Replace This Text with the Title of Your Learning Experience s17

History of Fashion

Teaching with Primary Sources

Illinois State University

Naddene Pilgrim

Prairie Central High School

Fall 2013

Fashion show at the Wells Shop

Library of Congress, Prints and Photographs Division

National Photo Company Collection

Reproduction Number: LC-USZ62-100047

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

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

Overview Back to Navigation Bar
Objectives / Students will:
· navigate the Library of Congress website
· analyze primary sources about fashion from previous centuries
· combine primary source photographs of fashion styles from different American eras and text to make five PowerPoint slides.
· describe the evolution of fashions from early civilization to the nineteenth century.
· discuss factors that influenced fashion history.
· improve their abilities to analyze and interpret historical images.
Recommended time frame / 2 days (90 minutes) to research and create PowerPoint
1 to 2 days (90 minutes) to present
Grade level / 9th -12th
Curriculum fit / Clothing Construction 2
Materials / · Fashion History Project Handout
· PowerPoint Oral Presentation Rubric
· Access to Computer Lab
· Internet search engines
· Microsoft PowerPoint
· Positive Feedback Cheat Sheet
Illinois Learning Standards/Common Core Back to Navigation Bar
CCSS.ELA and Literacy
Speaking and Listening
· SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on other’s ideas and expressing their own clearly.
· SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.
Reading: Informational Text
· RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Writing
· W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Procedures Back to Navigation Bar
Day One:
· On the board, write the terms economics, politics, power, religion, and technology. Ask students in small groups to select one term and brainstorm ways in which it affected the history of clothing. In what way do these factors continue to influence clothing styles to this day?
· Provide students with Fashion History Project worksheet.
· Explain how to navigate the Library of Congress website to locate photographs of fashion styles in various time periods.
· Provide the students with the PowerPoint Oral Presentation rubric so that they know what is expected of them as well as how to earn the maximum points possible.
· When they have found 5 primary sources fashion pictures that they would like to report on, they will fill out the Primary Source Analysis Sheet.
Day Two:
· Continuation of computer lab work on PowerPoint presentations.
Days Three and Four:
· Individually students will present their Fashion History PowerPoint.
· Students will complete the Positive Feedback sheet for each presenter.
Evaluation Back to Navigation Bar
· The students will be evaluated on their PowerPoint as well as their presentation using the PowerPoint Oral Presentation Rubric provided.
· Students will also receive feedback from their peers when classmates fill out the Positive Feedback Cheat Sheet.
Extension Back to Navigation Bar
· Have small student groups compare current clothing to that which was available 25, 50, and 100 years ago. Ask them to include in their report the effects of economics and technological developments during those times. Have each group report their findings to the class.
· Students could locate different primary sources other than the Library of Congress. They would use the same Primary Source Analysis Chart to receive another perspective on the fashions in the eras examined.

Primary Resources from the Library of Congress

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Primary Source Image / Description / Citation / URL
/ Photographs of ostrich farm and fashion accessories / Florida Ostrich Farm. ca. 1909. Advertising Ephemera Collection - Database #A0160 Duke University Rare Book, Manuscript, and Special Collections Library
Digital ID:
ncdeaa A0178 / http://memory.loc.gov/cgi-bin/query/r?ammem/eaa:@field(DOCID+@lit(eaa000708))
/ View of a portrait session in a photography studio; shows a man and woman in costume, clothing includes a stovepipe hat, a fan, and a bodice. A man adjusts an armature; shows a ceramic pot on the floor. / Western History/Genealogy Department, Denver Public Library / http://memory.loc.gov/cgi-bin/query/r?ammem/hawp:@field(NUMBER+@band(codhawp+00186794))
/ Portrait of Mrs. John J. Mitchell, Jr. standing with three unidentified women on a sidewalk in Chicago, Illinois, / DN-0086697, Chicago Daily News negatives collection, Chicago History Museum. / http://memory.loc.gov/cgi-bin/query/r?ammem/cdn:@field(NUMBER+@band(ichicdn+n086696))
/ Fashion Academy Awards, March 22, 1941 "Best dressed woman in business" Miss Vivien Kellems, Cable-Grip manufacturer / Fashion Academy Awards, March 22, 1941 "Best dressed woman in business" Miss Vivien Kellems, Cable-Grip manufacturer. 1941 March 22. Library of Congress Prints and Photographs Division. New York World-Telegram and the Sun Newspaper Photograph Collection
Reproduction Number: LC-USZ62-133513 / http://www.loc.gov/pictures/item/2003668363/
/ Three African American teenage girls modeling clothing for the "Teen-age Consumer a Go-Go" promotion at J.H.S. 164, New York, New York] / World Telegram & Sun photo by Len Morgan. / Reproduction Number: LC-USZ62-125446 / http://www.loc.gov/pictures/item/00649841/

Rubric

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PowerPoint Oral Presentation Rubric

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

Handouts

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Fashion History Project

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

1850 – 1880

1890 – 1910

1920 – 1930

1940 – 1950

` 1960 – 1970

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

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

v Two pictures depicting women’s fashions for each of the time periods.

v Proper citation of the photographs from the Library of Congress website.

v Ways in which economics, politics, power, religion, and technology influenced the clothing styles.

v How women’s fashions changed within a period because of changing roles of women.

v Clearly and logically organized information.

v Coordinated font and color scheme of PowerPoint slides.

v Good use of spelling, grammar, etc..

Teaching with Primary Sources

Illinois State University

Name______

Positive Feedback Cheat Sheet

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

Wow! I didn’t know ______before!

You did a terrific job explaining ______!

I really liked the way that you ______!

Just remember, they’ll be returning the favor!

Primary Source Analysis Sheet

When you are researching fashion styles from previous decades, you should be

Observation
Describe what you see.
What do you notice first? What people and objects are shown? How are they arranged? What is the physical setting? What, if any, words do you see? What other details can you see? / Reflect
Why do you think this image was made? What’s happening in the image? When do you think it was made? Who do you think was the audience for this image? What tools were used to create this? What can you learn from examining this image? What’s missing from this image? If someone made this today, what would be different? What would be the same? / Question
What do you wonder about... who? what? ·when? where? why? how?
1850 – 1880
1890 – 1910
1920 – 1930
1940 – 1950
1960 – 1970