Fashion History
Fashion Marketing
Marketing
Lesson Plan
Performance Objective
After completing this lesson, the student will be able to determine the three needs for clothing and demonstrate
knowledge of fashion history and how it relates to today’s fashions.
Specific Objectives
• Demonstrate knowledge of the early history of fashion
• Learn key vocabulary words relating to fashion
• Identify the needs satisfied by clothing
• Be able to name influential people in fashion history
• Identify specific styles in the 20th century
Terms
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Elizabeth I – Queen of England from 1558-1603; Tudor ruffs, epaulets, wigs, corsets, farthingales
Ruffs – large, round collar
Epaulets – shoulder ornaments
Farthingale – skirt hoop
Louis XIV – King of France from 1643-1715; sent life sized fashion dolls to every European court, so
that all of Europe would know about Paris fashions
Marie Antoinette – Queen of France from 1775-1793; trend setter for ornate styles; used papermache paste to whiten and stiffen her hair to extreme heights; excessive fashion included high
headdresses, plumes, voluminous dresses
George Bryan “Beau” Brummell – led trend in early 1800s for men to wear understated but
beautifully tailored clothing and elaborate neckwear; recommended that men’s boots be polished
with champagne; a companion of British royalty
Dandyism – during 1800s; style of dress for men and a lifestyle that celebrated elegance and
refinement; straight posture, well-fitting clothes, and accessories (top hats, tailcoats, white gloves)
Jacqueline Kennedy Onassis – First Lady of US, 1960s; Trademark pill-box hat, and ¾ sleeve suits
Beatles – Came to US in 1964; “mop-top” hairstyles that challenged the shorthaired, conservative
crew cut; Long hair was the standard by 1970s
New Look – style of the 1940s and 1950s that featured long hemlines, narrow shoulders, and
tightly fitted bodices with long, full, or narrow skirts
Hippie Style – 1960s; clothing from the Middle and Far East and the use of bright colors, peasant
embroidery, cheesecloth, and safari jackets
Disco Style – 1970s; gold lame, leopard print, stretch halter jumpsuits, and white clothing that
glowed under UV lighting
Punk Fashion – 1970s; intentionally torn clothing worn by young people with limited incomes
(students, and the unemployed)
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Feminist Movement – 1970s; organized effort to establish equal social, economic and political
rights and opportunities for women; influenced women’s fashion with shorter hemlines and
pantsuits for the workplace
Grunge – early 1990s; started by the youth culture in the Pacific Northwest region of the US;
messy, uncombed, and disheveled
Rayon – first manufactured fiber; aka: artificial silk
Flappers – young, independent-minded, and free-spirited women known for wearing shorter
hemlines and hairstyles
Nylon – less expensive than silk for making hosiery
The Power Look – a uniform style of suits and blazers with shoulder pads
Time
When taught as written, this lesson should take approximately 2-3 days to teach.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
130.343. (c) Knowledge and Skills
(15)The student knows the nature and scope of fashion. The student is expected to:
(A) explain the importance of fashion
(B) demonstrate knowledge of fashion history and how it relates to today's fashions
(C) distinguish among fashion terms such as fashion, style, and design
(D) list major environmental influences on fashion demand
(E) research fashion information
Interdisciplinary Correlations:
English III
• 110.33(b)(1) Reading/Vocabulary Students understand new vocabulary and use it when reading and
writing.
• 110.33(b)(9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make
inferences and draw conclusions about expository text and provide evidence from text to support their
understanding.
• 110.33(b)(12) Reading/Media Literacy. Students use comprehension skills to analyze how words,
images, graphics, and sounds work together in various forms to impact meaning. Students will
continue to apply earlier standards with greater depth in increasingly more complex texts.
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Wholesale and Retail Buyers, except for Farm Products
O*Net Number: 13-1022.00
Reported Job Titles: Buyer, Merchandiser, Category manager, Merchandising Manager, Product Manager
Tasks
• Manage the department for which they buy
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Confer with sales and purchasing personnel to obtain information about customer needs and
preferences
Examine, select, order, and purchase at the most favorable price merchandise consistent with quality,
quantity, specification requirements and other factors
Monitor and analyze sales records, trends, or economic conditions to anticipate consumer buying
patterns and determine what the company will sell and how much inventory is needed
Soft Skills: Negotiation, Mathematics, Active Learning, Complex Problem Solving
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
• Teacher will review the terms in the outline, slideshow, and handouts to become familiar with lesson.
• Teacher will have assignments and vocabulary words ready to distribute to students
References
• Ekstrom, G., Justiss, M., & Glencoe/McGraw-Hill. (2006). Fashion marketing. New York:
Glencoe/McGraw Hill
• Fashion school websites
• Fashion store websites
• Professional marketing association websites
Instructional Aids
• Display for slideshow
• Ekstrom, G., Justiss, M., & Glencoe/McGraw-Hill. (2006). Fashion marketing. New York:
Glencoe/McGraw Hill
• Various Fashion Magazines
• Fashion clothing Websites
Introduction
Learner Preparation
Ask the students to name their favorite decade of fashion. Why? Do they feel that there are similarities in the
clothing and fashion from each decade? Which ones? What clothing trends come back and why? Ask students
“Why do people wear clothing?” Discuss answers.
Lesson Introduction
SHOW: Examples of various clothing and styles throughout the decades.
ASK: What do the styles and various clothing mean? Does color mean anything?
SAY: Clothing tells us a great deal about social values at certain times in history. The evolution of dress can
represent a visual history of culture. Colors at certain times determined the level of wealth a person had.
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Purple represents royalty. Centuries ago people dressed according to what society allowed for the social
classes.
ASK: Why do people even wear clothing?
SAY: There are three basic needs for clothing. These are physical, psychological, and social. Physically, we need
clothing for protection and safety. Psychologically, we need clothing for appearance enhancement. Socially,
we need clothing for affiliation and standards.
Outline
MI
Instructor Notes
Outline
Ask students to think about the three
reasons we wear clothing. Then have
them write down how THEY feel each
reason affects them. For example, How
do clothes affect them physically? How
do they feel psychologically when they
buy something new? How does clothing
affect them on a social level? Lead
students in a discussion with each other
their similarities and differences.
I. Earliest Clothing
A. Needs
1. Physical
2. Psychological
3. Social
B. Fashion Terms
C. Review
1. Three Reasons we wear clothes
2. What do these reasons mean?
3. Name 5 people that influenced
fashion history
4. What were some of the specific
styles in the 20th century?
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Education leads students in slide show presentation about fashion history.
Students fill out vocabulary sheet with key terms. When finished, discuss terms as a class. Explain the social values of
clothing as well as key elements of each decade. Start fashion history project by passing out assignment and have
students form groups.
Students will form groups and choose a decade in which to conduct research. Groups will provide a paper and a
presentation on selected decade.
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Independent Practice
Students will be asked to think about the three reasons we wear clothing. Then have students write down how
THEY feel each reason affects them. For example, how do clothes affect them physically? How do they feel
psychologically when they buy something new? How does clothing affect them on a social level?
Students will fill out vocabulary sheet with key terms and be prepared to discuss with class.
Students will utilize entire class period to start “Fashion History” project.
Summary
Review
Ask students to answer the following questions aloud:
• What are the three reasons people wear clothing?
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What do these reasons mean?
Who are some influential people in fashion history?
What were some of the specific styles in the 20th century?
Evaluation
Informal Assessment
Teacher will observe with students during group projects. Teacher will move about the classroom providing
feedback and making sure that students are participating within their groups.
Formal Assessment
Students will be evaluated on their group project ‘How Trends Affect Fashion’ paper by using the assigned
rubric.
Enrichment
Extension
Ask students: What did Oscar de la Renta mean when he said, “Today, there is no fashion, really”? Lead class
discussion on that question and the fashions of today. How are they similar to the past decades?
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Fashion History
Fashion Marketing
Marketing
Independent Practice
Fashion History Project
Working in Groups of 4, students may choose from one of the decades below for their project.
Elizabeth I Era - 1558-1603
Marie Antoinette Era - 1775-1793
1920’s Era
1930’s Era
1940’s Era
1950’s Era
1960’s Era
1970’s Era
1980’s Era
Groups must provide a 2 page, typed paper on their chosen decade. Double spaced, MLA format.
Paper should include:
• History of decade
• Current events of decade
• Fashion Trends
• Important Faces
• Explanation of how/when decade has repeated itself in any way
Groups will also present a Presentation utilizing the information from the paper. This should include:
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Fashion decade, pictures, examples
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History of decade/ currents events of decade
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Trends/Important Facts
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Explain how/when decade has repeated itself in current fashions
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Presentation must be at least 8 slides (remember to have an introductory and a conclusion slide)
All Group members will participate in the Presentation. Please review presentation rubric as you will be given
an individual grade for your presentation. Business /theme attire is highly required!!! (Students will receive 10
extra points if dressed in business/theme attire!)
Business Attire
Girls: dress pants/skirt, collared shirt/blouse, sweater or jacket, closed toed shoes.
Boys: khakis or dress slacks, collared shirt (polo) or long sleeved button-down. Loafers or dress shoes. Suits or
jackets with ties are also welcome! NO JEANS AND NO TENNIS SHOES.
Theme Attire: Any clothing that represents or can be tied into your chosen decade
HAVE FUN!!
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Fashion History
Trends Affecting Fashion
Rubric
CATEGORY
Organization
Quality of
Information
Quality of Writing
Paragraph
Construction
Amount of
Information
20
Information is very
organized with wellconstructed
paragraphs and
subheadings.
Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.
Complete sentences
with good variety,
proper grammar, and
correct spelling.
All paragraphs include
introductory
sentence,
explanations or
details, and
concluding sentence.
All topics are
addressed and all
questions answered
with at least 2
sentences about
each.
15
10
5 or less
Information is
organized with wellconstructed
paragraphs.
Information is
organized, but
paragraphs are not
well-constructed.
The information
appears to be
disorganized.
Information clearly
relates to the main
topic. It provides 1-2
supporting details
and/or examples.
Information clearly
relates to the main
topic. No details
and/or examples are
given.
Information has little
or nothing to do with
the main topic.
Complete sentences,
correct spelling and
proper grammar.
Need more variety in
sentence structure.
Most paragraphs
include introductory
sentence,
explanations or
details, and
concluding sentence.
All topics are
addressed and most
questions answered
with at least 2
sentences about
each.
Complete sentences
with some improper
grammar.
Some incomplete
sentences and
fragments, some
misspelled words and
poor grammar.
Paragraphing
structure was not
clear and sentences
were not typically
related within the
paragraphs.
One or more topics
were not addressed.
Paragraphs included
related information
but were typically not
constructed well.
All topics are
addressed, and most
questions answered
with 1 sentence
about each.
Total Score ________
Maximum 100 Points
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Fashion History
Fashion Marketing
Marketing
Term
Elizabeth I
Vocabulary Worksheet
Definition
Ruffs
Epaulets
Farthingale
Louis XIV
Marie Antoinette
George Bryan “Beau”
Brummell
Dandyism
Jacqueline Kennedy
Onassis
Beatles
New Look
Hippie Style
Disco Style
Punk Fashion
Feminist Movement
Grunge
Rayon
Flappers
Nylon
The Power Look
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