Throughout this project, students will research historical influences on fashion through the lens of a fashion journalist. The lesson gives the students the prompt, “As a Fashion Journalist, you are constantly observing and reporting on the current styles and fashion trends. Your boss at the magazine, Today’s Trends, has tasked you with creating a mini magazine on the popular fashion trends of the past decade. (The trick here is that each student will be assigned a different decade - you are each placed at a different point in time!)” Each student will choose a different decade throughout history and then use reputable sources to create a mini magazine on Canva that features women’s clothing, men’s clothing, shoes, accessories, historical events, important individuals of the time, and more information about the given decade.  This multi-day lesson plan includes complete instructions for the project as well as a grading rubric. Suggestions for reputable resources are also included. Students are graded on including a variety of information and following the set formatting parameters.

Throughout this lesson, students will learn about sustainability in the textile industry by researching fast fashion. While completing the workbook, students begin with learning what the fast fashion industry is. Next, they learn about the negative impacts of fast fashion. Students will explore the environmental impact of fast fashion. Finally, students will learn about what they can do to consume textiles in a sustainable manner. All throughout the activity, students are reflecting on their learning by answering questions over the content and their responses to it.  This lesson on fast fashion is a student-directed workbook - perfect for a day with a substitute teacher. This lesson is designed to take one, 50-minute class period.

Throughout this project, students will research historical influences on fashion through the lens of a fashion historian. The lesson gives the students the prompt, “You are a fashion historian at the Smithsonian and your boss with the Clothing & Accessories division wants you to put together a virtual collection of textile garments that represent the 1900s You will be researching and finding historical garments and fashions using the University of Nebraska-Lincoln’s Historic Costume Collection database.” Students will find a garment in the collection from each of the decades listed and fill in the information as prompted in the template.  This lesson is designed to take 2 class periods (50 minutes). It would be excellent to use as a project before a break or at the end of a unit. NOTE - If you reside close to Lincoln, Nebraska, it would be fun to take a field trip to the University of Nebraska-Lincoln to be shown the Historic Costume Collection and to have the Textile, Merchandising and Fashion Design faculty tell you about specific garments, etc.

Ice-Dying is a twist on the classic tie-dye of the mid-1960s. In this lab, students will be combining the tie-dyeing techniques with the properties of slow melting ice. As the ice melts, the melted water carries the dye into the fabric, distributing the colors.  This is ideally a 3-period lab (52-minute classes). Day 1 consists of instructions, a teacher demo, and planning. Day 2 is when the students get to tie, dye, and prep their designs. Day 3 students get to rinse out their fabric and wash it.

            To dive into this topic, students will begin with reflecting on their current knowledge of their favorite clothing brands, fast fashion, and pollution. Next, students will watch a video showcasing the global impact of our textile waste in Ghana. These individuals will test their previous knowledge on sustainability facts. They will observe the global impact of our waste through pictures and culminate what they see in a collage. Students will read an article covering the global impact of our fast fashion trend. Finally, students will work in groups to create a persuasive infomercial to culminate their new knowledge. All throughout this process, students will journal their thoughts, changing perspectives, and consumption goals for the future.  

This documentary is an excellent resource to use at the beginning of a textiles unit in middle school or a textile sciences unit in high school. It showcases careers that are available in the textile industry as well as current science that is being researched. The examples are relatable for students, yet push the boundaries on conceptualizing the future of the textile industry. 

Throughout this 1-day lesson, students will learn about Trend Forecasting. They will begin with exploring the evolution of trends and defining environmental scanning. Next, students will compare and contrast long- and short-term forecasting, including sources of information for this research. Students will explore the work of popular futurists and trend forecasters and report their findings to the class. Finally, students will apply their new knowledge by reviewing designer shows from major fashion shows, identifying macro- and micro-trends, sharing with the class, and creating mood boards over their findings.  This lesson can stand alone, but it can also be taught as the second day in a unit on Trend Forecasting.

Throughout this 1-day lesson, students will learn about the Fashion Cycle. They will begin with defining what trends and fashions are. Next, they will explore the lifecycle of fashion. Students will compare and contrast fads and classics. Students will learn about the different ways that trends saturate a market. Finally, students will apply their new knowledge as they complete an activity where they choose and classify trends.  This lesson can stand alone, but it can also be taught as the first day in a unit on Trend Forecasting.