Authors
Project created by: Kay Carlile, Ashleigh Hoslett, and Joe Herz (click on names for author background information)
Date Created: 4/22//2001
Date Last Updated: 4/27/2001

Topic of Study: Social Studies, Family and Consumer Science Grade: 9-12

Objective:
Through online research students will develop a theory of historical cycles or patterns in clothing over the past 120 years and will then design a predicted clothing trend of the future based on their research.

Summary:
Using online resources, students, in collaborative groups, will create a database showing the impact of cultural, political, economic, technology and other forces on clothing from the 1880’s to the present. Students will compare and contrast their findings and will predict future trends of clothing based on a set of simulated criteria or current situations. Students will present their findings in a multimedia or web based presentation.

Project Procedure:
Step by step approach

Once cooperative groups are organized:

1) Visit the Gallery, Database, Graphic Organizer and Rubric pages to become familiar with their content.
2) Complete the Database assignment according to your teacher's instructions
AND/OR-
3) Complete the Graphic Organizers according to your teacher's instructions.
4) Complete the Final Summary page.
5) FINAL PROJECT: Predict and design clothing for the 2020's. Base your predictions on the research you have done for this project.
6) Present your final project.
7) Work either individually or in a cooperative group on one of the Optional Assignments.

The most effective learning environments meld traditional approaches and new approaches to facilitate learning of relevant content while addressing individual needs. The resulting learning environments should prepare students to:

• Communicate using a variety of media and formats
• Access and exchange information in a variety of ways
• Compile, organize, analyze, and synthesize information (Inductive-Thinking Model)
• Draw conclusions and make generalizations based on information gathered
• Know content and be able to locate additional information as needed
• Become self-directed learners
• Collaborate and cooperate in team efforts
• Interact with others in ethical and appropriate ways

Teachers know that the wise use of technology can enrich learning environments and enable students to achieve marketable skills. It is still critical, however, that educators analyze the potential benefits of technology for learning and employ it appropriately. (source: NETS for students)

Cooperative Groups:

In Hats Off to History students should work cooperatively in groups of 2-3 using the Group Investigation method. In Group Investigation, the groups are structured to emphasize higher-order thinking skills such as analysis and evaluation. Students work to produce a group project to present to the other groups in class.

Jigsaw - If the project would involve more time then can be allotted, the project could be broken down by eras. Each group could be assigned 3 eras to investigate using the concept maps. Afterward, the database could be collectively assembled as the groups compare their findings. All group's could then work separately on their final project.

Time Allotment:
Hats Off to History will take approximately 10 class periods ( 1 hour each) to complete.

Standards : California Challenge Standards ISTE; NETS Standards

California Challenge Standards Subject: Home Economics Related Occupations Grade Level : 9-12 Subcategory : Fashion Design

Standard 1 Apparel and Behavior Students will understand how fashion, textiles and apparel meet social, physical, and psychological needs of individuals and family members. They will demonstrate content proficiency by: 1.2 Explaining how fashion, textile and apparel selection meet social, physical and psychological needs; 1.3 Analyzing how fads and fashion influence fashion and textile choices; 1.4 Explaining how cultural values and ideals are expressed through fashion, textile, and apparel. Standard 5 History of Fashion Student will understand the historical development of modern dress. They will demonstrate content proficiency by: 5.1 Investigating the influence of historic clothing on current fashions and fads; 5.2 Analyzing the cultural and historic development of fashions, textile, and apparel; 5.3 Researching the contributions of specific cultures to fashion and design; 5.4 Designing a garment or textile product that reflects a specific cultural group or time period; and 5.5 Describing the changes in fashion brought about by technological advances.

Subject : Industrial & Technology Education Grade Level : 11-12 Subcategory : Graphic Communications

Standard 4: Multimedia - students will understand characteristics and uses of various types of nonprint media. They will produce a media project using current available technology designed to inform, teach, or sell. Example of Work / Benchmark : Students produce a hypermedia stack project.

Subject : History & Social Science Grade Level : 9-12 Area : Historical and Social Sciences Analysis Skills The intellectual skills noted below are to be learned through, and applied to, the content standards for grades nine through twelve. They are to be assessed only in conjunction with the content standards in grades nine through twelve. In addition to the standards for grades nine through twelve, students demonstrate the following intellectual, reasoning, reflection, and research skills.

Standard : Chronological and Spatial Thinking

Benchmark or Example 1: Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned.

Benchmark or Example 2: Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs.

Standard : Historical Research, Evidence, and Point of View

Benchmark or Example 4: Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations.

Standard : Historical Interpretation

Benchmark or Example 1: Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. End of California Challenge Standards Back to Standards Index

ISTE (International Society for Technology in Education); NETS (National Educational Technology Standards) standards:

Technology Foundation Standards 9-12:

4. Technology communications tools

• Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
• Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

5. Technology research tools

• Students use technology to locate, evaluate, and collect information from a variety of sources.
• Students use technology tools to process data and report results.
• Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

6. Technology problem-solving and decision-making tools

• Students use technology resources for solving problems and making informed decisions.
• Students employ technology in the development of strategies for solving problems in the real world.

NETS Performance Indicators for Technology-Literate Students

7. Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. (4, 5, 6)

8. Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning. (4, 5)

9. Investigate and apply expert systems, intelligent agents, and simulations in real-world situations. (3, 5, 6)

10. Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. (4, 5, 6)

End of ISTE;NET Technology Standards

Back to Standards Index

Assessment

Two separate rubrics will be used to assess the work done in Hats Off to History. The first rubric will assess how well the cooperative group functioned, the second will assess the groups final product.

Technology Needs (hardware and software):
Access, Claris, Internet Explorer, msWord, FrontPage, Netscape, HyperStudio, PowerPoint
Students' Familiarity with Software Tools: Students will need to create a database from scratch and will have to be able to create a multimedia presentation or a web on the subject.

The number of computers recommended is 1 per 4 students.

Credits-

Online:

Print:

Author Backgrounds

Kay Carlile has been teaching for 30 years and is currently a Home Economics teacher at Rio Linda Senior High School. in the Grant Joint Union High School District. Kay holds a Standard Teaching Credential (Life) with a major in Home Economics and minors in Speech and English. She is a member of the California Teachers Association, CUE, Home Economics Teachers Association of California and California Association Future Homemakers of America. Kay was the 1999 Teacher of the Year at Rio Linda Senior High School. Her Home Economics program received recognition through the 2000 California Department of Education Program of Excellence for Consumer and Family Science and Fashion Design: Manufacturing and Merchandising. She has presented at the Fashion and Interiors Workshop 2001. Kay is currently enrolled as a master candidate in the Imet program at California State University Sacramento.

Ashleigh Hoslett has been teaching for seven years. She is currently teaching third grade in the Eureka Union School District in Roseville, California. Before that Ashleigh was first hired to teach within the Stockton Unified School District at a restructuring school where she was lucky enough to be allowed to participate in two years of Symposiums of California's Restructuring Schools. She holds a Multiple Subject Credential with supplementary authorizations in Science and Art. She is currently enrolled as a master candidate in the Imet program at California State University Sacramento. You may comment to her at ahoslett@csus.edu.

Joe Herz has been teaching for 27 years. He is currently teaching 8th grade Computer Technology in the Elk Grove Unified School district. Prior to his current position, Joe had taught grades K, 1, 2, 3; 7th and 8th grade social studies and has taught computer classes to grades 3-8 since 1985. Joe holds a K-9 General Teaching Credential, a Computer Supplementary Credential, and a Single Subject Credential in Industrial Technology. He teaches Continuing Education classes online and through correspondence for the University of San Diego. In 1999 his computer curriculum for grades 7-10 was published by Teacher Created Materials. Joe is a member of CUE and ISTE and has presented at CUE and CLMS conferences. He is currently enrolled as a master candidate in the Imet program at California State University Sacramento. He can be reached at jherz@edcenter.egusd.k12.ca.us.