LEARN NC

K–12 teaching and learning · from the UNC School of Education

Quilts

This lesson plan in designed to be one part of a fourth grade social studies unit on the Appalachian Mountains. It is based on the mountain custom of quilt making. This plan uses the book The Quiltmakers Gift by Jeff Brumbeau. It also uses the book internet site and other related sites. Enrichments of this lesson would be to display quilts, have a real quilt maker visit, have the class create their own paper quilt, etc.

A lesson plan for grade 4 English Language Arts and Social Studies

By Barbara Waters

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Learning outcomes

Students will:

  • enjoy the beauty of a literary work and its art.
  • increase knowledge of North Carolina heritage.
  • make connections to personal history.
  • think about the need to give as a part of life.

Teacher planning

Time required for lesson

90 minutes

Materials/resources

Book - The Quiltmakers Gift by Jeff Brumbeau

Work sheet - “Find out about the author Jeff Brumbeau and The Quiltmakers Gift”

Technology resources

Computer Lab Time
Internet Connections

Pre-activities

Students need to have had an introduction to the social studies unit on the Mountain Region of North Carolina.

Activities

Session 1

  1. Remind students of the information that they have learned about the North Carolina mountains.
  2. Discuss quilt making as a cultural heritage not limited to the mountains but a beautiful and still thriving art form. Students should understand the art of quilt making coming from a practical need to use extra material and to have warm beautiful bedding. Tell the students what they will by doing and introduce the the book The Quiltmakers Gift by Jeff Brumbeau.
  3. Read the book and discuss why the old woman would not give the king a quilt. Discuss “It’s better to give than to receive.” Also, discuss the variety of quilt designs shown in the book.
  4. Conclude the session by reminding students of next class and ask them to see if people in their families were quilt makers. (Often baby quilts are handmade and passed down in families. This would make a great display.)

Session 2

  1. Ask students if any of their family were quilt makers. Allow students time to discuss what they found out about their own history. (If there is great enthusiasm for the subject delay the computer session and make it session 3.) If there was a fairly large time gap between session 1 and 2 allow time to review the previous lesson.
  2. Take students to the lab and give out worksheet and clipboards. This site is the www.QuiltmakersGift.com - “Artist & Author” and the link at the bottom of the page “Click here for more from Jeff Brumbeau.” (Sites may be marked in “Favorites” due to the time factor.) Allow students to work at their own pace.
  3. Remind the students to continue collecting information about their own cultural heritage. Collect papers.

Assessment

Discussion and interest displayed in the subject

Papers collected

Scoring for author papers is on the Answer Sheet

Supplemental information

Attachments:

Books:

  • Sweet Clara and the Freedom Quilt by Deborah Hopkinson, 1993 Knoph/Random House. (Black History)
  • Home Crafts by Bobbie Kalman, 1990 Crabtree. (History)
  • Canada Geese Quilt by Natalie Kensey-Warnock, 1989 Dell. (Family)
  • Crazy Quilt by Kristin Avery, 1995 Harper Collins. (Easy/ Family/ Quilting project gone wrong)
  • The Quilt Story by Tony Johnson,1985 Putnam. (Pioneers)
  • The Josefina Story Quilt by Eleanor Coerr,1986 Harper Trophy. (Pioneers)
  • The Keeping Quilt by Patricia Polacco, 1988 Simon & Schuster. (Jewish Heritage)
  • Tar Beach by Faith Ringgold, 1991 Crown. (Harlem/based on the authors quilt painting)
  • The Patchwork Quilt by Valerie Flournoy, 1985 Dial. (Family)
  • Debbie Mumm’s Project Kids (www.debbiemumm.com 1-888 819-292) also “Debbie Mumm’s Kid-Friendly Creations,” “…Cottage in Bloom,” and “… Country Settings, 2001 Debbie Mumm Inc.

Related websites

http://www.QuiltmakersGift.com (About the book, author, and illustrator)

http://www.geocities.com/Heartland/4603/ (This site is “Appalachian Quilts and Other Affairs of Plain Living” by Lois Lacy. It also includes “Old Weather Signs,” “Quilt Patterns,” Jutebox - Some Old Country Music,” Etc.)

http://lcweb2.loc.gov/ammem/qltbr.html

http://edsitement.neh.gov/lessonplans/stories_in_quilts.html (Information, lesson plans, etc. on story quilts)

http://hattiesquilts.netfirms.com (Quilt information but more commercial)

Comments

Quilts provides a multitude of opportunities to extend into other curriculum areas. A few are listed below:

Math - Use the quilt blocks as a basis for geometry lessons. Survey of favorite quilt patterns.The “Appalachian Quilts and other Affairs of Plain Living” by Lois Lacy and “Block Quilt Patterns” in the geocities site above can be used for a survey and used for spreadsheet work.

Art - Provide students with blank blocks of quilt patterns that they color or paint. (See the geocities site for patterns.) Tape the blocks together to form a class quilt. This makes a great wall display.

Science - Use the quote that the best time to quilt is in bad weather as a lead in to a discussion of old and new ways of predicting the weather. See the geocities site on “Old Weather Signs.”

Character Education - The book provides an excellent starting point to discuss the power of giving. See the book site and the link to “Stories of Generosity and Community Involvement.”

Music - The geocities site under “Jutebox” will play Appalachian county music.

General Activities - The book site has Activites such as the “Kings Things Interactive Puzzle” but check to see that it is working.

North Carolina Curriculum Alignment

Social Studies (2003)

Grade 4

  • Goal 5: The learner will examine the impact of various cultural groups on North Carolina.
    • Objective 5.02: Describe traditional art music and craft forms in North Carolina.
    • Objective 5.03: Describe and compare the cultural characteristics of regions within North Carolina and evaluate their significance.

Computer Technology Skills (2005)

Grade 4

  • Goal 3: The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.
    • Objective 3.07: Locate, select, organize, and present content area information from the Internet for a specific purpose and audience, citing sources. Strand - Telecommunications/Internet

English Language Arts (2004)

Grade 4

  • Goal 3: The learner will make connections with text through the use of oral language, written language, and media and technology.
    • Objective 3.01: Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:
      • analyzing the impact of authors' word choice and context.
      • examining the reasons for characters' actions.
      • identifying and examining characters' motives.
      • considering a situation or problem from different characters' points of view.
      • analyzing differences among genres.
      • making inferences and drawing conclusions about characters, events and themes.
    • Objective 3.06: Conduct research for assigned projects or self-selected projects (with assistance) from a variety of sources through the use of technological and informal tools (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).
  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.02: Use oral and written language to:
      • present information and ideas in a clear, concise manner.
      • discuss.
      • interview.
      • solve problems.
      • make decisions.
    • Objective 4.10: Use technology as a tool to gather, organize, and present information.