labels as chineUsedoCoordinating acorrect week'swashing procedureslaundry Experience:and for and ironing. for ironing hand andat home. Volunteer to ma- PlanbyDetermine specific daily, caregarmentsweekly, required and(An) Deviseitem.determineAnalyze a wardrobeworkable the type itemsschedule of care and forneededread daily, labels for each to Removal of stains may increase Listactivitiesseasonal general clothing-care iS)steps for weekly,Readguities. dance. selected and seasonal references clothing to identifycare activi- gen- Refer to specific references for the life of garments. removing stains (K) unknown,besteralifidentify thestepsmethod garmentseek stainin for thestain removingisand help expensive removal.fabric of thea type;dry stain; cleaner. determine and or the stain Examples: 40 Subconcepts and Generalizations DescribeBehavioral the Objectives four main GiveLearning examples and Evaluationof each of Experiencesthe four main types(C) of stain removers tergents,caltypes stain of absorbent stainremovers removers: materials, and chemi- . solvcnts, de- stainusingExplain removereach procedures main (C) type for of ousthetoiView .1ustrate fabrics.mainobserve a filmstriptypes whenprocedures of using stainor transparencies stainforremovers using removal oneach vari- whichprod- of List necessary precautions alDemonstrate procedures stain (Ap) remov- stainPrepareucts on removal variousa file procedures offabri index cs cardsfor various which gives . tionsMakeproceduresandcommon work any tostains. increaseneededin to groups specific revisions the to clarity applystained in appropriate theand fabrics. instruc-useful- Use the cards as reference KnowledgeGrooming of grooming principles Identify elements of Nameness ofcomponents the file. of good grooming, such as ance.confidence,ofcontributes personal andappearance,to thesocial improvement accept- self- good grooming (K) tion.poise;ing;clean proper hair,muscle usenails, control; of makeup;teeth, and body,good nutri-posture;and cloth- 41 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences ingDescribe habits personal (C) groom- groomingBasedpletingInterpret on habitsa thecheckyour check you personallist wishlist, or toquestionnaire.grooming summarize improve. by com- habitsandcationDescribe values may of howbe attitudes(C) angrooming indi- examplesflectsExplain the theillustrating person statement, you yourreally "Your opinion. are."grooming re- Give SocialGoodgrooming healthchange habits. habitsmay affect contribute ListgroomingchangesIdentify practices maywayshabits affect tosocial (K)follow NamegroomingIdentify factors habits. social involved changes in achievingthat influence good toance. a pleasing personal appear- to(K) promote good health freshadequateregularancedhealth. air.diet, visits water daily tointake, dentistexercise, and and plentycleanliness, doctor, of Examples: plenty of rest, bal- of(C)thatEstimate following promote the practices goodimportance health practices.ishes.inDescribe being alertadvantages and minimizing of following skin good blem- health Example: plenty of rest aids toBody good cleanliness health and contributes good looks. cleanlinessthatDescribe result body needsin processes specific (C) collectstionfromExplain bodycauses cleanliness dirtprocesses. odor and andbacteria, needsoiliness, which and skinporesresult Example: perspira- 42 t:r:ore infected. SubccirPots and Generalizations ExplainBehavioral procedures Objectives for DescribeLearning properand Evaluation bathing procedures.Experiences Exam- linessmaintaining (C) body clean- examplessponge,powderthoroughly,ple: orofand bodytypes tub.dry lotion quickly,of baths, and and deodorant.such use as dusting shower, Lather entire body with soap, rinse What products may be Give epsomcologneproductsposes?added salts to is bebath mixedan made inexpensiiewater? withat home? a few water drops softener of Do they really work? What are their pur- Example: Can these ductsDiscover that commercial facilitate pro- the inDemonstratetutedand maintaining skinfor bathconditioner the salts.body use cleanliness.of whichproducts may whichbe substi- aid Prepare Proper facial care enhances and maintenanceIdentifyliness (Ap) skin of bodytypes clean- (K) prices.theira Definechart purposes, showingskin types, proceduresvarious such commercial as for normal, use, products, anddry, preserves natural beauty. faceproperlyExplain (C) procedurescaring for forone's waysDescribeoily, to careand yourcombination.for it.facial skin type and proper Share with class. maintainingfaceDemonstrate (Ap) a stepsclean in face.useParticipate proper procedures in a "face in care" caring laboratory for your and 43 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences Makeupouflagedesirable may undesirable befeatures used to and features.highlight tc cam- classificationsList complexion (K)color ofcomplexionRefer each. to references coloring. to identify types of Cite characteristics Identify face shapes (K) mates.diamond.Listround, basic square, face shapes,oblong, suchpear-shaped, as oval, and Compare your lists Categorizewith class- face shapes of class- upselectingIdentify (K) guidelinesand using make-for yourStatemakeup.mates. face guidelines appear morefor selectingoval; select and colorsusing Reconcile anyExamples: differences. use makeup to help Interpret guidelines for Givematcheshair,of makeup examples and your skin;that skin of will and makeupcolor. choosecomplement and makeupapplications your that eyes, upselecting (C) and using make- Summarizefaceusingandthat face shapes enhancemakeup guidelinesshape. and appropriateyour complexion complexion for selecting for colorings. variouscoloring and Share with the class. makeupselectingApply guidelines(Ap) and using for eyeofrouge,theDemonstrate makeupliner, following powder, formascara, appropriatevarious types eyebrow and ofoccasions. lipstick.makeup:color, selection eye shadow,and use foundation, Include Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences andcommentsproperaCoordinating professional application. makeup on skin Experience:application. cosmetologist care and makeup demonstrate purposes For FHA, observe Listen to her Solvelems special(Ap) skin prob- solvingandspecificPredict future specialproceduresskin benefits problems. skin that mayproblems? resultmay help from to solve What present habitspersonalAnalyze (An) theface-care quality of yourtions:habitsDetermine face? by answeringthe quality the of following your skin ques- care How regularly do you care for What are the results of your Clean, healthy, attractive hair Cite characteristics of Listskinance?developed carecharacteristics habits? to improve of your healthy facial and appear- well- What habits can be is essential for good grooming. Namewell-groomed,hair hair-care (K) healthyproce- Citedryfreegroomed scalp, procedures of hair.split and excessive ends;for proper and oil.free hair of care. dandruff, Examples: clean and shiny; Explaindures (K) the purposes of ashampoo DescribeInclude:special frequently, rinsethe importance or shampoo and treat and if purposesnecessary.hair with of brush daily with a clean brush, ceduresvarious (C)hair care pro- 45 hair care procedures. Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences One's hair style should comple- CiteproperApply considerations procedureshair care (Ap)for for hairDemonstrateReadpooing, problems. selected brushing, proper references proceduresand treating to identifyfor special sham- sonality.ment one's face shape and per- selecting(K) a hair style personalpersonality;profile,style.factors totaste.and consider prominentavailable when facialresources; selecting features; and a hair Examples: shape of face, neck, styleforInterpret selecting (C) considerations a hair shape.stylefaceConsider shape. would hair enhance styles asuitable specific for face each Summarize reasons various hair Explain reasons each hair forShow oneself suitable (Ap) hair styles byDiscoverfacestyles experimenting shapes. are hair unsuitable styles with becomingforvarious individual stylesto you Handregularsimilar care basis.proceduresand foot care done involve on a careIdentify terms hand- (K) and foot- manicureReadsuggested selected and for pedicure. referencesyour features. to define goodofExplain hand grooming andthe footimportance (C) care in mostfootwearProperpedicures.Explain of thefoot thehelps time andimportance prevent andtoenail should possible ofcare manicureslook plus nice.abnor- correct and Examples: Hands are in sight 46 malities and malformations of feet. Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences feetproperList (K)supplies care of usefulhands andin ofmanicuringNamefor each equipmentproperly item. and caringpedicuring.and supplies for hands useful and feet.for List the items essential State the use andsaryIdentify feet in caring (K)procedures for hands neces- ViewandRead foot-care aselected film or procedures. referencesfilmstrip showingand list proce- hand- handsproperlyExplain and thefeetcaring process (C) for of becureExplaindures done? and in reasonspedicure.caring for eachhands step and infeet. a mani- How often should each handApply and knowledge foot care of (Ap)proper SummarizeWorkforgivesand ineachmanicures. himselfpairs theprocess. stepsto a practicemanicure used by doingand your pedicure. pedicurespartner Observe your partner as he What changes would you yourselfbeingcurepantssuggest observedor maya pedicure;tomanicure elect him? by to your andhowever, give pedicurepartner. each no other onewhile should a mani- Reverse roles and give Partici- bepedicures.larCoordinating pressured time for to Experience:giving do so. yourself manicures and Follow the schedule for a period Schedule a regu- 47 inof time.the appearance of your hands and feet. Report to the class any changes MuscleSubconcepts control and isGeneralizations required to BehavioralIdentify postureObjectives guide- Read..selectedLearning and Evaluation references Experiences to define good ture.achieve and maintain good pos- ing,(K)lines walking, for sitting, and lifting stand- ofMakestanding, posture.Venus a bulletinto walking,symbolize board and grace usinglifting. and the beauty. silhouette List guidelines for sitting, observancdGive examples and disre-of the SummarizeSuggestedpicturesGood Sense title:findingsof Ispeople to thefrom who Mind." observationshave exhibited or good "Grace Is to the Body as goodgard postureof guidelines (C) for ofdoespersonsor andclothing? poor goodwalking. withposture posture good when oraffect poorstanding, attractivenessposture. sitting, Describe your impressions of How forDemonstrate(Ap) various activitiesgood posture whening,Role standing, gettingplay gracefulness sitting,in and out walking, andof aawkwardness car, stoop- and toDividebeingly show filled seatedinto proper row.groups. in posture the middle for anof activity.a partial- Select a group leader leadersanothertheleader.Everyone leader activity.until into theashow number group proper ofshould activitiesposture follow for the Select another group member as Continue changing 48 have been practiced. Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences inandA poisedsocial dignity personand visually professional demonstrates and vocally situa- ease Define poise (K) ofReading a poisedselectedof poise. person. references to state the mean- List the characteristics of Examples: sits, stands, tions. Describe a poised person Explainfully.typesand walks ofsituations situations; correctly; in whichandis atuses youease handshave in variousob-grace- (C) peopleeffectHowsiderserved did thepoisedarounddid the persons the persons persons.them? poised to appearhave persons exhibited and have act? onpoise: the Why do you con- What variousDemonstrate situations poise in(Ap) TakeatainshowingObserve slip turns situations. of poisedemonstrations rolepaper andplaying that lack identifies theofby poiseclasssituations ainmembers situation. cer- Draw from a container publicknow,roomdentlyfor the filled stumbling place,spillingclass. with being orapeople food fallingintroduced onwho you, downyou to enteringdoin someone, nota a Examples: someone acci- walkingmayeatingandthe be shakingtelephone, acrosslabeledwhile beinghands.a "show stagedropping watched, poise"to acceptbooks ortalking "showoran purse,award, onlack (Note: Each situation Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences waysthatsituation.of poise."of somecne's exhibiting feelings more poise are hurt. in each DoAsk not cidss be somembers sharply to criticalsuggest Relate situationsduresCoordinatingappropriate for inimproving dresswhichExperience: toyou yourpoise. have own felt poise awkward in Discover proce- Workonsitting,improving previous in pairs walking, poise.occasions. to practice turning, procedures using hands, for Practice standing, hostess,el,Observetalking, modeling a demonstrate resourceand school making person, instructor,tointroductions. class such the asor use aairline mod- of stylestandardsCoordinatingpoise showand postureofgiven Experience:poise for in while yourvarious modelingclass, situations. school, in a For FHA, apply gooddemonstrationCoordinatingor PTA. posture Experience:in showing various use situations. of poise and For FHA, give a 50 SubconceptsExercise and and good Generalizations nutrition in- BehavioralIdentify theObjectives effects of LearningRead selected and Evaluation references Experiences to cite reasons fluence body shape. Recognize(K)nutrition desirableon body shape forReferandas maintaining maintainingproviding to selected energy goodor chartsachieving eating for orneeded habits, referencesnormal exercise. suchweight to weightsfectingIllustratebody builds for body various factors (K)shape (C)af- shape.Describeaccordingidentify briefly suggestedto body factors height weight affecting and for body individuals bodyframe. Include heredity, eating habits, alterDescribe body ways shape one (C) may ity,shape.Discussposture, and variousposture.and exercise. factors influencing body Examples: exercise,Give examples diet, ofhered- forms maintainPredict waysor improve one may the Demonstratedailyforreferences recording exercise exercisesfor effectsover specific a suggestedperiodon bodyfigure of shape intime.problems. various of areasshape (Ap)of specific body waysCoordinatingofInterview specificof maintaining resource bodyExperience: areas. orpersons improving to find the outshape Share with class.For FHA, invite orphysicalofshape.a a panel Weightdoctor. tofitness Watchers, discuss expert, waysa P.E. ofa schoolteacher,improving nurse, a body Panel members may include a member 51 OVERALLCONCEPT: OBJECTIVE: Construction of a Simple Garment Analyze equipment and techniques used in garment c9nstructiK (An) SewingSubconcepts Equipment and Generalizations Behavioral Objectives Evaluation and Learning Experiences ofsewingSelection,the construction, quality equipment use, of andwork,andinfluences carethe the ap-of rate ingIdentify equipment types (K) of sew- StudysewingViewment basiclabeledlisted tools. categories onpictures a handout ofof sewingaor variety transparency. equip- of Match each category with uct.pearance of the finished prod- andcutting,forEquipmentthe hand theequipment sewing.marking,following categories necessary pressing, tasks: may forinclude and that machine toolstask. measuring, Quota?"SewingSuggestedequipmentMake aMotions" bulletin titles: needed and boardfor "What's your to designate sewingYour Equipment project. sewing "Sewing Notions for whatessentialEachand sewing seamstressamount basedequipment of sewingonmust the isdecide shetype does. mentbasicsiderList (K) factors sewingin selecting toequip- con- ticalequipment.toRead consider use,selected storagein selectingreferences space basicavailable, and citesewing factorsand Examples: cost, need, prac- ofDescribe ccmmoaly the used functions sewing equipmentSelectispossibility not available.one and item of explain afrom substitute aits display functions. if ofan sewingitem equipment (C) 52 Subconcepts and Generalizations Behavioral Objectives toPlayLearning the the back gameand of Evaluation "Equipmentevery class ExperiencesInquiry." member a sheet Attach ofsewingindividualvisible paper toolequipment onto which cannottheon hisother theis seeown written. name class theback. ofname members, a pieceof the eachof ByAlthough describ- bersidentifyinghepersoning represents. givethe identify functionseach the other object.the of cluespiece the tool,toof helpequipment class each mem- Set a time limit for Summarize(C)using basic procedures sewing toolsfor mentpanyingDescribe by paraphrasing sewing proper equipment. methods instructions of using accom-equip- efficient.easier,Proficiencythe sewing more inmachineenjoyable, the operation makes and sewing more of sewingIdentify machine parts (K) of the chineandpartsparenciesRead locate selectedyouof awill oreachsewing a references, use filmstrippart machine.in onclass. the aescrioingor sewing view trans-ma- the List parts coact:;Explainvarious ^e the (C)parts functions of a sewing of Workfunctionsof ain sewing pairs of machinetoeach indicate to andyour describevarious partner. partsthe using(C)Describe a sewing procedures machine for atrateView sewing filmstripscorrect machine. procedures or charts for which operating illus- Discuss procedures in 53 class. Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences useDemonstrate(Ap) of a sewing the machinecorrect needle,Showtheby performingskillbobbin, thread in thread operating thethe machine, followingthe abobbin, sewing stitch tasks: insertmachine a a fill Demonstratejustgoodstraight the and stitch poorline, ability tension. regulator,use tostitching use aand sewing guides,recognize ma- ad- Proper maintenance and care of Cite guidelines for orproject,Viewchine an apron.transparencies by such completing as a skirt, ora toteread a bookcover, bagreferences or a torn to lifea sewing and usefulness.machine prolongs its ofExplainmachinecaring properly (K)thefor importancecaringa sewing for tanceIllustratelist guidelinesof proper on a sewingbulletinfor sewing machine board machine care.the impor-care. Applya sewing guidelines machine for (C) What'sWorkSewingSuggested inIn Machine," groupsIt titles: for toYou?" ordemonstrate "Sewing Machine proper Carecare "Have a Care--For Your - sewing(Ap) machine care constructionPracticeandchine storage you proper use ofunit. theincare .:lasssewing of thethroughout machine. sewing ma-the 54 PatternsSubconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences propriateSelectingcreases satisfactionfora pattern student that skillsderived is ap-in- (K)inList selecting factors ato pattern consider student,a Identifypattern. amount factors of tofabric consider needed, in selectingtype of Examples: sewing ability of from clothing construction. Explain suitability of Selecttooffabric bewearer, learned. needed,from and pattern constructionfigure books type, examples techniquesmeasurements of stressthevarious beginning (C) patterns seam- for garments;Hints:suitablepatternsting are forthat stylesmore the would difficult; requiringbeginning and would andcarefulseamstress. notconstruc- befit- fewer pieces indicate simpler Explain characteristics Refercult.buttonholes,tion techniques to patterns and suchpoints provided as aretucks, bymore yourscallops, diffi- teacher of(C) easy-to-sew patterns easy-to-sewshortconstructionfollowand give period instructions, examples patterns. oftechniques, time of requiredfewcharacteristics andpieces, relativelyto con-simple of Include easy-to- Predictpatternsdifficulty the (Ap) degreeof various of suchshowingstructUse aspattern the suitabledifferent garment. books to degrees tothe discover beginning of difficulty, patterns seam- 55 forstress, a tailoring to the advancedproject. seamstress, and Subconcepts and Generalizations BehavioralDemonstrate Objectives ability to IdentifyLearning yourand Evaluationsewing skills. Experiences Relate priatesiect(Ap) afor pattern one's appro-skills yourwhichdifficultreasonsterns skills are you some suited tolike.for characteristics othera toperson yourpatterns withskills. yourmay abilities. Show several patterns of pat-be too Predict Accurateingin selectingminimum body alterations. measurementsa pattern requir- aid whichIdentifyDescribeable patterns (K) figure figure are types typesavail- for (C) wallIllustratepatternsRefer chart, to arecharts tocharacteristics made.list in figurepattern types ofbooks, figure for or which typesto a List measurements neces- Size"titles:byConsult making or "Sizechartsa bulletin Yourself in pattern board. Up!" books to identify "Figure Your Pattern Type and Suggested ternssary for(K) selecting pat- selectingbodytheseCitebust, measurements themeasurements.waist, properprocedures hips, pattern that and for are back size.taking necessary waist each length. forof Examples: takingIllustrate(C) body measurementsmethods of measurements.surements.Explain to the class he Describe methods for taking Include points such as to take body mea- whenmentssnuglyease,that one shouldthat accurate butis standingthenot be tapetightly,measurementstaken naturallymeasure over and undergarments. isthatmay and be measure-at taken adjusted Subconcepts and Generalizations DemonstrateBehavioraltake accurate Objectives ability body tomea- WorkRecordLearning in pairseach and individual's toEvaluation take body Experiences bodymeasurements. measure- andDeterminesurements pattern (Ap)figure size (An)type theturementsUse pattern use. patctrnon a card type size that and charts cansize be tothat keptdetermine best for fu- canwhichmeasurementsArecorresponds be there thedone pattern differencesabout andto your thethesewas measurementsbodydesigned? betweendiscrepencies? measurements. your for body What Theinginformation pattern pattern , neededenvelope in purchas-provides Citethe informationfront and back given of ona parenciesView sample depicting pattern patternenvelopes envelopes. or trans- tions. fabric, and no- velopepatterngivenInterpret (C) onenvelope pattern information (K) en- Listgiven.functionsExamine kinds a ofpatternand iaformation the envelope.meanings provided. of information Describe the Solveainformation pattern problems envelope provided based (Ap)on by size,b)theUse determine garment,a pattern yardage and envelope according to a) selectto your a view, c) list notions needed to construct d) list pattern pieces suitableCoordinatingthisneeded information tofor make Experience:your the figureon viewa chart. andchosen. sewing skills. Select a pattern Record 57 notionsDetermine needed the patternto make pieces,the view fabric, you chose. and Subconcepts and GenerElizations Behavioral Objectives Learning and Evaluation Experiences SelectionandisFabrics influencedthe andindivicual'sof fabricNotions by garment and sewing noticns design madeDefine fibers natural (K) and man- nitionsRead selected of natural references and man-made and cite fibers. defi- ability. (C)ralGive and examples man-made of fibersnatu- wool,man-madeester,fibersObserve acetate, andas fibers.samples naturalspandex. acrylics, of or natural man-made: nylon, fibers poly- and Classify the following cotton, whyKnowledgegarmentsmadetics certain fibershelps ofandnatural onefiber areblends toused andcharacteris-understand may forman- be some naturalListfibers characteristics and(K) man-made of wearingabsorbency,blends.teristicsRefer tocomfort, a of chartand various durability,hand. to identify fibers resiliency, andthe fibercharac- Examples: care requirements, moregarments. satisfactory for other ofGive various examples fibers of (C)uses madetheirDescribegarments from fiber garments variousfor contents. various fibers.in your occasions wardrobe which noting are Make a display of mayusedFiber influence for content preshrinking the and method finishes fab- (K)preshrinkingIdentify methods fabrics of shrinkingDiscussreferences the fabrics. meaningto identify of shrinkage. methods of pre- Study rics. (C)forExplain preshrinking various methodsfabrics steamandofDescribe preshrinking dry, with dipthrough steam in fabrics.basin classiron, of discussionand hot have or colddry methods cleanerwater, Examples: wash 58 steam press. Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences lectedforDemonstrate preshrinking fabric procedures (Ap) a se- isofdemonstratingDivide preshrinkingeach intomethod groups, to appropriate?fabric. the withclass each one groupmethod In what cases Inappropri- toTheif learn beginneran easy-to-handle basic may sewing find techniquesitfabric easier is Define fabric "hand" (K) feel,theReadate? meaning from drape, selected of or fabric handling references "hand." qualities to discuss of Examples: selected. variousDescribe fabrics the "hand" (C) of qualitiesSelectclassa fabric. athe fabricof feel, the sample fabric.drapability, and discuss and handlingin (K)Identify woven fabrics asNamethroughDetect broadcloth, common wovena microscope fabrics fabrics corduroy, that orby pickviewingsatin,are woven,glass. andfabrics such theloomExaminegingham. primaryto seea loom howfeatures orfabrics an ofillustration arewoven woven. fabrics. of a State quireonfirstnap Fabricsgrain, mayno sewing matching, promote arewhich non-bulky,project. aresuccess and closely have re-in noawoven ginningsuitableList fabric seamstress for designs the be- (K) stress.designsView a suitablefabric display for the to beginning identify seam-fabric 59 Subconcepts and Generalizations Behavi oral Objectives Learning and Evaluation Experiences appliesDefine grainto fabrics as it (K) nitiontoRead the selectedof class. grain. references to find a defi- Recite the definition Describeare on grainfabrics (C) that betweenperfectfabricandFind off-grain. illustrations offgrain.fabrics grain that and of arehow fabrics onto andpull that off it aregrain.to on- SummarizeIllustrate the howdi fferencesto pull a printedDescribe off fabrics grain that(C) are WhatsquareprintedtoPull illustrateare amay crosswisecharacteristicsoff be grain?used off threadtograin achieve ofprinting.of fabricsa rightprinted angles. fabric A T- Showprinted fabrics off whichgrain are(Ap) orRelateprintedCollect drape theofoffsamples fabrics resultsgrain. of printedoffabrics using off thatfabrics grain. have printed been Demonstrate the har- fabricsRelate grain-perfect to suitability whichoffforPredict grain garmentare theoffto theconstruction.suitablitygrain. effects ofof specificsolid fabrics fabrics How does the priateDeterminefor construction for fabricsbeginning appro-(Ap) sheet,Usingforgrain construction? a of analyzecheck the fabriclist fabrics or affect fabric-analysis at a itsfabric suitability store seamstresses (An) 60 to determine which ones are best for a Subconcepts and Generalizations Behavioral Objectives teristicsbeginningLearning andseamstress.of theEvaluation fabrics Experiencesthat are desir- Point out charac- Selectioncolorgarment will style,of complementnotions proportions, based the onback and envelopeonList back notions of(K) a pattern suggested envelopesCiteable forthe forbeginningnotions various recommended seamstresses. garments. on pattern design of the garment. ofDescribe various typesnotions and colors (C) available.andLabelCollect functions. unfamiliar notions notionsand arrange with anames, display uses, area. List the types of notions posesobserveandVisit threads.of a the specificnotion variety department items. of fasteners, in a store trims, to Find out the uses and pur- garmentof(Ap)Relate various sizesize notions andand colorcolor to WhatwhichnotionsShowcoordinating is coordinatethread, the suggested importance zipper, notions with on specific abuttons, of withpattern matching color fabrics. andenvelope oforother fabric? heavyoflongunmatchedDemonstrate notions metalfor size, and thread,zipper unsatisfactory fabrics. buttons andzipper sheer out too ofcoordinationfabric, shortproportion. or Examples: 61 Subconcepts and Generalizations Behavioral Objectives andCoordinatingLearning notions and suitableExperience:Evaluation for Experiencesthe pattern Select fabric AccuratePattern Use use of a pattern in- Identify the parts of Studychosen a specificfor your patternclass sewing to identify project. the onefluences learns theto sew.ease with which Definea pattern pattern (K) construc- Lookpieceeachparts at pattern ofwithyour a pattern.yourtissue part. name pattern or initials. and identify Label each Statepattern the purpose of tion symbols (K) themeaningidentified.the class. pattern.terms of eachand symbolsterm or yousymbol. find printed on Cite the meaning ofStudy each referencesterm to find the Share with symbolsInterpret (C) construction blankWritesymbols pattern in the piece.construction appropriate terms places and on draw Exchange with a a withtern.theternclass theterms piece. member.classmate and symbols who labeledwritten theon thepat- pat- Check your interpretationsTranslate the meaning of easiermakingpatternProficiency aidclothing guide more in sheet enjoyable.constructioninterpreting aids in a sheetofIdentify a (K)pattern the purposesguide whichguideViewreferences may asheet. transparencybe obtained to list from orthe read theinformation selectedpattern Subconcepts and Generalizations Behavioral Objectives. Learning and Evaluation Experiences theExplain(C) pattern the guideimportance sheet of sheet?sulttimeSummarizein clothingandfrom energy. totalreasons construction, dependence for using on sucha aguide guideas savingsheet Example: fabricWhat problems may be wastedmay re- specificpatternDiscover layoutsituationthe appropriate for (Ap)a fortoUsefrom variationsfind the following thefabric pattern of widthsome selected layout patternand patternpatterns. appropriate layouts. size HowviewifappropriateChoose wouldyou of wereand theyour circlegarment?goingfor choice your tothe havemakeclass pattern beena sewingdifferent layoutaffected project. If the fabric were '§immarizeparing steps a inpattern pre- for labeling,Examples:Explaina different steps and width? inaltering preparing pattern a pattern. pieces if pressing or smoothing, trimming, Prepareuse (C)(Ap) a pattern for necessary.forDemonstrate use. steps in preparing a pattern In what instances would it be Properandaccurate marking pattern placement, contribute alterations cutting, to anda ternIdentify alterations possible (K) pat- ing,lengthening,Namenecessary andtypes adjusting toof trimshortenin9,pattern patterndarts. alterations, widening,pieces? suchnarrow- as professional-looking garment. 63 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experie;:ces simpleExplain alterations steps in making (C) ViewbasictrateRead sample steps fromsimple selectedpatternin alterations.making piecesreferences pattern which alterations. and illus- discuss alterDemonstrate a pattern ability (Ap) to hipline.andshortening,orMake miniature decreasing the following changingpattern waistline, alterations pieces:darts, bustline, and onincreasing sample and lengthening, Theandpatterncorrect time marking onepiecesprocedures spendsfabrics and learning forwill cuttingplacing save piersandList pinning rules on fabric forpattern placing (K) propercordView rulesapattern filmstrip for layout placing or demonstrationand and pinning. pinning ofpat- Re- tion.time in clothing construc- mentternIllustrate and pieces pinning correct(C) of pat-place- pinned.correctlyGivetern piecesexamples and on incorrectlyoffabric. pattern piecesplaced whichand are Estimate the results of using placeDemonstrate and pin abilitypattern to placeFollowforan incorrectly cuttingand the pin pattern fabric.a patternplaced layout patternon fabric.directions as a guide to Ask outStateon afabric garmentrules (Ap)for (K) cutting forwork.Reada cuttingclassmate selected out or areferences garment.the teacher and to list check rules your 64 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences cutting(C)Illustrate out arules garment for erly;garment.Describe keep proceduresfabric flat; for and cutting cut in out the a Examples: hold scissors prop- otherListrulesdirection onpossible, forindividual cuttingof the yet grain sheetsoutincorrect, a and garment.of aroundpaper rules thenotches. on List or"true's"rules.drawingadditional false and fromin pieces explainone a containerlist of why. paper.and the "false's"various in State whether each rule is true Put all of the Take turns mentforUse (Ap)correctcutting proceduresout a oar- yourAskDemonstrateanother. work.a classmate skill or inthe cutting teacher out to acheck garment. markings(K)transferringIdentify to reasons the pattern fabric for fabric?transferringpieces.andRead state books, rm3sons markingsbrochures, for markingfrom or patternother pattern references to How important is accuracy in enceing.Fabric the methodcolor andused type for maymark- influ- fabricsList methods (K) of marking waysmethodorCiteRead tracingto factorsselectedmarkfor markingwheelfabrics. to references andconsider fabric. dressmaker's inand choosing identify carbon. a Examples: chalk E5 Subconcepts and Generalizations Behavioral Objectives ingViewLearning methods transparencies and of Evaluation marking or fabrics.a Experiencesfilmstrip depict- markingIllustrate fabrics methods (C) of markingeachfabrics.ingSummarize ofpattern themethods correctidentified pieces. suitable procedures methods for specific forof mark-using Give examples of markingDemonstrate fabrics methods (Ap) of techniquesthespecificChoose fabric. a fabric.markingto transfer method pattern suitable markings for a to Use correct marking tyeaseManagement results. in sewing incontributes Construction and higher to quali-greater Definetion termsbasic (K)construc- nitionsclothing-constructionRead selected for these references terms. terms. and list common Cite defi- structionofExplain knowing theterms basic importance (C) con- tioningroletheGive terms.cartoons. importanceplaying,examples presenting ofof situationsknowing skits, basic illustrating orconstruc- draw- Depict the situations by Block:samplesletinIllustrate board.and displayingconstruction them terms on theby labelingbul- Construction Ahead," "Construction Suggested titles: "Road 66 Ahead:for Construction." Learn These Signs," and "Detour Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences ment.order,organization,Unit constructionand sense logical of contributesaccomplish- sequence, to IllustrateconstructionDefine unit unit method(K) method of GiveunitdefinitionStudy methodexamples references ofof ofandconstruction. sections inthe order procedure ofto specificcite for the the gar- ofvarious construction garments for (C) mentshandlingerencesfront,construction, that sleeves, which eachshould unit.suchexplain andbe astreatedcollar. skirtprocedures asback, units forbodice in Examples: Review ref- use left- bestitch.andtionalto-right performed check stitching, sewingmachine before proceJure, beforedojoining like beginning jobs onepin sectiontogether,for todirec- Summarize construction steps to tostructionDescribe the efficient howcontributes unit organi- con- aExplainof to meansa angarment organizedofhow completing unitto another. constructionway oftasks working. in contributessequence; Examples: zation of work (C) quality?ventinganding.a feelingless stretching, handling of order of wrinkling, andthe accomplishment;fabric, and thus soil- pre- How does unit construction affect Work habits? workconstructionRelate to unitorganization method (Ap) of of proceduresofstructionDemonstrate construction anddiffer the the steps.use inhaphazard ofdegree unit ofsequencingmethod organiza- of con- How do the two 67 tion? Time and energy required? How Subconcepts and Generalizations Behavioral Objectives doesLearningand unitachieving and construction Evaluation high standards aidExperiences in settingof manage- sheets.menttheDiscover andsewing quality use instructions of products?unit construction on pattern inguide Show instances when unit con- ofused.thestruction following unit methodis pattern not ofused. constructionguide sheets iswhen not What should one do when the guide Predict results niquesApply managementto clothing tech- unitMakeconstruction?sheet methoda doeswritten notof constructionplanapply for the carrying unit and method for out organiz- theof Accidents may be avoided by Stateconstruction safety (Ap)rules to Brainstormstandardsingity your garment. work inwhich order for will ato specific contributelist safety garment. to pre- a qual- Set the observance of safety rules. observeing clothing when construct- (K) chinehandsinarea.cautions good needle,out condition necessaryof theand pathdoand for not ofin the puttheplace, sewing pinssewing keep orwork ma-nee- Examples: keep sewing equipment Describe(C) safety rules ousExplaindles safety in yourthe precautions importancemouth. in of the observing clothing vari- 68 laboratory. Illustrate on a bulletin Subconcepts and Generalizations Behavioral Objectives board,learning flannel and Evaluationboard, or posterExperiences the ob- Use safety rules in RoleSuggestedservanceI.Q.?" play or andtitles:situations "What's disregard Wrong depicting of Here?"safety problems rules. "What Is Your Safety torythe clothing(Ap) labora- cautionssituations.safetyorthe hazards clothing rules when that may sewinglaboratory. arebe appliedlikelyin the tolaboratoryin occurthese in Use appropriate safety pre- Show ways TheBasic type Construction of stitching Techniques used in Define machine stitching Studyor at construction home. terminology to match constructingdurability.itc appearance; a garment comfort; affects and terminology (K) andstitching,staystitching,nitions.various regulation kinds zigzag ofofunderstitching, stitchesstitchstitching, length with basting, back-theirand tension. defi- Examples: directional stitching, (C)eachExplain type the of purposestitching of forstripRead using selectedor slideseach referencestype to interpretof stitching. or viewthe reasonsfilm- Discuss ofDemonstrate stitching (Ap)each type stitchingShowproject.in class.skill studied in using in eachconstructing type of machinea small Predict the type of stitches 69 structionofskillthat a specific willwhile project. be working garment.appropriate on a clothingin construction con- Apply your stitching Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences oflengthExplain regulating and the tension importancestitch (C) lengthplesstitchSummarize of andlength correct thetension. andimportance and tension. incorrect of regulating stitch Estimate the imme- Give exam- Interpret procedures for andReviewlengthdiate incorrect andandreferences longtension. regulation term on effectsmachine of stitch ofstitching correct to andregulating tension stitch(C) length lengthconsiderdescribetions.length and andinprocedures tension selectingtension. for for correctspecific regulating stitch situa- stitch Explain factors to Demonstrate correct WorkApplyandstep-by-step inregulating knowledgegroups instructionsto stitch ofmake procedures posterslength for and givingselectingfor tension. regula- Basting garment pieces together Citestitching(Ap) various techniques methods of Studytingfabrics.correct stitch references stitching length and andtechniques examine tension samples forto showspecific to themakingbefore garment. adjustmentsstitching them when aids fitting in basting (K) basting..structionbastino.machineidentify basting, likelythe types topin require ofbasting, basting. each and type hand of List the stepsState in the garment procedures con- in per- Include 70 forming each type of _basting. Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences ous(C)Describe types ofuses basting of vari- posetypesIllustrate will of thebasting on basting your may garment serve?bP used. where various Explain What pur- Demonstrate hand and ma- Applynecessaryandfactors where the totechniquesforvarious consider garment types of inconstruction. theofdeciding bastingvarious when aretypes Darts, pleats, and gathers are Citechine ways basting of controlling (4) Listtanceaof specificbasting ways of basting ofingarment. controllingthe inprocess garment fullnessof construction.coristructing in Discover the impor- ment.nessconstructionthe andpurpose giving detailsof shapecontrolling whichto a gar-serve full- Illustrate(K)fullness inmethods a garment of Refertopleats,garment define to construction.and patterneach darts. of booksthese ormethods. fashion maga- Investigate resources Examples: gathers, ofDescribein controlling a garment the (C)purposefullness of withListzinesfullness class. the to curvedfind in garments.examples areas of of the controlling garment which Share findings darts (C) purposeelbows,inpairsusually classmates' toofwaist, require illustratethe darts.and clothing darts, shoulders. various suchand explaindartas bust, locations the hips, Work in 71 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences ingDartlineto seams. astitching pointand pressed in shoulda long, before be gradual shapedjoin- ingconstructingIdentify darts procedures(K) and press- for tionencesView and ato film pressinglist loop the ordarts.procedures read selected for construc- refer- singconstructingInterpret dart$, (C)procedures and press- for ofinpriateExplain anddarts. a garmentstitching methods procedures affect fordarts. pressingforthe folding,direction various pinning, in kindswhich How will the position of a dart Illustrate the appro- andtheLookit ispressingresults atpressed? examples oftechniques. good of anddarts poor and construction interpret Explain the mentConstruct pieces darts(Ap) in gar- pinning,proceduresPrepareresults. anddarts which stitching in may a garmenthave directionally. caused by folding, the poor How may they be corrected? niquesShow pressing for darts tech- (Ap) ingduresDemonstratefor darts variousthat in would appropriate atypes specific be ofappropriate darts. garment.pressing for techniques press- Show proce- techniquesAnalyze(An) construction for darts Pointcharacteristicsment.andDetermine pressingout changes the of quality ofdartsin theconstruction inoffinished athe specific construction darts.or press-gar- Point out desirable and undesirable 72 appearanceing techniques of the which darts. may impr'uve the constructedSeamsSubconcepts which andare seamGeneralizationsaccurately fin- ListBehavioralfinishes seams necessaryObjectivesand seam for onViewLearning specific film andloops garments. Evaluation to identify Experiences various seams Note that the pur- tributeappearance.priateishes whichtofor a the neatare garment appro-finished con- simple garments (K) selectedtionssimpletypespose of of of garments. thereferences theseseam garment finishesseams to together.is cite commonlyto holdand define theused sec- in State reasons seam Read Illustrate seams and Workingallowances.finishes ineach groups ofare the appliedto seamexamine finishesto garmentseams cited. and seam seam List procedures for apply- seam finishes (C) seamgarmentstotypefinishes each.finishes of seamandused appropriatefabrics. andin garments.the seam for finish specific applied Discuss the types of seams and Describe the A finishfacing togives an edge.a shaped, smooth seamIdentifyConstruct finishes facings seams (Ap) and(K) encesStudyApplyconstructed ondiagramssuitable types as ofandseam class facings. information finishes or !ine to project.in garment refer- Label types of armholes.ample:commonMatchfacings theuses withtypes in theirgarment of facings respective construction. with names. their most shaped or fitted facings around Ex- 73 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences worncommonlyeachLook by facing atmembers faced.types type. ofof yourfacing class. used on garments Name garment areas Categorize applyingExplain proceduresfacings (C) for ofpurposescings.duresView facing filmfor toof applyingloops befacings. applied? and various summarize types the of proce- fa- What factors influence the type Describe the satisfactorilyCleantoone medium-weight methodfinishing which on facing mostfabricsmay belightedges usedsuit- is IllustrateIdentify(K) clean a clean finishing fin- StateViewRecord theexamples a purposedefinition of ofvarious cleanof clean finishedfinishing. finishing. edges able for beginning seamstresses. Demonstrateished edge (C) the construc- Useprocedurethaton facings the are unit cleanused. of methodgarments. finished, of construction and describe and the Examine those garmenttion and facings application (Ap) of pressingstitching,Includereferencethe garment the seams,to joiningfollowing patternconstruct and seams,cleanguide procedures: and finishing.trimmingsheetapply asa facing.seams,a stay- Com- grading,Demonstrate clipping, trimming, and Showandusingplete facingclipped theall unitfacingsseams in methodorder that for to haveofa preventspecificconstruction. been trimmedbulk garment and to pressingallowances facing (Ap) seam 74 trimminganceslie smoothly. toward and clipping. the facing. Prepare facing seams by Press seam allow- Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences thefromUnderstitching garment. rolling to keepsthe outside the facing of Define(K) understitching stitchingforRead understitching. references a facing. and write a definition List steps for under- tance(C)Describe of understitching the impor- understitchingtheinunderstitching,Explain placeoutside. theand functionskeep a suchfacing facing as or following to fromimportance help rolling hold dia- of facingto Illustrate the steps for Applyfacing understitching edge (Ap) to facing.Usesheetsgrams correct inor referenceviewing procedure film books forloops. forunderstitching pattern guide shape,shapecharacteristicsCollar ofandstyles outside roil. are such edge, determined as necklinewidth, by collarsName various (K) styles of foundlinesreadRefer selectedonforto garments. patternidentifying references books types for to picturesofobtain collars guide- and Examples: shaped, collarIdentify (K) a well-made wrinklewell-madeListrolled, on free, a collar. andchalkboard andnotched. facing characteristics not visible. of a Examples: bias smooth, structingListcollar steps (C) ain simple con- collar.identifystresses.collarsView a bulletin suitablesteps in board forconstructing beginning depicting aseam- simplesimple Read pattern guide sheet and 75 Subconcepts and Generalizations BehavioralIllustrate Objectives steps in con- LearningView film and loops Evaluation and explain Experiences steps in Constructstructinglar (C) a simple col- Usestitchcollar,collar the construction.the unitgrade under method and collar. clip of constructionseams, under- and Examples: sew necklineIllustratelar (Ap) by finishing attaching the the Studyproperconstructpattern pattern application guide a collarguide sheet sheetforof as aa a collar togarment.reference interpret to the to Applycollar a collarand facing to a (C)gar- Usement.neckline.the information steps of applying obtained a fromcollar the to guide a gar- Explain in your own words Sleevesin. may be set-in or cut- Namement (Ap)types of sleeves (K) bysuchRefersheet -;:assmates as to set-in patternattach to and aidentifybooks collarcut-in. or totypesgarments the of garment. sleeves, worn structing(C)Illustrate a simplesteps insleeve con- simplecussrialsRefer your cut-inandto guidefindingsexplain and sheets set-in variouswith or sleeves.the resourcemethods class. formate- Dis- byIllustrateitfor observing as constructing the theteacher each step step a-bygives simple -stepand a demonstration.explainingset-in procedures sleeve 76 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences toApply a garment a set-in (Ap) sleeve pletheUse set-inpatternthe unit sleeves. guide method sheet of constructionfor applying andsim- tofittingZippers facilitate pointsare applied dressing. of garments at close zipperName the (K) parts of the thefypackagesRefer varioustop to stop, orinformation parts selected slider of apull referencescontainedzipper, tab, suchtape, onto zipperasidenti- Zippersferent aresizes available and lengths in dif- and zipperIdentify types the (K)various ofExaminebottomguide zippers line,stop. garments observed. chain, and teeth list ordifferent coil, and kinds Examples: skirt, asare well made as with with snythetic metal teeth. coils theCite zipper characteristics attachment of byIdentifyorneckline, examiningjacket characteristicszippers.dress, the attachment.trouser, of and zipper separating foot Summarizeper(K) applications types of (C)zip- andfrequentlyGive invisible. examples used, of suchzipper as applicationslapped, centered, most tered(C)Explain zipper lapped application and cen- ment.applicationstep-by-stepsheetView filmor zipper loop technique lapped orpackage read or to patterncentered andbe useddescribe guide zipperin a thegar- 77 Subconcepts and Generalizations BehavioralDemonstrate Objectives zipper appli- ApplyLearning a zipper and Evaluation to a garment Experiences to gain skill seamA forcedwaistband of garmenzsto preventand theshould strrLchingwaistline be rein- waistbandListcation steps (Ap)(K) in making a aorderViewin waistband. zipper ato film identifyapplication. loop orthe read steps references in making in during wear. orExplainreinforcing waistline the purpose seama waistband (C) of helpingbodySummarizereinforcing to preventthe on band, thea waistband,stretching chalkboardholding itssuchand reasons shape, rolling.as giving for Applygarment a waistband (Ap) to a ment.abilityternConstruct guide to asheetapply waistband ora waistbandhandout. according to ato gar- a pat- Demonstrate Anline.uous, appropriate even in hemwidth, is inconspic-and true in associatedIdentify variouswith hems terms (K) width;andples:fineStudy circular terms andpamphlets inconspicuous associated skirt or otherhems; with hem. referencesseam hems. tape; tohem de- hemline, straight, flared, gored, Exam- hemmingExplainCite(K) steps aprocedures garment in hemming (C) for forDescribetoRead listturning a handoutsteps orally up ina sheet tomeasuredmaking the or class aother hem. techniques references 78 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences theExplain raw edgeways ofof hemsfinishing (C) orallymentsView worn filmthe bytypesloops class-members. ofand finishes examine appliedhems in togar- finish, pink and Describe hemmingDemcnstrate stitches types (Ap) of machineApplyObserveraw edges, astitch, hemmingillustrations such seam asstitch cleanbinding, ofto hemminga garment.and zigzag.stitches. hanceProperlygarment. the applied appearance fasteners of the en- Definefastener closure (K) and closuresStudy references and fasteners. to find the meaning of Share with class. ShowsuresIllustrate specific and fasteners various fasteners clo- (C) GivetypesMakeclosures examples aof chart fasteners.found oflisting intypes classmates' garmentof fasteners closuresclothing. and and Check the types of Describepartsusedfor forsecuriiigof garmentsclosingvarious hooks, variousstitches(Ap) eyes, fastenersforFind sewing examples which hooks, ofmay appropriate eyes,be used and for snaps. procedures each closing. De- Applyandsnaps snaps hooks, to a garmenteyes, and (C) (Ap) AttachscribeUse techniques hooks,procedures eyes, studied in and your snapsin own class. towords. garments. tonsvariousDemonstrate (Ap) types sewing of but- on ousandvariousDiscover types.sew-throughpractice types techniques sewing of buttons. buttons, onused buttons forsuch sewing ofas vari-shank on Use techniques 79 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences buttonholesConstruct machine-worked (Ap) amanual attachmentgarment.Follow in directionsorder manual to makeor given zigzag buttonholes in machinebuttonhole in personality.ternencedGarment chosen, by decorations the andfabric individual mayused, be pat-influ- GiveList examplesvarious trimsof trims (K) MakewithIdentify thea bulletin class. various board types illustrating of trim. simple Share garmentsappropriate (C) for simple ArrowsMarkeralingtypes occasions.ofmay mayofa be Creative trimspoint done showntoin Seamstress." illustrationsbraid on garmentsor rickrack. offor sev- Suggested title: Letter- "The ousShow trims how to(Ap) apply vari- applyingtionseachRefer trim purchased to trims shownselected tiinwith various picturesreferences trim garments.to or demonstrate orpatterns. instruc- mentspriateDetermine (An) for giventrims gar-appro- poms;amples:priateAnalyze jeans for garments various-- appliques; to items determine andof clothing.school trims dress- appro- - swimwear--cotton fringe or pom Ex- sionaldecorative,Pockets touch. aLi beltsand give may dbe profes- useful, ofIdentify pockets various(K) types ousViewrickrack. types pictures of pockets. or garments which have vari- Name each type. 80 Subconcepts and Generalizations applyingBehavioralIllustrate simple Objectives steps pockets for theViewLearning procedures film andloops Evaluation for or constructingdiagrams Experiences and anddescribe apply- Applygarmentto a pocketsgarment (Ap) to(C) a methodsimpleDemonstrateing seam of pockets construction.and abilitypatch to a pockets.garment.to construct and apply Use the unit wellBelts as may functional. be attractive as stressmaytheIdentify be beginning (K)constructed belts seam- which by aIndicatebeltsView beginning aappropriate bulletin the seamstress. belts board forthat variousdepicting may be garments.made types by of Summarizeing simple steps belts for (C) MdK- duresbeltsillustrateView insuchfilm your as loopsprocedures owntie orwords.belts. other for referencesmaking simple which Explain proce- Construct(AP) a simple 1)0.1: classpareApplyappropriate amemberS. thedisplay steps for of of aall makingspecific the beltsa beltgarment. made which by is Pre- A thewell-fittedFitting contours garmentof the body,follows is Statefit (K)principles of good encesView anda filmstrip list principles or read ofselected a good refer-fit. andfree hangs from straight. diagonal wrinkles, toDescribe(C) examine garment when fittingareas garments.areasIllustrate to observe on a whenbulletin fitting board various garment 81 Fitting." Suggested title: The Art of Subconcepts and Generalizations fittingSuWarizeBehal, i oralgarments procedures Objectives (C) for atExplainLearning various procedures and times Evaluation during for fitting construction.Experiences garments lineofExamples:lengthwisetogether, fit. and armhole pinseams, shut fit and anyand check openings,measure for hem.comfort fit Second fitting First fitting--baste garment check neck- duringforDemonstrate(Ap) fitting construction garmentsprocedures Workdures with for a fittingpartner garment.to use proper proce- ousAnalyze garments the fit(An) of vari- CarryforDistinguishready-made improving out the betweengarments. asuggestions poorly good fitting andand poor checkgarment. fit the of Make suggestions Proposefitting guidelines garments (S)for Workcheckforfit inagain.fitting listsgroups witha tospecific developthe class. garment. a check list Share (E)Evaluate fit of garments youimprovement.theirView see, slidesfit. and makeof completed recommendations garments for and their judge Appraise any fitting problems 82 PressingSubconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences tion.ingtechnique,Fabric required influences and during amount theconstruc- of equipment, press- ofIdentify pressing various equipment pieces (K) presser,iron,andList state itemsironing sleevethe of purposeboard,equipment board, tailor'sof and usedeach. press forham, cloth.pressing point Examples: ingvariousExplain equipment piecesthe purposes (C) of press- of theofpressingIllustrate equipmentclass. equipment purposes and describing by of selecting various its piecesusesone pieceto of inginvolvedDescribe equipment thein using techniques(C) press- niquesingencesView equipment. aofand filmstrip using report selected toor theread piecesclass selected onof tech- press-refer- (Ap)involvedDemonstrate in techniquespressing Showpressing skill ain garment. pressing techniques by aspressing,thePressing you garment, sew construction aidsand minimizes helpsin fitting to details finalachieve structiontoList be constructionpressed (K) during details con- seams,construction.detailsConsult eased thatselected areas, should references and be enclosedpressed and during seams.cite Examples: press darts, a professional appearance. ofEstimate(C) pressing the as importance you sew encloseddetails,Describe seams. whenSuch youas seams,would presseased constructionareas, and 83 Sunconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences Define(K) final pressing garment.isfinalRead the pressing. referencesfinishing touchand state to a awell-made definit4on of Example: Final pressing finalExplain pressing the purposes (C) of WhatSummarizepressing?areasanswering are of the informationa the garmentpurposes following usually onof finalfinalquestions: require pressingpressing? final by Why is final pressing necessary? What pressingconstructionRelate pressing(Ap) to final during ofpleted.pressedconstructionLook the atgarments severalonly afterand have garments. Aich thebeen onesgarment pressed have was beenduring com- Discover which

84 OVERALLCONCEPT: OBJECTIVE: Relating Clothing and Textiles to Career and Job Opportunities contributeDiscover job to opportunities empZvability relatedin these to occupationsclothing and (AN the personal qualities that EntrySubconcepts Level Joband OpportunitiesGeneralizations Behavioral Objectives Learning and Evaluation Experiences WorkingandgiveFor Teen-Agersinsights a atteen-ager an entrythat work maylevel aidexperience job in mayca- relatedCite entry occupations level clothing- (K) salesperson,Brainstormclothing-related in alteration order occupations, to listassistant, entry such levellaun- as reer decisions. Viewmaker,dry acleaningattendant, bulletinand industrial establishment, boardclothing depictingseamstress. assistant custom clothing- indress- a Listc-?loyee task, inan Ae:try clothfng- level orRefer"Whatrelated other to Are illustrativeselectedoccupations. You Cut references, Out materials to Be?" filmstrips, to iden- Suggested title: performrelatlrelate.71 onemployee occupationa jut ;Kmay .auldlJe tasks cloth.r.g- communityTaperelatedtify an tasks interview occupations.who associated is employed with awith personin clothing-a entry- in your expected to perferm (C) arationfarorscribelevel wages,advancement, theclothing-relatedor workspecialworking schedule, tasks, trainingconditions, and occupation.opportunities required.type salary of prep- De- 85 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences abilitytributingDemonstrate in toclothing- employ-a skill con- stainsSelectcrocheting, froma skill, garments hooking such andasrugs, knitting,demonstrate or removing macrame, it C. related occupations (Ap) suchclothingto theskills class. - refutedaid in employabilityoccupations? in How would acquisition of one'soccupationsDetermine abilities clothing-relatedsuited (An) to BasedtoingList the and onyour tasksyourtextiles. abilities abilities,required in by theoutline specific area theof jobs. cloth- Relate your abilities clothing-relatedPlan ways to develop skills relatedCoordinatingaadvantages job related skill and Experience: towhich disadvantages clothing. you would oflike obtaining to de- Select a clothing- Qualities Contributing to (S) asskill.velop. Brownies or Campfire girls. TeachDevise the a skillplan forto adeveloping group, such the employabilityqualitiesApplicationEmployability that ofmay contribute the aid knowledge in pre- to of intributeList the qualities field to employability of thatclothing con- onefilmstrip,Refer employable to selected and in list the references qualitiesfield of orclothing.which view make a paring for a clothing career. (K) goodenthusiasm,toance,Examples: principles health, aesthetic reliability,industry, of appreciation,design, and congeniality,creativity, a good sensitivity memory. sewing skill, attractive appear- 86 Subconcepts and Generalizations qualitiesExplainBehavioral howcontribute Objectivesvarious to AskvariousLearning a resource qualities and Evaluationperson contribute to describeExperiences to employ-how employabilityfield of clothing in the (C) anHECEpoints.factory,ability. HECE teacher, employer. department supervisor store of manager,clothing or Suggested resourceCritique persons: the speaker's main employeesRelaterelatedties topersonal jobsthosein clothing- (Ap) neededquali- by thosetiesRole thatplaywhich makesituations may ahinder person dealing employability. employable with quali-and

87 CONCEPT: Management and Consumer Aspects of Clothing A/10/7-2c- k SubconceptsOVERALL OBJECTIVE: and Generalizations Develop family clothing plans (S) Behavioral Objectives /77a ry Learning and Evaluation Experiences ThoughtfulrelationDecisionsIndividual todecision-making andclothing Family may Clothing con-in encingDescribe clothing factors decisions influ- Explainticular reasons items ofindividuals clothing. may select par- Examples: ingtribute selections. to satisfactory cloth- (C) need,values,ablepersonality,pressures, desire,for attitudes, selection, community mobilityphysical and stage andof traits,shopping family, socialin life time facili-pressures,family cycle, avail- ateDemonstratein clothingspecific appropri- decisionssituations wear.Bringisties. "perfectlyto class or good" describe but thata garment you never that DiscoverDiscuss your the ideasreasons in forclass. your fail- (Ap) tourepurchasing"goodall wear? to class weargarment." membersit.clothing for he failurewill soon to ceasewear a Discuss clothing decisions which HowList does reasons a person given avoid by Analyzesions (An)clothing deci- werecisions.decisions.Read appropriate case studies for describingspecific situations. clothing de- Point out factors affectingDetermine the the appropriateness 89/ 89 ofthosethat each would mentioneddecision. be equally in the ascase appropriate studies. as Suggest alternatives Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences WardrobetoandResource a skillfulcomplete Planning management, buyingand an contributebudgeting,attract- mayrobeIdentify be planninghelpful resources in(K) ward- that wardrobenewspapers,Read selected planning. and reference list resources books and helpful current for Examples: money; ive wardrobe. fitskin;assets,constructknowledge and knowledge servicessuch clothing;of asbudgeting; ofaavailable good fabricenergy; figure time; care forphysical andabilityclothingand clearproper to wardrobeofDescribe various planning theresources influence (C) in wardrobestoryExplaincare. how planning.ways these specific resources resources affect influence your Illustrate in a short Predictavailableskillful the management resourceseffects of inof wardroberobemanagementDebate planning theplans. followingof providesavailable statement: satisfactory resources in re- ward- "Skillful wardrobeavailablePoint out planning resourcesfor use (Ap) in availableDividefied?sults." into for groups wardrobe to discussplanning resources in spe- How valid was each?What pros and cons were identi- wardrobespecific planning situations in (An) yourminimumabledisaster.cific school forsituations. wardrobe the loses girl allneeds? to heruse clothingin meeting in hera What resources might be avail- Examples: What is the A girl in 90 minimum amount of money she would need Subconcepts and Generalizations Behavioral Objectives Learningin order and to Evaluationacquire a basicExperiences wardrobe? wouldotherpurchased,catalogsDetermine itemsbe utilized? for andmajorbe costsupplied?outline clothing references. their items costs. to be What resources How would Use familyA incclothing with achieve resources.budget goals may in help keep- a clothinginIdentify forming budget considerationsa family (K) whenExamples:orderRead making pamphlets to discover a clothing or viewfactors spending a filmstrip to consider plan. in available resources; wardrobe Describe steps in for- Describevalues,tures;needs; andexisting andprocedures number,attitudes plans; ages,for of previousmaking famlyactivities, amembers. expendi-family budgetmulating (C) a clothing bers.ordergetedfundsclothing to tofor discover budget.meet clothing the how needs expenditures a family's of family allottedmay mem- be bud- How can unexpected or emergency Review a case study in inlowingShow wardrobe the a clothingeffects planning ofbudget fol-(Ap) thebudgets.Interviewclothing interview. needshomemakers be met? who follow clothing Prepare questions to ask during Examples: Why follow a class.toareningbudget? solve? somethe budget?problems that the budget helps How much time is spentShare on your plan- findings with the Who plans it? What 91 SubconceptsClothing budgets and Generalizations vary accord- AnalyzeBehavioral clothing Objectives bud- LearningRead a caseand Evaluationstudy of a Experiencesfamily using a needs,ing to and individual resources. values, ationsgets in (An) specific situ- indicatedchangedinggetclothing needs.is providing inbudget. in order the study?tofor meet the furtherfamily's needs cloth- How may the spending plan be Outline ways the bud- withRoleingdetermine clothing playproblems. situations several budgeting solutions depicting problems, to families theand cloth- Examples: 1) A girl asks she2)butforto A doeshermoney agirl slumber fathernot towants needbuy party,says a ait lounge swimsuit she andbut cannot thatensembleher and mothershe have cover-up, canto it.says wear wantwearaneeds girltuxedo himsomething awants tonew for buy coat. a the shenewa new prom, alreadyformal, suit. but has. andhis herparents sister 4) A boy wants to rent 3) A spendingtionsgeneralCompile affecting considera-afor list clothes of listingstoreInvite buying of to considerations ad4:cuss fashionpractices. factors buyer which fromaffecting maya department help cloth- in Formulate a class which(S)ableformulating mayclothing help a inbudgetwork- planning a workable clothing budget. 92 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences whichingPropose budgetfit wardrobeone's (S) cloth- plans newspapercificingCoordinating budget amount ads, for ofExperience:shopping onemoney. season trips, based and on the a spe- Use catalogs, Plan a cloth- wardrobe,memberandconsumertelephone construction of and theinformation. in plan family.order purchases,of togarments obtain renovations, fornecessary one Consider present Buyingquality skills and quantity.affect wardrobe fromtainingskillsExplain'ar the(C) may maximumhowclothing aid buying invalue dol-ob- whichavoidsitemstributeList illustrate buyingin dry toa wardrobe. cleaninghigherskills. that quality buyingbills byitemsskills selecting or con- more Describe Example:situations A person ingDemonstrate skills (Ap) clothing buy- tionfit.Readclothing requiring a case or fabricstudy the purchase whichwhich describesis of washable. a new a out-situa- Using buying skills, select cloth- Point out differences Determinesituation.sions.ing items variations, which would such be suitableas size, forquality the Give reasons for your deci- ments(An)inbetween various of theready-made pricesame typeranges gar- differentofready-made fabric priceand garments trim, ranges. and of constructionthe same type of in 93 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences fullyClothing accomplished Carecare may bein success-a sys- tasksName (K)home clothing care performedList clothing at home, care suchtasks as which mending may andbe tematic way. encingDescribe garment factors care influ- (C) quiredfiberDescribelaundering. forcontent, factorsspecific colorfastness, influencing garments. theresistance care re- Consider mentexhibit"Knowcareto insects.care facilities Youror requirements. bulletin Fibers--Know finish, available. board decorative Whatdepicting to trim,Expect." gar- and Suggested title: Prepare an ofceduresUse a garment.of appropriate may lengthen laundry the life pro- ceduresOutline (C)laundry pro- bulletinaboveinIllustrate laundering the board. laundry on garments.a chart facilities the steps or oninvolved the Post the chart ousanddryRelate types fabricsprocedures appropriate of garments(Ap) to vari- laun- gerie,nentaclassWork specific press in correctand groups synthetics.fabricgarments, procedures to type.demonstrate work forclothes, laundering to the lin- Include perma- Showmentcare how andfor to supplieslaundry use and equip-(Ap) ment.Workindicatetions in ofgroups, washingthe use and machineof prepare clothing settings demonstra- care appro-equip- Examples: 1) Sort clothes and 94 durespriate forfor loadingeach load. the washer and adding Demonstrate proce- Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences timeExplaindetergent, required the bleach, cycles for each. and fabricthe amount softener. of Show how to priateandcificcare care forclothes. settings thefor washer.the ondryer. the irondryer for for specific spe- Show how to load, set, 2) Select appro- 3) Select appro- boardDemonstratetoironfabrics. adjust coversand how the and properto height pads.care use forof and anit. careironing of ironingboard. Demonstrate how to fill a steam 4) Show how Knowledgecleaninglectingprocedures aofestablishment. satisfactory maydry-cleaning aid in se- (C)inDescribe dry-cleaning procedures garments used mateusedingInvite establishmentcosts.in dry-cleaninga representative to anddiscuss theirfrom procedures aapproxi- dry-clean- List various cleaning proce- specificcostsDiscover of garmentsdryreasons cleaning for(Ap) the ordercleaningVisitdures to useda observe 6y-cleaninggarments. by dry-cleaning procedures establishment usedestablishments. in dry-in Discuss observations garmentments.Notein class.prices being for cleaned? dry cleaning various gar- Why do costs vary according to the 95 Subconcepts and Generalizations UseBehavioral a coin-operated Objectives dry- PrepareLearning garments and Evaluation for dry Experiencescleaning in a cleaning machine (Ap) mentsspottails,ingcoin-operated clean;procedures:from such dark and as machine. garments.separatingmetal buttons pure and white buckles; gar- removing decorative de- Include the follow- Operate a dry- methodsAnalyze (An)dry -cl eani ng ofcleaning.Point cleaningcoin-operated out themachine. advantages and professional and disadvantages dry Advantages of coin-operated siblegarments.clude:timedry cleaningwrinkles,and money. may and include: residual odors less satisfactory cleaning, pos- Disadvantages may in- economy in oftheDeveloping clothing daily and maypersonal occasionalsave moneyhabits careand in seasonal(S)Plan daily, care weekly,of clothes and activitiesduleCoordinating for clothing you Experience: plan care. daily, weekly, and Include careDevelop a sche- simplify good grooming. Compare the cost and Weighoftineseasonally; specific aactivities number garments. of andgarments time forthat special together care plan time to carry out rou- machineoperatedclothesappearancetional and dry-cleaningindry ataof cleaning coin- acleaning tradi- shop ment,cleaningmachine).allowableequal witheight these in the poundsa incoin-operatedcost a (thecoin-operatedof dry-cleaning usual dry-cleaning maximum estab- them Compare the price of dry - (E) 96 thinkConsideringin a traditionalis more cost economical? dryand cleaningresults, establishment.which do you Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences Why?Wouldthe garmentsyour opinion which vary needed according to be cleaned?to maySafe prevent habits accidents.in clothing care fortoIllustrate observeclothes safetywhen(C) caring habits nevermovalamples:observedOutline usingproducts safetywhen flammable caringouthabits of forproductsreachwhich clothes. ofshould nearchildren; befire, storing laundry and stain re- Ex- structionscallingandinheat well-ventilatedif or equipmentaelectrical beforerepairman. operatingis areas;equipment;not in readingequipment;working in-order, working Grooming and Clothing Selection carecautionsDemonstrate (Ap) in clothingsafety pre- ShowcautionsRole good play safetyare situations necessary habits in inin which theclothing skits.safety care. pre- andreflectGrooming values. one'sand clothing individuality selection Summarizeandindividuality clothing expressions selection in grooming of (C) lection.isGive expressed examples in of grooming ways that and individuality clothing se- Examples: Accessori7ing a basic yourgrooming.thanuality.dress figure the in currentdifferent and personal fad ways may taste mayresult show rather in individ- good Selecting a garment according to 97 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences andindividualitytionRelate clothing to personal the expression(Ap) in satisfac-grooming of byGiveingDiscover wearing yourreasons individualitysatisfactionsa favorite it is suited garment throughgained for to you. from clothingschool. express- waysThereviduality.tion to isin express adventurefinding one's and and usingindi- satisfac- new clothingthroughalityPoint mayout groomingselection beways expressed individu- and in Thinkpersondiscussions"just of hasright"a person expressed determine most at ofschool individuality waysthe time.whoin whichlooks in this In group specific situations (An) mightbookCoordinatinggrooming ofexpress pictures and yourExperience:clothing illustrating own individualityselection. ways you Start an idea Coordinatingfigureingthrough items andclothing. wouldpersonal Experience: be complementaryappearance. to your Determine which cloth- For FHA, par- wherewaysamplesthroughticipate appropriate.to express orclothing. in demonstrate an one'sidea sharingindividuality techniques session involved on Members may bring ex- Theclothing.usingdesign elements makeup are valuableand and principles in selectingtools in of ationssignandGiveing principles examplesinand (C) specific grooming ofof elementscloth- de-situ- andinillustrationsIllustrate clothing labelprinciples each selection.effects accordingoffrom design magazinesof using toin thegrooming theor elements catalogs,elements and Cut pictures or 98 and principles that are most emphasi zed. Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences selectiongroomingApplyprinciples the and (Ap)elements ofclothing design and to emphasized.principlegarmentsObserve patternin is which clearly book one representedillustrationsdesign element or or or Discuss ways you could use totheciplesDemonstrate improve ideas of presented yourdesign the appearance. usein in personalof the elements illustrations grooming and prin- and Determine appropriate ap- waysAnalyzeeyes,clothing. of experimentemphasizing several garments, with them. makeup and toclassify find Example: If you have pretty specificprinciplesplication situations ofof elementsdesign (An) in and givePointtrationssonsthem forasreasons out goodyour showingthose orfordecisions. poor whichyourthe designs. useselections.are ofmost makeup. appealing; Examine illus- Give rea- onesareandinCoordinating yourprinciples mostmake wardrobe suitedappropriate Experience: of to accordingdesign. your use figure? of to the the elements elements Analyze garmentsWhich garments Which self-image,fluencedClothing byselection and social goals. expectations,may be in- groomingvaluesIdentify and and thejudgment clothing roles inof mantswhichViewand principlesinvolvedintroducea filmstrip, in variousof grooming slides,design? values andor transparenciesclothingand judg- se- selection (K) 99 mentlection. in clothing selection. List the roles of values and judg- Subconcepts and Generalizations BehavioralvaluesIllustrate and Objectives judgmentthe roles in of areExplainLearning influenced how and one's Evaluation by whatselections he Experiences believes of clothing society selectiongrooming (C)and clothing observations);selectare.imageexpects toa ofdressbe; him andwhat for(based what hea beauty perceiveshison experiencesimmediate contest his self-whengoals and Example: Discuss how a girl would testants.aregirlself-imageher that immediatein town,she is will andthatgoal outshinecommunity ofis beingto be all expectationsthe other prettiestwinner, con- her clothingspecificvaluesDiscover and situationsgroomingthe judgment roles and of(Ap)in washesWorkingareshows inselections.revealedher thatgroups, hair a throughperson'sand and wears prepare grooming values wrinkled a story andand dresses judgment cloth-which Example: Mary rarely tallyself-respect,thinkdoesand dirty exhausted. notabout valueshoes. her,does a orneatnot is care appearance,physically what others orlacks men- She is showing that she Peopletheiring which wantpeers. isto acceptablewear cloth- to Stateselectiongroomingtrends the and influence and(K) fashions clothing of on enceidentifyConsult clothing selectedways selection. trends references and fashions in order influ- to 100 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences andingDescribe fashionsand clothing current (C) trendsgroom- SummarizethatdiscussingInvite werethat trendsseveral currenttrendsare currentin adults induringgrooming grooming in of theiryour variousand and peeryouth.clothing cloth- agesgroup. to Apply(Ap)and clothingfashionsknowledge selectionto of grooming trends wear.orDivideShow current current into methodsgroups fashions andof applyingthatdemonstrate you makeupwould new Read current fashion magazines. ofDeterminein trends specific andthe groomingfashionsinfluence costumesSelectortwo styling you magazine thatwould hair. you notpictures would wear. wear of oneand orone two or Point out rea- situationsand clothing (An) selection yourconsiderationssonspersonalcepts reasoning? for of your figure"fad" decisions. are ortype the"fashion" andmost coloring? influential? enter into Peer approval? Do the con- Your Which

101 OVERALLCONCEPT: OBJECTIVE: Skills in Clothing Construction Demonstrate proficiency in garment construction (Ap) SubconceptsPatterns and Generalizations Behavioral Objectives Learning and Evaluation Experiences ties,sonalternsAn individual's andmaycharacteristics, resources.be influenced choice abili-ofby pat-per- patternName factors selection influencing (K) tics,tion.ingParticipate factors fashion, influencingin personala group discussion,taste,pattern sewing selec- review- Examples: age, figure characteris- ofDiscover matching the difficulty importance mcnt.haveGiveability, attemptedexamples and available ofto garmentsmake thatsupplies that were you andtoo or equip-diffi- others ofability patterns (C) with sewing wereability?natingdationcult, the too patterncouldoutcomes? simple, be difficulty made or concerninginappropriate. with sewing coordi- What general recommen- What ityindividuallectionsDemonstrate (Ap) appropriate sewing pattern abil- se-to Showappropriate.class,to yourillustrations andsewing explain ability. of why patterns these patternsappropriate are What new skills may you wish Share with the Accuratein pattern body selection. measurements aid surementsforIllustrate taking (C) proceduresbody mea- bodyandRev4ewto acquiremeasurementspattern the correctinsize. your to proceduresclassdetermine sewing figurefor project? taking type 102 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences selectionsurementstakeDemonstrate proper (Ap)for body abilitypattern mea- to Workbackfortoaccurate takeinyour waist pairs, thepartner: inlength. following measuring?and use correctbody measurements procedures bust, waist,Why shouldhip, and you be ordegree Figurematurity, of typesfigure and are height.development based on the atetoRelate patternselection body (Ap) ofmeasurements appropri- bodypatternbookUse ameasurements.in wall typeorder chart and to sizediscoveror the for chart yourthe appropriateinfigure a pattern and How should the con- Determine personal figure before?Examinesizeflict is be patterndifferent resolved categories, fromif a thatpattern includingyou typehave and wornyoung type (An) Outlinejunior,pointfigurepetite, out teen,yourcharacteristics misses, your figurejunior figure half-size, characteristics,petite, type fit basedeachwomen's.junior, category?on missandpat- What Satisfactoryriclikely are whencarefully resultspattern coordi- areand morefab- patternofDescribe fabric selection thepreference influence (C) on erenceingIllustratetern pattern categories.on pattern thepictures influence selection and fabricof by fabric choos- samples pref- nated. pleats.fromthatclingingamples: doseeing not fabrics complementconstruction not suitableeach details, other. for or crisp soft Displaylarge prints your illustrations.that prevent you Ex- 103 Subconcepts and Generalizations Behavioral Objectives learning and Evaluation Experiences vidual'sothershouldFabric but not andtaste express only pattern and enhance anstyle. selectionsindi- each signShowtions andsuitable of fabric garment combina- (Ap) de- enoughwithforsuchPrepare specifictailored asto "willadrape," display patterns.look." hold or of crisp"sufficient fabrics pleats," compatible body "soft Suggested title: Include notes specificofAnalyze pattern thesituations selections suitability (An) in occassion,thePoint"Just most Meantout suitable from suchto be threeas Together." choicegraduation different for aor specificpatterns prom. for(S)Plan class pattern sewing and project fabric binationBeginsureParticular planningthat for the careyour acombination patternshouldclass sewing beand istaken fabric suitableproject. to com-en- suchAssumelectfor asyour the thata pepsewinguniform you squad are skill for oron achoir.aand schoolcommittee your organization,figure. to se- Considering mationAccurate may use influence of pattern the infor-satis- ofExplain information the importance included Writetion,alltance thea determine paragraph offactors pattern theinvolvedexplaining information. most suitablein thepattern impor- pattern. selec- Examples: construction.faction gained from clothing with a pattern (C) yougiveschange.surePatterns should youd:rections knowareavoid madeexactly changes for by efficient profesSionals,how unless to make youuse theareof and Pattern information usually 104 fabric and methods of construction. Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences onspecificDiscover a pattern informationthe (Ap)location of encies,Worktheandcluded ininformation.envelopes. orgroupson otherpattern to visual show pieces, informationaids guide to present sheets, in- Prepare charts, transpar- tionsKnowledgeFabrics may andhelpof fabricsNotions in making and no- whenList selecting factors notionsto consider whenSurvey selecting and record notions factors for ato pattern. consider Ex- available.amongrational the decisionsmany choices from for a pattern (C) andfabric;buttons;thread,amples: fiber weight zipper, typecontent ofof and interfacingandfabric seam construction beingtape; suitable used;type of of fab-to fiber content of notions such as fabricsiderDescribe whenfor factorsaselecting pattern to con- structioningDescriberi c. fabric detailsfactors for a ofpattern.to pattern;consider andwhen fabric select- Examples: con- mationUnderstanding may contribute of label to infor-making mationInterpret(C) (C) label infor- width,tions.Readstruction, labelsdesign, and accompanying texture, weight. fiber fabrics content, and no-con- Explain how the information aids selections.appropriate fabric and notion notionspredictUse label andperformance informationfabric (Ap) of to outteamDividein selectingof member ainto container. two drawfabric or an more andinformative teams.notions. label Team members in Have a 105 turn predict the performance of the Subconcepts and Generalizations Behavioral Objectives Learningfabric orand notion Evaluation displaying Experiences this label. Fabric and notions appropriate Demonstrate selection of ShowWhenteamthe specificancontestant with answer all fabric is membersmust missed samplesbe seated seated.or incompleteand loses. notions The first smoothance,for a finish,andgarment usefulness. smartmay enhance appear- its Analyzementsvariousfabrics (Ap) fabrics typesand notions ofand gar- no- for whichExamineJustify are yoursamplessuitable choices. of for fabrics specific and garments.notions (An)totions specific for suitability patterns whichinappropriateableoutselected whichwouldor inappropriate. for fabricsimprove specificcombinations. andthe notionspatterns.appearance are ofsuit- the Suggest changes Point selecting(S)notionsDevelop forguidelinesfabrics patterns and for Examples:proposeofRefer fabrics toguidelines theand factorsnotions for influencingselectingfor patterns, them. selection and Buy all notions and fabrics at ricthereternduringone and timeand will garmentpattern fabricto be match enough construction,willtogether color befabric compatible. andto assure andsaveand that buytime that pat-fab- suitabilityConstructionfabric may for influenceand a designspecif- its of of(K)Identify fabric constructionvarious types struction.inConsult order referencesto observe ortypes view of a fabricfilmstrip con- Name various types of fabric ic pattern. 106 nonwoven,construction. lace, net, and braid. Examples: woven, knit, Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences structiontypeGive of examples fabric (C) con-of each examplesodsglass,Look of at fabricpick offabric fabrics glass, construction. samples andor microscope. describethrough athe magnifying meth- Illustrate Mount Showfabric various construction types of (Ap) theObservewithvarious various strips your fabrics types ofwearing construction areof weavesapparelconstructed. and paperand other discover the ways cialMany handling.knit fabrics require spe- fabricsDescribe (C) common knitted fabricDiscussintypes your ofsamples. garments.general fabric characteristicsconstruction represented of knitted Examples: ease of care, ofnonwovenaccordingused?ble, clothes bias-like looped areto theknitted construction,stretch. type fabricsof knitted andmost flexi-con- often Why? Label knitted fabric samples For what types andExplain uses characteristics of specific construction.Viewdouble,struction transparencies raschel, they represent. tricot, illustrating or bonded knitted knits. Examine knitted fabric Include single, knitted fabrics (C) knittedteristicsshapesamplesance, retention. runfabric.for and resistance,construction, uses of various stretchability, wrinkle types resist- of and Summarize basic charac- 107 Subconcepts and Generalizations ExplainBehavioral steps Objectives for pre- ReadLearning selected and Evaluationreferences Experiencesin order to Demonstratestructionparing knits (C) the for steps con- plainforPrepareidentify preparing reasons a andknitted forknitslist performing fabricthefor proceduresconstruction. for each construction step.necessary Ex- constructionfor preparing (Ap) knits for wouldducted?beadditionalby followingrequired these procedures preparation forthe otherproper beknit procedures procedures.indicated? fabrics? might HowWhat Con- Applyricstechniques special(Ap) to handling knit fab- andchinesnaggingExamples:Use skipping properneedles fabric. techniquesstitches. to avoid snaggingin handling fabric knits. 1) Use silk pins to avoid 2) Use ball point ma- 3) Set machine orforesterbalanced forsmall stretch lightthread zigzag stitches. pressure;and or stitch. extracotton setstrength. covered tension polyester for loose 4) Use stretch stitch 5) Use poly- tospecialSome make fabric ahandling garment. designs when require used dling(K)thatIdentify duringrequire fabric construction special designs han- als,plaids,andcialIdentify garmentandhandling stripes,nappedfabrics construction. during fabrics. one-waywhich pattern must designs, beselection given diagon- spe- Examples: 108 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences varioustechniquesExplain(C) fabricconstruction needed designs for fabricDescribedesign,for patterned to constructionandmatch pin; fabrics.columns lay proceduresout and pattern rows ofneeded in the the Examples: fold toternpiecesamediagonals, minimize pieces directionindividually; difficulty;whenand on plaids.fabrics the work fabric, and mustwith match befeweror matchedcutstripes, pat- each plaidApplyfabrics thetest (Ap)even-uneven to plaid evendesign;nallyfollowingUse andplaid through uneventhe test:fabrics plaid theplaids mustcenterin orderby be conducting ofperfectly toany discover repeat theon Fold the fabric diago- anydirections.orfurthergrain. repeat.horizontally by folding through the plaid the centervertically of If spaces and colors match, test An evenuneven plaid plaid matches does notin all physicalinfluencedConstruction properties by andchemical care of mayfab-and be acteristicscalCite and effects physical of offabrics char-chemi- matchcharacteristicscoverRead in selectedeffects all directions. ofreferences of physical fabrics in andand order chemicalnotions to dis- rics. a structionandgarment notions (K) and upon care con- of andtoluster,ment.upon heatfinishes the andlength construction moisture,applied of the to absorptionfiber,and the care fabric. reaction of of a dyes,gar- Examples: absorbency, resiliency, De- 109 blendingfine fiber fibers. blends, and state purposes of Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences Summarizetionfound labels on informationfabric (C) and no- ability,colorfastness,illustrateCollect shrinkage,labels information washability, from effect fabrics given, of dry andheat, suchclean- notions andas to tiontanceDemonstrate label of fabric information the andimpor- no- Workinformationtancefiber in content.ofgroups using to to facilitat,fabric demonstrate and attainingnotion the impor-label a (Ap)in specific situations sewing,notionsselectiondemonstrationsdesirable pressing,to ensurefinishedof like might dry-cleaning,similar fibersproduct. 1) encouragereactionsin fabric launder- thetoand Specific contentmenttions;cationing, of and and andlabelof wearing; 3)fabricintended encourageinformation and 2) use. notionencourage the such acknowledg- care as the fiberinstruc- appli- weretion?Selectvolveda sewingyou pattern, influencedin project. your fabric,decisions? by label and informa-notions for Are you pleased with your selec- What factors were in- In what ways willProper contribute preparation to a ofbetter fabric end volvedExplain in the preparing steps in- priorDescribefollowtions? to your thecutting. plans?steps in fabric preparatiofi How closely were you able to Examples: preshrinking product. (C)fabric for construction 110 and straightening of grain. Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences tionDemonstrateused (Ap) in fabric techniques prepara- thePrepareinlinesusing fabric.class. usingafabric method one for whichof cutting the is methods appropriate by preshrinking discussed for Straighten the fabric grain- onAllPattern pattern necessary Use pieces adjustments should Explaintering methodspatterns of (C) al- methodsReview selectedfor making references, pattern pieces and describe longer, bea madegarment. before cutting out tingDescribe problems individual (C) fit- Selectationschangingshorter, magazine with orwider, whichmanipulating pictures, and you narrower are or darts.familiar describe and for to situ- Relate fitting problems Workwaist,Examples:illustrate in long pairs legs,individual to showor wide techniques fitting hips. problems. for long waist, short waist, small ternPrepareto alterations alterations specific (Ap) (Ap)pat- alteringDemonstrateproblems. a pattern for the for class anspecific assigneda method fitting fit-of saryAnalyze for alterationspattern (An) neces- yourteration.Determineting pattern. problem. pattern alterations needed for Perform these alterations. Justify each proposed al- 111 alterations.Analyze the accuracy of the completed PatternedSubLoncepts fabrics and Generalizations may require Behavioral Objectives Learning and Evaluation Experiences ment.mentspecialachieve of patternattention matching pieces toin place-the to gar- ingsignsGive (C) examples requiring of match-de- signs.stripes,treatmentingDescribe in garmentplaids, beforefabrics construction.andcutting that large require to repeat allow special de-match- Include: signsmatchingExplain (C) varioussteps for de- playstepsflannelConsult illustrationsfor board.selectedmatching referencesplaidson a bulletin and andstripes. boardillustrate or Suggested titles: "The Dis- placementDemonstrate for patternmatching ShowplacingThanPlaid correct You Story," a Think,"specific matching "There's and pattern techniques"Match More on Game."to striped, Matchingby mentspecificforUse (Ap) cuttingcorrect designs outprocedures (Ap)a gar- garmentoutplaid,Follow a garment. or piecescorrect patterned to procedures prevent fabric. stretching in cutting Be careful in handling Methodsandric personalvary used according for preference. marking to fabric fab- ofExplain marking various fabrics methods (C) wheel,amples:Reviewthem. basting methods stitches, of marking and fabric. tailor's pins, chalk, tracing paper and Ex- markingDemonstrate fabrics methods (Ap) of mentShowferringtacks. pieces.skill pattern in selected markings methods by marking of trans- gar- Describe each procedure. Relate the selection of 112 beinga marking used. technique to the type of fabric Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences ricsodsDetermine for(An) specific marking fab- meth- suitableAnalyzedarkreasons or specific markingforprinted your methodsfabrics, knitdecisions. on for whichand each. point tracing out Examples: Give both.tracingtoricpaper right on will whichwill side; not showmarking andshow; on thick onewillsheer, piecefabric show pastel but throughon notwhichfab- andtributesManagement minimum to in handlingwork Constructionconstruction organization of the con- Definetion termsadvanced (K) construc- Review"edge"hand," constructionstitching," "selvage," "under-stitching," terms"bias," such "stay-stitching," as "grain," fabric. ing,"suchtechniquesbuttonholes.""tension," as"napped "bound to"interfacing," fabrics," bebuttonholes," used in "pile construction, and "handfabrics,""machine pick- Identify terms for new Explain advanced con- meaningIllustrate"unit"lining," construction,"of each "newand term. "underlining."construction" "fit," "ease," terms by State the struction terms (C) boundDoorfabrics.fabricspreparing buttonholes,to Advancedwith a bulletinnap, Construction." apile hand beard fabrics, picked depicting zipper,and lining Suggested title: "Open the 113 OrganizingSubconcepts garment and Generalizations construction ExplainBehavioral ways Objectives of organ- SummarizeLearning theand stepsEvaluation in making Experiences a garment habits.andhelps to tofoster develop independent skills rapidly work tionizing (C) garment construc- unitstepsastionIllustrate described to toby another. besummarizing completed theby aunit pattern themethodbefore constructionguide ofjoining construc-sheet. one organizedShow(Ap) the importanceconstruction of jobstion,tionDemonstrate at in createsthe order same the moreto time unitdiscover standardized savesmethod thattime of doingconstruc-andproducts, mo- like andtiontofacilitatesthat minimizeseach lineassembling other. should checkinghandling allbe pressed units allof fabric.parts before and infinished fittingrelation Show that every cons truc- Show Workcompletionto safety,habits shouldoforder, clothing beand conducive efficientconstruc- managementDescribeing construction standards during (C)dot-for whichthebeforeGive qualityfacilitate examplesa seam of is work.ofproduction stitched management acrossand principles improve it. tion. aplanPrepare garment for a constructing (Ap)management beforetheaPrepare pattern construction each a youstep-by-stepfitting. will steps be constructing.toplan be ofcompleted work for List 114 ConstructionSubconcepts andTechniques Generalizations Behavioral Objectives Learning and Evaluation Experiences manship.precisionmentQuality construction and in durabilitydetails depends of ofwork- upongar- correctList characteristics stitching (K) of tensioncorrectousView fabrics. samples stitching.control, of machinestraight stitching or even lines,on vari- State characteristics of Identify balanced Explain factors that Readniquestitcheven selected and stitchlength fabric length,referencessuited texture toeven constructionorand pressure, pamphlets weight. and tech-pro- affect stitching (C) andofamples:describevided pressurethe byway factors sewing theand machinetension, affectingmachine has needlecompanies, stitching.been size,threaded. and size and type of thread, degree Ex- (Ap)stitchingDemonstrate techniques correct ticeStudylect correct samplesappropriate stitching of various thread techniques fabrics,for each. byand ad- se- Prac- Analyze stitching in Determineproject.justinglength tension,for the fabric appropriateness pressure, used for and class of stitch stitching sewing Seam finishes are used to pre- Listvarious types garments of seam (An)fin- withStudygarmentsused classmates. inreferences ready-madein your wardrobe.in ororder home to constructed identify Share findings garmentvent raveling durability. or to increase ishes (K) 115 edge.over-cast,stitched,various seam boundmachine finishes. edge, zigzagged, turned andand edge-pinked Examples: hand Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences seamExplain finishes purposes (C) of creaseExamples:Explain durability, the purposes prevent of seam raveling, finishes. to support garment shape, in- fabricRelate (Ap)seam finish to cificDiscovertheand garment.contribute garments seam finishes andto overallfabrics. appropriate neatness forof spe- Prepare a chart finishesUse appropriate for a spe- seam finishesDemonstrateshowingcific fabrics.seam and selectionfinishesapplication appropriateof ofappropriate correct for seam seamspe- cific garment (Ap) yourfabric?ofthefinishing aresponses. garment.seam finishtechniques influenced in the byconstruction the type of Area of the garment? How was the selection of Support ofAnalyze(An) various seam garments finishes Whatthatsatisfactory?ishesDetermine other might selected finishes thebe more appropriatenessfor wouldsatisfactory.specific be equallygarments. of seam fin- Point out seam finishes ings,inEdge garments finishesand bindings. include which hems,may be fac- used finishesRecognize (K) various edge overcast;stitchhems.identifyRead selectedand hems--lace edgepink, finishesreferences machine or seam forzigzag in facings binding,order and tohandand Examples: facings--clean finish, 116 edge,clean turnedfinish, under stitch and and not pink, stitched. and plain Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation rxperiences edgeDescribe finishes purposes (C) of edges,edgegarment.ing,Read finishes. andreferencesprevent enhance stretching, andthe describeappearance prevent purposes of ravel- the of Examples: conceal raw toRelate(Ap) specific edge purposesfinishes mediumStudyamples:purposes referencesweight for washablespecific in order fabrics;edge to finishes. discover stitched the clean finish--used for light and Ex- whyusedeasily;andfine each pinked--usedfor detailed finish stitchedloosely isfinish; wovenfororsuitable overcast--usedfabrics fabrics.and seamfor that thebinding- ravel pur-for - Discuss fabricsfinishesApply appropriate (Ap) to specific edge appropriate.ment.Applyposes given.appropriate edge finishes to a gar- Choose an edge finish you feel is Ask your teacher to approve Analyzevarious edge garments finishes (An) of yourments.andDetermine choice.hem edge the finishes appropriateness for specific of facing gar- Support your analysis with re- ofCollars attachmentconstruction, vary in to style, theand gar-mode type larsIdentify (K) types of col- ofStudytype.source collars. references material. which identify the types List characteristics of each ment. 117 Subconcepts and Generalizations structingBehavioralDescribe various stepsObjectives in col- con- ousExplainLearning types the ofand stepscollars. Evaluation in constructing Experiences vari- Constructlars (C) a collar (Ap) collarguideFollow sheet,to instruct-Ions a garment. and construct in references and apply or a on a structionousShow types techniques (Ap)of collar for con-vari- shawlcludestructionousDisplay kinds collars.Peter ortechniquesof Pan,makecollars mandarin,charts neededand exhibitingthe convertible,for different each. vari- con- and In- zipper.thatAnin invisible aused manner for zipperdifferenta conventional is appliedfrom ofIdentify an invisible characteristics zipper characteristicsView examples of of invisible an invisible zippers. zipper. Name stallationDescribein invisible attachments (C) zipper usedin- ments.usesattachments.Observe of theexamples various of partsinvisible of the zipper attach- Explain the purposes and chinesSelectforible various zipper(Ap)correct sewingattachment invis- ma- appropriatementsDemonstrate for applying for the various ability invisible sewing tc choosezippers machines. attach- 118 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences zipperinDescribe applying (C) steps an invisiblenecessary tionsbleinv-sib'eandStudy zippersexplain beforeselected zipper. aretheseams referenc_appliedsteps are inconstructed. to applying garment ansec- Point out that invisi- or pamphlets, Correct fit and grain accuracy NamezippertionDemonstrate variousof (Ap) an invisible thesleeve applica- ObservezipperFollow to package,pictures instructionsa garment. andof variousapply in referencesan slceve invisible or on sleeves.affect the appearance of tionforIllustratestyles sleeve(C) (K) techniquesconstruc- orvariousDescribeIdentify selected typesandtechniques reading label of sleees. .naterialeach fcr type.constructing may be used Guide sheets Showing stepsa sleeve in construct-(Ap) sleevesingConstructas references. guide fit? sheetsleeves instructions. for a garment by follow- Did you maintain the proper Did the distributed.level,A hem shouldwith fullness be smooth evenly and Name(K) the steps in hemming cedures.Reviewgrainline? references concerning hemming pro- List steps for turning up and distributinginDescribe hems (C) methods fullness for oneforStudyleveling method distributing references hems.to explain fullnesswhich and illustrate demonstrate in hems. methods Choose 119 for classmates. Subconcepts and Generalizations hemmingBehavioralDefine (K)inside Objectives and flat tailor'sLearningIdentify and methods Evaluationflat hemfor byapplying Experiences viewing inside trans- or suitableDescribe hemmingfor inside stitches hem ofStudynitionsparencies hem selected stitcheson chalkboard.or illustrations.readings appropriate to find for examplesinside List defi- Showstitch(C) appropriate for garment hem Demonstratestitch.hemming.an inside heman appropriateon a garment. hem stitch for Include blindstitch and catch concealedgarmentsInterfacings elementsto retain and liningsthat their help shapeare Define(Ap) interfacing (K) nitionfacingsStudy ofreferences used?interfacing. in order to find a defi- Why are inter- and to last longer. forIdentify interfacing fabrics (K) used WhatfacingList characteristics commonly fabrics?fabrics usedto learn interfacingare neededto recognize infabrics. inter- them. Study samples of inter- ousingExplain garment interfacing steps parts for to(C) apply-vari- ences.PatternshouldDescribe beguide whereapplied sheets and to how maya specifican serve interfacing as garment. refer- washability,wellThe asweight its degreeofand interfacing cleanability, of stretch, as (Ap)ricRelate to garmentinterfacing fabric fab- Showvoilevarious types materials, fabrics. of interfacings non-woven appropriate for waist- for Examples: lawn for shouldric. closely match the fab- 120 bands,up a displayand hair-canvas or bulletin for boardcoats. showing Set Subconcepts and Generalizations Behavioral Objectives interfacingsLearning and to Evaluation use with variousExperiences fabrics. Applycific interfacing garment parts to spe-(Ap) SecretaPrepareSuggested garment. in anGarment title: interfacing Shape." and attach it to Use a pattern guide sheet as a "Interfacing - Hidden withmatchLining the or fabricsouter definitely fabric should contrastand nearly (K)Identify lining fabrics weightStudyliningreference. cotton,references fabrics. voile, in ordercrepe, to lawn, list or-common Include batiste, light- easilyhavegarment. a smoothslides surfaceover another which constructingExplain procedures a lining in developUseableganza, selected to aand labelsummary sheath references samples of lining. techniques of or these pamphlets, usedfabrics. in to Study and be Construct(C) a lining (Ap) Workstructgarment.lining in groupsanda simple apply to dress,demonstratea lining skirt, for how aor simple toother con- Applygarmenttinggarment. appropriateand you applying are making.techniques a lining inin aconstruc- simple garmentsfabricsinterfacingDetermine for(An) appropriate variousand lining whichPointgarments. would out interfacingbe appropriate and forlining specific fabric Give reasons for your choices. 121 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences GoodFitting fit Techniques is an individual prob- Explain the purposes of Discuss in groups the following state- construction.fittinglem which the may garment be solved during by constructionfitting garments (C) during thismentment.fittingfitted, problem?is constructed, ait garment is not duringattractive." if it constructionis poorly solve "No matter how perfectly a gar- How might niquesDemonstraze (Ap) fitting tech- Worklems.thecoverproblems. insolutions possiblegroups tosolutions. onesolve or spcificmore fitting fitting prob- Use selected references to dis- Show class garmentbePoint made out (An)in alterations a specific to ment.tiontoLook determine necessaryat an example the to problemsolve of an it. andill-fitting the altera- gar- Use selected references in order Planfor appropriatea garment (S) fittings problemsreferencesfittingpreparingUse the apatternencountered specific ato chart devise guide whichgarment. insolutions sheet fitting.can beas tousedan anyaid in in Use selected garmentEvaluate (E) the fit of a thaimproved?areasUse garment a fitrating best?you scale made toin appraiseclass. the fit of Could the fitting problems have Where could the fit be Which 122 been dEtected and corrected before the Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences garmentments be wasfitting made cut? now? could the adjustments have How? How? Can these adjust- During which madereportCoordinatingfirst garment been of your made?that Experience: experiences fits poorly. with class. Alter a ready- Share a Pressing Techniques elseCoordinatingfit usinga garment techniques Experience: for yourself studied or in someone class. Construct and teristics.mentencedPressing and by thetechniques fabricshape ofcharac-are the influ- gar- ricsforList pressing(K)correct temperaturesvarious feb- Studysettingsrect references techniques for pressing in and order ironvarious to temperature learn fabrics. cor- Knowing when and how to press ousUseniquesDescribe fabrics pressing required pressing (C) techniques for tech- vari- settingDemonstratepressingLook at appropriate fabrictechniques proper samples, fortechniques and each ironand sample. decide temperaturefor pressing upon tion.resultsachievingduring constructionin professional-lookinggarment construc- aids in detailsappropriatefabrics (Ap) and for construction specific Whenoftheisdarts, construction shouldtypethe purposepleats,of a fabricpress details?ofhems, clothinfluenceusing seams, besteam? used? theand pressingsleeves. How does What 123 Subconcepts and Generalizations BehavioralofAnalyze pressing the Objectives(An)importance duringObserveLearning construction. a garmentand Evaluation that has Experiences been pressed How does pressing thatgarment?pressingment?contribute have affectbeen to thepressed. the appearance appearance of ofthe the gar- How would too little or too muchPoint out areas of the garment inglinesDevelop(S) garment for general pressing construction guide- dur- howIncludeDevelop to recognize whengeneral to goodpress,guidelines pressing. how tofor press, pressing. and niquesgarmentsEvaluate used (E)pressing on specific tech- tofororqualitiesContrast theratingpressing. scale. twoofscale pressing.or whichmore garments,includes guidelinesand compare Rate each garment according Use a check sheet

124 CONCEPT: Clotteng for Children SubconceptsOVERALL OBJECTIVE: and Generalizations Outlineclothing factors (An) to consider in construction, selectiOn, and care of children's Behavioral Objectives Learning and Evaluation Experiences characteristicsFamiliarityCharacteristics with in desirable children's acteristicsIdentify desirable for children's char- Studyneeds selected of children. references on clothing Cite desirable char- clothes.selectiongarments ofcontributes children's to wise clothes (K) movement,promotionpriatenesscludingacteristics durability,and offor of self-helpgood weather,children's posture, ease features. suitable of clothing, freedomcare, weight, appro- forin- selectionManySelectionclothing. factors of children'sinfluence the dren'sturesIllustrate desirableclothes specific (C) in chil- fea- ShowareObserve examplesdesirable items of inof specific children's features clothing. which binedfeaturesDiscover to meetmay how be thedesirable com- needs worngroupCollectExplain by discussions>your whypictures parentseach isof discoveranddesirable.children's grandparents. how clothingyoung chil- In of various children (Ap) needsfeaturestheclothingdren's past of clothing childrenofcombinedmeet the children's past.of today.in today clothing needs?differs to meetfrom How did clothing in How are 125 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences whichandDescribe healthclimate, situationsinfluence housing, thein ofWorktors a child'sin which small affectwardrobe. groups, the and size discuss and content fac- Give examples of clothingselection (C) of children's hechild'sfectvariousclothing wears? a child's climates.healthneeded affectwardrobe?by _children the type living of clothes in How does housing af- How does a nateTheclothingfor use errors,purchasing of willspecial minimize helpchildren's guidelines to dis- elimi- children'shelpPrepare consumers guidelines clothing select (Ap)to careselectingguidelinesRead required, references children's which durability, willin orderclothing. aid consumerstocost, disco:2r suit- in Include satisfaction,childgreater wearing enjoyment and the give clothing.to the childforchild.health,ability selecting in foranda case climate,personal garments study. age,preference for activities,a specific of the Use the guidelines as the basis specificdren'sselectionsDetermine clothing situations appropriate of chil- for (An) Keepplay,situations.toStudy point inschool,items mind out of thedress, children's moneysuitability and available shopping apparel of each and trips.in thefororder Examples: sleep, outdoor characteristicsDetermineandchild's dislikes. age, the developmentalpriorities in children's among stage, clothing. desirable likes 126 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences scious.heAs thebecomes preschool more clotheschild matures, con- Statetoclothes him reasons (K) are importanta child's 1)clothesdevelopment.Read Clothing selected are importantcan references be a learningto him.concerning tool; achild List reasons why a child's Examples: Explain how considera- Describehimself.ischild familiar may from gain toexperiences them.confidence with by dressingyoung chil- 2) Children like clothing that eicepreferencestion(C) of children's may influ- garment selection onjoyeddren,children a bulletinorexamples disliked may board enjoy.of byclothing clothinga child. that designs was en-that Illustrate mayShowclothing behow fulfilled children's havingpreferences byde- haveferredorderInvite child toby kindergarten discoverthis wear age his typesgroup. favorite children of clothing garment. to class pre- in Ask parent to ticssirable (Ap) characteris- theferred.discoverDiscussren's garments. choices. possiblepossible reasonsreasons forthey the were child- pre- Let children tell why they like Study the garments to ableChildren's in a wide garments range areof prices.avail- clothingRecognizeranges of(K) the children's price goingListpriceorTake use atypesonranges fieldcatalogs the and fieldoftrip sizeschildren'sin to trip.order aof speciality clothing to clothing. identify beforestore, 127 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences ofmay Describechildren's be minimized ways clothing the (C) cost Selectfeatures,fortheGive amost examplesdurableyoung ofand child'sthe clothingmakeof clothing ways usewardrobe. athatof person dollar"hand-me-downs." has cangrowthbudgeted make Examples: costofren'sDiscover obtaining (Ap) clothes how the theaffects child- means cialityListandShow thesourcesthe shops,source relationship of department ofclothing, an article between stores,such of theas clothing. dis-spe-cost clothingstudyorderarticles,count tostores, stores, fromfind and eachout"hand-me gifts.bargain thesource. cost down,"basements, of anhomemade item mail of Conduct a group dren'sConstructionCareful clothing construction Process may increase of chil- turesIdentify which desirable can be in-fea- corporatedList desirable into featuresconstructing which children's can be in- andcomfort, life ofdurability, the garment. usability, children'sess(K)corporated of constructing clothing into the proc- allowances,toclothing. prevent irritation,flat fasteners, adequate small seam stitches. Examples: non bulky seams clothingconstructingExplaintures in procedures(C) children's growth forfea- lessderforthatGive children. straps;styles;canexamples be raglan,constructedelastic of specific kimonoinserts; in growthorvarious stretchsleeve- features garments or Examples: adjustable shoul- Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences twofinedknit rows fabrics;waistlines of fasteners wide in seamone-piece for allowances; attaching garments, topsunde- Describe construction Examineconstructingand yokes.bottoms children's ofeach sleepwear; feature. clothing, and and tucks, find pleats,ex- Describe the procedures for clothingbilitytributetechniques of to(C) children's thewhich dura- con- pants;andpointstoamples durability. zipper double of straintechniquesbase; stitching reinforcingon pockets, which buttonholes; contribute pointsbelt loops, on Examples: reinforcing durablesecurelyofbackunderarm seams; stitching trims. attaching doubleseams; at stitching finishing beginningfasteners; crotch seamand and endingedges; usingand pendence.aAppropriate fastenerschild's comfort mayseam contribute finishesand inde- andto children'stenersseamExplain finishes are why clothing desirable specific and fas-(C) for whichableLookfasteners. illustrateforat exampleschildren's various of clothing.children's seam finishes garments and Explain why these are desir- durabilitywhichstructionclothingDemonstrate influence techniques (Ap)of variouschildren's the con- ments.Workthetributeclothing inclass. pairs, to using the and durabilitytechniques construct ofwhich children's the willgar- con- Show garments and techniques to 129 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences dren'sofAnalyze various clothing the itemsconstruction (An) of chil- DistinguishconstructionclassclothingExamine members. itemsas between wellof of garments aschildren's garmentsclothing from ready-to-wearincorporat- madeeach bysource. the Determine the quality of techniquesordurability.thoseing inadequate. features in whichwhich which suchmay promotebefeatures used durabilityto are improve lacking and Point out construction structingforroomConsider rapid for children'sprotection, activity,growth when andcloth- comfort, con- room clothingcifictionPlan appropriateproceduresitem (S) of children's forconstruc- a spe- wouldshirtsuchDesign aide asor an pajamas, blouse. theitem child of shorts,children's in learning or frontclothing, to openingdress Include features which ing. Coordinatingdination.himself(such asor color,which Experience: wouldshape, teach numbers) For aFHA concept oror coor-com- Evaluate vie suitability Comparestructionmunitya garment activity,two techniques) forsets a of(usingneedy children's plan child.appropriate and playconstruct clothes.con- of(E)for children's specific clothingsituations Whichfeatures?tures,construction,situation would comfort, inbe termsmoreease and suitable ofself-help care,cost, forgrowthquality and a specificsafety fea- of Why? 130 CONCEPT: Relating Clothing and Textiles to Career and Job Opportunities SubconceptsOVERALL OBJECTIVE: and Generalizations andDetermine textiles opportunities (An) for employment which involves knowledge and skills in clothing Behavioral Objectives Learning and Evaluation Experiences TheOpportunitiesSemiprofessionalprofessional number and orvariety orskilled Skilled of jobsemi- Job Listskilled semiprofessional job opportunities or Matchperforming flannel various board picturestasks to ofoccupations persons populationopportunitiesanding fashionis affected changes, trends.related by technology,the to economy,cloth- related to clothing (K) sultant,seamstress,cosmetologist,laundrymanin which stock each clothingor clerk,alterationist,isdry employed. cleaner, repairor sales specialist,bridal industrialperson. con- Examples: clothingtiesfluenceExplainvariety in factorsthe andof fieldnumberjobtextiles thatopportuni- of and in- Workcounselors,formationjobfactors individuallyopportunities that may vocational influencebe orobtained in in your groups,counselors,clothing-related fromcommunity. andguidance listthe In- relatedDemonstrate(C) job opportuni-clothing- DiscoverSharegenerationslibrary, lists job and with opportunities ofthe youngthe Better class. people Business of inearlier the Bureau. field tionsties of(Ap) earlier genera- Shareoffindingstionssalaries, clothing with to thoseon the benefits,and a class. charttextiles.of today. orand bulletin working board.condi- Display yourRelate their 131 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences jobpossibilitiestextilesfieldAssociate opportunities of withclothing past (An)future and in and presentthe tionalcussionandAnalyzethe predict clothing Outlookofpast your future and field. Handbookfindings. present job possibilitiesand job other opportunities, refer- in Present a panel dis- Use Occupa- aCoordinatingpossibilities.ences panel as discussion a basis Experience: for entitled: determining For "JobFHA, futureOppor-present SkillsEmployment and Competencies in semiprofessional Needed or Name skills and compe- Brainstormtunities: inPast, class Present, in order and to Future." list orskilledknowledge,fields an apprenticeship. jobsusually skills,in clothing-relatedrequires or training specific tencies(K)clothing-related required for jobs sign;fortoclothing-relatedskills apply theunderstanding andindividual principles competencies jobs. ofthroughout and clothing elementsrequired theselection ofinlife de- Examples: ability struction,chase;careclothingcycle; for andknowledge clothing;industry;alteration, creativity of skillability textiles andin designinginclothing toclothing andproperly of pur-cloth- thecon- clothing-relatedskillsExplain are reasons important specificjobs in specificWorkrelateding. in committees trainingoccupations. necessary in order forto illustrateclothing- Explain why the (C) 132 aids.thetraining class is using required. case studies and visual Report ideas to Subconcepts and Generalizations necessaryBehavioralCescribe skills waysObjectives to and acquire com- SelectmarizeLearning a methodsspecific and Evaluation of occupation, gaining Experiences skills and sum-neces- relatedpentencies occupations for clothing- (C) ofticeship,tiveConsidersary training program,for tradesuchobtaining given, comparingpossibilitiesschool, and a job timeor locations, ina required coopera-asthis appren- field. typefor orbeeach groupsreportfrom acquired of the thetoon library. presentyourprograms.from research,vocational your findings or counselors work in in a Present an oralInformation may skillsApply clothing-relatedin a particular timeCoordinatingbate.panel job, discussion, or Experience:do volunteer short story, work whichor de- Obtain a part- situation (Ap) Worksellaples:utilizes children'swith items friends clothing-relatedsuch home asor neckties,ora clubother to skills, social aprons,make andagency. or Volunteer to repair garments for Exam- munityaassistant,tainpurses, fabric atheater. part-time asshop, aseamstress moneymaking or jobseamstress as to an project.make alterations for display a com- for Ob- 133 OVERALLCONCEPT: OBJECTIVE: Factors Infuencing Family Clothing Decisions Show the effects of various factors on family clothing decisions (Ap) 110 kyit, 0 k /n a TIT SubconceptsResources and Generalizations Behavioral Objectives Learning and Evaluation Experiences availablefluencedFamily clothing byresources. kind anddecisions amount areof in- encingdecisionsIdentify family factors(K) clothing influ- sions,factorsclothing.Examine such whichselected as influenceresources, references clothing family on family anddeci- indi- Brainstorm in class, and list caretors,considerations,tion,vidual required stagemobility, needs in for andfamily climaticlife garments.wants, style,life conditions,family cycle, cultural composi- social andfac- clothingtorsGive influencingexamples decisions of familyfac- (C) whichWorkcollageing in illustratedecisions. groups on a tolarge factorsfind piece magazine influencing of construction pi-tures cloth- Paste pictures into a List resources which may NameAffectpaper.gested resources Attire." title: a family has available for Display on bulletin board. "An Assortment of Agents Sug- bely used clothing to provide (K) fami- servicesshoppingmoney,providingconstruct, knowledge forfacilities;family alter,clothing clothing.of or budgeting; shopping care;renovate time; skills; abilityclothing; and to Examples: /34/1135 energy. MaSub naging clothingconcepts resources and Generalizations in- BehavioralExplain how Objectives different LearningDescribe and in Evaluationclass discussion Experiences different vo amilyn which may every belves involved. member constant of thedecision-making (C)sourcescombinationsreach clothingmay be of used re-goals to waysdress,mayreach thatbe ortoclothing resources aobtain costume goals.a can shoulderfor be a combinedHalloween bag, a to longparty. Examples of goals wouldclothingreachingPredict best whichhelpgoala specific in(Ap)resources theygoal.combinationsStudyresources may a clothingbe whichcombined. that goalarewould availableto help discover to andreach resource ways the Refer to your family situation for Sample goals: Point out advantages and weddingDebateoring patriotic suit, dress,the orfollowing pageant.costumematernity statement:for wardrobe, a costume bath- party "It is (An)reachvariousdisadvantages clothing resources ofgoals usingto inlineWhatbest which situationstopros constructslight and cons variationswhich most were are of identified? veryone'sin circum- similar wardrobe." Out- Regardless of socioeconomic Estimate clothing bud- Givefamilythestances questiinexamples clothing. indicate ofof buyingclothingdifferent or budgetsconstructing solutions at vari-to goodbudgetstatus, management. income it is andimportant exercise to levelsgets at (C) various income moneymendedatisous variousthe income spentreferences difference onlevels.income clothing or levels?in on total handouts.and clothingamounts ofcare Find charts in recom- Describe What 136 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences Coordinatingamountslessreasons of indicatedforits Experience:aincome family's at on each clothingspending level. thanmore theor Estimate the Discover the amount of yourPredictdestroyed.amount entire theof wardrobe moneyamount it of ifwould moneyit weretake a family lostto replace or would moneycificfor clothingto individuals be allocated for spe-(Ap) worker,cludeRolesvidualneed tosalesman,assumed fathermembers allocate as byorin a familyfor farmer;specificpreacher, the members clothingmother situations. blue may as collarof a_in- indi- activitiesinnurse,homemaker,in various public or teacher; suchoccupations,secretary,school as orcheerleading,children college,cafeteria or involved as orstudents worker, thatworking in re- Needs and Wants thecare.quire most additional money for clothing clothing? and clothing Which individuals probably need decisions.flyClothing members needs influence and wants clothing of fam- wantstweenRecognize (K) clothing differences needs and be- self-concept,fromples:Classify the clothingelements which needsand may the andinclude building wants. enhancing of Clothing needs include protection Exam- 137 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences wishestudesvidingsatisfaction,sexual orand expressionattractiveness, desires emotions. indicating beyond of the providingproviding wearer'sstatus, andaestheticbasicatti- pro- Clothing wants include enceneedsExplain clothing and ways wants clothingdecisions influ- orcisions.Describeneeds. clothing situations wants influence in which clothing clothing de- needs Examples: If a winter coat is (C) whatshoesaskillsneeded, personhe canis are butwanted,willafford. not time, probably available but money, time immediately toandis acquirenotpersonal a press-buy one, If a new pair of ingIllustratepair whichfactor,of shoes reflects from one at amaya personaldesirableneeds shop andfor wardrobe, price.clothinga desirable cloth- membersandRelate wants toclothing of the family cloth- needs whichofShowfamilies families reflectsdifferences with with wants. growing varyingamong clothingchildren, needs. budgets no chil- Examples: ing budget (Ap) membersren'sCoordinatingdren, clothingphysicallywho need Experience: departmentspecial handicapped work or clothes.specialtymembers, and Visit a child- 138 WhatHowstore does areand theitobserve differcosts children's offrom various adult clothing. items?clothing? Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences CompositionFamily Composition of the family influ- List ways family composi- Name and record ways family composition may encesthe clothingamount and budget. allocation of Illustrateclothingtion might decisions influence (K) of Looksize,ities,influence at age, picturesand occupation,clothing sex ofof familyfamilies.decisions. interests, members. activ- WorkInclude in Stage in the Family Life Cycle clothingfamily composition decisions (C)on clothingaboutgroups theseto they present families, may needto the andor class want.suggest stories types of terncycleEach of stagehas clothing a ofcharacteristic the needs. family life pat- lyListIdentify life stages cycle clothing of (K) the fami-needs CiteandcludeDefine later clothing beginning, the years. family needs expanding, life of individualscycle contracting, stages. in In- cyclestageof individuals (K)of the family in each life eachclothingthelyvite lifestagepanel homemakers cycle needs. ofto thediscuss to infamilyserve each their on lifestage afamilies' panel.cycle. of the fami- Ask In- Summarizecyclestagecharacteristic (C)of clothingthe family of needseach life ofingIllustrate their paper needs. dollsthe family in clothing life cycle characteristic by dress- 139 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences familyanClothing individual's life requirements cycle stage changes. changein the as eachtoIdentify providingstage problemsof theclothing family related at Workproblems.in inthe groups life cycleto discover common forfamily each clothing stage As a class, prepare a flip life cycle (Ap) encountered.familyCoordinatingchart torelations show Experience: the or problems clothing that specialist may be For FHA, ask a Analyze clothing expendi- Workneeds.lyto inlifespeak groups cycle on familyto as estimate it clothingrelates costs toand ofclothing the cloth- fami- of(An)tures the familyat various life stagescycle findingsginningclothingUseing catalogsduring stage,tocosts. oneclass. as each stagereferences group of the may for life report obtaining cycle. Starting with the be- acceptanceClothingSocially's socialAspects influences in participationthe community. the fami- and situationsofRecognize clothing the(K) in importancesocial socialStudyclothing. referencessituations. on the social aspects of Cite the role of clothing in ancetributesExplain (C) howto socialclothing accept- con- tions.alearn Interviewperson's how they acceptancepersons feel ofthat invarious socialclothing ages situa- affects to Summarize your findings. 140 Subconcepts and Generalizations ShowBehavioral ways clothing Objectives LearningRole play and in Evaluation order to showExperiences ways clothing inly'scontributes(Ap) various social situations acceptanceto a fami- attiresituationsapprovalof family at by PTA,membersas the the atcommunity. following:Woman'smay influence Club, attheir home, Consider such Mother's anddressschool,famfly's on atthe forwork, golfjob;appearanceparties, atcourse;children's a backyard and at and forchurch clothesthe barbecue,play; wholeon father'sforSunday. socialAnalyzeclothing life effects on (An) family of Brainstormandthepearancefamily thefriends memberspersons onto theythepoint mayinvited streetmake, outdetermine ways theandto theirjobsinclothing theirsociety, theyhome. ap- ofhold, ingLife needs. Stylesstyle may influence cloth- Define life style (K) style.State your idea of the meaning of life Example: the way a person lives. Illustrate the influence andExamineIllustratelight references. ofyour the ondefinition definitionsa bulletin of boardoflife classmates stylelife stylesin ofing life needs styles (C) on cloth- sitateAnclothes;moreand agrarian resulting heavy-dutymore a suitslifebusiness clothing styleworkand lifedress clothesmay needs. style necessitateclothes than may dressy thanneces- Examples: 141 heavy-duty"Daily Life work Dictates clothes. Dress." Suggested title: Subconcepts and Generalizations Behavioral Objecti yes Learning and Evaluation Experiences styleRelate (Ap) clothing to life withpeopletrysentativeLook theto at inidentify class.pictures theof variouspictures. the showing life life style clothingstyles, of theandrepre- Share your ideas costume.provideaCoordinating clothing illustrations specialist Experience: showingto speak history on and of How did clothing of the past For FHA, invite ModeCultural or mannerAspects of dress is Recognize dress repre- Listrepresent various past common life cultural styles? backgrounds influencedtage. by cultural heri- Illustrateculturalsentative background of cultural various (K)in- Identifybackgroundsdressin the representative Unitedways in dress theStates. 'Jnited in of your various States. community cultural has Find pictures of Unitedfluences States on dress (C) in the styles,beenshoeheritageAfrican influenced styles. accessories, heritagemay be by reflected mayvarious and be dress;reflected cultures.in ponchos Mexican in andhair Prepare a display of gar- zines,onClipments dress picturesiand 11in describe usyour trati from community. nginnewspapers culturalclass the influences and cultural maga- 142 tures.influences on dress revealed in the pic- Subconcepts and Generalizations Behavioral Objectives Coordinatingactivity,Learning andpresent Experience: Evaluation a group Experiences program on For community ousbackground.ditionalgarmentsclothing cultures. asmusicreflecting a reflection may accompany heritage of cultural thefrom program. vari- Participants may dressSlides in may be shown; tra- membersberMobility and acquire.type may ofinfluence clothes thefamily num- inginfluenceCite (K) ways familymobility cloth- may thatclothingDiscuss moves waysdecisions. a mobilitygreat deal may may influence need clothing family Example: The family typebilityExplain of onclotheseffects the number acquiredof mo- and Worktypeeffectssuited in of groups toclothesof various mobility in acquired.order climates. on tothe determine number and the Examples: (C) tomayfor,usedFamily move, beandin acquired, manymayis,thereby acquireinexpensive.situations, reducingso thereclothing is financialwill easy that be to fewercan outlay.care be Fewer clothes ofofClimateClimatic wardrobe. clothes mayConditions needed influence and the sizetype clothingditionsExplain mayhowneeds influenceclimatic (C) con- veryfluenceDescribe hot, clothing climaticand cold needs. conditionsclimates. that may in- Examples: mild, 143 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences tionsvariousRelate (Ap) clothingclimatic needscondi- to climatesifPredict you moved thedifferent typeto states of from clothes oryour countries youhome. would with need Jus- TheCare care Required which garments require Identify factors which in- Studytify garmentyour predictions. care labels; then list the toclothinga maintainmajor considerationdecisions. their appearance in making is ingfluence upkeep the (K) cost of cloth- ofadditionaling,ments.type upkeep, dryof carecleaning, suchfactors necessary as qualityinfluencingand bleaching.for ofspecific construc- the cost gar- Examples: washing, drying, iron- List Explain ways cost of up- Estimatetiesthetion, garment,and number productsthe andcost of clothingtimesavailable.of various one care expects types facili- ofto cloth-wear ingkeep decisions may influence (C) cloth- commercialmercialservicescommunitying upkeep. and such toand coin-operated get ascoin-operated clothingestimates dryrepairs, of laundry, cleaning,costs com- of Call various services in the mentsPredict (Ap)of thespecific care require-gar- willshowingLookand probably purchaseat samplethe require. typeof garments. washer of care and these dryer. garments Prepare a chart 144 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences whichownthedoesCoordinating wardrobe. cost mostthe oftypeof maintenance?yourExperience: of careclothes required require. influence Discover the type of care Look at your How robestoexpenditureDetermine care (An) for thevariousnecessary resource ward- whichovermineDivide describeacosts periodinto ofgroups variousofcaring time. to forwardrobes.analyze each casewardrobe studies Deter-

145 OVERALLCONCEPT: OBJECTIVE: Management and Consumer Aspects of Family Clothing Analyze clothing budgets (An) SubconceptsFamily Clothing and Generalizations Budget Behavioral Objectives Learning and Evaluation Experiences lypationstheAllocationget members. family, is andaffected of activitiesand the the ujclothing ages,the of size fami-occu-bud- of getaconsiderIdentify family (C) clothinginfactors formulating tobud- carpenses;Examples:Describein payments;establishing financialgeneral occupation; factors aobligations, family .for personalclothinq consideration such in- budget.as amount of income; fixed ex- ofPredict various the clothingsuitability bud- percentagessonalterestsUse sampleinterest and toleisuregeneral computein fashion activities;budgets the andbudget or fads. suggestedand allotment per- getsly (Ap)for a specific fami- whetherinneedsforRelate the clothing oforbudget. budget anot specific atthe informationvarious needs family mayincome totobe discoverclothingmetlevels. with- Outlineparticularclothingsider infactors budgetformulating family to for con-situ- a a vidual,ly.formulatingDetermine a couple necessarya clothing with considerationsa budgetchild, foror a youngfami-in Examples: a single working indi- ation (An) clothing,amountsketchvidualcouple withoutofwritten costmoneythe familyaof reports theychild. clothing havemembers, which tocare, spend includethe cloth- totalon a Prepare indi- 146 ly.purchasesing needs, to need be madepriorities, monthly andand clothingseasonal- Subconcepts and 2eneralizations Behavioral Objectives Learning and Evaluation Experiences ticulargetPropose(S) suitable familya clothing for situation a par-bud- workingteristics.child.Working inbudget individual, small for groups a youngor toa couplecompilecouple, with a cloth-single a Consider needs and family charac- ownbudgettureCoordinating family, spouse.for one yourself, Experience:of the following:or you and your fu- Plan a clothing your situationaofAppraise particular a clothing the(E) family suitabilitybudget for culateandExchangecatalogs evaluate the budgets fornumber the price clothingpreparedand comparisons, type budgets.byof classmates,items and that cal- Use Shopping Skills WhymightDoes or whybethe purchased not?budget meet under the this family's budget. needs? withinmakingSkillfulachieve available helps consumercloth:no families resources. decision-goals to skillsingGive (C) examplesrelated toof cloth-shopping shopping.nizeclothingclothing.Identify quality, expenditures,skills interpret needed information,andin shoppingdo comparison forplan Examples: ability to recog- 147 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences niquesskillfullyDemonstrate clothing in shoppingproviding (Ap)effects tech- fami- of orReporttagesInterview peers of findingsto skillful familydiscover to members, shopping thethe class.values facultytechniques. or advan-members, usedDetermine by homemakers shopping (An)skills andmakingtoUse determine compile a purchases.check a shopping listclass in list interviewingskills of commonlythey usehomemakers usedin Summarize your findings Advertising and labelLabeling informa- Identify kinds of in- Readshopping labels skills. and advertisements of ready- clothingtion may decisions.be useful in making ofadvertisementsformation clothing provided products and bylabels (K) mation,tent,amples:formationmade garments,special cleaning available finishes, and and nameto laundering the shrinkagethe consumer. types instruc- infor-of in- size, figure type, fiber con- Ex- andofEstimate clothinglabeling the advertising (C)usefulness withquired,Discusstions, label manufacturer, performancethe information, importance characteristics,designer, suchof being as careand familiar price.re- and fileconvenientIllustratefamiliar box. brand reference.ways names. labels may be organized for Example: label 148 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences toadvertisementsApply making information family and cloth- fromlabels inUse advertisements information stated in order on labelsto select or foundvari- ing decisions (Ap) Coordinatingouscoat,children's articles swim wear,clothes,Experience:of clothing. or leisureman's suit, wear. winter Examine labelsExamples: onIstiondo clothing itthey usefulstill provide? you useful?when own. you purchased the garment? How was this informa- Why or why no".,?What information mationSourcesKnowing may of where aidInformation into makingobtain fami-infor- familyRecognize clothing sources infor- of ingList information, sources which such provide as Consumer consumer Reports, cloth- ly clothing decisions mation (K) selectedandBusinessHousekeeping,Consumer Food referencesandBureau, Research, Drug Parent's FederalAdministration. asChanging guides.Magazine, Trade Times, Commission, Better Good Use informationprovidedDescribe informationby sourcesconsumer (C) ororalSummarizeinperiodicals interviews. theor writtenform consumer ofor reports.rolebulletins information play, byskits, presenting found mock in TV, Reports may be 149 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences onclothingderivedPredict consumer satisfactions fromdecisions information family based suits,Showsuchsumer the major andinformation importance rainwear. clothing sourcesof purchases consulting before as con-coats,making ConsiderationStandards for ofBuying buying stan- Show(Ap) the importance of Prepare short case studies which demon- clothingtiondards derived may decisions. increase from family satisfac- purchasingusinging items.standards family (Ap) when cloth- themakingillustratedthestrate importance class. specific the usein of purchases.theof using buyingstudies. the guides standards when Ask classmates to discover Share with advantages,chasing.ingCoordinatingjxperience: item the disadvantages, family is thinking and price of pur- Research in order to discover Choose a cloth- standardsdisadvantagesDetermine toadvantages evaluate of using and specificandDividerange disadvantages of intoclothing the groupsitem. purchases. ofto applyingpoint out standards advantages to family(An) clothing items notchasestimeDebate practical involved theand followingdoing for in mostcomparisonplanning statement:families." clothing shopping pur- is "The 150 Subconcepts and Generalizations useDeviseBehavioral in evaluatingan InstrumentObjectives fab- for evaluatingCompileLearning a andclothingchart Evaluation on items.butcher Experiences paper to use in Include the familyandgarmentrics, overall fabric clothingconstruction, qualityfinishes, items of (S) hems,andfinishes,design,following fiber seams, appropriateness, considerations:content;care and instructions, fit; garment and season;overall construction, shrinkage, fabricqual- fabric, color, Evaluateing decisions family (E)cloth- madeConsidersources.ity inin yourrelation the family. last to major family clothing needs andpurchase re- Justify the purchase wereanddeterminingstandardsby pointingavailable.by comparing for theout buying suitabilitytheit to shoppingthat other you of items skills used,the thatitem, byand

151 CONCEPT: Clothing and Textiles in the Economy SubconceptsOVERALL OBJECTIVE: and Generalizations Discovap was Behavioral Objectives .7, K(.-Z.:.1.3 t 21, Learning and Evaluation Experiences ThesignificantlyUnitedClothing apparel States Industry industry industrycontributes is awhich major to andinvolvedList manufacturingthe typesin producing of jobscloth- amples:segmentsBrainstorm of inthe order clothing to identify industry. various ready-to-wear, piece goods, pat- Ex- the nation's economy. Nameing factorsand textiles influencing (K) Consulting,terns,retailing. personal notions,selected services, apparelreferences designing,trade, in orderadvertis- and to ofthe the clothing United industryStates (K) consumerkets,ofthediscover labor,clothing availability demands. factorscompetition industry. which of rawfrom are materials, foreignimportant mar- andto Examples: price theindustryExplain nation's wayscontributes economythe clothing (C)to ofmarizeindustryspeakInvite the clothing onideasa tostore-ownercontributions the concerning industry nation's in ofto contributionsyoureconomy. thethe town clothingeconomy. to Sum- tributingtradeDescribe of totodaypast the events (C)apparel con- revolution,solidationtheeventsIllustrate apparel which withofindustry.mechanical havefirms, pic'ures, made the inventionsmajor industrialhistorical changes such in as Examples: con- 152 wars,tion.the laborsewing unions, machine, and trends mass communica-in textiles, Subconc. and Generalizations Behavioral Objectives Learning and Evaluation Experiences thepictingDivide apparel intoevents industry.groups, which andradically present changed skits de- Examples: inven- dyes.machines,advertisement,vices,tion of fabric theprinted sewing man-madefinishes, patterns, machine, fabrics, and pressing colorfasttelevision knitting de- tinuouslycyclesShowing tendenciesand which textilesin demandmake and cloth-con- (Ap) cycles;intendenciesPrepare demand. wear;a chartkeep and clothingwhich the desireshows continuously howfor certainnew Examples: seasons; fashion apparelCoordinatinginclothes, Women's industry. both WearExperience: fads Daily and onfashions. trends in the Report to the class. Read articles certaininAdvertising persuading products plays consumers and a majorservices. to rolebuy industryusedIllustrate in the(C) advertisingclothing ingclothingLookradio. advertisements in magazinesadvertisements. tofrom find television examples orof Describe cloth- mentsfromfromDiscover information (Ap)various who benefitsadvertise- gained benefitpredictUse examples fromwhich the peopleof informationadvertising or firms given. inwould order to 153 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences Analyzedustrytising the(An)in therole apparel of adver- in- plechangecussadvertisingOutline who how andare theadvertising hasnowinadvantages changedtheaffected apparel has theand byaffected numberindustry.disadvantagesfashion. offashion peo- of Dis- servicesclothingIllustrate (C) and available textile fro-AWorktheand inclass.givethe groups clothingexamples to surveyindustry. of services the community, available Report to uteIndustryFabric to fabric Consumption and consumption.individuals contrib- sumedList ways(K) fabric is con- homeCiteready-to-wear wayssewing, fabric space garments, is program,consumed. household and auto uses, Examples: usesGive ofexamples fabrics of (C) various turesingIllustrateand furnitureexamples of examples ways toindustries. classfabric in magazines or is by used finding orby catalogs.bring- pic- oustoconsumption.fabricCoordinating prepare fabrics store a fromdisplay Experience:to rawallow illustratingmaterial members stage of vari-the to class Ask a local 154 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences ThequantifyasFamily amountwell asClothing ofof the goodsmoney quality Expenditures obtainedavailable, and clothingsiderDescribe when expenditures stepsplanning to con- ofwardrobe. Identifyclothing theowned steps by eachin planning family member.the family Examples: Take an inventory familyfor the clothing money spent, expenditures. affects (C) whattothecarded,Determine be additionalcoming added renovated, season;wnicnto garmentseach garments determineormember's may are besnouid desired wardrobe;whatsuitable beneeds bydis- for meeteachmisingpossible,able member.as to manywhere meet eliminating of necessary.these the needsneeds; items and plan orwants compro-ways as to Determine resources avail- expendituresfluenceShow ways family resources (Ap) clothing in- Studyfindings.clothing.lies variousat various references income levelson amounts spend fami- on Make a chart showing your ingAnalyze expenditures family cloth- (An) theirsituationStudyplanning clothingthe family.clothingwas doneexpenditures? expendituresfor clothing ofpurchases? a case What factors influenced How much weremember?Howclothingincome met?much wasmoney needs spent was met? forspent clothing? for each family What percentage of theWhat family compromises were made? Which clothing wants Were all 155 Whatclothingcrease might the expenditures?the satisfaction family have derived done to from in- their Subconcepts and Generalizations ProposeBehavioral a family Objectives cloth- StudyLearning a family and Evaluationsituation depictedExperiences in a ing budget (S) familytheirber.ingcase needs clothingstudy.clothing and needswantsbudget. andof eachwants, family plan mem-a Based on the family's income and Determine the probable cloth- reportgetfamilyCoordinating for of tothe thedevelop coming Experience:results. aseason. family clothing bud- Work with your Write a

156 OVERALLCONCEPT: OBJECTIVE: Textiles Relate manufacture of various textiles to consumer needs (Ap) SubconceptsFiber Characteristics and Generalizations Behavioral Objectives Learning and Evaluation Experiences uses.fabricFiber appearance,characteristics "hand," determine and StatefibersList sourcesthe (K) common of naturalnatural jorNamesourcesDefine source, common natural of suchnaturalnatural fibers.as plant--cotton,fibersfibers? from each flax, ma- What are the major Describe common natural wool,kapok,Describeand camelsilk; jute, naturalalpaca,and ramie, mineral--asbestos. fibers cashmere,and hemp; by referringmohair,animal- - to fibers (C) Suggestedsamples.selectedFibers."playing referencesandtitle: labeling and natural viewing fibers. fabric Make a bulletin board, dis- "The Back-to-Nature oftheirRelate natural uses characteristics fibers (Ap) to Preparehemp,ton,and uses flax pina,a chart ofor asbestos, naturallinen, showing kapok,fibers wool,characteristics jute,suchsilk, as ramie,cash- cot- madethermoplastic,Common fibers characteristics include and hydrophobic,resistant of man- madeState fibers the meaning (K) of man- mademere,laboratory.Define fibersmohair, man-made include and fibers.camel. all those made in the There are two types of man- Examples: Man- to mildew and insect damage. 157 producedmadefrom fibers: chemical in nature compounds. and those synthesized those made from materials Subconcepts and Generalizations BehavioralList man-made Objectives fibers (K) NameLearning man-made and fibers.Evaluation Experiences Examples: fibers olefin,nylon,rubber;triacetate,from natural polyester,spandex, fabrics glass, sources--rayon, anidex, fromacrylic, metallic chemical and modacrylic, saran.yarns, acetate,sources-- and Describe(C) man-made fibers easeclass.andCharacterize discussingof care, man-maderesistance fabric characteristicsfibers to weather by observing ex- in Examples: weight and strength, Nature."title:madeaposure, bulletin or syntheticdurability, board displayingfibers. and comfort. labeled man- "It Can Be Nice to Fool Mother Suggested Make usesofRelate man-made of themcharacteristics fibers(Ap) to acetate,fabricmadeDiscover fibers. samples triacetate, characteristics as guides. nylon, and polyester, uses of man- Use selected references and Include rayon, mayNaturalric be characteristics. combined and man-made to alter fibers fab- Define fiber blend (K) blends.Locateacrylic, and modacrylic, cite a definition and spandex. of fiber Example: different fibers which blendsGive examples(C) of fiber scribeLookandare performance blended atto labeledthe togetherclass ofsamples somethe to fabric. commonofimprove fabric, fiber appearance and de- 158 blends. Example: polyester and cotton. Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences blends(Ap)Relate to various possible fiber uses Whyments?aminingDiscover are fiber garments uses blends of madevarious used from inblends thethese blends. by gar- ex- blends?SyntheticHowfibersCoordinating many most arefibers? ofExperience:made your from clothes natural are fibers? made from. How many are fiber Find out what purposeAYali ofyarn fiberStructure isof aheldmaking continuous together a fabric. strand for the Define yarn and ply (K) pleandUse ply.and selected complex references yarns. to define yarn State differences between sim- plexDescribe yarns simple(C) and com- yarns.asCiteFind being reasons examples made each of of either examplesimple simple andwas complexclassified or complex yarns. Showvarious fabrics yarns made (Ap) of thestructionferencessimpleDisplay fabrics. and for in ofcomplex appearance,thethe class,two yarns. types fabricscontent, of yarn made and used fromcon- in Surmise dif- 159 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences WeavingFabric isConstruction the interlacing of anglestwo or tomore each yarns other. at right weavingDefine (K) terms related to cordof"selvages,""weaving,"Find terms the definitions definitions.used "warp "loom,"in weaving. yarns,"in andselected "shuttle." "filling references yarns," Examples: Re- (C)Describe various weaves weaves.ofbasketUse actual strips and fabrics herringbone. of paper as ato guide. illustrate various Examples: plain, satin, twill, Use observation Threadof warp count and tellsfilling the yarns number per Interpret the importance ExplainchartUse graph variousthe papermeaning weaves. and of colored thread pencilscount in to square inch in a fabric. Computeof thread thread count count (C) (Ap) Usecountthreadfabrics. a pickbecount? desirable? glass to discover the thread What is the advantage of a high When might a low thread Relate thread count to warpthecount andtwo. of filling certain yarns fabrics. per inch, and add Count the usefabric (Ap) appearance and shrinkage,ance.tics.threadObserve count fabric shape, affects swatches strength, fabric to and discovercharacter- that Examples: durability, quality, appear- 160 Subconcepts and Generalizations DifferentiateBehavioral Objectives among vari- DetermineLearning and the Evaluation types of weavesExperiences represented formsKnitting fabrics is a byprocess continuous which ousDefine types knitting of weaves (K) (An) mountinUse various selectedeach fabric references sample.samples. and samples to Label and yarns.interlooping of one or more ofIllustrate knits (C) various types Examples:byGivedefine labeling examples "weft and ofknits" displaying various and types"warp fabric ofknits." samples.knits "purl," "rib," "tricot," tedShow fabrics uses of (Ap) various knit- tedObserveand"raschel," fabric "stretch" a varietyto "double," discover knits. of items "textured,"uses madeof the from "bonded,"vari- knit- byNonwoven a variety fabrics of methods. are produced makingricsIdentify (C)nonwoven methods fab- used in asmethodsStudyous lacing,types selected for of braLiing, makingknits. references nonwoven felting, to fabrics, identifybonding suchand ricsIllustrate (C) nonwoven fab- youwebbing.vests,Find use. examples hats, house of nonwoven slippers, fabrics tablecloths, that Examples:Record conclusions. felt for skirts, andtumes,ings,pooltions; disposable table interfacings,diapers, bonded covers, clothing. andbaby andwebbed accessoriesbibs, Christmas fcrdental interlin- for decora-bibs, cos- 161 SubconceptsFabric Finishes and Generalizations Behavioral Objectives Learning and Evaluation Experiences consumer.finishesforFabrics use tomayand make requireacceptable them variousready to the Define fabric finish (K) encesfabricView ina finish.filmstriporder to citeor read a definition selected refer-of ishesDescribe (C) functional fin- mothfinishesformappliedGive resistant, specificexamples thatto fabrics encourage functions.ofpermanently functional to allowfabrics pressed, themfinishes to tobe per- Examples: makethedripflameanti-static, a various dry. listretardant, of functional stainbrand shrink resistant,names finishes. resistant, which waterproof, identify or Look at finish labels, and ricsFinishes to control may be shrinkage.applied to fab- Explainthat(C) control fabric shrinkagefinishes water,haveCite shrunkexamplesrinsing as in ofa hotresultgarments water, of or washingor fabrics drying in thathot age-controlGive examples finishes of shrink- orderUseofat afabrics examplestohigh discover temperature. in andclass. variousselected methods references of in Shrink samples toRelate(C) fabric shrinkage use and carecontrol successfullyDiscovertreatmentsshrinkage thecontrol. and treatedextent mechanical tofor which shrinkage treatments. a fabric by is Examples: chemical (Ap) 162 washingifric any,several and and drying times.measure samples the amount.of that fab- Observe shrinkage, Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences tiveness.changemayPermanent be appearanceapplied and totemporary andfabrics attrac- finishesto Name(K) aesthetic finishes napping,usedandtransparency,Define mercerizing. in aestheticbleaching,applying aesthetic eachfinishes. calendaring, finish. finishes sizing, such as Outline procedures List on a finishesIllustrate (C) aesthetic andWhichishesUse which fabricaesthetic that are aresamples temporary? finishesconsidered to illustrate are aesthetic. permanent fin- temporaryDescribe permanentfinishes (C)and illustratedefineConsultrary finishes.and selected finishesexplain references permanentwhich are in andpermanent order tempo- to Use fabric samples to Explainvarious the finishes purposes (C) of boardtoCiteand fabrics. those thereasons purposes which various are of temporary. fabricfinishes finishes. are applied Illustrate on a bulletin toRelate fabric fabric use (Ap) finishes PredictWY?"Suggestedvarious possible finishes.title: uses of fabrics with "Fabric FinishesPrepare a poster which quires.typeFabric of carefinishes a garment affect re- the garmentsthatList producefunctional (K) easy finishes care finishesStudyaillustrates filmstrip fabric that labels,fabricinmake order fabrics uses.transparencies, to discover easy to andcare or list 163 mothpellent,for. repellent. soil release, anti-static, and Include permanent press, soil re- Subconcepts and Generalizations easy-careExplainBehavioral the finishes Objectives purposes (C) of ments,ReadLearning sampleand andsummarize labels Evaluation fromthe purposesfabricsExperiences andof gar- easy-careticsDemonstrate of fabricsfinishes characteris- with (Ap) witheasy-carePredictvarious specific the easy-carefinishes characteristicsfinishes. forfinishes. reference. of fabrics Use a list of syntheticPigmentsDyeing and andorigin Printing dyes are of usednatural for or Define"dye" "pigment"(K) and defineConsult "pigment" selected andreferences "dye." in order to dyeing and printing processes. andGive synthetic examples dyesof natural (C) basic,copper,variousDescribe direct, pigmentssulfur, natural axoic, vat,and mordant,dyes.dispersed,synthetic chrome, dyes.reactive, Include acid, List Dyeing is a process of applying Define dyeing (K) Brainstormsyntheticandcording pigment. toorigin. in whether order toit definehas a natural"dyeing." or Classify each example ac- orcolor fabric. or colors to fiber, yarn, processesList types (K) of dyeing amples:cross,identifyRead selected and various union references dyeing.methods ofin uyeing.crder to solution, fiber, yarn, piece, Ex- 164 Subconcepts and Generalizations ExplainBehavioral various Objectives dyeing OutlineLearning the and procedures Evaluation for Experiences the various Demonstrateprocesses (C)a dyeing pro- Workmanner.typesthe in dyeingof groups dyeing processes to processes. complete in an a interestingtie-dyeing Present to the class. Illustrate cess (Ap) aCoordinatingdescriptionproject. drive to collect ofExperience: methods used, and washable procedures. clothing Consult selected references for For FHA, conduct Printing is the application of Define "printing" (K) organization.necessaryReadto be selected dyed mending, as references,a means and donateof renewal.and to state a charity the Complete surfaces.color and pattern to fabric processesList various (K) printing charge,ousmeaningReview methods duplex,ofreferen:es "fabricof printing. flock, printing."in orderresist, to photo-list vari- Examples: dis- Illustraterics (C) printed fab- Collectrotarygraphic, screen, printed block, warp, fabricroller, and samples stencil,hand printing. from screen, sewing Describe various print..., Describesamplesscraps,for applying garments,witha method the the printingofor printingremnants. process used usedto Display samples. Label ing processes (C) 165 Shareapply with design the toclass. specific fabric samples. Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences handDemonstrate printing methods (Ap) of printing,Workreferenceing.for inthe groups classblock person. toofprinting, preparemethods andaof demonstration handhand print-print- The art teacher may serve as a Examples: screen Distinguishing and printing between (An) dye- withbeenDetermineing. classmates printed whether or in dyed. order fabric to samplespoint out have Discuss responses The type of colorfastness needed List types of colorfast- Brainstormandflictingdifferences determine responses.to inlist theopinions. typescorrect of classification.colorfastness Analyze viewpoints, Justify con- thedepends fabric. on the use and care of Explainness (K) ways to test nessReadcrocking,found to selected insunlight, clothing.and references.perspiration. laundering, fumes, Examples: List tests colorfast- Demonstratefor colorfastness fabric (C) color- presencethatDividecolorfastness. can intoorbe absenceperformed groups, of and tovarious indicateperform types experi-the of fastness (Ap) waterwhichvaryingmethods.ments ofare to varying amounts dyedshow orthe temperatures; ofprinted colorfastnesslight byfor specific differentexpose of fabrics to Examples: wash fabrics in 166 crocking.periods of time; or wet fabric to observe Subconcepts and Generalizations AssociateBehavioral colorfastness Objectives PrepareLearning a chartand Evaluation showing methods Experiences of color methodwithcation fiber of (An) color content appli- and offastnesscontent.demonstrated applicationcolor application. resulting byand fabrics types from ofspecificof colorfastnessvarious methods fiber Point out the types of color- fabricRelate use colorfastness and care (Ap) to sunlight.dressforPredict various does types notgarments. ofneed colorfastness to be colorfast desirable to Example: An evening decorative.basicDesignsDesign types, in fabricsstructural are andof two decorativeIdentify structural designs (K) and tiveDefine design." "structural design" and "decora- View garment and fabric decorativeIllustrate designsstructural (C) and tiveFindsigns.samples design.examples to recognize of structural various and fabric decora- de- Display samples, and label Designs provide variety in fab- tweenExplainthem asthe characteristicsstructural two types orof decorativedesign. that differ designs. be- forcasions.rics, specific and influence purposes suitabilityand oc- useRelate (Ap) fabric design to onofappearance,lectingPredict wearer.fabric fabrics.thedesign, decorativeimportance and effect value,of design of permanencedesign in se- Examples: pleasing 167 Subconcepts and Generalizations BehavioralDetermine Objectivesfabric designs AnalyzeLearning fabric and Evaluationdesigns for Experiences specific gar- appropriateuses (An) for specific specificPointments,choices.clothes, outsuch garments. fabricscarves, as evening samples ties, wear, appropriateand children'sschool clothes.for Give reasons for your judgingDevelop(S) fabriccriteria designs for signs.facturers'Devise a chart labels for as appraising aids in composing fabric de- Use selected references and manu- Judge fabric designs (E) Evaluateandchartric organizing designs. devised fabric criteriaindesigns class. byfor using judging criteria fab- For what pur- Labels wouldpriate?poses each would entail? each fabric design be appro- What construction problems Why? newBrandinor purchasetheunsatisfactory names past. helpwith tosatisfactory purchasesidentify a variousIdentify labels brand (K)names on CiteObserve additional labels, examplesand locate of brandbrand names.names. brandlabelsExplain names (C) the appearing purposes onfor servebrandCitelaw, reasons names.asand buying give for cluesguides, labeling to arequality products required and with cost.by Examples: Brand names 168 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences ofpastfabricsRelate the experiences same brandor brandgarments names with(Ap) to youorofbrandsDivide alwayswhycharacteristics not? ofinto shop fabrics small for thecommonandgroups samegarments. toto brands? familiarmake a list Should Why ability,aboutGood fiberlabels and carecontent, give requirements information wear- mationGive(C) examples on various of infor-labels paperbels.Bring hangto class, tags, clothinglabels printed and fabric on pack- la- Examples: tags sewn in garments, anceundetectable of the garment. in the appear- Listintoandages information labelsselvagecontaining stamped edges. whichclothing on isfabric requiredor sewingor woven by items, law beotherNationaltionon printed clothing voluntaryto the Consumeron orabovelabels? informationfabric Retailinformation, labels. Council does whatthe suggest In addi- didsideringoronCoordinating onyouryou the find?clothes,purchasing. bolt Experience:of onfabric your youfamily's are con- clothes, How can this information What information Examine labels Constructlabels (Ap) informative Showlabels.labels,be usedexamples permanentin caring of informative labels,for garments? and labels, detachable poor Evaluate the effectiveness of 169 Subconcepts and Generalizations Behavioral Objectives each.Learning and Evaluation Experiences Prepare an informative permanent Effective use of label informa- Show how label informa- Discusspieceparelabel an goods.forclothing-selection informative a junior sportswear label experiencesto accompanyitem. Pre- factorytion may clothing contribute decisions. to satis- ingtion decisions may affect (Ap) cloth- whichofamples:ricinformation its demonstratewas brand influenced name;on clothingthe decision byeffects care decisions. toinformation;of buylabel a fab- garment was purchased because Ex- formation,Clothing labels in addition may include to that in- datoryDistinguish and voluntary between man-la- mationAnalyzefluencedand the is labels,decisionby mandatory fiber and tocontent. anddeterminebuy whicha garment iswhich volun- wes infor- in- required by law. evaluatingDevelopbel information guidelines labels (An) (S) for Planinoftary. judgingclassmates.guidelines labels. for aiding the consumer Compare your findings with those Whatformationdetachableshould information be befoundlabels? included shouldon permanent onbe oneincluded label?labels? on ShouldWhat information all the in- Ex- oninformationCompare the basis clothing of(E) label items Studylabelsgoodsplain. an of wh!chassortment different accompanied ofqualities. clothing the items. and piece Study the Match 170 Subconcepts and Generalizations Behavi oral Objectives Learning and Evaluation Experiences labelsanswers.the labels by answering with the theitems, following and check ques- your Evaluate effectiveness of the mation?pricedhaveoftions: the more items? informative labels than lower- Did the labelsDid thegive labels enough indicate infor- quality Did higher-priced items

171 CONCEPT: Advanced Clothing Construction SubconceptsOVERALL OBJECTIVE: and Generalizations Analyze techniques used for tailoring a garment (An) Behavioral Objectives Learning and Evaluation Experiences Fashion Design 1 1 mentmayImagination beconstruction. expressed and through artistic gar- talents Namesignschanged ways (K) topatterns make new may de- be patterns;makeList newways designs. addingthat patterns construction may be details; changed to Examples: combining Illustrate new designs WorKskirts,signingadding in groups decorativeandnecklines, belts. in order details;collars, to describe andsleeves, rede- ways changesresulting (C) from pattern toconstructionExamples:ofcombined specificchanging to patterns. patterns detailsform new thatto designs. make may newbe addeddesigns. Find two patterns that may be Give examples of Illustrate withorthatspecificdecorative sleevesthe may class. bepatterns;of details madespecific on illustratethatnecklines, patterns. may be changescollars,added to Share ticClothing perception is a mediumand expression. for artis- ingmayIdentify (K)be expressed ways creativity in cloth- wayscreativitytireObserve in outfits which people in theseincludi theiror pi clothing.peoplengctures accessories. havedisplaying expressed en- State 172 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences ticGive clothing examples designs of artis- (C) moredesigns.Observe creative magazine or artisticillustrations than others?of clothing Do some clothing ensembles appear An individual wearer's body type Discover ways of adapt- Why?Showdetailscreativity changes which andthat make artistic may the be ensemble madeappeal. on exhibita basic Select one illustration, and list tionspecialingand anddesigns.figure considerationmodification type may necessitateofin cloth-selec- Analyzeindividualsing clothing designs (Ap) designs for spe- to personalityoutfitViewindividuals ato selected make types. of it varying groupsuitable of body garmentfor types specific designs. or cific individuals (An) eachoutpersonalitiesReadreasons theperson case designs for studiesin yourthe ofwhich specific caseaboutselections. are studies. figurebest persons. suited types toand Give Point ualforCreate (S)a specific a clothing individ- design theacceptableaModify magazine modified the forillustration,design designs. a specific of a garment andfigure. make depicted it more in Display individualsingEvaluate designs creative (E)for specific cloth- wasappropriateartisticbasisAppraise designed? of expression.creativity,modified for the clothing individual originality, designs for and whomon the it Justify your answers. Is the new design 173 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences constructionaddedGivetive examples todetails garments (C) ofwhich decora-during may be Lookrack,tion.details at appliques,garments, which were andbuttons, added describe duringpiping, decorative construc- beading, Examples: tabs, pockets, rick- decorativeExplain functions details of(C) tiveExplainandbows, edging. details. scarves, the functions ties, flaps,of specific braid, decora- lace, Examples: Pockets for Predict the suitability Selecttionholdingclosing ofdecorative mostsmall garments. decorative items details and details?buttonssuitable for for What is the main func- ofgarmentsdetails various to (Ap)decorative specific tweedselectdress,Selectspecific vest, braidalace cottonfabrics and appropriatefor a blouse, aandvelveteen denim garments. andforvest, vest.a satinbaby'sa wool blouse; Examples: Major Pattern Alterations tivementCoordinating details.in your wardrobe Experience: by adding decora- Update a gar- width,lemsPattern andrelated alterationsoverall to garmentsize. solve length, prob- alterationsIllustrate major(C) pattern odstions.generalRead for selected makingsteps forreferences,specific making pattern pattern and summarize altera- altera- Work in groups to describe meth- 174 tions. Examples: enlarging, decreasing, Subconcepts and Generalizations Behavioral Objectives lengthening,Learning and andEvaluation shortening Experiences areas such as Demonstrate major pat- Referlegs.bust,necklines, toback, selected shoulders,hips, referencesabdomen, armholes, crotch, in ordersleeves, and to Pointtern outalterations advantages (Ap). and Outlinepatterntions.discover alterations.reasons steps forfor makingand against pattern making altera- Work in groups to perform major Show to the class. majorPropose(An)disadvantages pattern guidelines alterations of making for WhatReferternpattern are alterations? to somealterations. references alternatives and class to making presenta- pat- Chart reasons. makingalterations major pattern(S) alterations.alinestions check forto list compilemaking to use anda classin evaluating evaluating list of pattern guide-pattern Organize guidelines into Advanced Construction Techniques alterationsAppraise major (E) pattern yourJudge check pattern list. alterations according to a thesupportInterfacings finished to the garment.give appearance body and of Summarize(Capplying steps for ) interfacings Reviewinterfacing.Label referencesareas of garments concerning that interfacings. may require Discuss purposes of 175 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences preparinginterfacings.interfacing. and applying interfacings to IllustrateExplain the steps how tofor select facingselectDemonstrate fabricsappropriate ability (Ap) inter- to purposes.facingShowvarious appropriate fabrics areas forof and garments.specific inappropriate fabrics inter-and Analyzeofinterfacing various usefulness types (An) ofof minebilityfacingExperiment advantages forto determinedifferentwith andvarious disadvantages qualitypurposes. types and of suita- inter-of each. Deter- sculpturedUnderlining look contributes to a garment. a forList underlining fabrics suitable (K) muslin,forIdentifyRecord underlining. organdy,results sample oforganza,fabrics your experiments. thattaffeta, are suitableand Examples: batiste, sirableingViewsheath a a garment. forlining.filmstrip use as onunderlining. underlining and lin- Name types of fabric de- applyingSummarize underlining procedures (C)for WorkplayArrangetratingList in forsteps groups theonefuture forexamplesstep to applying reference. makein applying inan order,underlining.example underlining. and illus- dis- 176 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences outerunderliningRelate fabric selection (Ap)fabric of to fabric.liningusedDiscuss in issamplecharacteristics lighter garments. in weight of underlining than outer Show underlining fabrics which Example: Under- Demonstrateunderline aability garment to (Ap) ApplyappropriateGiveare underliningreasonssuitable techniques. for for toyour specific a garment,choices. outer using fabrics. liningdisadvantagesPoint outgarments advantages of (An) under- and throughshapeunderlining.Determine to look" the advantages garment,of thin fabrics,eliminatesand disadvantages reduces "see- of Example: advantages--adds work,wrinkling,garmentabrasion;by protecting is moreheavier. anddisadvantages--requires expensive, lengthensthe outer andlifefabric makes of fromgarment themore Distinguish(An)lining and betweeninterfacing under- inturingPointlining class. outboth and the mayinterfacings. differences be used. between under- DiscussA garment findings fea- theanceLiningfeel raw to and contributesedges.a garmentgives a by finishedto covering a smooth appear- forSelect lining fabrics (K) suitable lining,cotton,fabricscharacteristicsExamine and suitablecrepe,samples taffeta. fake offor lininglinings, fur,linings. lawn, fabrics. and sheath identify Examples: Name 177 Subconcepts and Generalizations BehavioralingIllustrate linings Objectives steps(C) in Tak- mentListLearning such and asdescribeand a Evaluationjacket, steps a pairforExperiences liningof slacks, a gar- specificConstruct garment a lining (Ap) for a Applyortheniques a dresspatternlining illustrated with toguide awaist garment, sheet. in and class sleeves.using or showntech- on PointingDistinguish andout underliningthe betweenadvantages (An)lin- DeterminePointturingand underliningout both. advantagesthe differences by viewingand disadvantages between a garment linina fea-of Discuss findings in class. anding disadvantages a garment (An) of lin- body,stretching,prolongsconstructionlining and a life reducesgarment. preserves ofdetiils, garment,wrinkling; shape, adds prevents warmth,disadvan-conceals adds Examples: advantages- - Develop a rating scale moretagesDivideing expensive.construction,-- intorequires groups, greater takes and skilldevelopmore time,in acloth- rating and is constructionfor(S) evaluating techniques advanced basedmates,Sharestructionscale ongroupto and ideas beon developrating usedgarments from in scalesaeachevaluating classmade group. with inrating class.class-the scalecon- 178 Subconcepts andcGeneralilations Behavioral Obje'tives Learning and Evaluation Experiences structionevaluate advancedtechniques con- (E) andshouldinJudge garment that thescore of constructionconstruction. athe classmate, garment techniques heaccording constructe-! appliedto Each student neatlyWhen appropriately applied, trims chosen may com-and PUI-chdOedName trims orWoich made may(K) be mentsStudyeacha construction inrating. references order to ratingfindand visittrims scale. fabricwhich maydepart- be Justify plement garments. beading,loops,stitching,them.made or appliques,pockets,bought. piping_ and lace, scallops, belts. ruffles, points, bows, fnclude decorative hand-and machine- Make a clas: list of ouimakingDescribe trims or procedures(C)applying vari for OutlinevariousorObserve study steps someonetrim.selected in makingmaking references andor applyingapplying on trim. trims, variousappropriateEstablish trim guidelines uses (C) of for andpriatestudy dont'ssuggest magazinefor forvarious trims usingpictures whichgarments. trims. wouldor pattern be appro- books, List do's applyingDelliOnstrate(Ap) specific making trims and aCoordinatinggarment,Make short various demonstrationusing Experience:trims, correct and illustratingprocedures. apply them howto a For FHA, present 179 priatenesstrims of various garments. an change the appearance and aporo 5110g:incepts and Generalizations Behavinral Objectives leaftingCoortinating And Evaluation Experience: Experiences Update a gar- tWouldA garment be comparableand the trim in oncare it Aoalyzeto their tr.1-Thls appmasciaftoess accordmg appropriatemesspriatemeetDetermine is tr-im. your ttvtough wardrae of specificgrcup by applying discussion trims appro-for the degreerequired, of formality.durability, Mit (Am)for spe-cifi-c kaarmer tocostandingvarious tope factows: garment,of zf garments.garment, garment, eost type ofamount trimof trim ofin trim, relationin relation and to care required for tr4m Consider the follow- Wirem Sts (S) lib-r n, 11-c purposesamplesPropos* cif trimof trim, trim, for specificand coordinate garments win pat- Use braidsanda jacket--***id;ternformal-40ading, po samples4- Fends; or ORandgarments. banding;beach on children's wear--fringe on a blazer Otos; on peasant dress--figure Examples; on -newtsL-Ivtaalaiate CZI trims es gar- bilityments,Evaluatedotting for-- the rickrackthe trim garment, used and onedging. neatness specific of gar- appli- ease your evaluation on suita- am4cation, requirements achievement of desired affect, . 180 Silignown:spcJorefemEs--ierier glogsmessie Behavioral Objectives Learning and Evaluation Experiences rimai'ztzenagEm.. zi ilitTvIstmmsveip Is Amailable and clothingteringListices professional availableand (K) maintaining for serv- al- tainingintheRead the phone clothing.thecommunity book,newspaper andfor citeandaltering theservices yellow and main-available pages in Examples: cleaners, Describe situations in Discussage,hometailor andalterations, family shops,preservative situationslaundries, store treatment. alterations, inprofessional which pro- stor- maintenancewhich(C)ices professionalfor alterations are needed serv- and madefamily;clothingExamples:fessional clothing; cleaning worn clothing majorby andvarious servicesalterations repair members ofare familyof neededof a major alterations of ready- weddingexpensivetasksclothinglack themselves;thedresses. garmentsitems time whenor andcleaningthe the keepsakes,skill family and to storingmembersdo such the as andConstructing maintenance specific a chart alteration fees show- (Ap) servicesousorWork managersclothing in groups.in a of alterationparticular businessesand interview andtown. providing maintenanc the owners vari- Find out zippers;amples:andchartthe alterations. cost which fitting Of showsvarious garments; the types various andof maintenancecleaningcosts. putting in hems, buttonholes, or As a class, prepare a Ex- 181 includingand storage suede of variou$and fur piecespieces. of clothing, OVERALLCONCEPT: OBJEC.ilVE: Relating Clothing and Textiles to Career and Job Opportunities :.'reparation needed for n.:-related GoonrtmmfitiesSib conuarpts ant for Generalizations Emgloyment Behavioral Objectives Learning and Evaluation Experiences cliwtrtbutesenplolmentdethingrniatedKnow Ien* itof tm professional'opportunities successful occupations ca- for occupationssionalemploymentName opportunities clothing-related in(K) profes- for merchandising,occupations.Brainstormties for ain profession ordertelevision to identifyin orclothing-related radio, opportuni- journ- Include fashion design, miner Y7 anTinm_ dressillustrationteaching,dustryalism, shop representative,patternmaking, extensionsales, and photography,modeling, service, travelingtextile and fashionfabric research,serving or as an in- bilitiesDescribe ofthe persons responsi- in professionalConsultdinator.as a museum counselor's curator,in a specific guides or fashion clothing-or interview coor- a relatedprofessional to clothing occupations (C) writtenoccupation.theclassrelated responsibilities report,through occupation ormock report interviewsinof order personsfindings to or ininterpret in skits.that Summarize findings in a etyMake"Clothing:aCoordinating programof a jobsbulletin onavailable. Expericlothing-related board ence: depicting occupations.the vari- Careers that Count." Suggested title: For FHA, present 182 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences mayShowvocationalabout aid how variousin information successful planning careers Apprenticemuchtextilesin a asprofession you foryourself can a dayaboutrelated toor athata personweekto career.clothing to employed learn and as Re- Educational Preoarstion (AP) career.gainedport to could the classaid you how in the planning knowledge your own Employmentclothing-relatedrequires inspeci:::; professional occupatjons levels fit educDefor cribe specific the types of iom ecessary sonChooseinterests or referencea clothing-related you. materials occupationin the coun- that Consult a resource per- education and trlining. ( oc laations necessarythisselor's occupation. office for the for occupation. information concerning Describe the education specifcsafftypesConstruct ofcioth:mg-relatE4 educa_,on a Jiart showingreces- emplopowit pations.saryPreparetypes for of aspecific classeducational chart clothing-related showingpreparation the variousneces-occu- Post findings.in a showcase or t4sinessjob&ecaus* adoeAcement andof theindustry complxityis facili- toaa' of clothing-related7ccupationstoList job factors advancement (AD) testribu-C-Ir posi- in experience,inName a clothing-relatedhallfactors in skills,thewhich school. willefficiency, job. help you ability move up Examples: tatee ,v .vntiRuous Givetions encamp (K) =s of fac- torelatedIntarviewand get enthusiasm. along occupations persons with people, employed to learn adaptability, in what clothing- fac- vanctmenttors influmona (C) job ad- 1 Q/ tors they feel have contributed most to Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences mineclothing.advancementtheir which occupational factors in occupations contribute advancement. related most to to Deter- fieldintionRelate a (Ap)clothing-relatedin the job role advancement of educa- relatedtiondiscoverfilmstrips,Read andin jobs. selectedadvancementthe orrelationship transparencies references in certain between or in viewclothing- ordereduca- films, to providingtivebeClothing-related a andmeans financialpersonal of satisfying occupations satisfaction.needs andcrea- may ingitiesIdentify (K) related creative to cloth- abil- ofartisticinList skills, clothing-related creative talents,insight abilities intoimagination, occupations. use that of may elements creative be useful of use Examples: inIllustrate design and how construc- creativity classInvitetrends.design, on a creativeresourceand ability aspectsperson to predict toof speakclothing- fashion to the relatedtion are occupations used in clothing- (C) extensioncouldpations.tivityrelated be is service,a occupations. usedclothing in aclothing-related buyerconsultant from afrom local occu-the (NOTE: Thy resource person List ways that cre- whichclothing-relatedPredict may satisfactionsresult from occu- tionsAskstore,clothing-related resource that a fashion may persons be coordinator, gainedoccupations. to describefrom workingor satisfac-a model.) in Based on pations (Ap) 184 yourtions findings, to specific relate occupations. various satisfac- CONCEPT: Significance of Clothing T.) i/kil a t? Subc:onceptsOVERALL OBJECTIVE: and Generalizations Analyze the interrelating factors which make clothing significant in today's world (An) Behavioral Objectives kin Learning and Evaluation Experiences CulturalDress reflects Aspects theof Clothingcombination Recognize cultural Study references7 regarding clothing cus- whole.ofacterize cultural the elements society that as achar- variations(K) in dress turesingtoms ofof to peoplevarious the country depicted cultures. or inculture magazine to whichpic- Match the cloth- oneChinese;withIdentifythey culture faces belong. and obvious covered;to hat another. and variations tuniccane ofand British. introusers dress fromof Examples: Indian women Illustrate(C)variations cultural in dress Giveclimate,ferent examples cultures. religion, of ways natural dress variesresources, in dif- and Explain the effects of Sketchcalcultures.patterns of or a tracespecificof living an examplecountry. on dress of indress various typi- Interpret your World-WideplayIssketches.illustration theor bulletinSpice Whirl." offor boardLife" the class.ofand class "Dress: members' Suggested titles: Make a dis-"Variety A 185 Subconcepts and Generalizations Behavioral Objectives l;.arning and Evaluation Experiences naturalincussvariesView a giventhea resources,fromfilm influences culture. onewhich culture andillustrates of religion history,to another. whyon climate, dressdress Dis- tureingShow of(Ap)aspects a specific of cloth- cul- seasonsstructSelections which aof "Fashionculture one were year ofprominentCalendar" orinterest for one forshowing to season specificyou. fash- Con- economics,Dress reflects and thereligious politics, cus- ofIdentify historical the costumeimportance Brainstormhistoricalfluencedover a ten-year theto costumes. citefashion period. reasons changes? for studying Recognize that What factors in- theytoms wereof the worn. times in which peatsDescribestudy (K)itself how infashion history re- silhouettesGiveuniquenessclothing examples reflects throughoutof ofeach repetition thesociety history.social inof behavior history.styles and Find pic- (C) waistline.ette,Examples:oftures today ofcollars, thathistorical have sleeves, similar costumes hemlines, characteristics and dresses or similarity in style, silhou- bellWorkthecal hasincostumes.first teamsan teamopportunity to toview have pictures toa membergive ofan ring histori-exam- a As each picture is shown, 186 plerections. of answer.a similar style from today's fash- One point is scored for each cor- Subconcepts and Generalizations ShowinfluencedBehavioral ways history dressObjectives hasin historicalStudyLearning historical and costumes Evaluation costumes in orderExperiences or topictures discover of a given culture (Ap) librarycostume.Look,"theirreasons times. Napoleonicmaterials those costumes ascostume, guides. were and popular Victorian in Use selected references and Examples: Dior's "New moresofhistoricalTake time. toa fielda specific costumes trip tocostume of a variousmuseum viewed toperiods observein Relate life styles and social inhowPreparethe which a museum.specific ait class was costume worn.presentation reflects explaining the time Ask your history aCoordinatingdata.teacher style forshow help Experience:which in pairslocating historical historical cos- For FHA, present worn.mationintoday'stumes which inand clothing thethe recurrences commentaryhistorical fashions. of aboutcostumes those the styles wereperiod in Include infor- 187 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences ofClothing social maystatus. be an indicator (K)Define social status finalizingofBrainstormtorecognition, social a dictionary status. yourto recordapproval, definition. or othera composite or referencebelonging. definition before Example: feelings of Refer statusandcuresClothing identification inrecognition, societysymbolizes and forapproval, man'sse- the historynatehasDescribe been status (C) used ways throughout to clothing desig- encesWorkingsused in toforto committees illustrate designatethe class. andstatus.ways use clothing selected has refer- been Summarize find- individual. Showflects how statusclothing (Ap) re- PresentmationStudying clothinghas gainedyour historically information tosymbolism. demonstrate designated to class. ways cloth-status. Use the infor- Exam- warriors.markbyples:adornment church one's leaders, degree,of skin academicsororityto show braverygownspins, thatand of crowns worn by kings, robes worn classpatespantomimeinUse society. appropriate a guesshistorical theclothing-related character's character. status props to What cues indicated status Let costumePointindicated out (An) social by a specificstatus whatStudyintumes eachthe pictures pastpeoplesituation? and areof present peoplewearing andin with variousassociate the cos- 188 status represented by their dress. Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences inusedChanges roles. to indicatein clothing changes may be givesExplain(C) to cuesone's clothing role amplespateReviewindicate in theof a clothingcircularadefinition person's characteristicsresponse roles.of role. to give which ex- Partici- thepersonPlayclothing bottle spin-the-bottle who cuecuesstops,spins as may thethe indicate tobottleperson describe spins.roles.givesto whom ways a it WhenThe ofpointsgivesresponse.indicates roles namesthe have nextand abeen role summarizescue. discussed. he thinks reasons the cuefor his He then spins the bottle and Play until a number Various clothing types and de- Relate specific clothing StudygestedcuesIllustrate magazinewhich title: mayon or areflect bulletinnewspaper one's board illustrations role. clothing "The Roles People Play." Sug- withing.personssigns specific are wearing often roles theassociated of cloth-the to(Ap) the role of the wearer whatthemodel.clothing.depicting rolesconclusions .!ould persons ofeach yourwearing garment classmates. various be suit- types of Justify your response. Speculate on the role of each Examine For Analyzeperson waysdresses a specific for the yourThinkable? life. of the different roles you play in Determine the clothes you How do you use (An)various roles he plays 189 weardinateing?clothes for dress eachto indicate role.with specific the role roles? you are play- How might you more effectively coor- Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences worker,ardess,amples:mightPoint actor,dressout military ways insecretary, theiryou personnel, think various or other model. doctor,roles. persons farm policeman, waitress, nurse, stew- Ex- rolesduringpriateDetermine as thefor student, clothingnextvarious few newlywed, roleswhichyears. youwould and will beemployee. playappro- Consider such changes.Theis raterelated of fashionto social change which1900Identify have (K) occurredsocial changes since novels,inclassRead this selected socialor century. short changes references, stories, which and oldhave list newspapers, occurred in ListchangescommunityInvite the theyseveralchanges to havespeak elderlymentioned. seen to yourin persons class inon yoursocial heir lifetime. encechangesExplain dress waysmay (C) influ-social thesocialtheReview past social changes referencestwenty changes haveyears. toinfluencedhave give had examples such dress effects. ofin ways Estimate reasons duringtoRelate changes asocial given in fashions changesperiod thatstudyChooseShare period. ideasthe a specificsocial with thechanges period class. andin historycostumes and of Discover the social changes (Ap) 190 that were partially responsible for Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences 20'sflapperpatternschanges in followedto fashion. costumes.again thechange? period causing dress Example: What social Roaring individualClothing is and an socialexpression values. of throughvaluesIllustrate mayclothing be ways reflected (C)various ousStudytionsclothingand types personalitypictures with ofindicates. theclothing. of class. traitspersons each wearing person's vari- Discuss interpreta- Interpret values situationsingRelate decisions values (Ap) into givencloth- predictedCutthevaluesUse picturestypea caseand of clothing personalitystudy clothingfrom describingmagazines decisions, he traitsor shetoan toandillustratewouldindividual's predict show choose. ingDetermine values current(An) cloth- Workple:arethem in reflectedin groups class. toin outlineclothing values today. which Because leisure is valued, more Exam- changingAnalyze effectsvalues onof withmineOutlinecasual the ways clothes class.ways dress values are would worn. may be affect affected dress. if the Share your ideas Deter- society'sClothingconnotations normsmores. arewith part moral of Definedress (An) mores (K) thatinitionConsultvalues carry changed. forselected themores. connotation references ofto beingcite amorally def- Example: social norms 191 or ethically "right" or "wrong." Subconcepts and Generalizations moresBehavioralSummarize on dress Objectiveseffects (C) of affectLearningDescribe dress. and ways Evaluation that mores Experiences or social laws Illustrate with pictures whatorforposure,"accepted reports ourwomen. society andnormof observations.the for considers acceptability decency "indecentor modesty, of pants ex- Examples: oneShow(Ap) culture how mores to another vary from socialculturefromUse selected televisionlaws to affectingculture. references and moviesdress and varyto observations discover from how Share your findings withinCoveringculturebody somethe considered class.cultures. arethe acceptedface taboo is requiredin to another reveal by culture.inthe one mores Examples: Parts of the Analyzein American changes history in mores (An) pointaffectedinhistoryUse mores selectedout ofthesedressin costumeAmerican references changescodes. books history to and tothe outlinepictures thatclass. have changes from Work in groups and erationareandClothing transmittedpractices to customs another. of from aredress onemanners that gen- (K)Define clothing customs definitioningtolivedInvite givecustoms in, youra orguestof in classstudied"clothing various speaker information other countries. customs."who countries has about visited, cloth- Cite a 192 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences stylesclothingConsult ofthat selectedfashion.customs. change referencesmore slowly to than define the Example: clothing turestomsInterpret (C)of various clothing cul- cus- Workthesionsin inclass.dress ingroups different appropriate to illustrate countries. for specific differences occa- Examples: wedding attire, Share with womenSummarizedressreligious and for menthe ceremonial robes. inuse our of culturepants occasions, vs. and skirts others.and for thetionalBothing transmission deliberatecustoms. means contribute andof cloth-uninten- to customs(Ap)Discover are how transmitted clothing natedcustomsculturetoRelate the in masstransmissionothertoin another.our communications cultures. society of todaycustoms and which mobilityfrom origi- one Discover clothing country.downclothingUse frompictures customsgeneration and that illustrations to have generation been passedto inshow our Predict reasons these customs Analyzenificance cultural of clothing sig- significanceConductdropped.have been research transmitted of clothingto determine rather in various thanthe culturalbeing coun- (An) 193 tries or regions within a country. Of Subconcepts and Generalizations Bulavioral Objectives Learning and Evaluation Experiences emphasizeswhatinculture? dress.importance individuality is clothing or conformityin each Determine whether the culture Social,Aspectslogical,Interrelationship psychological, and cultural of Variousphysio-aspects interrelationshipGive examples of the of haveThink made. of a recent clothing purchase you After studying factors that fluenceare interrelated on clothing in decisions.their in- Showclothingvarious the aspects(C)interrela- of decisiontheImagineinfluence aspects inyou clothingsomethat live way.affected in decisions,another your part clothingdescribe of this decisionspsychological,tionshipinfluenceslogical, of (Ap)and social,on cultural physio-clothing ences.cal,latethecountry kindsphysiological,your or decisionsof in clothing another andto youcountry. social,cultural would psychologi- buy.influ- Share findings with the class. Decide Re- ofDeterminesiutationsof interrelated clothing the (An) ineffects aspectsspecific mallytheScottishPretend townspeoples'worn that bagpiper'sin youryou weartown.reactions kilt. a garment might not be. nor- Example: Predict what a Howandoffeelings.Point might social,cultural out wearing factorspsychological, influences this which garment ininfluence physiological,the be reactions. accept- their Analyze the interrelationship 194 ted in other places or situations? Subconcepts and Generalizations ProposeBehavioral a clothingObjectives deci- WorkLearning in groups and Evaluationto review aExperiences case study de- tionshipsion based of onvarious interrela- as of clothing (S) fluenceslogical,includedecisionscribing informationtoonphysiological,an make.theindividual decision about with andto social, beculturala clothingmade; psycho- in- The description should willavailablechoicesingabout be decision; made.the frominformation situation which and aboutthe requiringto final suggestthe fielddecision the an ofcloth-ap- Analyze and integrate the TheEconomics ultimate of costTextile of textilesProduction Describe factors which Summarizepropriate factors course whichof action. influence the tex- byto variousthe consumer factors. is influenced ductioninfluence costs textile (C) pro- legislation,diversificationtechniquesintile textiles, industry, used andraw such withinintransportation.materials production,as largenew available,developments companies, amount of endShowtributionsteps product how in the textile affect(Ap) various thedis- creaseturingDiscover theand steps costdistributing inof thethe processfinished textiles of product. thatmanufac- in- ofinfluencesDiscover the textile how the legislationindustry economics ucts.Predicttion on the the effects cost of of various certain textile legisla- prod- Examples: cost of flame-proof (Ap) 195 offinish proper on labeling. children's clothing and cost Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences theinPoint textilesconsumer out developments which(An) affect theStudyissues consumer. current in the publications textile industry to learn that about affect How may the consumer be Whatthetakeaffectedimmediate actions,class. concerning by and theif longany,thesevarious rangeshould issues? issues implications? the andconsumer their Report to

196 CONCEPT: Consumer Aspects SubconceptsOVERALL OBJECTIVE: and Generalizations Analyze consumer protection and consumer responsibilities related to clothing (An) Behavioral Objectives Learning and Evaluation Experiences TheandtectedConsumer clothing business by Protection government, consumer agencies. is private pro- sumersprotectIdentify (K) clothing agencies con- which agenciesReferlist toof whichselectedgovernment, protect references private, clothing to and consumers.make business a ofEstimate(C) protective the importanceagencies washablecanprotectiveDescribe Institute fabrics. specific agencies. of Laundering services providedtests all by Example: The Ameri- variousprotectionDiscover agencies the provided kinds (Ap) ofby bycharttiontoConduct various discover servicesclassifying library agencies. the provided typesresearch the services ofby consumeroneach. various provided protec- agencies Make a tectiveingDetermine consumer agencies ways may the(An)use cloth-pro- withagenciestoPoint classmates.you out andthat servicesyour may family.be providedof special by benefitprotective Study specific case Share results protectionshouldvidingsituationsthe consumer thatthe neededandconsumerprotection. needsdetermine in takeandeach the thetosituation? secureagencyprotection thepro- What steps 197 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences TheGovernment government Legislation provides con- Identify kinds of pro- Study references on textile legislation. enforcementkindssumer protectionthrough agencies. legislative of various and legislationtection provided (K) through. IdentificationLabelingsumers.NameFabrics federal Act,Act. laws theAct, Textileaffecting and the Fiber Flammableclothing Products con- Examples: The Wool Products Discover(C)tileExplain laws effects wayson consumers the of con- tex- SummarizePredictlaws affecting howthe anprimary individualclothing provisions consumers. may take of federalfull mentsumer legislation may use govern- (Ap) affectsawareShowtionadvantage protectingwhyof him. related theof benefitsclothing thelegislation clothing providedconsumer andconsumer. byshould how legisla- it be cificdissatisfiedsumerPoint legislationoutmay stepstake with whena (An)spe-con- findingssupportmenWorkdures toin determineheor groupsof mightoppose each to follow. grouphowlegislation.correspond a toconsumer outline with may proce-congress- best Analyze the aopposingPlan specific consumer legislation situation action (S)infor boardtheopinionDevelop clothingdepicting aon plan specific consumer. theof actionprocedure. legislation for voicing affecting an Make a bulletin Suggested 198 title: "What You Can Do!" Subconcepts and Generalizations AppraiseBehavioral the Objectives degree of AssessLearning the andextent Evaluation to which Experiences current (E)existingprotectioncomprehensive legislation provided consumer by particularlygovernmentconsumer.prehensive legislation protectionwell protected? providesfor the clothingcom- In what areas is the consumer In what whatBasedprotecttheareas additionalprotectionon are thethe there resultsclothing legislationafforded voids of consumer? orthis the weaknesses is investigation,consumer? needed into TheConsumerresponsibilities consumer Responsibilities must exerciseto protect his him- Citerights basic related consumer to sumer.Name basic rights of the clothing con- Examples: the right to be in- increasingself by improving consumer standards information. and ofExplainclothing (K)the clothing responsibilitiesand textiles and tex- naperIllustratetoformed, choose, chart the and onresponsibilities right athe bulletin rightto safety, toboard be of theheard. orthe butcher-right cloth- tile consumer (C) tochecktionanalyzeing date consumer. usewhen on advertisements, and developments,buying. care instructions, andseek use information, informa-keep up Examples: Demand safety--examine Be informed-- ticn:beagainstance,products, selective, comparativestudy carelessness. inform care resist instructions,retailershopping. pressure, of poor and perform-prac-guard Make wise choices- - Be heard-- 199 writechants,improvements, protest and knowletters, express where suggest opinionsto seek product help.to mer- Subconcepts and Generalizations BehavioralDiscover methods Objectives con- DivideLearning into and groups Evaluation to demonstrate Experiences proce- clothingprovesumers standardsmay industry use to in (Ap)im- the aDemonstrateingdures letter does a consumerofnot complaintproper meet may expectedprocedures followto a departmentstandards. when for cloth-writing ToWhatnotstore whom shouldinformationmeet concerningshould desired be the should performancealettertone garment ofbe be theincluded? whichsent? standards.letter? does Show(Ap)ing waysconsumer of increas- information needHowBrainstormincrease cancontinues they theirto ensure showto knowledge be ways thatmade indiviauals information available?as consumers. canthey clothing-relatedvisionsionPrepare in broadcast. a newspaper"consumer consumer orbulletin" a radioinformation foror tele-inclu- to Consider the types of tonecessaryandsubjectbe included. communicateinterest matter, to value.arrange the form bulletin? forof presentation,the news media Examples: What procedures are difficulty of 200 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences SourcesConsumer of informationInformation may aid Summarize sources of Refer to periodicals in the classroom or onetiles.lated in makingto clothing decisions and tex-re- textileconsumerabout clothingindustries information and (C) Parent'sofChangingReport,school consumer libraryMagazine. ConsumerTimes, information, toGood Research, give Housekeeping, examplessuch Today's as Consumerof andHealth,sources sionstoUseing make consumer and(Ap) specific textile information cloth-deci- Whysleeppredictitems.Use do ayouwear, variety"good consider men's buys" of clothes,consumereach for choicespecific schoolreferences a wise clothingclothes. to Examples: children's clothes, informationDetermine sources appropriate of withsumerPointconsumer the problems.out class. decision? ways of securing help with con- Outline the functions of Share your findings sumerfor solving problems various (An) con- andBusinessplaint.procedurethe Food source andBureau, by ofDrug which help, FederalAdministration. one local registersTrade address, Commission, a com-and Examples of sources: Better helpfulness.easemayConsumer varyof use, ininformation reliability,and over-all sources consumerevaluating(S)Develop informationcriteria sources forof sources,oneofOrganizetation, consumer source terminology,criteriaextent isinformation. confirmed to for which supportingevaluating by the that opinion ofevi-sources other of Examples: repu- 201 dence, and pictoral or verbal inferences. Subconcepts and Generalizations BehavioralmationEvaluate sources consumerObjectives (E) infor- sourcesAppraiseLearning according severaland Evaluation consumerto developed Experiences information criteria.

202 OVERALLCONCEPT: OBJECTIVE: Clothing Management Evaluate wardrobe plans (E) SubconceptsWardrobe Planning and Generalizations Behavioral Objectives Learning and Evalu*:,.. Experiences planning.theConsiderationing effectiveness requirements of personal ofmay wardrobe increase cloth- ousquirementsDescribe students wardrobefor (C) vari- re- oustions.sonality,dentsGive post-secondary varyingexamples and coloringin of age, educationalclothing bodyenrolled build,suited institu- in per-tovari- stu- Explain the roles or activities Relate student clothing Preparecustoms.priate.for which case each studies garment to mayshow be how appro- personal Discuss variations in local roberequirements planning to(Ap) ward- quirementsHowplanning.andclothing does desires planning requirementsaffect affect basedthe clothing satisfaction affecton personal requirements? wardrobe gainedre- How do personal preferences ofableIllustrate employment for various clothing (C) types suit- clothingvariousGivefrom examples your occupations needs wardrobe? ofsuch clothing requiringas nurses, suitable special nurses' for personnel,employees,typesairlineaides, and waitresses,employees. lawfoodstyles enforcement service with beauticians, picturesemployees, employees, frombank military and Illustrate clothing 203 class.uniform shops.catalogs or garments provided by Share examples with the Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences Tellties.ingInterpret Whatsuitable You through Do."for various a bulletin employment board cloth-activi- Suggested title: "Your Clothing May occupationaltatemodifyA student's wardrobe his wardrobe roles.ability flexibility mayto planfacili- for and wardrobeoccupationmentsRelate for (Ap) clothing toa specificpresent require- wardrobeextentingrobeDiscover requirements for doeschanges athe thedesignated suitability maywardrobe of be the necessary?occupation. meetoccupation? of athe specific cloth- ward- To what Why? What Skillfulsuccesscontribute wardrobein ato variety an planningindividual's of roles. may effective(An)ningDetermine in jobwardrobe the success role plan- of taries.teachers,byList uniform professions businesswearing which apparel.executives, are not andidentified secre- Point out through class discussion Examples: clothing,clothingforindividualsspecial their considerations costs,workcoordinated in situations. effectivecare andclothing, that maintenancewardrobe may comfort,help planning ofthese Examples: wardrobewellWhatnessstyle, planned ofbenefits planningclothingpersonal wardrobe? does affectandsatisfaction, one seasonal gainone's from jobchanges. appropriate- owningsuccess? a How may effective activitiespersonalpriateGive examples clothing and (C) social of forappro- youpersonalpatternIllustrate will participate booksand with social appropriate pictures after activities graduation. fromclothing magazinesin which for or 204 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences anEstimatenotebook,Picturespriate existing forways maythen wardrobe such beone shared arranged activities.may to inexpensivelywith make in classmates. ait collage appro- modify or employmentableShow afor wardrobe college (Ap) suit- or wardrobeanactivities,Relate employee, toitems personal andhomemaker, of wardrobe clothing interests, or requirements instudent. your social present for sonalsonality,ual'sConsideration preferences,roles, figure activities,of antype, andindivid- bud-per- per- aAnalyze specific a wardrobeperson (An) for whichaWork itemscase includesin study. forgroups a specificillustrations to examine person a ofwardrobe described clothing plan in Estimate the cost of the wardrobeget contribute planning. to effective wardrobe.ingson'sitemsperson's items needsshould needs? could and be bepreferences?included omitted? to meet the per- How does the wardrobe meet the What additional clothing Why? What cloth- (S)specificPlan a wardrobe individual for a social,ordividualDevelop would aandlikein wardrobe anwork to occupation pursue.activities for a specificyou in admire which in- the Outline personal, wardrobe.priatebuild,theindividual individual's garmentspersonality, would tobepreferences, be involved.coloring, added to age,andthe presentward-body Compile illustrations of appro- Describe 205 robe. Determine a budget to be used in Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences estimateonobtaining probable the wardrobe income. period items;of time base necessary the budget to Based on the budget, Judgeforroles personswardrobe (E) in plans various matedividuals.Developacquire and evaluatethewardrobe additional hisplans plan garments.for by specific answering in- Exchange plans with a class- wardrobepleteby-dayrobethe following outfits. provide needscontain with sufficient questions:accessories some variety? garments to make for com- day- Does the wardrobe have a Does the ward- Does the Istable,bebasicgarments theworn colorbudgetand in attractive,appropriatemany scheme too combinations? extravagant so thatbecoming,for thegarments for wearer? comfor- the may Are the Clothing Care Experiments budget?clothingperson's income?items be purchased within the Can the additional whichneeds.theclothing-careExperimenting productshomemaker best inproductswith determiningfit various her aids productsList clothing (K) care ishes.ricExamples:Review softeners, commonly bleaches, used clothing and fabric care products.fin- spot removers, detergents, fab- 206 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences Describeingcedures care experimental toproducts test cloth- (C) pro- methodsStudyandgents, bleaches.references forstain testing removers, and products summarize water such softeners,experimental as deter- Examples: 1) Use various whenbrandsstains.fiberpurposes, appropriate. ofcontent, products, on fabric fabric developed samples construction, varyingfor similar inand 2) Vary water or iron temperature 3) Use products in hard youorderbuys.and prefer softprices to water.keepand in whichorderup-to-date productsto decide with are whichprices the products bestand 5) Repeat tests periodically in 4) Compare product results ousduresUse clothing experimental for testing care prod- proce-vari- techniquesWorknewusing products. in detergents,groups for removingto demonstrate and storingvarious appropriate andstains, handling cificPointdisadvantagesucts clothingout(Ap) advantages careof spe- and AnalyzeConsidertheclothing. advantages clothing the effects andcare disadvantages productsof the product to outlineof each.or the products (An) ductthetimecostappearance competenceproperly.involvedof the and product, inlifenecessary use of ofamount the theto garment, useproduct,of workthe thepro- andand 207 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences evaluatingComparecareDevelop products variouscriteria clothing (S) prod- for EvaluateHowproducts.Devise should aclothing chartthey befor care rated? rating products clothing by ex- care What points should be evaluated? careaspectsucts (E) used of forclothing specific areousthelaboratory.perimenting products.theproducts best buysandwith conclude andproducts which which inproducts the products homemaking would Use a check sheet forCompare rating the ratings of vari- KnowledgeMajor Clothing about majorEquipment clothing be most appropriate in sample situations. selection,equipment aidsuse, theand consumercare. in equipmentmercialList major clothing(K) home andcare com- andcludement.homeBrainstorm sewing andwasher, commercial machine.to dryer,identify clothingiron, various ironing care types equip-board, of Examples: Home equipment may in- Commercial equipment Illustrate uses of Reviewoperatedlishments,available equipment dry may andcleaners, include laundrymanuals dry that establishments.to cleaning summarizeused in estab-coin- equipmentmajor clothing (C) care Shareproceduresequipmentcare yourequipment. findingsoperators. for using with commercialmajor the homeclass. equipment.clothing- Interview commercial Ask them to explain 208 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences hometoSolvefacilities use clothing problemsof commercial (Ap) care related and cificmercialices.careCompute homemakersequipment clothing the cost anddescribedcare of the operatingequipment cost in ofcase homeandusing studies. serv-clothing com- Consider resources available to spe- Demonstrate use and Applytion.tiesPredict knowledgeor servicesthe type of bestofusing clothing suited and caring tocare each facili-for situa- mentofcare clothing (Ap)of various care brands equip- available.mentonemajorate of to several clothing thediscover following brands care the equipmentofvarietyactivities: clothing of by features carecompleting equip- 2) Study use and care manuals 1) Oper- oformentusingfor othervarious toseveral each. observereferences brands brands ease of to oforclothing discover clothingdifficulty care featurescare inequip- equip- 3) Study Consumer Reports equipmentofAnalyze major various clothing(An) brands desirablemunity.Visitment. local and appliance undesirable dealers characteristics in the com- Observe equipment and determine thosetinguishoutlineofable major ofto features consumerdifferencesclothingthe consumer. of references.care specific in appliancesyour brands.findings avail- and Work in groups to Dis- 209 SubconceptsofAccumulation basic consumer and and Generalizations informationconsideration BehavioralselectingDevelop guidelines Objectivesmajor cloth- for PlanLearninglaundering buying and guidesequipment.Evaluation for selectingExperiences home Include the follow- equipment.selectionmay facilitate of clothing satisfactory care ing care equipment (S) acteristicsaccessoriesfeatures,install?tioning L.:Tics: convenienceof or requirements,gas special and electric features,features. construction equipment, and general information, char- equipmentCompareturersfrom various clothing(E) available manufac- care porttures,inEvaluate"the yourto bestthe andcommunity. clothing classperformancebuy." what care you expectations.equipment consider available to be How did your "best buy" Compare prices, fea- Re- otherusedsituationcompare"best classinfluence buy"?with inmembers? thewhich final "best the determination buys"equipment chosen will of by thebe How might the

210 CONCEPT: Textiles SubconceptsOVERALL OBJECTIVE: and Generalizations Propose guidelines for selecting textiles for specific Behavioral Objectives Learning and Evaluation Experiences purposes (S) SpecialcharacteristicsFabricFactors finishes Finish Influencing givethat fabricsmakeChoice them of commonlyIdentify applied fabric tofinishes fab- finishesRead selected that are references used for andspecific list fabricfab- morethe usefulunfinished and beautifulfabric. than contentrics of (K)specific fiber tenteringwool,linen,rics. acrylic, cotton, - -all and fabrics;and polyester; rayon; and glazing--cotton; syndicating- calendering-- Examples: brushing and shearing- - - variousExplain finishesthe purposes (C) of woolens,risummarizeReview c finishes knits,references on aare andchart used. polyester.including reasons variouslabels andfab- with(Ap)formanceDemonstrate special of finishes fabricsthe per- performances.toShowpressapplied the fabrics finishfinishes to them.which applied for have wrinkling, and special observe stainfinishes their re- Examples: Test fabrics according Test permanent forshrinkage,moval,pellentflammability, water flamefinishes repellency. and retardant waterpre-shrunk for repellentease finishes offabrics stain finishes for forre- 211 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences mentsThetofinish homemakerobtain and preparations household desired may use fabrictextiles onfabric- gar- per- thethatList homemaker fabricmay be finishesapplied (K) by yourBrainstormtardants, home, such toand cite asstain starches, fabric repellents. finishes flame re- used in formance. (C)ishesDescribe used fabric at home fi n- whichExplainGive home examples howfabric and of finisheswhen the tovarious applyare available. formsvarious in Apply fabric finishes Workcificthefinishes incost home-appliedgroups toand specific theto prepareeffectiveness fabric garments. demonstrations finishes. of spe- Summarize Analyzeto various fabric fabrics finish (Ap) Determinetextiles.finishesto show haw tothe variousto effectiveness apply garments specific of and homehousehold household fabric preparations (An) ironingDoesaccordingtofabric various spray finisheseasier? to fabricfabrics specific by finish andapplying purposes. testing real the ly them finishesmake Does it add body to a gar- Examples: Doesment?repelrepellents it lent? make makeironing fabrics faster? waterproof and soil Does starch prevent wrinkling? Do stain 212 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences priatenessfabricascertainingPropose finishes guildeines of variousthe for appro- forspe- beeffectiveness,information Developapplied aby chart aboutthe and homemaker: which fabriccost. gives finishes the followingthat can form, uses, Chemical modification is a Defineholdcific textiles garmentschemical (S) modand i house-fi ca- Read references to find a definition of achemical permanent reaction change thatin a causesfiber. Givericti on(K) examplesin relation of chemi-to fab- Readachemi class references cal definition. modification to find ofdescriptions fibers of . Wri to cessescal modification (C) pro- Brieflymanentbleaching,thefabric fiber. flame explainfinishes crabbing, resistance, each which process.delustering, permanently and mercerization. per- change Examples: permanent press, ficationvarioushaveDiscover been chemicalprocesses fabricsfinished modi-which (Ap)by theeachandgivenDiscover fabri sampleits a effectschemically cssample andwith de_cribe chemicalonfabrics themodified fabric. thethatly modifiedprocessfinish. have been fin-used Show how Label class.finishes.andricsishes weave with differ but similar withoutin characteristics fiber chemically content, modified fromcolor, fab- Share your findings with the 213 SubconceptsFabric uses and influence Generalizations the BehavioralDescribe theObjectives effects of ExamineLearning fabrics and Evaluation which have Experiences had finishes choice of fabric finishes. finishes on fabrics (C) fabrics?differentappliedishesvarious affectby finishesfiber the the manufacturercontent. appearanceon untreated or of spray fabricsvarious of The hand? The ease of handling? How do the fin- toRelate fabric fabric uses finishes(Ap) ObserveHowspecificthe do fabrics? thevarious finishes.finishes fabrics affect with the and smell without of Predict the uses of withbeWhicheachishes restoredthe fabric. require arenatural routineafter special properties cleaning? finishes? care? of the fiber? Which finishes interfere Which arefin-must priateDetermine for finishesfabrics usedappro- finishesPointteristicsspecial out finishesthat usesof thewould of fabric?tofabrics bechange helpful and the determineorcharac- neces- itemsin specific and garments household (An) repellent.repellent;resistant,amples:sary for satisfactory upholstery--waterwrinkle resistant, performance. and and stain stain children's clothing--fl ame Ex- 214 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences TextilesTextile Experimentstesting measures the List various tests made Cite tests which aid in identifying fibers bers,degree yarn, of performanceand fabrics. of fib- fabricson fibers, (K) yarns, and shrinkage,colorfastness,abrasion,performance.and measuring creasebreaking fiber,fiber resistance. strength identification,yarn, and(wet fabric or dry) Examples: thread count, Explaintesting purposes textiles of (C) measuretests.Summarizetent and the reasonsfabric degree characteristics, forof performanceconducting textileofand to Examples: to determine fiber con- andtestsUse fabricsvarious on fibers, (Ap)textile yarns, Worktesttest.specific in results. pairs fibers, to perform yarns, anand assigned fabrics. fabric Show and explain to the class the Pointtextile out testingadvantages (An) of mightrics,testing.DetermineOutline yarns,be the usefulthe advantagesand effectiveness tofibers? the ofhomemaker? textile of textile testing.Why? What did you learn about fab- Which tests testsgainedCompile (S) frominformation textile recordfabrics,informationrecordingDevise thea andclass textileinformation gainedyarns form test fromabout which onresults. textile specific themay form.be tests, usedfibers, forand Organize 215. Subconcepts and Generalizations EvaluateBehavioraland fabrics fibers, Objectives on theyarns, basis accordingAppraiseLearning certainandto care,Evaluation fibers, durability, Experiencesyarns, appearance, and fabrics of test results (E) al.tileand comfort. recordingtesting may information be helpful gained in your from apprais- tex- Use of a form for organizing

216 OVERALLCONCEPT: OBJECTIVE: Tailoring Principles Evaluate the qualit. of construction, fit, and appearance of tailored garments (E) TypesSubconcepts of Tailoring and Generalizations Behavioral Cbjectives Learning and Evaluation Experiences handwork,easeofTheinterfacings tailoring mainallowed, differencesand are theused theamount to amountamong make of typesaof ingIdentify (K) types of tailor- ortailored,amples: garmentsReadwashable selected dressmakertotailored name references types garments. tailoring, of ortailoring. view and sample unlined strictly tailored, custom- Ex- garment. ingamongDescribe (C) types differences of tailor- mentsments.typesSummarize haveof tailoring orallymuch detail the used differences which to construct requires among gar-a Examples: Strictly tailored gar- quirementstailoringtailoredchinegreat sewing,deal garmentsofrequires of the accuracy,handwork individual. aresofter tailored comparedand and time. fewer to to the ma-inter- re- Dressmaker Custom- washablehavesometimessimplefacings, tailored dressmakergarments employlittle inside require ataping,methods. half finishes lining, simpleand thewhere styles,and use linings of Unlined or mentsingRelate to(Ap) specifictype of tailor-gar- Showend.ingtailored garmentsbest suitedand orpredict patternsto each. the whichtype ofshould tailor- be Give reasons for 217 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences Tailoring Equipment yourdoneed notanswers. to need be tailored.to be tailored. Show garments that do not Explain why they Well-selectedgarments.achievingand supplies quality sewingare essentialtailored equipment for ShowmentGiveing usedusesexamples(C) forof tailoringtailor-of equip- equipment.SummarizeDescribeDemonstrate equipment the usefunctions of needed tailoring of for each tailoring.equipment item of ofAnalyzeequipment tailoring various (Ap, equipment brands shoppingcorrectlyUseto the consumer class.to while determine references constructing similarities and ado garment. comparative and Use tailoring equipment Develop(An) criteria for Proposeanddifferencesing versatility equipment. criteria among ofto various specificaid in brandsselecting products. of tailor- Point out features, cost, GarmentStandards for a Well-Tailored equipmentselecting (S) tailoring fromtailoring consumer equipment. references. Include information professionallytechniquesCarefully appliedaid tailoredin achievingtailoring appear- a Summarizea (C)well-tailored standards garment for Examples:acteristicsStudy tailored of agarments well-tailored and describe garment. char- The garment is molded to retain ance in garments. 218 facedits shape. to hold shape. The garment is properly inter- Collars and lapels lie Subconcepts and Generalizations Behavioral Objectives neitherflatLearning or overpressedroll and smoothly.Evaluation nor uriderpressed.Experiences The garment is tailoredShowfereThe withitemslining garment. the which does hang meetnot of pullthestandards garment. of What are reasons some or inter- a well- dardsRelate to tailoringspecific gar-stan- mentsUsegarments"well-tailored"? standardsfrom couldsamples to not selectprovided. be described well-tailored as being gar- Analyzements(An) (Ap) tailored garments typeExamine of tailoringa tailored used. garment to determine the Is the type of orderWhatstandardsgarmenttailoring tailoringto achievestyle? haveappropriate techniques beenthe standards?met for inwere thethis usedfabric garment? in and Why or why not? WhichWhich Selecting Patterns and Fabrics aboveaminestandards questions.additional have not garments been met? and Why?answer the Ex- mayfashion,Personal influence andwardrobe selectionindividual needs, of style currentpat- patterninfluenceList factors selection fabric that forand may selectiontorsConsult that selected formay ainfluence tailored references fabricgarment. and and cite pattern fac- Examples: ternsgarments. and fabrics for tailored tailored garments (K) 219 individualpersonal wardrobe style, andneeds, pattern current design fashion, in Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences loredconsiderriencerelation garment. in intoconstruction. selectingfabric, ability, fabric forand aexpe- tai- List factors to tailoredfabricsIllustrate sui garments patternstable for(C) and specificSelectandLookric fabrics atsamples a patternpatternfabric suitable and books,which forgive afor isexamplestailoredcatalogs, tailoredsuitable ofgarment and garments.forpatterns fab- a Takegarments.cateand ashare fabricsfield with trip suitable the to class.a localfor specific store to tailored lo- (Ap)Relaterics topatterns current and styles fab- storeclasstoAsk bring a orrepresentative takesamplesready-to-wear a field of tailored fromtrip specialty ato speciality garmentsa department store to shopto Pointfacrics out suitablepatterns forand individualsReadtailoreddiscover case garments.currentstudy and their fashions activities. in well-made, describing specific Analyze specific situations (An) ternssonsfcralternativespatterns thefor and personyour andfabrics whichfabricsdecisions. described. you would andfeel bedetermine would appropriate be severalsuit- DetermineOutline pat- rea- 220 able for your class project. Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences Cutting andtoPlan meetwants a tailoredspecific (S) garmentneeds classaCoordinate tailored project. garmentfabric, topattern, be constructed and notions as afor tingpatternsaryAccuracy ain garment. designorder in cutting towhen duplicate construc-is neces- the Summarizetailoredinary to stepsgarmentcutting prelim- (C)a ment,patternaDescribe tailored interlining, pieces the garment, stepsneeded interfacing, preliminary suchfor cuttingas separating andto gar- cuttinglin- placingfabric,necessaryinterfacing,ings; preparingandinterlining, pattern pinning underlining, patternalterations pattern and lining;and andon fabric; forfabric,lining. and outer making Construction Processes garmentduresApply inappropriate (Ap) cutting out proce- a cuttingDemonstrate out a appropriatetailored garment. procedures for resultsareCertain necessary inconstruction tailoring. for satisfactory processes tailoredcessesCite construction required garments for (K)pro- tioning.structionConsult of underliningselected techniques references and to interfacing;be used and inlist tailor- con- Examples: tailor tacking; applica- establishmentandstitches;making attachingsnaps; bound vents;swing of buttonholes,linings. roll tacks;pleats; lines; applying covered special pad stitching; weights;hooks hand 221 Subconcepts and Generalizations BehavioralstructionDescribe tailoringprocesses Objectives con-(C) specificLearningView demonstrations tailoringand Evaluation techniques or Experiencesfilm loopswhich onwill whichuseSummarizebe used ineach yourin would tailoringclass. class be projectused. procedures by making you willa Describe situations in processesofInterpret various in constructionthe tailoring importance facingtechniquesExplainstep by appliedstepthe in reasons guide.tailoring. with forpad usingstitching special is needed Examples: Inter- (C) usedcollars.hems,mayfor be to shapingzippers, neededproduce and for shouldera molding.professionalapplying shaping, interfacings, look. and Covered fasteners may be Hand stitching Showintion tailoringspecific processes construc-(Ap) involved purposesstructionWorkconstructionsteps in necessary pairsfor techniques each. totechniques, demonstrateto skillfullyto the and class. specific describecomplete con- thethe Explain niquessElectiontions.Various for factors ofspecific tailoring influence situa- tech- the mentsspecifictechniquesDetermine (An) tailoredconstruction suitable gar- for withlineingstructionAnalyze the areasons professional class.tailored techniques for yourgarments appearing necessarydecisions. to garment.determine for achiev- con- Share Out- 222 Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences garmentsDevelopinstrument an(S) evaluation for tailored Workniques,fabrictailoredcheck with andlist fit,othergarments. pattern, orand classrating overall constructionmembers scale appearance. forto devise evaluatingtech- a Include selection of tionousCompare tailoringprocesses results construc-(E) of vari- WhichcompletingousJudge tailoringconstruction tailored an evaluationconstruction garments techniques madeinstrument. processes producedby vari by Fitting Whatthe factorsappearancemost professional-looking have of the the most garments? influence garment? on withsmoothlyA ularwell-fitted side to over theseams floorbodygarment perpendic- curvesand lies has Summarizegood fit principles(C) of toofExplain a tailoredgood points fit garment.in to a checktailored at eachgarment? fitting What contributes sufficientfreedom of ease movement. to permit Applyting(Ap) principlesa tailored ofgarment fit- Tryandpreliminaryproblemsstruction on dart a 'tailored and process fitting--check easepossible garmentplacement;to discoversolutions. during length, first fitting the fitting- width,con- - Examples: ment;andshapes,steps,check determinesecond width length,sleeve fitting--checkand roll length, proportions,buttonhole line collarfor previous and collarshoulder placement, pocket and place- 223 Subconcepts and Generalizations Behavioral Objectives lapels;Learning third and Evaluationfitting--check Experiences sleeve place- Analyze the fit of spe- Tryment.ment,fitting--check on ready-madelining fit, overalltailored and mark appearance garments hems; final andof gar- (An)cific tailored garments properobservablegoodconstructingdetermine fit.fit. fittingthe aquality garment, problems of pointthe and fit. outareas any of Determine ways to correct im- While garmentsfitneededPropose of specificto alterations(S) improve tailored the andproject.inPlan thecheck alterations garment the fit constructed necessaryof the garment asfor a a class again.good fit Make the proposed alterations Appraisetailored the garments fit of (E) ofalAssesstailored goodconsideration thefit. garment.quality of ofidentified fit of a principlesspecific Include in your apprais- mentCorrectPressing construction pressing during helps gar-create forParaphrase tailor pressingguidelines (C) Summarizeused for basictailor guidelines pressing. and techniques Examples: Press and maintain garment shape. andGive how examples to press of (C)where steamontheRefer wrong partsiron to side aandof pattern ofapress garmentfabric guidecloth. whenthat sheet possible.will and need describe press- Use 224 useding for each part. . Explain which techniques should be Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences Demonstrate pressing tech- Useboard,mentDemonstrate proper used clappers, inpressing tailoring,proper press techniquesuse mit, includingof pressingand and seam needle-follow equip-roll. Pointniquesgood outpressing(Ap) evidences (An) of garmentsObserveaguidelines tailored pressingduring garment.for pressingthe techniques process while ofused constructingconstruc- on tailored whichpressed.needgarments.tion areadditionalas wellwell aspressed pressingfinal andpressing orthose have onwhich been completed over Point out specificDifferentiate areas among of the garments Developricspressing (S) guidelines specific forfab- checkfabricsOrganizegarments list used whichcriteria to inuse appeartailoring. infor class. wellpressing pressed. specific Compile a Supporting,Lining, and fabricsUnderlining,Interfacing including Interlin- inter- Illustrate a variety of Prepare a display to illustrate fabrics tortionstrain,tolinings,facings, construction of andunderlinings,and the help linings garment areas,prevent give fabric.inter-reduce dis- shape cificsupport uses fabrics (C) for spe- forcharacteristicsments.lining,available specific and for uses.interfacing lining,which make underlining, tailored it desirable gar- inter- Label each fabric and explain Work in pairs to se- 225 terns.lect support fabrics for specific pat- Share with the class. Subconcepts and Generalizations aApplyBehavioral tailored support garmentObjectives fabrics (Ap) to ricsDemonstrateLearning to a andtailored skill Evaluation ingarment. applying Experiences support fab- (An)fornessDetermine tailored of support the garments appropriate- fabrics lining,usedgarments.Examine for and supportlining, interfacing. fabricsunderlining, within inter- tailored Point out the type of fabric Discuss the priatefabricsDetermineadvantages for toused each whichreplaceand for garment disadvantagessupport each those partand fabricswhich recommendof of theare arethe garment.not appro- evaluatinggarmentsDevise guidelines (S)tailored for choiceevaluatingCompileappropriate. of a fabric,listtailored of suitabilitypoints garments. to check of design, in Include Evaluategarment a(E) tailored Appraisecheckandskill overall list.in a constructiontailored appearance. garment techniques, by using fit, a garmentsmembermadea Coordinatingstyle in to class.showas use they featuring aExperience: checkare modeled. list tailored to judge garments several Arrange for each class For FHA, present 226 OVERALLCONCEPT: OBJECTIVE: Relating Clothing and Textiles to Career and Job Opportunities Point out the effects of clothing and textiles on homemakers with dual roles (An) SubconceptsDual Roles and Generalizations Behavioral Objectives Learning and Evaluation Experiences whenroles.Clothing a woman needs assumes are modifieddual mayShowin bevarioushow adapted clothing roles for items (Ap)use bottomExamples:canDemonstrate be may used be towayszipped fill the offseveral same to clothingmake clothing a knee- item roles. a maxi coat from which the Prepare a clothing ex- wearConsdresslength when tract that oraccessorized shorteramay clothing be suitablecoat, properly. expenditure and for a daytimeevening plan ofspecificcludependiture clothing purchase dual planrequired roles andto in- carefor(An) determinegarments.alsodualincluding roleinclude approximate wardrobe.items costs necessary of purchase maintaining for costsa specific the and Use catalogs to spendingdualDetermine roles plans influenceson (An)clothing of Analyzecussperformsinclothing the social throughplan plan.the andwhenrole class psychological theof discusssionamother career or woman.influences wife a family also Point out changes needed Dis- necessarytheonchasethe clothinghomemaker budget, and purchases careneeds, andand of timefor appropriateadditionaland herneeded care, career foreffects wardrobeattire role,the pur-onfor 227 iters. Subconcepts and Generalizations Behavioral Objectives Learning and Evaluation Experiences bepresentPoint adapted outwardrobe tohow new one's may Outlinecareerin your ideaswoman. wardrobe for changingto fit the specific needs ofoutfits a Examples: change accessories, schedulePlanroles a personal(An) for an indi-care whichDevisecnangechange provides blouseahem daily length, timeor and skirt. forweeklyadd thejacket timehomemaker/ orschedule sweater, dualvidual role pursuing (S) a routines;careinggrooming.career activities: of woman personal and toduties attend wardrobe; for to the her exercise family. personal Include time for the follow- personal grooming; SuccessfectedandInterrelationshi Home inby Lifedualclothi ngrolesp ofand Employment maypersonal be af- lemsDescribe that clothingmay be encoun- prob Brainstromlems that tomay identify be encountered and explain in specific prob- appearance. situationstered in various(C) job quiredtionjobtions,climate situations. (bicycle uniforms professional in a ortraveling or motorcycle), other meeting, job,attire. socialandtransporta- re- obliga- Examples: change of Solvevariousproblems specific jobs resulting (Ap)clothing from themetropolitanAllisonfacedPredict public by livessolutionscareer relations area 40 girls. mileswherefor department various fromshe worksa largeproblems of ina bank. Examples: 1) 228 At work she is required to wear a bank Subconcepts and Generalizations Behavioral Objectives Learninguniform; and however, Evaluation her jobExperiences involves inter- Susiemeeteffectivelytomersviewing, theworks aftervarious visiting, asadjust bankinga dietitianneeds her and hours.wardrobeof working heraide job? atplanswith a cus-to How can she 2) tocanspecialgolocal meet shedirectly hospital.meetingsbothmanage needs?to her churchfor clothing a week.from requirementswork. Her church is having She must How wardrobepersonsTheactivities nature requirementsassuming of influences professional dual of roles. the ingofPoint jobsneeds out that andcharacteristics affectcare (An) cloth- job--uniformsainDetermine chart work inclothes specificclass. should for carehavecertain factorsa permanentjobs. necessary Example: Restaurant Make appearanceRelate clothing to job andsuc- pationspressUsetant, picturesfinish quickto estimate anddrying, of bepersons theirwashable, and comfortable.insuccess various stain on resis-occu-spe- cess (Ap) employability?sonalsuccess?affectcific jobs.appearance your estimations influence of atheir person's job How might clothing and per- How does their clothing 229 Subconcepts and Generalizations BehavioraltionshipsPoint out Objectivesamongthe interrela- clothing AssociateLearninglection andandjob Evaluationcaresuccess and withpersonal Experiences clothing appear- se- jobpersonalchoice, success clothing appearance (An) care, and pearance,affectandfectance. job clothing clothing success? and jobcare, selection, success? personal personal appearance, How does clothing selection af- How does clothing care ap-

230 REFERENCE LIST FOR CLOTHING AND TEXTILES

174

Prepared and Distributed by

Home Economics Instructional Materials Center Texas Tech University Box 4067 Lubbock, Texas 79409

Directed by In cooperation with

Texas Tech University Texas Education Agency College of Home Economics Department of Occupational Department of Education and Technology Home Economics Education Homemaking Education Lubbock, Texas Austin, Texas BOOKS

Bancroft, Vivian Starck. It's So, Sew Easy; A Guide to Clothing Construction. 2nd ed. Minneapolis, Minnesota: Burgess Publishing Co., 1970. 354 pp. ($4.95. Clothing construction manual--does not include tailoring--well illustrated; study questions for each topic and evaluation device for each clothing construction technique.)

Bane, Allyne. Creative Clothing Construction. 3rd ed. New York, New York: McGraw-Hill Book Co., Inc., 1973. 329 pp. ($10.95. Grades 11-12. Gives general guidelines for creating clothing; discusses commercial patterns, equipment, and general clothing construction.)

Bane, Allyne. Tailoring. 2nd ed. New York, New York: McGraw-Hill Book Co., Inc., 1968. 333 pp. ($9.65. Grade 12. Includes making a muslin test copy, tailoring a skirt, jacket, or coat; and interfacing, lining and underlining a tailored garment in addition to basic construction techniques.)

* Barclay, Marion S. and Champion, Frances. Teen Guide to Homemaking. 3rd ed. New York, New York: McGraw Hill Book Co., Inc., 1972. 528 pp. ($8.64, Teacher's manual $2.24. Grades 7-9.)

Beck, Doris May. Custom Tailoring for Homemakers. Rev. ed. Peoria, Illinois: Chas. A. Bennett Co., Inc., 1972. 186 pp. ($.6.04, s.p. $4.53. Grades 10-12. Easy to read, well-illustrated. Includes basic techniques; con- structing ladies skirts, slacks, suit coatsor jackets, and dresses; men's tailoring--suit coats, vests, trousers.)

* Bratton, Esther Crew, and Vanderhoff, Margil. Home Management Is... Boston, Massachusetts: Ginn and Co., 1971. 337 pp. ($7.52, s.p. )5.64, teacher's guide $3.16 s.p. Transparency masters or transparencies and teacher's guide for transparency program also available.)

Butman, Grace A. New Fabrics, New Clothes and You. Austin, Texas: Steck- Vaughn Co., 1966. 92 pp. ($1.40. Discusses fibers, fabrics, and cleaning. Easy to read.)

Carlin, David. Alteration of Men's Clothing. 3rd ed. New York, New York: Fairchild Publications, Inc., 1962. 112 pp. ($5.95. Covers working with customers; alteration of sleeves, collar, shoulders, coat,vest, and trousers; alteration records and memos.)

Carson, 8yrta. How You Look and Dress. 4th ed. New York, New York: McGraw- Hill Book Co., Inc., 1969. 310 pp. ($7.96. Grades 7-9. Includes grooming, poise, clothing care, selecting clothing, wardrobe planning, sewing equipment, and basic clothing construction--torn projectto make a dress.)

* State adopted textbooks.

1 Chambers, Helen G. and Moulton, Verna. Clothing Selection: Fashions, Figures Fabrics. 2nd ed. Philadelphia, Pennsylvania: J.B. Lippincott, Co., 1969. 471 pp. ($9.50. Selecting outer and under clothing and accessories for men and women of all ages.)

Coats and Clark's Sewing Book. Rev. ed. Racine, Wisconsin: Western Pub- lishing Co., :nc., 1969. 192 pp. ($3.95. Includes clothing con- struction and decorative details.)

* Craig, Hazel T. Clothing: ,A Comprehensive Study. Rev. ed. Philadelphia, Pennsylvania: J.B. Lippincott Co., 1973. 468 pp. ($7.32. Grades 9- 12.)

Cunningham, Gladys, and Hutton, Jessie. Singer Sewing Book: The Complete Guide to Sewin.g. Norwood,'Massachusetts: Random House Singer School Division, 1972. 428 pp. ($8.95. Excellent illustrations, includes variety of construction procedures for clothing for all ages and construction of curtains, draperies, valences and cornices, slipcovers, and bed- spreads.)

Dunn, Lucille; Bailey, Annetta; and Vansickle, Wanda. Steps in Clothing Skills. Peoria, Illinois: Chas. A. Bennett Co., Inc., 1970. 528 pp. ($8.80, s.p. $6.60. Grades 7-12. Includes personality, fabric selection, art elements, wardrobe planning, clothing construction, and home economics- related jobs.)

Ehrenkranz, Florence and Inman, Lydia L. Equipment in the Home. 3rd ed. New York, New York: Harper and Row Publishers, 1973. 350 pp. ($11.95. Includes a number of good pictures and illustrations.)

Ellett, Marcella Howard. Textiles for Teens. 3rd ed. Minneapolis, Minnesota: Burgess Publishing Co., 1967. 74 pp. ($2.95. Grades 9-12. A simplified study of fibers, fabrics, and finishes, shopping and construction tips.)

Esquire Magazine Editors. The Esquire Guide to Good Grooming for Men. New York, New York: Grosset and Dunlap, 1971. 96 pp. ($1.25. Includes care of hair, face, hands, feet; diet; baldness, beards, etc; excercise; posture; and shaving and toiletries.)

Fried, Eleanor L. Is the Fashion Business Your Business? 3rd ed. New York, New York: Fairchild Publications, Inc., 1970. 226 pp. ($6.95. Includes designing, merchandising, publishing, management, top-level jobs, and jobs and job hunting for women.)

Garrett, Pauline G.and Metzen, Edward J. You Are a Consumer of Clothing. Boston, Massachusetts: Ginn and Co., 1967. 177 pp. ($3.36, s.p. $2.52. Grades 7-9. Includes the consumer's role, decision making, where to buy, laws, sources of information, and consumer responsibilities.)

2 Haedrich, Marcel. Coco Chanel: Her Life, Her Secrets. Boston, Massachusetts: Little Brown and Co., 1972. ($8.95. Biography of Coco Chanel's lifeas a designer.)

Hanson, Margaret A. The Care We Give Our Clothes. Austin, Texas: Steck- Vaughn Co., 1966. 94 pp. ($1.40. Contains tips on daily clothing care, time management; shows steps for various kindsof darning; dis-- cusses clothes remodeling, alterations and storage. Easy reading.)

Hollen, Miriam. See It and Sew It Fundamentals of Sewingwith Knits. Salinas, California: Hollen and Road, 1970. 86 pp. ($2.95, Student Text; 7 filmstrips and 1book, $75.00. Fundamentals of sewing woven fabrics. Covers organization of equipment,triangle scarf, jumper, shirtdress.)

Hollen, Miriam. See It and Sew It: Fundamentals of Sewing Woven Fabric. San Antonio, Texas: See It and Sew It, Inc., 1972. 86 pp. (8 film- strips plus teacher's edition of book $85.00,book $3.85, teacher's edition $15.95. Order from Loan Star School Book Depository. Includes sewing equipment; construction ofa triangle scarf, jumper, and shirt- dress.)

Home Economics Instructional MaterialsCenter. Clothing Assistant, Teacher Copy. Lubbock, Texas: Tech Press, 1969. 439 pp. ($7.50, In-Texas, $10.00, out-of-state. Order from Home Economics InstructionalMaterials Center. Covers fitting ready-made clothing;selection, use, and care of equipment; alteration of men's andwomen's clothing; clothingre- pairs; pressing; dry cleaning; recordkeeping; and fabric characteristics.)

Home Economics Instructional MaterialsCenter. Orientation to the World of Work, Parts One and Two. Lubbock, Texas: Tech Press, 1971. (Each part $5.00 in Texas, $6.50 out-of-state. Order from Home Economics Instructional Materials Center. Units on HECE, FHA, labor, andmoney, job application, job success, civicresponsibilities, understandingour economy, personal management andconsumer education personal adjustment, planning for future, and evaluation.)

Jabenis, Elaine. The Fashion Director: What She Does and How to BeOne. New York, New York: John Wiley and Sons, Inc., 1972. 407 pp. ($10.95, pap. text ed. $6.95. Information on becominga fashion director; fashion projection through advertisingdisplay, broadcasting, fashion shows, and fashion careers relatedto retailing.)

James, Barry. Call Me Mister. Bronx, New York: Milady Publishing Corp., 1969. 383 pp. ($9.00, instructor's manual $9.75. Includes grooming, social graces, wardrobe, personalitydevelopment, speaking development, jobs, and physical fitness.)

3 Johnson, Mary. Mary Johnson's Guide to Altering and Restyling Ready-Made Clothes. New York, New York: E.P. Dutton and Co., Inc., 1964. 251 pp. ($6.95. How to make alterations on every part of a garment for adults and children; remaking garments; how to be your own furrier.)

Kefgen, Mary and Touchie-Specht, Phyllis A. Individuality in Clothing Selection and Personal Appearance; A Guide for the Consumer. New York, Ned York: The Macmillan Co., 1971. 429 pp. ($9.95. Developing indi- viduality in clothing, grooming, nutrition related to grooming, dress design related to the wearer, wardrobe planning, and shopping.)

Let Yourself Sew. New York, New York: Simplicity Pattern Co., 1972. 96 pp. Good pictures, easy to read and understand.)

Lewis, Dora S.; Banks, Anna K.; and Banks, Marie. Teen Horizons At Home and School. New York, New York: The Macmillan Co., 1970. 480 pp. ($7.44, s.p. $5.58. Grades 7-12. Includes personal appearance, wardrobe planning, clothing related to the wearer, clothing care and repair, and making a garment. One section of a general homemaking text.)

* McDermott, Irene E.; Norris, Jeanne L.; and Nicholas, Florence W. Homemaking For Teen Agers, Book II. 3rd ed. Peoria, Illinois: Chas. A. Bennett Co., Inc., 1972. 736 pp. ($9.96. Grades 8-12)

McDermott, Irene E. and Norris, Jeanne L. Opportunities in Clothin.g. Peoria, Illinois: Chas A. Bennett Co., Inc., 1968. 350 pp. ($7.84, s.p. $5.88. Grades 9-12. Good information on careers, and industrial sewing. Includes clothing construction, fitting and alteration.)

McMurty, Rosemary, ed. The How to Fit Book. New York, New York: The McCall Pattern Co., 1973. 112 pp. ($1.25. Good-filled with illustrations and directions for various fitting problems.)

Morton, Grace Margaret. The Arts of Costumes and Personal Appearance. 3rd ed. New York, New York: John Wiley and Sons, Inc., 1964. 319 pp. ($10.75. Psychological, sociological, and personal aspects of clothing.)

Oerke, Bess V. Gawne, Eleanor, ed. Dress: Smashing! Success. Peoria, Illinois: Chas. A. Bennett Co., Inc., 1969. 672 pp. ($9.28, s.p. $6.96. Teacher's guide f'ee. Grades 9-12. General clothing test, includes various aspects of clothing and textiles and careers.)

Parker, Xenia Ley. Working with Leather. New York, New York: Charles Scribner's Sons, 1972. 159 pp. -($8.95. Identifies skins, tools, and gives directions, some patterns, and methods for making things with leather.)

Perry, Patricia, ed. Ready Set Sew. New York, New York: Eutterick Fashion Marketing Co., 1971. 320 pp. ($7.95, paper back $4.95. Basic sewing in easy to read print; well illustrated, interesting approach.)

4 Perry, Patricia, ed. The Vogue Sewing Book. New York, New York: Vogue Patterns, 1973. 416 pp. ($15.00. Order from Butterick Fashion Market- ing Co. Has many illustrations and discussesfigure problems. Geared more to tailoring.)

Perry, Patricia, ed. The Vogue Sewing Book of Fitting,Adjustments and Alterations. New York, New York: Butterick Fashion Marketing Co., 1972. 190 pp. ($8.95. Shows methods of measuring andfitting all types of women's clothing. Shows methods making all kindsof alterations.)

Pistolese, Rosana and Horsting, Ruth. History of Fashions. New York, New York: John Wiley and Sons, Inc., 1970. 340 pp. ($12.75. History of'fashions in many civilizationsincluding Egypt, Palestine, Greece, etc. during 14th- 20th centuries.)

Ross, Marian. The Co-Ed Sewing_ Book. Englewood Cliffs, New Jersey: Scholastic Book Services, 1972. 128 pp. (paperback $0.75. Grades 7-12. Easy to read; cartoon drawings; clothingconstruction and equipment.)

Schwebke, Phyllis W. and Krohn,Margaret B. How to Sew Leather, Suede, Fur. Rev. ed. New York, New York: Macmillan Publishing Co., Inc., 1970. 151 pp. ($6.95. Identifies skins and tools. Numerous illustrations showing construction techniques,care. Selection of furs and patterns, equip- ment, construction techniques, restyling,care, and glossaries for leather and fur.)

Simplified Sewing Book. New York, New York: Simplicity Pattern Co., 1972. 256 pp. ($1.00. Good illustration, written simply,includes sewing for men.)

Sturm, Mary Mark and Grieser, Edwina Hefley. Guide to Modern Clothing. New ed. New York, New York: Webster Division, McGraw-Hill BookCo., Inc., 1973. 590 pp. ($9.32, Teacher's manual, $1.00. Grades 10-12. General clothing text--includes many aspects of clothingand textiles.)

Talbot, Constance and Stevelson,Isabelle. The Complete Book of Sewing. New York, New York: Crown Publishers, Inc., 1972. 320 pp. ($9.95. Order from Greystone Corp. Includes making slipcovers, pillows and draperies, as wellas clothing selection and construction.)

Todd, Elizabeth and Roberts, Frances. Clothes for Teens. Rev. ed. Lexington, Massachusetts: D. C. Heath and Co., 1969. 494 pp. ($7.88, s.p. $5.91. Grades 9-12. Grooming and being well dressedfor both sexes, wardrobe planning for both sexes, clothing construction, anda study of fabrics.)

Tolman, Ruth. Charm and Poise for Getting Ahead. Bronx, New York: Milady Publishing Corp., 1960. 431 pp. ($9.75. Includes grooming, poise, wardrobe planning, personality, voice, job success, and bodyperfection.) Tolman, Ruth. Guide to Beautx? Charm, andPoise. Bronx, New York: Milady Publishing Corp., 1969. ($9.75. A basic textbookon achieving confidence, charm, and poise.)

5 * Vanderhoff, Margil. Clothes: Part of Your World. Boston, Massachusetts: Ginn and Co., 1970. 275 pp. ($7.80, s.p. $5.85, teacher's manual, s.p. $0.75. Grades 7-9.)

* Vanderhoff, Margil, et. al. Textiles for Homes and People. Boston, Massa- chusetts: Ginn and Co., 1973. 516 pp. (text ed. $7.68, s.p. $5.76. Teachers' guide $1.44. Grades 10-12.)

* Warmke, Roman F; Wyllie, Eugene D.: and Sellers, Beulah E. Consumer Decision Making: Guides to Better Living. Cincinnati, Ohio: South-Western Publishing Co., 1972. 482 pp. ($6.20 Grades 9-12.)

Wyllie, Ethel K. Today's Custom Tailoring. Peoria, Illinois: Chas. A. Bennett Co., Inc., 1971. 285 pp. ($8.32, s.p. $6.24. Grades 7-12. Tailoring techniques for wool, double knits, and non-wool woven fabrics. Good illustrations.)

FILMS

Children's Clothes: How to Choose Them. Dallas, Texas: Buster Brown Tex- tile, Inc., n.d. (Color, sound, 15 min., free loan. Order from Associa- tion-Sterling Films. Product oriented--shows selection of yarn and construction of cotton knit fabrics.)

Cotton to Clothing. Hollywood, California: Charles Cahill and Associates, Inc., 1967. (Color, sound, 11 min., $130.00. Order from AIMS Instruc- tional Media Services, Inc. Shows process of producing cotton garments from stalk to store.)

Food, Clothinbandlihelter in Three Environments. Santa Monica, California: Film Associates, 1969, (Color, sound, 16 min., $200.00. Order from BFA Educational Media. Shows similarities and differences of life in moun- tains, deserts, and tropics.)

Pattern Interpretation. Hollywood, California: Charles Cahill and Associates, Inc., n.d. (Color, sound, 12 min., $130.00. Order from AIMS Instruc- tional Media Services, Inc. Information on the pattern envelope and guide sheet is shown. Demonstrates pattern layout, pinning, and cutting of a garment. Compares Simplicity and McCall patterns.)

Sewing Materials--Preparation. New York, New York: Sterling Educational Films, 167. (Color, sound, '11 min., $135.00. Good illustrations; useful infor- mation; well narrated.)

Silk...Cocoon to Clothing. n.p.: Marble-Gibson Productions, 1968. (Color, sound, 15 min., $175.00. Order from AIMS Instructional Media Services, Inc. Production of Thai silk.)

6 Smu Duds Suds-In. Hollywood, California: Flagg Films, Inc., n.d. (1970) Color, sound, 12 1/2 min., free loan. Order from Home Service Dept., The Maytag Co. Shows two teen-agers selecting clothes by readinghang tag and the right and wrongway of caring for clothes.)

Zipper Application, Part I. Los Altos, California: E. P. Research, Inc., n.d. (1964). (Color, sound, 12 min., $135.00. Order from AIMS Instruc- tional Media Services, Inc. Clear, close-up viewing. Shows how to stitch in a zipper by hand.)

Zipper Ap lication, Part II. Los Altos, California: E. P. Research, Inc., 1964. Color, sound, 9 1/2 min., $120.00. Order AIMS Instructional Media Services, Inc. Very clear filming--close-up. Includes demonstra- tion on application ofinvisible zipper.

FILMSTRIPS

Clothing and Textiles Filmstrips. Fiber Care, 1966, $3.95 Color ana Design, 1965, $3.95 Shopper's Hidden Treasure, n.d. $7.95 Up and Down of Fabric, 1967, $7.95 Clothing Care Clues,1966,$7.95 Fabric Finish, 1965,$3.95 Fabric Construction,1965,$3.95 Grain, 19b3, $7.95 Stain Removal, 1966,$3.95 Fibers into Yarns, n.d., $3.95 Madison, Wisconsin: Visual Consultants, Inc. (Color, silent, scripts. Basic topics related to study of textiles.)

Clothing Communicates. New York, New York: Mazin-Wyckoff Co., 1970. (Color, sound, 47 frames, record, $4.25. Up-to-date student level dialogue be- tween girl and man. Involves the audience at the endso that discussion could follow easily.)

Coats and Clark, Inc. Successful Sewing with Wash-and-WearFabrics. Fair- lawn, New Jersey: Coats and Clark, Inc., n.d. (Color, silent,56 frames, script, $4.00. Clothing styles are dated, however,the subject matter is good.)

Consumer Education, Part II. Hollywood, California: Hanna-Barbera Productions, 1971. Color, sound, 4 filmstrips, 8 min.each, records and teacher's guide, $60.00 with records; $68.00with cassettes. One filmstrip of the series is concerned with purchasingclothing. Identifies fashion and fad, types of clothing stores, clothingsales, labels, and hang tags.)

7 Consumer Information Series. Chicago, Illinois: Journal Films, Inc. (Com-

plete series $350.00 including 6 filmstrips, 1 motion picture, and in- structor's guide. Sound slide film series $120.00, includes 6 film- strips and 80 page guide. Buying Clothing, 1970, 88 frames, $22.00. Consumer information series which includes buying clothing.)

First Aid for Sewing Machines. Somerville, New Jersey: The Singer Co., 1972. (Color, sound, 2 parts, script and record, quiz, teacher's guide, $4.00/ set. Part I--How to Stay Out of Trouble, Part II--How to Get Out of Trouble.)

Focus on the Family Wash. Cincinnati, Ohio: Procter and Gamble, n.d. (Color, silent, 60 frames, script, free. Shows factors to consider when doing laundry. Shows both wringer type and automatic washers.)

Jobs for You: It's Happening in Home Economics. Washington, DC: American Home Economics Assoc., 1972. (Color, sound, 115 frames, 14 min., $18.00 with record; $20.00 with cassette. Shows home economics courses for graduate of home economics occupational programs and those with post- secondary training.)

Learning to Use a Sewing Machine. Chicago, Illinois: Society for Visual Education, Inc., 1970. (Color, sound, 4 parts, 49-67 frames each, records, teacher's guide, $34.50 with records; $38.50 with cassettes. Basic information including basic sewing. Titles include Basic Parts and Their Functions, Learning to Guide Fabrics, How to Thread, How to Stitch. See Catalog for order numbers.)

McCall's Custom Method of Sewing (Series). New York, New York: The Educa- tional Service of McCall's Patterns, n.d. (Color, silent, $4.50 each. Titles included Setting in a Sleeve, Applying a One Piece Neck and Armhole Facing, Hemming a Skirt, Underlining and Lining a Dress. Script is on each frame.)

The McCall Pattern Company. Figure Your Fit--Bodice Figure Your Fit--Skirts Figure Your Fit--Pants Dayton, Ohio: McCalls Corp., n.d. (1965). (Color, silent, $4.50 each. Narration is printed on each frame. Techniques of basic alterations are simply explained. Fitted bodice style; straight skirt style.)

The Textile Scene. New York, New York: Celanese Fibers Marketing Co., 1971. 76 frames, record, chart of consumer rights and responsibilities, teacher's guide, transparencies of labels, free. Consumer rights and responsibilities.)

8 Washday Wonders. Cincinnati, Ohio: Procter and Gamble, 1968. (Color, silent, free. Tells factors to consider when laundering using auto- matic washer.)

Young Fashion Forecast. Chicago, Illinois: Sears Roebuck and Co., new each fall and spring. (Color, silent, script, free. Order for each season to keep up-to-date.)

Your Wardrobe and You. Chicago, Illinois: Money Management Institute of Household finance Corp., 1967. (Color, silent, 67 frames, study guide, $1.75. Cartoon figures illustrate the importance of wardrobeplanning, shopping, and care to be well dressed withina clothing budget.

PAMPHLETS

Better Buymanship Clothing. Englewood Cliffs, New Jersey: Scholastic Book Services, 1967. 64 pp. (No. 2356, $.50; set of 15 books, No. 2378, $7.00. Easy to read. Selecting and buying various types of clothing; labels; wardrobe planning; and sizes 'of ready-made garments.)

The Brassiere and What Your Mother Never ToldYou About It. Jersey City, New Jersey; Bali Co., Inc., 1972. 30 pp. (Free. Adds to the basic understanding of how a bra is supposed to support.)

Hidden Values Series. Chicago, Illinois: Sears, Roebuck, and Co., n.d. 19 pp. ($2.50 set of 60. Order from Association-Sterling Films, Inc. Includes figure types and problems, fit, color,accessories, and shopping tips. Geared to adult women.)

Perry, Patricia, Ed. Everything About Sewing Series from Vogue Patterns. New York, New York: Butterick Fashion Marketing Co., 1972. 112 pamphlets, $1.50 each. Titles include Easy Unlined Jackets, Coats,Etc.; Fitted Garments; Fur and Fur-Like Fabrics; Knits; Leatherand Leather-Like Fabrics; Lingerie and Lounge-Wear;Menswear; Pants and Jumpsuits; Ponchos, Capes, Scarves, and Stoles; SpecialFabrics, Swimwear; Trims.)

A Profile of Textiles. 2nd ed. Charlotte, North Carolina: The Dowd Press, Inc., 1973. 15 pp. (Free. Order from American Textile Manufacturers Institute, Inc. Basic facts concerning the textile industry. Easy to read.)

Short-Cuts to Home Sewing. New York, New York: Butterick Co., Inc., 1959. ($.50)

Spilker, Louise. Sewing Know -W? Indianapolis, Indiana: n.p., 1969. (Teacher Know-Why, wall charts,masters, $2.65, Teacher's guide $.60, six wall charts $4.65, masters $15.65.)

9 Textile Handbook. 4th ed. Washington, DC: The American Home Economics Assoc., 1970. 115 pp. ($5.95. Gives information on most fibers, yarns, and fabrics; how they're produced, finished, cared for, labeled, proper- ties of fibers and legislation.)

Textiles for You...And How They Are Made. Charlotte, North Carolina: Ameri- can Textile Manufacturers Institute, Inc., n.d. 12 pp. (Single copies free. Pictoral description of textile manufacture.)

The Wonderful New World of Textiles. Charlotte, North Carolina: American Textile Manufacturers Institute, Inc., n.d. 8 pp. (Free. Reprinted from Teacher magazine.)

PERIODICAL

Forecast/Co-ed. Englewood Cliffs, New Jersey: Scholastic Magazines, Inc. -----Tinonthly, $6.00)

Penny's Forum. New York, New York: J.C. Penney Co., Inc. (Free. Distributed by managers of J.C. Penny Stores. biannually.)

Seventeen. Radnor, Pennsylvania: Seventeen Subscriptions Dept. (monthly, $6.00/year)

Tips and Topics. Lubbock, Texas: College of Home Economics, Texas Tech University. (quarterly, $3.00)

What's New In Home Economics. New York, New York: Reuben H. Donnelley Corp. (monthly except July and August, combined issue for May/June, $8.00)

RESOURCE KIT

Color Concepts. New York, New York: J.C. Penney Co., Inc., n.d. (Color, sound, 2 filmstrips and record, transparencies, student handouts, teacher's guide, and record for 2 filmstrips, $10.50. Could be used in any unit on color. Emphasizes factors that influence color and being creative with color.)

Hollen, Miriam and McKinzey, Jeanette. See It...and Sew It: Fundamentals of Sewing Woven Fabric. San Antonio, Texas: See It and Sew It, Inc., 19T2. (Color, 8 filmstrips, Teacher's edition of text, $150.00, additional texts $15.95. 8 filmstrips coordinated with a spiral bound text. Includes equipment and construction of a triangle scarf, jumper, and shirtdress.)

10 Johnson, Hildegarde; Clawson, Barbara; and Shoffner, Sarah M. Sewing_ Step By Step. Boston, Massachusetts: Ginn and Co., 1967. (5 self- instructional books, illustrative materials, charts, exhibits, text booklet, teacher's guide. Set $52.00, 5 programmed books, $9.28.)

TRANSPARENCIES

Carlson, Nancy. Fundamentals of Grooming. St. Paul, Minnesota: 3M Co., 1967. (Color, silent, $35.00/set. May also order for $.60 "Overhead Projection in the Home Economics Classroom Booklet." Covers topics not easily found in visuals.)

Linke, Ruth. Fashion and Clothing Construction Transparencies. Bronx, New York: Scholastic Magazines, Inc., 1967. (Set, $7.50, masters $2.50. Teaching guide with each set. Well illustrated; could stimulate good discussion. Titles include Design Principles in Dress, Accessorizing the Basic Dress, How to Read a Pattern, Clothing Symbolism, Clothes Storage.)

Meshke, Edna, Ed. Interrelationships of Clothing With Behavior Roles and Valus. St. Paul, Minnesota: 3M Co., 1967. (Color, silent, $35.00 set of 22. May also order for $.60 "Overhead Projection in the Home Economics Classroom Booklet." Covers topics not easily found in visuals.)

See and Sew. Altoona, Pennsylvania: Butterick Fashion Marketing Co., n.d. (5 volumes, 250 transparencies, teachers guide, $180.00 or $40.00 per volume. Vol I--Get Ready to Sew, Vol. 2--Get Perfect Fit, Vol. 3-- Get Set to Sew, Vol. 4--Sew I, Vol. 5--Sew II. Manufacturer requests that order be made on official order form.)

Sturm, Mary Mark; Grieser, Edwina H.; and Roberts, Jane Ellen. Design In Clothes. New York, New York: McGraw-Hill Book Co., Inc., 1969. (Color T65.00. Transparencies are in a spiral bound plastic lesson book. Numerous overlays. Generalizations are included along with instructions for showing the transparencies.)

Sturm, Mary Mark; Grieser, Edwina H.; and Roberts, Jane Ellen. Line and Color in Clothes. New York, New York: McGraw-Hill Book Co., Inc., 1969. (Color, viewer stage, $69.00. Transparencies are in a spiral bound plastic lesson book. Numerous overlays. Generalizations are included.)

11 Talon Consumer Education. Zi Into the Visible 21st Century.. n.p.: Youth Education, Inc., 1972. Color, sound, 24 transparencies, 2 parts, audio tape; Teacher's Guide, $15.95 or free with 100 empty Talon zipper packages. Order from Talon Consumer Education. 24 color transparencies with audio tape (cassette) or reel-to-reel) and teacher'sprogram guide. Part I--Zipper application (invisible lapped and centered. Part II--Survey of fashion history; Teacher Reference File--64page reference (zippers, thread, tape, trims) in looseleaf notebook. Wall charts on zipper application; 24 page booklet--photos from student's point of viewat machine, prepacked sets of 3U); Talon Motivational Projects--funpro- jects made in class using zippers.)

TEACHER REFERENCES

Aesthetics and Clothing: An Annotated Bibliography. Washington, D.C.; The American Home Economics Assoc., 1972. 159 pp. ($3.00. A listing of nearly 1600 books and articles compiled by members of the Textiles and Clothing Section.)

Anspach, Karlyne. The Why of Fashion. Ames, Iowa: The Iowa State University Press, 1968. 378 pp. ($9.50 Includes social and economic influences on clothing. Tells how fashions are designed, produced, distributed, and promoted. Tells how fashions reflect American life.)

Bigelow, Marybelle. Fashion in History: Apparel in the Western World. Minneapolis, Minnesota: Burgess Publishing Co., 1970. 342 pp. ($9.95. Grades 11 and up. Fashions in the Western World only. Many illustrations--mainly black and white.)

Erwin, Mabel D. and Kinchen, Lila A. Cluthing for Moderns. 4th ed. New York, New York: The Macmillan Co., 1969. 585 pp. ($8.95. Clothing management, wardrobe planning, clothing selection, sewing equipment, and clothing construction.)

Fanslow, Pauline G. The Great Looks Book. Cleveland, Ohio: Editorial Services, Inc., 1971. 1$5.00 for 12 chapters. Order from Bonnie Bell Program. Complete teacher's guide for developing students' self-concepts through all aspects of good grooming.)

Hollen, Norma R. Pattern Making by Flat-Pattern Method. 3rd ed. Minneapolis, Minnesota: Burgess Publishing Co., 1972. 167 pp. ($5.95. Designing bodice, collars, sleeves, skirts, and waistline treatments for women by using flat pattern methods.)

Hollen, Norma and Saddler, Jane. Textiles. 4th ed. New York, New York: The Macmillan Co., 1973. 243 pp. ($9.50. College text including fibers, fabrics, and finishes.)

12 Horn, Marilyn J. The Second Skin: An Interdisciplinary Study of Clothing. Boston, Massachusetts: Houghton Mifflin Co., 1968. 435 pp. ($10.25. Presents ideas on the significance of clothing; interrelationships of social, psychological, physiological, and cultural aspects of clothing; economic aspects of clothing and the clothing industry; aesthetics and clothing; and selection of personal clothing.)

Iowa Home Economics Association. Unit Method of Clothing Construction. 5th ed. Ames, Iowa: The Iowa State Universtiy Press, 1972. 130 pp. ($4.50. Gives step-by-step directions for basic and advanced sewing; many illustrations. Includes the following topics; equipment, pattern and fabric selection; fitting and altering; cutting and marking;press- ing; unit construction; interfacings, linings and underlinings; darts, tucks, pleats, and gathers; seams and seam finishes; buttonholes and fasteners; sleeve types; pocket variations; waistline treatments; plac- kets and zippers; and hems.)

McCall's Sewing Book. Rev. ed. New York, New York: Random House, Inc., 1968. 308 pp. ($6.95. Guide to dressmaking, tailoring, mending, em- broidery, home decorating.)

Minott, Jan. Coordinated Pattern Fit. Minneapolis, Minnesota: Burgess Publishing Co., 1969. 171 pp. ($4.95. Grades 7-12. Measuring for making a personal basic pattern and altering patterns.)

Poulin, Clarence. Tailoring Suits the Professional Wa . Rev. ed. Peoria,

Illinois: Chas. . Bennett Co., Inc., 97 . 213 pp. (text ed. $8.00, s.p. $6.00. Grades 9-12. Tailoring suits and vests for men and skirts and coats for women. Also includes pattern drafting and hand-sewing techniques.)

Rosencranz, Mary Lou. Clothing Concepts: A Social-Psycholoyical Appraoch. New York, New York: The Macmillan Co., 1972. 339 pp. (text ed. $9.75. Includes information on clothing awareness, clothing symbols, and clothing's influence on peoples' roles.)

Ryan, Mary Shaw. Clothing) A Study in Human Behavior. New York, New York: Textile Book Service, 1966. 341 pp. ($8.95. Compilation of research studies on the social-paychological aspects of clothing,consumers, and clothing related to the age of the wearer.)

Spears, Charleszine Wood. How to Wear Colors: With Emphasis on Dark Skins. 4th ed. Minneapolis, Minnesota: Burgess Publishing Co., 1965. 67 pp. ($3.00. Grades 7-12. Includes personal coloring, color in dress, dress design, wardrobe and personal hygiene forpersons with dark skins.)

13 Tate, Mildred Thurow and Glisson, Oris. Family Clothing. New York, New York: John Wiley and Sons, Inc., 1961. 412 pp. ($10.75. Clothing selection based on the family life cycle; shopping and clothing care.)

Teaching Grooming to Teen-Age Girls and Boys. New York, New York: Avon Products, Inc., 1968. 12 pp. (Free. Includes bulletin board ideas, quizzes, and course content.)

Zipp, Edith. Personal Improvement for the Career Woman. Beverly Hills, California: Glencoe Press, 1970. 379 pp. ($8.95. Includes poise, figure control, grooming, and wardrobe planning.)

OTHER

Be Involved--Be a Home Economist. Washington, DC: American Home Economics Assoc., 1969. (Color, 38 slides, $12.50. Shows variety of home economic careers.)

Bingo. Kansas City, Missouri: Gillum Book Co., 1968. (Silent, cards, script, markers, $5.00. Enough cards for an entire class to play. Suggested for teaching or review. May be used on all 4 levels.)

Crossroads. Kansas City, Missouri: Gillum nook, Co., 1968. (Silent, play- ing board, tokens, cards. $4.00 for game; $2.10 for additional cards. Game is on order of "Parchesi"; 2-6 players.Suggested for teaching or review. May be used on all 4 levels.)

Fibers and Fabrics. Austin, Texas: The Instructional Materials Laboratory, 1967. (Fibers and Fabrics Answer Book, $5.50, answer book $3.00. A distributive education manual.)

Grieser, Edwina H. Clothing Construction Film Loops New York, New York: McGraw-Hill Book Co., Inc., 1970. (Color, silent, 24 film loops, 4-5 min., guide explaining each step depicted in the film, $20.00, discounts available when buying sets of 6,8, etc. Order from Webster Division, McGraw-Hill Book Co., Inc. Titles include Preliminary Techniques: Determining Figure Type and Size; Preparing the Fabric; Laying the Pattern; Cutting and Marking; Directional Staystitching; Making Plain Seams. Basic SewiogTechniques: Making Darts; Applying a Neck Facing; Inserting an Overlap Zipper; Applyinga Skirt Band; Making a Hem; Joining Bodice and Skirt. Advanced Sewing Techniques: Applying a Fitted Facing; Interfacing a Bodice; Interfacing and Attachinga Collar; Sewing-in a Sleeve; Lining a Skirt; Underlininga Garment. Tailor Techniques: Interfacing a Tailored garment; Making a Bound Buttonhole; Making a Tailored Collar; Lining a Tailored Garment; Makinga Welt Pocket; Hemming a Coat. See catalog for order numbers.)

14 Grieser, Edwina H. Sewing Techniques Series, Set I. New York, New York: McGraw Hill Book Co., Inc., 1970. (Color, silent, 6 parts, 3-4 min., guide explaining each step depicted in the film. Set of 6 films $110.00, individual films $20.00. Code 101543 for Set I.)

Home Economics Basic Dressmaking Series. n.p.: Eothen Films Limited, 1967. (Color, silent, 4 min. each, $20.00 for 8mm, $22.00 for Super 8mm. Order from Encyclopedia Britannica Educational Corp. Titles include Sewing and Pressing; Making a Waistband, Part I; Makinga Waistband, Part II: Attaching a Waistband; Turning Up a Hem; Bound Buttonhole, Part I; Bound Buttonhole, Part II; Machine-Made Buttonhole; Making a Sleeve; Setting In a Sleeve. See catalog for order numbers.)

Installation Ideas. Newton, Iowa: The Maytag Co., n.d. (Color, silent, 34 slides, script. Free loan. An in-depth discussion of the require- ments for installation of all Maytag products: washers, dryers, dish- washers, disposers. Washers, dryers, and dishwashers are shown on slides; disposers are discussed in script. Slides visually present examples of some installation ideas and equipment features that facili- tate unusual installations of laundry and kitchen equipment.)

Jacobs, Melvin M. PFAFF Home Sewing Course. Chicago, Illinois: National Pfaff Distributor, 1963. (Color, silent, script and slide viewer, $2.95. Many concepts on one slide. Probably use as a review or for advanced students.)

Laundries Designed for Today's Living. Newton, Iowa: Maytag Co., n.d. (Color, silent, 16 slides, script. Free loan. An introduction to the elements of home laundry planning. Presents many ideas concerning lo- cation of laundry facilities and mini-models.)

Occupational Outlook Handbook.Washington, DC: U.S. Government Printing Office, newly published every year. ($6.50 per year. Gives description of tasks performed in each specific job listed.)

Personal Development for Girls. Austin, Texas: The University of Texas, Instructional Materials Laboratory, 1967. 146 pp. ($3.00, answer book ($1.50. Includes developing personal health,appearance, skills, and behavior.)

Personal Develo ment For Youn Men. Austin, Texas: The University of Texas, Instructions Materia s Laboratory, 1967. ($3.00, answer book $1.50. Topics includes developing personal health, personalappearance, and personal skills and behavior.)

15 Sewing Series--Part I. New York, New York: Universal City Studios, Inc., n.d. (Color, silent, 10 parts, 4 min., teacher guide, setof 10 film loops $220.00, individual film loop $22.00.Titles include Winding a Bobbin; Threading the Sewing Machine, Directional Stay-Stitcing, Making a Standard Dart, Making a Plain Seam, Seam Finishes, LappedZipper Application, Preparation of a Waistband, Attachinga Waistband, Marking and Preparing a Hem. See catalog for order numbers.)

Sewing Series--Part II. New York, New York: Universal City Studios, Inc., n.d. (-Color, silent, 10 parts, 4 min., teacher guide, set of10 film loops $220.00, individual film loops $22.00. Titles include Sewing on a Pierced Button; Marking Fabrics: Dressmaking Carbon; Marking Fabrics: The Tailor Tacker and Tailor Tacks; Bias Strips; EnclosedSeams: French Seam; Enclosed Seams: Flat Felled Seam; Running Stitch and Backstitch; Basting, Even and Uneven; Slip Stitch; Catch Stitch. See catalog for order numbers.)

Sewing Series--Part III. New York, New York: Universal City Studios, Inc., n.d. (Color, silent, 10 parts, 4 min., teacher guide, set of 10 film loops $220.00, individual film loop $22.00.Titles include Re- moving Unwanted Seams, Continuous Bound Placket, Gathering, Preparing Neck Facing, Application of Neck Facing, Patch Pocket, Coveringa Belt, Covering a Buckle, Attaching Belt Buckles and Eyelets, Applying the Hook and Eye.)

Sewing Skills Series. Hollywood, California: Bailey Films, 1967. (Color, 12 film loops, 3 min. each, $20.00 each. Film loop concepts include Threading the Upper Part of the Machine; Removing UnwantedStitches; Blind Hemming; How to Make Gathers; Using Dressmaker Carbons;Directional Stayslitching; How to Make a Dart; Setting the Stitch Regulator;Insert- ing the Filled Bobbin; Making a Plain Seam; Under-stitching.

PAMPHLET SOURCES

American Home Economics Assoc., 2010 Massachusetts Ave.,N.W., Washington, DC 20036.

American Textile Manufacturers Institute, Inc., 1501 Johnstun Bldg.,Charlotte, North Carolina 28202.

Avon Products, Inc., 30 Rockefeller Plaza, New York, New York10020.

Belding Corticelli, P.O. Box 20615, Dallas,Texas 75220.

16 Butterick Fashion Marketing Co., 161 Sixth Ave., New York, New York 10013.

Celanese Fibers Marketing Co., Consumer Education Dept., 522 Fifth Ave., New York, New York 10036.

Coats and Clark, Inc., P.O. Box 383, Fair Lawn, New Jersey 07410.

Home Economics Education Association Publications, Sales Assoc., 1201 16th St., N.W., Washington, DC 20036.

Home Economists Service Bureau of the Van Heuson Co., 417 5th Ave., New York, New York 10016.

J.C. Penney Co., Inc., Educational and Consumer Relations, 1301 Ave. of the Americas, New York, New York 10019.

The McCall Pattern Co., Educational Dept., P.O. Box 9119, Manhattan, Kansas 66502.

Manmade Fibers Producers Assoc., Inc., 350 5th Ave., New York, New York 10001.

National Cotton Council of America, P.O. Box 12285, Memphis, Tennessee 38112.

Sears, Roebuck, and Co., Consumer Information Services, Dept. 703--Public Relations, 303 E. Ohio St., Chicago, Illinois 60611.

Simplicity Pattern Co., Simplicity Educational Division, 200 Madison, New York, New York 10016.

The Singer Co., 30 Rockefeller Plaza, New York, New York 10020.

Talon Educational Service, 41 East 51 St., New York, New York 10022.

U.S. Dept. of Agriculture, Public Information Specialist, Southern Regional Information Office, Consumer and Marketing Service, USDA, 1718 Peach- tree St., N.W., Room 222, Atlanta, Georgia 30309.

Wool Education Center, American Wool Council, The Wool Bureau, Suite 520, 909 17th St., Denver, Colorado 80202.

17 PUBLISHERS' LIST

American Home Economics Association Butterick Fashion Marketing Co. 2010 Massachusetts Ave., N.W. 161 Sixth Ave. Washington, DC 20036 New York, New York 10013

AIMS Instructional Media Services, Celanese Fibers Marketing Co. Inc. Consumer & Retail Information P.O. Box 1010 Dept. Hollywood, California 90028 522 Fifth Ave. New York, New York 10036 American Textile Manufacturers Institute, Inc. Chas. A, Bennett Co., Inc. 1501 Johnston Building 809 W. Detweiller Dr. Charlotte, North Carolina 28202 Peoria, Illinois 61614

Association Press Charles Scribner's Sons 291 Broadway 597 Fifth Ave. New York, New York 10007 New York, New York 10017

Association-Sterling Films E.P. Dutton & Company, Inc. 8615 Directors Row 201 Park Ave. South Dallas, Texas 75247 New York, New York 10003

Avon Products, Inc. Educational Bureau of Coats and 30 Rockefeller Plaza Clark, Inc. New York, New York 10020 430 Park Ave. New York, New York 10022 Bailey Films 6509 DeLongpre Ave. Encyclopedia Britannica Hollywood, California 90028 Educational Corp. 1822 Pickwick Ave. The Bali Company, Inc. Glenview; Illinois 60025 241 Eric Jersey City, New Jersey07302 Fairchild Publications, Inc. 7 E. 12th St. The Bonnie Bell Program New York, New York 10003 P.O. Box 6177 Cleveland, Ohio 44101 Gillum Book Company P.O. Box 4504 BFA Educational Media Kansas City, Missouri 64124 2211 Michigan Ave. Santa Monica, California90404 Ginn and Company Xerox Education Group The Bruce Publishing Company 191 Spring St. 850 Third Ave. Boston, Massachusetts 02173 New York, New York 10022 Glencoe Press Burgess Publishing Company A Division of The Macmillan Co. 426 South 6th St. 8701 Wilshire Blvd. Minneapolis, Minnesota 55415 Beverly Hills, California 90211

18 Greys tone Corporation Journal Films, Inc. 225 Park Ave. South 909 West Diversey Parkway New York, New York 10003 Chicago, Illinois 60614

Grosset & Dunlap, Inc. Little, Brown and Company 51 Madison Ave. 34 Beacon St. New York, New York 10010 Boston, Massachusetts 02106

Harper & Row Publishers, Inc. J.B. Lippincott Company 49 East 33rd St. E. Washington Square New York, New York 10016 Philadelphia, Pennsylvania 19105

D.C. Heath and Company The McCall Pattern Company 125 Spring St. Educational Department Lexington, Massachusetts 02173 P.O. Box 9119 Manhattan, Kansas 66502 Hollen and Road P.O. Box 566 McGraw-Hill Book Co., Inc. Salinas, California 93901 330 W. 42nd St. New York, New York 10036 Holt, Rinehart, & Winston, Inc. 383 Madison Ave. The Macmillan Company New York, New York 10017 866 Third Ave. New York, New York 10022 Home Economics Instructional Materials Center The Maytag Company Texas Tech University Home Service Department P.O. Box 4067 Newton, Iowa 50208 Lubbock, Texas 79409 Meredith Press Houghton Mifflin Company Better Homes & Gardens Creative Educational Division Sewing Library 110 Tremont St. Des Moines, Iowa 50301 Boston, Massachusetts 02107 Milady PubliShing Corporation Instructional Materials Services 3839 White Plains Road Division of Extension Bronx, New York 10467 The University of Texas at Austin Austin, Texas 78712 Money Mgt. Institute of Household Finance Corp. Iowa State University Press Prudential Plaza Press Building Chicago, Illinois 60601 Ames, Iowa 50010 National Pfaff Distributors John Wiley & Sons, Inc. A.G. Weber & Company, Inc. Eastern District Center 216 N. Canal St. 1 Wiley Drive Chicago, Illinois 60606 Somerset, New Jersey 08813 J.C. Penney Company, Inc. 1301 Avenue of the Americas New York, New York 10019

19 Prentice-Hall, Inc. South-Western Publishing Co. Englewood Cliffs, New Jersey07632 1501 Madison Road Cincinnati, Ohio 45227 Procter & Gamble General Homemaking Series Steck-Vaughn Company P.O. Box 14009 Division of Intest Educational Cincinnati, Ohio45214 Publishers P.O. Box 2028 Random House, Inc. Austin, Texas 78767 Susidiary of Radio Corp. of America 201 E. 50th St. Sterling Educational Films New York, New York 10022 241 East 34th St. New York, New York 10016 Reuben H. Donnelley Corp. 466 Lexington Ave. Superintendent of Documents New York, New York 10017 U.S. Government Printing Office Washington, IX 20402 Scholastic Book Services 902 Sylvan Ave. Talon Consumer Education Englewood Cliffs, New Jersey 07632 41 East 51st St. New York, New York 10022 Sears, Roebuck, & Company Consumer Information Service Dept. Textile Book Service 703 Public Relations 1447 E. Second St. 303 E. Ohio St. Box 907 Chicago, Illinois 60611 Plainfield, New Jersey 07060

See It and Sew It, Inc. 3-M Company P.O. Box 13440 Visual Products Division San Antonio, Texas 78213 P.O. Box 33344 St. Paul, Minnesota 55101 Seventeen Subscription Dept. Radnor, Pennsylvania 19088 Tips and Topics College of Home Economics \Sewing Know Why Texas Tech University Louise Spilker P. O. Box 4170 1414 Trillium Court Lubbock, Texas 79409 Indianapolis, Indiana 46219 Universal Education & Visual Arts Simplicity Pattern Company 221 Park Ave., South Simplicity Educational Division New York, New York 10003 200 Madison Ave. New York, New York 10016 Visual Education Consultants, Inc. 2066 Helena St. The Singer Company P.O. Box 52 30 Rockefeller Plaza Madison, Wisconsin 53701 New York, New York 10020 Western Publishing Co., Inc. Society for Visual Education, Inc. 1220 Mound Ave. 1345 Diversey Parkway Racine, Wisconsin 53404 Chicago, Illinois60614

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