Lesson Plan: 1810 - A Year in Style and Story

Subject: History, Fashion History, Art

Grade Level: Middle School (Ages 12-14)

Time Allotment: 60-75 minutes

Learning Objectives

By the end of this lesson, you will be able to:

• Identify at least three key characteristics of women's fashion in the Regency/Empire era (circa 1810).
• Describe the connection between at least two major historical events of 1810 and the cultural/fashion trends of the time.
• Create a mood board (digital or physical) that accurately represents the fashion and historical context of 1810.

Materials Needed

• Computer with internet access for research and viewing images/videos.
• Notebook or journal and a pen/pencil.
• For Mood Board (choose one option):
  • Digital Option: Access to a free tool like Canva, Google Slides, or Pinterest.
  • Physical Option: Poster board or large paper, scissors, glue, and access to a printer or old magazines for images.
• Optional: A short (2-3 minute) clip from a film set in the era, like Pride & Prejudice (2005) or Emma. (2020), to show the clothing in motion.

Lesson Plan

I. Introduction: Welcome to 1810 (10 minutes)

1. The Hook (Engage):

   Let’s start with a thought experiment. Imagine you’re getting ready to go to a friend's house in the year 1810. You open your closet, but instead of hoodies and jeans, you see rows of long, thin dresses made of cotton. The waistline comes up right under your chest. You have to wear flat slippers, long gloves, and maybe a little jacket that looks like a soldier's uniform. And your phone? Doesn't exist. Instead, you carry a tiny purse called a reticule that can barely hold a coin and a handkerchief.

   Discussion Question: Why do you think people dressed this way? Does it seem comfortable or uncomfortable? What does this style of clothing make you think of?

2. State the Objectives (Set the Goal):

   "Today, we're going to be history detectives. Our mission is to uncover the secrets of 1810. By the end of our investigation, you'll be an expert on the fashion of the time, understand the huge world events that shaped it, and you'll even create your own 1810-inspired mood board to show off your new knowledge."

II. Body: Fashion, France, and Freedom (45 minutes)

We'll use an "I do, We do, You do" approach. I'll explain a concept, we'll explore it together, and then you'll apply it yourself.

Part 1: The Look of 1810 - The Empire Silhouette (15 mins)

• I Do (Instructor Explains):

  "The fashion of 1810 is called the 'Empire' or 'Regency' style. It was a total revolution from the huge, heavy dresses of the 1700s. The main features were:

  • The Empire Waistline: A super high waist located just below the bust. This created a long, straight, column-like look.
  • Lightweight Fabrics: Muslin and cotton were very popular. They were often white to look like the marble of ancient Greek and Roman statues.
  • Neoclassical Influence: People were obsessed with ancient Greece and Rome! Archaeologists had recently uncovered the ruins of Pompeii, and everyone wanted to copy the simple, elegant style of classical art in their clothing, furniture, and architecture. It was seen as pure and democratic, unlike the fancy, over-the-top style of the French monarchy that had just been overthrown.
  • Key Accessories: Because the dresses were so thin, women wore short, cropped jackets called Spencer jackets for warmth. For going out, they wore long overcoats called pelisses. They also wore bonnets, flat slippers, and carried small purses called reticules."

• We Do (Explore Together):

  Let’s look at some images. I want you to search for "1810 fashion plates" or "Regency era dress." As you look at the images, let's identify the key features together.

  • "Can you point to the Empire waistline on that dress?"
  • "What clues tell us this fabric is probably lightweight?"
  • "Which of these accessories can you spot: a Spencer jacket, a bonnet, or a reticule?"

  (Formative Assessment: Your ability to identify these features in various images will show your understanding.)

Part 2: What Was Happening in the World? (10 mins)

• I Do (Instructor Explains):

  "Fashion never happens in a vacuum. It’s always a reaction to what’s going on in the world. In 1810, two huge things were happening:

  1. The Napoleonic Wars: Napoleon Bonaparte was in charge of France, and he was at war with most of Europe, especially Great Britain. This meant trade was disrupted, and there was a huge sense of patriotism. Military uniforms started to influence everyday fashion—that's where the Spencer jacket and other details like braiding came from!
  2. A Changing World: In Great Britain, King George III was unwell, and his son was about to take over as Prince Regent, kicking off a period of great art and culture known as the Regency. In the Americas, countries like Mexico were beginning to fight for independence from Spain. All over the world, ideas about freedom, revolution, and new ways of thinking were spreading, and the simple, un-corseted clothing reflected this new spirit."

• We Do (Connect the Dots):

  Brainstorming Question: "How could a war with France actually change the clothes an English girl would wear?"

  Let's think about it. If you can't get fancy French silks and laces, what would you use instead? (Maybe locally made cotton or wool). If your brother or father is a soldier, might you be inspired to wear something that looks a bit like his uniform to show your support? Let's jot down 2-3 connections between history and fashion.

Part 3: You Do - Curate a Mood Board for 1810 (20 mins)

• Your Task: Now it's your turn to be the historian and fashion curator! You will create a mood board (digital or physical) that captures the essence of the year 1810.

  Instructions:

  1. Gather images that represent both the fashion and the historical mood of 1810.
  2. Arrange them in a visually interesting way on your board.
  3. Add short captions to explain the connections. You are telling a visual story!

  Success Criteria (What a great mood board will have):

  • [ ] At least 5 images of 1810 fashion (e.g., day dress, evening gown, bonnet, Spencer jacket, pelisse).
  • [ ] At least 3 images or keywords representing the historical context (e.g., a portrait of Napoleon, a Greek statue, a map of Europe, the word "Neoclassicism").
  • [ ] At least 3 short, clear captions that connect a fashion item to a historical idea. For example: "This simple white dress looks like a Greek column, showing the 'Neoclassical' trend that was popular after the discovery of Pompeii."

III. Conclusion: Reflect and Recap (5-10 minutes)

1. Share and Recap (Show What You Know):

   Present your mood board. As you do, explain your choices.

   • "Tell me about your favorite image on the board and why you chose it."
   • "What are the three most important things someone should know about 1810 after seeing your board?"

2. Summarize and Reinforce (Final Takeaway):

   "Great work! Today we discovered that fashion is more than just clothes—it’s a reflection of history, art, and big ideas. The high-waisted dresses and military jackets of 1810 tell a story of wars, revolutions, and a fascination with the ancient world. Now, whenever you watch a movie or see a painting from this era, you'll be able to read the story hidden in the clothes."

Assessment

• Formative: Your participation in the "We Do" discussions and ability to identify fashion elements in images.
• Summative: The final 1810 Mood Board will be evaluated based on the "Success Criteria" checklist. It will demonstrate your understanding of the fashion, the historical context, and the connections between them.

Differentiation and Extension

• For Scaffolding (If you need a little help getting started):
  • Use a provided list of websites with curated images for your mood board.
  • Use these sentence starters for your captions: "This dress shows the influence of _______ because _______." or "This accessory was popular during the Napoleonic Wars because _______."
• For Extension (If you want an extra challenge):
  • Research and add men's fashion from 1810 to your mood board. Who was Beau Brummell and why was he important?
  • Write a one-page journal entry from the perspective of a 13-year-old girl in London in 1810. Describe what you are wearing to a party and what people are talking about (gossip, war news, etc.).