Understanding by Design Stage 1 and 2

Unit Title: __Roaring 20s Cultural Values Advertise ents

A r tfu l P la n n in g

!rade "evel Date: 10-2.-1/

#t$

A%%ro&i ate Duration: _'( 1 $r) lessons ___________ Designed by : *livia +artlo, and C$ristine "ong STA!0 1: D0S1R0D R0SU"TS

Unit +lanning 0le ents

!oals-Standards VSC *b3e2tives 0ssential "earner *ut2o es

Des2ri%tion

Unit *vervie,:

4Established by the National, State, or local school district)

The Established Goals of a Particular Content Area or Discipline these are the things students should N!" and be able to D! by the end of the grade le#el or course le#el $select those rele#ant to the unit)

!rade #

5SC *b3e2tives:

$Standards fro% &D State Curriculu%' (isual Arts) http*))%d+,-.org ) ART 0"*S Perceiving and Responding: 1A)2) /se appropriate art #ocabulary to describe, analy0e, and interpret 1ualities of #isual for% percei#ed and recorded in 2or+s of art 16)2) Describe, analy0e, and interpret ho2 artists select %odes of representation and for%ats to e3press personal ideas, thoughts, and feelings Historical, Cultural, and Social Contexts: 2A)1) Deter%ine 2ays that 2or+s of art pro#ide social co%%entary, docu%ent historical e#ents, and reflect the #alues and belief of the society in 2hich they are created. 2C)2) 4nspired by the uni1ue styles and for%s of different artists, create e3pressi#e 2or+s of art based on the sa%e sub5ect or the%e Creative Expression and Production: /A)2) 4n reflecting on the co%pleted 2or+, describe, analy0e, and interpret the %eaning created and e#aluate the choice and use of %edia, s+ills and +no2ledge in sol#ing the art proble% /C)2) /se appropriate art #ocabulary to describe, analy0e, and interpret #isual 1ualities found in the 2or+ of designers, architects, planners, and artists Aesthetics and Criticism: 7C)2) Design a presentation of personal 2or+ as a process portfolio to de%onstrate a set of criteria that reflects personal aesthetic choices 8istory 0"*S US8)9) 6ecogni0e and interpret continuity and)or change 2ith respect to particular 7istorical de#elop%ents in the -8th century. US8).) Assess and interpret ho2 indi#iduals, issues, and e#ents changed or significantly influenced the course of /.S. history after ,988. $,. Describe the causes and characteristics of the cultural, political and econo%ic changes during the ,9-8s. -. Analy0e the effects of the cultural, political and econo%ic changes during the ,9-8s.)

:ased on Understanding by Design by G."iggins ; <. &cTighe, &odified for To2son /ni#ersity 4nterns ' Art Education Dept -889

Pri%ary Concept, =ocus or &ain E%phasis of the unit

6ig 1dea: The effects of the cultural, political and econo%ic changes during the ,9-8>s Art deco Cultural changes 6ed scare 4%%igration "o%en>s rights /ni#ersal concept* the role of i%ages and te3t to portray a cultural %essage. Studio process* relief printing, chine colle, hand printing Brief description of unit* Students 2ill $,) first learn about the effects of cultural, political, and econo%ic changes during the ,9-8s as 2ell as the role of ad#ertise%ents during this ti%e. Students 2ill use this +no2ledge to $-) create a poster that ad#ertises ideas that 2ould be e3pressed during the ,9-8s such as the popularity of lu3ury ite%s, the fear of political uprises, and the role of i%%igration. $?)At the end of the unit, students 2ill present their ad to an ad agency $the rest of the class) to e3press 2hy their ad ad#ertises an i%portant cultural #alue of the ti%e.

0ssential ;uestions

!pen'ended 1uestions related to the :ig 4dea that is i%portant in %a+ing art ' %ay be @re#isited@ in another unit A generali0ation or i%portant concept about the :ig 4dea and art that students 2ill co%e to understand 2hile studying this unit ' %ay be @re#isited@ in another unit

,. "hy %ight artists use a co%bination of i%ages and te3t to portray a %eaningA -. 7o2 do ad#ertise%ents during certain eras e3press cultural #aluesA ?. 7o2 can color, contrast, and shape be co%bined to effecti#ely e%phasi0e an ob5ectA B. "hat is the A%erican Drea%A C. 7o2 did the identity and #alues of people in /nited States e#ol#e through the pursuit of the A%erican Drea% during the ,9-8sA

0nduring Understandings

STUDENTS WILL UNDERSTAND THAT: ,. Artists can use a co%bination of i%age and te3t to portray a %essage. -. 6elief print%a+ing is a %ethod in 2hich the artist car#es into a %aterial and prints 2hat is raised. ?. Chine Colle is a techni1ue used in print%a+ing in 2hich colored paper is applied to the printing plate and adhered under the in+ed i%age. B. Ad#ertise%ents 2ere an i%portant part of A%erica>s culture 2hich shaped their #alues during the ,9-8>s. C. Ad#ertise%ents 2ere used to pro%ote the i%portance of %aterialis%, political beliefs, #ie2s about i%%igrations, and 2o%en>s rights. D. The identity and #alues of people in the /nited States e#ol#ed through the : at pursuit of the A%erican Drea% during the ,9-8s because of the least rise of indi#idualis%, nati#is%, and %aterialis%. E. There 2as a ne2 idea of the A%erican Drea% starting in the ,9-8s

<no,ledge and S=ills 4S%e2i>i2 unit 2ontent( 2on2e%ts and s=ills to be introdu2ed in t$e unit?

"hat you 2ant students to N!" and be able to D! as a result of studying this unit

4Students ,ill <@*A specific information related to unit)

Students 2ill understand that the A%erican Drea% changed due to cultural shifts in the ,9-8>s. Students 2ill understand the i%portance of ad#ertise%ents during the ,9-8>s Students 2ill understand the i%portance of idea generating and s+etching. Students 2ill understand the process of car#ing a linoleu% plate. Students 2ill understand the process of relief printing.

:ased on Understanding by Design by G."iggins ; <. &cTighe, &odified for To2son /ni#ersity 4nterns ' Art Education Dept -889

Students 2ill understand the process of chine colle.

4Students ,ill D* specific activities related to unit)

Students 2ill discuss the changes to the A%erican drea% in the ,9-8s and the 2ay the cultural #alues shifted. Students 2ill co%plete a s+etching handout 2ith space for three ad ideas. Students 2ill transfer the ad dra2ing onto their printing plate. Students 2ill create an ad#ertise%ent using the relief hand'printing techni1ue and chine colle. Students 2ill 2rite an artist state%ent, participate in a gallery 2al+, and present their 2or+ in front of their peers as a su%%ati#e assess%ent.
STA!0 2: ASS0SS50@T 0V1D0@C0 +er>or an2e Tas=s( Criteria >or Assess ent and Assess ent Tools +R15ARC 0V1D0@C0 4su ative? A description of specific tas+s +0RB*R5A@C0 TAS<4S?: and other acti#ities that 1) Art,or=: The year is ,9-8. Fou ha#e 5ust been hired students 2ill D! along 2ith a fe2 ne2 colleagues at one of the top ad#ertising agencies of to sho2 2hat the decade. Four first assign%ent on the 5ob is to create an they N!" and ad#ertise%ent that e3presses t$e i %ortan2e o> t$e ne, i igration /NDE6STAND . %oli2ies $topic 2ill change for each group). Each one of the e%ployees at

$These describe the types of assess%ents $for%ati#e and su%%ati#e) and the rubrics or other tools used to e#aluate student progress)

your ne2 5ob is to create a uni1ue ad design that persuades your audience to feel one 2ay or another about your topic. Fou %ust create a design in ? 2ee+s that incorporates this cultural #alue as 2ell as the artistic style of the ti%e. At the end of your ? 2ee+ 2or+ period, you %ust present your ad ca%paign to your agency and persuade the% that your ad is the one your co%pany should put into print based on the cultural %essage e3pressed, appropriateness to the ti%e, and cle#er %essage. 6e%e%ber, you are co%peting 2ith se#eral 2ell'+no2n ad#ertise%ent fir%s of the ti%e. Good luc+G 2) Artist State ent: /sing your creati#e 2riting s+ills, discuss the cultural #alue or %essage of your ad and its appropriateness for the A%erican people of the era. E3plain ho2 your design choices are si%ilar to those in the ,9-8>s and ho2 they influence the %eaning of your piece.

*T80R 0V1D0@C0 4>or ative?

&id'unit criti1ue' ho2 does your ad#ertise%ent reflect a cultural #alue for the ti%eA Teacher obser#ations !ne'on'one discussions bet2een teacher and student 4dea s+etch E3it tic+et' "hat do thin+ the %essage of this ad isA $sho2 students an ad fro% the ,9-8s)

<0C CR1T0R1A: Rubri2 $see full rubric in binder) Advertise ent Binal +rodu2t &eets and e3ceeds all HgoodI criteria 2ith rich e3planation, e3a%ples, and application of conte3t ideas. 5a& +oint Value: -70
:ased on Understanding by Design by G."iggins ; <. &cTighe, &odified for To2son /ni#ersity 4nterns ' Art Education Dept -889

Artist State ent and Re>le2tion &eets and e3ceeds HgoodI criteria 2ith rich e3planation, e3a%ples, and application of conte3t ideas. 7ighly enthusiastic and engaging. 5a& +oint Value: -20 Creativity and 1nnovation &eets and e3ceeds HgoodI criteria to sho2 clear o2nership and understanding. 5a& +oint Value: -2D Cra>ts ans$i% &eets HgoodI criteria to sho2 clear professionalis% and the student 2ent abo#e and beyond to pro#ide Kfinishing touches>. 5a& +oint Value: -1D -100

ASS0SS50@T T**"S: J erfor!ance "#ec$%ist

Rubric

Se%f&assess!ent c#ec$%ist

T$e "anguage o> t$e Unit +lan Stage /

STA!0 /: T80 "0AR@1@! +"A@ S0;U0@C0
Vo2abulary Specific /nit Ter%s 8istori2al Vo2abulary: A eri2an Drea E The idea that people could co%e to A%erica 2ith nothing, 2or+ hard, and beco%e rich and then create the perfect fa%ily. Red S2areE The pro%otion of the fear of co%%unis% spreading to A%erica. 1#21 0 ergen2y ;uota A2tE &a3i%u% nu%ber of i%%igrants per year 2as ?CE,8886educed i%%igration fro% eastern and southern Europe by only allo2ing country to send ?L of i%%igrants already in A%erica in ,9,8 1#27 ReedEFo$nson A2tE &a3i%u% nu%ber of i%%igrants per year reduced to ,CB,8886educed i%%igration fro% eastern and southern Europe by only allo2ing country to send -L of i%%igrants already in A%erica in ,M98 1 igration "a, o> 1#2#E The annual 1uotas of the ,9-B act are %ade per%anent. @ativis E the policy of protecting the interests of nati#e inhabitants against those of i%%igrants. Ao en Su>>rageE 2o%en>s right to #ote 1#t$ A end entE an a%end%ent to the /.S. constitution, ratified in ,9-8, guaranteeing 2o%en the right to #ote. +ro$ibitionE the period $,9-8??) 2hen the Eighteenth A%end%ent 2as in force and alcoholic be#erages could not legally be %anufactured, transported, or sold in the /.S. S2o%es TrialE a 5ury 2as to decide the fate of <ohn Scopes, a high school biology teacher charged 2ith illegally teaching the theory of e#olution. The %eaning of the trial e%erged through its interpretation as a conflict of social and intellectual #alues bet2een HtraditionalistsI and H%odernistsI. 8ireE+ur2$aseE a syste% of pay%ent for a co%%odity in regular install%ents 2hile using it. Art Vo2abulary: Relie> +rintE Printing %ethods in 2hich a bloc+ of 2ood, linoleu% or so%e other
:ased on Understanding by Design by G."iggins ; <. &cTighe, &odified for To2son /ni#ersity 4nterns ' Art Education Dept -889

%aterialNs surface is car#ed so that an i%age can be printed fro% it 6rayerE A tool used to roll in+ onto a surface by hand C$in ColleE A techni1ue in print%a+ing in 2hich an i%pression is %ade on a surface at the sa%e ti%e as its opposite side is adhered to a hea#ier support in the procedure. @e,s%rintE A thin type of paper often used for s+etches or practice prints. 6arenE A round, s%ooth pad, either flat or slightly con#e3, used to press paper against an in+ed 2ood or linoleu% bloc+ to lift an i%pression fro% the bloc+. 0dition @u berE the print nu%ber o#er the total nu%ber of prints created. !ouge' A be#eled chisel 2ith a rounded, troughli+e cutting edge, generally for car#ing 2ood. There are nu%erous types of gouges, including a ('tool for engra#ing the surface of 2ood. 6en2$ 8oo=E A %etal or 2ooden plate 2ith a raised edge on each end $opposite sides) to hold 6lo2=E 4n printing, a piece of thic+, flat %aterial, 2ith a design on its surface, used to print repeated i%pressions of that design. 1n=E Coloring %aterial co%posed of pig%ent $color) , a binder, and a #ehicle. 4n+ is usually thic+er than %ost paints, and has a slo2er drying rate. +rinting +ressE A de#ice used by a fine art print%a+er to produce prints one copy at a ti%e. 4t applies pressure bet2een a sheet of paper and an in+ed printing plate. Presses for intaglio printing apply considerable pressure as they force the paper and plate bet2een a roller and a flat bed, thus s1uee0ing the paper into the in+ed groo#es of the plate. "ineE a continuous %ar+ %ade by a %o#ing point. S$a%eE an enclosed space consisting of a length and 2idth. ContrastE a large difference bet2een t2o things $e3* light and dar+) ValueE the lightness or dar+ness of a color. ColorE An ele%ent of art 2ith three properties* $,) hue or tint, the color na%e, e.g., red, yello2, blue, etc.* $-) intensity, the purity and strength of a color, e.g., bright red or dull redO and $?) #alue, the lightness or dar+ness of a color. 0 %$asisE features of an art2or+O so%ething singled out, stressed, or dra2n attention to 8at2$ing-CrossE8at2$ingE Creating tonal or shading effects 2ith closely spaced parallel lines GGG All de>initions >ro : $tt%:--,,,)stars21)2o -arts-art_di2tionary)$t l $tt%:--di2tionary)re>eren2e)2o $tt%:--,,,)2olu bus)=12)n2)us-e2$sart-+R1@T5A<1@!H20T0R5S)%d>

5ater5ater ialsResour2es

4nstructional 6esources to support unit Specific art %aterials needed for

Cultural 0&e %lar4s?: Ad#ertise%ents fro% the ,9-8s 4%ages of ,9-8s culture* fashion, cars, houses, art, etc. Art Deco 4%ages 4%ages of "or+ fro% =ran+ Ployd "right, arl e% "eber, and Eliel Saarinen E3a%ples of %usic and literature fro% the ,9-8s

:ased on Understanding by Design by G."iggins ; <. &cTighe, &odified for To2son /ni#ersity 4nterns ' Art Education Dept -889

the unit Art 5aterials: Carbon paper Printing paper Easy car#e or Styrofoa% "ooden spoons or barens for hand printing 4n+ Colored paper for chine colle Scissors "hite glue :rayers Ple3i pieces 6oll paper to co#er tables Car#ing tools :ench hoo+s Pate3 Glo#es :uc+ets for 2ater)rinsing Paper to2els 6ags for cleaning brayers S%oc+s S+etch "or+sheet Artist state%ent 2or+sheet Styrofoa% trays for in+. 7and 2ipes Pencils and erasers for s+etches Cultural E3e%plars 1nstru2tional Resour2es: (ocabulary #isuals :oo+s &usic fro% the ti%e Po2erPoint 2ith infor%ation (ideos 7andouts Process #isuals 7istorical (isuals http*))1ui0let.co%),M?MDC,?)us'history'9th'grade'%idter%'study'guide' flash'cards) http*))en.2i+ipedia.org)2i+i),9-8s http*))pre0i.co%)3hEpe%3goQi%)the'a%erican'drea%'of'the',9-8s) http*))pre0i.co%)3hEpe%3goQi%)the'a%erican'drea%'of'the',9-8s) http*))222.besthistorysites.net)inde3.php)a%erican'history),988)roaring'-8s http*))+clibrary.lonestar.edu)decade-8.ht%l http*))222.stars-,.co%)arts)artQdictionary.ht%l http*))222.colu%bus.+,-.nc.us)echsart)P64NT&A 4NGL-8TE6&S.pdf

:ased on Understanding by Design by G."iggins ; <. &cTighe, &odified for To2son /ni#ersity 4nterns ' Art Education Dept -889

A22o tion

oda

Students 2ith special needs 2ill recei#e e3tra help and 2ill be graded %ore so on the effort they put forth. =or se#ere special needs, students %ay incise a design 2ith a pencil onto a styrofoa% plate and 2ill recei#e additional help 2ith printing their i%ages.

Su ary o> "esson SeIuen2e and Student A22o oda tions >or ea2$ lesson

The scope and se1uence of lessons on the unit $A description of acti#ities that 2ill ta+e place in each lesson fro% 2hich fully de#eloped and detailed lesson plans 2ill be 2ritten) Note* Teacher reflections should follo2 each lesson to assess progress, need for ad5ust%ents, and)or changes in direction

"esson 1: =ocus on &SC' 16)2) Describe, analy0e, and interpret ho2 artists select %odes of representation and for%ats to e3press personal ideas, thoughts, and feelings. 2A)1) Deter%ine 2ays that 2or+s of art pro#ide social co%%entary, docu%ent historical e#ents, and reflect the #alues and belief of the society in 2hich they are created. A@D US8)9) 6ecogni0e and interpret continuity and)or change 2ith respect to particular historical de#elop%ents in the -8th century. US8).) Assess and interpret ho2 indi#iduals, issues, and e#ents changed or significantly influenced the course of /.S. history after ,988. Essential Ruestions* 7o2 do ad#ertise%ents during certain eras e3press cultural #aluesA "hat is the A%erican Drea%A 7o2 did the identity and #alues of people in /nited States e#ol#e through the pursuit of the A%erican Drea% during the ,9-8sA !b5ecti#e* Students 2ill be able to use their ne2 +no2ledge about the A%erican Drea% and ad#ertise%ents during the ,9-8>s to create a s+etch of their o2n ad idea. Brief description: After a brief discussion about the A%erican drea% and the 2ay A%erican culture and #alues changed during the ,9-8>s students 2ill loo+ at #arious ad#ertise%ents and posters fro% the era. They 2ill then be gi#en a real 2orld art proble% and recei#e a s+etching 2or+sheet on 2hich three different ideas for their ad#ertise%ent 2ill be s+etched. At the end of class, students 2ill be gi#en an e3it tic+et to co%plete that chec+s for understanding about the students> ability to analy0e ad#ertise%ents of the era. "esson 2: =ocus on &SCE2C)2) 4nspired by the uni1ue styles and for%s of different artists, create e3pressi#e 2or+s of art based on the sa%e sub5ect or the%e. /C)2) /se appropriate art #ocabulary to describe, analy0e, and interpret #isual 1ualities found in the 2or+ of designers, architects, planners, and artists. A@D US8)9) 6ecogni0e and interpret continuity and)or change 2ith respect to particular historical de#elop%ents in the -8th century. Essential Ruestions* "hy %ight artists use a co%bination of i%ages and te3t to portray a %eaningA 7o2 can color, contrast, and shape be co%bined to effecti#ely e%phasi0e an ob5ectA

:ased on Understanding by Design by G."iggins ; <. &cTighe, &odified for To2son /ni#ersity 4nterns ' Art Education Dept -889

!b5ecti#e* Students 2ill be able to use their +no2ledge about culture and art during the ,9-8s to create an ad#ertise%ent design. Brief description: Students 2ill be sho2n teacher e3a%ples of the art proble% along 2ith s+etches. Then students 2ill be gi#en ti%e to create their final ad design that 2ill be transferred to their printing bloc+. After that, students 2ill 2atch a de%onstration about ho2 to transfer their i%age on to their plate. !nce students ha#e transferred their i%age to their printing plate, they 2ill participate in a partner sharing discussion. "esson /: =ocus on &SC' 1A)2) /se appropriate art #ocabulary to describe, analy0e, and interpret 1ualities of #isual for% percei#ed and recorded in 2or+s of art. /C)2) /se appropriate art #ocabulary to describe, analy0e, and interpret #isual 1ualities found in the 2or+ of designers, architects, planners, and artists Essential Ruestions* "hy %ight artists use a co%bination of i%ages and te3t to portray a %eaningA 7o2 do ad#ertise%ents during certain eras e3press cultural #aluesA 7o2 can color, contrast, and shape be co%bined to effecti#ely e%phasi0e an ob5ectA !b5ecti#e* Students 2ill be able to use their +no2ledge about ,9-8>s A%erican culture, art deco, and design ele%ents to create the printing plate for their ad#ertise%ent. Brief description: At the beginning of the class, students 2ill 2atch a de%onstration about ho2 to car#e their printing bloc+. Students 2ill be gi#en the %a5ority of class ti%e to 2or+ on their car#ing. At the end of class, students 2ill participate in an in' progress criti1ue. "esson 7: =ocus on &SC' 2A)1) Deter%ine 2ays that 2or+s of art pro#ide social co%%entary, docu%ent historical e#ents, and reflect the #alues and belief of the society in 2hich they are created. /C)2) /se appropriate art #ocabulary to describe, analy0e, and interpret #isual 1ualities found in the 2or+ of designers, architects, planners, and artists. A@D US8).) Assess and interpret ho2 indi#iduals, issues, and e#ents changed or significantly influenced the course of /.S. history after ,988. Essential Ruestions* "hy %ight artists use a co%bination of i%ages and te3t to portray a %eaningA 7o2 do ad#ertise%ents during certain eras e3press cultural #aluesA 7o2 can color, contrast, and shape be co%bined to effecti#ely e%phasi0e an ob5ectA 7o2 did the identity and #alues of people in /nited States e#ol#e through the pursuit of the A%erican Drea% during the ,9-8sA !b5ecti#e* Students 2ill be able to use their +no2ledge about the hand print%a+ing techni1ue to create a proof print and participate in an in'progress criti1ue.
:ased on Understanding by Design by G."iggins ; <. &cTighe, &odified for To2son /ni#ersity 4nterns ' Art Education Dept -889

Brief description: Students 2ill be gi#en %ost of the class ti%e to 2or+ on cutting their printing plate. !nce %ost of the plates are co%pleted, !li#ia and 4 2ill do a de%o about ho2 to do hand printing. Then students 2ill get a change to print at least one proof print. At the end of class there 2ill be an in'progress criti1ue of the proofs. "esson D: =ocus on &SC' /C)2) /se appropriate art #ocabulary to describe, analy0e, and interpret #isual 1ualities found in the 2or+ of designers, architects, planners, and artists Essential Ruestions* "hy %ight artists use a co%bination of i%ages and te3t to portray a %eaningA 7o2 can color, contrast, and shape be co%bined to effecti#ely e%phasi0e an ob5ectA !b5ecti#e* Students 2ill be able to apply their +no2ledge about print%a+ing techni1ues in order to create their final print. Brief description: Students 2ill be gi#en a fe2 %inutes at the beginning of class to finish their printing proofs. Then, students 2ill 2atch a de%o about ho2 to print using the chine colle techni1ue. After the de%o, students 2ill ha#e ti%e to create at least one final print or ad. "hen students co%plete their ads, they 2ill be gi#en ti%e to co%plete their artist state%ents. "esson ': =ocus on &SC'7C)2) Design a presentation of personal 2or+ as a process portfolio to de%onstrate a set of criteria that reflects personal aesthetic choices A@D US8)9) 6ecogni0e and interpret continuity and)or change 2ith respect to particular 7istorical de#elop%ents in the -8th century. US8).) Assess and interpret ho2 indi#iduals, issues, and e#ents changed or significantly influenced the course of /.S. history after ,988. Essential Ruestions* 7o2 do ad#ertise%ents during certain eras e3press cultural #aluesA "hat is the A%erican drea%A 7o2 did the identity and #alues of people in /nited States e#ol#e through the pursuit of the A%erican drea% during the ,9-8sA !b5ecti#e* Students 2ill be able to present their ad#ertise%ent to an ad agency using their +no2ledge about ,9-8s design concepts, the A%erican Drea%, and the cultural, societal, and econo%ical shifts that too+ place during the 6oaring -8s. Brief description: Students 2ill each present their ad#ertise%ent to the class as they pose as the head of an ad#ertising agency. Students 2ill ha#e a fe2 %inutes to e3plain ho2 their ad#ertise%ent 2ould be beneficial to the co%pany because it represents an i%portant concept to the people at the ti%e and ho2 the design itself dra2s attention to the %essage 2ithout straying fro% the aesthetic of the ti%e. After the presentations, There 2ill be a gallery 2al+ in 2hich the agency $the class) 2ill #ote on the three %ost affecti#e ads for the% to print this %onth.
:ased on Understanding by Design by G."iggins ; <. &cTighe, &odified for To2son /ni#ersity 4nterns ' Art Education Dept -889

:ased on Understanding by Design by G."iggins ; <. &cTighe, &odified for To2son /ni#ersity 4nterns ' Art Education Dept -889