Format
1. This program begins with a discussion about clothing.
2. We then look at fashion through different time periods in history.
3. Participants play a paper doll scenario game.
4. Time is allowed for questions and answers.
5. Participants are given the template to have students create their own paper dolls.
Objectives
The participant will:
-explore the changing role of fashion in society
-analyze why communities live, work, and dress differently
-engage in a discussion about past vs. present
-develop an appreciation for clothing in history
Standards Alignment
State Standards
K.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
a) viewing artifacts and primary and secondary sources to develop an understanding of history;
b) using basic map skills to support an understanding of the community;
c) gathering and classifying information, sequencing events, and separating fact from fiction to improve understanding of the community;
d) asking appropriate questions to solve a problem;
e) comparing and contrasting people, places, or events;
f) recognizing direct cause-and-effect relationships;
g) making connections between past and present;
h) using a decision-making model to make informed decisions;
i) practicing good citizenship skills while collaborating, compromising, and participating in classroom activities; and
j) developing fluency in content vocabulary and comprehension of oral, written, and visual sources.
K.2 The student will recognize that history describes events and people from other times and places by
a) identifying examples of historical events, stories, and legends that describe the development of the local community; and
b) identifying people who helped establish and lead the local community over time.
K.3 The student will sequence events in the past and present and begin to recognize that things change over time.
K.7 The student will describe how the location, climate, and physical surroundings of a community affect the way people live, including their food, clothing, shelter, transportation, and recreation.
K.8 The student will match simple descriptions of work that people do with the names of those jobs.
1.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
a) using artifacts and primary and secondary sources to develop an understanding of Virginia history;
b) using basic map skills to support an understanding of Virginia history;
c) using and creating graphs, diagrams, and pictures to determine characteristics of people, places, or events to support an understanding of Virginia history;
d) asking appropriate questions to solve a problem;
e) comparing and contrasting people, places, or events in Virginia history;
f) recognizing direct cause-and-effect relationships;
g) making connections between past and present;
h) using a decision-making model to make informed decisions;
i) practicing good citizenship skills and respect for rules and laws while collaborating, compromising, and participating in classroom activities; and
j) developing fluency in content vocabulary and comprehension of oral, written, and visual sources.
1.2 The student will demonstrate knowledge of Virginia history by describing important events and people in the history of the Commonwealth, including
a) the settlement of Virginia at Jamestown;
b) famous Virginians, such as George Washington and Thomas Jefferson, who helped form a new nation; and
c) life in Virginia today, including food, clothing, shelter, transportation, and recreation.
1.3 The student will describe the stories of influential people in the history of Virginia and their contributions to our Commonwealth.