Keywords: quilts, American history, Underground Railroad, slavery, historical inquiry, Harriet Tubman

Time Required:  Three 30-minute segments or incorporated as mini-lessons into a larger unit of study with parts completed during specials rotation.

Learning Statement:  Elementary students are fascinated by, and eager to learn about, everyday life in various periods of American history ranging from Colonial America to Modern Day.  Quilts are a common element spanning the decades to which students can relate, regardless of their individual backgrounds.  Picture books are an excellent means to incorporate quality literature into the social studies curriculum.  An added bonus is picture books can serve as a catalyst for cross-curricular and collaborative projects, which can be tailored to student abilities and resources available.  In this lesson plan, students will be asked to research quilts in a specific time period and produce a Response to Literature (design quilt block of their own and write a short narrative in response to a prompt), which students will present orally to their peers. 

Connecting to the Quilt Index:
In this lesson, students will use images from the Quilt Index to compare and contrast actual quilts with images presented in the story.  Younger students (K-2) will learn simple search strategies, practice navigating an online database, and gather information needed to produce the final project. Intermediate students (grades 3-5) will learn more advanced search strategies and hone their note-taking skills by searching for specific information in an electronic database.

Georgia Performance Standards met:
SS1H1(a) The student will read about and describe the life of historical figures in American history [Harriet Tubman].
SS1H1(b) The student will describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation).
ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature.
ELA1W1.k The student begins to use a variety of resources (picture dictionaries, the Internet, books) and strategies to gather information to write about a topic.
 
Grade Level: K-5
 
Geographic Region: United States / U.S. South
 
Content Areas: English / Language Arts / Literature, African American, 19th Century
 
Materials:
Students will need access to a computer with an internet connection (classroom, Media Center or computer lab) to gather information.  Students will need craft supplies (drawing paper, construction paper, crayons, markers, coloring pencils, fabric, glue and scissors).  Teachers will need the appropriate picture book.  An interactive whiteboard, laptop and projector may be helpful when modeling the Quilt Index for students. 

Prerequisites for learning: 
Students should have good listening skills.  It would also be helpful if the time period featured in the story (e.g., Colonial America, Underground Railroad, Civil War, Immigration to U.S.) has already been introduced before sharing the story with the class.

Process:
Decide if this will be a collaborative (incorporating the media specialist, art teacher or computer lab instructor) or a classroom only project.  If collaborative, assign teachers roles for the project. Determine how the finished Response to Literature will be utilized.  (See Follow-up activities.)

For this example, the literary selection for primary grades is Sweet Clara and the Freedom Quilt, which is being incorporated into a social studies unit on Harriet Tubman. Students will choose and research a favorite quilt block from those typically associated with Underground Railroad quilts.  The Response to Literature will consist of a student-created quilt block along with a short narrative explaining why this picture clue would have helped slaves find their way north.
1. Share the reading selection with the class, reviewing story elements (plot, setting and characters) as the story progresses.  Discuss quilt blocks and quilt styles featured in the story. (Premade quilt blocks in Civil War reproduction fabrics on a flannel board make a good visual.)  Be sure to follow any “shared reading” format prescribed by the school district (interesting words, graphic organizers). Check orally for student understanding of the time period involved in the story (Underground Railroad). [Role:  Classroom Teacher or Media Specialist]

2. During centers (K-2), small groups of students will go to the Media Center to view preselected images of specific quilt blocks [Bear Paw 12-8-5034; Churn Dash/Monkey Wrench 6-3-1613, 20-16-1326; Flying Geese 20-16-884; and Wagon Wheel 20-16-1453, 20-16-1453] and perform guided searches under the direction of the Media Specialist.  Students will gather information necessary to design their own quilt blocks. (Choose favorite block design, make note of colors and shapes, etc.).   As an alternative for grades 3-5, students may work in pairs in the computer lab.  The Media Specialist or Computer Lab Instructor will introduce the Quilt Index and model searches using the advanced search option.  Students will learn how to apply limiters to their search criteria and be asked to locate specific information from pre-selected records.  Students will also be asked to locate, view and gather information on quilts from a specific time period (e.g., 1830-1870) to use to design a quilt block that they think their predecessors might have passed down to them or to design a sample “period” block using modern fabric that they would like to pass down to their own great-grandchildren. [Role: Media Specialist or Computer Lab Instructor]

3. Provide craft supplies during Art (specials rotation or class-time set aside for this purpose) to create the quilt block masterpieces, using traditional craft supplies or a computer software program, such as KidPix. [Role:  Art Teacher, Classroom Teacher, Computer Lab Instructor or Media Specialist]

4. Draft, edit and publish the accompanying narrative.  Finished product may either be handwritten or typed. [Role: Classroom Teacher and others if available]

 
Post-Lesson Activities for Students to Complete at Home:
Although this unit is designed to be finished during class-time, the teacher may elect to have students complete their quilt blocks and Response to Literature (narrative) at home.
 
Follow-up activities:
If appropriate, the teacher may opt to use this project as a tie-in with the National PTA’s Reflections competition (visual arts) or feature the Responses to Literature at a school-wide parent night.
 
Links & Additional Resources: (websites, then books)
Websites:
Underground Railroad Quilt Guide by Really Good Stuff (background information, quilt patterns & their meanings, blackline masters for quilt blocks) http://www.singinwidasword.com/hidden_in_plain_view-teacher_guide.pdf
The Quilt Index
National PTA Reflections Program, http://www.georgiapta.org/resources-student-reflections.html

Books:
Hopkinson, Deborah. Sweet Clara and the Freedom Quilt.
Polacco, Patricia.  The Keeping Quilt.  (alternate title to incorporate into unit on Immigration to America, “about me” or families)
Trestain, Eileen Jahnke. Dating Fabrics – A Color Guide 1800-1960.
 
Word list of quilt-related terms:
Calico
Stitches
Block

By Teresa H. Kent, Library-Media Specialist and National Board Certified Teacher

Georgia Performance Standards met:
SS1H1(a) The student will read about and describe the life of historical figures in American history [Harriet Tubman].
SS1H1(b) The student will describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation).
ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature.
ELA1W1.k The student begins to use a variety of resources (picture dictionaries, the Internet, books) and strategies to gather information to write about a topic.
Subject: History