Highlight the importance of Star Quilts and Lakota history
Lakota people are Indigenous to what is Midwest United States. They are from Sioux Nation, which includes three dialects: Nakota, Dakota, and Lakota – three different ways of speaking within this community. Their homes and lands were taken and reduced by settlers and colonizers, similar to the crisis in the book.
Ensure students understand this culture is very present today.
If needed, spend time discussing the impact these events had on these communities.
For Lakota people, star quilts are very important and made for several occasions, such as celebrations, pow-wows, and honouring different people. Quilt making is a skill adapted from settlers, as they were already skilled at sewing.
Unlike European quilters, Lakota quilters tend to work individually on quilts unless there is a great need to come together, again as in the book.
Inform students they will be working individually to create a star quilt by patterning.
Follow the instructions in the footnotes of the slides to generate a pre-discussion on patterning, quilts, and symmetry.
Highlight the similarities between the quilts (e.g. symmetry, patterning. etc.). On slide 14, consider guiding student thinking with the following questions and challenges:
How is the pattern different? How is it similar?
Let’s count inside one diamond, starting from the tip then move towards the inside.
Now let’s count all the diamonds, beginning with the tip, then one row in, then the next.
What do you notice? Are the units symmetrical? How do you know?
How much does the pattern increase by each row? Why is that?
How many units do we have total?
We multiply the pattern within the unit, by the number of units we have and then we have the pattern for the entire shape.
When the discussion has concluded, distribute the star branch templates (Appendix B)
Students use the patterning rule they just discussed to create their own colour pattern.
When students complete the branch, distribute the quilting star template (Appendix C). They can extend their pattern to create an entire star.
Display the stars somewhere in the class.
Do students understand the pattern rule as more tiles are added?
Do students understand the pattern rule when more units are added?
Are students able to create their own pattern using colours?
Are students able to recognize when a quilt does not show a pattern?
Do students recognize lines of symmetry?
Are students able to create the symmetrical half without error?