Jay School Corporation Family and Consumer Science Curriculum
Guide – Fashion and Textiles Foundations
Jay County High School
Family and Consumer Science Curriculum
Fashion and Textiles Foundations
Grades 9 – 12
2012-2018
Jay School Corporation Family and Consumer Science Curriculum
Guide – Fashion and Textiles Foundations
2012-2018
Standard 1
Students will integrate processes of thinking, communication, leadership, and management in order to apply fashion and
textiles knowledge and skills.
FACS Academic
Standard
FTF-1.1 Demonstrate
components of critical
thinking, creative
thinking, and reasoning.
FTF-1.2 Evaluate effective
communication
processes in school,
family, career, and
community settings
FTF-1.3 Demonstrate
leadership that encourages participation and
respect for the ideas,
perspectives, and contributions of group members.
FTF-1.4 Apply management, decision-making,
and problem solving processes to accomplish
tasks and fulfill responsibilities.
Literacy Embedded
Standard
9-12.RT.3 Follow precisely
a complex multistep procedure when performing
technical tasks; analyze
the specific results based
on explanations in the
text.
Learning Activities
Students will select appropriate
pattern, size, and fabric for
construction of a garment of their
choice
Students will be access on
garment construction and
fit using a score sheet.
Students will demonstrate proper
use of sewing tools.
Students will be assessed
by participation in
classroom demonstration
of proper use of sewing
tools.
Student assessment by
participation of proper use
of sewing tools.
Students will demonstrate proper
use of sewing tools.
9-12.RT.3 Follow precisely
a complex multistep
procedure when
performing technical
tasks; analyze the specific
results based on
Assessment(s)
Students will select appropriate
pattern, size, and fabric for
construction of a chosen garment.
Student assessed on
garment construction and
fit by use of a score sheet.
Jay School Corporation Family and Consumer Science Curriculum
Guide – Fashion and Textiles Foundations
2012-2018
explanations in the text.
FTF-1.5 Examine the interrelationships among
thinking, communication,
leadership, and management processes to address family, community,
and workplace issues.
Students will develop a list of
classroom procedures and
responsibilities.
Students assessed by
participation in class
discussion and fulfillment
of responsibilities.
Standard 2
Students will determine criteria for fashion and textiles products that meet needs of individuals, families, and communities across the life spans.
FACS Academic
Standard
FTF-2.1 Analyze factors
that influence selection
of textiles and apparel.
Literacy Embedded
Learning Activities
Standard
Students will compare cost and
9-12.RT.9 Synthesize information from a range of benefits of purchasing clothing
sources (e.g., texts, exper- verses self construction.
iments, simulations) into a
Assessment(s)
Student cost comparison
analysis.
Jay School Corporation Family and Consumer Science Curriculum
Guide – Fashion and Textiles Foundations
2012-2018
coherent understanding
of a process, phenomenon, or concept, resolving
conflicting information
when possible.
FTF-2.2 Demonstrate
knowledge and skills
needed to maintain
standards of personal
appearance and attire for
specific settings
FTF-2.3 Evaluate use of
human and economic resources to meet fashion
and textile needs of
individuals, families, and
communities
FTF-2.4 Apply decisionmaking processes to selecting, purchasing, creating, and maintaining textiles and
apparel.
FTF-2.5 Assess the cost of
constructing,
manufacturing, altering,
or repairing textile
products.
9-12.RT.4 Determine the
meaning of symbols, key
terms, and other domainspecific words and
phrases as they are used
in a specific scientific context relevant to grades 912 texts and topics.
Students will develop a wardrobe
plan for a given situation
Student assessment by a
checklist of the wardrobe
plan.
Students will determine cost of
constructing, altering, and repairing
textile products.
Student assessed by
participation in discussion
with a local seamstress.
Students will identify influences on
merchandising textiles and fashion
in the local community.
Student assessed by a
written report following a
visit to a local clothing
retailer.
Students will research the cost to
construct, manufacture, alter and
repair textile products.
Student assessed by a data
sheet with the cost
comparisons.
Jay School Corporation Family and Consumer Science Curriculum
Guide – Fashion and Textiles Foundations
9-12.RT.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or
discussing an experiment
in a text, identifying
important issues that
remain unresolved.
FTF-2.6 Describe influ9-12.RT.2 Determine the
ences on merchandising
central ideas or conclutextiles and fashion, insions of a text; summarize
cluding external factors,
complex concepts, promethods of needs recesses, or information
search and forecasting,
presented in a text by
and marketing techniques paraphrasing them in
simpler but still accurate
terms.
FTF-2.7 Demonstrate
9-12.RT.9 Synthesize inskills used in seeking
formation from a range of
information related to
sources (e.g., texts, experconsumer rights and
iments, simulations) into a
responsibilities
coherent understanding
of a process, phenomenon, or concept, resolving
conflicting information
when possible.
FTF-2.8 Examine
9-12.RT.1 Cite specific
legislation, regulations,
textual evidence to supand public policy
port analysis of technical
affecting fashion and
texts, attending to imtextiles industry.
portant distinctions the
2012-2018
Students will identify influences on
merchandising textiles and fashion
in the local community
Student assessed by a
written report following a
visit to a local clothing
retailer.
Students will explain how textilelabeling law assist and protect
consumers.
Student assessed by a
written report on current
textile labeling laws.
Students will discuss legislation,
regulations, and public policy
affecting the textiles and apparel
industry.
Students assessed on
presentation of current
legislation, regulations,
and public policy affecting
the textile and apparel
Jay School Corporation Family and Consumer Science Curriculum
Guide – Fashion and Textiles Foundations
author makes and to any
gaps or inconsistencies in
the account.
2012-2018
industry.
Standard 3
Students will evaluate impacts of textiles and fashion on individuals, families, communities, and globally
FACS Academic
Standard
FTF-3.1 Evaluate impacts
of self concept, peer
pressure, and media influences on fashion and
textiles selections.
FTF-3.2 Analyze impacts
of global influences on
textile and fashion needs
and issues.
FTF-3.3 Demonstrate appreciation for diverse
perspectives, needs,
characteristics, and cultures of individuals and
Literacy Embedded
Standard
9-12.RT.7 Integrate and
evaluate multiple sources
of information presented
in diverse formats and
media (e.g., quantitative
data, video, multimedia)
in order to address a
question or solve a problem.
Learning Activities
Students will identify the clothing
needs, which are expressed in
various stages of the life cycle.
Assessment(s)
Student demonstration of
various clothing needs
expressed by age group
using a power point
presentation.
Students will analyze the needs of
different cultures
Students will examine the impact of
the global village on textile and
fashion needs and issues.
Students assessed by
written report.
Students will analyze the needs of
different cultures and special
groups
Student written report on
specific clothing needs for
a specific culture of
handicapped group.
Jay School Corporation Family and Consumer Science Curriculum
Guide – Fashion and Textiles Foundations
families.
FTF-3.4 Analyze textile
and fashion needs of individuals and families
with a variety of disadvantaging conditions.
FTF-3.5 Develop solutions
to textile and fashion issues of individuals and
families with a variety of
disadvantaging
conditions.
Students will determine the special
clothing of individuals with a variety
of disadvantaging conditions.
2012-2018
Students will describe the
clothing alternations
necessary for the residents
residing in the local
nursing home.
Students will develop solutions to
textile and fashion issues of
individuals with a variety of
disadvantaging conditions.
Standard 4
Students will evaluate properties of textiles and fashion products to determine performance in a variety of end uses.
Jay School Corporation Family and Consumer Science Curriculum
Guide – Fashion and Textiles Foundations
FACS Academic
Standard
FTF-4.1 Analyze a variety
of natural and synthetic
textiles fibers and their
performance
characteristics
FTF-4.2 Assess effects of
textiles characteristics on
design, construction,
care, use, and maintenance of products.
FTF-4.3 Evaluate the use
of textiles and fashion
technologies for interior
furnishings and products.
FTF-4.4 Analyze the
impact of science and
technology on textiles
and fashion.
Literacy Embedded
Learning Activities
Standard
Students will compare natural and
9-12.RT.8 Evaluate the
hypotheses, data, analysis, man-made fibers on the basis of
and conclusions in a tech- durability, comfort, care and cost.
nical subject, verifying the
data when possible and
corroborating or challenging conclusions with other
sources of information.
Students compare textile products
made of various fibers.
9-12.RT.5 Analyze how
the text structures information or ideas into categories or hierarchies,
demonstrating
understanding of the
information or ideas.
2012-2018
Assessment(s)
Student-created chart
comparing the properties
of several common fibers.
Completed rating card on
design, construction, care,
use, and maintenance of a
given textile product.
FTF-4.2 Assess effects of textiles
characteristics on design, construction, care, use, and maintenance of
products.
FTF-4.3 Evaluate the use of textiles
and fashion technologies for interior
furnishings and products.
9-12.RT.5 Analyze how the
text structures information
or ideas into categories or
hierarchies,
demonstrating
understanding of the
information or ideas.
Jay School Corporation Family and Consumer Science Curriculum
Guide – Fashion and Textiles Foundations
FTF-4.5 Describe historic
and current technology
and trends and their influence on design and
production of textiles
products and apparel.
FTF-4.6 Select
appropriate procedures
for production, selection,
and care of textiles
products.
FTF-4.7 Utilize a variety
of presentation media
such as photography,
video, and software to
demonstrate and evaluate
textile and fashion products.
9-12.RT.2 Determine the
central ideas or conclusions of a text; summarize
complex concepts, processes, or information
presented in a text by
paraphrasing them in
simpler but still accurate
terms.
9-12.RT.7 Integrate and
evaluate multiple sources
of information presented
in diverse formats and
media (e.g., quantitative
data, video, multimedia)
in order to address a
question or solve a problem.
2012-2018
Students will describe the influence
of current technology on the
production of textile products and
apparel.
Student will research and
write a report about new
inventions and advances in
technology in the textile
and fashion industry.
Students will demonstrate use of
care labels when cleaning and caring
for textile products.
Student will describe
appropriate procedure of
care for various textile
products.
Students will distinguish between
good and poor quality ready -to wear garments.
Student assessed on an
oral presentation of wellmade verses an inferior
product.
Jay School Corporation Family and Consumer Science Curriculum
Guide – Fashion and Textiles Foundations
2012-2018
Standard 5
Students will demonstrate skills needed to produce, alter, or repair fashion and textiles products.
FACS Academic
Standard
Literacy Embedded
Standard
9-12.RT.3 Follow precisely
FTF-5.1 Apply color theo- a complex multistep prory and design principles
cedure when performing
in selection and use of
technical tasks; analyze
fabric, texture, line, patthe specific results based
tern, and color for proon explanations in the
ducing textile and fashion text.
products.
FTF-5.2 Use a variety of
9-12.RT.3 Follow precisely
equipment, tools, and
a complex multistep
supplies for apparel and
procedure when
textiles construction alperforming technical
teration, and repair.
tasks; analyze the specific
results based on
explanations in the text.
FTF-5.3 Demonstrate
9-12.RT.4 Determine the
basic skills for producing, meaning of symbols, key
altering, and repairing
terms, and other domaintextile products and
specific words and
apparel.
phrases as they are used
in a specific scientific context relevant to grades 912 texts and topics.
Learning Activities
Assessment(s)
Students will select appropriate
pattern, pattern size, and fabric for a
garment of their choice.
Student assessed by their
choice of fabric, texture,
line, pattern, and color
appropriate for a chosen
garment.
Students will select appropriate
pattern, pattern size, and fabric for a
garment of their choice.
Completed garment.
Students will demonstrate alteration
and repair techniques.
Student will repair, alter, and
complete garments in class.
Altered pattern to fit
individual needs.
Completed projects.
Jay School Corporation Family and Consumer Science Curriculum
Guide – Fashion and Textiles Foundations
2012-2018
Jay School Corporation Family and Consumer Science Curriculum
Guide – Fashion and Textiles Foundations
2012-2018
Standard 6
Students will examine potential career paths in textile and fashion industries.
FACS Academic
Standard
FTF-6.1 Identify employment and entrepreneurial
opportunities and preparation requirements in
fashion and textiles careers.
FTF-6.2 Describe rewards,
demands, and future
trends in fashion and
textiles careers.
FTF-6.3 Demonstration
foundational knowledge
and skills for selected careers in the fashion and
textiles
industry.
Literacy Embedded
Standard
9-12.RT.9 Synthesize information from a range of
sources (e.g., texts, experiments, simulations) into a
coherent understanding
of a process, phenomenon, or concept, resolving
conflicting information
when possible.
9-12.RT.10 By the end of
grade 12, read and comprehend technical texts in
the grades 11-CCR text
complexity band independently and proficiently.
Learning Activities
Assessment(s)
Students will recognize the wide
variety of career opportunities
related to the textile and fashion
industry.
Written report of a
possible career choice or
hobby.
Students will research future trends
and demands of the fashion
industry.
Student will create a power
point of fashion in the
future.
Students will demonstrate
foundational knowledge and skills
necessary to be a fashion designer.
Students will create a
notebook of 20 sewing
skills and 10 garment
designs.
Jay School Corporation Family and Consumer Science Curriculum
Guide – Fashion and Textiles Foundations
2012-2018