Quilts during the Pioneer Days and Today
An Adventure of the American Mind
Illinois State University
Mary Wuhrmann
Olympia North Elementary
Summer 2007
An Adventure of the American Mind
Illinois State University
A Quilting Party in Western Virginia.
Author unknown. Date unknown.
Library of Congress Prints and
Photographs Division, Washington,
DC 20540 USA. 6/21/07.
Students will learn about the importance of quilts during the pioneer days in the United States and compare them to quilts of today. This supplemental unit is designed to be used with a Title 1 group to extend their Pioneer Unit in their regular classroom. The cumulating activity will be making their own sewn quilt block.
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview Back to Navigation BarObjectives / Students will:
· understand the importance of quilts during the pioneer days of U.S. history
· understand how quilts were made and who made quilts
· compare quilts of the pioneer days with present day
· use pattern and symmetry when designing a quilt block
· make their own construction-paper and fabric blocks
· be able to read 1-3 books at their appropriate reading level with fluency and understanding while using appropriate reading strategies
· be able to compare quilting bees while using a Venn diagram (in a group)
· write answers to questions about quilts, quilt making, and their blocks on the evaluations
· design their own quilt block using different shape pieces
· construct their quilt block using a sewing machine or by hand
Recommended time frame / About 16 days, 20-30 minute lesson. Some activities are optional.
Grade level / Title 1st -2nd grade (group of 4-6 students)
Curriculum fit / Supplements the Pioneer Unit taught in the 2nd grade classrooms.
Materials / Books for teacher use:
· Cobb, Mary. The Quilt-block History of Pioneer Days: With Projects Kids Can Make. Brookfield: Millbrook Press, 1995.
· Dallas, Sandra. The Quilt That Walked to Golden: Women and Quilts of the Mountain West: From the Overland Trail to Contemporary Colorado. Elmhurst: Breckling Press, 2004.
Books for students to read:
· Cates, Karin. A Far-fetched Story. New York: Greenwillow Books, 2002.
· Coerr, Eleanor. The Josefina Story Quilt. New York: Harper & Row, 1986.
· Johnston, Tony. The Quilt Story. New York: Putnam, 1985.
· Jonas, Ann. The Quilt. New York: Greenwillow, 1984.
· Paul, Ann Whitford. The Seasons Sewn: a Year in Patchwork. Orlando: Harcourt, Inc., 1996.
· Root, Phyllis. The Name Quilt. New York: Farrar, Straus and Giroux, 2003.
· Wilder, Laura Ingalls. Little House in the Big Woods. New York: Harper, 1953.
Computer:
· With access to Library of Congress, necessary “plug-ins”, and sound capability.
Materials to print:
1-Activities:
· From The Quilt-block History of Pioneer Days: With Projects Kids Can Make. See the end of each chapter for the reproducible pages (also see handouts).
2-Evaluations:
· Observation of Oral Reading and Comprehension (see handouts). Or use your own choice of Running Records or Oral Reading forms.
· Quilts evaluation (see handouts)
· Quilt Block design page
· Quilt Block evaluation
Other materials;
· Whiteboard/chalkboard and markers/chalk for teacher use.
· Crayons, pencils, erasers, scissors, glue, and rulers.
Sewing materials:
· Sewing machine or needles, fabric for block pieces, thread, pins, batting, backing material, iron, ironing board, and pearl cotton.
Illinois State Learning Standards Back to Navigation Bar
Language Arts:
GOAL 1: Read with understanding and fluency.
· 1.A. Apply word analysis and vocabulary skills to comprehend selections.
o 1.A.1a Apply word analysis skills (e.g., phonics, word patterns) to recognize new words.
o 1.A.1b Comprehend unfamiliar words using context clues and prior knowledge; verify meanings with resource materials.
· 1.B. Apply reading strategies to improve understanding and fluency.
o 1.B.1a Establish purposes for reading, make predictions, connect important ideas, and link text to previous experiences and knowledge.
o 1.B.1b Identify genres (forms and purposes) of fiction, nonfiction, poetry and electronic literary forms.
o 1.B.1c Continuously check and clarify for understanding (e.g., reread, read ahead, use visual and context clues, ask questions, retell, use meaningful substitutions).
o 1.B.1d Read age-appropriate material aloud with fluency and accuracy.
· 1.C. Comprehend a broad range of reading materials.
o 1.C.1a Use information to form questions and verify predictions.
o 1.C.1b Identify important themes and topics.
o 1.C.1c Make comparisons across reading selections.
o 1.C.1e Identify how authors and illustrators express their ideas in text and graphics (e.g., dialogue, conflict, shape, color, characters).
o 1.C.1f Use information presented in simple tables, maps and charts to form an interpretation.
Goal 2: Read and understand literature representative of various societies, eras and ideas.
· 2.A. Understand how literary elements and techniques are used to convey meaning.
o 2.A.1a Identify the literary elements of theme, setting, plot and character within literary works.
o 2.A.1b Classify literary works as fiction or nonfiction.
· 2.B. Read and interpret a variety of literary works.
o 2.B.1a Respond to literary materials by connecting them to their own experience and communicate those responses to others.
o 2.B.1b Identify common themes in literature from a variety of eras.
o 2.B.1c Relate character, setting and plot to real-life situations.
Goal 3: Write to communicate for a variety of purposes.
· 3.A. Use correct grammar, spelling, punctuation, capitalization and structure.
o 3.A.1 Construct complete sentences which demonstrate subject/verb agreement; appropriate capitalization and punctuation; correct spelling of appropriate, high-frequency words; and appropriate use of the eight parts of speech.
· 3.3.B. Compose well-organized and coherent writing for specific purposes and audiences.
o 3.B.1a Use prewriting strategies to generate and organize ideas (e.g., focus on one topic; organize writing to include a beginning, middle and end; use descriptive words when writing about people, places, things, events).
Goal 4: Listen and speak effectively in a variety of situations.
· 4.A. Listen effectively in formal and informal situations.
o 4.A.1a Listen attentively by facing the speaker, making eye contact and paraphrasing what is said.
o 4.A.1b Ask questions and respond to questions from the teacher and from group members to improve comprehension.
o 4.A.1c Follow oral instructions accurately.
o 4.A.1d Use visually oriented and auditorily based media.
Goal 5: Use the language arts to acquire, assess and communicate information.
· 5.A. Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.
o 5.A.1a Identify questions and gather information.
o 5.A.1b Locate information using a variety of resources.
· 5.B. Analyze and evaluate information acquired from various sources.
o 5.B.1a Select and organize information from various sources for a specific purpose.
5.C. Apply acquired information, concepts and ideas to communicate in a variety of formats.
o 5.C.1b Use print, nonprint, human and technological resources to acquire and use information.
Mathematics:
Goal 9: Use geometric methods to analyze, categorize and draw conclusions about points, lines, planes and space.
· 9.B. Identify, describe, classify and compare relationships using points, lines, planes and solids.
o 9.B.1a Identify and describe characteristics, similarities and differences of geometric shapes.
o 9.B.1c Identify lines of symmetry in simple figures and construct symmetrical figures using various concrete materials.
Social Science:
Goal 15: Understand economic systems, with an emphasis on the United States.
· 15.C. Understand that scarcity necessitates choices by producers.
o 15.C.1b Identify limitations in resources that force producers to make choices about what to produce.
Goal 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
· 16.A. Apply the skills of historical analysis and interpretation.
o 16.A.1a Explain the difference between past, present and future time; place themselves in time.
o 16.A.1b Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources).
Goal 18: Understand social systems, with an emphasis on the United States.
· 18.C. Understand how social systems form and develop over time.
o 18.C.1 Describe how individuals interacted within groups to make choices regarding food, clothing and shelter.
Fine Arts:
Goal 25: Know the language of the arts.
· 25.A. Understand the sensory elements, organizational principles and expressive qualities of the arts.
o 25.A.1d Visual Arts: Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation.
Goal 26: Through creating and performing, understand how works of art are produced.
· 26.B. Apply skills and knowledge necessary to create and perform in one or more of the arts.
o 26.B.1d Visual Arts: Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building and imagination.
Goal 27: Understand the role of the arts in civilizations, past and present.
· 27.A. Analyze how the arts function in history, society and everyday life.
o 27.A.1b Identify how the arts contribute to communication, celebrations, occupations and recreation.
Procedures Back to Navigation Bar
Prior to Lesson:
Students should have read and done activities in their classroom on the book, Little House in the Big Woods.
Day One:
· Review Little House in the Big Woods and discuss aspects of pioneer life and how they took everything they needed with them on their way west.
· Explain we are going to learn about how quilts were used and made in the pioneer days and today.
· Show pictures of quilts from late 1800’s to 1930’s using Primary Resources from the Library of Congress (PS/LOC):
o http://memory.loc.gov/cgi-bin/query/r?ammem/ngp:@field(NUMBER+@band(ndfahult+b192))
o http://memory.loc.gov/cgi-bin/query/r?ammem/ngp:@field(NUMBER+@band(ndfahult+b079)) and The Quilt That Walked to Golden Women and Quilts in the Mountain West From the Overland Trail to Contemporary Colorado (The Quilt That Walked to Golden), various pages.
· Use PS/LOC: http://memory.loc.gov/cgi-bin/query/r?ammem/qlt:@field(DOCID+@lit(a0012)) to listen to a recording of how quilts were used for warmth and made with other people.
· Introduce one of the “Books for students to read”, do a “picture walk”, and discuss main idea and unfamiliar vocabulary. They will read these on their own during the lessons.
Day Two:
· Read aloud The Quilt-block History of Pioneer Days With Projects Kids Can Make (The Quilt-block History), chapter one.
· Do activity, A Simple Nine-patch Collage, pages 12-13, and discuss geometric shapes and symmetry.
· Introduce one of the “Books for students to read”, do a “picture walk”, and discuss main idea and unfamiliar vocabulary. They will read these on their own during the lessons.
Day Three:
· Read aloud The Quilt-block History, chapter two. Refer to The Quilt That Walked to Golden, pages 9-13 & 27.
· Do activity, Quilt Block Bookmarks, pages 16-17 and discuss geometric shapes and symmetry.
· Introduce one of the “Books for students to read”, do a “picture walk”, and discuss main idea and unfamiliar vocabulary. They will read these on their own during the lessons.
Day Four:
· Read aloud The Quilt-block History, chapter three. Discuss map on pages 20-21. Refer to The Quilt That Walked to Golden, pages 1-4, 15-27, 116, & 126.
· Do activity, Broken Dishes Puzzle, pages 26-27 and discuss geometric shapes and symmetry.
· Introduce one of the “Books for students to read”, do a “picture walk”, and discuss main idea and unfamiliar vocabulary. They will read these on their own during the lessons.
· Do an Observation of Oral Reading and Comprehension on one of the students using one of the student-read books.
Day Five:
· Read aloud The Quilt-block History, chapter four. Refer to The Quilt That Walked to Golden, page 74.
· Do activity, House-on-a-hill and Pine-tree Border, pages 32-33 and discuss geometric shapes and symmetry.
· Introduce one of the “Books for students to read”, do a “picture walk”, and discuss main idea and unfamiliar vocabulary. They will read these on their own during the lessons.
· Do an Observation of Oral Reading and Comprehension on one of the students using one of the student-read books.
Day Six:
· Read aloud The Quilt-block History, chapter five. Refer to The Quilt That Walked to Golden, pages 29-51.
· Do activity, Shoofly Box, pages 36-37 and discuss geometric shapes and symmetry.
· Introduce one of the “Books for students to read”, do a “picture walk”, and discuss main idea and unfamiliar vocabulary. They will read these on their own during the lessons.
· Do an Observation of Oral Reading and Comprehension on one of the students using one of the student-read books.
Day Seven:
· Read aloud The Quilt-block History, chapter six. Refer to The Quilt That Walked to Golden, pages 11-13 & 72.
· Do activity, Bear’s Paw Greeting Card, pages 42-43 and discuss geometric shapes and symmetry.
· Introduce any of the “Books for students to read” that have not been introduced.
· Do an Observation of Oral Reading and Comprehension on one of the students using one of the student-read books.
Day Eight:
· Read aloud The Quilt-block History, chapter seven. Refer to The Quilt That Walked to Golden, page 40.
· Do activity, Corn and Beans Recipe Folder, pages 48-49 and discuss geometric shapes and symmetry.
· Do an Observation of Oral Reading and Comprehension on one of the students using one of the student-read books.
Day Nine:
· Read aloud The Quilt-block History, chapter eight. Refer to The Quilt That Walked to Golden, pages 24, 27, 31, 35, 48 & 68.
· Discuss quilting bees and use PS/LOC:
· http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3a05766))+@field(COLLID+cphx))
· http://memory.loc.gov/cgi-bin/query/r?ammem/cmns:@field(DOCID+@lit(cmns000048))
· http://memory.loc.gov/cgi-bin/query/r?ammem/cmns:@field(DOCID+@lit(cmns000047)) to show other quilting bees.
· Use PS/LOC:
· http://memory.loc.gov/cgi-bin/query/r?ammem/amss:@field(DOCID+@lit(sb30444a)) to show how quilting bees were part of our music.
· Do a Venn diagram and compare two of the quilting bee photos with the students. Discuss the findings.
· Do activity from The Quilt-block History, Dresden Plate Punch Work, page 53 and discuss geometric shapes and symmetry.
· Do an Observation of Oral Reading and Comprehension on one of the students using one of the student-read books.
Day Ten:
· Read aloud The Quilt-block History, chapter nine.
· Do activity, Sunshine and Shadows Weather Diary, pages 56-57 and discuss geometric shapes and symmetry.
· Do an Observation of Oral Reading and Comprehension on one of the students using one of the student-read books.
Day Eleven:
· Read aloud The Quilt-block History, chapter ten. Refer to The Quilt That Walked to Golden and discuss the different aspects of quilts, pages 52 cowboys, 69 quilts in pictures, 121-122 for charities, 100-101 history of popularity of quilting, 141 patterns, and 154 templates.
· Do activity, Hanging Windmill Star, pages 60-61 and discuss geometric shapes and symmetry.
· Finish the Observation of Oral Reading and Comprehension evaluations on students using one of the student-read books.
Day Twelve:
· Review learning from previous lessons and discuss the importance of quilts in our history.
· Use PS/LOC to review:
o http://memory.loc.gov/cgi-bin/query/r?ammem/qlt:@field(DOCID+@lit(a0012)), recording.
o http://memory.loc.gov/cgi-bin/query/r?ammem/ngp:@field(NUMBER+@band(ndfahult+b079)) , on the bed.
· http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3a05766))+@field(COLLID+cphx)),
quilting bee.
o http://memory.loc.gov/cgi-bin/query/r?ammem/psbib:@field(DOCID+@lit(l104))
· Use The Quilt-block History and The Quilt That Walked to Golden, various pages, to review.
· Do written evaluation: Quilts. Go over questions and how to format the answer (use complete sentences) and discuss writing conventions.
Day Thirteen:
Finish evaluation.
Day Fourteen:
· Make own quilt pattern using the Quilt Block and cut-out shapes. You need to pre-cut construction paper in two different colors. For each student you need:
8 1 ½ “ x 1 ½ “ squares of each color
4 3” x 3” x 4 ¼” triangles of each color
8 2 1/8 “ x 2 1/8” x 3” triangles of each color
8 1” x 3” rectangles of each color
· Students will design their own quilt block pattern.
using the pre-cut shapes to move around the block, using patterns and symmetry.
· Students will glue their final choice and write about their block using the Quilt Block form with questions.
· Go over the questions and discuss how to write answers (as previously done with the Quilt evaluation).
Day Fifteen:
· Finish Quilt Block evaluations.
· Have students present their block to the group and describe their block.
· Display where appropriate.
Day Sixteen until finish:
· Show process of making a quilt using PS/LOC:
http://www.americaslibrary.gov/cgi-bin/page.cgi/jp
then click on “Stitch a Quilt”.
· Show how they are going to make their own quilts using the fabric, sewing machine/or by hand, thread, batting, and batting into a four-block pattern (see The Quilt-block History, page 9.
· Discuss procedure: picking out fabric from selection of fabrics, I will cut out pieces, they will pin fabrics together, they will sew pieces (with my help), we will press pieces, and continue sewing until the block piecing is finished, add the batting and backing, sew edge, turn block, and hand tie with pearl cotton.
· As a group, go through the steps involved in making the blocks and write the steps on the board.
· Show finished blocks and discuss experience making them.
· Display where appropriate.
· While working with individual students during this activity the other students can make another construction-pieced block with the remaining shapes, and/or design a block using pencil, ruler, and crayons. They can also be re-reading the student quilt books.
Evaluation Back to Navigation Bar
Students will be evaluated:
· Using Rubric for Observation and Oral Reading
· On completion of Handouts
Extension Back to Navigation Bar
See Day Sixteen for extension activities.
Primary Resources from the Library of Congress