Jay County High School
Family and Consumer Science Curriculum
Fashion and Textiles Foundations
Grades 9 – 12
Standard 1Students will integrate processes of thinking, communication, leadership, and management in order to apply fashion and textiles knowledge and skills.
FACS Academic Standard / Literacy Embedded Standard / Learning Activities / Assessment(s)
FTF-1.1 Demonstrate components of critical thinking, creative thinking, and reasoning. / 9-12.RT.3 Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. / Students will select appropriate pattern, size, and fabric for construction of a garment of their choice / Students will be access on garment construction and fit using a score sheet.
FTF-1.2 Evaluate effective communication processes in school, family, career, and community settings / Students will demonstrate proper use of sewing tools. / Students will be assessed by participation in classroom demonstration of proper use of sewing tools.
FTF-1.3 Demonstrate leadership that encourages participation and respect for the ideas, perspectives, and contributions of group members. / Students will demonstrate proper use of sewing tools. / Student assessment by participation of proper use of sewing tools.
FTF-1.4 Apply management, decision-making, and problem solving processes to accomplish tasks and fulfill responsibilities. / 9-12.RT.3 Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. / Students will select appropriate pattern, size, and fabric for construction of a chosen garment. / Student assessed on garment construction and fit by use of a score sheet.
FTF-1.5 Examine the interrelationships among thinking, communication, leadership, and management processes to address family, community, and workplace issues. / Students will develop a list of classroom procedures and responsibilities. / Students assessed by participation in class discussion and fulfillment of responsibilities.
Standard 2
Students will determine criteria for fashion and textiles products that meet needs of individuals, families, and communities across the life spans.
FACS Academic Standard / Literacy Embedded Standard / Learning Activities / Assessment(s)
FTF-2.1 Analyze factors that influence selection of textiles and apparel. / 9-12.RT.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. / Students will compare cost and benefits of purchasing clothing verses self construction. / Student cost comparison analysis.
FTF-2.2 Demonstrate knowledge and skills needed to maintain standards of personal appearance and attire for specific settings / Students will develop a wardrobe plan for a given situation / Student assessment by a checklist of the wardrobe plan.
FTF-2.3 Evaluate use of human and economic resources to meet fashion and textile needs of individuals, families, and communities / Students will determine cost of constructing, altering, and repairing textile products. / Student assessed by participation in discussion with a local seamstress.
FTF-2.4 Apply decision-making processes to selecting, purchasing, creating, and maintaining textiles and
apparel. / Students will identify influences on merchandising textiles and fashion in the local community. / Student assessed by a written report following a visit to a local clothing retailer.
FTF-2.5 Assess the cost of constructing, manufacturing, altering, or repairing textile products. / 9-12.RT.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 9-12 texts and topics.
9-12.RT.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or
discussing an experiment in a text, identifying important issues that remain unresolved. / Students will research the cost to construct, manufacture, alter and repair textile products. / Student assessed by a data sheet with the cost comparisons.
FTF-2.6 Describe influences on merchandising textiles and fashion, including external factors, methods of needs research and forecasting, and marketing techniques / 9-12.RT.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. / Students will identify influences on merchandising textiles and fashion in the local community / Student assessed by a written report following a visit to a local clothing retailer.
FTF-2.7 Demonstrate skills used in seeking information related to consumer rights and responsibilities / 9-12.RT.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. / Students will explain how textile-labeling law assist and protect consumers. / Student assessed by a written report on current textile labeling laws.
FTF-2.8 Examine legislation, regulations, and public policy affecting fashion and textiles industry. / 9-12.RT.1 Cite specific textual evidence to support analysis of technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. / Students will discuss legislation, regulations, and public policy affecting the textiles and apparel industry. / Students assessed on presentation of current legislation, regulations, and public policy affecting the textile and apparel industry.
Standard 3
Students will evaluate impacts of textiles and fashion on individuals, families, communities, and globally
FACS Academic Standard / Literacy Embedded Standard / Learning Activities / Assessment(s)
FTF-3.1 Evaluate impacts of self concept, peer pressure, and media influences on fashion and textiles selections. / 9-12.RT.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. / Students will identify the clothing needs, which are expressed in various stages of the life cycle.
Students will analyze the needs of different cultures / Student demonstration of various clothing needs expressed by age group using a power point presentation.
FTF-3.2 Analyze impacts of global influences on textile and fashion needs and issues. / Students will examine the impact of the global village on textile and fashion needs and issues. / Students assessed by written report.
FTF-3.3 Demonstrate appreciation for diverse perspectives, needs, characteristics, and cultures of individuals and families. / Students will analyze the needs of different cultures and special groups / Student written report on specific clothing needs for a specific culture of handicapped group.
FTF-3.4 Analyze textile and fashion needs of individuals and families with a variety of disadvantaging conditions. / Students will determine the special clothing of individuals with a variety of disadvantaging conditions. / Students will describe the clothing alternations necessary for the residents residing in the local nursing home.
FTF-3.5 Develop solutions to textile and fashion issues of individuals and families with a variety of
disadvantaging conditions. / Students will develop solutions to textile and fashion issues of individuals with a variety of disadvantaging conditions.
Standard 4
Students will evaluate properties of textiles and fashion products to determine performance in a variety of end uses.
FACS Academic Standard / Literacy Embedded Standard / Learning Activities / Assessment(s)
FTF-4.1 Analyze a variety of natural and synthetic textiles fibers and their performance characteristics / 9-12.RT.8 Evaluate the hypotheses, data, analysis, and conclusions in a technical subject, verifying the
data when possible and corroborating or challenging conclusions with other sources of information. / Students will compare natural and man-made fibers on the basis of durability, comfort, care and cost. / Student-created chart comparing the properties of several common fibers.
FTF-4.2 Assess effects of textiles characteristics on design, construction, care, use, and maintenance of products. / Students compare textile products made of various fibers. / Completed rating card on design, construction, care, use, and maintenance of a given textile product.
FTF-4.3 Evaluate the use of textiles and fashion technologies for interior furnishings and products. / 9-12.RT.5 Analyze how the text structures information or ideas into categories or hierarchies,
demonstrating understanding of the information or ideas. / FTF-4.2 Assess effects of textiles characteristics on design, construction, care, use, and maintenance of products.
FTF-4.4 Analyze the impact of science and technology on textiles and fashion. / FTF-4.3 Evaluate the use of textiles and fashion technologies for interior furnishings and products. / 9-12.RT.5 Analyze how the text structures information or ideas into categories or hierarchies,
demonstrating understanding of the information or ideas.
FTF-4.5 Describe historic and current technology and trends and their influence on design and production of textiles products and apparel. / 9-12.RT.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. / Students will describe the influence of current technology on the production of textile products and apparel. / Student will research and write a report about new inventions and advances in technology in the textile and fashion industry.
FTF-4.6 Select appropriate procedures for production, selection, and care of textiles products. / Students will demonstrate use of care labels when cleaning and caring for textile products. / Student will describe appropriate procedure of care for various textile products.
FTF-4.7 Utilize a variety of presentation media such as photography, video, and software to demonstrate and evaluate textile and fashion products. / 9-12.RT.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. / Students will distinguish between good and poor quality ready -to -wear garments. / Student assessed on an oral presentation of well-made verses an inferior product.
Standard 5
Students will demonstrate skills needed to produce, alter, or repair fashion and textiles products.
FACS Academic Standard / Literacy Embedded Standard / Learning Activities / Assessment(s)
FTF-5.1 Apply color theory and design principles in selection and use of fabric, texture, line, pattern, and color for producing textile and fashion products. / 9-12.RT.3 Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. / Students will select appropriate pattern, pattern size, and fabric for a garment of their choice. / Student assessed by their choice of fabric, texture, line, pattern, and color appropriate for a chosen garment.
FTF-5.2 Use a variety of equipment, tools, and supplies for apparel and textiles construction alteration, and repair. / 9-12.RT.3 Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. / Students will select appropriate pattern, pattern size, and fabric for a garment of their choice.
Students will demonstrate alteration and repair techniques. / Completed garment.
Altered pattern to fit individual needs.
FTF-5.3 Demonstrate basic skills for producing, altering, and repairing textile products and apparel. / 9-12.RT.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 9-12 texts and topics. / Student will repair, alter, and complete garments in class. / Completed projects.
Standard 6
Students will examine potential career paths in textile and fashion industries.
FACS Academic Standard / Literacy Embedded Standard / Learning Activities / Assessment(s)
FTF-6.1 Identify employment and entrepreneurial opportunities and preparation requirements in fashion and textiles careers. / Students will recognize the wide variety of career opportunities related to the textile and fashion industry. / Written report of a possible career choice or hobby.
FTF-6.2 Describe rewards, demands, and future trends in fashion and textiles careers. / 9-12.RT.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. / Students will research future trends and demands of the fashion industry. / Student will create a power point of fashion in the future.
FTF-6.3 Demonstration foundational knowledge and skills for selected careers in the fashion and textiles
industry. / 9-12.RT.10 By the end of grade 12, read and comprehend technical texts in the grades 11-CCR text complexity band independently and proficiently. / Students will demonstrate foundational knowledge and skills necessary to be a fashion designer. / Students will create a notebook of 20 sewing skills and 10 garment designs.