Lesson Plans:
Quilt Squares
Subject(s)/Grade(s): Civics and Economics, 10; U.S. History, 11
Related Subjects: Appalachian Studies
Learning Outcomes
- Students will be exposed to the history of quilting and the symbolism of quilt patterns.
- Students will use their knowledge of quilting to create a visual review of information they have learned in their academic class.
Teacher Planning
- This lesson can be completed in 1-2 class periods.
- The teacher will need to familiarize him/herself with the Craft Revival website and locate information on quilt patterns.
- The teacher will need to prepare the construction paper and supplies.
- The teacher will need to decide on review topics and group arrangement prior to the lesson.
- Internet access to the Craft Revival website
- Images of quilt square patterns and explanations of their symbolism
- Construction paper cut into 8½” X 8½” squares
- Assorted colors of construction paper
- Scissors
- Glue
- Textbook and class notes
- Computer Lab
Procedures
- Students will use the website to learn about quilts and the symbolism in the quilt squares.
- The teacher will lead a discussion of the symbolism and its meaning by showing examples of different quilt patterns.
- The teacher will then divide the class into small groups.
- Each group will be given a specific review topic. For example, in a U.S. History class reviewing for the EOC (End of Course) test, the groups could each be given a time period in American History. Or, groups could be given a topic within a time period, such as battles during the Civil War. In a Civics class, groups could be given topics such as the Legislative Branch, Criminal Law, or Bill of Rights.
- Each group will discuss what the most important points are about their review topic and collaborate on ways to symbolize those points.
- Using construction paper, scissors and glue, the group will construct a quilt square symbolizing their review topic.
- The group will need to make a key that explains what each part of their quilt square symbolizes and why they chose that symbol.
- Each group will present their quilt square to the class and discuss the symbolism.
- The class will assemble the squares into a “quilt” for display on their classroom wall.
Assessment:
- Students will share their stories in small groups, then with the class.
- Students will be evaluated in part on how well they understand their subject-related topic (i.e. branches of government)
- Students will receive credit for their translation of the topic to symbols and for their creation of a symbol “key.”
- Students will be further evaluated on how well they convey the rationale to support their chosen symbolism both in writing and oral explanation.
North Carolina Curriculum Alignment
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This lesson can be used to review any of the Civics and Economics or U.S. History competency goals.
Bibliography:
- Johnson, Geraldine N. “Plain and Fancy: The Socioeconomics of Blue Ridge Quilts.” Appalachian Journal 10, no. 1 (Autumn 1982): 12-35.
- Library of Congress, American Memory Project: Quilts and Quiltmaking in America. http://memory.loc.gov/ammem/qlthtml/qlthome.html
- Roberson, Ruth Haislip, ed. North Carolina Quilts. Chapel Hill: University of North Carolina Press, 1988.
- The Underground Railroad “Quilt Code” https://modernsunbonnetsuemusings.wordpress.com/tag/uggr/
-Submitted by Denise Davis, History Department, Franklin High School, Franklin, North Carolina
