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Clipart is used here to create a “Where is your family from” quilt square


Social Studies  



Title – Diversity Quilt
By – Susan Stolley
Primary Subject – Social Studies
Grade Level – 7


  • To research and gather information.
  • To explore similarities and differences in family histories.
  • To express meaning in a form other than linguistic.
  • To use symbolism in relating factual information.
  • To connect time, geography and place.


  • Colored pencils, markers
  • 6″ x 6″ white drawing paper
  • 7″ x 7″ red and blue construction paper
  • Red/white/blue yarn
  • Three hole punch
  • Laminator
  • Texts, encyclopedias, atlases with state/country maps


Prior to the activity assign the students the following questions to be investigated:

  • Who is the 1 st person in your family* to move to Idaho ?
  • Where did they come from?
  • When did they come?
  • Why did they come?

* Make a special effort to convey to students that there are many definitions of family. This activity can replace the family tree activities done in many classrooms that are becoming increasingly archaic as the dynamic of family changes in our country.


  • Share with your students the maps and symbols from your quilt square.
  • Discuss symbolism with your students.

Technology Adaptation:

  • Use clip art from clips online in the Microsoft Word Program.
  • Use outline maps from
  • Students will need to import and size their maps and clip art into a Word document.
  • Explain that they may only have 1 page of images and maps to print out. This will force them to be selective and not waste printer ink and paper!
  • Students can trace selected images/maps or use glue to paste the images on their quilt square.

Idaho Middle Grades Geography State Standards:

  • Develop and use different kids of maps, globes, graphs, charts, databases, and models.
  • Identify the locations of certain physical and human features and events on maps and globes and answer related geography questions.
  • Use mental maps to answer geographic questions and to analyze how they reflect on an individual’s attitude toward places.
  • Explain why places are connected and interdependent.
  • Describe the patterns and processes of migration and diffusion.
  • Explain migration streams over time.
  • Describe the ways in which human migration influences character of a place.
  • Describe ways in which the spatial organization of society changes over time.

Scoring Rubric (5 point scale):

5 Exceptional Project

This project is truly exceptional in every way. The student has gone well beyond what was required, and in fact, the student has done additional research outside the parameters of the assignment. The project reflects a great deal of time and undertaking. The project is skillfully and carefully completed. Attention was paid to details and there are no deficiencies or errors in this project. This project demonstrates thorough comprehension of the unit and the student has been able to successfully apply the learning. This project was completed on time.

4 Strong Project

This project is very effective. This project is above average in every way. The project meets all the requirements and, in fact, may have exceeded the requirements. The project reflects a considerable amount of time and effort and the project is neat and conscientiously completed. This project demonstrates that the student understands the unit and is able to apply the learning. The project was turned in on time.

3 Standard Project

This project is the intermediate or standard project. This project meets all the requirements, but no additional or extra work is reflected. The project is generally neat and acceptable, but it may contain errors or inaccuracies. This project demonstrates sufficient understanding of the unit. This project reflects a reasonable amount of time and care in its completion. This project was turned in on time.

2 Developing Project

This project is below average. This project may meet most or some of the requirements, but it does not reflect a great deal of time and effort. The project does not reflect a thorough understanding of the unit and/or the application of knowledge is inadequate. Time and effort reflected in this project are minimal. This project may/may not have been turned in on time.

1 Limited Project

This project is incomplete or the quality is unacceptable. The project does not meet most of the requirements and does not reflect effort, care or time. This project may be incomplete. This project contains errors and misinformation and does not reflect adequate understanding of the unit. The application of knowledge is insufficient or incorrect. This project may/may not have been turned in on time. This project needs to be revised.

0 Nonexistent Project





Treiber, Deborah, Strengthening Your History/Social Science Instruction: Practical Strategies That Work , Bureau of Education and Research, Bellevue, WA, 2002.

E-Mail Susan Stolley !

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