History of Fashion Design
Practicum in Fashion Design
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will have an understanding of events in America’s
historical periods and how each period influenced the fashion, textiles and apparel fields.
Specific Objectives
 Students will identify major historical events.
 Students will evaluate the history of fashion, textiles and apparel field.
 Students will interpret how historical events influenced our fashion history.
This lesson should take three class days to complete; add at least two days for presentations.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes or alterations to the
activities may result in the elimination of any or all of the TEKS listed.
§130.95. Practicum in Fashion Design
(6) The student implements advanced knowledge of fashion, textile and apparel systems.
The student evaluates the history of the fashion, textile and apparel field. he student is
expected to:
(A) compare fashion history relative to current fashion trends.
Interdisciplinary Correlations
English
110.42(b) Knowledge and skills
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine the meaning of words and phrases, such as figurative
language, idioms, multiple-meaning words, and technical vocabulary.
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(7) Reading/comprehension. The student comprehends selections using a variety of
strategies. The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills
(1)(A) Explain the importance of communication in daily interaction.
(2)(E) Participate appropriately in conversations for a variety of purposes.
(3)(A) Use appropriate communication in group settings.
(E) Use appropriate verbal, non-verbal, and listening strategies to communicate
effectively in groups.
(5)(B) Use language clearly and appropriately.
Tasks
 Students will view slideshow presentation and take notes.
 Students will research developments in fashion since the colonial period to create a
timeline of events that have occurred.
 Students will select, research, and give a formal presentation regarding fashion design
events that have occurred 1492-present.
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
 Copy the handout sheets for the students.
 Have materials ready to go prior to the start of the lesson.
 Secure a computer lab if one is not readily accessible.
Instructional Aids
 Student outline and handouts
 Student activity handouts
Materials Needed
 Butcher paper or poster board as an option for the “It’s About Time” activity
 Map pencils/markers
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
Students can provide other materials as needed
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
Introduction
Learner Preparation
No special preparation is needed for this lesson.
Lesson Introduction
 Introduce lesson by asking students to hypothesize what factors may influence fashion
trends over time.
 Ask students to verbally recall a historical fashion trend and its time period off the top of
their mind.
 Once each student has stated a historical fashion trend and time period, ask them to
brainstorm what major events may have occurred during that time that would have
influenced fashion. Tell students the class will evaluate each time period to learn what
happenings occurred in each and how these events influenced fashion.
 Ask students why they think it is important to see where fashion has been in the past.
 Use the multimedia presentation to present America’s historical time periods and how
each shaped fashion design to what it is today.
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Outline
MI
OUTLINE
NOTES TO TEACHER
1.
Title slide
Notes are provided in the
multimedia presentation for
teacher extension.
2.
Objectives
3.
Periods we will examine
4.
Colonial America 1492-1763 and
Revolutionary Period 1764-1789
5.
The New Nation 1790-1828 and
Western Expansion and Reform
1829-1859
6.
Civil War 1860-1865 and
Reconstruction 1866-1877
7.
Guilded Age 1878-1889 and
Progressive Era 1890-1913
8.
Great War and Jazz Age 1914-1928
and Depression and World War II
1929-1945
9.
Modern Era 1946-1999
10.
21st Century 2000-present
Have the Student Notes Outline
ready to hand out at the beginning
of class. Have students fill in the
missing blanks during your
presentation. Then:
1. Do “It’s About Time,” which
involves students making and
presenting their own timeline.
2. Have the students complete
the “Peer Review” that goes
with this assignment.
3. Do “Then and Now.” Have
students complete both of
these assignments, which will
take at least four days total,
including student
presentations.
4. Use the suggested rubrics for
grading.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
4
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Application
Guided Practice
The teacher will show the multimedia presentation and explain the changes made in fashion
design since the Colonial period. Point out that change was inevitable as culture evolved and
influenced fashion. This should be a reference tool for the writing assignment in this unit.
Independent Practice
Students will complete two guided assignments: “Its About Time” and “Then and Now.”
Summary
Review
 What changes have taken place in fashion design over the years?
 How has fashion design become more complex?
 Which time period do you feel has experienced the biggest change? Why?
Application
Informal Assessment
 Daily work on assignments to monitor progress.
Formal Assessment
 Rubrics will be used to assess both activities.
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History of Fashion Design
Student Notes Outline
1.
History of Fashion Design (Title Slide)
2.
Objectives
Upon completion of this lesson, the student will be able to:
 Identify major historical events of each time period
 Evaluate the history of fashion, textiles and the apparel field
 Interpret how historical events influenced our fashion history
3.
Periods we will examine
 Colonial America 1492-1763
 Revolutionary Period 17641789
 The New Nation 1790-1828
 Western Expansion and
Reform 1829-1859
 Civil War 1860-1865
 Reconstruction 1866-1877






Gilded Age 1878-1889
Progressive Era 1890-1913
Great War and Jazz Age
1914-1928
Depression and World War II
1929-1945
Modern Era 1946-1999
21st Century 2000-present
I. Colonial America 1492-1763
Historical Events:
A. First settlers established ___________ in the new land for ___________.
B. Settlers created trade ___________ and sent them to England.
C. Many of the first settlers were poor farmers or were wealthy dignitaries.
Fashions of the time:
A. Clothing was made locally by ___________ or was ___________.
B. Clothing choices were dictated by ___________ ___________.
C. Other clothing influences were climate, formal or informal activity and
___________.
II. Revolutionary Period 1764-1789
Historical Events:
A. England increased ___________ on colonies to offset ________ expenses.
B. Colonists ___________ tax increase without direct ___________ in Parliament.
Fashions of the time:
A. Ladies appeared in ___________ gowns.
B. Men in battle adopted the ___________ shirt.
III. The New Nation 1790-1828
Historical events:
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A. Americans experimented with how to ___________ themselves under the
Articles of ___________ and form a new ___________.
B. President ___________ doubled the size of the nation by purchasing the
___________ Territory.
Fashions of the time:
A. ___________ ___________ is invented; ___________ becomes leading textile.
B. ___________ influence is seen in women’s fashions – higher ___________ and
lower ___________.
IV. Western Expansion and Reform 1829-1859
Historical events:
A. Western expansion sets America to be the world’s ___________ ___________.
B. Americans felt optimistic and approved ___________ ___________, such as the
public school system and improving treatment of the insane and imprisoned.
Fashions of the time:
A. Women began using the ___________ to support a fuller skirt silhouette.
B. The hoop was used by women of various ___________ standings.
V. Civil War 1860-1865
Historical Events:
A. Tension in the country grew over the conflict of how much ___________ the
___________ government should have over the ___________.
B. The ___________ War began and lasted four years, at a cost of more than half a
___________ lives.
Fashions of the time:
A. ___________ stores were established in ___________ areas, increasing the
availability of ready-to-wear clothing.
B. Women had to make smaller hoop skirts due to the ___________ shortage from
___________ mills.
VI. Reconstruction 1866-1877
Historical Events:
A. President Andrew ___________ initiated the ___________ Acts to reunite former
opponents of the war.
Fashions of the time:
A. Women’s bodices had high ___________ and fitted ___________ with small
___________ hoops to keep all the draped fabric away from the feet.
VII. Gilded Age 1878-1889
Historical Events:
A. ___________ iron, steel and lumber industries increased demand for improved
___________.
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B. Many people produced great ___________ in this period.
Fashions of the time:
A. ___________ fabrics like velvet, satin and wool were used – except in the
summers.
B. This period had many restricting tight ___________ and ___________.
VIII. Progressive Era 1890-1913
Historical Events:
A. America entered ___________ war with ___________.
B. Americans faced problems of ___________ and class ___________ after the fast
rise of Industry.
Fashions of the time:
A. Dresses were very well ___________ and had a lot of ___________, such as lace,
cording, applique and beading.
B. Tight ___________ of the previous period were loosened.
IX. Great War and Jazz Age 1914-1928
Historical Events:
A. America became more involved in foreign affairs, joined the Allied Powers and
entered ___________ ________ __.
B. Women gained the right to ___________.
C. African American ___________ was celebrated with the popular onset of
___________ music.
Fashions of the time:
A. Skirt hems rose to ___________ -___________.
B. Fashion trends were loosened, __________ in design and made more
__________.
X. Depression and World War II 1929-1945
Historical Events:
A. October 29, 1929 is known as “Black Tuesday,” the day the stock market _______.
B. ___________ and ___________ hit all time peaks.
C. America got out of the depression in about 1941 when we entered __________
_______ ____ .
Fashions of the time:
A. Americans began using ________, __________ and ________________ more
commonly.
B. _________ influenced fashion trends; women wore __________ cut dresses as
seen in ___________.
XI. Modern Era 1946-1999
Historical Events:
A. In 1949, President Truman enacted “________ _______” that made it illegal to
not hire employee an American due to his/her ___________ or _________.
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B. America won the _________ race in 1969 with _________ ___________ as the
first man to walk on the ___________.
Fashions of the time:
A. Dior introduced the “_____ __________” that consisted of fuller ____________
and exaggerated __________ ______________.
B. 1950s birthed pret-a-porter (ready-to-wear) garments. US War Production Board
measured ____________ women to ___________ ___________ for the garment
industry.
C. 1960s fashion took an opposite turn with “______ ___ _________” principle.
XII. 21st Century 2000-present
Historical Events:
A. In2001, America was attacked by terrorists at the __________ __________
__________ in New York and the ___________ in DC.
Fashions of the time:
A. Pants sat lower on __________and were more ___________ down the leg.
9
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History of Fashion Design
Student Notes Outline
1.
History of Fashion Design (Title Slide)
2.
Objectives
Upon completion of this lesson, the student will be able to:
 Identify major historical events of each time period
 Evaluate the history of fashion, textiles and the apparel field
 Interpret how historical events influenced our fashion history
3.
Periods we will examine
 Colonial America 1492-1763
 Revolutionary Period 17641789
 The New Nation 1790-1828
 Western Expansion and
Reform 1829-1859
 Civil War 1860-1865
 Reconstruction 1866-1877
 Gilded Age 1878-1889
 Progressive Era 1890-1913
 Great War and Jazz Age
1914-1928
 Depression and World War II
1929-1945
 Modern Era 1946-1999
 21st Century 2000-present
10
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I. Colonial America 1492-1763
Historical Events:
A. First settlers established colonies in the new land for England.
B. Settlers created trade goods and sent them to England.
C. Many of the first settlers were poor farmers or were wealthy dignitaries.
Fashions of the time:
A. Clothing was made locally by hand or was imported.
B. Clothing choices were dictated by social standing.
C. Other clothing influences were climate, formal or informal activity and modesty.
II.
Revolutionary Period 1764-1789
Historical Events:
A. England increased taxes on colonies to offset war expenses.
B. Colonists resented tax increase without direct representation in Parliament.
Fashions of the time:
A. Ladies appeared in homespun gowns.
B. Men in battle adopted the hunting shirt.
III. The New Nation 1790-1828
Historical events:
A. Americans experimented with how to govern themselves under the Articles of
Confederation and form a new Constitution.
B. President Jefferson doubled the size of the nation by purchasing the Louisiana
Territory.
Fashions of the time:
A. Cotton gin is invented; cotton becomes leading textile.
B. French influence is seen in women’s fashions – higher waistlines and lower
necklines.
IV. Western Expansion and Reform 1829-1859
Historical events:
A. Western expansion sets America to be the world’s largest democracy.
B. Americans felt optimistic and approved social reforms, such as the public school
system and improving treatment of the insane and imprisoned.
Fashions of the time:
A. Women began using the hoop to support a fuller skirt silhouette .
B. The hoop was used by women of various social standings.
V. Civil War 1860-1865
Historical Events:
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A. Tension in the country grew over the conflict of how much control the federal
government should have over the states.
B. The Civil War began and lasted four years, at a cost of more than half a million
lives.
Fashions of the time:
A. Department stores were established in urban areas, increasing the availability of
ready-to-wear clothing.
B. Women had to make smaller hoop skirts due to the cloth shortage from northern
mills.
VI. Reconstruction 1866-1877
Historical Events:
A. President Andrew Johnson initiated the Reconstruction Acts to reunite former
opponents of the war.
Fashions of the time:
A. Women’s bodices had high necklines and fitted sleeves, with small skirt hoops to
keep all the draped fabric away from the feet.
VII. Gilded Age 1878-1889
Historical Events:
A. Growing iron, steel and lumber industries increased demand for improved
transportation.
B. Many people produced great fortunes in this period.
Fashions of the time:
A. Sturdier fabrics like velvet, satin and wool were used – except in the summers.
B. This period had many restricting tight corsets and bustles.
VIII. Progressive Era 1890-1913
Historical Events:
A. America entered Cuba’s war with Spain.
B. Americans faced problems of poverty and class warfare after the fast rise of
Industry.
Fashions of the time:
A. Dresses were very well constructed and had a lot of details, such as lace, cording,
applique and beading.
B. Tight corsets of the previous period were loosened.
IX. Great War and Jazz Age 1914-1928
Historical Events:
A. America became more involved in foreign affairs, joined the Allied Powers and
entered World War I.
B. Women gained the right to vote.
C. African American history was celebrated with the popular onset of Jazz music.
Fashions of the time:
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A. Skirt hems rose to knee length.
B. Fashion trends were loosened, simplified in design and made more practical.
X. Depression and World War II 1929-1945
Historical Events:
A. October 29, 1929 is known as “Black Tuesday,” the day the stock market crashed.
B. Unemployment and poverty hit all time peaks.
C. America got out of the depression in about 1941 when we entered World War II.
Fashions of the time:
A. Americans began using rayon, nylon and zippers more commonly.
B. Films influenced fashion trends; women wore bias cut dresses as seen in
Hollywood.
XI. Modern Era 1946-1999
Historical Events:
A. In 1949, President Truman enacted the “Fair Deal” that made it illegal to not hire
employee an American due to his or her religion or race.
B. America won the space race in 1969 with Neil Armstrong as the first man to walk
on the moon.
Fashions of the time:
A. Dior introduced the “New Look” that consisted of fuller skirts and exaggerated
bust lines.
B. 1950s birthed pret-a-porter (ready-to-wear) garments. US War Production Board
measured 100,000 women to standardized measurements for the garment industry
C. 1960s fashion took an opposite turn with the “less is more” principle.
XII. 21st Century 2000-present
Historical Events:
A. In 2001, America was attacked by terrorists at the World Trade Center in New
York and the Pentagon in DC.
Fashions of the time:
A. Pants sat lower on hips and were more fitted down the leg.
13
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“It’s About Time”
OBJECTIVE: Students will organize and develop a personal timeline. The purpose of this activity
is to classify and explain key events related to fashion design in their lifetime.
PROCEDURE: You are to design a personal timeline that includes the following information:



5 Historic events
7 Fashion Design events from 1993 to the current year
10 personal milestones in your life
MATERIALS NEEDED:
Poster boards or butcher paper, string or yarn, rope, pictures, computer, printer and paper.
Be as creative as possible! Use pictures to make your timeline more appealing! No markers or
handwritten information may be used. Everything must be typed, cut, and pasted. The string,
yarn, or rope should be used to make the actual timeline and should be adhered to the poster
board or butcher paper.
TIME ALLOTTED: _____________________
Be ready to share your timeline with the rest of the class.
14
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Individual Presentation Rubric
Presentation Title:____________________________________
Name:_____________________
Teacher:_____________________
ID#_______________________
Date of Presentation:___________
Organization
0–5
Audience cannot
understand
presentation because
there is no sequence
of information.
Content
Knowledge
Student does not have
grasp of information;
student cannot
answer questions
about subject.
Visuals
Student used no
visuals.
Mechanics
Delivery
Student’s presentation
had four or more
spelling errors and/or
grammatical errors.
Student mumbles,
incorrectly
pronounces terms and
speaks too quietly for
students in the back of
the class to hear.
Criteria
6 – 10
Audience has
difficulty following
presentation
because student
jumps around.
Student is
uncomfortable with
information and is
only able to answer
rudimentary
questions.
Student occasionally
used visuals that
rarely support text
and presentation.
Presentation had
three misspellings
and/or grammatical
errors.
Student incorrectly
pronounces terms.
Audience members
have difficultly
hearing
presentation.
Points
11 – 15
Student presents
information in
logical sequence
which audience can
follow.
16 - 20
Student presents
information in logical,
interesting sequence
which audience can
follow.
Student is at ease
with content, but
fails to elaborate.
Student demonstrates
full knowledge (more
than required) with
explanations and
elaboration.
Visuals related to
text and
presentation.
Student used visuals to
reinforce screen text
and presentation.
Presentation had no
more than two
misspellings and/or
grammatical errors.
Presentation had no
misspellings or
grammatical errors.
Student’s voice is
clear. Student
pronounces most
words correctly.
Student used clear
voice and correct,
precise pronunciation
of terms.
Total
Teacher Comments:
15
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“Then and Now”
OBJECTIVE: Students will conduct research and investigate similarities and differences between
selected forms of fashion design by comparing past and present concepts.
PROCEDURE: You are to research one or two forms of fashion design from the past. Compare
and contrast your choice(s) with one or two current forms of fashion design. Answer these
questions in your response:
How would you rate your selections?
What are your opinions of the two fashion design methods you selected?
How would you compare the day-to-day activities using the past form of fashion design
to that of the current form?
Summarize your findings in a 450-500 word typed essay.
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Research Report Rubric
Research Report Title:____________________________________
Name:_____________________
Teacher:_____________________
ID#_______________________
1
Criteria
2
Points
3
Introduction/
Topic
Questions or
problems are teachergenerated.
Student(s) require
prompts to generate
questions and/or
problems.
Student(s) generate
questions and/or
problems.
Conclusions
Reached
A conclusion is made
from the evidence
offered.
Some detailed
conclusions are
reached from the
evidence offered.
Several detailed
conclusions are
reached from the
evidence offered.
Information
Gathering
Information is
gathered from nonelectronic or
electronic sources
only.
Information is gathered
from limited electronic
and non-electronic
sources.
Information is
gathered from multiple
electronic and nonelectronic sources.
Summary
Paragraph
Weakly organized.
Well organized, but
demonstrates illogical
sequencing and
sentence structure.
Well organized, but
demonstrates illogical
sequencing or
sentence structure.
Punctuation,
Capitalization,
and Spelling
There are four or
more errors in
punctuation and or
capitalization.
There are two or three
errors in punctuation
and/or capitalization.
There is one error in
punctuation and/or
capitalization.
4
Student(s)
properly generate
questions and/or
problems around
a topic.
Numerous
detailed
conclusions are
reached from the
evidence offered.
Information is
gathered from
multiple
electronic and
non-electronic
sources and cited
properly.
Well organized,
demonstrates
logical
sequencing and
sentence
structure.
Punctuation and
capitalization are
correct.
Total
Teacher Comments:
17
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