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Designers at Work

High School, Interdisciplinary

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Description of Unit

In this task, students will research how and why a fashion item or accessory has changed over time. They will also research three fashion designers that influenced the aesthetic of the fashion item or accessory. Students will create a video that highlights the changes to their item or accessory, and they will present five of their own original designs. Students will also research the impact of the fashion industry on developing nations. They will identify how the fashion industry causes problems globally and propose possible solutions to these issues in a multimedia presentation summarizing their research. Additionally, the student will create a color brochure/flyer that reflects his or her awareness of global problems concerning the fashion industry. 

This guide links the Designers at Work unit to the Texas Essential Knowledge and Skills (TEKS) for high school students. The Designers at Work unit gives students an in-depth look at fashion and the fashion industry. Students will tap into their creativity and critical thinking by using their design skills. Additionally, they will explore the fashion industry’s global impact. The following document includes the applicable TEKS and the details of the Designers at Work unit. The final section of this document presents applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 2008. 

Phase I. Learning Experiences

  1. Each student will choose a fashion item or accessory. He or she will work individually to research how this item has changed over time. The research should include information on two or three fashion designers who have influenced the evolving look of this particular item. The student will create five original designs of the chosen fashion item or accessory. The research and five designs will be presented to the class in video format. Students can use an online tool such as Animoto to create their videos. 
  2. Students will view a video about the working conditions in clothing factories in Bangladesh. They will then read Julie Engebretson’s article, “Slow Revolution”, about the damaging effects of “fast fashion.” 
  3. After reading the article and viewing the video, the teacher will engage the students in a Socratic seminar. Begin by asking the students the following questions: Are North American businesses culpable/responsible for the working conditions in developing nations? Why or why not?

After the initial class discussion, continue with follow-up questions: 

  • Who does the video suggest is at fault? 
  • Is it ever right for North American companies to deny responsibility for working conditions in developing nations? 
  • What culpability/responsibility does Bangladesh have? 

Phase II. Independent Research

A. Research process 

  1. Selecting the topic. Each student will identify two global fashion companies. The student will select one company that is socially and environmentally responsible and one that is not. He or she will research each company and their business practices. 
  2. Asking guiding questions. The student will develop guiding questions for their research. Examples of guiding questions include the following: 
    1. What is the impact of fashion industry trends on clothing production in developing nations? 
    2. What laws have been passed as a result of these trends, and how have they impacted the lives of the workers? 
    3. How do the media depict human rights issues in developing nations? 
    4. What laws do you believe need to be enacted to help workers in developing nations? 
  3. Creating a research proposal. Each student will create a research proposal that includes the two fashion companies being researched, three to five guiding questions, potential primary and secondary research sources, and possible solutions to global problems caused by the fashion industry. 
  4. Conducting the research. The student will conduct in-depth research (following standard research procedures) and keep a research journal as documentation of his or her findings. 

B. The product 

Each student will select a fashion item or accessory and create a video that highlights the changes to that item over the years. The video will include the influence that prominent designers have had on the item, and students will showcase five original design ideas. 

Each student will also create a multimedia presentation to showcase their research on the impact of the fashion industry on developing nations. The presentation will include possible solutions to problems the industry has created. The students will create a color brochure or flyer to accompany the presentation that reflects an awareness of global problems stemming from the fashion industry. Students may wish to use a free online program such as Canva to create their brochures. 

C. Communication

Students will present their research and findings to their class and, if available, any local fashion boutique merchants (i.e., a panel of experts) during a public forum. 

D. A completed project consists of:

  • A video showcasing the evolution of a fashion item or a presentation of five original design ideas 
  • A multimedia presentation on the impact of the fashion industry on developing nations
  • A color brochure or flyer about global problems in the fashion industry
  • Research notes
  • A Works Cited page

This unit may address the following TEKS.

110.32, English Language Arts and Reading, English II

110.32(b)(6)
Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction.
110.32(b)(9)
Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.
110.32(b)(9)(A)
summarize text and distinguish between a summary and a critique and identify non-essential information in a summary and unsubstantiated opinions in a critique;
110.32(b)(9)(B)
distinguish among different kinds of evidence (e.g., logical, empirical, anecdotal) used to support conclusions and arguments in texts;
110.32(b)(9)(C)
make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns;
110.32(b)(9)(D)
synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence.
110.32(b)(13)
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.32(b)(13)(A)
plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;
110.32(b)(13)(B)
structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices used to convey meaning;
110.32(b)(13)(C)
revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed;
110.32(b)(13)(D)
edit drafts for grammar, mechanics, and spelling;
110.32(b)(13)(E)
revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
110.32(b)(15)
Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
110.32(b)(15)(A)
write an analytical essay of sufficient length that includes:
110.32(b)(15)(A)(i)
effective introductory and concluding paragraphs and a variety of sentence structures;
110.32(b)(15)(A)(ii)
rhetorical devices, and transitions between paragraphs;
110.32(b)(15)(A)(iii)
a thesis or controlling idea;
110.32(b)(15)(A)(iv)
an organizing structure appropriate to purpose, audience, and context;
110.32(b)(15)(A)(v)
relevant evidence and well-chosen details;
110.32(b)(15)(A)(vi)
distinctions about the relative value of specific data, facts, and ideas that support the thesis statement;
110.32(b)(15)(B)
write procedural or work-related documents (e.g., instructions, e-mails, correspondence, memos, project plans) that include:
110.32(b)(15)(B)(i)
organized and accurately conveyed information;
110.32(b)(15)(B)(ii)
reader-friendly formatting techniques;
110.32(b)(15)(B)(iii)
anticipation of readers' questions;
110.32(b)(15)(C)
write an interpretative response to an expository or a literary text (e.g., essay or review) that:
110.32(b)(15)(C)(i)
extends beyond a summary and literal analysis;
110.32(b)(15)(C)(ii)
addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations;
110.32(b)(15)(C)(iii)
analyzes the aesthetic effects of an author's use of stylistic and rhetorical devices;
110.32(b)(15)(D)
produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that conveys a distinctive point of view and appeals to a specific audience.
110.32(b)(17)
Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.
110.32(b)(17)(A)
use and understand the function of the following parts of speech in the context of reading, writing, and speaking:
110.32(b)(17)(A)(i)
more complex active and passive tenses and verbals (gerunds, infinitives, participles);
110.32(b)(17)(A)(ii)
restrictive and nonrestrictive relative clauses;
110.32(b)(17)(A)(iii)
reciprocal pronouns (e.g., each other, one another);
110.32(b)(17)(B)
identify and use the subjunctive mood to express doubts, wishes, and possibilities;
110.32(b)(17)(C)
use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).
110.32(b)(18)
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
110.32(b)(18)(A)
use conventions of capitalization;
110.32(b)(18)(B)
use correct punctuation marks including:
110.32(b)(18)(B)(i)
comma placement in nonrestrictive phrases, clauses, and contrasting expressions;
110.32(b)(18)(B)(ii)
quotation marks to indicate sarcasm or irony;
110.32(b)(18)(B)(iii)
dashes to emphasize parenthetical information.
110.32(b)(19)
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
110.32(b)(20)
Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.32(b)(20)(A)
brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic;
110.32(b)(20)(B)
formulate a plan for engaging in research on a complex, multi-faceted topic.
110.32(b)(21)
Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.32(b)(21)(A)
follow the research plan to compile data from authoritative sources in a manner that identifies the major issues and debates within the field of inquiry;
110.32(b)(21)(B)
organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning logs);
110.32(b)(21)(C)
paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number).
110.32(b)(22)
Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information.
110.32(b)(22)(A)
modify the major research question as necessary to refocus the research plan;
110.32(b)(22)(B)
evaluate the relevance of information to the topic and determine the reliability, validity, and accuracy of sources (including Internet sources) by examining their authority and objectivity;
110.32(b)(22)(C)
critique the research process at each step to implement changes as the need occurs and is identified.
110.32(b)(23)
Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
110.32(b)(23)(A)
marshals evidence in support of a clear thesis statement and related claims;
110.32(b)(23)(B)
provides an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of view;
110.32(b)(23)(C)
uses graphics and illustrations to help explain concepts where appropriate;
110.32(b)(23)(D)
uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research;
110.32(b)(23)(E)
uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials.
110.32(b)(25)
Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to advance a coherent argument that incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.
110.32(b)(26)
Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules for decision-making.

113.48, Social Studies Research Methods

113.48(c)(1)
Social studies skills. The student understands the need for an organizing framework to identify an area of interest and collect information.
113.48(c)(1)(A)
select a social studies issue, topic, or area of interest;
113.48(c)(1)(B)
write a rationale and preliminary ideas for research methods;
113.48(c)(1)(C)
develop a literature review;
113.48(c)(1)(D)
develop a thesis.
113.48(c)(2)
Social studies skills. The student applies a process approach to a research topic, applying the ideas, theories, and modes of inquiry drawn from the social sciences in the examination of persistent issues and social questions.
113.48(c)(2)(A)
understand the basic requirements and philosophical foundations for qualitative and quantitative methods of inquiry, including inductive and deductive reasoning, to determine the most effective research approach from a variety of alternatives;
113.48(c)(2)(B)
select and design a research project, including an examination of the theory and methods applicable to the research topic;
113.48(c)(2)(C)
collect information from a variety of sources (primary, secondary, written, and oral) using techniques such as questionnaires, interviews, and library research;
113.48(c)(2)(D)
use current technology such as library topic catalogues, networks, online information systems, academic journals, primary sources on the Internet, email interviews, and video interviews to collect information about the selected topic;
113.48(c)(2)(E)
use information from sources that take into account multiple perspectives;
113.48(c)(2)(F)
differentiate between primary and secondary sources and use each appropriately to conduct research and construct arguments;
113.48(c)(2)(G)
develop and use criteria for the evaluation of qualitative and/or quantitative information;
113.48(c)(2)(H)
describe the results of the research process;
113.48(c)(2)(I)
generate logical conclusions from research results;
113.48(c)(2)(J)
justify a conclusion with supporting evidence;
113.48(c)(2)(K)
make predictions as to future actions and/or outcomes based on conclusions of research;
113.48(c)(2)(L)
develop a bibliography in a format appropriate to the social sciences such as Modern Language Association Style Manual (MLA) and Chicago Manual of Style (CMS) to document sources and format written materials.
113.48(c)(3)
Social studies skills. If doing qualitative research, the student employs the processes of critical social science inquiry to understand an issue, topic, or area of interest using a variety of sources, checking their credibility, validating and weighing evidence for claims, and searching for causality.
113.48(c)(3)(A)
interpret the historiography of the research topic;
113.48(c)(3)(B)
apply key social science concepts such as time, chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity;
113.48(c)(3)(C)
investigate, interpret, and analyze multiple historical and contemporary viewpoints within and across cultures;
113.48(c)(3)(D)
relate important events, recurring dilemmas, and persistent issues to topic;
113.48(c)(3)(E)
employ empathy, skepticism, and critical judgment to analysis of topic.
113.48(c)(4)
Social studies skills. If doing quantitative research,
113.48(c)(4)(A)
apply the scientific method in a research project;
113.48(c)(4)(B)
create a matrix applying research methodologies that employ survey research, ethnography, primary documents, and statistical analysis to given subject areas;
113.48(c)(4)(C)
determine the most efficient research approach;
113.48(c)(4)(G)
apply the fundamental principles and requirements of validity and reliability as used in the social sciences;
113.48(c)(4)(H)
interpret patterns of behavior reflecting attitudes and values that contribute or pose obstacles to cross-cultural understanding;
113.48(c)(4)(I)
utilize applicable ethical standards in collecting, storing, and using human experimental or survey data.
113.48(c)(5)
Social studies skills. The student creates a written and oral presentation of research and conclusions.
113.48(c)(5)(A)
apply the conventions of usage and mechanics of written English;
113.48(c)(5)(B)
present a thesis and conclusion;
113.48(c)(5)(C)
use appropriate social science terminology;
113.48(c)(5)(D)
justify a conclusion with supporting evidence and address counter arguments as appropriate;
113.48(c)(5)(E)
construct visuals such as statistical compilations, charts, graphs, tables, timelines, and maps to convey appropriate data;
113.48(c)(5)(F)
create a presentation on a selected topic using word-processing, graphics, and multimedia software;
113.48(c)(5)(G)
incorporate and present visual images (photographs, paintings, and other media) to enhance presentation;
113.48(c)(5)(H)
develop a bibliography with ideas and information attributed to source materials and authors using accepted social science formats such as Modern Language Association Style Manual (MLA) and Chicago Manual of Style (CMS) to document sources and format written materials.
113.48(c)(6)
Social studies skills. The student understands the principles and requirements of the scientific method.
113.48(c)(6)(A)
select a social studies issue, topic, or area of interest;
113.48(c)(6)(B)
select and design a research project, including an examination of the theory and methods applicable to the research topic;
113.48(c)(6)(C)
describe the results of the research process;
113.48(c)(6)(D)
justify a conclusion with supporting evidence and make predictions as to future actions and/or outcomes based on the conclusions of research.

This unit may address the following Texas College and Career Readiness Standards.

English Language Arts:

ELA.I.A.3
Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.I.A.5
Edit writing for audience, purpose, context, and style, assuring that it conforms to Standard American English, when appropriate.
ELA.I.A.4
Review feedback and revise each draft by organizing it more logically and fluidly, refining key ideas, and using language more precisely and effectively.
ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.1
Determine effective approaches, genres, rhetorical techniques, and media that demonstrate understanding of the writer’s purpose and audience.
ELA.II.A.5
Analyze and evaluate implicit and explicit arguments in a variety of texts for the quality and coherence of evidence and reasoning.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.3
Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.A.8
Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
ELA.II.B.3
Use reference guides to confirm the meanings of new words or concepts.
ELA.II.B.2
Apply knowledge of roots and affixes to infer the meanings of new words.
ELA.II.B.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4
Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.2
Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.3
Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.C.3
Follow relevant rules governing attribution.
ELA.V.C.2
Use and attribute source material ethically.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.
ELA.V.B.2
Distinguish between and among primary and secondary sources.
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