CDNIS

Grade nine
20TH CENTURY HISTORY
&
Design TECHNOLOGY

AOI: Community Service

Identify a local community
need and develop a product
to meet the need.

Guiding Question:
How can technologies
influence a community?
How can a community
influence a technology?

SOURCE
BOOK
PROJECT
 THE
PROBLEM

192O 193O
SOURCE BOOK
A s Science students need
laboratory equipment and
math students need calcula-
how useful each source is to
the story they are writing. SOURCES
tors, history students need
stimulating sources in or-
der to understand and write
P ROBLEM for HISTORIANS:
The problem for histo-
rians is: how do we select
Newspaper Articles
History Books
historical narratives. This sources which are interest-
is a particular problem for ing and stimulating to young Maps
grade 9 students of the 1920s historians? How do we provide Quotes
and 1930s as there are not a context for understanding Cartoons
many “source books” on offer the sources presented? How Posters/Photographs
for that age group and for do we then use the sources to
those periods. write history? For
THE CHALLENGE: e.g., say we focus on Research your
WHY SOURCE BOOKS?
To design a
the Chinese Republic topic and se-
under Sun Yat Sen
lect a minimum
H istorians exam-
ine a wide varie-
ty of sources: pho-
stimulating in the early 1920s.
How do we select ap-
source book propriate sources
of four exam-
tographs, cartoons, for the period highlighting the
ples sources.
newspaper arti- of the 1920s events in China in Each source
cles, excerpts from
and 1930s.
the early 1920s? sample must re-
speeches, diaries, How do we provide a
memoirs, government context or backdrop flect the is-
records, etc. Source books are for understanding the events sues of the era,
a collection of source mate- ? And finally, how do we theme, topic
rials. Historians write his- write the history using the
tories using the source ma- selected sources? of your source
terials they have found. For book pages. Ul-
example, a source book may
focus on Germany or China in
a particular period of time
P ROBLEM for DESIGNERS:
The problem for design-
ers of history source books
timately, your
source book
say the 1920s or 1930s. His- is: how to select and present will present
torians then use the source source material which commu-
material to write a history nicates an historical event one from each
of Germany or China in that or period to young people? of the above
period. As historians write How do we use design tech- sources.
they must always judge the niques to convey a sense of
value and the limitations of China in the period of the
the sources. They must judge 1920s? 2
THE
DESIGN CYCLE
DUE DATES MARK
Investigate.. . . . . . page 4 value 6
mon. dec. 13th
plan.. . . . . . . . . . . . . . . .page 6 value 12
mon. jan. 3rd
create.. . . . . . . . . . . . page 8 value 6
fri. jan. 14th
evaluate.. . . . . . . . .page 9 value 6
fri. jan. 14th
attitudes.. . . . . . . . . .page 9 value 6
fri. jan. 14th
printer requirements.. . .page 9
colour and fonts.. . . . . . . page 10
VOCABULARy.. . . . . . . . . . . . . . . . . page 11
REFERENCES.. . . . . . . . . . . . . . . . . page 12
GETTING STARTED
DOCUMENT YOUR LEARNING
1. Get a Design Folder binder.
2. Set up organisational tabs in
your Design Folder
- Investigate
- Plan
- Create
- Evaluate
3. Set up a production calendar.
4. Really understand the problem.
5. Get a process journal to
track the creation phase of
your production.

3
 THE
INVESTIGATION value 6
HISTORY SPECS:
DESIGN TECH SPECS:
- Aim at a target audience of history - Identify design elements and principles that
students aged 14-16 dominated print media in the period of the 1920s
or 1930s
- Include a collection of 4 different
types of sources including - Use the elements and princi-
any of the following :
speech; government source; INVESTIGATE ples designs that dominated the
era of your choosing
newspaper article; cartoon; You are expected to identify the
photograph; map; quote problem, develop a design brief and
- Layout
from history book (or any formulate a design specifications.
AND you must define an appropriate - A4
written source); graphic
such as poster, painting, method for testing your solution. - Page margins of 1.5cm
sketch; - 3mm bleed on all sides
Sample Design Problem & Brief - Images
- Spark interest in a www.technologystudent.com/PDF4/brief1.pdf - Scanned are best
particular event in 1920s
or 1930s; - Image resolution 300DPI
- TIFF images
- Convey information about the events - Fonts
within those decades of 20s and 30s - Colours
through source material (excerpts from
history books, speeches, photos, etc.);

- Include a 300-500 word “narrative” of - THIS WILL BE PRINTED BY A PROFESSIONAL

the event quoting from and/or referring PRINTER - YOU MUST FOLLOW THE SPECS ON THE
to sources used in your Source book PRINT SPECS PAGE

THE THE
SPECS BRIEF
T he purpose of your Design Specs write-
up is to show that you understand the
importance of the problem you are trying
T he purpose of the Design Brief is for you
to explain how you intend to solve the
problem and what you intend to design. This
to solve. Reflect and then write about the is your response to the challenge.
specific needs of the client
(people requesting the product) How will you use 1920s and
as well as the needs audience 1930s designs elements and
(people using the source book). principles to create your
source book?

Y ou must
evaluation
state
method.
your
The
evaluation is the final stage
How will your source book
pages capture the attention of
of the Design Cycle and the your target audience?
five assessment criterion. How
is your solution addressing the How will you Evaluate the
problem. How will you know if success of your sourcebook?
it is successful and meeting
the needs of the client. What criteria will you use to
selected sources?
INVESTIGATION LEARNING ACTIVITIES

DESIGN
ELEMENTS &
PRINCIPLES
desktop publishing (DTP)
1. K-W-L (do digitally & add to design folder)
K - What do I KNOW about the elements and principles of
design for desktop publishing (right now)
W - What do I WANT to know (hwk)
L - What have I LEARNED (hwk) - reference no less that three
resources with different elements and principles. What do you be-
lieve are the clearest, most relevant, elements and principles?
http://etechplace.org/technologycontacts/wp-content/uploads/2009/01/kwl-chart.png

2. Think-Pair-Share (do digitally & add to design folder)

Find a partner. Compare and contrast your knowledge. Add, remove,
modify your list as makes sense to you.

3. Whole class - create a consensus for the following

- What are the elements of design for DTP
- What are the principle of design for DTP
- What is the relationship between the two?

As part of the Evaluation of the final

product, include a critique the design.
Base the critique on your knowledge
and understanding of the elements and
principles of design for print media.
 THE
INVESTIGATION value 6
I nDesign and Photoshop are the tools you will be using to
create your sourcebook. There is a variety of ways for you
to learn how to use this tool. As part of the Investigate
stage of this project you are required to learn the fundamen-
tals of InDesign and Photoshop.

1. TV.ADOBE.COM
2. LTT - After school InfoBytes
- InDesign & Photoshop
3. In class instruction
4. iTunes - “The InDesigner”

IDEAS WORTH SHARING....

TED
- Marian Bantjes: Intricate beauty by design
http://www.ted.com/talks/marian_bantjes_intricate_beauty_by_design.html

YouTube
- InDesign Optical Typography (No. 36)
http://www.youtube.com/watch?v=I0KVOInw3hM
- A lesson on typography
http://www.youtube.com/watch?v=Ki6rcXvUWP0

R ECORD YOUR LEARNING:

- Adobe TV Lessons on InDesign & Photoshop

RECORD YOUR LEARNING

TOPIC SOURCE NEW KNOWLEDGE DATE
typography smashingmagazine.com massive fonts work! Oct 28, 2010
sometimes
Typography, Layout, tv.adobe.com serif vs sans serif Oct 29, 2010
and Graphic Design fonts
colour ideas kuler.com creating harmonious Oct 29, 2010
colour relationships
Page layout & design issuu.com found some inspira- Nov 1, 2010
tional page designs
like...
Colours
Go to kuler.adobe.com and download and use a colour swatch.

The colour swatch below “Dada Colorful” was used for this document. It was used
in both InDesign & Photoshop (cover image).

Your job is to select ONE Swatch from your selected fonts that
matches the colours used by the designers in your era of study. Be
sure to add the inspiration covers and posters to your design fold-
er. TO JUSTIFY YOUR SELECTION.

Fonts
Go to dafont.com or other free font sites and download three or four appropriate
fonts for your source book pages. For this document, these four fonts were used...
Parklane | PASTICHE | 1920 | my underwood <
1. Your job is to select a collection of fonts that match-
es the fonts used by the designers in your era of study.
Be sure to add the inspiration covers and page layout to
your design folder. TO JUSTIFY YOUR FONT SELECTION.

2. What are CMYK, RGB, Lab Color... Check out

http://www.peachpit.com/articles/article.aspx?p=1324235&seqNum=2

3. You will find this chart useful. Even if you don’t use these fonts, you
should understand that some fonts work well together - others do not.
http://www.as8.it/handouts/mixing-typefaces_U&lc1992.pdf
If the above link doesn’t work Google - as8 handouts mixing-typefaces
THE
PLAN value 12
Two tasks to PLAN
- Design the sourcebook
- Plan the production of the sourcebook
H aving completed your investigation of the
elements and principles of design, how
to use InDesign, the design styles dominant
in the era of your historical topic/theme/
issue, you will now generate several feasible
layout designs, select fonts, and colours.
A ll of the ideas must meet the design
specifications. You will evaluate the
designs against the design specs and select
the one that provides the best solution to
the problem.
C
onstruct an effective plan (includes
historical sources, necessary software,
due dates, and all other elements necessary
for the successful completion of your
sourcebook pages) with a series of logical
steps to create the sourcebook. Evaluate the
plan and justify and modifications to the
design.
B e sure to continue documenting your
learning in the record of learning chart.
CHECK OUT GALLERY COCAO’S
CROSS MATRIX OF DESIGN ELE-
MENTS & PRINCIPLES
http://www.gallerycocoa.com/colour/elements/
Which 2 ELEMENTS & 2 PRINCIPLES
will you use for your layouts?
DESIGN FOLDER
REMINDER
T he design folder is a
compulsory component
of this assignment. As you
progress through the different
stages of the design cycle you
are constantly experimenting
with ideas, researching
topics, compiling sources,
brainstorming, sketching
possible solutions, making
changes, rejecting proposals,
and critically evaluating
their work. All relevant
activities and outcomes should
be recorded, and dated, in the
design folder.
T he design folder is a
compilation of evidence
that accompanies the final
source book. In your design
folder, you will record the
results of your research,
various plans and designs and
an evaluation of your source
book.
T he design folder must
be clearly divided into:
investigate, design, plan,
create, evaluate.
 THE
PLAN continued

ITEMS THAT MUST BE PART

OF YOUR DESIGN FOLDER.
(add all things that demonstrate your
learning in your design folder)

ARTWORK & PRODUCTION TIMELINE

√
q- Magazine cover designs that inspired you
q- A VARIETY of rough layout ideas
q- ALL font options, final choices, and why
q- All colour options, final choices, and why
q- A VARIETY of scanned or downloaded
layout ideas
, images, graphic ideas
q- 2 main elements
q- 2 main principles
q- Know the final print requirements.
q- Know the image size/format?
requirements? (this is soooo important)
q- A production time line with deadlines
q- An ADOBE TV viewing schedule

Make notes
on your
layout ideas
that correct,
clarify, cross
out, highlight
what you like
about your
designs. http://www.kiwiscraps.com/TMS/page7.jpg
http://www.examiner.com/images/
blog/wysiwyg/image/sketch2.png Your layouts planning sheet might look
something like the layouts presented
above.

What is important is that EACH page of

the sourcebook has a variety of possible
designs.

Double page spreads -

http://sitepointstatic.com/graphics/layout-and-compo-
sition_florida-country-tile-layout-sketches.png
 THE
CREATION value6

C arefully follow your plan. As you

build your pages, clearly communicate
your message being mindful of the ele-
ments and principles of design.
PROCESS JOURNAL
Screen Shots that explain or
justify decisions you’ve made

R efer to your production plan and - Page set-up

calendar regularly. Following
your planned schedule. While working
on the creation of your sourcebook,
you must keep a process journal.
- Of your colour swatches (renamed)
- Of your layers (renamed)
- Of your pages
- Of the pages as they evolve
- Of your font names

E ssential to your work is the - Kerning & tracking changes

- Text wrap settings
process journal. Your process
- Of tools or techniques that you
journal will be helpful when writ- discovered that you think very
ing the product evaluation (final few of your peers discovered
stage of the Design Cycle). Write
down all changes that you A major part of your learn-
have had to ing is to communicate the
make to your quality of your thinking
plan as you processes and understand-
ing.
design you
pages. Provide evidence of your
understanding by using the
K eep track of
the tools and
techniques used in
elements and principles of
design well.
the design of your Provide evidence of when
pages. Describe how you are being innovative.
you used the tools
to develop your Provide evidence of how
pages. you solved tough or awk-
ward layout problems.
A ny changes made
to the final
design must be jus-
Demonstrate how you are
reflecting on your ide-
tified in your proc- as.
ess journal. Evidence
should also be pro- Provide evidence of how
vided, such as photo- you had to correct your
graphs, screen shots, plan.
etc.
THE
EVALUATION value6

THIS IS YOU EVALUATING THE

SUCCESS OF YOUR PRODUCT BASED
ON THE DESIGN SPECIFICATIONS
it is not your teacher evaluating your double-page spread.

U se the evaluation methods you identified during the Investigate

stage of the Design Cycle to evaulate the success of your source-
book pages.

- Group critique
- Your method
- Elements & Principles of Design

W hat was successful about your product, why? What didn’t work, why?
How would you change the design if your could do it again? How
could you handle the process differently?

ATTITUDES value6

Personal Engagement

Attitudes towards safety, cooperation, and re-

spect for others
MUST DOs
HISTORY TECHNOLOGY
S ources
I mages

- Must be referenced on the

page. Either as an foot note or - Scanned are Best
with the source. - Resolution 300DPI
- TIFF for Source book
- MLA Style - JPG for Google Docs (if used)
- Embedded

P rocess Journal

-
- Moderation

F onts

- Embedded
 THE
REFERENCES
UNderwood - http://www.rutherfordjournal.org/images/
writer5.jpg

Old TV P.10
http://farm1.static.flickr.com/201/517248803_
a505da9ff3_o.jp

http://inkscape.org/doc/elements/
tutorial-elements.html

http://www.
youtube.com/
watch?v=RayL3H5f2I0
 GRADE 9 - Design Assessment Criterion Rubric
Criterion A - Investigate
You do not reach a standard described by any of the descriptors given below. 0
You attempt to explain and discuss the problem. You investigate the problem identifying appropriate sources of information and attempt to acknowledge these using MLA formatting. You attempt 1-2
to design, with guidance, tests to evaluate the product/solution against the design specification.
You describes the problem, mentioning why it is important. You investigate the problem, identify sources of information and acknowledges these using MLA formatting. You design, with guidance, 3-4
tests to evaluate the product/solution against the design specification.
You explain the problem, discussing why it is important. You investigate the problem, identifying appropriate sources of information and acknowledges these using correct MLA formatting. You 5-6

INVESTIGATE
design, with minimal guidance, tests to evaluate the product/solution against the design specification.
Criterion B - Design
You do not reach a standard described by any of the descriptors given below. 0
You have explored one DTP style, and made some attempt to justify the approach against the design specifications (page size, font, colour swatches, image quality, correction & manipulation, etc) 1-2
You explore more than one DTP style, justify the selection of one, and fully evaluate it against the design specification. 3-4
You have explored at least three DTP styles, each evaluated against the design specification. You justify the chosen approach and evaluate it critically against the design specification. 5-6
Criterion C - Plan

PLAN
You do not reach a standard described by any of the descriptors given below. 0
You produce a plan that contains some details of the steps and/or the resources required. 1-2
You produce a plan that contains a number of logical steps that include resources and time. You make some attempt to reflect on the plan. 3-4
You produce a plan that contains a number of detailed, logical steps that describe the use of both resources and time. You critically evaluates the plan and justify any modifications to the 5-6
documentary. (Dates to watch Adobe instructional videos schedule, production schedule, image list, dates for resource collection, project milestones)
Criterion D - Create

DESIGN CYCLE
You do not reach a standard described by any of the descriptors given below. 0
With guidance, you consider the plan and create at least part of a product/solution. 1-2
You use appropriate DTP techniques and equipment. With guidance, you follow the plan and mention any modifications made, resulting in a DTP of appropriate quality (elements and principles of 3-4
design) using the resources available.

CREATE
You competently use appropriate DTP techniques, software, and equipment. With minimal guidance, you follow the plan and justify any modifications made, resulting in a DTP of appropriate 5-6
quality using the resources available.
Criterion E - Evaluates
You do not reach a standard described by any of the descriptors given below. 0
You consider the DTP your own work and make some attempt to test the effectiveness of the DTP’s intended message. 1-2
You consider the DTP your own work, reflecting on your own performance suggesting improvements. You test the DTP by evaluating it against the design specification. 3-4
You consider the success of the DTP in an objective manner based on testing, and the views of the intended audience. You reflect on your own performance at each stage of the design cycle, 5-6

EVALUATE
identifying what parts your found difficult, and suggest improvements. You considers the impact of the DTP on life, society and/or the environment.
Criterion F - Attitudes 1. Personal engagement (motivation, independence, general positive attitude 2. Attitudes towards safety, cooperation and respect for others.
You do not reach a standard described by any of the descriptors given below. 0
You occasionally display a satisfactory standard in either one of the aspects listed above. 1-2
You frequently display a satisfactory standard in at least both of the aspects listed above. 3-4
You consistently displays a satisfactory standard in at least both of the aspects listed above. 5-6
LESSon one
Instructional Activity One - Design Cycle
- Group read the problems and challenges of the unit from both a history and
technology perspective.
- Clarify design specs for sourcebook. Sourcebook design must reflect era and
location of topic - a 1920’s New York Jazz sourcebook will reflect style
choices different from those of a 1920’s Rise of Communism in China sourcebook
- Review due dates
- Review Design Cycle (briefly)
- Discuss importance, structure, and expectations for Design Folder Content
- Record of Learning
- Process Journal for Create

Instructional Activity Two - Elements and Principles of Design

- Discuss student’s current knowledge of elements and principles of design.

Discuss the purpose of the K-W-L Chart

Learning Activity One - Elements and Principles of Design

Create a K-W-L chart 15 minutes

Complete the K
Complete the W
Begin L - complete for homework

Briefly discuss elements and principles to ensure students are on the right
path.

Instructional Activity Two - Tools

Open InDesign
- learn to create text box
- learn to change colours of fonts and box
` - learn to write on a path (shape and non-linear w/pencil path)
Open Kuler.com
- set up account
- download a colour set
- load to InDesign
Open dafont.com
- download a font
- unpack and add to font library
LESSon TWO
Instructional Activity One - Design Cycle
- Group read the PLAN Page.
- Clarify design specs for sourcebook. Sourcebook design must reflect era
and location of topic - a 1920’s New York Jazz sourcebook will reflect
style choices different from those of a 1920’s Rise of Communism in China
sourcebook
- Review due dates
- Review Design Cycle (briefly)
- Discuss importance, structure, and expectations for Design Folder Content

Instructional Activity Two - Elements and Principles of Design

- Discuss student’s current knowledge of elements and principles of design.

Discuss the purpose of the K-W-L Chart

Learning Activity One - Elements and Principles of Design

Create a K-W-L chart 15 minutes

Complete the K
Complete the W
Begin L - complete for homework

Briefly discuss elements and principles to ensure students are on the right
path.

Instructional Activity Two - Tools

Open InDesign
- learn to create text box
- learn to change colours of fonts and box
` - learn to write on a path (shape and non-linear w/pencil path)
Open Kuler.com
- set up account
- download a colour set
- load to InDesign
Open dafont.com
- download a font