Geographically & Culturally Appropriate Clothing (Topic M, Stage 3)

Quick links to the Modes on this page: 
Content | Communication | Culture | Structure | Setting

Content expands language-learning opportunities, enables students to make connections, and reinforces knowledge from other content areas of the curriculum.
World Language

3.0 Students acquire information, recognize distinctive viewpoints and further their knowledge of other disciplines.

3.1 Students address concrete and factual topics related to the immediate and external environment.

  • Describe clothing styles of various Chinese minority groups. (Academic)
  • Explain how clothing reflects people’s social status and occupations in different dynasties. (Academic)
  • Explain how and why the Hanzhu 汉人 and Manzhu 满人,  who lived in southern and northern China, wore distinctly different clothes. (Academic)
  • Describe Taiwanese aboriginal tribes and their traditional outfits. (Academic)
  • Explain the meaning of Chinese cultural face painting designs associated with social status and ceremonies. (Academic)
  • Describe Chinese and Taiwanese tribal outfits for various formal occasions, such as weddings, rites of passage, and funerals. (Academic)
  • Describe the styles and craftsmanship of famous Chinese and Taiwanese fashion designers inspired by the traditional fashion styles, such as 唐裝, 棉襖 and 旗袍. (Academic)
  • Describe features of various Chinese and Taiwanese ceremonial outfits. (Academic)
  • Describe the art of embroidery in Chinese traditional clothes. (Academic)
  • Describe the Chinese imperial costumes in different dynasties. (Academic)
Culturally-appropriate listening, reading, viewing, speaking, signing, and writing occur as a real-world shared activity among language-users.
World Language

3.0 Students use planned language (paragraphs and strings of paragraphs).

3.1 Students engage in oral, written, or signed (ASL) conversations.

3.2 Students interpret written, spoken, or signed (ASL) language.

3.3 Students present to an audience of listeners, readers, or ASL viewers

  • Discuss the influence of traditional clothing styles on the modern fashion designs (e.g. 游牧民族風, 甲馬, 娃娃鞋, 百褶裙, 旗袍, 皮草) (Academic)
  • Discuss the impact of Western influences on Chinese clothing throughout the 20th century. (Academic)
  • View video texts and magazines of Chinese tribal clothes. Summarize main ideas and key information for each tribe. (Academic)
  • View video texts or documentaries, and explain changes to Chinese clothing styles and how they reflect changes in Chinese society. (Academic)
  • Create a brochure on the evolution of clothing worn by one’s ethnic group or community as part of a cultural heritage education week. (Real-World)
  • Present with visuals the clothing styles of a Chinese minority group in China or an aboriginal tribe in Taiwan to explain how the clothing reflects their culture, social status, lifestyles, and geography. (Academic)

Resources available:

  1. 中国少数民族服装/上
  2. 中国少数民族服装/下
  3. 中国历代宫廷服饰/上
  4. 中国历代宫廷服饰/下
  5. 中国刺绣/上
  6. 中国刺绣/下
  7. 国宝档案:台湾少数民族服装与音乐


3.4 Students describe, narrate, explain, state an opinion.

3.5 Students demonstrate understanding of the main idea and key details in authentic texts.

3.6 Students produce and present a written, oral, or signed (ASL) product in a culturally authentic way.

  • Post a description on a blog describing a favorite and least favorite Chinese fashion styles, and explain your preference. (Real-World)
  • Discuss how clothing styles and colors reflect politics and social status in ancient China. (Academic)
  • Design an outfit via drawing or computer graphic design inspired by the key features of the clothing styles of a dynasty for an online fashion webpage. (Real-World)
  • Compare the four Chinese embroidery styles. (Academic)
  • Create an illustrated poster or visuals that show 35 different ways clothing can be symbolic.  Write a paragraph explaining each illustration, imitating the writing style in Chinese journals and magazines. Present to class. (Academic)
  • Choose a historical period from China and create a presentation to explain how clothing indicates people’s social status and membership in certain geographical locations and cultures. (Academic)
Ideas, attitudes, and values shape culture and language: from literature, the arts and science, to daily living practices, to shared traditions, and common patterns of behavior acceptable to a society.
World Language

3.0 Students determine appropriate responses to situations with complications.

3.1 Students use products, practices, and perspectives in culturally appropriate ways.

3.2 Students describe similarities and differences within the target cultures and among students’ own cultures.

3.3 Students describe how products and practices change when cultures come in contact.

  • Describe and explain appropriate attire for various formal and informal occasions (i.e., wedding, funeral, red egg ginger party, elder’s birthday). (Academic)
  • Discuss the symbolic meanings of the animal prints/prints on clothing and hair wear in ancient China. (Academic)
  • Discuss how the characteristics of fashion styles change from east to west, and what it communicates about culture. (Academic)
  • Compare and contrast Chinese styles with those of the teenagers, especially Chinese immigrants, in California. Focus on what’s considered appropriate and acceptable attire for teenagers in both cultures. (Academic)
  • Compare major Chinese minority groups’ clothing styles with those of minority nationality aboriginals. (Academic)
  • Compare the tribal ceremonial outfits in Chinese language speaking regions. (Academic)
  • Compare the four major Chinese embroidery styles. (Academic)
  • State an opinion on the changes of Chinese teenagers’ fashion styles in the 70’s, 80’s and today. (Academic)
  • Discuss the influences of neighboring countries (e.g.,  Japan and Korea) on the trends of teenage fashions in Chinese speaking countries. (Academic)
  • Discuss how key figures in 20th century China behaved culturally appropriately through readings and photographs.  Example: students report on iconic people such as Sun Yatsen, Song Meiling, and Song Qingling, specifically, how they dressed when in China, Russia, Japan and in the United States. (Academic)
  •  Predict how clothing in both the U.S. and China will evolve in the future, considering factors such as globalization, textile technology and fashion. (Academic)
Each language has unique structural elements and patterns used to convey meaning.  These can be verbal or nonverbal (e.g., grammar rules and vocabulary, or gestures)
World Language

3.0 Students use knowledge of text structure to understand topics related to the external environment.

3.1 Students use paragraph level discourse (text structure) to produce formal communications.

3.2 Students identify similarities and differences in the paragraph level discourse (text structure) of the languages the students know.

  • View documentaries on Chinese embroidery and summarize the main ideas and key details of the four major styles. (Academic)
  • Watch a well-known movie or play based on a certain dynasty or minority group. Observe the costumes and write a description of the main character’s outfits. (Academic)

Resources available:

  1. 中国刺绣/上
  2. 中国刺绣/下
  3. 满城尽戴黃金甲 (张艺谋)
  4. 十面埋伏
  5. 锦衣卫 (甄子丹,赵薇)
  6. 花木兰 (赵薇)


Language learning within created settings, situations, and contexts help students comprehend meaning and learn to use language in culturally appropriate ways.

World Language

3.0 Students use language in informal and some formal settings.

3.1 Students initiate age appropriate cultural or language use opportunities outside the classroom.

  • Visit a museum (e.g. Bower’s Museum in Santa Ana) features exhibitions on Chinese fashion and make a presentation on the exhibits. (Real-World)
  • Interview an older person, a family member or friend, who had lived in China in the 50’s and 60’s on what fashion was like in that era. (Real-World)