Collars, Curtains & Kings: Exploring the History of Lace
By Cooper-Hewitt National Design Museum, September 20, 2006
- High School
- Design History
- Language Arts
- Social Studies
Common Core Standards
Anchors for Reading:
Key Ideas and Details:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Integration of Knowledge and Ideas:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Range of Reading and Level of Text Complexity:
Read and comprehend complex literary and informational texts independently and proficiently.
Anchor standards for Speaking and Listening:
Comprehension and Collaboration:
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas:
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Anchor standards for Language:
Conventions of Standard English:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Vocabulary Acquisition and Use:
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
- brainstorm responses
- conduct Internet research
- compare, contrast, synthesize and evaluate diverse sources of information
- participate in small-group and large-group discussion
- relate historical events to current-day events
- learn about the social and economic conditions surrounding lace making
- create a mural
- Internet websites about lace and the history of lace-making
- computer with Internet access
- drawing or construction paper to make a mural
- markers, crayons, pencils
- scissors, glue, tape
Building Background Observations on LaceThe purpose of this activity is to introduce students to the topic of lace. 1. Ask the class to brainstorm responses to the following prompt: List some examples of where you have seen lace used. Record students' responses. Ask the students to look for additional examples of lace that can be added to the list. 2. Provide students with copies of home furnishing and fashion magazines and ask them to find examples of lace. Teacher Note: You can also assign this as homework prior to beginning the lesson activity.
Fascinating Facts on Lace
The purpose of this activity is to introduce the role of lace in a historical context.
1. As a class, read the article on the history of lace making in 16th century France. This can be viewed at
2. Ask the students to briefly discuss what surprised them the most about the information in this article.
Steps for Learning
The purpose of this activity is to help students explore the topic of lace from multiple perspectives.
1. Divide the class into small research groups. Tell the students that they are going to research different aspects of lace using the web resources provided. Tell the students that they are going to create a class mural based on what they have learned.
Group One: History of Lacehttp://www.metmuseum.org/toah/hd/txt_l/hd_txt_l.htm
Group Two: Lace Around the World
- Lefkara Lace http://www.cyculture.net/lefkara/html/history.html
Group Three: Lace Around the World
- Lace Making in Puerto Rico http://locallearningnetwork.org/guest-artist/rosa-elena-egipciaco/rosa-elenas-studios/
Group Four: Women Lace Makers
View Youtube clip posted in introduction
Group Five: Issues in Lace Making
- How did lace play a role in the social and economic life of women?
- How did world events and circumstances influence the production of lace in varied countries?
- Are there current-day problems in the global economy that affect women?
ReflectionCreate a class rubric with your students that will help them assess their class mural. Use the following guidelines to help create the rubric. -Rate how effectively you analyzed the varied information sources you used. Excellent Good Adequate Poor -Rate how well you described the varied components of lace. Excellent Good Adequate Poor -Rate your creativity. Excellent Good Adequate Poor -Rate the overall quality of your mural. Excellent Good Adequate Poor