Appareal and Textile Production I

Apparel and Textile Production I
FAMILY AND CONSUMER SCIENCES EDUCATION | Career and Technical Education
FA31
PUBLIC SCHOOLS OF NORTH CAROLINA

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1. Developed CTE Blueprint
2. Developed CTE Blueprint Primer
3. Important Policies
4. Acknowledgements
5. Assessment and Equipment
Each Blueprint contains the:

1. Official course number and title
2. Program area
3. Course description
4. Hours of instruction
5. Recommended maximum enrollment
6. Prerequisite courses
7. Career cluster alignment with completers noted where applicable
8. Essential standard and indicator numbers
9. Essential standard and indicator statements
10. Relative course weights for each essential standard and indicator statements
11. RBT Designation for each essential standard and indicator
12. Column for Local Use
13. Integrated Skill Areas
14. Contact information
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Career Cluster Two-‐letter Abbreviations:

1. Agriculture, Food, & Natural Resources AG
2. Architecture & Construction AC
3. Arts, A/V Technology, & Communications AR
4. Business Management & Administration BM
5. Education & Training ED
6. Finance FN
7. Government & Public Administration GV
8. Health Science HL
9. Hospitality & Tourism HT
10. Human Services HU
11. Information Technology IT
12. Law, Public Safety, Corrections & Security LW
13. Manufacturing MN
14. Marketing MK
15. Science, Technology, Engineering, & Mathematics ST
16. Transportation, Distribution & Logistics TD
North Carolina Career and Technical Education
Developed CTE Course Blueprint
Family and Consumer Sciences Education
FA31 Apparel and Textile Production I
Summer 2015
Course Description:In this course students are introduced to the Apparel and Textile industry in the areas of design, textiles
Hours of Instruction: 135-‐180
and apparel engineering. Emphasis is placed on students applying these design and engineering skills to create and
produce apparel products. Art, literacy, mathematics, and science are reinforced. Work-‐based learning strategies Recommended Maximum Enrollment: 20
appropriate for this course include service learning and job shadowing. Apprenticeship and Cooperative education are not
available for this course. Family, Career and Community Leaders of America (FCCLA) competitive events, community
Prerequisite: None
service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills
through authentic experiences. Foundational: AR, MN
Career
Enhancement:
Cluster(s):
Completer:
Aligned Credential or Certification:
Work-‐Based Workbased Learning: Service Learning and Job
Learning Shadowing
ES # Unit Titles/Essential Standards and Objective Statements Course RBT Integrated Skill
Local Use
Obj # (The Learner will be able to:) Weight Designation Areas
Total Course Weight 100%
1.00 Understand the apparel industry and design 27% B2 A/E/CD/CS/SC/SS
1.01 Remember the apparel industry 12% A1 A/E/SS
1.02 Understand apparel design 15% B2 A/CD/CS/SC
2.00 Understand textiles 20% B2 A/CD/CS/SC

2.01 Understand fibers, fabrics, and finishes 15% B2 A/CD/CS/SC
2.02 Understand care of textile products 5% B2 A/CD/CS/CS
3.00 Understand apparel engineering 53% B2 A/E/CD/CS/SC

3.01 Understand body measurements, sizing and patterns 18% B2 A/CD/CS
3.02 Understand tools and equipment 10% B2 A/CD/CS/SC
3.03 Understand engineering and construction 25% B2 A/E/CD/CS/SC
Contact FACSEducation@dpi.nc.gov for more information
Career and Technical Student Organizations (CTSO) are an integral part of this curriculum. CTSOs are strategies used to teach course content, develop leadership, citizenship, responsibility, and proficiencies
related to workplace needs.
Career and Technical Education conducts all activities and procedures without regard to race, color, creed, national origin, gender, or disability. The responsibility to adhere to safety standards and best
professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document.
This blueprint has been reviewed by business and industry representatives for technical content and appropriateness for the industry.
Developed CTE Course Blueprint
A course blueprint lays out the framework of the curriculum for a given course.
The blueprint includes units of instrucaon, essenaal standards in each unit, and the specific objecaves for each essenaal standard. The blueprint illustrates the relaave weight of the units, essenaal standards, and
objecaves within the course. Each essenaal standard and objecave reflects the intended level of learning through two dimensions that reflect the Revised Bloom’s Taxonomy (RBT). The Knowledge Dimension is
represented with leders A-‐D, and the Cogniave Process Dimension is represented by numbers 1-‐6.
The blueprint should be used by teachers to plan the course of work for the year, prepare daily lesson plans, and construct instrucaonally valid interim assessments. Statewide assessments are aligned directly with the
course blueprint. This blueprint and other aligned curriculum products and assessments are developed using the Revised Bloom’s Taxonomy. Reference: Anderson, Lorin W. (Ed.), Krathwohl, David R. (Ed.), et al., A
Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educaaonal Objecaves, Addison Wesley Longman, Inc., New York, 2001.
Column Heading Column information

ES#
ES=Essential standard number (two digits); Obj.=Objective number (unique course identifier plus essential standard number and two-‐digit objective number).
Obj.#
Statements of unit titles, essential standards per unit, and specific objectives per essential standard. Each essential standard statement or specific objective begins with an action verb and makes a
Essential Standard and
complete sentence when combined with the stem “ The learner will be able to. . .” (The stem appears once in Column 2.) Outcome behavior in each essential standard/objective statement is
Objective Statements
denoted by the verb plus its object.
Local Use Space for use by Local Education Agencies.
Course Weight Shows the relative importance of each objective, essential standard, and unit. Course weight is used to help determine the percentage of total class time that is spent on each objective.
Classification of outcome behavior in essential standards and objective statements in Dimensions according to the Revised Bloom’s Taxonomy. (Cognitive Process Dimension: 1 Remember,
RBT Designation
2 Understand, 3 Apply, 4 Analyze, 5 Evaluate, 6 Create) (Knowledge Dimension: A Factual Knowledge, B Conceptual Knowledge, C Procedural Knowledge).
Shows links to other academic areas. Integrated skills codes: A=Arts; E=English Language Arts; CD=Career Development; CS=Information/Computer Skills; H=Healthful Living; M=Math; SC=Science;
Integrated Skill Area
SS=Social Studies.
Disclaimer Statement
Contributions of many individuals and from many written resources have collectively made this curriculum guide possible. The major authors, however, do not
claim or guarantee that its contents will eliminate acts of malpractice or negligence. The responsibility to adhere to safety standards and best professional
practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document.
This guide was developed with federal CARL D. PERKINS Career and Technical Education ACT of 2006 funds.
All materials in this guide may be reproduced for educational purposes only.
Internet Policy
Career and Technical Education curricula and 21st Century Skills require students to use many technologies, including the Internet. Each school should have an
Internet use policy, and all students should sign the school Internet policy prior to beginning any class that uses such technologies. Students who violate the
school’s Internet policy must be held accountable for his/her actions and face appropriate consequences deemed necessary by the school in accordance with
the school’s policies. Teachers must use extreme caution when assigning Internet activities to students. Teachers must preview sites, which can change daily,
prior to ANY activity. If the teacher determines a website used in an activity is inappropriate, or students are not mature enough to behave properly and
according to the school’s Internet policy, the teacher should make alternate arrangements for completing the activity.
Course Guide and Assessment Item Policy

Classroom test item banks and course guides developed under the leadership of the North Carolina Department of Public Instruction are owned by the NCDPI. Classroom test
item banks and course guides are provided for the use of North Carolina public school teachers and agencies. It is a violation of this policy for anyone to post or use any
classroom test item banks, individual test items, or course guides on the Internet unless they are in an area that is password protected. The password must be unique so that it
cannot be easily guessed by unauthorized users. Teachers who post classroom test item banks, individual test items, or course guides for classroom use can share the
password only with students within their classrooms and with other North Carolina school systems’ teachers in Career and Technical Education.
Acknowledgements and Special Thanks
Special thanks to the following educators who developed this blueprint:
Beth Bell Ph.D Heritage High School
Kimberly Clark South Caldwell High School
Lisa Harrington Lee County High School
Dawn Harrison Apex High School
Malena Robinson Mountain Heritage High School
Kim Smith Harnett Central High School
Traci Steele West Rowan High School
Susan P. Way East Carteret High School
Anna Blancett Editor
Special thanks to the following business and industry representatives

who assisted in the development of this blueprint:
April Bush Fashion Summit
Gigi Kormous Edwards Designer
Dr. Diane Ellis Fashion Merchandising and Design, Meredith College
Dr. Mike Fralix President and CEO, TC2
Dr. Cynthia Istook College of Textiles, NC State University
Mike Restaino Vice President of Sourcing, Design and Operations, Belk
Holly Woodruff Merchandise Manager, VF Corporation
Project Director
Sherry P. Williams Consultant, Family and Consumer Sciences Education
State Staff for Family and Consumer Sciences Education

Reno Palombit Consultant, Family and Consumer Sciences Education
Sherry P. Williams Consultant, Family and Consumer Sciences Education
Janet Johnson State Advisor, Family, Career and Community Leaders of America
Trey Michael, PMP Special Assistant for Curriculum Development, CTE
Carol Short Secton Chief for Curriculum, CTE
JoAnne Honeycutt Director, CTE
Post-‐Assessment Specifications
The post-‐assessment will be a 100-‐item multiple choice test administered through the NC Instructional Management System.
The course is designed using the Revised Bloom’s Taxonomy (RBT). Subsequently, the post-‐assessment is aligned directly to the objective and specific content unpacked for each
objective. It is directly aligned to the RBT level of the objective and the reflective manner in which the content is organized. For example, if content is unpacked as facts, then test
items will assess factual information. If a procedure is unpacked, then test items will assess steps in the procedure.
Equipment List and DPI Facilities Guidelines

The CTE Equipment List document may be found here: http://www.ctpnc.org/cte/equipment/
The DPI facilities guidelines may be found here: http://www.schoolclearinghouse.org
1.01

COURSE FA31 – Apparel and Textile Production I

ESSENTIAL Understand the apparel industry and
1.00 B2 27%
STANDARD design.
OBJECTIVE 1.01 A1 12% Remember the apparel industry.
1. What were the influences that affected the fashion industry during
the Industrial Revolution?
2. What inventions were significant for the apparel industry during the
ESSENTIAL 19th century?
QUESTIONS 3. Which fashion designers were most influential during the 19th and
20th centuries?
4. How has the internet and fast fashion affected the fashion
industry?
UNPACKED CONTENT
A. Industrial Revolution
1. Flying shuttle
2. Spinning Jenny
3. Cotton Gin
4. Spinning Mule
5. Elias Howe
B. 19th Century
1. Sewing Machine
2. Paper Pattern
3. Ready-to-wear
4. Ebenezer Butterick
5. Charles Worth
6. Levi Strauss
C. 20th C entury
1. Standardized sizes
2. WWI & WWII
3. Christian Dior
4. Coco Chanel
D. 21st Century
1. Internet
2. Fast Fashion
Apparel and Textile Production I Summer 2015 1

INSTRUCTIONAL ACTIVITIES
1.00 Understand the fashion industry and design
1.01 Remember the apparel industry
Portfolio Option: Throughout this curriculum we offer a portfolio option. Look for this ╬
icon throughout the curriculum. This is an opportunity for your students to collect their
work throughout the class. This website offers a digital component.
Key Terms
Flying Shuttle Cotton Gin Spinning Mule
Spinning Jenny Elias Howe
1.  Introductory activity for Apparel I: What is the presence of the Apparel/Textile
Industry in North Carolina? The teacher will ask: What comes to mind when
you hear the expression Apparel/Textile Industry? Do we have Apparel/Textile
Industries in our town, county, state? The students will watch this video about
the history of the Apparel/Textile Industry in North Carolina.
 Facilitate a discussion with students on the role that Fashion has played in
history.
 Students will select an influential person, machine, or equipment from the
Industrial Revolution to the 21st century. Distribute the Fashion History
Project Rubric handout
 Students will research their topic and write a 2 to 4 research paper.
 Teacher is to create a blank time line on a large roll of paper.
 Students are to search for pictures and interesting facts on their topics, along
with the time period.
 Using www.vocaroo.com Students will record their interesting information and
create a QR code to add to the time line.
 In the appropriate location, students will add their pictures and QR code to the
time line.
Instructional Resources
Roll of Paper with time line
Computer
Fashion History Project Rubric Handout
Still Standing YouTube Video
www.vovaroo.com
Common Core Connection

 Teacher partner with the US History or World History class and have them
divide the timeline. Have the history class do research and put their
information and QR on the top of the timeline and Apparel Textile and Design
class put their pictures and QR codes on the bottom half.
 Invite the school to view the timeline.

Literacy Strategy:
A Research Paper is a tool that helps students think about the content, reflect on their knowledge of the
content, and share their knowledge with their teacher.
share their thoughts with the teacher.

2.  Distribute Industrial Revolution PowerPoint Notes Handout
 Show Industrial Revolution PowerPoint
 Students will complete the Industrial Revolution Notes Handout
Industrial Revolution PowerPoint
Industrial Revolution Notes Handout
3.  Students will view the Flocabulary: http://youtu.be/eutUTVpdWDc

Ask the students to write down as many inventions or changes they notice in
the rap video.
 When the video is over have students share the inventions they saw. Were
there any that are important to the fashion industry? What were they? Why do
you think they were important?
 Break the students up into four groups. Assign each group an invention: flying
shuttle, spinning jenny, cotton gin, and spinning mule. Pass out the Debate
Handout found in the instruction resources. In the general topic section, have
them put: Which Industrial Revolution invention changed fashion the most?
 Students are to do research on their invention and come up with arguments to
support their invention’s influence. List arguments on the debate handout.
 Have each group present their arguments. Students should take notes. After
the arguments, give the groups time to write down explanations as to why their
invention was more influential than other groups. Students can discuss
rebuttals as a class.
 Have the class vote on which invention they feel was the most influential to
fashion during the Industrial Revolution.
Instructional Resources:
Flocabulary video
Handout
Computer

1.01 Remember the apparel industry.

B. 19th Century
Key Terms
Sewing Machine Ebenezer Butterick
Paper Pattern Charles Worth
Ready-to-wear Levi Strauss
1.  Facilitate a discussion about the historical influences of Levi Strauss.
Discuss the changes that jeans may have taken during his lifetime. What
changes have they made from 1902 to now?
 Show the Levi Strauss Prezi:
http://prezi.com/tdduyz3djmbd/levi-strauss/?kw=view-tdduyz3djmbd&rc=ref-
14257747
Students will complete the Levi Strauss Notes Handout found in the
Instruction Resources folder.
 Assign students to groups and ask each group to design a new style of jeans
that they think would be popular today. Discuss their design and any
interesting features.
Levi Strauss Prezi
Levi Strauss Notes Handout
2.  Distribute 19th Century Powerpoint Notes Handout
 Show 19th Century Powerpoint
 Have students fill in the notes Handout
19th Century PowerPoint
19th Century Notes Handout
Literacy Strategy:
A Reading or Listening Handout is a tool that prompts students to look for specific details in a reading
passage or demonstration. The Guide helps students recognize information that is of primary importance.
Because students must complete the information required by the handout, it helps to keep students alert
and attentive and increases their reading comprehension and listening skills.


C. 20th Century
Key Terms
Standardized Sizes Christian Dior
World War I Coco Chanel
World War II
1.  Have students research on World War I, World War II, and War rationing.
 Students are to create a PowerPoint or Prezi explaining how World War I,
World War II, and rationing affected the fashion industry. Include pictures
and videos in the presentation.
Computers
2.  Have students watch either the Coco Chanel movie or this short biography
http://www.biography.com/people/coco-chanel-9244165/videos
 Distribute the Coco Chanel Rubric handout (print out landscape)
 Have students write a 1-2 page research paper on the life of Coco Chanel.
Coco Chanel Movie or website
Coco Chanel Rubric Handout
3.  Distribute 20th Century PowerPoint Notes Handout
 Show 20th Century PowerPoint
20th Century PowerPoint
20th Century Notes Handout


D. 21st Century
Key Terms
Internet
Fast Fashion
1.  Distribute 21st Century Powerpoint Notes Handout
 Show 21st Century Powerpoint
21st Century PowerPoint
21st Century Notes Handout
2. Portfolio Option
╬  Facilitate discussion on the Fashion Cycle.
 Distribute the Fashion from the Past Rubric Handout.
 Divide students into groups of two or three. Students are to create a
polyvore (www.polyvore.com) collection set. Have them create looks that
are popular today that reflect styles from the past. Students are to identify
the style and how it is linked to the past.
 Have students write a paragraph describing each look, how it is linked to the
past, and which century the design is inspired from.
 Groups are to present the fashion form the past creations.
Note to teacher: Students can be assigned decades or have them do 5 or 6

different decades
Computer
Fashion from the Past Rubric Handout
3.  Divide students into 6 groups.

 Assign groups an influential person from 1.01. (Ebenezer Butterick, Charles
Worth, Levi Strauss, Coco Chanel, Christian Dior, and Patent wars between
Elias Howe/Issac Singer.
 Distribute Blast from the Past Rubric handout
 Students will create a video introducing themselves. They will tell about who
they are and why they are so important to fashion. The patent war group
can create a video debate.
Blast from the Past Rubric Handout
Computer
Recording equipment

D. 21st Century
4. Industry Connection
 Have students watch the video on PBS about Fashion and Politics;
http://video.pbs.org/video/2241082339/
 After the video, have students create an account or log onto Polyvore;
http://www.polyvore.com/ and design an appropriate outfit for a presidential
candidate, male or female.
 Have the students present their outfit set to the class.
╬ Portfolio option: Have students print off their outfit set from Polyvore and write a
description of the outfit and why it would be appropriate for a presidential candidate.
Computer
5. Review
 Distribute the Crossword Puzzle handout.
 Have students complete the Crossword Puzzle handout review.
 There is a key provided titled, Crossword Puzzle Key
Crossword Puzzle Handout
Crossword Puzzle Key

1.01 -19th Century Notes Activity
Sewing Machine- Before the invention of the sewing machine people had to create
garments by hand.
In 1846, the first American patent was issued to______________for "a process that
used thread from two different sources."
Elias Howe's machine had a needle with an eye at the point. The needle was pushed
through the cloth and created a loop on the other side; a shuttle on a track then slipped
the second thread through the loop, creating what is called the_____________.
Sewing machines did not go into mass production until the _____________, when
___________________ built the first commercially successful machine.
Singer built the first sewing machine where the needle moved _______________ rather
than the side-to-side and the needle was powered by a foot treadle.
Previous machines were all hand-cranked. However, Isaac Singer's machine used the
same lockstitch that Howe had patented.
Elias Howe sued Isaac Singer for __________________________ and won in 1854
___________________- changed the face of home sewing forever by creating the first
graded (different sizes) _____________________. The company he founded continues
to lead the way in make-it-yourself fashions 150 years later.
In the beginning, he only offered _________________________ patterns.
In ________________ they began offering women’s' dress patterns.
______________________- A pattern in sewing and fashion design is the paper or

cardboard template from which the parts of a garment are _______________ onto
fabric before cutting out and assembling
Before Paper Patterns, people who sewed would lay out their fabrics and then
____________________ the fabric cuts they wanted to make.
Ellen Butterick, wife of Ebenezer, remarked to her husband how handy it would be if she
had some sort of pattern to guide her in making her fabric cuts, a pattern that was the
correct size for her son. Thus paper patterns were born.
Apparel and Textile Production I Summer 2015

1.01-19th Century Notes Activity
____________________- a fashion designer who is widely considered

____________________________________________
He is credited as the first designer to put ______________________ onto the clothing

he manufactured.
Worth's designs are notable for his use of lavish fabrics and trimmings, his incorporation
of elements of historic dress, and his attention to fit
____________________________; is the term for factory-made clothing, sold in

finished condition, and in standardized sizes.
Also called ______________________________.
_______________________________ were the first ready-to-wear garments to be

mass-produced during the War of 1812.
High-quality ready-to-wear garments for men became generally available soon

thereafter.
____________________________-the inventor of the quintessential American

garment, the blue jean.
In 1872 _________________________________, a Reno Nevada tailor writes to Levi

Strauss, telling him about the process he invented to rivet the pocket corners on men’s
pants to make them stronger. He suggests the two men take out a patent on the
process together and Levi agrees.
In ______________Levi Strauss & Jacob Davis are granted a patent on the process of
riveting pants by the U.S. Patent and Trademark Office on May 20. It is patent number
139,121 and this is the invention of the blue jean.
Originally called _______________________________________.

Answer Key
Sewing Machine- Before the invention of the sewing machine people had to create
garments by hand.
In 1846, the first American patent was issued to Elias Howe for "a process that used
thread from two different sources."
Elias Howe's machine had a needle with an eye at the point. The needle was pushed
through the cloth and created a loop on the other side; a shuttle on a track then slipped
the second thread through the loop, creating what is called the lockstitch.
Sewing machines did not go into mass production until the 1850's, when Isaac Singer
built the first commercially successful machine.
Singer built the first sewing machine where the needle moved up and down rather than
the side-to-side and the needle was powered by a foot treadle.
Previous machines were all hand-cranked. However, Isaac Singer's machine used the
same lockstitch that Howe had patented.
Elias Howe sued Isaac Singer for patent infringement and won in 1854
Ebenezer Butterick- changed the face of home sewing forever by creating the first
graded (different sizes) sewing pattern. The company he founded continues to lead the
way in make-it-yourself fashions 150 years later.
In the beginning, he only offered men's and boys' patterns.
In 1866 they began offering women’s' dress patterns.
Paper Pattern - A pattern in sewing and fashion design is the paper or cardboard
template from which the parts of a garment are traced onto fabric before cutting out and
assembling.
Before Paper Patterns, people who sewed would lay out their fabrics and then hand
draw the fabric cuts they wanted to make.
Ellen Butterick, wife of Ebenezer, remarked to her husband how handy it would be if she
had some sort of pattern to guide her in making her fabric cuts, a pattern that was the
correct size for her son.
Thus paper patterns were born.

Answer Key
Charles Worth- a fashion designer who is widely considered Father of Haute Couture
He is credited as the first designer to put labels onto the clothing he manufactured.
Worth's designs are notable for his use of lavish fabrics and trimmings, his incorporation
of elements of historic dress, and his attention to fit
Ready-to-Wear; is the term for factory-made clothing, sold in finished condition, and in
standardized sizes.
Also called prêt-à-porter.
Military uniforms were the first ready-to-wear garments to be mass-produced during the
War of 1812.
High-quality ready-to-wear garments for men became generally available soon

thereafter.
Levi Strauss-the inventor of the quintessential American garment, the blue jean.
In 1872 Jacob Davis, a Reno Nevada tailor writes to Levi Strauss, telling him about the
process he invented to rivet the pocket corners on men’s pants to make them stronger.
He suggests the two men take out a patent on the process together and Levi agrees.
In 1873 Levi Strauss & Jacob Davis are granted a patent on the process of riveting
pants by the U.S. Patent and Trademark Office on May 20. It is patent number 139,121
and this is the invention of the blue jean.
Originally called waist overalls.

19th Century
Apparel & Textile Production I - Summer 2014 1
Key Terms
Sewing Machine- Before the invention of the sewing machine

people had to create garments by hand.
● In 1846, the first American patent was issued to Elias Howe for "a
process that used thread from two different sources."
● Elias Howe's machine had a needle with an eye at the point. The
needle was pushed through the cloth and created a loop on the other
side; a shuttle on a track then slipped the second thread through the
loop, creating what is called the lockstitch.
Apparel & Textile Production I - Summer 2

2014
Key Terms Continued

• Sewing machines did not go into mass production until the
1850's, when Isaac Singer built the first commercially
successful machine.
• Singer built the first sewing machine where the needle moved
up and down rather than the side‐to‐side and the needle was
powered by a foot treadle.
• Previous machines were all hand‐cranked. However, Isaac
Singer's machine used the same lockstitch that Howe had
patented.
• Elias Howe sued Isaac Singer for patent infringement and won
in 1854.
2014
1
Sewing Machine Videos
● Video 1
● Video 2

2014
Ebenezer Butterick- changed the

face of home sewing forever by
creating the first graded
(different sizes) sewing pattern.
The company he founded
continues to lead the way in
make-it-yourself fashions 150
years later.
● In the beginning, he only offered
men's' and boys' patterns.
● In 1866 they began offering
women's' dress patterns.

2014
● Paper Pattern- A pattern in sewing and fashion

design is the paper or cardboard template from
which the parts of a garment are traced onto
fabric before cutting out and assembling
● Before Paper Patterns, people who sewed
would lay out their fabrics and then hand draw
the fabric cuts they wanted to made.
● Ellen Butterick, wife of Ebenezer, remarked to
her husband how handy it would be if she had
some sort of pattern to guide her in making her
fabric cuts, a pattern that was the correct size for
her son. Thus paper patterns were born.

2014
2
● Charles Worth- a fashion designer who is widely
considered the Father of Haute Couture.
● He is credited as the first designer to put labels
onto the clothing he manufactured.
● Worth's designs are notable for his use of lavish
fabrics and trimmings, his incorporation of
elements of historic dress, and his attention to fit.

2014
● Ready-to-Wear; is the term for factory-made

clothing, sold in finished condition, and in
standardized sizes.
● Also called prêt-à-porter.
● Military uniforms were the first ready-to-wear
garments to be mass-produced during the War of
1812.
● High-quality ready-to-wear garments for men
became generally available soon thereafter.

2014
● Levi Strauss-the inventor of the quintessential

American garment, the blue jean.
● In 1872 Jacob Davis, a Reno Nevada tailor, writes
to Levi Strauss, telling him about the process he
invented to rivet the pocket corners on men’s
pants to make them stronger. He suggests the two
men take out a patent on the process together and
Levi agrees.
● In 1873 Levi Strauss & Jacob Davis are granted a
patent on the process of riveting pants by the U.S.
Patent and Trademark Office on May 20. It is
patent number 139,121 and this is the invention of
the blue jean.
● Originally called waist overalls
2014
3
Levi Srauss Videos/Articles
● http://www.levistrauss.com/about/heritage
● http://us.levi.com/shop/index.jsp?categoryId=18816
896
● http://www.history.com/this-day-in-history/levi-
strauss-and-jacob-davis-receive-patent-for-blue-
jeans
● http://www.youtube.com/watch?v=JzJtv14Ieb4

2014
4

Apparel and Textile Design
20th Century Notes Activity
_______________________ In 1937, the U.S. Department of Agriculture prepared to

conduct a study of women's body measurements for the purpose of creating a sizing
system which the entire industry could follow. Before, there were no standardized sizes
and there were no guidelines for sizing patterns or clothing.
In the __________________ companies asked the National Bureau of Standards to do

research and provide a reliable industry sizing guide.
The resulting commercial standard was distributed by NBS to the industry for comment
in 1953, formally accepted by the industry in 1957, and published as
______________________ (CS)215-58 in 1958.
World War I _______________The wartime economy, the change in population

demographics, the expanding domestic economy (with more people working), and the
shift to women in the _____________all had a tremendous impact on fashion.
Before WWI, _________________was the main fashion house. People looked to

French designers to see what was in style.
The most lasting change happened to ______________________. Hems which had

risen from floor length to ankle length prior to the war, rose to mid calf length by 1916,
and have stayed that high, or higher, ever since.
World War II_______________________The government found it necessary to

________________ food, gas, and even clothing during that time.
Nylon and wool were both needed by the military and _______________________ was
banned in the USA after the attack on Pearl Harbor.
________________________ Emerged as a Fashion Leader.
Girdles were out as the __________________ was needed for the war effort.
__________________________became a staple of women who worked in factories

and soon gained widespread acceptance for casual wear
In February of 1947, Christian Dior introduced his _______________, a style that

shocked and outrages some and thrilled others.

__________________________ a French fashion designer whom is one of the most

important couturiers of the twentieth century.
In ___________________, he launched his first collection which featured the “New

Look”
The “New Look” consisted of rounded shoulders, a cinched waist, and a very fully skirt.
A very ______________________ look.
After years of military and civilian uniforms, restrictions, and shortages, Dior offered not
merely a new look but a new outlook.
________________________ A famous French Fashion
designer.
She is the only fashion designer to appear in

________________________________________________
Chanel was credited with liberating women from the constraints of the "corseted
silhouette" and popularizing the acceptance of a sportive, casual chic.
Chanel popularized the “____________________________”.
Chanel No. 5 is still one of the top grossing perfumes.

Answer Key
Standardized Sizes In 1937, the U.S. Department of Agriculture prepared to conduct a

study of women's body measurements for the purpose of creating a sizing system which
the entire industry could follow. Before, there were no standardized sizes and there
were no guidelines for sizing patterns or clothing.
In the mid 1940’s companies asked the National Bureau of Standards to do research
and provide a reliable industry sizing guide.
The resulting commercial standard was distributed by NBS to the industry for comment
in 1953, formally accepted by the industry in 1957, and published as Commercial
Standard(CS)215-58 in 1958.
World War I 1914-1918 The wartime economy, the change in population demographics,
the expanding domestic economy (with more people working), and the shift to women in
the workforce all had a tremendous impact on fashion.
Before WWI, France was the main fashion house. People looked to French designers
to see what was in style.
The most lasting change happened to women's hemlines. Hems which had risen from
floor length to ankle length prior to the war, rose to mid calf length by 1916, and have
stayed that high, or higher, ever since.
World War II 1939-1945 The government found it necessary to ration food, gas, and
even clothing during that time.
Nylon and wool were both needed by the military and Japanese silk was banned in the
USA after the attack on Pearl Harbor.
New York Emerged as a Fashion Leader.
Girdles were out as the rubber was needed for the war effort.
Pants became a staple of women who worked in factories and soon gained widespread
acceptance for casual wear
In February of 1947, Christian Dior introduced his New Look, a style that shocked and
outrages some and thrilled others.
Christian Dior a French fashion designer whom is one of the most important couturiers
of the twentieth century.

Answer Key
In 1947, he launched his first collection which featured the “New Look”
The “New Look” consisted of rounded shoulders, a cinched waist, and a very fully skirt.
A very feminine look.
After years of military and civilian uniforms, restrictions, and shortages, Dior offered not
merely a new look but a new outlook.
Coco Chanel- A famous French Fashion
designer.
She is the only fashion designer to appear in Time Magazine’s 100 Most Influential
People of the 20th Century
Chanel was credited with liberating women from the constraints of the "corseted
silhouette" and popularizing the acceptance of a sportive, casual chic.
Chanel popularized the “little black dress”.
Chanel No. 5 is still one of the top grossing perfumes.

20th Century
Key Terms
Standardized Sizes- In 1937, the U.S.
•
Department of Agriculture prepared to conduct

a study of women's body measurements for the
purpose of creating a sizing system which the
entire industry could follow. Before, there were
no standardized sizes and there were no
guidelines for sizing patterns or clothing.
In the mid 1940’s companies asked the

•
National Bureau of Standards to do research

and provide a reliable industry sizing guide.
•The resulting commercial standard was

distributed by NBS to the industry for comment
in 1953, formally accepted by the industry in
1957, and published asCommercial Standard
(CS)215-58 in 1958.
•World War I (1914-1918)-The wartime economy, the
change in population demographics, the expanding

domestic economy (with more people working), and the
shift to women in the workforce all had a tremendous
impact on fashion.
•Before WWI, France was the main fashion house.
People looked to French designers to see what was in

style.
•The most lasting change happened to women's
hemlines. Hems which had risen from floor length to

ankle length prior to the war, rose to mid calf length by
1916, and have stayed that high, or higher, ever since.
1
World War II(1939-1945)-The government found it necessary to
•
ration food, gas, and even clothing during that time.
• Nylon and wool were both needed by the military and Japanese
silk was banned in the USA after the attack on Pearl Harbor.
New York Emerged as a Fashion Leader.

•
Girdles were out as the rubber was needed for the war effort.
•
Pants became a staple of women who worked in factories and

•
soon gained widespread acceptance for casual wear
•In February of 1947, Christian Dior introduced his New Look, a
style that shocked and outrages some and thrilled others.
World War I and World War II
Videos
● http://www.youtube.com/watch?v=7D8sRGzeqag
● http://www.youtube.com/watch?v=Q7Bz5cWkGHA
● http://www.youtube.com/watch?v=1zMu9W4bxx4
● http://www.youtube.com/watch?v=pqa35zXH6Lo
● http://www.youtube.com/watch?v=qafnJ6mRbgk
• Christian Dior- a French fashion
designer whom is one of the most

important couturiers of the twentieth
century.
•In 1947, he launched his first collection
which featured the “New Look”

•The “New Look” consisted of rounded
shoulders, a cinched waist, and a very

fully skirt. A very feminine look.
•After years of military and civilian
uniforms, restrictions, and shortages,

Dior offered not merely a new look but
a new outlook.
2
•Coco Chanel- A famous French Fashion
designer.
•She is the only fashion designer to
appear in Time Magazine’s 100 Most Influential

People of the 20th Century
•Chanel was credited with liberating women from
the constraints of the "corseted silhouette" and

popularizing the acceptance of a sportive, casual
chic.
•Chanel popularized the “little black dress”.
•Chanel No. 5 is still one of the top grossing
perfumes.
Coco Chanel Videos/Articles
• http://inside.chanel.com/en/coco/video
http://www.biography.com/people/coco‐
•
chanel‐9244165
3

21st Century Notes Activity
_______________ is a contemporary term used by fashion retailers to express that

designs move from catwalk quickly in order to capture current fashion trends.
Fast fashion clothing collections are based on the most __________fashion trends
presented at Fashion Week in both the spring and the autumn of every year.
These trends are designed and manufactured __________________ to allow the

mainstream consumer to take advantage of current clothing styles at a lower price.
This philosophy of quick manufacturing at an affordable price is used in large retailers

such as __________________________________.
It particularly came to the fore during the vogue for "boho chic" in the
____________________.
_______________ is an electronic communications network that connects computer

networks and organizational computer facilities around the world.
The Internet has had a massive impact on fashion shopping, drastically changing not
only the way we _________ clothes but also the way in which we are ______________
them.
The internet has made fashion ____________________!

21st Century Notes Activity
Answer Key
Fast Fashion is a contemporary term used by fashion retailers to express that designs
move from catwalk quickly in order to capture current fashion trends.
Fast fashion clothing collections are based on the most recent fashion trends presented
at Fashion Week in both the spring and the autumn of every year.
These trends are designed and manufactured quickly and cheaply to allow the
mainstream consumer to take advantage of current clothing styles at a lower price.
This philosophy of quick manufacturing at an affordable price is used in large retailers

such as H&M, Zara, Peacocks, and Topshop.
It particularly came to the fore during the vogue for "boho chic" in the mid-2000s.
Internet is an electronic communications network that connects computer networks and

organizational computer facilities around the world.
The Internet has had a massive impact on fashion shopping, drastically changing not
only the way we buy clothes but also the way in which we are market them.
The internet has made fashion global!

6/18/2015
The 21st Century
Key Terms
• Fast Fashion-Fast fashion is a contemporary term
used by fashion retailers to express that designs move
from catwalk quickly in order to capture current fashion
trends. Fast fashion clothing collections are based on
the most recent fashion trends presented at Fashion
Week in both the spring and the autumn of every year.
These trends are designed and manufactured quickly
and cheaply to allow the mainstream consumer to take
advantage of current clothing styles at a lower price.
This philosophy of quick manufacturing at an
affordable price is used in large retailers such as H&M,
Zara, Peacocks, and Topshop. It particularly came to
the fore during the vogue for "boho chic" in the mid-
2000s.
1
6/18/2015
Fast Fashion videos
• http://www.youtube.com/watch?v=ZhkBfbwC
zxc
• http://www.nytimes.com/video/2013/05/08/
business/100000002214634/the‐price‐of‐fast‐
fashion‐.html
• http://www.youtube.com/watch?v=hpUm_U
Qgid0
Key Terms
• Internet- an electronic communications
network that connects computer networks
and organizational computer facilities
around the world. The Internet has had a
massive impact on fashion shopping,
drastically changing not only the way we
buy clothes but also the way in which we
are marketed them. The internet has
made fashion global!
2
6/18/2015
Internet videos and articles
• http://vimeo.com/57573215
• http://connect.icrossing.co.uk/ten‐ways‐
internet‐changed‐fashion_7301
3

Blast from
the CATEGORY 4 3 2 1 Past
Rubric
All historical Almost all historical Most of the historical Very little of the
Historical information appears information appears information is historical information
Accuracy to be accurate and in to be accurate and in accurate and in is accurate and/or in
chronological order. chronological order. chronological order. chronological order.
Point-of-view, Point-of-view, Point-of-view, Point-of-view,

arguments, and arguments, and arguments, and arguments, and
Role solutions proposed solutions proposed solutions proposed solutions proposed
are consistently in are often in are sometimes in are rarely in
character. character. character. character.
Can clearly explain
several ways in which Can clearly explain Can clearly explain Cannot explain one
the character “saw” several ways in which one way in which the way in which the
Knowledge
things differently than the character “saw” character “saw” character “saw”
Gained
other characters. Can things differently than things differently than things differently than
also clearly explain other characters. other characters. other characters.
why.
Includes more Includes all Includes most Includes less
Required
information than was information that was information that was information than was
Elements
required. required. required. required.
Uses several props
(could include
costume) that
Uses 1–2 props that Uses no props OR
Props/ accurately fit the Uses 1–2 props that
accurately fit the the selected props
Costume period, show make the
period and make the detract from the
(OPTIONAL) considerable presentation better.
presentation better. presentation.
work/creativity, and
make the
presentation better.

Coco Chanel Rubric
Ideas & Content Organization Voice Word Choice Sentence Fluency Conventions
Introduction is inviting.
Lively, interesting, &
Ideas & important details The writer shows a clear
memorable writing The reader feels the The writing flows. Writer
& paragraphs fit where understanding of
Points keeps the reader's author's emotions. Writer uses appropriate uses different
placed. Transitions used capitalization,
scored attention. Writing sounds real & descriptive vocabulary beginnings & lengths for
effectively between punctuation, spelling &
Ideas are supported by has personality sentences
ideas & paragraphs grammar
details
Ending is effective
•Writer knows topic •Carefully organized with

•Has creative sentences
4 points really well varied transitions •Writer's personality •Has FEW or NO errors
•Has a variety of strong of different kinds &
Exceeds • Early Life, Significant •Lead grabs reader's comes through in a in capitalization,
words lengths
the Events, Contributions, attention special way punctuation, spelling &
•Words create vivid •Sentences flow, making
standard Char. Traits & •Conclusion works well •Writer's voice is lively & grammar
pictures in reader's mind the writing enjoyable to
WOW!! Conclusion all included. •Details & paragraphs confident •Writing is easy to read
read
•Many interesting details are in right order
• Early Life, Significant

•Has some transitions •Sentences are different •Has FEW errors in
3 points Events, Contributions, •Writing has some
•Most parts of paper fit • Most of the time the lengths capitalization,
Meets the Char. Traits & strong words
together. writer's voice & •Sentences have varied punctuation, spelling &
standard Conclusion all included. •Some words create
•Most details & personality show up in beginnings grammar
You Did It! •Writer knows the topic pictures in the reader's
paragraphs are in right the writing. •Sentences fit together •Sounds correct when
•Most details fit & are mind
order well read aloud
interesting
•Missing ONE or more of

•Sentences are too short •Too many errors in
the following: Early Life,
or too long capitalization,
2 points Significant Events, •Sometimes the writer's •Too many dull, ordinary
•Few transitions used •Same beginnings used punctuation, spelling &
In Process Contributions, Char. voice comes through words
•Too many details are over and over grammar make the
Needs Traits & Conclusion •Writing does not draw •Some words just don't
out of order •Reader is confused & writing difficult to read
Work! •Writer doesn’t know the reader in fit
has to re-read for diting needed
enough about the topic
meaning
•Needs more details

1.01 Crossword Puzzle Activity

Across
1. A contemporary term used by fashion retailers to acknowledge that designs move
from catwalk to store in the fastest time to capture current trends in the market.
3. It allowed a single weaver to weave much wider fabrics, and it could be mechanized,
allowing for automatic machine looms. It was patented by John Kay
4. Made for the general market and sold through stores rather than made to order for an
individual customer; off the rack.
7. A machine with a mechanically driven needle for sewing or stitching cloth.
8. An American inventor and sewing machine pioneer.
10. A French fashion designer, best known as the founder of one of the world's top
fashion houses. The creator of The New Look.
11. A computer network consisting of a worldwide network. Played a huge role in
globalizing fashion.
12. A machine used to spin cotton and other fibers in the mills. Invented by Samuel
Crompton.
13. The Father of Haute couture.
14. A machine that quickly and easily separates cotton fibers from their seeds. Invented
by Eli Whitney
15. The paper or cardboard template from which the parts of a garment are traced onto
fabric before cutting out and assembling.
16. A machine for spinning with more than one spindle at a time, patented by James
Hargreaves in 1770.
Down
2. Originally developed from statistical data in the 1940s-1950s.
5. A French fashion designer. Made the little black dress popular.
6. Rounded the first company to manufacture blue jeans.
9. Invented the commercially produced graded home sewing pattern in 1863

Answer Key
Across
from catwalk to store in the fastest time to capture current trends in the market. Fast
Fashion
allowing for automatic machine looms. It was patented by John Kay Flying Shuttle
individual customer; off the rack. Ready to Wear
7. A machine with a mechanically driven needle for sewing or stitching cloth. Sewing
Machine
8. An American inventor and sewing machine pioneer. Elias Howe
fashion houses. The creator of The New Look. Christian Dior
globalizing fashion. Internet
Crompton. Spinning Mule
13. The Father of Haute couture. Charles Worth
by Eli Whitney Cotton Gin
fabric before cutting out and assembling. Paper Pattern
Hargreaves in 1770 Spinning Jenny
Down
2. Originally developed from statistical data in the 1940s-1950s. Standard Clothing
Sizes
5. A French fashion designer. Made the little black dress popular. Coco Chanel
6. Founded the first company to manufacture blue jeans. Levi Strauss
9. Invented the commercially produced graded home sewing pattern in 1863 Ebenezer
Butterick


Across
from catwalk to store in the fastest time to capture current trends in the market.
allowing for automatic machine looms. It was patented by John Kay
individual customer; off the rack.
7. A machine with a mechanically driven needle for sewing or stitching cloth.
8. An American inventor and sewing machine pioneer.
fashion houses. The creator of The New Look.
globalizing fashion.
Crompton.
13. The Father of Haute couture.
by Eli Whitney
fabric before cutting out and assembling.
Hargreaves in 1770
Down
2. Originally developed from statistical data in the 1940s-1950s.
5. A French fashion designer. Made the little black dress popular.
6. Rounded the first company to manufacture blue jeans.
9. Invented the commercially produced graded home sewing pattern in 1863

Name: ____________________________________________ Date: _____________
Debate Worksheet
General Topic:
Statement:
Your Team (circle one) Pro Con
Arguments that support your side: Facts or song lines that support each argument:
Arguments your opponents might make: Rebuttals to your opponent’s arguments:
➟
Apparel and Textile Production I Summer 2014 Page 11

Fashion from the Past Rubric
Fashion has always taken inspiration from the past decades. In designers hands the visual content of the past has been modified to fit in
the present moment. And our attention is drawn to these beautiful dresses, accessories and other object presented in the catwalks, stores
and magazines.
CATEGORY Fabulous - 10 Points Great - 7 points Better - 5 points Good - 3 points

Collaborative All group members Most group members Only a few group Not much group
Workers worked hard to assist participated and did a members worked participation.
one another. majority of the work. together to complete
project.
Oral All group members Most group members Few group members Did not present much
Presentation participated equally in spoke. Not much figiditing. spoke. Had a few information, spoke briefly.
verbally explaining your Most of class could hear improper speaking habits. Limited subject coverage.
project to the class. presentation. Most Poor to bad presentation
Spoke clearly and loud members with good posture habits.
enough for class to and eye contact.
hear. Great posture and
eye contact with class.
Prezi Display Very visually pleasing Nice board display. Found Have display board Late with display board.
display. Explains attire good pictures. Most of present. Shows some Some work completed.
completely. Very clear audience could see and work completed. Missing Little to no effort shown
for audience to see. understand display. some data and other towards display board.
information.
Written Description completed Description had few Some grammar and Several grammar and
Information on time. No grammar or grammar and spelling spelling mistakes. Fair spelling mistakes. Poor
spelling mistakes. mistakes. Good organization. organization. Description
Excellent organization. organization. not turned in complete.
Overall Overall Impact a crowd Very nice assignment. Few Showed half effort Very poor presentation.
Performance pleaser. Visually and errors, good group work, overall. Parts missing or Group did not work
verbally stimulating. understood and explained incorrect. Some members together. Project
Kept class entertained. topic well. absent or did not completed late. Showed
Group showed respect participate. little interest in assignment
for one another.

The Fashion History Project Rubric
Fabulous - Great - Better - Good -

CATEGORY
10 Points 7 points 5 points 3 points
Did not present
Not much
Spoke clearly much
figiditing. Most
and loud information,
of class could Had a few
enough for spoke briefly.
Oral hear improper
class to hear. Limited subject
Presentation presentation. speaking
Great posture coverage. Poor
Good posture habits.
and eye contact to bad
and eye
with class. presentation
contact.
habits.
Very visually Nice timeline Late with
Have timeline
pleasing display. Found timeline. Some
Shows some
display. good pictures. work
work
Timeline Explains history Most of completed.
completed.
Display completely. audience could Little to no
Missing some
Very clear for see and effort shown
data and other
audience to understand towards display
information.
see. display. board.
Paper
completed on Several
time. No Paper had few Some grammar grammar and
grammar or grammar and and spelling spelling
spelling spelling mistakes. Fair mistakes. Poor
Written mistakes. mistakes. Good organization. organization.
Information Excellent organization. Paper not put Paper not
organization. Almost all together turned in
Proper format Information completely or complete or
and entire found. properly. correctly put
paper done together.
completely.
Overall Impact
Very poor
a crowd Very nice
presentation.
pleaser. assignment. Showed half
Project
Overall Visually and Few errors effort overall.
completed late.
Performance verbally understood and Parts missing
Showed little
stimulating. explained topic or incorrect...
interest in
Kept class well.
assignment
entertained.


Industrial Revolution Notes Activity
1. _______________________ was one of the key developments in the

industrialization of weaving. It allowed a single weaver to weave much wider
fabrics, and it could be mechanized, allowing for automatic machine looms.
2. It was patented by _________________ (1704–c. 1779) in 1733.
3. ______________________is a machine used to spin cotton and other fibers in
the mills.
4. _______________________ invented the spinning mule or mule jenny in 1779.
5. The spinning mule spins textile fibers into yarn by an intermittent process.
6. ______________________________is a multi-spindle spinning frame
7. It was invented in 1764 by ________________________
8. The device reduced the amount of work needed to produce yarn, with a worker
able to work ___________________ or more spools at once.
9. This grew to ___________________ as technology advanced.
10. _____________________________a machine that automated the separation of
cottonseed from the short-staple cotton fiber.
11. _______________________ was the inventor of the cotton gin and a pioneer in
the mass production of cotton.
12. Prior to his invention, farming cotton required hundreds of man-hours to separate
the cottonseed from the raw cotton fibers.
13. _____________________________ was an American inventor and sewing
machine pioneer.
14. Contrary to popular belief, Howe was not the first to conceive of the idea of a
sewing machine. Many other people had formulated the idea of such a machine
before him, one as early as 1790.
15. Howe originated significant refinements to the design concepts of his
predecessors, and on September 10, 1846, he was awarded the first United
States patent (U.S. Patent 4,750) for a sewing machine using a lockstitch design.
16. His machine contained the three essential features common to most modern
machines:
__________________________________
__________________________________
___________________________________

Industrial Revolution Notes Activity
Answer Key
1. ___Flying Shuttle___ was one of the key developments in the industrialization of

weaving. It allowed a single weaver to weave much wider fabrics, and it could be
mechanized, allowing for automatic machine looms.
2. It was patented by _John Kay(1704–c. 1779) in 1733.
3. Spinning Mule is a machine used to spin cotton and other fibers in the mills.
4. Samuel Crompton invented the spinning mule or mule jenny in 1779.
5. The spinning mule spins textile fibers into yarn by an intermittent process.
6. Spinning Jenny is a multi-spindle spinning frame
7. It was invented in 1764 by James Hargreaves
8. The device reduced the amount of work needed to produce yarn, with a worker
able to work Eight or more spools at once.
9. This grew to 120 as technology advanced.
10. Cotton Gin a machine that automated the separation of cottonseed from the
short-staple cotton fiber.
11. Eli Whitney was the inventor of the cotton gin and a pioneer in the mass
production of cotton.
12. Prior to his invention, farming cotton required hundreds of man-hours to separate
the cottonseed from the raw cotton fibers.
13. Elias Howe was an American inventor and sewing machine pioneer.
14. Contrary to popular belief, Howe was not the first to conceive of the idea of a
sewing machine. Many other people had formulated the idea of such a machine
before him, one as early as 1790.
15. Howe originated significant refinements to the design concepts of his
States patent (U.S. Patent 4,750) for a sewing machine using a lockstitch design.
16. His machine contained the three essential features common to most modern
machines:
i. a needle with the eye at the point,
ii. a shuttle operating beneath the cloth to form the lock stitch
iii. an automatic feed

Industrial Revolution
Key Terms
•Flying Shuttle- was one of the key
developments in the industrialization of
weaving. It allowed a single weaver to
weave much wider fabrics, and it could be
mechanized, allowing for automatic
machine looms.
•It was patented by John Kay (1704–c.
1779) in 1733.
•Video of the flying shuttle:
www.youtube.com/watch?v=PCpYJ7iiS40
•Spinning Mule-is a
machine used to spin
cotton and other fibers
in the mills.
•Samuel Crompton
invented the spinning

mule or mule jenny in
1779.
•The spinning mule
spins textile fibers into

yarn by an intermittent
process.
1
•Spinning Jenny-is a multi-spindle spinning
frame
• It was invented in 1764 by James Hargreaves
•The device reduced the amount of work needed
to produce yarn, with a worker able to work eight

or more spools at once.
• This grew to 120 as technology advanced.
•Video of a spinning jenny:
http://history.howstuffworks.com/31667‐industrial‐
revelations‐spinning‐jenny‐video.htm
•Cotton Gin-a machine that automated the
separation of cottonseed from the short-staple

cotton fiber.
Eli Whitney was the inventor of the cotton gin
•
and a pioneer in the mass production of

cotton.
•Prior to his invention, farming cotton required
hundreds of man-hours to separate the

cottonseed from the raw cotton fibers.
•Videos about the cotton gin:
http://www.youtube.com/watch?v=0SMNYivhGsc
• Elias Howe- was an American inventor and sewing machine pioneer.
Contrary to popular belief, Howe was not the first to conceive of the idea of a
•
sewing machine. Many other people had formulated the idea of such a
machine before him, one as early as 1790.
Howe originated significant refinements to the design concepts of his

•
States patent (U.S. Patent 4,750) for a sewing machine using a lockstitch
design.
His machine contained the three essential features common to most modern
•
machines:
a needle with the eye at the point,
a shuttle operating beneath the cloth to form

the lock stitch
an automatic feed
2
Videos and Articles
● http://www.youtube.com/watch?v=hpwaVq
TFteo
3

Levi Strauss Activity
Directions: Use the Levi Strauss Prezi and have students follow the Prezi and fill in the
notes.
1. Levi Strauss lived from January 26, 1829 to September 26, 1902. Discuss the
changes that jeans may have taken during his lifetime. What changes have they
made from 1902 to now?
2. Have students get in groups and design a new kind of jeans that they think would
be popular today. Discuss their design and any interesting features.

1. In 1997 the oldest pair of blue jeans was sold for ___________________?
2. What is Levi’s birth name____________________________?
3. Levi moved from New York to _____________________________.
4. The blue jeans were originally called?
5. Jacob Davis added ______________________ to the blue jeans to help the
pants from tearing.
6. Jeans were born on when?
7. How much did the first jeans sell for?
8. The faded streaks on jeans are called what?
9. The zipper was added to Levis when?
10. Movie stars made jeans popular in the 19_________________.

Answer Key
1. In 1997 the oldest pair of blue jeans was sold for $25,000 ?
2. What is Levi’s birth name LÖB
3. Levi moved from New York to San Fransisco
4. The blue jeans were originally called? Waist Overalls
5. Jacob Davis added rivets to the blue jeans to help the pants from tearing.
6. Jeans were born on when? May 20th, 1873
7. How much did the first jeans sell for? $1.50
8. The faded streaks on jeans are called what? Whiskers
9. The zipper was added to Levis when? 1954
10. Movie stars made jeans popular in the 1950’s.

1.02


ESSENTIAL Understand the apparel industry and
1.00 B2 27%
STANDARD design.
OBJECTIVE 1.02 B2 15% Understand apparel design.
1. How is technology used in the fashion design industry?
2. How are croquis’ used in the apparel design process?
ESSENTIAL 3. What are the elements of design and how are they applied in
QUESTIONS apparel design?
4. What are the principles of design and how are they used in
designing a garment?
UNPACKED CONTENT
A. Design Process
1. Croquis
2. CAD
3. Technology
B. Elements of Design
1. Color
2. Line
3. Shape/form
4. Texture
C. Principles of Design
1. Balance
2. Proportion
3. Rhythm
4. Emphasis

1.00 Understand the apparel industry and design
1.02 Understand apparel design.
A. Design Process
Portfolio Option: Throughout this curriculum we offer a portfolio option. Look for this
╬ icon throughout the curriculum. This is an opportunity for your students to collect their
work throughout the class. This website offers a digital component.
Key Terms
Croquis
Computer Aided Design
1.  Demonstrate design process by viewing The Design Process about Joseph
Altuzarra see how designers get inspiration.
Websites
2.  Define Croquis and give examples.

 Hand out Design Activity Assignment show examples of fashion design
portfolios online (how croquis are used by designers)
o Example 1
o Example 2
o Example 3
 Design Activity – have students find “inspiration”.
o You are going to an awards show and are designing an outfit for a
famous artist attending the show.
o Use the croquis to draw the outfit. Assign Design Activity
Assignment(see attached sheet)
 Websites
 Design Activity Assignment
3.  Define Computer Aided Fashion Design

 Show video: YouTube – illustration or CAD (Sketch)
o CAD - https://www.youtube.com/watch?v=xhYl9ZuVuLE
o Adobe Illustrator for Fashion Design -
https://www.youtube.com/watch?v=Gk3yexe7vGs
 Read Article from the web about 10 innovations in Fashion
http://www.treehugger.com/sustainable-fashion/10-awesome-innovations-
changing-future-fashion.html
Discussion Questions
What is the impact of CAD on Fashion Design processes?
Websites

A. Design Process
4.  Describe fashion design careers by completing the Apparel I Design Career
Project.
 Design Career Project Handout
 Examples of Fashion Careers Handout
╬ Portfolio Option
Students should complete the Design Activity croquis and include it in their portfolio.
FCCLA Connection
Students can complete STAR Event Projects like Fashion Design and Recycle and
Redesign to reinforce their skills.



Key Terms
Monochromatic
Complementary
Split-Complementary
Analogous
Triadic
1.  Understand information on color wheel.
o Students will create a color wheel using only primary colors with paint.
Color Wheel handout and Color Wheel Rubric are included in the
instructional resources folder.
o Demo how to mix paint to create secondary & tertiary colors.
 1.02 Understand Fashion Design PowerPoint Slides 1 – 6)
 Color Wheel handout
 Color Wheel Rubric
 Textbook: Apparel: Design, Textiles, & Construction – Chapter 16 & 17
OR Clothing: Fashion, Fabrics & Construction – Chapter 9 &10
2.  Understand information on color schemes. Teacher presents information

using PowerPoint, video, or have student define terms.
o Monochromatic
o Complementary
o Split-complementary
o Analogous
o Triadic
o Warm colors
o Cool colors
 Students should find examples of all color schemes using pattern catalogs or
fashion magazines.
 1.02 Understand Fashion Design PowerPoint (Slides 1 – 6)


3.  Understand other elements of design (besides color). Teacher presents

PowerPoint, video, or have student define terms.
 Key Terms
o Vertical Line
o Horizontal Line
o Diagonal Line
o Curved Line
o Shape
o Silhouette
o Natural Shape
o Tubular Shape
o Bell Shape
o Full Shape
o Space
o Texture
 Understand elements of design by completing Elements of Design

Magazine Assignment by using the pattern catalogs and clip and paste
(neatly) on another piece of paper an example of each of the elements of
design.
 Elements & Principles of Design PowerPoint (Slides 7 – 13)
 Elements of Design Magazine Assignment
Students complete Elements of Design Magazine Assignment and add to their
portfolio
FCCLA Connection
Students complete STAR Events Projects to reinforce skills



C. Principals of Design
Key Terms
Symmetrical Balance
Asymmetrical Balance
Proportion
Emphasis
Rhythm
Repetition
Radiation
Gradation
Harmony
1.  Understand principles of design.
 Teacher presents PowerPoint and have student define terms.
 Key Terms:
o Symmetrical Balance
o Asymmetrical Balance
o Proportion
o Emphasis
o Rhythm
o Repetition
o Radiation
o Gradation
o Harmony
 Understand principles of design by completing Principles of Design Project

using previous elements of design assignment.
Students should complete the Principles of Design Project to include in their
portfolio.
FCCLA Connection
Students can complete STAR Events Projects to reinforce skills.

Color Wheel Rubric
Name ____________________________ Period _________
Color Wheel Rubric
 Colors are in the proper place (5 pts.)

 Coloring is neat (10 pts.)
 Wheel includes both colors and shades (15 pts)
 Each color is labeled (5 pts.)
 Lettering is correct (10 pts.)
 Color wheel is mounted (5 pts.)
Score _______________
Name ____________________________ Period _________
Color Wheel Rubric

Score ______________
Name ____________________________ Period _________
Color Wheel Rubric

Score ______________

Color Wheel Activity
Color Wheel

1.02 Design Activity
Pretend you are going to a big awards show in the music or movie industry or pretend
you are a designer designing an outfit for a famous artist attending a big awards show.
Using the following design activity croquis draw the outfit using the elements and
principles of design. You must indicate in writing the following:
1. Emphasis (what do you see when you first look at the person?)
2. Color (what does the color you choose represent?)
3. Line (what kind of line are you choosing and why? – does the person need to
look larger or smaller, taller?)
4. Balance (formal or informal?)
5. Shape (which of the 3 basic shapes did you use?)
6. Rhythm (which kind of the 4 types of rhythm did you use)
15 points per element or principle
10 point total for creativity Grade _____________________

You are going to a big awards show in the music or movie industry and are designing
an outfit for a famous artist attending a big awards show. Use the croquis to draw the
outfit.

You are going to a big awards show in the music or movie industry and are designing
an outfit for a famous artist attending a big awards show. Use the croquis to draw the
outfit.

Design Career Project Activity
Name ______________________________________________
Research the information on a fashion design career from the Fashion Career
Examples or find out yourself that you are interested in researching.
Be ready to share the following information with the class using a visual presentation –
poster, PowerPoint, brochure etc. The information below should be included in your
visual:
1. Name of Career and how it fits into the fashion design industry.
2. Education and/or training needed to be successful in the career.
a. Are there specific schools or ‘best’ schools to attend?
3. Tasks and responsibilities associated with the career.
4. Job opportunities & constraints. Where and with who can you find a job in this
career?
5. Salary and benefits.
6. Describe at least one real person in career field and how they got started or what
they do now.
7. 2 Miscellaneous Facts: career pathways, famous people in this career, trivia
about the job, etc.
8. At least 6 different pictures of people doing the job or of products created on the
job etc.
9. Bibliography of every source you used.

Design Career Project Rubric
10 9 8 7 6 4 2 0
1)Career Choice
2)Education/Training
3)Job Responsibilities
4)Job Perks & Opportunities
5)Salary/Benefits
6)Real Expert in Career
7) 2 Miscellaneous Facts
8)6 Pictures of Career in

Action
9) BIBLIOGRAPHY
10) Creativity

Elements of Design Magazine Activity
1. Using the pattern catalogs provided clip and paste (neatly) on another piece of
paper an example of each of the elements of design.
2. Indicate in full sentences what area of the garment or outfit fits the particular
element of design.
a. You need the following examples:
i. Color
1. Monochromatic
2. Complementary
ii. Line
iii. Shape
iv. Texture
Grading: Each examples with explanation 20 point each

Textile and Apparel Production I
Examples of Fashion Careers Activity
Personal Stylists: Some department stores provide personal styling services while
some private customer would employ personal stylist giving them recommendations in
personal styling.
Pattern Graders: The sizing of garment starts with the pattern grading. Pattern graders
are experts in creating size specifications for different sizes.
Fitting Models: Fitting is a crucial part in fashion industry. Most precise fitting is to use
model as body for fitting.
Technical Designers: Technical designers are responsible for doing fittings during the
whole sampling to production procedure. They are experts in providing alternatives to
the garment to improve the fitting.
Pattern Makers: Pattern is the basis for a garment to be sewed. Pattern makers
produce & maintain patterns for garments that designers have sketched out. Pattern
makers are key persons in realization of a garment.
Apparel designers: From lingerie, sportswear, casual wear, high fashion couture, for
men, women and kids.
Footwear designers: Design footwear for men, women & kids from style point of view
& foot-health’s perspective.
Accessory designers: Accessories - from handbags, hat, eyewear to gloves, scarves

and jewelry pieces

Useful Websites
To find out what fashion career you might like to research:
http://fidm.edu/en/Career+Center/Take+a+Career+Quiz/
http://fashionista.com/2010/08/which-fashion-career-is-right-for-you/
http://www.mymajors.com/fashion-major
To find salary & job prospects:
http://www.bls.gov/ooh/ - Occupational Outlook Handbook
Others that will help:
http://www.fashioncareerstips.com/
http://fashionista.com/fashion-careers/
http://www.deltacollege.edu/div/finearts/fashion/FASHIONCAREERS.htm
http://www.creativeskillset.org/fashion_and_textiles/careers/
http://fashionista.com/2012/10/5-types-of-fashion-jobs-that-didnt-exist-5-years-ago/
http://www.itrain.org/lmi/ventura/g340380.htm
http://showandsketch.blogspot.com/2012/04/fashion-careers-job-list-in-fashion.html
http://moxyl.hubpages.com/hub/Jobs-in-Fashion-Industry
http://teenfashion.about.com/od/fashionscoop/a/Hot-Fashion-Careers-How-To-Become-
A-Fashion-Buyer.htm
http://www.fashion-careers.com/pages/resources-old.html http://voices.yahoo.com/5-
unique-fashion-careers5812436.html
http://voices.yahoo.com/the-business-side-fashion-business-oriented-careers-
6377000.html?cat=46
http://www.teenvogue.com/careers/fashion-careers
http://voices.yahoo.com/popular-careers-fashion-majors-635881.html?cat=31
http://www.fashion-modeling-careers.com/fashion-careers.html

Useful Websites

http://jobs.aol.com/articles/2011/05/16/mens-utlimate-guide-to-starting-a-career-in-
fashion/
http://www.channelone.com/life/careers-in-fashion/
http://www.fashionschoolreview.com/article-category/fashion-careers.html
http://woman.thenest.com/types-careers-fashion-6182.html

APPAREL AND TEXTILE PRODUCITON I
PRINCIPLES OF DESIGN PROJECT ACTIVITY
USING YOUR ELEMENTS OF DESIGN PICTURES, ON A SEPERATE SHEET OF

PAPER (MAKE SURE YOUR PICTURES ARE LABELED) DESCRIBE EACH OF THE
PRINCIPLES OF DESIGN FOR EACH PICTURE.
MAKE SURE YOU INCLUDE EACH OF THE FOLLOWING:
RHYTHM
BALANCE
HARMONY
EMPHASIS
PROPORTION
5 PICTURES WITH 5 PRINCIPLES EACH - 4 POINTS PER PRINCIPLE

Elements of design
• Color • Line
• Shape/Silhouette • Texture
Textile & Apparel Production I 1
Hue: (1) The technical word for

color. (2) The name given to
Color a color, such as red or yellow,
that distinguishes one color
from another.
Value: The lightness or

darkness of a color.
Tint: The lighter hue
created when white is Intensity: The brightness
added to a color. or dullness of a color.
Shade: The darker hue Neutrals: Black, white,
created when black is beige, and gray. Neutrals
added to a color. can be used alone or with
any other colors.
• Primary hues: Red,

yellow, blue. These
colors cannot be made
by using any other
color. All other colors
are made from a
combination of these.
• Secondary hues:
Orange, green, violet.
These are created by
mixing equal amounts
of two primary colors.
1
Color schemes
Plans that can be used to provide
harmonious color combinations.
• Monochromatic • Split-
complementary
• Analogous
• Triad
• Complementary
• Accented
Neutrals
Monochromatic color Analogous colors
• Different tints, shades, Two to five colors that are

and intensities of a single adjacent on the color
color. wheel.
• Example: light blue Example: orange, yellow-

trousers and jacket with a orange and yellow worn
navy blue vest. together
Complementary colors Split-complementary colors
One color plus the

Two colors
colors on each side of
opposite each
its complement.
other on the
color wheel.
Example: red combines
with yellow-green and
Example:
blue-green.
Orange and
blue
2
Triad colors Accented neutral
White, gray, black, or

Three colors
beige with a bright
that are
color accent.
equidistant
from each
Example:
other on the
Businesswoman
color wheel.
wearing a gray dress
with a red scarf.
Shape
The silhouette or the overall form or outline of an outfit or
clothing style.
Most silhouettes are formed by:
The width and length of the neckline,

sleeves, and/or waistline.
The width and length of pants and skirts.
Line
A distinct, elongated mark that can lead the path of eye
movement up and down, side to side, or around objects.
• Give direction, or a feeling of movement
• Provides visual direction
• Helps draw attention to good points and play down the bad
ones.
Basic types of lines

Straight lines: Lines without curves or bends. Straight
lines are severe and formal and suggest power and dignity.
Curved lines: Circular or gently waved lines. Curved lines

add softness and roundness to apparel.
3
Directions of lines
•Vertical lines: Lines that go up and
down. Vertical lines create a taller,
more slender look.
•Horizontal lines: Lines that go across.
Horizontal lines give a shorter, wider
look.
•Diagonal lines: Lines that slant at an
angle rather than being vertical or
horizontal.
Ways to create lines in

garments
•Structural lines: Lines formed by the seams, darts, pleats,
tucks, and edges when garments are constructed.
•Decorative lines: Lines created by details added to the surface
of clothing including fabric design and trims such as top-
stitching, lace, tabs, flaps, and buttons used to decorate the
garment.
Texture: The look and feel of fabric.

•Can create illusions of size
•Can disguise figure irregularities
•Can add interest to a garment
Texture can be provided in two ways…
Structural texture: Texture determined by the fibers, yarns,

and the method of construction used to produce a garment.
Examples: velvet shirt, striped wool pants
Added visual texture: The finishes and designs applied to
the surface of the fabric. Examples: The print of the fabric
can give the illusion of height or width to the wearer. Shiny
textures make people look larger because they reflect light.
4
Principles of design
• Balance
• Proportion
• Emphasis
• Rhythm
The principle of design that implies equilibrium or steadiness among the parts of a design
Balance or outfit.
•Balance in garments is
Formal balance Equilibrium provided
produced by structural by symmetrical parts.
parts and added decoration. One side resembles the
•A properly balanced other.
garment appears equal in
weight and power of
attraction from all sides,
from top to bottom, and
Informal balance Equilibrium provided by
from front to back. asymmetrical parts. One
side is unequal to the
other.
Proportion
The principle of design dealing with the
relative sizes of all the parts in a design to
each other and to the whole.
•Garment details and accessories should be

proportioned for the wearer.
•Proportion is most pleasing when garment areas are
unevenly divided.
5
Emphasis
The principle of design that uses a
concentration of interest or area of
focus in a particular part or area of
design.
• Emphasis or a focal point can be used to

draw attention or to keep the eye away.
• Emphasis can be provided through the
use of color, texture, structural lines,
decorative lines, or accessories.
The principle of design concerned with the

Rhythm pleasing arrangement of the design
elements to produce a feeling of continuity
or easy movement of the observer’s eye.
Gradation Or Radiation: Alternation:
Repetition: Progression: Rhythm
Rhythm
Rhythm Rhythm created by created by
created by created by a lines alternating
repeated gradual emerging from elements such
lines, increase or a central point as light and
shapes, decrease of like rays, dark colors or
colors, or similar design resulting in
stripes of two
textures in elements. the parts colors or sizes.
a garment. being an
equal distance
from a given
point.
To appear shorter and

thicker To appear taller and thinner
Black, navy blue, charcoal, and
chocolate brown
Monochromatic colors
Straight silhouettes
Vertical lines
Subtle prints, plaids
• Sharply contrasting colors Smooth, flat textures
• Light, bright, warm colors Narrow, matching belt
• Wide silhouettes
• Horizontal lines
• Bold prints, plaids
• Bulky texture
• Wide, contrasting belt
• Gathers or pleats
6
2.01


ESSENTIAL
2.00 B2 20% Understand textiles
STANDARD
OBJECTIVE 2.01 B2 15% Understand fibers, fabrics, and finishes
1. What are the characteristics of natural fibers?

2. What are the characteristics of manufactured fibers?
ESSENTIAL 3. Why should fabric construction methods be considered when
QUESTIONS producing apparel?
4. What are the types of weaves?
5. What are the types of knits and how are they constructed?
UNPACKED CONTENT
A. Characteristics
1. Abrasion resistance
2. Absorbency
3. Durability
4. Elasticity
5. Resiliency
6. Strength
7. Warmth
8. Wicking
B. Fibers
1. Natural
a. Cellulosic
i. Cotton
ii. Flax/linen
b. Protein
i. Wool
ii. Silk
c. Specialty Hair
i. Angora
ii. Mohair
iii. Cashmere
2. Manufactured
a. Cellulosic
i. Acetate
ii. Lyocell
iii. Rayon
b. Non-cellulosic
i. Nylon
ii. Olefin

iii. Polyester
iv. Spandex
C. Fabric Construction
1. Weaves
a. Plain
b. Satin
c. Twill
d. Pile
2. Knits
a. weft
b. warp
c. seamless
3. Non-Wovens
D. Finishes
1. Dyeing
a. Fiber dyeing
b. Yarn dyeing
c. Piece dyeing
d. Garment dyeing
2. Printing
a. Roller printing
b. Screen printing
c. Rotary screen printing
d. Heat transfer printing
e. Digital printing


2.00 Understand textiles
2.01 Understand fibers, fabrics, and finishes.
A. Characteristics
Portfolio Option: Throughout this curriculum we offer a portfolio option. Look for
this╬ icon throughout the curriculum. This is an opportunity for your students to collect
their work throughout the class. This website offers a digital component.
Key Terms
Fiber
Textile
Fabric
Apparel
1.  Students should define the key terms listed above either on paper or
electronically.
 Students will be adding to the list of key terms as they progress through the
activities in this objective.
 Teacher will discuss common sources and everyday uses.
 Show video or show PowerPoint presentation on www.cte.online
(Reference “Textiles” and Cyndi Whitton’s lesson)
This may be added to the student’s portfolio.
Web and/or available textbooks such as:
Clothing: Fashion, Fabrics and Construction by Glencoe/McGraw Hill
Apparel: Design, Textiles & Construction by Goodheart-Willcox
Fashion! by Goodheart-Willcox
Student computers or classroom computer/projector
Notebook paper

A. Characteristics
Key Terms
Natural fiber
Cellulosic
Protein
Manufactured fiber
Abrasion resistance
Absorbency
Durability
Elasticity
Resiliency
Strength
Warmth
Wicking
2.  Students will work with a partner to research and define the key terms listed
above either on paper or electronically.
 This assignment should be added to the key term list from Activity #1.
 Teacher and students should discuss their results to check for
understanding.
 Web and/or available textbooks such as:
Clothing : Fashion, Fabrics and Construction by Glencoe/McGraw Hill
 Student computers or classroom computer/projector
 Key Term list from Activity #1


2.01 Understand fibers, fabrics, and finishes.

B. Fibers
1.  Begin lesson by reviewing the Fiber Project Rubric and the instructions
below to insure students understand their project assignment.
 Show students a video such as “Clothing Fibers” by Learning Seed to
introduce fibers and their different classifications and characteristics.
 Have students take notes while watching the video.
 Video: www.learningseed.com
(Reference “Clothing Fibers”)
2.  Students should attach 2” samples of the following fibers to separate index
cards attached by a ring (or as an alternative assignment have students
complete a separate handout for each fiber using the Fiber Information
Handout) filling in the information listed below and attaching a 2” fabric
sample:
o Cotton
o Flax/linen
o Wool
o Silk
o Acetate
o Rayon
o Lyocell
o Nylon
o Olefin
o Polyester
o Spandex
o One specialty hair fiber such as angora, mohair or cashmere
 Students should add the following information on each fiber’s card:
o Natural, manufactured, or specialty fiber (list appropriate category)
o Source (cellulosic, protein, or manufactured)
o Abrasion resistance
o Absorbency
o Durability
o Elasticity
o Resiliency
o Strength
o Warmth
o Wicking ability
o One garment end use


B. Fibers
 Alternative: Students may also complete a separate handout for each fiber
filling in the information listed above and attaching a 2” fabric sample.
This project may be added to a student’s portfolio.
Videos on clothing fibers such as “Clothing Fibers” from Learning Seed ,
“Natural Fibers” from Meridian and “Natural Fibers to Fabrics and Beyond” and
“Manufactured Fibers to Fabrics and Beyond” from Insight Media
Fabric samples gathered from fabric stores
Index cards and rings
Fiber Information handout


2.01 Understand fibers, fabrics and finishes

Key Terms
Weave
Knit
1.  Teacher will allow students to view the Fabric Construction PPT.
 Students will work with a partner to research and define the key terms listed
above either on paper or electronically.
 This assignment should be added to the key term list from previous
activities.
 Teacher and students should discuss their results to check for
understanding.
 Students should produce a computer presentation project consisting of
slides/screens containing information and pictures on the following methods
of fabric construction:
o Plain weave
o Twill weave
o Satin weave
o Weft knit
o Warp knit
o Seamless knit
o Other nonwoven fabrics
 Information to be presented should include:

o a brief description of the fabric construction method
o common fabrics for each method
o advantages and disadvantages of each method
o a close-up picture of each fabric construction method
o 1-2 pictures of suggested garments for each construction method.
o Any other definitive characteristics that would result in easy fabric
construction method identification for the student should be included,
such as the obvious diagonal ridges of a twill weave, etc.
 Students will be printing their projects so they should leave room to attach
an actual fabric swatch to match each fabric construction method.
 Students should also create a weaving sample of each of the three weaves
researched. These samples will be added to blank pages at the end of the
printed computer presentation project and labeled with their correct names.
 To access the weaving activity :www.uen.org
(Search for: “Fabric Construction Lesson Plan” and “Weaving Activity”)


Web and/or available textbooks
Student computers
Printer
Construction paper or white paper
Weaving activity handouts
Grading rubric
www.uen.org


2.01 Understand fibers, fabrics and finishes

D. Fabric Finishes
1. Students should research the following fabric finishing techniques and create a
document or presentation summarizing their results:
o Fiber dyeing
o Yarn dyeing
o Piece dyeing
o Garment dyeing
o Roller printing
o Screen printing
o Rotary screen printing
o Heat transfer printing
o Digital printing
Students should include the following information about each technique:

o Name and brief description of each technique
o Typical fabrics produced using the technique
o Advantages and disadvantages of the technique
o If available, a fabric sample representing each technique
Portfolio Option
╬ Instructional Resources
Student computers
Printer
Grading rubric

1.02 Understanding The
Technical Design Process
B. Fabric Selection
1. Fabric Construction
Turning Yarn into Fabric

Weaving: The process
of interlacing one or
more sets of yarns
at right angles on a
loom.
 Warp yarns: Yarns
that run lengthwise
in woven fabric.
(“p” = up and down)
 Weft yarns: Yarns
that run crosswise in
woven fabric.
(“weft” sounds like left & right)
Turning Yarn into Fabric (cont.)
 Grain: The direction

of the lengthwise and
crosswise yarns in a
woven fabric.
 Bias: The diagonal
grain of a fabric. The
bias provides the
greatest stretch in
the fabric.
1
Weaving Plain weave: The simplest
weave in which the weft
(crosswise) yarn is passed
over then under each
warp (lengthwise) yarn.
A basket weave is one

variation, with the
Plain weave
weft yarn passing over
Examples: two and under two
chiffon warp yarns each pass.
gingham
seersucker
taffeta
Weaving Twill weave: A very

strong weave in which
the weft yarn is passed
over and under one, two,
or three warp yarns
Used for durability,

this weave produces a
Twill weave diagonal design on the
surface.
Examples:
denim, chino
gabardine
Weaving
Satin weave: A very
weak weave that
produces a smooth,
shiny-surfaced fabric
resulting from passing
the weft yarn over and
under numerous warp
yarns to create long
Satin weave
floats.
Examples:
sateen
satin
2
Weaving
 In textiles, pile is the raised
surface or nap of a fabric, which
is made of upright loops or
strands of yarn.
Weaving
 A pile weave is made on a loom, like most
types of weaves are made. The
difference is that loops are created.
 These loops can either be left uncut,
like in towels, or can be cut to uniform
lengths, like in velvet fabric.
 Types of fabrics created using a pile
weave include Velvet, Corduroy,
Terrycloth, and Velveteen
Weaving Assignment
 Using construction paper cut into strips about
1 inches x 11 inches you should recreate:
 plain weave
 twill weave
 satin weave
 On the back of each weave:
 list the advantages
 list disadvantages
 3 examples of weave
3
Turning Yarn into Fabric
 Knitting: the process of pulling loops of
yarns through other loops to create
interlocking rows of stitches
Wales – yarns that run in

the lengthwise direction ,
like a warp yarns in woven
fabrics
Courses – yarns that run in

the crosswise direction,
like the weft yarns in
woven fabrics
Knitting
 Weft Knit: a knit made with only one yarn
 Types of weft knits include:
 Jersey knits – most common type, curls at edges, used for
t-shirts, sweaters and tights/hosiery
 Rib knits – have vertical “ribs” (columns of stitches), used
for neck, wrist and bottom bands of sweatshirts & jackets
 Double knits – two yarns and two needles are used resulting
in heavier, sturdier knits that don’t run or ravel
 Characteristics include:
 Two-way stretch in both lengthwise & crosswise directions
 Can get lengthwise “runs” from broken threads
 Made on either flat or circular knitting machines
Knitting
Jersey Knits
4
Knitting
Rib Knits
Knitting
Double Knits
Knitting
 Warp knit: a knit made with several yarns
on flat knitting machines. Multiple yarns
are looped together to produce a run-
resistant knitted fabric.
 Tricot knits – stable knits that lie flat and
don’t run or ravel, made on very fast tricot
knitting machines, used for lingerie, underwear
and uniforms
 Raschel knits – an extra yarn is used to create

a patterned design in these knits, used for lacy
knits, thermal underwear and bathing suits
5
Knitting
Tricot knits
Knitting
Raschel knits
Knitting
 Seamless knitting
involves the production
of a whole garment in
one piece on a knitting
machine so that little
or no sewing is required.
6
Nonwoven Fabrics
 Made from fibers, not yarns
 Fibers are held together by a
combination of moisture, heat,
chemicals and/or pressure.
 No grain line
 Limited stretch
 Inexpensive
 Often disposal
Nonwoven Fabrics
 Uses include:
 Interfacings
 Batting for quilts
 Felt
 Disposable products
 Medical products
7

Fiber Information
Fiber Name _______________________________
Sample of Fiber Suggested End Uses of Fiber
Answer the following questions about the fiber.
1. Circle the following classification that describes the fiber.
Natural ( cellulosic or protein) Specialty fiber

Manufactured ( cellulosic or non-cellulosic)
2. List the source of the fiber. _____________________________________
Describe the following characteristics about the fiber.
3. Abrasion Resistance
4. Absorbency
5. Durability
6. Elasticity
7. Resiliency
8. Strength
9. Warmth
10.Wicking Ability

Fiber Construction Project Rubric
Fabric Description Common Advantages Disadvantages Picture Suggested Other Weave

Construction (2 pts.) fabrics (1 pt.) (1 pt.) (1 pt.) Garments definitive Sample
Method (1 pt.) (1 pt.) fabric traits (2 pts. each)
(1 pt.)
Plain weave
N/A
Twill weave
Satin weave
Pile weave
Weft knit
N/A
Warp knit
N/A
Seamless knit
N/A N/A
Bonded fabric
N/A
Fleece
N/A N/A
Other
nonwoven N/A
fabric
Quilted fabric N/A N/A

Fiber Construction Project Rubric
Additional Project Below-Average Effort Average Effort Above-Average Effort

Components (1 pt. each) (2 pts. each) (3 pts. each)
Project contains
correct spelling,
grammar,
terminology and
punctuation
Project design is
creative, neat,
organized and is
easy to understand
Student
demonstrated
effective time
management skills
and displayed an
appropriate work
ethic during project
development
Teacher Comments:
Total Points:

2.02

ESSENTIAL
2.00 B2 20% Understand textiles.
STANDARD
OBJECTIVE 2.02 B2 5% Understand care of textile products.
1. What is the correct laundry care technique for different types of
fabrics?
ESSENTIAL
2. What types of laundry products are available?
QUESTIONS
3. What are the environmental concerns of laundry products?
4. What type of information is found on a care label?
UNPACKED CONTENT
A. Products, processes, and environmental concerns
1. Care techniques
a. Sorting
b. Pretreating
c. Machine Washing
d. Hand Washing
e. Drying Clothes
f. Ironing and pressing
2. Laundry detergents
a. All- purpose detergents
b. Ultra detergents
c. Combination detergents
d. Fragrance and dye free detergents
e. Light-duty detergents
f. HE (high- efficiency) detergents
3. Soil and stain removers
a. Prewash soil –and- stain removers
b. Enzyme presoaks
4. Laundry bleaches
a. Chlorine bleach
b. Non-chlorine Bleach
5. Other Laundry Products
a. Fabric Softeners
b. Starches
c. Water softeners
d. Disinfectants
B. Permanent Care Labeling Rule
6. Fiber Content
7. Percentage of fiber by weight
8. Identification of manufacturer
9. Country of origin
10. Care instructions/Symbol

2.00 Understand Textiles
2.02 Care of Textile Products
╬ icon throughout the curriculum. This is an opportunity for your students to collect their
work throughout the class.
Key Terms
Pretreatment Pressing
Ironing Dry cleaning
Care labels Tumble dry
Line dry Flat dry
Alteration Prewash stain remover
Enzyme presoak Ultra detergent
High efficiency detergent Combination detergent
Light duty detergent Chlorine bleach
Non chlorine bleach Fabric softener
Starch Water softener
Disinfectant Colorfast
1.  Ask the students if they buy their own clothes.
 Ask the students if they read the labels when making a buying decision.
 Continue the discussion by asking what to look for when buying their clothes
and how important it is to them whether the apparel needs to be dry cleaned
or washed.
 Tell the students that the purpose of today’s learning opportunity is to
understand general principles of caring for textile products.
 Divide class into groups and each group will take 3 or 4 terms and research
those terms and report back to the class on the definition of each, using the
following link as a supplemental resource: Clothing Care Vocabulary Sheet
 Knowledge of terms will be assessed by the teacher instructing students to
create a note sheet that includes three columns- 1. Term, 2. Definition, 3.
Example, in order for students to classify the above terms
This activity may be added to the student portfolio
Computers
Website- resources4us.wikispaces.com/file/view/Clothing Care Vocabulary.doc
Available textbooks
Sample garments with care labels



2.  Students access the Laundry Essentials Information Sheet located at
 Tell the students that the handout is a complete guide to caring for clothes
that will be laundered.
 Have students complete the Laundry Essentials activity sheet on pages 6-7.
Website- textileaffairs.com
"Laundry Essentials" information sheet
"Laundry Essentials" activity sheet
3.  Have students complete “Building Laundry Skills” activity found on page 8
at http://www.textileaffairs.com/docs/laundrycurriculum.pdf
 The teacher will explain that they need to help with the laundry and then have
a parent/guardian sign in the space indicated on the Building Skills Activity
Sheet, that they completed the assignment.
 Point out that all the steps need not be done. If they don’t iron clothes, simply
write that down. Set a due date and have them write it down on the paper.
Website – textilesaffairs.com
"Building Laundry Skills" activity sheet
Access to laundry equipment for homework assignment
Industry Connection
Have students briefly research innovations in the area of laundry equipment.


2.02 Care of Textile Products

Key Term
Permanent Care Rule
1.  Students will complete an activity that teaches them the use of clothing care
symbols.
 The teacher will ask the students to examine the ”Consumer Guide to Care
Symbols” chart located on page 11 using this link.
 The teacher will ask if they can locate any patterns. Review each process
beginning with washing.
o What is the basic symbol?
o How are the permanent press and gentle cycle represented?
o Are the single-bar and double-bar symbols used anywhere else on
the chart?
o Compare the temperature symbols through the washing, drying, and
ironing processes.
 The teacher will ask the students to identify patterns in the symbol system.
Have them summarize those found:
o temperature/heat settings: hot/high
– three dots, warm/medium – two dots, cold/low - one dot;
o cycle settings: normal cycle - no bar, permanent press cycle - one bar,
gentle or delicate cycle –two bars;
o warning: “X”– do not;
o a milder process: add two diagonal bars
for non-chlorine bleach or shade dry;
o the order of the symbols follow consumer practice: washing, bleaching,
drying, ironing, and dry cleaning.
o Students will then create their own chart of illustrations of clothing care
symbols and their meanings.
Portfolio Option
This activity can be added to the student portfolio
Computers
Website – textileaffairs.com
Available textbooks
"Consumer Guide to Care Symbols"
Unlined white paper
Colored pencils



2.  Students will use pre-stained cloth and laundry products to remove stains.
 Tell students they will be analyzing the use and effectiveness of products.
 You will access the lesson instructions here.
 Use this link to access the laboratory experiment which students will perform.
Computers
Websites – NY Times Learning Blog
Scraps of white T-shirt cloth
Access to a source of water
Medium-sized glass or plastic containers
Variety of laundry detergents (including “environmentally friendly” and “high
efficiency”)
Items to stain cloth, like ketchup, chocolate sauce, soda, jelly, cooking oil,
fruit juice.
FCCLA Connection
Students will develop a project involving laundry products in the Environmental
Ambassador event following guideline found here
Key Terms
Textile Fibers Products Identification Act
Fiber content
Country of Origin
3.  Students will produce an example of a clothing care label by completing the
project Clothing Care Label Project in the curriculum and also located
under the textiles section here.
 Use this link as a student reference for the care symbols.
This activity can be added to the student portfolio
Websites-
education.ne.gov/HSE/Teacher%20to%20Teacher%20Information.html
textileaffairs.com
Enough pieces of hanging string for each student’s tag
Card stock
Colored pencils

APPAREL AND TEXTILE PRODUCTION I
LAUNDRY CARE SYMBOL ACTIVITY
NAME: _________________________
When you purchase clothing, there are two places you can look to get
information about the garment:
1. The garment hang tag, which may be attached to but hanging loose on
the garment or tied around a button, etc.
2. The garment care tag, which may be found sewn at the back of the
neck or into the waistband, or sewn into a seam.
A garment hang tag or the smaller care tag inside the clothing can give a variety
of information about a specific piece of clothing. They may be colorful with eye-
catching designs, and include:
A. The manufacturer/company name

B. Company logo
C. Garment size
D. Fiber content
E. Garment care instructions
F. Retail price
G. Origin
H. Laundry care symbols
Example of care instructions, fiber content, size, and origin:
Machine wash
using mild soap in warm water.
Wash dark colors separately.
Do not bleach.
Tumble dry, low.
No ironing.
55% Cotton 45% Rayon
XL
Made in Sri Lanka

LAUNDRY CARE SYMBOL ACTIVITY
DIRECTIONS:
Create an original garment hangtag, complete with hanging string, approximately

3x5”. You must include all the types of information, listed from A – H above, on
your tag. Be neat, creative, and inventive! Use the Laundry Care Symbol sheet
to help you select appropriate symbols.

Clothing Care Vocabulary Activity
1. pretreatment – any special attention you give a garment before laundering
2. pressing – the process of lifting and lowering the iron onto areas of the fabric
3. ironing – moving the iron back and forth over the fabric
4. dry clean – to clean using chemicals rather than with water and detergent
5. care labels – labels in garments that tell you how to properly care for the garments
6. stains – a spot or discoloration on a garment
7. sorting – grouping clothing into piles according to how you will launder them
8. tumble drying – drying clothes in an automatic dryer
9. line drying – hanging up washed clothes (usually on a clothesline) to dry
10. flat drying – drying a washed garment by first rolling the garment in a towel and pressing the
water out, then laying the garment out flat on a clean, dry surface
11. snag – a loop or yarn pulled out of a fabric
12. alteration – a change made in a garment so that it will fit properly
13. detergents – job is to remove dirt from fabrics
14. bleach – product used with detergents to remove stains, whiten, and brighten 100% cotton
fabrics
15. fabric softeners – (can be liquid and used in the washing machine or dry sheets used in the
dryer) reduce static, make fabrics softer, and reduce wrinkling
16. bleeding colors – a color that releases some of its dye onto other fabrics (causes fading of
garments)
17. colorfast – having colors that will not bleed or fade
18. soleplate – the bottom of your iron (the flat, hot part)
19. mend – repair
20. mildew – a fungus that grows on damp fabrics, causing stains

3.01


ESSENTIAL
3.00 B2 53% Understand apparel engineering.
STANDARD
Understand body measurements, sizing,
OBJECTIVE 3.01 B2 18%
and patterns.
1. Which body measurements are used to construct men’s apparel?
2. Which body measurements are used to construct women’s
apparel?
3. What is the correct technique for taking body measurements?
ESSENTIAL 4. How are body measurements used to determine a pattern size?
QUESTIONS 5. What are the indicators of proper garment fit?
6. What are the parts of the pattern?
7. What are the pattern symbols and how are they used in garment
construction?
8. What are the sections of a guide sheet and how are they used?
UNPACKED CONTENT
A. Evaluating Proper Fit

1. Body Measurements
a. Male: Chest, Waist, Inseam, Hips, Neck band, and arm length
b. Female: Back Waist Length, Bust, Waist, and Hips
c. Determine Pattern Size
2. Indicators of Proper Fit
a. Shirts and blouses
b. Jackets and suits
c. Jeans and slacks
d. Dresses and skirts
B. Patterns
1. Pattern Envelope
a. Photo
b. Pattern Number #
c. Cost
d. Sizes Available
e. Suggested Fabrics
f. Notions
g. Yardage
h. Measurements /size
i. Sketch
2. Pattern Symbols
a. Grain line
b. Cutting Line
Apparel and Design Production I Summer 2015 Page 28

c. Dot/Notch/Square
d. Place on Fold
e. Dart-stitch and fold
f. Adjustment line
3. Guide-sheet
a. View Selections
b. Pattern Pieces to Use
c. Cutting Layouts
d. Folds/selvages
e. Pin/Cut/Mark


3.00 Understand apparel engineering
3.01 Understand body measurements, sizing and patterns
Portfolio Option: Throughout this curriculum we offer a portfolio option. Look for this ╬
icon throughout the curriculum. This is an opportunity for your students to collect their
work throughout the class.
Key Terms
Body measurements Multi-sized Patterns
Standard Sizes Wearing Ease
Unisex Patterns Design Ease
1.  Have the students define the key terms above using one of the three
activities provided.
1. Define the Key terms using the Key Terms Activity
2. The teacher will create a Prezi for the students to access. The
teacher will assign a Key Term to grouped students. The student
groups will define the Key Term and answer the following
questions:
o What is it?
o Why is it important?
o What does it tell us?
o How do we use?
The groups will enter the appropriate Key Term on the Prezi. The
students will use the Key Terms Activity to key information.
3. Technology Connection: Have the students define the terms and
create flash cards using a flashcard generator such as Quizlet or
Studyblue.
Prezi website: http://prezi.com/
Key Terms Activity handout
Quizlet Website: http://quizlet.com/
Studyblue Website: http://www.studyblue.com/
2.  Identify and demonstrate the use of measuring tools.
 The teacher may assess prior student knowledge in measuring by
administration of a pretest worksheet. Remediation may be employed in
collaboration with the Math Department if necessary.
 Using information from this PDF. Students will learn to identify measuring
tools and how to use them. Have the students complete Measuring Tools
Activity.
 The students will participate in a measuring lab to demonstrate measuring
skills. The teacher will set up stations in the classroom for students to
demonstrate accurate measuring and the correct measuring tool selection.
Students could measure fabric, trims, hems, etc.



3.  Assign the students a body measurement to research and learn the correct
procedure for taking the measurement. The students will demonstrate the
correct procedures for each measurement for class. The teacher will be the
facilitator and assist students for accuracy.
 Allow students to choose a partner to practice body measurement
techniques.
 When students are proficient in techniques, allow students to take the body
measurements of their partner. Record the measurements on My Personal
Body Measurements Activity.
4.  Select pattern size according to measurements taken. The students will take
guided notes using the handout Evaluating Fit PPT Guided Notes to
accompany 3.01 Evaluating Fit PPT to determine pattern size. The PPT
also reviews all 3.01 facts.
 Apparel Industry Connection: Have students research the measurements
needed to order a Prom Dress and a Tuxedo from an online site. Have
students create a customer measurement chart for a formal wear business.
 Technology Connection: Have the students create a video demonstrating the
proper techniques for taking body measurements. Collaboration with the
Theatre Arts Department for actors and Visual Arts videographers may
improve the quality of the final product. The Apparel students would write
the script and teach the actors the correct technique to be filmed.
Career Connection
A sewing professional or tailor may be invited for career interest and perform a final
check up on body measurements for accuracy.
FCCLA Connection
Refer to the FCCLA Star Event for Recycle and Redesign competitive event.
5.  How do professionals judge proper fit? View Episode #1 of “The Great
Britain Sewing Bee” from YouTube. Have the students create a graphic
organizer with 8 components for each contestant on the sewing competition
“The Great Britain Sewing Bee”: Ann, Jane, Lauren, Mark, Michelle, Sandra,
Stuart, and Tilly. Include the following information for each contestant:
garment design they selected to construct, challenges the contestants
encountered, and the professional evaluation comments. Discuss the results
at the conclusion of the viewing.
 To understand the key factors to test for fitness, have the students complete
one of the two activities provided.
1. Research and create an informational brochure employers may
present to new employees to help determine a quality fit for
customers.
2. Research and create an informational brochure employers may
present to new employees to help determine a quality fit for
customers for shirts and blouses, jackets and suits, jeans and slacks,
dresses and skirts.


Career Connection
The class will compile an Employee Flipchart including important information an
employee may need to learn and know to work in an Apparel Business.
The Great British Sewing Bee Episode #1
http://www.youtube.com/watch?v=DI0rLz40wgE
Liddell, Louise A. Clothes and Your Appearance. South Holland, IL: Goodheart-
Willcox, 2008. Print


3.01 Understand body measurements, sizing and patterns

B. Patterns
Key Terms
Pattern Catalogs (how to shop from one and locate in store, as well as online
catalog options)
Pattern Companies (options available)
Photos on front
Pattern Number
Cost
Size Availability
Suggested Fabrics (including knits, nap and one way designs)
Notions
Yardage Chart
Measurements/Size necessary (especially XS – XL)
Sketch details
1.  Have students define the key terms above. Additionally, have them take
notes on:
o What is it?
o How do we use it?
 Technology Connection: Have the students define the terms and create flash
cards using a flashcard generator such as Quizlet or Studyblue.
2.  Discuss the importance of each part of the pattern envelope.
 Examples of pattern envelopes can be found in the Simplicity Teaching Kit,
McCalls Sew Cool for Schools, or online at the respective websites.
 Distribute an example of a Pattern Envelope and have students label each
section of the envelope and list what information is found there.
3.  Students will create a sketch on a croquis of an outfit that you would wear.
 Students will refer to information gained in objective 1.02 – Elements and
Principles and apply that information as they create their design.
 Include front and back view of your garment.
 Croquis Activity handout is available in Instructional Activities.
4.  Using sketch created on the croquis, students will design their own pattern
envelope.
 Each envelope should include the front and back information.
 Students will include a description, suggested fabrics, Measurement tables,
and notions. Yardage information will not be accurate, but should be
included on back.


B. Patterns
5.  Students will look at a Pattern Catalog to locate a purchased pattern that
they may like to construct. Have students explore and discuss the following
questions to determine if that particular pattern would be acceptable.
o Size availability – what sizes are available for that particular pattern?
o What size they should use – based on their measurements, what size
are they using?
o Does that pattern come in the size they need?
o Which view they are going to make?
o What type of fabric would you like to use?
o Which fabric type is suggested?
o Is this fabric easy/hard to use?
o How much fabric is required?
o Notions needed?
o How many pattern pieces are there - Is it too difficult/too easy for my
skill level?
 Teachers may use the Teaching Packet from Simplicity, Sew Cool for
Schools online or use a variety of purchased patterns you may have for
students to evaluate.
Key Terms
Grain Line
Notch/Dot/Square
Cutting Line
Place on Fold
Dart (Stitch and Fold)
Adjustment Line
notes on:
o What is it?
o What is the symbol?
o How do we use it?
o Technology Connection: Have the students define the terms and
create flash cards using a flashcard generator such as Quizlet or
Studyblue.


B. Patterns
Pattern Symbols
Understanding Pattern Markings
Pattern Symbols II
Stitch Sharer
Learning about Patterns
7.  Distribute an example of a pattern piece and have students label each
symbol. Symbols Activity is available in Instructional Activities.
 Discuss the importance of each symbol.
 Include how a multi-sized pattern looks and how cutting and sewing lines are
addressed.
8.  Discuss other information that is found on a pattern piece.
o Pattern Company Name
o Pattern Number
o Size
o Pattern Piece Name
o Number of each piece to cut
Key Terms
Cutting layout
Preshrink
Crosswise fold
Lengthwise fold
Double Fold
Bias Grain
Fabric Widths
Pattern Placement
View Selections
notes on:
o What is it?
o How do we use it?
 Technology Connection: Have the students define the terms and create flash
cards using a flashcard generator such as Quizlet or Studyblue.
10.  Discuss the importance of each part of the guide sheet.
 Distribute an example of a Pattern Guide Sheet and have students locate
each section or information as it is discussed.
o Sketch of Front
o Sketch of Pattern Pieces
o Cutting Layouts
o “Use Pieces . . . .”
o Width/Nap Variations
o Special Situations for Linings and Contrasting Fabrics
o Necessary Folds

B. Patterns
 Choose a Guide Sheet of your preference.
 Teacher may use Understanding The Guide Sheet and Symbols PPT to
introduce as notes or use as review. This is located in Instructional
Activities.
The Pattern Tissue
11.  Students create a project using a purchased pattern.
 Students will complete personal body measurements to determine size
needed.
 Students will prepare pattern, purchase fabric and prepare it for cutting.
 Students will locate specific information important to their project on the
pattern guide sheet.
 Students will cut out the appropriate pattern pieces for the size necessary
and their selected view.
 Students will refer to the Layout Chart on the guide sheet and layout pattern
pieces onto fabric and pin in place.
 Students will cut out fabric, including notches and other symbols necessary.
Reinforce the need to keep pattern pieces pinned to fabric until all marking is
completed and piece is ready to use.
 Review marking techniques – tracing wheel and paper, marking pencil and
chalk. Assist students in marking their fabric pieces in the method of their
choice.
 Students will construct their project using skills gained in class.


3.01 Evaluating Fit PPT Guided Notes Activity
1. What are body measurements?
2. What should you be wearing for taking body measurements?
3. Who should take your body measurements?
4. What are characteristics of a measuring tape?
5. How should a measuring tape be held while taking body measurements?
6. How should the following Women’s measurements be taken:

 Bust
 Waist
 Hips
 Back Waist Length
7. How should the following Men’s measurements be taken:
 Chest
 Waist
 Inseam
 Hips
 Neck Band
 Arm Length
8. How can I find my pattern size?
9. Women:
 Measurement to determine dress and top pattern size:
 Measurement to determine shorts and pants size
10. Men:
 Measurement to determine jacket size:

 Measurements to determine dress shirt size:
 Measurement to determine pants size:

3.01 Evaluating Fit PPT Guided Notes Activity
11. Are pattern sizes the same or different between the pattern companies?
12. What is the common sizing between pattern companies called?
13 How do pattern sizes relate to clothing in the Apparel Industry?
14 When your measurements fall between sizes, which pattern size do I select?
15. What is a Multi-sized Pattern?
16. What is a Unisex Pattern?
17. How do you select your size from a Unisex Pattern?
18. Wearing ease is:
19. Design ease is:

Key 3.01 Guided Notes for PPT Activity
Answer Key
1. What are body measurements? The exact dimensions of a body

2. What should you be wearing for taking body measurements? Undergarments or
very thin clothing
3. Who should take your body measurements? For accurate measuring, a
partner
4. What are characteristics of a measuring tape? Flexible, non-stretchable,
plastic, 60 inches long
5. How should a measuring tape be held while taking body measurements?
Snug, not tight
6. How should the following Women’s measurements be taken:
 Bust: at the fullest part
 Waist: at the smallest part of the waistline (natural waistline)
 Hips: at the widest part
 Back Waist Length: from the prominent bone at the base of the next to
the natural waistline
7. How should the following Men’s measurements be taken:
 Chest: at the fullest part
 Waist: at the smallest part
 Inseam: from the undersize of the crotch to desired hem length
 Hips: at the widest part
 Neck Band: measurement around the base of the neck plus ½”
 Arm Length: from the prominent bone at the base of the neck
around a slightly bent elbow to the wrist bone
8. How can I find my pattern size?
Compare your measurement to a size chart in the textbook, on a pattern or
in a pattern catalog
9. Women:
 Measurement to determine dress and top pattern size: Bust
 Measurement to determine shorts and pants size: Waist
10. Men:
 Measurement to determine jacket size: Chest
 Measurements to determine dress shirt size: Neck band and sleeve
length
 Measurement to determine pants size: Waist
11. Are pattern sizes the same or different between the pattern companies?
They are standardized or the same from one pattern company to another

Key 3.01 Guided Notes for PPT Activity
Answer Key
12. What is the common sizing between pattern companies called?

Standard sizing
13. How do pattern sizes relate to clothing in the Apparel Industry?
No relation
14. When your measurements fall between sizes, which pattern size do I select?
Consider the design, if the design is loose fitting select the smaller size, if
the design is close fitting select the larger size
15. What is a Multi-sized Pattern?

Several sizes are printed on each pattern piece
16. What is a Unisex Pattern?
A pattern including pattern pieces for Men and Women
17. How do you select your size from a Unisex Pattern?
Choose from the pattern envelop size chart
18. Wearing ease is:
Extra fullness built in for ease and comfort
19. Design ease is:
Extra fullness built in for a particular silhouette

6/18/2015
3.01
Evaluating Fit
Apparel & Design
Production I
Menu
 Body Measurements
 Measuring Tools
 Specific Measurements
 Determine Size
 Specialty Patterns
 Wearing and Design Ease
Take Body Measurements

 What are body measurements?
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 What should you be wearing to take
body measurements?

 Should you take your own measurements
or should you have a partner take your
body measurements?
Take Body Measurements:

Tool
 Which measuring tool should be used to
take body measurements?
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Take Body Measurements: Tool

 How should the measuring tape be held?
Techniques to Take Body

Measurements for Women
 Bust: at the fullest part
 Waist: natural waist
 Hips: at the fullest part
 Back Waist Length: prominent
bone at the back of the neck
to the waist
Techniques to Take Body

Measurements for Men
 Chest: at the fullest part
 Waist: Smallest part of the waistline
 Inseam: From the underside of the crotch to
desired hem length
 Hips: at the fullest part
 Neck band: Measurement around the base of
the neck + ½”
 Arm length: from the prominent bone a the
base of the neck along the back of a slightly
bent elbow to the wrist bone
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Determine Pattern Size

 How can I find my pattern size?
Determine Patten Size

 Women: Bust size is the determining
measurement for dresses and tops
 Women: Hip size is the determining
measurement for shorts and pants
 Men: Chest size for jackets and tops
 Men: Neck band and sleeve length fro
dress shirts
 Men: Waist for pants and shorts

 How
will my pattern size from one
company compare to patterns from other
companies?
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 If
I already know what size clothing I
purchase, why do I need to know my
pattern size.

 If you fall between sizes: consider design
 If design is loose-select smaller size
 If design is close fitting-select larger size
Specialty Patterns: Multi-sized

 What might be included in a multi-sized
pattern
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Specialty Patterns: Unisex

 What might be included in a Unisex
Pattern?
 How would you select your pattern size?
Wearing Ease
 Dopatterns fit your body measurements
exactly
Design Ease
 Extra
fullness added by the designer to
create a particular silhouette
6

3.01 Key Terms Activity
Term What is it? Why is it What does it How do we use

important? tell us? it?

3.01 Measuring Tools Activity
Directions: Identify each measuring tool and describe the uses for the tool
Tool Name Use

3.01 My Personal Body Measurements Activity
Name_______________________________
Women’s: Bust, Waist, Hips, and Back Waist Length
Draw where measurement is taken and record measurements.

3.01 My Personal Body Measurements Activity
Name_______________________________
Men: Chest, waist, inseam, hips, neck band, and arm length
Draw where measurement is taken and record measurements.

6/18/2015
Understanding Guide Sheet
Grain Line
 Indicates the placement of pattern piece on

the fabric grain. Grain line must be placed
exactly parallel to the selvage.
 Selvage is the fabric edge that will not ravel or
fray.
 Use tape measure to make sure grain line is
parallel to selvage when pinning pattern in
place.
Place on fold/Fold line
 Double arrowed bracket symbol that indicates

the solid line be placed on the fold of the fabric.
 Usually seen at center front or back.
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Dots, Squares, or Triangles
 Used to match fabric pieces together – show us

what to sew together and where.
 They are especially helpful in areas requiring
easing like sleeves.
 May be within garment piece to indicate
placement of details like pockets or zippers.
Notches
 Used for matching seams and joining garment

pieces.
 Should extend beyond the cutting line.
Cut
Garment
Double & Triple Notches
 Cut them as one long block
Cut
Garment
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 On multi-sized patterns the notches often

appear as triangles.
 These notches should be cut out and away or
with tiny snips to indicate where the notches are
located.
Stitching line
 Broken line usually 5/8” from cutting line.

 Indicates where to stitch fabric pieces together
 Seam allowance – distance between stitching
line and cutting line.
 “Stitch” on the guide sheet means the standard
seam allowance of 5/8”. If it is another seam
allowance it will tell you.
 Will not be indicated on multi-sized patterns.
Seam allowance
Darts
 Triangular folds of fabric used to control fullness.

 Fold on the solid line, stitch on the broken lines.
Stitching Line
Fold Line
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Adjustment lines
 Indicates where pattern can be lengthened or

shortened.
Shorten or lengthen here
Additional Information
 On each pattern piece you will find:

 Number of pieces to cut
 Pattern piece name/number or letter
 Size
Simplicity’s Simply the Best Sewing Book
Guide Sheet
 Gives you step-by-step information for cutting,

marking, and sewing the fabric pieces together.
 Main sections of the guide sheet are view
selection, cutting layouts and sewing
instructions.
 In the cutting layout section, you will find the
“Use pieces” information to determine which
pattern pieces go with which view to be
constructed.
 Also included are sketches and special
information.
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Special
instructions
Sketch of
garment
Pieces to use for
Each design
Cutting Layout
Sketch of
Pattern pieces
Select your layout

diagram based on
the view you are
making, your fabric
width, fabric type,
and size.
Circle the layout for

easy reference.
Fabric Grains
Selvage – two finished edges, do not ravel or fray
Lengthwise grain – runs in the same direction as

the selvage, strongest threads.
Crosswise grain – runs across fabric

from one selvage to the other,
usually has slight stretch.
Bias – runs diagonally across the

fabric. Has the most stretch.
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Fabric Folds
Lengthwise fold
 Fold fabric in half lengthwise

with right sides together.
 As fabric comes off bolt at
store
 Fold should form cut/raw
edge to cut/raw edge.
 “Hot Dog Fold”
Crosswise Fold
Fold fabric in half

crosswise with right sides
together.
Fold should be from

selvage to selvage.
“Hamburger Fold”
Center/Double Fold
Fold fabric twice along

the lengthwise grain,
right sides together.
Selvages should meet in

the middle
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Partial Fold
Fold fabric on the

lengthwise grain,
right sides together,
only wide enough
to fit the widest
pattern piece that is
to be placed on
fold.
Placement of Pattern Pieces
Place the pieces on the fold or the largest pattern

pieces on first.
Place all pattern pieces on fabric before pinning any to
fabric.
Refer to pattern piece for number of fabric pieces to
cut.
Follow layout diagram exactly to maximize fabric use.
When a pattern piece is shaded, that indicates it should
be placed printed side down.
Simplicity Pattern
Placement of Pattern Pieces
Pattern pieces should be pinned perpendicular to the

cutting edge every 6” – 8”. More pins may be required
in curved areas.
Cut out pieces using long, smooth strokes to avoid
jagged edges.
Leave pattern pieces attached to fabric until ready to
sew.
Transfer dots/squares and dart markings using the
marking method of your choice.
Simplicity Pattern
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Sewing instructions
Follow the sequence exactly

Read the written directions.
Review the pictorial directions.
Refer to the special sewing information.
Simplicity Pattern
8
3.02


ESSENTIAL
STANDARD
OBJECTIVE 3.02 A1 10% Understand tools and equipment
1. What are the categories of small sewing tools and their use?
ESSENTIAL 2. What are the parts of a sewing machine and their functions?
QUESTIONS 3. What are the parts of a serger and their functions?
UNPACKED CONTENT
A. Apparel Construction Tools and Equipment

1. Tools
a. Measuring
b. Pinning
c. Cutting
d. Marking
e. Stitching
f. Pressing
2. Equipment
a. Sewing machine
b. Serger

3.02 Understand tools and equipment
A. Tools
╬ icon throughout the curriculum. This is an opportunity for your students to collect
their work throughout the class.
1.  Show the Small Sewing Equipment PowerPoint and complete the Small
Sewing Equipment Key Terms Activity Sheet prior to the “Wheel of
Equipment” activity.
Wheel of Equipment
 Have students work in groups of 3-4, to create a
game board for their game “Wheel of Equipment”
Give each student round cake boards (or
cardboard circles) and have them divide the round
into six to eight sections.
 Cut out five paper triangles &, label each color with the six equipment
categories. (Measuring, Pinning, Cutting, Marking, Stitching & Pressing )
Give each category a $ value such as $300, $500 etc.
 Place triangles around circle. Fill in the remainder of the board with
triangles (new colors) that have Lose a Turn, Free Spin, neighbor to right,
lose a turn and Bankrupt.
 Make an arrow out of cardstock or construction paper and attach to center
of cake round with a paper fastener to allow the arrow to spin around
board. If students have other ideas for the spinner encourage them to
incorporate their design into their (group) game board.
 Use the equipment list in Instructional Resources and have students make
key term game cards for game board. Cards should have the category on
the front of the game card and key term and purpose on reverse. Color
code cards to reflect proper category. Place games cards in five stacks to
use during the game.
 Once wheel and cards are complete, play a round of “Wheel of Equipment.”
Category: Key Term:
Pressing Iron
Use: Press Garments
Game Instructions
 When groups complete their game board, have them make their own rules
for the game or follow rules below.
 When groups complete their game board, have them make their own rules
for the game or follow rules below.

A. Tools
Rules
 For whole class game, divide class into five groups. First group spins the
wheel and draws a card from the corresponding color/category as the
triangle on the wheel. If the group identifies the equipment and gives the
correct purpose, they receive the points for the turn. Continue playing until
all cards are drawn. Follow directions on wheel such as lose a turn, etc.
Group with the highest point value wins.
 Students can be creative and opt to create a virtual wheel of fortune board.
Consider using this activity as a semester project for each unit where
students add work for review. Students can refer to resources below for
virtual ideas and resources.
Round cardboard cake rounds or recycled cardboard cut into rounds,
construction paper, scissors, rubber cement/glue sticks, equipment list.
Optional Nasco dry erase spin board to use for unit review. For each unit
change equipment, or vocabulary words.
Collaborate with carpentry class to construct a permanent wheel for
classroom use.
Equipment list
Computer/projector
Use this link to develop PowerPoint games for class review as another
option for vocabulary or test review.
Key Terms
Bobbin
Bobbin case
Bobbin cover or slide plate
Feed dog or feed
Foot or knee control
Hand wheel
Hand-wheel knob
Needle
Needle clamp
Power and light switch
Presser foot
Presser foot lifter
Reverse button
Spool pins
Bobbin winder
Stitch-length control
Take-up lever
Tension control
Thread guides
Throat or needle plate

A. Tools
2.  The teacher will demonstrate the parts of the sewing machine and its
function. Key terms listed above.
 Handout sewing machine diagram (see information in instructional
resources below).
 Have students label the parts of the machine and describe the function of
each part using the textbook as a resource.
Sewing machine
Document Camera and Projector
Sewing machine handout-“Identifying Parts of a Sewing Machine”,
Clothing: Fashion, Fabrics & Construction Textbook Resource Book titled,
“Sewing & Serging Techniques”, page 9.
Fashion, Fabrics & Construction Textbook
OR
 In small groups, have students create a video demonstrating the parts and
function of the sewing machine using software to edit the video such as
Movie Maker. Post on a class wiki or Google docs for peer review.
Video camera, Smartphone (If permitted)
Computer
Video editing software
Sewing machine
Apparel Textbook – Clothing: Fashion, Fabrics, and Construction
 Demonstrate how to operate the sewing machine.

 Teacher demonstrates how to operate the sewing machine while
discussing safety tips.
 In small groups, have students read online article about sewing machine
safety tips at the following link: http://www.craftsy.com/article/sewing-
machine-safety-tips. Have groups create a word document on safety tips
for operating the sewing machine.
 Have students practice winding a bobbin, threading machine and then
complete Four Squares Sewing activity to practice sewing different stitch
lengths and widths.
 Have students practice sewing curves and corners with the activity “Sew
Around the Silhouette.”
 Have students practice sewing skills by having them complete small
sewing projects. Example could include, Small Drawstring Bag Activity.
See Sewing Project Resource List for other suggested ideas.

A. Tools
Computer
Sewing machine
Small sewing equipment
o bobbins, dressmaker scissors, various marking tools, rotary cutters and
mats, seam gauges, and seam rippers
Other supplies: fabric and thread
Small Drawstring Bag activity
Sewing Project Resource List
Four Squares Sewing activity
Sew Around the Silhouette activity
 Have students research and create a chart on selecting different needles,
thread, and stitch lengths for various fabrics. Reference chart in the
textbook, Clothing: Fashion, Fabrics, and Construction.
 Have students create a chart on how to solve common sewing machine
problems.
Industry Connection
Have students research the use of embroidery machines and their implications in
the development of a small business.
Common Core Connection

In small groups, have students research the historical background of the sewing
machine. Then, have students create a timeline of the events leading to today’s
electronic sewing machines.
Helpful Links
Time Toast
Virtual Sewing


3.02 Understand tools and equipment

B. Equipment
Key Terms
Front cover
Hand wheel
Power switch
Pressure control regulator
Side cover
Spool base
Spool pin
Tension controls
Thread cone
Thread guide pole
Chaining off
3.  Demonstrate the parts of the serger and its function. Refer to a User
Manual for a serger in your classroom, or locate one online.
 Have students create a Venn Diagram comparing the sewing machine and
serger.
 Suggested websites for electronic versions:
o Venn Diagram
o Venn Diagram II
o Venn Diagram III
Computer
Serger, document camera, and projector
Clothing: Fashion, Fabrics & Construction Textbook resource book titled –
“Sewing & Serging Techniques”, page 10.

4.  Demonstrate the use and safety of the serger.
 Teacher demonstrates how to operate the serger while discussing safety
tips.
 In small groups, have students practice threading the serger. Have students
practice operating the serger by completing small serging projects. Example
could include the Customizable Wristlet for an IPod, Cellphone, or
Camera, see example in Instructional Resources folder.
 Have students create a chart on correcting serging problems.
Computer
Serger, thread, seam ripper, serger tweezers, and seam sealant
Customizable Wristlet for an IPod, Cellphone, or Camera activity


3.02 Customizable Wristlet for an Ipod, Cellphone, or Camera Activity
Materials Needed:
1 piece of medium-weight cotton fabric for the outer body of the wristlet (13 inches by 4 ¾ inches)
1 piece of medium-weight cotton fabric for the lining (10 ½ inches by 4 ¾ inches)
1 piece of fusible fleece or batting (13 inches by 4 ¾ inches)
1 piece of ribbon (11inches by ½ inch)
Thread to match
Special Note: Some cell phones may be larger than this finished case. You may want to measure
and readjust to customize your wristlet.
Directions:
1. Take the outer body fabric and fuse or baste the fusible
fleece or batting to the wrong side.
2. Match the outer fabric with the lining fabric at the top of each piece
with right sides together. Stitch a ¼ inch seam.
3. Fold the ribbon in half with wrong sides together. Measure ½ inch from the
side of the fabric and pin. Pin or tape the edges of the ribbon to the cut
edge of the fabric.

Customizable Wristlet for an Ipod, Cellphone, or Camera Activity
4. Match the bottom of the outer fabric with the bottom of the lining fabric, right sides together.
Stitch a ¼ inch seam across the bottom. (Make sure the ribbon is stitched within the
seam).Trim seams to reduce bulk.
5. Turn the fabric pieces to the outside or right side. Position the lining fabric in the middle,
leaving a ½ inch of the outer fabric on both sides. See photo:
6. Serge down each of the long sides. Secure the ends of the serge seam by using a seam
sealant such as fray check.

7. Now, fold the fabric in half and stitch up both sides to form the wristlet.
Customizable Wristlet for an Ipod, Cellphone, or Camera

Activity
8. At the bottom corners, create a triangle by bringing the

bottom and side seams together to create a triangle point.
Stitch across at about ¼ inch from the end or point.
9. Turn wristlet right side out and poke out the corners. Now it’s ready to use.

3.02 Four Squares Sewing Activity
Supplies Needed:
 Rotary Cutter, rotary mat, straight edge ruler or fabric shears

 Seam gauge
 Marking pencil, pen, chalk, or tracing wheel and paper
 Thread
 Bobbin
Directions:
1. Using the seam gauge, measure four, 4” X 4” squares of fabric.
2. Using the rotary cutter, mat, and straight ruler or fabric shears cut squares.
(Caution: If using the rotary cutter- pay attention to where your fingers are at all
times. The blade is very sharp.)
3. Prepare your sewing machine to sew by winding the bobbin and threading the
machine.
4. Square 1: Sew three rows of stitching:

a. 1st row- basting stitches (5.5 to 6.0)
b. 2nd row- standard stitch length (2.5 to 3.0)
c. 3rd row- reinforced stitches (1.0 to 1.5)
5. Square 2: Sew 4 rows of stitching:

a. 1st row- sew a 5/8” row of stitches
b. 2nd row-sew a 3/8” row of stitches from the 5/8” row.
c. 3rd row- sew a ½” row of stitches from the 3/8” row.
d. 4th row- sew a ¼” row of stitches from the ½” row.
6. Square 3: Sew 5 rows of stitching-

a. 1st row- narrow zigzag
b. 2nd row-wide zigzag
c. 3rd -5th row- your choice of a decorative stitch
7. Square 4: Designer Choice

a. Using a marking method of your choice, draw a design and then stitch it out.

3.02 Sew Around a Silhouette Activity
Materials Needed:
• Medium-weight cotton fabric for the background to fit the desired size silhouette.
• Medium-weight cotton fabric to fit the desired size silhouette.
• Iron-on adhesive such as Wonder Under
• Thread to match
Directions:
1. Take a photograph of your profile. This will become your silhouette.

2. Transfer image (silhouette) to the computer and enlarge to the desired size. Print
and carefully cut out the silhouette and use as your pattern piece.
3. Pin the silhouette pattern piece to fabric with the right side of the image touching the
right side of the fabric. As shown:
4. Pin the wrong side of the silhouette pattern piece to

the right side (smooth side) of the Iron-on adhesive,
cut out.
5. Iron on adhesive to the wrong side of silhouette. Follow manufacturer’s directions.

Sew Around a Silhouette Activity
6. Peel off the back layer of the adhesive and place silhouette onto the background
fabric.
7. Position and press the silhouette with the attached Iron-on adhesive to a piece of
background fabric.
8. Next sew around the silhouette.

Sew carefully around corners and
pivot when necessary.
9. You are finished, trim excess thread and turn in for a grade.
You may want to frame your finished silhouette.

Apparel and Textile Production I ______________________________
3.02 Small Sewing Equipment Name__________________________
Key Terms Activity Category________________________
Purpose_________________________
_______________________________
Name_____________________________
_______________________________
Identify each sewing tool and give the correct
category from word bank provided and list the
intended purpose of tool.

CATEGORY BANK:
Name_________________________
MEASURING – PINNING – CUTTING
Category_______________________
MARKING – STITCHING - PRESSING
Purpose________________________

_______________________________
______________________________

Name_________________________
Category______________________ Name__________________________
Purpose_______________________ Category________________________
______________________________
Purpose________________________
______________________________
_______________________________
_______________________________

Name_________________________ Name__________________________
Category_______________________ Category________________________
Purpose_______________________ Purpose________________________
______________________________ _______________________________
______________________________ _______________________________

Name________________________ Name_______________________
Category______________________ Category_____________________
Purpose_______________________ Purpose_____________________
_____________________________
____________________________

____________________________
Name________________________ Name_________________________________
Category_____________________ Category______________________________
Purpose______________________ Purpose_______________________________
_____________________________ ______________________________________
_____________________________ ______________________________________

Name______________________ Name_____________________________
_ _________________________
Category___________________________
Purpose____________________
__________________________ Purpose____________________________
___________________________________
__________________________ ___________________________________
__________________________

Name_____________________________
Name_____________________
Category__________________________
Category___________________
Purpose___________________________
Purpose___________________ __________________________________
__________________________
__________________________ __________________________________

Name_________________________ Name_____________________________
Category_______________________ Category__________________________
Purpose________________________ Purpose___________________________
______________________________ __________________________________
__________________________________
_______________________________

Name_______________________
Name____________________
Category____________________
Category_________________
Purpose_____________________
Purpose__________________ ____________________________
_________________________
_________________________ ____________________________

Purpose_______________________________________
________________________
Name_______________________ ___________
Category_____________________ Name___________________
Purpose_____________________ Category________________
____________________________
____________________________ Purpose_________________
________________________
_______________________

Name______________________
Category____________________ Name______________________
Purpose_____________________ Category___________________
____________________________
____________________________ Purpose_____________________
__________________________

__________________________

Name_____________________
Name_____________________
Category___________________
Category__________________
Purpose___________________
__________________________ Purpose___________________
__________________________ __________________________
_________________________

Name_____________________
Name______________________
Category___________________
Category____________________
Purpose____________________
__________________________ Purpose____________________
__________________________ ___________________________
___________________________

Name_____________________
Name_________________________
Category___________________
Category______________________

Purpose_______________________________________
______________
______________________
_______

Name__________________
Name__________________________
Category_______________
Category_______________________
Purpose________________
______________________ Purpose________________________
______________________ _______________________________
_______________________________

Name_______________

Category
____________________ Name____________________________
Purpose_______________ Category__________________________
_____________________ Purpose___________________________
_____________________ _________________________________‐
_________________________________
Name____________________
Category__________________
Purpose__________________ Name_______________________
_________________________ Category_____________________
________________________
Purpose______________________
____________________________
___________________________
Name__________________________
Category_______________________ Name_____________________
Purpose________________________ Category__________________
______________________________ Purpose___________________
______________________________ __________________________
__________________________


3.02 Sewing Project Resource List Activity
Sewing Tutorials with Directions:
Pin Cushion Ideas:

http://www.happytogethercreates.com/2010/01/sweetheart-pin-cushion-tutorial.html
http://weekenddoings.blogspot.ca/2012/07/small-sewing-projects.html#.Ukbg93W9KSM
http://www.rileyblakedesigns.com/cutting-corners/category/pincushions/
Clutches and Bags

http://www.ourbusylittlebunch.com/2012/03/mini-clutch-tutorial.html
http://liagriffith.com/make-a-monogrammed-jumbo-tote-bag/
http://www.handmadejane.co.uk/2011/11/kids-wash-bag-tutorial.html
Scarves
http://www.sew4home.com/projects/fabric-art-accents/voile-infinity-scarf
http://www.buzzfeed.com/pippa/32-easy-to-diy-scarves-to-suit-every-style
Accessories
http://www.momtastic.com/diy/167487-diy-splendid-hair-bow/
http://www.polkadotchair.com/2010/03/tuesday-tutorial-quick-change-corsage-
necklace.html/
http://www.craftster.org/forum/index.php?topic=281186.msg3184220#msg3184220
http://darlingadventures.com/?p=470
Miscellaneous
http://www.babble.com/home/8-adorable-sewing-projects-for-beginners/#tissue-pack-
cover
http://howtosew.com/blog/great-gifts/diy-bow-tie
http://erinerickson.com/2011/11/circle-zip-earbud-pouch-tutorial/
http://www.handmadejane.co.uk/2011/03/lavender-bag-tutorial.html
http://ideas.stitchcraftcreate.co.uk/easy-sewing-projects-for-beginners-bookmark/
Great Books:
Sewing Green- Betz White
Bend the Rules With Fabric-Amy Karol
Carry Me- Yuka Koshizen
Simply Sublime Bags-Jodi Kahn
Get The Most From Your Sewing Machine-Marion Elliot
One Yard Wonders-Rebecca Yaker and Patricia Hoskins
Sew & Stow-Betty Oppenheimer

Apparel & Textile Production I
3.02 Small Drawstring Bag Activity
Materials Needed:
 Scraps of fabric
 ¼ inch ribbon (19 inches)
 Thread to match
Directions:
1. Measure and cut a piece of scrap fabric, 16 inches long and 6 ¾ inch wide.
2. Fold fabric in half as shown:
3. Measure and mark ¼ inch down from the top of the fabric:
4. Measure 1 inch down from the first mark and mark

again:
5. Measure 1 inch down from second mark on the right side of the fabric and create
a dot:

Small Drawstring Bag Activity
6. Sew a 5/8 inch seam down the left side:
7. Sew up the right side of the fabric to the dot (backstitch):

8. Press under ¼ inch at the top:
9. Fold over pressed edge to the dot and press again:

10. Sew around the circle close to the bottom edge:
11. Turn inside out and put ribbon through the opening at the side with a safety pin.
12. Tie a bow and you are done.

6/18/2015
Obj. 3.02
Apparel Construction Tools & Equipment
Small Sewing
Equipment
+
Measuring Equipment
 Tape Measure
 Sewing or Seam Gauge
 Yard Stick
 Transparent Ruler
 Hem Gauge
 Skirt Marker
+Tape Measure
Purpose:
• Taking Body
Measurements
• Measure Fabric
• Measure Pattern
Pieces
1
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+Sewing/Seam Guage
Purpose:
Measuring seam
allowances & hems
+
Yard Stick
Purpose:
Measuring skirt hems &
tasks requiring long, rigid measure
+Transparent Ruler
Purpose:
2
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+
Hem Gauge
Purpose:
Marks straight &

curved hems
+
Skirt Marker
Purpose:
Measure & mark

hemlines with
either pins or chalk
+
Pinning Equipment
 Silk Pins
 Ballpoint Pins
 Ball-headed Pins
 T-Pins
 Pincushion (w/emery)
3
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+
Silk Pins
 Made of stainless steel or brass

 Used with most fabrics
+Ballpoint Pins
Silk pin with a rounded point to enable pin to

slip easily between strands of yarn, to prevent
snags.
+Ball-head Pins
 Pins with colorful glass or plastic heads

 Easy to pick up
4
6/18/2015
+T-Pin
 Large T – shaped head
 Work well on:

 Loosely woven fabrics
 Bulky fabrics
 Pile fabrics
+ Pincushion
(with emery)
Pincushions provide a
safe way to store pins
for convenience. They
come in many colors
& shapes.
To sharpen a dull pin, Emery

stick the pin in & out
of the emery.
+
Cutting Equipment
 Dressmaker Shears
 Sewing Scissors
 Pinking Shears
 Embroidery Scissors
 Seam Ripper
 Thread Clipper
 Rotary Cutter
5
6/18/2015
+
Shears & Scissors
 Dressmaker Shears  Sewing Scissors

 Bent handle allows fabric to  Small round handles
lie flat while cutting.  Blade usually 4 to 6 inches
 Good for detail work:
 Usually 7 t0 8 inches  Clipping curves
 Corners
 Pinking Shears  Embroidery Scissors

 3 to 4 inches in length
 Zigzag edge:  Very pointed tip
 Finishes raw edge of seam
 Helps prevent raveling  Used for cutting:
 Buttonholes
 Not for cutting out  Trimming embroidery
pattern pieces. This image cannot currently be display ed.
threads
+
Seam Ripper
Purpose:
Removes stitches with

small blade. Blade lifts
the tread away from the
fabric before cutting.
+
Thread Clipper
Spring-action blades
Purpose:
• Clipping thread ends
6
6/18/2015
+
Rotary Cutter
 Roundretractable blade
resembling a pizza cutter.
 Makes straight clean cuts
through multiple layers of fabric.
 Must be used with a special
“self-healing” cutting mat.
+
Marking Equipment
 Fabric Marking Pen

 Tracing Wheel
 Tailor’s Chalk
 Thread
+Fabric Marking Pen
• Purpose:
• Marks
• Notches
• Darts
• Circles
• Squares
• Disappears with
water or
evaporates after
48 hours.
7
6/18/2015
+
Tracing Wheel
 Marks pattern symbols onto

fabric.
 Use a smooth edged wheel

for delicate fabrics.
 Use a saw-toothed wheel

for most other fabrics.
 Special waxed carbon paper

for tracing is available in
many colors.
+Tailor’s Chalk
 Purpose:
 Mark pattern symbols

onto fabric.
 Small square or
pencils will mark most
fabrics.
 Markings can be
brushed away or will
disappear when
pressed with an iron.
+Thread
Purpose:
Mark pattern
symbols.
Make simple hand-

sewn stitches to
mark construction
lines on fabric.
8
6/18/2015
+
Sewing Equipment
 Hand Sewing Needles

 Thimble
 Needle Threader
 Bodkin
 Pointer
 Loop Turner
+
Hand Sewing Needles
Needles vary in size

from:
1- for (Course fabrics)

12- for (Fine fabrics)
Purpose:
 Basting
 Hemming
 Applying fasteners
 Buttons
 Snaps/Hook & eyes
+Thimble
Metal or plastic tool to

protect finger while
hand sewing.
Available in different
sizes.
Indentions in thimble
help hold needle while
pushing the needle
through fabric.
9
6/18/2015
+
Needle Threader
Small tool with thin wire to

aid in threading a needle.
+
Bodkin
 Resembles a large,
blunt needle
Purpose:
 Pulls cord or elastic

through casings
Elastic
+
Pointer
Wooden tool with a

pointed end for
pushing out sharp
corners on collars.
Rounded edge is
used for holding
seam open while
pressing.
10
6/18/2015
+
Loop Turner
A long metal rod

with a hook.
Purpose:
Turns bias tubing

and casings right
side out.
+Pressing Equipment
 Iron
 Ironing Board
 Press Cloth
 Tailor’s Ham
 Sleeve Board
 Seam Roll
 Point Presser
Iron
Iron & Ironing Board Ironing Board
+Iron- Metal appliance used to press & steam

fabrics during and after construction.
Ironing Board- Level & sturdy surface with tight fitting cover
& smooth padding.
11
6/18/2015
+
Press Cloth
 Lightweight cloth for pressing fabrics.
 Prevents – iron shine or glossy marking & scorching

on certain fabrics.
+
Tailors Ham
A firm round
cushion used to
press curved areas
of a garment.
Purpose:
Darts
Curved Seams
+Sleeve Board
Small ironing
board around 20
inches long.
Purpose:
Press narrow
areas such as
sleeves.
12
6/18/2015
+
Seam Roll
Long firm
tubular
cushion used
for pressing
long seams
and small
curved areas.
+
Point Presser
A narrow wooden surface

with a pointed end.
Purpose:
 Pressing collar points
 Curved & straight

edges
13

3.02 Small Sewing Tools Equipment List
Measuring Pinning Cutting Marking Stitching Pressing
Tape Measure Silk Pins Dressmaker Fabric Marking Pen Hand Sewing Needles Iron
Shears
Sewing/Seam Guage Ballpoint Pins Sewing Scissors Tracing Wheel Thimble Ironing Board
Yardstick Ball-headed Pins Pinking Shears Tailor’s Chalk Bodkin Press Cloth
Hem Guage T-Pins Embroidery Scissors Thread Needle Threader Tailor’s Ham
Transparent Ruler Pincushion Seam Ripper Pattern Weights Loop Turner Sleeve Board
Skirt Marker Thread Clipper Basting Tape Seam Roll
Rotary Cutter Glue Stick Point Presser

3.03


ESSENTIAL
STANDARD
Understand engineering and
OBJECTIVE 3.03 B2 25%
construction.
1. What are the different seams and seam finishes and their
purpose?
2. How are basic seams and seam finishes constructed?
3. What are the machine stitching techniques and their application?
4. How is bulk reduced in seams?
5. How is fullness controlled in apparel?
ESSENTIAL
6. What are the different facings and their application?
QUESTIONS
7. What are the different types of interfacing, characteristics, and
application?
8. What are the different fasteners used in constructing apparel and
their proper application?
9. What are the different hem applications and how do you apply
them in apparel?
UNPACKED CONTENT
A. Characteristics and Types of Stitches

1. Characteristics
a. Standard Stitching
b. Basting.
c. Reinforcement Stitching
2. Types of Machine Stitching
a. Stay-stitching
b. Standard Seam Stitching
c. Backstitching
d. Understitching
e. Topstitching
f. Edgestitching
h. Stitch-in-the-ditch
i. Zigzag Stitching
3. Specialty Stitches
B. Seams and Seam Finishes

1. Plain seam
2. Reinforced seam
3. Flat-felled seam
4. French seam
5. Zigzag seam finish
6. Machine overcast seam finish
7. Serged seam finish
8. Turned and stitched finish
C. Reducing Bulk
1. Trimming/Grading
2. Clipping/ Notching
D. Controlling fullness
1. Easing
2. Gathering
3. Darts
4. Casings
E. Facings
1. Types
2. Application
F. Interfacing
1. woven
2. non-woven
3. Fusible
4. Non-fusible
G. Hems
1. Applying hems (marking, finishing, removing fullness,
finishing)
2. Machine
3. Hand
I. Fasteners
1. Zippers (lapped and centered)
2. Buttons/buttonholes
3. Snaps
4. Hook & eyes
5. Hook & Loop Tape

3.03 Understand engineering and construction
A. Characteristics and types of stitches
╬ icon throughout the curriculum. This is an opportunity for your students to collect
their work throughout the class.
Key Terms
Stitch lengths Backstitching
Standard stitching Understitching
Basting Standard seam stitching
Reinforcement stitching Topstitching
Stay-stitching Edge stitching
Directional stitching Stitch-in-the-ditch
Zigzag stitching Specialty stitches
1.  Discuss with students the importance of Machine Stitching Techniques.
Have students complete the Machine Stitching Guided Notes handout
while viewing Machine Stitching PowerPoint presentation found in
Instructional Resources. There is a Machine Stitching Guided Notes
Key for your reference.
 After students complete Machine Stitching Guided Notes, set up computer
stations around the room where groups can watch 40 Techniques Every
Sewer Should Know (Video link is in Instructional Resources.)
 Work in groups of 2-3 to create a WikiHow on one of the Machine Stitching
techniques or make a storyboard to share with the class. Display the
storyboards in the classroom.
Portfolio Option
╬  Have students complete practice samples of backstitching, staystiching,
directional stitching, basting and understitching. Students should mount
sample, explain the purpose of each stitching sample and label. This
could be included as a section in their Apparel & Textile Design Portfolio.
OR
 Have students create a digital portfolio. Students can screen shot their
storyboard and samples and download their WikiHow for the portfolio.
40 Techniques Every Sewer Should Know with Gail Yellen
Sewing Machine
Fabric for samples
Thread
Scissors
PowerPoint
Computer
Projector


Key Terms
Seam
Pin Basting
Hand basting
Plain seam
Topstitched seam
Flat-felled seam
French seam
Slot seam
Double stitched seam
Seam finish
Stitched-and-pinked finish
Turned-and-stitched finish
Zig-zagged seam finish
Machine overcast seam finish
Serged or overlock seam finish
Bound seam finish
1. This activity will cover approximately 3 class periods.
 Students will view the Seams PPT

 Introduce seams and seam finishes by having a gallery-walk through as a
bell ringer. Bring in sample garments that demonstrate various seams and
seam finishes. (If garments are not available for each seam or seam
finish, provide pictures.) Under each seam and seam finish, write name of
seam, criteria for seam construction, and have provide fabrics that
associated with each seam and seam finish.
 After students have completed walk-through, have them complete Activity
16-1: Matching Seam Finishes to Fabric pg. 197 from Successful Sewing.
(See Instructional Resources for textbook information.)
 Students should prepare sewing machines for a seam and seam finish lab
activity. Provide fabric swatches large enough for each seam in a color that
has an obvious right and wrong side. Use Activity 16-3: Evaluating
Learning pg. 199 in Successful Sewing as a rubric for the activity.
 Demonstrate each the seams and seam finishes below and allow students
time to construct each seam. (Students should keep seam samples and
include as part of their portfolio.)
See Seams and Seams Finishes on the next page


Seams
 Plain
 Flat-felled
 French
 Topstitched
Seam Finishes
 Stitched-and-pinked finish
 Turned-and stitched finish
 Zigzagged finish
Serge-stiched finish
Seams PPT
Sewing machine/thread
Serger (for serged finish)
Shears: dressmaker & pinking
eight 2- by 6-inch pieces of fabric from fabric scraps
Iron
Sewing seam gauge
Labeled Garment samples/pictures/pre-made seam finishes.
Fabric samples
Successful Sewing 7th Ed. Write-in Text, Westfall- Goodheart-Wilcox
Publisher
OR
2. Seams and Seam Finishes Portfolio Project

 This activity will cover approximately 1 class period.
 Using seams or seam finish samples from prior lab activities, instruct
╬ students in creating portfolio pages. Students should use a paper cutter to
insure lines are straight. Students should type the seam or seam finish in
a readable font in at least 14-16 pt. with other sections in 12 pt. Have
students choose one style of font and keep it consistent throughout project.
Each page should be mounted on black construction paper or cardstock.
Refer to example page under resources.
Each page should include:

 Seam or seam finish from lab activity
 Fabric sample to demonstrate criteria of seam
 Criteria for each seam in a short summary format.


Precut fabric samples
Scissors
Mounting tape/rubber cement/glue stick
Paper cutter
Ruler
Computer/printer
French Seam
Types of Seams
Thread Essentials
Clothes & Your Appearance, Goodheart-Willcox Co., Inc. 2008
Clothing: Fashion, Fabrics & Construction, McGraw Hill Glencoe, 2008
Iron
Sewing seam gauge
Labeled Garment samples/pictures/pre-made seam finishes.
Fabric samples
Double-fold bias tape or tricot bias binding
Clothes & Your Appearance, Goodheart-Willcox Co., Inc. 2008
Clothing: Fashion, Fabrics & Construction, McGraw Hill Glencoe, 2008
OR
3.  Have the students create a pillow demonstrating different seams and seam
finishes. See Seam Finish Pillow Project handout for instructions and
Seam Finish Pillow Project Rubric.
Sewing machines
Fabric- ½ yard of medium weight woven cotton fabric per pillow
Bag of polyfill
Thread
Small sewing equipment to include: sewing scissors or rotary cutter, seam
ripper, measuring tape or straight edge ruler, rotary mat and hand sewing
needles.
Seam Finish Pillow Project Handout
Seam Finish Pillow Project Rubric
4.  In small groups, have students create an infographic about the different
seams and seam finishes.
 Suggested online Infographic creator- http://infogr.am/
Industry Connection
The teacher demonstrates how to examine seams and seam finishes for quality,
based on the quality check points in garment manufacturing. Visit sites for
information on quality check points in garment manufacturing.


C. Reducing Bulk
Key Terms
Trimming
Grading
Clipping
Notching
1.  The teacher will discuss and demonstrate ways to reduce bulk in plain and
curved seams.
 Have the students create flash cards with key term, definition and a
diagram of each of the reducing bulk techniques.
 Have the students create an online interactive poster with images of
various items of clothing from online retail store websites. Have the
students read the garment description and include information on the
poster recommending a method of reducing bulk for various areas within
each of the garments. Suggested website for interactive poster:
http://www.glogster.com/
 Have students practice reducing bulk in curved seams by cutting out the
curved seam pattern pieces and following the directions on how to reduce
bulk on an inward and outward curve (directions and pattern pieces found
in the Successful Sewing resource book, Activity 15-pages 191-193.)
Medium-weight cotton fabric
Thread
Scissors
Bobbins
Pins
Sewing machines
.
 Have students mount and label completed reducing bulk samples in
portfolio. Mount and label sample with suggestions for use. Take photo of
each sample to be downloaded into the student digital portfolio.
 Have students cut out the curved seam pattern pieces out of fabric. Sew a
sample of each of the inward and outward curve and demonstrate the
appropriate techniques of trimming, grading, clipping, and notching.
Successful Sewing resource book, Reducing Bulk Activity 15-pages 191-
193.
Online flash cards: http://quizlet.com/, http://www.flashcardmachine.com/,
Trimming, Grading, Clipping Reproducible Master 26-5. Apparel Teachers
Resource Guide, Goodheart-Wilcox co., Inc., 2012.


D. Controlling Fullness
Key Terms
Easing Gathering Single-Pointed Dart
Double-Pointed Dart Applied Casing Self Casing
1.  The teacher will explain the technique of easing and demonstrate how to
ease two fabric pieces together.
 Show YouTube video to demonstrate how to pin baste a seam as a
technique to ease two fabric pieces together.
 The students will practice the technique of easing by using the directions
and patterns provided in the Successful Sewing resource book. Have
students cut out the pattern pieces from fabric. Next, students will pin
pieces with right sides together, matching notches and dots. Ease larger
area of fabric into smaller area, pin as you go. Sew both pieces together
to create a smooth, flat seam.
Computer
Projector
YouTube: https://www.youtube.com/watch?v=Eh7_zvHcIio
Sewing Machine
Fabric
Pins
Thread
Scissors
Easing Pattern Pieces directions and pattern pieces located in Successful
Sewing resource book, Activity 19-1, pages 213-217.
2.  Teacher will explain and demonstrate the technique of gathering.
 Have students watch YouTube video to reinforce technique of easing.
 The teacher will discuss and compare the similarities and differences of
easing and gathering techniques. Have the students create a chart of the
similarities and differences of easing and gathering techniques.
 Students will practice the technique of gathering by constructing a sample
using the directions in the Successful Sewing resource book.
Computer
Projector
Sewing Machine
Fabric
Pins
Thread
Scissors
Apparel- Design, Textiles & Construction: Teacher’s Presentations for
PowerPoint, Goodheart-Wilcox Publisher, 2012.
Gathering Pattern Pieces directions and pattern pieces located in Successful
Sewing resource book, Activity 19-2, pages 214-219.

D. Controlling Fullness
3.  The teacher will explain the two different kinds of darts, double and single
point and where they are most likely found in a garment.
 The teacher will demonstrate how to construct a single and double
pointed darts.
 Teacher will show YouTube Video
Sewing machine
Fabric
Tracing paper and wheel
Pins
Thread
Patterns found in the Sewing & Serging skill sheets handbook, a resource
in the Clothing: Fashions, Fabrics and Construction teacher handbook
resource, 1998 edition.
4.  The teacher will explain the two different kinds of casings, a self-casing
and an applied casing.
 The teacher will demonstrate how to construct a self and applied casing.
Then students will practice sewing a self-casing using the directions in the
Sewing a Self-Casing handout.
 Teacher will show YouTube Video
Sewing a Self-Casing handout
Sewing machine
Fabric
Pins
Thread
Safety pin and elastic
 Students will take a digital photo of each of their samples of the various
controlling fullness techniques. Download photo(s) into digital portfolio.
This could include samples of easing, gathers, darts, and casings.
FCCLA Connection
 Have students construct a garment to compete in the Fashion
Construction FCCLA Star Event. See instructions and rubric information
at www.fcclainc.org .



E. Facings
Key Terms
Shaped Facing or Fitted Facing
Extended Facing
Bias Facing
Understitching
Trimming
Grading
Clipping
Notching
Interfacing
1.  This activity will cover approximately 5-10 class periods depending on the
activity chosen. “All Dolled Up” is an activity that incorporates many
engineering techniques.
 Introduce facings to your students by bringing in examples from home, or
view examples from one of the internet links below.
 Application
o Collars
o Necklines
o Armholes
o Waistbands
 Facing Links
o Facing Made Easy
o Neckband #3 Facing
o Redesign a t-shirt neckline with a facing
 Divide Techniques of Facing Application between students. Each student
should research an application and present a storyboard that chronicles
the steps in each technique. Post these storyboards in the classroom.
 Techniques of Facing Application

o Applying interfacing to a facing
o Construction of a facing
o Neatening the edge of a facing
o Attaching a neck facing
o Facing a slashed neckline
o Armhole Facing
o Combination neck and armhole facing
o Grown-on facing
o Piped neck edge
o Plackets
o Necklines in stretch knits
See Option on next page.

E. Facings
OR
T-shirt Facing Lab
 Have students bring in an old or new t-shirt to use for a t-shirt lab activity.
Students will sketch out a “new” design for their t-shirt by changing the
neckline or armhole of their shirt. Students will need approximately ¼-
yard additional cotton fabric that is a close match to their t-shirt to cut
facing.
 Provide Pellon® Ek 130 Easy-Knit Fusible Knit Interfacing and
Underlining. available at most fabric stores to apply to facing. This activity
would also be a nice Segway for your lesson on interfacings. (If you are
limited on time, add in interfacing vocabulary and combine the two
sections as one lesson.
 After students have re-designed their t-shirts to include a new neckline or
armhole, they are ready to cut out their facing, interface it and begin
constructing. For assembly of the facing, refer to the link below. This link
is a preview of a book that would be an excellent resource for the
classroom.
 Facing Link
 After students complete their lab activity, have a fashion show to show
case the shirts. Students should write a short description of their shirt,
with an explanation of facing type and application method used to
complete their shirts.
T-shirt
Pellon® Ek 130 Easy-Knit Fusible Knit Interfacing and Underlining.
Sewing Maching
Thread
Cotton Fabric for facing
Scissors
Iron
Facing Made Easy
Neckband #3 Facing
Redesign a t-shirt neckline with a facing
OR
“All Dolled-Up” Facing Lab
 Prior to the lab activity, purchase 18” doll clothing patterns depicting
several eras of fashion. Make sure patterns have garment features that
include facings.
 Purchase 18” dolls to use in project. Write a grant for dolls, use local
allotment or ask for students find a sponsor for their project.

E. Facings
 Construct a few samples from Your period of fashion is the
patterns out of muslin with facings in 1800’s.
a contrasting color. Demonstrate the
steps in constructing the facing to Please name your doll and
include interfacing application, research your fashion era. Write a
clipping/notching inward or outward short biography that includes the
curves, understitching and applying dolls hobbies, daily life. Include
the facing to the garment. the social class of your doll, how
 Students should find a lab partner she would dress for play school,
and choose a time period card (see church or other special events.
example to right). Each group is Include fabrics available in this
responsible for making two garments era, and how the clothes were
for their doll. Students should
sewn, manufactured and cleaned.
construct one pajama garment and
Make a small book with biography
one other of their choice.
information to be included with
 Contact Social Services or another
your doll.
community agency that will be willing
to find deserving elementary age girls to give dolls to for Christmas.
 Invite the chosen agency to a “Tea Party” and present dolls to local
agency recipients. Prepare simple treats and punch for guests. Place
biography, doll in a clear cellophane bag, close with a decorative bow,
and doll nametag. Place dolls on a table and have each girl present their
doll to the agency representative. Request pictures of the children
receiving their dolls for student portfolios.
FCCLA Connection
 Have students compete in the “Recycle, Redesign” star event. Students
could redesign a garment they have in their closet or an outfit at a thrift
store.
Computer
Printer
Cellophane bags
Ribbon
Card stock for booklets
Glue stick/rubber cement
18” Doll patterns
Tea Party treats


F. Interfacings
Key Terms
Interfacing
Woven Interfacing
Nonwoven Interfacing
Fusible Interfacing
Fusible Knit Interfacing
1.  Provide students with fabric swatches in natural and man-made fibers.

Complete Activity 20-1: Practicing Making Decisions About Interfacing in
Successful Sewing workbook pg. 227.
 Purchase the various types of interfacing above in varying weights and
fibers suitable for a variety of fabrics. Give students small 2x2 square
samples and have them make vocabulary cards with index cards for each
type of interfacing.
Type of interfacing
Interfacing
 Woven Sample
Application
 Very versatile, good for tailored garments

and for places where fusible interfacings
are not appropriate.
Characteristics
 Stable control, crisp finish, available in a

variety of weights, generally more plialbe
than nonwoven or fusibles.
 Set-up several stations around lab with one ironing board, one iron, precut
fabric swatches, and interfacing samples. Allow students to use cell
phones if permitted or video tape demonstrations of how to apply various
interfacing samples. Have students create a Google Docs PowerPoint
slide presentation or a WikiHow with demonstration clips on how to apply
interfacing to a garment. When students share the presentation with
other students, have them allow others to comment on their projects. If
Google Docs is unavailable, make a regular PowerPoint presentation or
WikiHow and present during class.

F. Interfacings
OR
Luggage Tag Interfacing Lab
 Use classroom fabric scraps or have students bring in lightweight cotton

fabric to make a luggage tag. Use Luggage Tag Pattern in Instructional
Resources.
Computer
Luggage Tag Pattern
Camera/video camera
Poster board
Iron
Ironing Board
Pins
Dressmaker Shears
Embroidery Scissors
Sewing Machine
Fabric
Index Cards
Interfacing Samples
Successful Sewing, 7th edition – Mary Westfall- Goodheart-Willcox
Publishers
Industry Connection
 Introduce this entrepreneurial project as a segway into
Apparel and Textile Production II. This project could
launch an individual or group start-up business within
your classroom. Have student/s design a tie or bow
tie and pocket square for a teacher/administrator.
Students should interview the teacher/administrator to
determine style preferences, and sizing. This project
will allow you to incorporate a tailoring type interfacing that is nonfusible
and will need to be hand stitched for stability. Some tie patterns also
have an interlining. Remind students to give laundering/care instructions
to the receipients.
 Once the ties and squares are completed, present tie to the
teacher/administrator and take pictures. Make an announcement or make
posters to advertise when and how to vote.. Post the pictures in the Media
Center at your school and have students/teachers vote for their favorite.
OR, post pictures to your school provided webpage and set up a poll
where votes can be cast. When votes are counted, present a small prize
or certificate to the winner.

F. Interfacings
Computer
Camera
Poster board
Iron
Ironing Board
Pins
Dressmaker Shears
Embroidery Scissors
Sewing Machine
Fabric
Bow Tie/Tie Pattern
Certificate/Prize
Index Cards
Interfacing Samples
 The links provide project tutorials for students.

http://makezine.com/craft/diy-ing_the_emmys_the_bow_tie/
http://www.youtube.com/watch?v=GVlwpMFLI8I&noredirect=1
http://www.pinterest.com/voxbox/bow-ties-and-nerd-couture/
http://www.wikihow.com/Tie-a-Bow-Tie



G. Hems
Key Terms
Turned and Stitched Hem
Machine Blind Hem
Rolled Hem
Fused Hem
Slip-stitched Hem
Eased Hem
1.  Have the students create a chart to define the key terms above. Students
will research each type of hem to answer the following questions:
o What is it? (Name of Hem)

o What are the steps to complete? (Construction)
o When do we use it? (Application)
 Students will create a chart divided to answer each of the questions.

Students should include an illustration of each hem.
╬ OR
 Have students create vocabulary cards with each of the Key Terms.
 Distribute index cards to students. Students will research each hemming
method and create a card to illustrate and explain the construction steps
for each method.
Turned & Stitched Hem
Include on Card

 Name of hem

 Application
 Construction
Application: Light to medium weight fabrics_____
Hem Construction:
1. Turn under the top edge of the hem ¼ inch. Press

in place with a press cloth.
2. Machine stitch close to the folded edge of the hem.
3. Turn the hem up and hand stitch to the garment.
Use one of the hand stitches, such as the slip
stitch.
4. Press hem using a press cloth.

G. Hems
2.  Using the Hem PPT, discuss the steps of a proper hem.
1. Mark hem length.
(Put on garment, parallel to floor, work with partner)
2. Turn up hem
(Amount to turn up will depend on hem method to be used, how to
ease fullness when hemming)
3. Finish hem edge
4. Attach hem to garment
o Discuss how fabric plays a role in each hem.
o Discuss how each hem finish is selected. (Weight and degree of
ravel).
o Demonstrate the use of a seam gauge. Students that need
additional practice should be given fabric samples to measure.
 Create each hem using strips of fabric. Samples should be labeled with
end uses. These can be placed in a notebook or can be photographed
and placed in a digital portfolio.
 Create a zipper bag using sample hem strips. Hem Strip Bag
instructions can be found in the instruction resource folder.
Hems PPT
Hand Needles
Seam Gauge
Sewing Machine
Hem Strip Bag Activity
Fabric Scraps
YouTube Video
Hem Pants
Teach yourself how to hem


H. Fasteners
Key Terms
Hooks & Eye
Hook & Bar
Snap
Snap Tape
Eyelets
Nylon Tape
Buttons
Zipper
Hook & Loop Tape/Velcro™
1.  Set up fastener stations in the classroom. Stations should have fabric

swatches and other necessary tools for applying fasteners. While the
teacher mingles to each group and demonstrates proper application, other
stations should use computer resource videos, textbooks and sewing
resource books to study the correct procedure for application of their
fastener. (Use links below for tutorials in each station.)
Students should complete all stations and mount samples on cardstock.
Mount samples to cardstock and place in student portfolio.
Fastener Stations and Links
 Sewing on Buttons
http://www.wikihow.com/Sew‐a‐Button
https://www.google.com/search?q=how+to+sew+on+a+shank+button&safe=on#q=how+t
o+make+a+covered+button&safe=active
http://www.americanbuttonmachines.com/

 Hook and Look Tape
http://www.ehow.com/how_8423365_apply‐hook‐loop‐tape.html

 Hooks & Snaps
http://www.threadsmagazine.com/item/23267/how‐to‐attach‐hooks‐eyes‐snaps

 How to sew in a zipper
http://www.wikihow.com/Sew‐in‐a‐Zipper
 How to sew in an invisible zipper

http://sewing.about.com/od/zipperapplicationnetlink/ss/Sewing‐An‐Invisible‐Zipper‐Step‐
By‐Step‐Photo‐Enhanced‐Instructions_6.htm


H. Fasteners
Fabric Swatches 4x4
Buttons
Zippers
Velcro
Hooks & Snaps
Thread
Sewing Machine
Ironing Board
Iron
2. Teacher will give the students a choice of several simple projects that incorporate
one or more types of fasteners. Take students on a field trip to a fabric store to
purchase supplies for their project, or provide fabric and fasteners for this activity.
Three sample projects are listed below with instructional links and instructional
resources.
1. Zippered Pouch Activity
Zippered Project Links

http://www.skiptomylou.org/2009/01/14/how‐to‐make‐a‐lined‐zipper‐pouch‐tutorial/
http://www.pinterest.com/merroman/sewing‐ideas‐pretty‐little‐pouches/
http://www.noodle‐head.com/2012/06/open‐wide‐zippered‐pouch‐diy‐tutorial.html
http://punkinpattern.blogspot.com/2013/06/simple‐zippered‐pouch‐tutorial.html

Fabric
Scissors
Thread
Zipper
Iron
Ironing Board
2. Vinyl Travel Bag Activity

Students will create a Vinyl travel bag with Velcro closure. See Instructional
Resources for instructions for the Vinyl Travel Bag handout.

Velcro
Clear Vinyl Fabric
Pattern or solid vinyl fabric contrast
Textbooks/Resource Books
Vinyl Travel Bag Instructions

H. Fasteners
3. Covered Button Activity
Purchase a button machine and have students choose one of the covered
button activities located on the Covered Button Activity sheet. This would
make a great class entrepreneurial project. The link for the button machine
is located in the Instructional Resources.
Fabric
Scissors
Covered button parts (use American Button Machines link to order button and
keychain parts.)
Covered Button Kit /Button Machine
3.  Students will pair-share ideas on how to demonstrate the application of one

fastener from Key Terms. Each pair should research how to apply the
fastener and then create a WikiHow on this procedure. Groups will
demonstrate how to apply the fastener with a step- by- step pictorial
WikiHow presentation. Allow students to use camera phones or supply a
camera for groups. Have a preview day where students present their
projects in class.
Instructional Resources and Links

Computer
Cardstock
Needle & Thread
Fabric Fat Quarters
Key Term Fasteners
Camera or Camera Phone
Textbooks/Resource Books
Covered Button Kit /Button Machine

3.03 Covered Button Activity Projects
 Button Machines are a great way to bring in a simple entrepreneurial project to the classroom.
The machine is heavy duty and has many project possibilities beyond the samples below.
 The smaller button is made with the 1.5” button machine.
 The larger button is made with the 3” button machine.
 The American Button Company Link can be found in Instructional Resource
Badge Reel Holder Pony Tail Holder Key Chain
Covered Button Necklace
Covered Button Purse Mirror

3.03 – Hems Activity
Students will prepare a zipper bag utilizing their skills with fasteners and hems.
1. Cut 6 strips of fabric that measure 2” X 10”. You may use scraps or
remnants of fabric that you have leftover from other projects. You may
use the rotary cutter or create a paper pattern.
2. Complete each hem on each of the fabric strips.
Turned and Stitched Hem:

1. Mark hem at ½”
2. Press hem in place.
3. Finish hem edge – your choice (serged or pinked)
4. Machine stitch hem in place.
Fused Hem
1. Mark hem at ½”.
3. Finish hem edge (serged or pinked)
4. Cut fusible web into strips and fuse hem in place.
Blind Hem
2. Press hem in place
3. Finish hem edge (serged or pinked)
4. Set up machine for a machine blind hem. Fold fabric as necessary
and stitch.
Seam Tape Hem

3. Attach seam tape to raw edge of hem.
4. Machine topstitch hem in place
Slip Stitched Hem

7. Fold under raw edge and press.
8. Using a single thread, use the slip stich to finish hem.
Rolled Hem
2. Set up serger or machine to do a rolled hem
3. Complete the rolled hem at the marked hem line.

Turned Fused Machine Seam Slip Rolled

and Blind Tape Stitched
Stitched
Hem looks
attractive
from the
right side
Stitches are
spaced
evenly
Raw edges
of hem are
finished
appropriately
Sample
looks very
neat
To create bag:
 Clean finish or serge the top of each of the 6 hemmed strips of fabric.
 Run a gathering stitch 5/8” from the finished edge.
 Cut a rectangle 13” X 8”
 Gather each strip to 8” to fit the width of the rectangle
 Machine stitch each strip on the rectangle piece – 3 on each side



 Insert zipper
 Sew sides
 Box corners

6/18/2015
Hems
Hems
A properly sewn hem:
 Hang straight & even
 Parallel to the floor
 All fullness be eased in and sewn
smoothly
Hem Steps
1. Mark the hem
length
2. Turn the hem up
and press
3. Finish the hem
edge
4. Attach the hem
1
6/18/2015
Mark the Hem

 Work with a partner
 Wear garment with appropriate
shoes
 Measure the desired length with
a yard stick from the floor
 Mark desired length with pins or a
marking tool
Turn Up the Hem

Depending on the selected
hemming method, measure
from desired hem length and
make an additional mark
noting where to trim the excess
fabric
Finish the Edge

The raw edge of a hem must be
finished to prevent raveling.
 The finish is determined by
fabric & function.
 The raw edges of hems are
finished just like the raw edges
of seams
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Attach the Hem

Hems are attached by
hand, machine, or
fusing.
Hems by machine
 It is the quickest,
permanent hemming
method
 Most common methods
are Topstitched, Turned &
Stitched, Machine Blind
Hem, and Rolled Hem
Topstitched
 Used to attach
a hem and
decorate at
the same time
(the stitching
shows, just like
any
topstitching).
3
6/18/2015
Topstitched Hem
1. Mark hem
2. Trim to 1 ¼”
3. Press hem to inside 1 ¼”
4. Turn raw edge in ¼” & press
again.
5. Top stitch close to second fold.
Hems by machine
Turned and Stitched
• Looks like a
topstitched hem,
but the amount of
fabric turned up is
very small
(1/4”and usually
found at the
bottom of a man’s
shirt).
Turn & Stitch Hem

1. Mark hem & trim so that it is
5/8”.
2. Turn raw edge up 5/8” &
press.
3. Turn raw edge in to the 5/8”
pressing line and press again.
4. Topstitch along the second
folded edge.
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6/18/2015
Machine Blind Hem

• Used for most commercially
hemmed garments,
• Uses the blind hem foot.
• Virtually invisible
Steps Machine Blind Hem

1. Press the hem
2. Fold the raw edge in ¼”
and press
3. Pin hem in position
4. Turn the “hem” back on
itself
5. Position it under the blind
hem foot
6. Sew using the machine
blind hem stitch
Hems by hand
The stitches should be:
• evenly spaced
• loose enough that
the fabric does not
pucker
• almost invisible
• sewn with a single
thread
5
6/18/2015
Hems by hand
Slip stitch:
Stitches are almost invisible
Used to attach a folded
edge such as a hemmed
(turned & stitched) finish or
bias binding.
To sew, the hand needle is

slipped inside the folded
edge of the hem and the
picks up one or two threads
of the fabric directly below.
Fused Hem
 It is considered a quick fix.
 Used to temporarily hold a hem, i.e
dressing for work and you
inadvertently pull out the hem of
your pants and need a quick fix.
 Done with a fusible web
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3.03 Luggage Tag Template
rB

3.03 Machine Stitching Guided Notes Activity Key
I. Stitch Lengths
 Stitch Length is determined by the PURPOSE.

 A medium stitch length is most COMMON.
 BASTING STITCHES are very SHORT.
 REINFORCEMENT stitches are very SHORT.
II. Standard Stitching
 Use Standard Stitching for PERMANENT SEAMS & construction details.

 In most fabrics, standard stitching length is 10 to 12 inches.
 In finer fabrics, standard stitching is a SHORT stitch between 12 to 15 stitches per inch.
 In heavy fabrics, standard stitching is a LONGER stitch, 8 to 10 stitches per inch.
III. Basting
 MACHINE BASTING holds two pieces of fabric together until they are PERMANENTLY
stitched.
 Machine basting is also used on a SINGLE layer of fabric for: EASING, GATHERING, and
marking GUIDELINES.
IV. Reinforced Stitching
 REINFORCEMENT stitching adds STRENGTH to areas that will be clipped or trimmed close
to the STITCHING line or areas of high stress such as armhole, crotch and corners.
 There are 15 to 20 stitches per inch in a reinforced stitch.

Machine Stitching Guided Notes Activity Key
V. Stay-stitching
 STAY-STITCHING prevents fabric stretching.

 Stay-stitching is placed along BIAS & CURVED edges.
 STAY-STITCHING is added after: FABRIC marking, before PINNING, BASTING or
permanent STITCHING.
VI. Directional Stitching
 DIRECTIONAL stitching helps prevent a SEAM from changing or STRETCHING while

stitching.
 DIRECTIONAL STITCHING is produced by stitching with or in the DIRECTION of the fabric
GRAIN.
VII. Standard Seam Stitching
 Standard SEAM stitching produces a 5/8 inch seam.

 Standard seam stitching is used in most PATTERNS.
VIII. Backstitching
 BACKSTITCHING secures the ends of a row of stitching.

 To backstitch, begin ½ inch in from the end and STITCH backward to the EDGE of the fabric.
 Continue sewing to other end and backstitch ½ from the end.
IX. Understitching
 UNDER stitching keeps facing, or the UNDER side of the fabric rolled out of sight.
 UNDER stitching is created from STANDARD stitching.
 Stitch from RIGHT side of fabric through FACING & seam allowances, 1/8 inch from SEAM
LINE.

Machine Stitching Guided Notes Activity Key
X. Topstitching
 TOPSTITCHING is decorative or FUNCTIONAL stitching placed on the OUTSIDE of a

garment.
 Topstitching outlines SEAMS, secures FACINGS, attaches POCKETS, stitches PLEATS, and
holds HEMS.
XI. Edgestitching
 EDGESTITCHING holds fabric & seams in place. It is produced by stitching ¼ from finished
edge.
 EDGESTITCHING is used in areas such as NECK edges and ZIPPERS.
XII. Stitch-in the-Ditch
 Stitch IN the DITCH holds two or more layers of FABRIC together at the SEAMS and secures
NECKLINES, ARMHOLES and WAISTBAND facings. Produced by using standard stitching
on the OUTSIDE of a garment in the GROOVE of a seam line.
XIII. Zigzag Stitching
 Zigzag stitching is used to FINISH seams, stitch BUTTONHOLES; attach CORDING &
ELASTIC and creating DECORATIVE designs.
XIV. Specialty Stitching
 Most sewing machines have a variety of SPECIALITY stitches.

 SPECIALITY stitches add a DECORATIVE aspect to a garment and can be created by a
SERGER or sewing machine.

3.03 Machine Stitching Guided Notes
Name___________________________
Fill in the Guided Notes with Machine Stitching PowerPoint Slides.
I. Stitch Lengths
 Stitch Length is determined by the___________.
 A medium stitch length is most_____________.

 ______________ __________________ are very long.
 ________________ stitches are very _________.
II. Standard Stitching
 Use Standard Stitching for _______________ ___________& construction details.

 In most fabrics, standard stitching length is ____ to ____ inches.
 In finer fabrics, standard stitching is a ____________ stitch between _______ to
________stitches per inch.
 In heavy fabrics, standard stitching is a __________stitch, _____ to _____stitches per inch.
III. Basting
 _____________ _______________ holds two pieces of fabric together until they are
_____________stitched.
 Machine basting is also used on a ____________layer of fabric for: ______________,
_________________, and marking _________________.
IV.Reinforced Stitching
 ____________stitching adds _____________to areas that will be clipped or trimmed close to

the _____________line or areas of high stress such as armhole, crotch and corners.
 There are _____ to ______ stitches per inch in a reinforced stitch.

V. Stay-stitching
 _________- _____________ prevents fabric stretching.

 Stay- stitching is placed along _________ & ____________ edges.
 __________ ____________ is added after:___________ marking,
before __________, ______________ or permanent ______________
 Stay-stitching should be done on a ________layer of fabric 1/8
inch from seam ______ & within the _______allowance.
 ________ _____________acts as a guide for __________ & joining __________edges.
VI. Directional Stitching
 _______________ stitching helps prevent a ________ from changing or ________________

while stitching.
 _________________ ________________ is produced by stitching with or in the

______________ of the fabric ___________.
VII. Standard Seam Stitching
 Standard __________ stitching produces a _______ inch seam.
 Standard Seam Stitching is used in most _____________.
VIII. Backstitching
 _________________ secures the ends of a row of stitching.
 To backstitch, begin ________inch in from the end and _________ backward to the
____________of the fabric.
Continue sewing to other end and backstitch ________from the end.

IX. Understitching
 _____________ stitching keeps facing, or the ________ side of fabric rolled out of sight.
 __________ stitching is created from ____________stitching.
 Stitch from _______ side of fabric through _________& seam allowances, 1/8 inch from
_________ _________.
X. Topstitching
 _______________ is decorative or ____________ stitching placed on the ____________ of a

garment.
 Topstitching outlines _________,secures__________,
attaches ______________, stitches _______________, and holds__________.
XI. Edgestitching
 _________________holds fabric & seams in place. It is produced by stitching _______ from

finished edge.
 ______________ is used in areas such as _________edges and_____________.
XII. Stitch-in-the-Ditch
 Stitch____ the _________holds two or more layers of _______ together at the __________
and secures ____________, _____________ and ________________ facings. Produced by
using standard stitching on the ___________ of a garment in the ___________ of a seam line.

XIII. Zigzag Stitching
 Zigzag stitching is used to ___________seams, stitch ___________________; attach

______________ & __________ and creating ______________designs.
IXX. Specialty Stitching
 Most sewing machines have a variety of ____________ stitches.
 ________________stitches add a ___________________aspect to a garment and can be

created by a _________________or sewing machine.

6/18/2015
Machine
Stitching
Techniques
Obj. 3.03 Understand
Engineering & Construction
Stitch Lengths
 Stitch Length is determined by the

purpose.
A medium stitch length is most common.
 Basting stitches are very long.
 Reinforcement stitches are very short.
Standard Stitching
 Use: Permanent seams & construction details.
 Most Fabrics: 10-12 inches
 Finer Fabrics: Shorter stitch between 12-15

stitches per inch.
 Heavy Fabrics: Longer stitch 8-10 stitches per

inch.
1
6/18/2015
Basting
 Machine basting holds two pieces of
fabric together until they are permanently
stitched.
 Used also on a single layer of fabric for:
 Easing
 Gathering
 Marking guidelines
Reinforcement Stitching
 Adds strength to areas that will be clipped
or trimmed close to the stitching line or
areas such as armhole, crotch and
corners.
 Short stitch – 15-20 stitches per inch.
Stay-stitching
 Prevents fabric stretching
 Placed along bias & curved edges
 Added after:
Fabric marking
Before pinning
Basting
Permanent stitching
2
6/18/2015
Stay-Stitching cont.
 Stay-stitchingshould be done on a
single layer of fabric 1/8 inch from
seam line & within the seam
allowance.
 Acts as a guide for clipping &

joining curved edges.
Directional Stitching
 Helps prevent a seam from changing

or stretching while stitching.
 Produced by stitching with or in the

direction of the fabric grain.
Standard Seam Stitching

Produces Plain seam: 5/8 inch
 5/8 inch seam
 Used in most
patterns.
3
6/18/2015
 Secures the ends of

Backstitching a row of stitching.
 Securesthe ends of
a row of stitching.  Begin ½ inch in
from end.
 Stitch backward to
edge of fabric.
 Continue sewing to
other end.
 Backstitch ½ inch
from end.
Understitching
 Keeps facing or the
under side of fabric
rolled out of sight.  Stitchfrom right
side of fabric
 Createdfrom through facing &
standard stitching seam allowances,
1/8 inch from seam
line.
Topstitching
 Decorative or  Outlines – Seams
functional stitching  Secures - Facings
placed on the  Attaches – Pockets
outside of a
 Stitches - Pleats
garment.
 Holds - Hems
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6/18/2015
Edgestitching
 Holds fabric & seams in
place.
 Row of stitching ¼ inch

from finished edge.
 Used in areas as:

 Neck edges
 Zippers
Stitch-in-the-ditch
 Holds or more  Standard stitching on
the outside of a
layers of fabric in the groove
together at the of a seam line.
seams.
:
 Necklines
 Armholes
 Waistband facings
Zigzag Stitching
 Zigzag stitch uses:  Button Hole
 Finish seams
 Stitch buttonholes
 Attach cording &
elastic  Seam Finish
 Create decorative
designs.
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6/18/2015
Specialty Stitches
 Mostmachines  Machine & Serger
have a variety of specialty stitches
specialty stitches.
 Specialty Stitches
 Add decorative
aspect to garment
 Can be made by
a serger or sewing
machine.
6
3.03 Pillow Project Evaluation
4 3 2 1 Student Teacher Comments

Criteria Superior Good Fair Poor Score Score
Fabric and notion selection

and preparation-
suitable for design, properly straightened
(both cut edges and grain), preshrunk, if
necessary.
Pattern preparation-
Pressed pattern if necessary.
Layout and cutting- pattern pieces
pinned on grain, cut with long even
strokes, not pinking shears, cut
accurately and with grain. Marking
methods are appropriate and accurately
done.
Machine stitching- even stitches, stitch
length appropriate to fabric, handles
machine efficiently, tension properly
adjusted.
Handling of bulk- appropriate edges
graded, trimmed clipped or notched.
Plain Seam- even seam allowances,
appropriate seam finish properly done.
Zigzag Seam Finish- even seam
allowances, appropriate seam finish
properly done.
Reinforced Seam- even seam
properly done.

3.03 Pillow Project Evaluation
Serged Seam Finish- even seam
properly done.
Basted Seam- even seam allowances,
appropriate seam finish properly done.
Machine Overcast-Seam Finish- even
seam allowances, appropriate seam
finish properly done.
French Seam- Appropriate seam
allowances and seam is properly done.
Decorative Seam- even seam
properly done.
Closings and Finishing touches-
correct hand stitching, well done, no
loose threads. Well pressed fabric/
Management- efficient use of time,
energy, materials and equipment.
Reflective self evaluation- detailed
reflection based on above criteria and
digital image included.
Total
Points

3.03 Seam Finish Pillow Activity
Materials Needed:
2 Fat Quarters of Medium-Weight Cotton Fabric or

1/2 yard of Medium-Weight Cotton Fabric
Thread to Match
Fabric Preparation:
Cut 5 pieces of fabric, 14 inches by 4 1/2 inches. Put the other piece of fabric aside for the back of
the pillow.
A B C D E
Sewing Directions:
1. _____PLAIN SEAM: Pin two long sides of two of the pieces of fabric with right sides together
(Piece A and Piece B). Stitch a 5/8 inch plain seam (2.5-3.0 stitch length). Press seam open.
2. _____ZIGZAG SEAM FINISH: Zigzag edges of the seam allowance using the small zigzag
setting, (stitch width of 2.0).
3. _____REINFORCED SEAM: Pin long side of piece B to long side of piece C with right sides
together. Stitch a reinforced seam (1.0-1.5 stitch length) 5/8 inch from the cut edge.
4. _____SERGED SEAM: Using the serger, serge and cut off ¼ inch of each seam allowance, don’t
forget to chain off. Press seam to one side.
5. _____BASTED SEAM: Pin long side of piece C to long side of piece D with right sides together.
Stitch a 5/8 inch basted seam (5.0-6.0). Press seam open.
6. _____ MACHINE OVERCAST SEAM FINISH: Use the machine overcast setting and presser foot
for your machine. Overcast the raw edge of the each side of the seam.
7. _____FRENCH SEAM: Pin the wrong side of piece D to the wrong side of piece E. Stitch a 3/8
inch seam. Trim the seam allowances to 1/8 inch. Press the seam allowance open. Fold the
fabric along the seam line with right sides together. Press. Stitch ¼ inch from the folded edge.
French seam to one side.
Using the rubric, self assess your work. Turn in the pillow top and rubric to the teacher to have steps
1 through 7 graded before starting step 8.

Seam Finish Pillow Activity
8._____AFTER having pillow top grade, go back to step 5 and stitch over the original
stitching with a 2.5 stitch length. Backstitch at both ends.
9._____DECORATIVE STITCHING: Choose a decorative stitch and sew it onto the pillow top
front. Suggestions: sew on top of a seam line as a guide to assist in sewing in a straight line. Sew
a minimum of 2 rows.
10. ____ASSEMBLY (Putting the front and back together): Place your patchwork pillow FRONT
piece RIGHT SIDE UP on the table. Place your pillow back fabric on top, measure and cut to fit.
Pin all the way around, having outside edges even. Using a marking pencil, mark on the bottom of
the pillow a 3 inch opening (this is where you stuff the pillow).
11. _____SEWING IT TOGETHER: Sew a 5/8 inch seam around the pillow. Be sure to start at the
bottom of the pillow at the mark you created and finish at the other mark. Pivot around the corners.
Once finished, trim seams to a ¼ inch and cut corners diagonally. Turn pillow right side out and
poke the corners out with a point turner. Press pillow and make sure corners at pressed “square”.
Fill pillow with stuffing, making sure to STUFF all corners well.
12. _____SLIP STITCH: Close the opening by slipping stitching it closed.
13. ____ PHOTO AND SELF REFLECTION: Take a digital photo of your pillow and insert it into a
word document. Using the rubric, self assess your work and use it as a guide to write a reflection
of your experience sewing this project. Include information on the seams and seam finishes and
any difficulties you may have had. Also list possible end uses for the following seams or seam
finishes: French seam and Serged seam finish. Turn reflection, rubric, and finished pillow project in
to the teacher for a grade.

6/18/2015
PLAIN SEAM
 The most
common of
seams
 Suitable for all

areas of a
garment
 Not suitable for

shear & lace
fabrics
FLAT – FELL SEAM

 Decorative
 Strong
 Functional
 Great choice
whenever raw
edges are not
desirable.
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6/18/2015
WELT SEAM
 A variation of a
flat-fell seam
 Less Bulky
 Used on heavy
fabrics
 Easier to sew
 Can be used on
straight or slightly
curved seams
FRENCH SEAM
 A seam within a
seam
 Used on fabrics
that ravel easily
 Used so no raw
edges will show
TOPSTITCHED SEAMS
 Plain seam with a row
of machine stitching
on one or both sides of
the seam line.
 Decorative effect on
sport clothes
 Found on pockets, &
pleats or to emphasize
seamlines
2
3.03 Creating a Casing Activity
1. Cut a 13 inch by 8 inch long piece of fabric.
2. Fold in half to create a cylinder and then sew a 5/8 inch seam.
3. Fold over ¼ inch on one of the ends and press.
4. Fold over 1 ¼ inch more

and press.
5. Stitch 1/8 inch from edge on top and then stitch close to folded edge.
Leave a ½ inch opening to insert elastic.
6. Once elastic is inserted, close up the casing by

stitching in place.

3.03 Vinyl Bag – Hook & Loop Tape/ Velcro™

1. Cut two pieces of vinyl 11 x 12 inches.
2. Cut two contrasting vinyl strips 11 x 3 ½ inches.
o You can also make your bag your own dimensions. Remember to add ½-seam allowance to
your pattern.
3. Fold under ¼ inch on the top and bottom of each contrasting strip, finger press.
4. Place the top edge of the clear vinyl under the top edge of the folded ¼-inch contrasting strip and
topstitch across top and bottom edge on front and back pieces of bag.
5. Cut a piece of Hook & Loop Tape/Velcro™ 11 inches long.
6. Pull apart.
7. Place one side of Hook & Loop Tape/Velcro™ to the inside of each
contrasting strip – right below topstitched edge of each strip.

8. Place each vinyl bag section together (right sides together), matching top edge first. Pin together with
small pins to hold in place.

9. Using a ½ seam allowance, begin sewing at the top edge of one contrast strip, pivot and turn at
bottom edge and end at the top of the other side of contrast leaving top edge open.

10. Press Hook and Look Tape/Velcro™ together at top edge and use for wet items, toiletries and other
personal items.

11. This item can be monogrammed using a commercial embroidery machine or with vinyl precut letters.


Appareal and Textile Production I

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Apparel and Textile Production I

FAMILY AND CONSUMER SCIENCES EDUCATION | Career and Technical Education

PUBLIC SCHOOLS OF NORTH CAROLINA

WILLIAM COBEY BECKY TAYLOR WAYNE MCDEVITT

A.L. COLLINS REGINALD KENAN ERIC DAVIS

DAN FOREST KEVIN D. HOWELL PATRICIA N. WILLOUGHBY

JANET COWELL GREG ALCORN

JUNE ST. CLAIR ATKINSON OLIVIA OXENDINE

NC DEPARTMENT OF PUBLIC INSTRUCTION

Inquiries or complaints regarding discrimination issues should be directed to:

Visit us on the Web :: www.ncpublicschools.org M0415

Each Blueprint contains the:

Career Cluster Two-­‐letter Abbreviations:

2.00 Understand textiles 20% B2 A/CD/CS/SC

3.00 Understand apparel engineering 53% B2 A/E/CD/CS/SC

Contact FACSEducation@dpi.nc.gov for more information

Column Heading Column information

Local Use Space for use by Local Education Agencies.

Course Guide and Assessment Item Policy

Anna Blancett Editor

Special thanks to the following business and industry representatives

State Staff for Family and Consumer Sciences Education

Equipment List and DPI Facilities Guidelines

COURSE FA31 – Apparel and Textile Production I

Apparel and Textile Production I Summer 2015 1

Common Core Connection

Apparel and Textile Production I Summer 2015 2

3.  Students will view the Flocabulary: http://youtu.be/eutUTVpdWDc

Apparel and Textile Production I Summer 2015 3

1.01 Remember the apparel industry.

Apparel and Textile Production I Summer 2015 4

1.01 Remember the apparel industry.

Apparel and Textile Production I Summer 2015 5

1.01 Remember the apparel industry.

Note to teacher: Students can be assigned decades or have them do 5 or 6

3.  Divide students into 6 groups.

Apparel and Textile Production I Summer 2015 6

Apparel and Textile Production I Summer 2015 7

Apparel and Textile Production I

1.01 -19th Century Notes Activity

In the beginning, he only offered _________________________ patterns.

In ________________ they began offering women’s' dress patterns.

______________________- A pattern in sewing and fashion design is the paper or

Apparel and Textile Production I Summer 2015

1.01-19th Century Notes Activity

____________________- a fashion designer who is widely considered

He is credited as the first designer to put ______________________ onto the clothing

____________________________; is the term for factory-made clothing, sold in

Also called ______________________________.

_______________________________ were the first ready-to-wear garments to be

High-quality ready-to-wear garments for men became generally available soon

____________________________-the inventor of the quintessential American

In 1872 _________________________________, a Reno Nevada tailor writes to Levi

Originally called _______________________________________.

Apparel and Textile Production I Summer 2015

1.01-19th Century Notes Activity

In the beginning, he only offered men's and boys' patterns.

In 1866 they began offering women’s' dress patterns.

Thus paper patterns were born.

Apparel and Textile Production I Summer 2015

1.01-19th Century Notes Activity

Also called prêt-à-porter.

High-quality ready-to-wear garments for men became generally available soon

Originally called waist overalls.

Career Cluster Two-‐letter Abbreviations: