Collars, Curtains & Kings: Exploring the History of Lace
By Cooper-Hewitt National Design Museum, September 20, 2006
Grade Level
- Middle School
Category
- Fashion Design
Subject Area
- Arts
- Language Arts
- Social Studies
Lesson Time
Introduction
National Standards
Common Core State Standards
English Language Arts Standards Writing
Grade 6-8
Production and Distribution of Writing:
- CCSS.ELA-LITERACY.WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- CCSS.ELA-LITERACY.WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
- CCSS.ELA-LITERACY.WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
- Production and Distribution of Writing:
- CCSS.ELA-LITERACY.WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
English Language Arts Standards: Speaking and Listening
Grade 6-8
Comprehension and Collaboration:
- CCSS.ELA-LITERACY.SL.6-8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics, texts, and issues, building on others' ideas and expressing their own clearly.
- CCSS.ELA-LITERACY.SL.6-8.1.A Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
- CCSS.ELA-LITERACY.SL.6-8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
- CCSS.ELA-LITERACY.SL.8.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
Presentation of Knowledge and Ideas:
- CCSS.ELA-LITERACY.SL.6-8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
- CCSS.ELA-LITERACY.SL.6-8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
- CCSS.ELA-LITERACY.SL.6-8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.)
English Language Arts Standards: Reading Informational Text
Grade 6-8
Key Ideas and Details:
- CCSS.ELA-LITERACY.RI.6-8.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
- CCSS.ELA-LITERACY.RI.6-8.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
Integration of Knowledge and Ideas:
- CCSS.ELA-LITERACY.RI.6-8.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
- CCSS.ELA-LITERACY.RI.6-8.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
- CCSS.ELA-LITERACY.RI.6-7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
Range of Reading and Level of Text Complexity:
CCSS.ELA-LITERACY.RI.6-8.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Objectives
- 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
Resources
- Internet websites about lace and lace-making
- There are many Youtube clips of lace making in action!
Materials
- computer with Internet access
- drawing or construction paper to make a mural
- markers, crayons, pencils
- scissors, glue, tape
Procedures
Building Background Observations on Lace
The 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 https://www.theotherside.co.uk/tm-heritage/background/lace.htm . 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 Lace
https://www.theotherside.co.uk/tm-heritage/background/lace.htm
https://www.metmuseum.org/toah/hd/txt_l/hd_txt_l.htm
Group Two: Lace Around the World
▪ Lefkara Lace https://www.cyculture.net/lefkara/html/history.html
▪ https://www.laceguild.org/craft/history.html
Three: Lace Around the World
▪ Lace Making in Puerto Rico https://locallearningnetwork.org/guest-artist/rosa-elena-egipciaco/rosa-elenas-studios/
Group Four: Women Lace Makers
▪ Rosa Elena https://locallearningnetwork.org/guest-artist/rosa-elena-egipciaco/rosa-elenas-studios/
Group Five: Issues in Lace Making
▪ https://www.irishdemocrat.co.uk/reviews/irish-lace/
▪ https://www.bbc.co.uk/legacies/work/england/nottingham/article_2.shtml
2. Tell the students that they may use the images listed below to create their mural:
▪ https://www.metmuseum.org/toah/hd/txt_l/hd_txt_l.htm
▪ https://www.blen.net/blen_14/1405.htm
3. Ask students to discuss the following questions prior to beginning the class mural:
▪ 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?
4. Provide time for the students to construct the class mural.
Ask each group to create a short oral presentation explaining the varied elements they used in the mural.
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