Quilts during the Pioneer Days and Today
Mary Wuhrmann
Olympia North Elementary
Summer 2007
A Quilting Party in Western Virginia.
Author unknown. Date unknown.
Library of Congress Prints and
Photographs Division, Washington,
DC 20540 USA. 6/21/07.
Students will learn about the importance of quilts during the pioneer days in the United
States and compare them to quilts of today. This supplemental unit is designed to be used
with a Title 1 group to extend their Pioneer Unit in their regular classroom. The
cumulating activity will be making their own sewn quilt block.
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview
Objectives
Recommended time frame
Back to Navigation Bar
Students will:
 understand the importance of quilts during the pioneer
days of U.S. history
 understand how quilts were made and who made quilts
 compare quilts of the pioneer days with present day
 use pattern and symmetry when designing a quilt block
 make their own construction-paper and fabric blocks
 be able to read 1-3 books at their appropriate reading
level with fluency and understanding while using
appropriate reading strategies
 be able to compare quilting bees while using a Venn
diagram (in a group)
 write answers to questions about quilts, quilt making,
and their blocks on the evaluations
 design their own quilt block using different shape pieces
 construct their quilt block using a sewing machine or by
hand
About 16 days, 20-30 minute lesson. Some activities are
optional.
An Adventure of the American Mind
Illinois State University
Grade level
Curriculum fit
Materials
Title 1st -2nd grade (group of 4-6 students)
Supplements the Pioneer Unit taught in the 2nd grade
classrooms.
Books for teacher use:
 Cobb, Mary. The Quilt-block History of Pioneer Days:
With Projects Kids Can Make. Brookfield: Millbrook
Press, 1995.
 Dallas, Sandra. The Quilt That Walked to Golden:
Women and Quilts of the Mountain West: From the
Overland Trail to Contemporary Colorado. Elmhurst:
Breckling Press, 2004.
Books for students to read:







Cates, Karin. A Far-fetched Story. New York:
Greenwillow Books, 2002.
Coerr, Eleanor. The Josefina Story Quilt. New York:
Harper & Row, 1986.
Johnston, Tony. The Quilt Story. New York: Putnam,
1985.
Jonas, Ann. The Quilt. New York: Greenwillow, 1984.
Paul, Ann Whitford. The Seasons Sewn: a Year in
Patchwork. Orlando: Harcourt, Inc., 1996.
Root, Phyllis. The Name Quilt. New York: Farrar,
Straus and Giroux, 2003.
Wilder, Laura Ingalls. Little House in the Big Woods.
New York: Harper, 1953.
Computer:
 With access to Library of Congress, necessary “plugins”, and sound capability.
Materials to print:
1-Activities:
 From The Quilt-block History of Pioneer Days: With
Projects Kids Can Make. See the end of each chapter for
the reproducible pages (also see handouts).
2-Evaluations:
 Observation of Oral Reading and Comprehension (see
handouts). Or use your own choice of Running Records
or Oral Reading forms.
 Quilts evaluation (see handouts)
 Quilt Block design page
 Quilt Block evaluation
An Adventure of the American Mind
Illinois State University
Other materials;
 Whiteboard/chalkboard and markers/chalk for teacher
use.
 Crayons, pencils, erasers, scissors, glue, and rulers.
Sewing materials:
 Sewing machine or needles, fabric for block pieces,
thread, pins, batting, backing material, iron, ironing
board, and pearl cotton.
Illinois State Learning Standards
Back to Navigation Bar
Language Arts:
GOAL 1: Read with understanding and fluency.
 1.A. Apply word analysis and vocabulary skills to
comprehend selections.
o 1.A.1a Apply word analysis skills (e.g.,
phonics, word patterns) to recognize new words.
o 1.A.1b Comprehend unfamiliar words using
context clues and prior knowledge; verify
meanings with resource materials.
 1.B. Apply reading strategies to improve understanding
and fluency.
o 1.B.1a Establish purposes for reading, make
predictions, connect important ideas, and link
text to previous experiences and knowledge.
o 1.B.1b Identify genres (forms and purposes) of
fiction, nonfiction, poetry and electronic literary
forms.
o 1.B.1c Continuously check and clarify for
understanding (e.g., reread, read ahead, use
visual and context clues, ask questions, retell,
use meaningful substitutions).
o 1.B.1d Read age-appropriate material aloud
with fluency and accuracy.
 1.C. Comprehend a broad range of reading materials.
o 1.C.1a Use information to form questions and
verify predictions.
o 1.C.1b Identify important themes and topics.
o 1.C.1c Make comparisons across reading
selections.
o 1.C.1e Identify how authors and illustrators
express their ideas in text and graphics (e.g.,
dialogue, conflict, shape, color, characters).
o 1.C.1f Use information presented in simple
tables, maps and charts to form an interpretation.
An Adventure of the American Mind
Illinois State University
Goal 2: Read and understand literature representative
of various societies, eras and ideas.
 2.A. Understand how literary elements and techniques
are used to convey meaning.
o 2.A.1a Identify the literary elements of theme,
setting, plot and character within literary works.
o 2.A.1b Classify literary works as fiction or
nonfiction.
 2.B. Read and interpret a variety of literary works.
o 2.B.1a Respond to literary materials by
connecting them to their own experience and
communicate those responses to others.
o 2.B.1b Identify common themes in literature
from a variety of eras.
o 2.B.1c Relate character, setting and plot to reallife situations.
Goal 3: Write to communicate for a variety of purposes.
 3.A. Use correct grammar, spelling, punctuation,
capitalization and structure.
o 3.A.1 Construct complete sentences which
demonstrate subject/verb agreement; appropriate
capitalization and punctuation; correct spelling
of appropriate, high-frequency words; and
appropriate use of the eight parts of speech.
 3.3.B. Compose well-organized and coherent writing
for specific purposes and audiences.
o 3.B.1a Use prewriting strategies to generate and
organize ideas (e.g., focus on one topic; organize
writing to include a beginning, middle and end;
use descriptive words when writing about
people, places, things, events).
Goal 4: Listen and speak effectively in a variety of
situations.
 4.A. Listen effectively in formal and informal situations.
o 4.A.1a Listen attentively by facing the speaker,
making eye contact and paraphrasing what is
said.
o 4.A.1b Ask questions and respond to questions
from the teacher and from group members to
improve comprehension.
o 4.A.1c Follow oral instructions accurately.
o 4.A.1d Use visually oriented and auditorily
based media.
Goal 5: Use the language arts to acquire, assess and
communicate information.
An Adventure of the American Mind
Illinois State University

5.A. Locate, organize, and use information from
various sources to answer questions, solve problems and
communicate ideas.
o 5.A.1a Identify questions and gather
information.
o 5.A.1b Locate information using a variety of
resources.
 5.B. Analyze and evaluate information acquired from
various sources.
o 5.B.1a Select and organize information from
various sources for a specific purpose.
5.C. Apply acquired information, concepts and ideas to
communicate in a variety of formats.
o 5.C.1b Use print, nonprint, human and
technological resources to acquire and use
information.
Mathematics:
Goal 9: Use geometric methods to analyze, categorize
and draw conclusions about points, lines, planes and
space.
 9.B. Identify, describe, classify and compare
relationships using points, lines, planes and solids.
o 9.B.1a Identify and describe characteristics,
similarities and differences of geometric shapes.
o 9.B.1c Identify lines of symmetry in simple
figures and construct symmetrical figures using
various concrete materials.
Social Science:
Goal 15: Understand economic systems, with an
emphasis on the United States.
 15.C. Understand that scarcity necessitates choices by
producers.
o 15.C.1b Identify limitations in resources that
force producers to make choices about what to
produce.
Goal 16: Understand events, trends, individuals and
movements shaping the history of Illinois, the United
States and other nations.
 16.A. Apply the skills of historical analysis and
interpretation.
o 16.A.1a Explain the difference between past,
present and future time; place themselves in
time.
An Adventure of the American Mind
Illinois State University
o 16.A.1b Ask historical questions and seek out
answers from historical sources (e.g., myths,
biographies, stories, old photographs, artwork,
other visual or electronic sources).
Goal 18: Understand social systems, with an emphasis
on the United States.
 18.C. Understand how social systems form and develop
over time.
o 18.C.1 Describe how individuals interacted
within groups to make choices regarding food,
clothing and shelter.
Fine Arts:
Goal 25: Know the language of the arts.
 25.A. Understand the sensory elements, organizational
principles and expressive qualities of the arts.
o 25.A.1d Visual Arts: Identify the elements of
line, shape, space, color and texture; the
principles of repetition and pattern; and the
expressive qualities of mood, emotion and
pictorial representation.
Goal 26: Through creating and performing, understand
how works of art are produced.
 26.B. Apply skills and knowledge necessary to create
and perform in one or more of the arts.
o 26.B.1d Visual Arts: Demonstrate knowledge
and skills to create visual works of art using
manipulation, eye-hand coordination, building
and imagination.
Goal 27: Understand the role of the arts in civilizations,
past and present.
 27.A. Analyze how the arts function in history, society
and everyday life.
o 27.A.1b Identify how the arts contribute to
communication, celebrations, occupations and
recreation.
Procedures
Back to Navigation Bar
Prior to Lesson:
Students should have read and done activities in their
classroom on the book, Little House in the Big Woods.
Day One:
 Review Little House in the Big Woods and discuss
aspects of pioneer life and how they took everything
An Adventure of the American Mind
Illinois State University




they needed with them on their way west.
Explain we are going to learn about how quilts were
used and made in the pioneer days and today.
Show pictures of quilts from late 1800’s to 1930’s using
Primary Resources from the Library of Congress
(PS/LOC):
o http://memory.loc.gov/cgibin/query/r?ammem/ngp:@field(NUMBER+@b
and(ndfahult+b192))
o http://memory.loc.gov/cgibin/query/r?ammem/ngp:@field(NUMBER+@b
and(ndfahult+b079)) and The Quilt That Walked
to Golden Women and Quilts in the Mountain
West From the Overland Trail to Contemporary
Colorado (The Quilt That Walked to Golden),
various pages.
Use PS/LOC: http://memory.loc.gov/cgibin/query/r?ammem/qlt:@field(DOCID+@lit(a0012))
to listen to a recording of how quilts were used for
warmth and made with other people.
Introduce one of the “Books for students to read”, do a
“picture walk”, and discuss main idea and unfamiliar
vocabulary. They will read these on their own during
the lessons.
Day Two:
 Read aloud The Quilt-block History of Pioneer Days
With Projects Kids Can Make (The Quilt-block
History), chapter one.
 Do activity, A Simple Nine-patch Collage, pages 12-13,
and discuss geometric shapes and symmetry.
 Introduce one of the “Books for students to read”, do a
“picture walk”, and discuss main idea and unfamiliar
vocabulary. They will read these on their own during
the lessons.
Day Three:
 Read aloud The Quilt-block History, chapter two. Refer
to The Quilt That Walked to Golden, pages 9-13 & 27.
 Do activity, Quilt Block Bookmarks, pages 16-17 and
discuss geometric shapes and symmetry.
 Introduce one of the “Books for students to read”, do a
“picture walk”, and discuss main idea and unfamiliar
vocabulary. They will read these on their own during
the lessons.
An Adventure of the American Mind
Illinois State University
Day Four:
 Read aloud The Quilt-block History, chapter three.
Discuss map on pages 20-21. Refer to The Quilt That
Walked to Golden, pages 1-4, 15-27, 116, & 126.
 Do activity, Broken Dishes Puzzle, pages 26-27 and
discuss geometric shapes and symmetry.
 Introduce one of the “Books for students to read”, do a
“picture walk”, and discuss main idea and unfamiliar
vocabulary. They will read these on their own during
the lessons.
 Do an Observation of Oral Reading and Comprehension
on one of the students using one of the student-read
books.
Day Five:
 Read aloud The Quilt-block History, chapter four. Refer
to The Quilt That Walked to Golden, page 74.
 Do activity, House-on-a-hill and Pine-tree Border, pages
32-33 and discuss geometric shapes and symmetry.
 Introduce one of the “Books for students to read”, do a
“picture walk”, and discuss main idea and unfamiliar
vocabulary. They will read these on their own during
the lessons.
 Do an Observation of Oral Reading and Comprehension
on one of the students using one of the student-read
books.
Day Six:
 Read aloud The Quilt-block History, chapter five. Refer
to The Quilt That Walked to Golden, pages 29-51.
 Do activity, Shoofly Box, pages 36-37 and discuss
geometric shapes and symmetry.
 Introduce one of the “Books for students to read”, do a
“picture walk”, and discuss main idea and unfamiliar
vocabulary. They will read these on their own during
the lessons.
 Do an Observation of Oral Reading and Comprehension
on one of the students using one of the student-read
books.
Day Seven:
 Read aloud The Quilt-block History, chapter six. Refer
to The Quilt That Walked to Golden, pages 11-13 & 72.
 Do activity, Bear’s Paw Greeting Card, pages 42-43 and
discuss geometric shapes and symmetry.
An Adventure of the American Mind
Illinois State University


Introduce any of the “Books for students to read” that
have not been introduced.
Do an Observation of Oral Reading and Comprehension
on one of the students using one of the student-read
books.
Day Eight:
 Read aloud The Quilt-block History, chapter seven.
Refer to The Quilt That Walked to Golden, page 40.
 Do activity, Corn and Beans Recipe Folder, pages 48-49
and discuss geometric shapes and symmetry.
 Do an Observation of Oral Reading and Comprehension
on one of the students using one of the student-read
books.
Day Nine:
 Read aloud The Quilt-block History, chapter eight.
Refer to The Quilt That Walked to Golden, pages 24,
27, 31, 35, 48 & 68.
 Discuss quilting bees and use PS/LOC:
 http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@field(NUMBER+@
band(cph+3a05766))+@field(COLLID+cphx))
 http://memory.loc.gov/cgibin/query/r?ammem/cmns:@field(DOCID+@lit
(cmns000048))
 http://memory.loc.gov/cgibin/query/r?ammem/cmns:@field(DOCID+@lit
(cmns000047)) to show other quilting bees.
 Use PS/LOC:
 http://memory.loc.gov/cgibin/query/r?ammem/amss:@field(DOCID+@lit(
sb30444a)) to show how quilting bees were part
of our music.
 Do a Venn diagram and compare two of the quilting bee
photos with the students. Discuss the findings.
 Do activity from The Quilt-block History, Dresden Plate
Punch Work, page 53 and discuss geometric shapes and
symmetry.
 Do an Observation of Oral Reading and Comprehension
on one of the students using one of the student-read
books.
Day Ten:
 Read aloud The Quilt-block History, chapter nine.
An Adventure of the American Mind
Illinois State University


Do activity, Sunshine and Shadows Weather Diary,
pages 56-57 and discuss geometric shapes and
symmetry.
Do an Observation of Oral Reading and Comprehension
on one of the students using one of the student-read
books.
Day Eleven:
 Read aloud The Quilt-block History, chapter ten. Refer
to The Quilt That Walked to Golden and discuss the
different aspects of quilts, pages 52 cowboys, 69 quilts
in pictures, 121-122 for charities, 100-101 history of
popularity of quilting, 141 patterns, and 154 templates.
 Do activity, Hanging Windmill Star, pages 60-61 and
discuss geometric shapes and symmetry.
 Finish the Observation of Oral Reading and
Comprehension evaluations on students using one of the
student-read books.
Day Twelve:
 Review learning from previous lessons and discuss the
importance of quilts in our history.
 Use PS/LOC to review:
o http://memory.loc.gov/cgibin/query/r?ammem/qlt:@field(DOCID+@lit(a0
012)), recording.
o http://memory.loc.gov/cgibin/query/r?ammem/ngp:@field(NUMBER+@b
and(ndfahult+b079)) , on the bed.
 http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@field(NUMBER+@
band(cph+3a05766))+@field(COLLID+cphx)),
quilting bee.
o http://memory.loc.gov/cgibin/query/r?ammem/psbib:@field(DOCID+@lit
(l104))
 Use The Quilt-block History and The Quilt That
Walked to Golden, various pages, to review.
 Do written evaluation: Quilts. Go over questions and
how to format the answer (use complete sentences) and
discuss writing conventions.
Day Thirteen:
Finish evaluation.
An Adventure of the American Mind
Illinois State University
Day Fourteen:
 Make own quilt pattern using the Quilt Block and cutout shapes. You need to pre-cut construction paper in
two different colors. For each student you need:
8 1 ½ “ x 1 ½ “ squares of each color
4 3” x 3” x 4 ¼” triangles of each color
8 2 1/8 “ x 2 1/8” x 3” triangles of each color
8 1” x 3” rectangles of each color
 Students will design their own quilt block pattern.
using the pre-cut shapes to move around the block,
using patterns and symmetry.
 Students will glue their final choice and write about
their block using the Quilt Block form with questions.
 Go over the questions and discuss how to write answers
(as previously done with the Quilt evaluation).
Day Fifteen:
 Finish Quilt Block evaluations.
 Have students present their block to the group and
describe their block.
 Display where appropriate.
Day Sixteen until finish:
 Show process of making a quilt using PS/LOC:
http://www.americaslibrary.gov/cgi-bin/page.cgi/jp
then click on “Stitch a Quilt”.
 Show how they are going to make their own quilts using
the fabric, sewing machine/or by hand, thread, batting,
and batting into a four-block pattern (see The Quiltblock History, page 9.
 Discuss procedure: picking out fabric from selection of
fabrics, I will cut out pieces, they will pin fabrics
together, they will sew pieces (with my help), we will
press pieces, and continue sewing until the block
piecing is finished, add the batting and backing, sew
edge, turn block, and hand tie with pearl cotton.
 As a group, go through the steps involved in making the
blocks and write the steps on the board.
 Show finished blocks and discuss experience making
them.
 Display where appropriate.
 While working with individual students during this
activity the other students can make another
construction-pieced block with the remaining shapes,
and/or design a block using pencil, ruler, and crayons.
An Adventure of the American Mind
Illinois State University
They can also be re-reading the student quilt books.
Evaluation
Back to Navigation Bar
Students will be evaluated:
 Using Rubric for Observation and Oral Reading
 On completion of Handouts
Extension
Back to Navigation Bar
See Day Sixteen for extension activities.
An Adventure of the American Mind
Illinois State University
Primary Resources from the Library of Congress
Back to Navigation Bar
Image
Description
A Cloth Sandwich?
"How a Quilt is
Made"
A Scrapbook Quilt
"Quilts Preserve
Memories"
Kids Quilt Too!
"Quilts Today"
Citation
Library of
Congress, Kids &
Families, America’s
Story, Join America
at Play website
Permanent URL
http://www.america
slibrary.gov/cgibin/page.cgi/jp
Harmony in the
home, in more ways
than one. Two
women are seated
with quilts on their
laps, a sewing
machine with a
metal foot pedal
between them, and a
man standing
behind them
holding a guitar.
From left to right
they are Marie
Gjevre, Ole I.
Gjevre, and Kari
Erickson. There is a
bookcase behind
Marie Gjevre.
(189?)
Fred Hultstrand
History in Pictures
Collection, NDIRSNDSU, Fargo.
http://memory.loc.g
ov/cgibin/query/r?ammem
/ngp:@field(NUMB
ER+@band(ndfahul
t+b192))
Interior of Elling
O[h]nstad sod
house, Fairdale,
North Dakota, June
24, 1923. Interior of
a sod house, with
two curtained
Fred Hultstrand
History in Pictures
Collection, NDIRSNDSU, Fargo.
http://memory.loc.g
ov/cgibin/query/r?ammem
/ngp:@field(NUMB
ER+@band(ndfahul
t+b079))
then click on “Stitch
a Quilt”
An Adventure of the American Mind
Illinois State University
windows showing,
and a patch-work
quilt on a metal
frame bed. There is
a book (face down)
and a mail-order
catalog on a round
table with a
tablecloth. There are
also books in and
above (in the
rafters) a window,
and a calendar.
There are six
wooden chairs, a
wooden floor, and
three pictures on the
wall.
Letter from Uriah
W. Oblinger to
Mattie V. Oblinger
and Ella Oblinger,
April 13-18, 1873.
See page 6 of letter
for quilt reference.
Nebraska State
Historical Society,
[Digital ID, e.g.,
nbhips 12036]
http://memory.loc.g
ov/cgibin/query/r?ammem
/psbib:@field(DOCI
D+@lit(l104))
Group of women
working on a
windmill quilt at a
quilting bee in the
living room of
Mabel Brown's
home on Drews
Creek.
Detail of Mabel
Brown working on a
windmill quilt at a
quilting bee in the
living room of her
home on Drews
Tending the
Commons: Folklife
and Landscape in
Southern West
Virginia. American
Folklife Center,
Library of
Congress.
Tending the
Commons: Folklife
and Landscape in
Southern West
Virginia. American
Folklife Center,
http://memory.loc.g
ov/cgibin/query/r?ammem
/cmns:@field(DOCI
D+@lit(cmns00004
8))
http://memory.loc.g
ov/cgibin/query/r?ammem
/cmns:@field(DOCI
D+@lit(cmns00004
7))
An Adventure of the American Mind
Illinois State University
Creek.
Audio recording.
"Back then you had
to have a lot of
cover."
Reason for quilts—
for warmth.
Quilting in groups.
The quilting party
song.
A Quilting Party in
Western Virginia.
Library of
Congress.
Quilts and
Quiltmaking in
America, 1978 1996, Library of
Congress, American
Folklife Center
http://memory.loc.g
ov/cgibin/query/r?ammem
/qlt:@field(DOCID
+@lit(a0012))
Library of
Congress, Rare
Book and Special
Collections
Division, America
Singing:
Nineteenth-Century
Song Sheets.
http://memory.loc.g
ov/cgibin/query/r?ammem
/amss:@field(DOCI
D+@lit(sb30444a))
Author unknown. A
Quilting Party in
Western Virginia.
Date unknown.
Library of Congress
Prints and
Photographs
Division,
Washington, DC
20540 USA.
6/21/07.
http://memory.loc.g
ov/cgibin/query/r?pp/ils:
@filreq(@field(NU
MBER+@band(cph
+3a05766))
http://memory.loc.g
ov/cgibin/query/r?pp/ils:
@filreq(@field(NU
MBER+@band(cph
+3a05766))+@field
(COLLID+cphx))
An Adventure of the American Mind
Illinois State University
Rubric
Back to Navigation Bar
An Adventure of the American Mind
Illinois State University
Handouts
Back to Navigation Bar
An Adventure of the American Mind
Illinois State University
An Adventure of the American Mind
Illinois State University
An Adventure of the American Mind
Illinois State University
An Adventure of the American Mind
Illinois State University
An Adventure of the American Mind
Illinois State University