History and Tradition of Seminole

Patchwork and Clothing

DESCRIPTORS

Curriculum Areas: Culture, History and Social Studies

Recommended Levels: High School

Time Frame: 1 Semester (90 days) 30 minute lessons each day

Tribal Affiliation: Seminole Tribe

Geographic Location: Southeast

Developed by: Jessica Cohen, Leroy King, Renee Morales, Celesta Osceola, Lenora Roberts and Lee Zepeda

Email address for further questions: tribune@semtribe.com

Date lesson was developed: July 26, 2001

American Indian Standards:

American Indian Oratory

Standard 1.3: Presentational Communication

Standard 2.1: Practices of Culture

American Indian Community Service

Standard 5.1: School and Community

Social Studies

Standard 1: Culture

Standard 4: Individual Development and Identity

Standard 5: Individuals, Groups, and Institutions

INSTRUCTION

Goal: Students will learn about the various types of Seminole patchwork and clothing

Behavioral Objectives: Students will:

• Identify the meanings of various Seminole patchwork
• Interview patchwork makers
• Describe the techniques in making patchwork
• Create a piece of Seminole clothing

Prior Knowledge Needed:

• Understanding of Seminole patchwork and what it means
• Using a digital camera and taking photos of patchwork
• Using a sewing machine to make patchwork
• Interviewing skills
• Using digital camera/video

Materials and Resources Needed:

• Sample patchwork clothing
• Scissors
• Measuring tape
• Sewing machines
• Rick rack
• Table
• Thread
• Digital video
• Disk
• Camera
• Photo printer
• Culture teacher
• Fabric
• Interview sheet (attached)
• Various websites:

http://www.i5ive.com/article.cfm/fiber_arts/57760

http://www.abfla.com/1tocf/seminole/semart.html

http://www.seminoletribe.com/culture/clothing.shtml http://www.essay.studyarea.com/old_essay/Art/seminole_patchwork.htm

Culture Content and Strategies:

Understand the history and cultural use of Seminole clothing and patchwork in modern times

Lesson Summary and Performance Tasks:

The students will identify the use of Seminole patchwork and its importance to the tribe by visiting various websites (see materials/resources). Students will interview the patchwork makers on the meanings of the patchwork and how they are made. They will also interview elders and historians of the tribe. Students will video the elders and historians during the interview (if permissible) using a video camera. The students will compose an essay describing the techniques in making patchwork designs. Students will use sample-clothing patterns to begin making their chosen garment. They will start with sewing the patchwork using a sewing machine. The body of the garment is then constructed with the patchwork designs. When completed, the students will take pictures, using the digital camera, of the completed clothing piece.

Assessment:

· Teacher-made test (for identification of meanings of Seminole patchwork)

· Evaluation of essay

· Teacher-made rubric for assessment of garment

EXTENSION

Technology Integration:

· Students could do a PowerPointÔ presentation for the essay they composed.

· QTVR of Seminole patchwork and put on school’s website

Enrichment/Remediation:

The culture teacher can work with the students to design a patchwork shirt, vest and jacket. Students can video and record each other’s finished products.

Teacher Reflections

To be added by user

Interview Sheet

Interviewee: _________________________________

Interviewer: _________________________________

1. Is patchwork important to Seminoles? Why?

2. Can clans be used in patchwork designs?

3. When is Seminole clothing worn?

4. Do young people still wear Seminole clothing?

5. Will the making of Seminole patchwork go extinct (in your opinion)?

6. How is the design of the clothing, such as the length, beneficial to the person wearing

the clothes?