Historical Understanding

      Standard 1.   Understands and knows how to analyze chronological
                          relationships and patterns.
      Standard 2.   Understands the historical perspective.

World History

      Standard 5.   Understands the political, social, and cultural consequences
                          of population movements and militarization in Eurasia in the
                          second millennium BCB.

United States History

      Standard 2.   Understands cultural and ecological interactions among
                          previously unconnected people resulting from early
                          European exploration and colonization.
      Standard 4.   Understands how political, religious, and social institutions
                          emerged in the English colonies.
      Standard 7.   Understands the impact of the American Revolution on
                          politics, economy, and society.
      Standard 12. Understands the sources and character of cultural, religious,
                          and social reform movements in the antebellum period.
      Standard 14. Understands the course and character of the Civil War and 
                          its effects on the American people.
      Standard 18. Understands the rise of the American labor movement and
                          how political issues reflected social and economic changes.
      Standard 20. Understands how Progressives and others addressed 
                          problems of industrial capitalism, urbanization, and political
                          corruption.
      Standard 21. Understands the changing role of the United States in world
                          affairs through World War I.
      Standard 23. Understands the causes of the Great Depression and how it
                          affected American society.
      Standard 28. Understands domestic policies in the post World War II
                          period.
      Standard 29. Understands the struggle for racial and gender equality and
                          for the extension of civil liberties.
      Standard 31. Understands economic, social, and cultural developments in
                          the contemporary United States.

Mathematics

      Standard 4.  Understands and applies basic and advanced properties of
                         the concepts of measurement.
      Standard 9.  Understands the general nature and uses of mathematics.

Visual Arts

      Standard 1.   Understands and applies media, techniques, and processes
                          related to the visual arts.
      Standard 4.   Understands the visual arts in relation to history and
                          cultures.
      Standard 5.   Understands the characteristics and merits of one's own
                          artwork and the artwork of others.
   

Students will:

• research footwear worn during each of the ten timeline periods of study using historical books and the Internet and will draw conclusions about the footwear in regards to the time
• design and craft ten Social Studies banners depicting ten timeline periods of study
• sketch the footwear worn during each of the ten timeline periods of study
• transfer the drawings of footwear to the ten banners
• paint the drawings of footwear on the ten banners

United Streaming Documentaries

• Large Metal Straight-edge Ruler
• Scissors
• Hem Adhesive
• Iron
• 1 Set Three-inch Stencils
• 10 36" Dowels
• 15 Yards Sisal
• 23 Yards Natural Duck Cloth
• 1 Set Artist Paint Brushes
• Paint

• Classical Civilization-Greek/Roman (1500 BC-500 AD)
• Middle Ages (500-1400)
• Renaissance (1400-1600)
• New World (1600-1800)
• Civil War (1800-1865)
• Westward Movement (1865-1900)
• The Great Migration/WWI (1900-1930)
• WWII (1930-1950)
• Civil Rights/Vietnam (1950-1970)
• Modern Times (1970-Present)

1. 1.  Introduce the timeline of the periods of study to the students along with the new vocabulary.
3. 2.  Divide the students into groups of three.
4. 3.  Students should research the different time periods utilizing United Streaming documentaries and popular films for footwear worn during each of the ten time periods.
5. 4.  Encourage students to question why that footwear was worn? What does the footwear say about the wearer (ex. Men and women who wore high heels probably did not work in fields. It is a sign of their socio-economic status—they are wearing them as an indication that they are above working in fields.).
6. 5.  Once the group has done enough research, they should choose one type of footwear per time period. They should then draw a design of the footwear on art paper for transfer to banners.
7. 6.  Students will utilize the following steps for crafting banners:
         a.  Cut fabric into 30" x 84" pieces
         b.  Finish edges of fabric using Stitch Witchery and an iron
         c.  Create a 3" pocket at top of each banner to insert the dowel for hanging
8. 7.  When the students begin to paint the banners, they should include the time period, the dates of each time period, and the shoe design.
9. 8.  Once the banners are complete, the students should present their banner to the class describing what they found in their research. They should tell who wore the shoe, their sex, the socio-economic status of the shoe wearer, along with any additional information they learned from their research.
10. 9.  As a class, discuss how material objects tell a story about a time period. Indicate that studying other material objects may reveal even more about the history of that time period and the life of the owner.
11. 10.  Hang  the banners on the walls of the Social Studies classroom once they are completed.