TEKS Correlations

Grades 4-7

Social Studies

The TEKS related to these activities are as varied as the activities themselves. Specific numbers are listed following each activity.

Mathematics

Grade 4: (4.2) Number, operation, and quantitative reasoning. The student describes and compares fractional parts of whole objects or sets of objects.
The student is expected to:
(C) compare and order fractions using concrete and pictorial models.

(4.12) Measurement. The student applies measurement concepts. The student is expected to measure to solve problems involving length, including perimeter, time, temperature, and area.

(4.14) Underlying processes and mathematical tools. The student applies Grade 4 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:
(A) identify the mathematics in everyday situations;(D) use tools such as real objects, manipulatives, and technology to solve problems.

Grade 5: (5.5) Patterns, relationships, and algebraic thinking. The student makes generalizations based on observed patterns and relationships. The student is expected to:
(A) use concrete objects or pictures to make generalizations about determining all possible combinations.

(5.11) Measurement. The student applies measurement concepts. The student is expected to:
(A) measure to solve problems involving length (including perimeter), weight, capacity, time, temperature, and area.

(5.14) Underlying processes and mathematical tools. The student applies Grade 5 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:
(A) identify the mathematics in everyday situations; (C) select or develop an appropriate problem-solving strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and (D) use tools such as real objects, manipulatives, and technology to solve problems.

Grade 6: (6.8) Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, capacity, weight, and angles. The student is expected to:
(B) select and use appropriate units, tools, or formulas to measure and to solve problems involving length (including perimeter and circumference), area, time, temperature, capacity, and weight; (C) measure angles.

(6.11) Underlying processes and mathematical tools. The student applies Grade 6 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to:
(A) identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics;(C) select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and(D) select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems.

Grade 7: (7.8) Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to:
(B) make a net (two-dimensional model) of the surface area of a solid; and (C) use geometric concepts and properties to solve problems in fields such as art and architecture.

(7.13) Underlying processes and mathematical tools. The student applies Grade 7 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to:
(A) identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics;
(B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;(C) select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and (D) select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems.
 
 

Quilting Through the Years

Goal: to encourage investigation into local and regional history while incorporating the creative arts.

Objective: students will research, discuss and participate in a variety of activities related to quilting and the history of quilting in America over time.

Materials Needed:
- needed materials will vary with each activity listed.

Activity Description:
Classroom discussion of quilts and quilting can fit into the curriculum to satisfy every category of Social Studies TEKS. Below is a partial list of suggestions.

CULTURE

  • Research and prepare presentations on local quilts and quilting styles, describing their significance to the community.(4.20BC, 5.23BC, 6.18BD, 7.19A)
  • Identify individual quilters, either historic or modern, and explain the significance of their body of work.(5.22B, 5.23C, 6.18BC)
  • Describe how the characteristics and issues of various eras of U.S. history have been reflected in quilting patterns and symbols chosen by quilters. (4.20B, 5.22AB, 6.18C)
  • Bring in family quilts for discussion. (7.19A)
  • Identify symbols from folktales and legends in quilts and tell their stories.(5.23ABC, 6.17ABCDEF, 7.19AB)
  • Invite a guest speaker from the community to discuss quilts and quilting.(5.23ABC, 6.17ABCDEF, 7.19AB)
  • Research the history of quilting in Texas among different ethnic groups.(5.23ABC, 6.17ABCDEF, 7.19AB)
  • Research the history of quilting and/or quilt patterns, describing how these have changed over time, and how they have stayed the same.(6.17ABCDEF, 7.19AB)
  • Discuss quilts and quilting as an art form, explaining the relationships that exist between this art and the larger society.(6.18A)
  • Look at examples of contemporary "art quilts" and describe how contemporary quilting has been influenced by past styles.(6.18C, 7.19AB)
  • Identify examples of quilts as art that have transcended the boundaries of society and convey universal themes.(6.18D, 7.19AB)
  • Identify significant examples of quilts as art that demonstrate an artistic ideal or visual principle.(6.18ABCD)
  • Allow students to choose a topic from the Giving Voice to a Visual Art section. Have them research this area and give an oral presentation on their findings. (6.17ABCDEF, 6.18ABCD, 7.19AB)

HISTORY

  • Identify the contributions of individual quilters from immigrant groups.
  • Research the history of quilts and quilting among African-Americans, both during slavery and since.
  • Research the evolution of pattern fabric and color choice over time and how quilts reflect the times in which they were made.
  • Research political symbols used in quilts over time and how they reflect the motives, beliefs,and historic political climate of the makers.

CITIZENSHIP

  • Identify patriotic symbols used in quilts through time, and explain how these symbols reflect an American love of individualism, inventiveness, and freedom. (4.17A, 7.17C)

ECONOMICS

  • Research and discuss quilting for pay as a simple business and describe how it would operate. (4.13A, 5.13A, 5.14F, 6.10A)
  • Research and discuss the changing materials and technology quilters had available over time. (4.14A)
  • Discuss how supply and demand has affected the materials available to quilters over time. (5.13A, 7.13B)
  • Describe the impact of mass production, specialization, and division of labor on quilt-making over time. (4.14A, 5.14D, 6.9A)

SOCIAL STUDIES SKILLS:

  • Research some aspect of quilts or quilting from the Giving Voice to a Visual Art list, using oral, visual, and print sources.(4.23C, 5.26C, 6.21A, 7.21A, 7.22D)
  • Use quilts to identify points of view from the historical context surrounding an event. Print out a copy of A Short History of Quilting in America for an quick reference. (4.22D, 5.25D, 5.26C, 6.21D, 6.22C, 7.21D, 7.22D)
  • Research the history of quilts and quilting in America, identifying the elements of frame of reference that influenced selected quilting patterns and styles.(4.22E, 4.23B, 5.25E, 5.26B, 6.21E, 6.22B)
  • Identify bias in the way the history of quilting is written about, whether by commission or omission, posing the question, "Whose stories are not told in history books?" (4.22AD, 5.25ADE, 6.21A, 7.21ADEFG)

Deconstructing Quilts and the Math Connection

Take a quilt apart examining its fabrics and structure, then reconstruct its history by investigating its style, story, and how it relates to the lives of those who used it.
Bring one of your own special quilts into the classroom, or borrow one from a friend. Bring a book showing popular quilting designs on finished quilts.

Discuss with the students the personal family story behind the quilt, and quilts in general as heirlooms. Look closely at the quilt top with students.

Was it hand sewn or machine sewn?
How can one tell?
Is it quilted, tied, or both?
Look up the type of stitching used in your quilting book.
What is the name of the stitching?
What is the name of the quilting pattern?
What types of fabrics were used?
How long do you think it took to make the quilt?
Was it easy or hard?
Is it pretty or ugly?
What makes this quilt an heirloom?
Would you like to own a quilt like this?

Next, discuss the mathematical skills it takes to make a quilt.

What mathematical skills would you need?
What geometric shapes are used?
Identify the separate blocks and try to see how it was put together.
Have students draw the block on paper and cut it apart, then attempt to tape it back together.
Was this easy or hard to do?

Finally, discuss the design represented. Look up the design in the quilting book.

What is its name?
Why is it called that?
In what time period was the quilt probably made?
Discuss quilts as narratives in American history.
What story does this quilt tell about America?
About its maker?
Decide which category the quilt falls into in the Giving Voice to a Visual Art section.