History of Interior Design
Practicum of Interior Design
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will outline the progression of major historical
developments of interior design.
Specific Objectives
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Students will define various terms associated with interior design history and architectural
features.
Students will use proper Internet research procedures.
Students will compile information and create a graphic organizer/timeline of historical events
related to interior design and housing.
Students will identify how technology has made an impact on construction inventions.
Students will familiarize themselves with various historical structures, styles, and
architects/designers.
Student Tasks
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Students will complete all note sheets per the multimedia presentations.
Students will complete assigned activities.
Students will participate in group discussions and class activities.
Students will present their projects to the class.
Time
This lesson should take seven class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the TEKS listed immediately below. Any changes/alterations to
the activities may result in the elimination of any or all of the TEKS listed.
Practicum in Interior Design

130.45(c) Knowledge and skills.
o (3) The student determines treatments and accessories suitable for residential and
nonresidential applications. The student is expected to:
(A) Analyze products to determine the appropriate style of design.
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o (4) The student assesses factors influencing the selection of furniture and equipment for
residential and nonresidential applications. The student is expected to:
(F) Use sources of information on changing trends and technology related to
furnishings and equipment.
Interdisciplinary Correlations
Reading I, II, III

110.47(b) Knowledge and skills.
o (2) The student acquires an extensive vocabulary through reading and systematic word
study. The student is expected to:
(A) Expand vocabulary by reading, viewing, listening, and discussing; and
(B) Determine word meanings through the study of their relationships to other
words and concepts such as content, synonyms, antonyms, and analogies.
o (4) The student comprehends texts using effective strategies. The student is expected to:
(D) Summarize main texts by identifying main ideas and relevant details.
o (7) The student reads with fluency and understanding in increasingly demanding and
varied texts. The student is expected to:
(A) Read silently or orally such as paired reading or literature circles for sustained
periods of time.
Public Speaking I, II, III

110.57 (b) Knowledge and skills.
o (4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences, and
occasions.
o (5) Proofs and appeals. The student uses valid proofs and appeals in speeches. The
student is expected to:
(A) Analyze the implications of the audience, occasion, topic, and purpose as a
basis for choosing proofs and appeals for speeches.
o (6) Style. The student develops skills in using oral language in public speeches. The
student is expected to:
(D) Use informal, standard, and technical language appropriately.
o (7) Delivery. The student uses appropriate strategies for rehearsing and presenting
speeches. The student is expected to:
(E) Interact with audiences appropriately.
Occupational Correlation (O*Net – www.onetonline.org/)
Job Title: Interior Designers
O*Net Number: 27-1025.00
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Reported Job Titles: Certified Kitchen Designer, Color and Materials Designer, Commercial Interior
Designer, Decorating Consultant, Designer, Director of Interiors, Interior Design Consultant, Interior
Design Coordinator, Interior Design Director, Interior Designer
Tasks
 Confer with client to determine factors affecting planning interior environments, such as budget,
architectural preferences, and purpose and function. See more occupations related to this task.
 Advise client on interior design factors such as space planning, layout and utilization of
furnishings or equipment, and color coordination. See more occupations related to this task.
 Coordinate with other professionals, such as contractors, architects, engineers, and plumbers, to
ensure job success. See more occupations related to this task.
 Review and detail shop drawings for construction plans. See more occupations related to this
task.
 Estimate material requirements and costs and present design to client for approval.
Skills
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Active Listening
Speaking
Reading Comprehension
Service Orientation
Social Perceptiveness
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Secure the computer lab if you do not have immediate access to one in your classroom.
 Copy the handout sheets and rubric for the students.
 Have materials ready to go prior to the start of the lesson.
Instructional Aids
 Student handouts
 Grading rubric
 Internet
Materials Needed
 Graph Paper
 Butcher Paper/Poster Board for “Interior Design Historic Timeline” activity
 Poster Board for “Back in Time Room Design” activity
 Markers, construction paper, glue, and scissors
 Samples such as wall coverings, floor coverings, and fabric
 Magazines
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Equipment Needed
 Computers (for students to complete project)
 Projector (for digital presentation)
Introduction
Learner Preparation
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Ask students to describe how rooms looked in the past.
Ask students if they have had rooms redecorated in their homes and why?
Ask students to fill out the handout “How Much Do You Know: What Style is that?”
Tell students that Architecture and Interior Design is all around us.
Ask students to select a room that interests them and describe what they like and dislike about
the design. Have them include the style and time period for the room if they can.
Ask why it is important for an interior designer to have knowledge about the history of interior
design.
Lesson Introduction

Use multimedia presentation and explain the concepts from early days to modern day.
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Outline
MI
Outline
Assignment Outline:
I.
II.
Introduction to History of Interior
Design:
a. Class Discussion
b. Pre test – How Much Do You
Know, What Style is That?
c. Journal about a selected design
style
Notes History of Interior Design:
a. Early Civilization
1. Stone Age
2. Egyptian
b. Classical Civilization
1. Greek
2. Roman
c. Early Christian
1. Byzantine
d. Middle Ages
1. Gothic
e. Renaissance
1. Renaissance
2. Baroque
3. Rococo
f. Early American
g. Industrial Revolution
1. Neoclassical
h. Victorian Era
1. Victorian
i. Aesthetic Movement
1. Arts and Crafts
2. Art Neavaue
j. Eclecticism
1. Eclectic
k. Modern Movement
1. Modern
2. Art Deco
3. Transitional
4. Contemporary
l. Style Inspirations
1. African
2. American
Instructor Notes
Copy the handouts and
grading rubric.
Ask students to describe how
rooms looked in the past.
They are very different than
rooms today.
Explain how technology and
society has impacted design
styles.
Ask the class if they have ever
redecorated a room and why?
Ask the class why is it
important for an interior
designer to have knowledge
about the history of interior
design?
Hand out Student Notes
Outline. Have students fill out
the chart during your
presentation.
Discuss style inspirations that
the students see in residential
and commercial rooms.
Go over all the criteria in the
assignment “Interior Design
Historic Timeline” and check
for understanding.
Explain the guidelines. Have
students research the
timeline assignment
information and create the
timeline.
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3. Asian
4. Chinese
5. English
6. French
7. Hispanic
8. Tropical
III.
Interior Design Historic Timeline
a. Directions
1. Create a timeline including all
time periods/styles
b. Grading
1. Completion of timeline
2. Creativity
3. Neat and easy to read
4. Pictures
5. Chronological order
6. Properly labeled
7. Centered title
IV.
Back in Time Room Design
a. Directions
1. Presentation board
b. Grading
1. Floor plan
2. Creativity
3. Neat and easy to read
4. Use of color scheme
5. Use of design samples
6. Lighting/Accessories
7. Properly labeled
V.
Presentation must have:
a. Time period/Style
b. Type of Room
c. Floor plan
d. Color Scheme
e. Samples of design concept
Go over all the criteria in the
assignment “Back in Time
Room Design” and check for
understanding.
Have students complete
“Back in Time Room Design”
assignment.
Students will present this
project to the class.
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/
Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Using the digital presentation, the teacher will go over the requirements of this project. The student will
follow along and make notes on their hard copy.
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Ask students to think about how they will create the timeline. They need to sketch out how it
will look before they start.
Give some ideas to students during the brainstorming session before they start the project.
Students will complete two guided practice assignments.
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Interior Design Historic Timeline
Directions
You are to create a poster that displays a timeline of interior design/architecture/housing. You must
include all time periods from class notes.
On the poster, you must display a picture representing each time period/style. The format of the
timeline must begin with the Stone Age and end with a room or structure built in 2015. The information
and images should be in chronological order. The different eras along the timeline must be labeled
correctly as 1950-1979.
The finished poster must be creative and easy to read. The poster must include, centered at the top of
the poster, the words “Interior Design Historic Timeline.” The name, class, and period must be located
in the bottom right hand corner of the poster.
Materials
Poster board, butcher paper, pen, pencil, markers, and glue
You will be graded on
 Completion of the timeline
 Creativity
 Neat and easy to read
 Use of pictures including name of architect/designer, location of building/structure, name of
building/structure, style of building, style of furniture
 Chronological order
 Properly labeled including era labels and time periods
 Centered title “Interior Design Historic Timeline”
This project is due on: ___________________________
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Back in Time Room Design
Directions
You are a designer who has been hired to create a room for a client based on a specific time
period/style.
Create a floor plan for the room indicating furniture, built-ins, and architectural features measured to
scale of one ¼” = 1 foot.
Make a creative presentation board of your floor plan, color samples, swatches of fabrics, flooring wall
treatments, and photos of the furniture for the specific room. Show a sample of lighting and accessories
used in the room. The presentation board must be creative and easy to read. The board must include
the time period/style chosen.
You will present your finished presentation board as “designer to client” to the class.
Materials
Poster Board, colored paper, pen, pencil, markers, glue, scissors, design supplies, graph paper,
magazines and samples such as wall coverings, floor coverings, and fabric.
You will be graded on
 Floor plan measured to scale
 Creativity
 Neat and easy to read
 Use of color scheme
 Use of design samples including fabric swatches, flooring, wall treatment, and photos of furniture
 Use of lighting and accessories
 Properly labeled including time period/style
Presentation must have
 Time Period/Style
 Type of Room
 Floor Plan
 Color scheme
 Samples to showcase design concept for the room (fabric choice, flooring, wall treatments,
furniture, lighting, accessories)
If you were presenting this design to a client, explain:
 Three items that you chose for this design concept and how they relate to the specific time
period/style
This project is due on: ___________________________
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Independent Practice
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Students will work at their own paces to complete this activity.
All work is to be done in class so the teacher can check for understanding.
Students are strongly encouraged to take ownership of this activity and to establish a workable
pace in order to complete it on time.
Students should be prepared to present their projects to the class.
Summary
Review
The students will be able to explain the following concepts.
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Why do interior designers need to understand historic time period and styles?
Why do designers use style influences and period pieces in rooms today?
Evaluation
Informal Assessment
 Instructor will observe students during Independent Practice.
 Instructor will assist students as needed.
Formal Assessment
 Use the History of Interior Design rubric to evaluate.
 Use the Individual Presentation Rubric to evaluate.
Enrichment
Extension
The students will further research the history of interior design.
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Interior Design Historic Timeline
Directions
You are to create a poster that displays a timeline of interior design/architecture/housing. You must
include all time periods from class notes.
On the poster, you must display a picture representing each time period/style. The format of the
timeline must begin with the Stone Age and end with a room or structure built in 2015. The information
and images should be in chronological order. The different eras along the timeline must be labeled
correctly as 1950-1979.
The finished poster must be creative and easy to read. The poster must include, centered at the top of
the poster, the words “Interior Design Historic Timeline.” The name, class, and period must be located
in the bottom right hand corner of the poster.
Materials:
Poster board, butcher paper, pen, pencil, markers and glue
You will be graded on:
 Completion of the timeline
 Creativity
 Neat and easy to read
 Use of pictures including name of architect/designer, location of building/structure, name of
building/structure, style of building, style of furniture
 Chronological order
 Properly labeled including era labels and time periods
 Centered title “Interior Design Historic Timeline”
This project is due on: ___________________________
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Interior Design Historic Timeline Grading Rubric
Presentation Title: _______________________________________________________________________________________
Name: __________________________________________ Teacher: -______________________________________________
ID#: _____________________________________________ Date of Presentation: -__________________________________
Excellent
7
Good
5
The timeline has a
creative title that
accurately describes the
material and is easy to
locate.
The timeline contains all
significant events. This
includes date and
description.
Facts were accurate for
all events reported on
the timeline.
The timeline has an
effective title that
accurately describes the
material and is easy to
locate.
The timeline contains at
many significant events.
This includes date and
description.
Facts were accurate for
almost all events
reported on the
timeline.
Sentence Fluency
All dates indicated on
timeline are correct and
are sequenced in the
proper order.
Events are clearly
described using accurate
and vivid language
At least 3/4 of the dates
are accurate or
sequences are in the
proper order.
Events are described
well, but language is
sometimes vague or
inaccurate.
At least 1/2 of the dates
are accurate or
sequences are in the
proper order.
Events are not described
well and language is
often vague or
inaccurate.
Graphics
All graphics are effective
and balanced with text
use.
All graphics are
effective, but there
appear to be too few or
too many.
Marginally legible
handwriting, typing, or
printing.
Some graphics are
effective and their use is
balanced with text use.
Writing is not legible in
places.
Writing is not legible.
The timeline was set up
to cover the relevant
time period. It contains
yearly gradations, but
not at set intervals.
The timeline was set up
to cover most of the
relevant time period. It
contains appropriate
yearly gradations.
The time period covered
was in appropriate.
Yearly divisions were
not uniform.
Punctuation, spelling,
and capitalization were
checked and are mostly
correct.
Punctuation, spelling,
and capitalization are
somewhat correct and
may or may not have
been checked.
Title
Documentation of
Events
Content/Facts
Accuracy
Legibility
Style &
Organization
Mechanics
Legible handwriting,
typing, or printing.
The timeline was set up
to cover the relevant
time period. It contains
appropriate yearly
gradations of set
intervals
Punctuation, spelling,
and capitalization were
checked and are correct
throughout.
Satisfactory
3
Needs Improvement
1
The timeline has a title
that is easy to locate.
The title is missing or
difficult to locate.
The timeline contains
several significant
events. This includes
date and description.
Facts were accurate for
most (~75%) of the
events reported on the
timeline.
The timeline contains a
few significant events.
This includes date and
description.
Facts were often
inaccurate for the
events that were
reported on the
timeline.
Less than 1/4 of the
dates are accurate or
sequences are in the
proper order.
Events are described
using vague language or
inaccurate information.
Several graphics are not
effective.
There are many
punctuation, spelling,
and capitalization
errors.
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HISTORY OF INTERIOR DESIGN NOTES
TIME PERIOD
YEARS
INFORMATION
Early Civilization
Classical Civilization
Early Christian
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HISTORY OF INTERIOR DESIGN NOTES
TIME PERIOD
YEARS
INFORMATION
Middle Ages
Renaissance
Early American
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HISTORY OF INTERIOR DESIGN NOTES
TIME PERIOD
YEARS
INFORMATION
Industrial Revolution
Victorian Era
Aesthetic Movement
Eclecticism
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HISTORY OF INTERIOR DESIGN NOTES
TIME PERIOD
YEARS
INFORMATION
Modernism
Style Inspirations
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HISTORY OF INTERIOR DESIGN NOTES
STONE AGE
EGYPTIAN
ROMAN
BYZANTINE
GOTHIC
BOROQUE
ROCOCO
RENAISSANCE
GREEK
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Back in Time Room Design Handout
Directions
You are a designer who has been hired to create a room for a client based on a specific time
period/style.
Create a floor plan for the room indicating furniture, built-ins, and architectural features measured to
scale of one ¼” = 1 foot.
Make a creative presentation board of your floor plan, color samples, swatches of fabrics, flooring wall
treatments, and photos of the furniture for the specific room. Show a sample of lighting and accessories
used in the room. The presentation board must be creative and easy to read. The board must include
the time period/style chosen.
You will present your finished presentation board as “designer to client” to the class.
Materials
Poster Board, colored paper, pen, pencil, markers, glue, scissors, design supplies, graph paper,
magazines and samples such as wall coverings, floor coverings, and fabric.
You will be graded on
 Floor plan measured to scale
 Creativity
 Neat and easy to read
 Use of color scheme
 Use of design samples including fabric swatches, flooring, wall treatment, and photos of furniture
 Use of lighting and accessories
 Properly labeled including time period/style
Presentation must have
 Time Period/Style
 Type of Room
 Floor Plan
 Color scheme
 Samples to showcase design concept for the room (fabric choice, flooring, wall treatments,
furniture, lighting, accessories)
If you were presenting this design to a client, explain
 Three items that you chose for this design concept and how they relate to the specific time
period/style
This project is due on: ___________________________
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Back in Time Room Design Individual Presentation Rubric
Presentation Title: _______________________________________________________________________________________
Name: __________________________________________ Teacher: -______________________________________________
ID#: ______________________________________________ Date of Presentation: -_________________________________
Criteria
Points
0-5
6-10
11-15
16-20
Organization
Audience cannot
understand
presentation because
there is no sequence of
information.
Audience has difficulty
following presentation
because student jumps
around.
Student presents
information in logical
sequence that
audience can follow.
Student presents
information in logical,
interesting sequence
that audience can
follow.
Visuals
Student used no
visuals.
Student occasionally
used visuals that rarely
support text and
presentation.
Visuals related to text
and presentation.
Student used visuals
to reinforce screen
text and presentation.
Mechanics
Student’s presentation
had four or more
spelling errors and/or
grammatical errors.
Presentation had three
misspellings and/or
grammatical errors.
Presentation had no
more than two
misspellings and/or
grammatical errors.
Presentation had no
misspellings or
grammatical errors.
Content
Knowledge
Student does not have
grasp of information;
student cannot answer
questions about
subject.
Student is
uncomfortable with
information and is able
only to answer
rudimentary
questions.
Student is at ease with
content, but fails to
elaborate.
Student demonstrates
full knowledge (more
than required) with
explanations and
elaboration.
Delivery
Student mumbles,
incorrectly pronounces
terms, and speaks too
quietly for students in
the back of the class to
hear.
Student incorrectly
pronounces terms.
Audience members
have difficulty hearing
presentation.
Student’s voice is
clear. Student
pronounces most
words correctly.
Student used clear
voice and correct,
precise pronunciation
of terms.
Total
Teacher Comments:
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