Unit 4: Magazine Covers
A Graphic Design Unit
December 2020
(3 weeks - 135 minutes of class time)

For a 7-minute asynchronous lesson, the audio should begin playing automatically.
​Scroll down for the grade-level-specific videos.

STEM/STEAM Scenario: 
Imagine you work as a graphic designer for Georgia Public Broadcasting (GPB).  GPB is creating a new, multimedia series to help teach virtual learning of social studies topics to upper elementary students. Since you just finished this Social Studies unit in school, GPB has asked you to create magazine covers using the templates provided. Your chosen topic must be historically accurate, spelled correctly, and follow your grade-level magazine templates. The magazine covers are Time Magazine and National Geographic.  Use the template word banks to get the spellings correct. Use your social studies interactive notebook, textbook, resources provided on this page or the internet to make sure you are historically accurate.  

Magazine Cover Templates

​Real Magazine Cover Examples

Time Magazine (Link to Time Magazine covers)

1. Time has the iconic red box with a thin white box on the inside of the red border-box on its cover.
2. The title "TIME" is always in ALL CAPS in red if possible.  Its alternate title colors are black, or white.
3. Detailed cover captions are usually in white or black for contrast.
4. TIME uses a close-cropping style for the images of people most of the time. 
5. Time tends to focus first on famous people, and famous events and things second. Time produces a special issue called "Person of the Year" and "Person of the Century."
6. ​If you have chosen to do a biography of a person, you will likely choose Time Magazine cover.

National Geographic Magazine
(Link to example Nat Geo covers)

1. National Geographic has the iconic yellow box on all covers. The yellow box is so famous, Nat Geo has made it part of their logo. See the example on white and black above.
2. The title NATIONAL GEOGRAPHIC is always in ALL CAPS and is black or white for contrast of the cover photo. 
3. Detailed cover captions are in white almost always, and the contrast is ignored so long as the words are barely readable. The words will be moved around on occasion, but are usually styled in a left alighted block. Sometimes the titles are centered and alternate colors as in the 5 most famous covers to the right. 
4. NATIONAL GEOGRAPHIC uses a close-cropping style for the images of people most of the time.
5. National Geographic tends to focus first on places, cultures, animals, and events and then on people as a group.

If you have chosen a thing, place, or event and possibly a person, you will probably choose to do a National Geographic Magazine cover.

The “Afghan Girl” graced an iconic cover of National Geographic magazine in 1985, National Geographic #1074. Her name is Sharbat Gula and she was 10 years old when Steve McCurry photographed her in December 1984 while she was in a Afghan refugee camp in Pakistan.

For a deep dive into National Geographic Titles, click this link. It takes you to an online compilation of every cover since it began publishing. #850-#899 are when the covers began their look of today.

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For a deep dive into the covers of TIME Magazine published over the years, click this link. 

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Assignment

Create Portfolio of Magazine Covers for Your Social Studies Content
This is a three-week STEM/STEAM Unit 
For Ms. Miller’s Computer Lab 
DUE Saturday, December 19, 2020 by 8:00PM
in Google Classroom
You may turn in each magazine cover when you are finished with it.

Week 1: Nov. 30 - December 5
Week 2: December 6 - 12
Week 3: December 13 - 19
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​Turn in your assignment in the 
Computer Lab - ​Google Classroom for your homeroom.

To get to your Google Classrooms, use CLEVER and Ms. Miller's Yellow Face-Icon.

Overview of This Unit:  
​In this unit,  students will learn about the graphic design magazine covers, Time and National Geographic. Students will read and a watch a short teacher-led lesson on the technical aspects of Google Slides during week 1, with the rest of the time spent on magazine cover research, creation, and improvement.

​Students should use the STEM/STEAM Engineering Design Process, focusing on technology and the art of design. 

End of Project Goal:
​The student will create magazine covers illustrating their understanding of their grade-level social studies content. 

Third grade will create two covers according to the grade-level templates. Fourth and fifth grades will create three covers according to the grade-level templates.

3rd Grade Files

Third grade will create two covers, one Time Magazine cover and one National Geographic Magazine cover.

Click here for the link to the 3rd Grade Template.

4-minute introduction video on European Explorers in the US.

Click the image for the 3rd grade template.

How-to video for making the Magazine Covers for 3rd grade, or Click here for the 6:30 video.

3rd grade Rubric

1. One Time Magazine completed magazine cover, per template.
2. One National Geographic Magazine completed magazine cover, per template.
3. Typed text is on-topic, accurate, and spelled correctly. Use the word bank and copy and paste.
4. Cover Photo is worthy of the cover.
5. Borders, Magazine Title aligned. 

Explorers
Directions: Use the Explorers page to research a different explorer for each of your covers main titles, and the cover image. You will use the blue and red questions for your other titles, along with the Rivers page. 

John Cabot 

1. Where was he from?  England, 15th century
2. Where can I find out information about him? 
3. What did he discover or establish? What was he trying to do or find? Do we know the names of his ships? What else can you find about this explorer?
4. What did he do to the Native populations and slaves? How do you think these populations felt about him?

Vasco Núñez de Balboa

1. 1. Where was he from?  Spain 16th century
   2. Where can I find out information about him? 
   3. What did he discover or establish? What was he trying to do or find? Do we know the names of his ships? What else can you find about this explorer?
   4. What did he do to the Native populations and slaves? How do you think these populations felt about him?

Hernando de Soto 

1. 1. Where was he from? Spain, 16th century
   2. Where can I find out information about him? 
   3. What did he discover or establish? West Indies establishing the Central American slave trade. Explored Peru.  Discovered the Mississippi River, southeastern United States What was he trying to do or find? glory and riches Do we know the names of his ships? What else can you find about this explorer?
   4. What did he do to the Native populations, Incas, Inca emperor Atahualpa, and slaves? How do you think these populations felt about him?

Christopher Columbus

1. Where was he from? Spain, 15th - 16th century
2. Where can I find out information about him?
   1. From his point-of-view 
   2. From Native American & Indigenous People's point-of-view 
   3. What did he discover or establish? The Caribbean Islands, but he was credited with "discovering America even though he never set foot on the current United States.  What was he trying to do or find? Route to India, spices, riches, glory Do we know the names of his ships? What else can you find about this explorer?
   4. What did he do to the Native populations and slaves? How do you think these populations felt about him?

Henry Hudson 

1. 1. Where was he from? The Netherlands, 17th century
   2. Where can I find out information about him?  
   3. What did he discover or establish? Hudson River What was he trying to do or find? Do we know the names of his ships? What else can you find about this explorer?
   4. What did he do to the Native populations and slaves? How do you think these populations felt about him?

Jacques ​Cartier 

1. Where was he from?  France, 16th century
2. Where can I find out information about him?  
3. What did he discover or establish? St. Lawrence River What was he trying to do or find? Do we know the names of his ships? What else can you find about this explorer?
4. What did he do to the Native populations and slaves? How do you think these populations felt about him?

Rivers
Directions: Use the Rivers page to research a different river for each of your covers secondary titles. 

Mississippi River (link)

• Henry De Doto (1500-1542) 

Ohio River (link)

• Frenchman Rene Robert Cavelier Sieur de La Salle in 1669. He named the river "la belle riviere" or "the beautiful river." During the 1600s and 1700s, the Ohio River served as the southern border of what later came to be called the Northwest Territory.​

Hudson River (link)

• Rene Robert Cavelier Sieur de La Salle 

Rio Grande River (link)

• The Rio Grande was never explored as a single unit by any one person or group. Álvar Núñez Cabeza de Vaca is believed to have crossed it in 1535 or 1536, and Francisco Vázquez de Coronado in 1540.
• The French, on the basis of La Salle's accidental landing on the Texas coast, made half-hearted attempts to claim that Louisiana extended to the Rio Grande.

Colorado River (link) (Link2)

• The river was first discovered by Europeans in 1539 by Francisco de Ulloa. 
• The Colorado River has flowed since prehistoric times, when it was responsible for carving the Grand Canyon. .
• The first Europeans to see Grand Canyon were soldiers led by García López de Cárdenas. In 1540, Francisco Vázquez de Coronado and his Spanish army traveled northward from Mexico City in search of the Seven Cities of Cíbola. After traveling for six months, Coronado's army arrived at the Hopi Mesas, east of Grand Canyon. 

St. Lawrence River (link)

• Jacques Cartier

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4th Grade Files

Fourth grade will create three covers according to their grade-level templates.

Click here the link to the 4th grade Template for part 1 Explorers.

Click the image for the 4th grade template.

Click here for the link to the 4th grade video or watch it below.

4th Grade Topics, part 1

Cover #1
​
Starting the Revolutionary War &
​First US Victory


​
Play video from 0:00 - 5:48.

​Word Bank, part 1

• ​Revolutionary War
• Battlefield
• April 19, 1775
• British Regulars

 

• Lexington, MA
• Militia
• “Stand your ground!”
• “Don’t fire unless fired upon.”
• King George III
• “No taxation without Representation”
• Protests
• Rights
  • Free speech
  • Assembly
  • Trial by jury
  • Taxation by own representatives
  • Right to bear arms
• “A shot rings out”

Word Bank, part 2
​​

• Concord, MA
• Stockpile of weapons
• American patriots
• Minutemen
• Ammunition (ammo)
• Surrender
• Victory,  Retreat
• Boston, MA 
• Green Mountain Boys and Fort Ticonderoga 
• Battle of Bunker Hill
• “Don’t fire until you see the whites of their eyes.”
• Slaughtered, morale
• Philadelphia, PA
• Continental Army
• General George Washington
• Cambridge, MA
• Heavy artillery
• Henry Knox
• Cannons 
• British Empire

​

Cover #2
​
​Declaration of Independence & Second US Victory

​Play video from 5:50 - 14:18.
​

​Word Bank, part 3
​​​

•  France, French
• July 4, 1776 
• Declaration of Independence

 

• “All of London is afloat.”
• Thomas Paine writes a second pamphlet “The American Crisis.”
• Battle of Trenton, NJ
• New York City garrison
• Battle of Saratoga, NY
• France sign an alliance with the US, declaring war against Britain
• French fleet (Navy)
• British Regulars
• Foraging parties
• Skirmishes
• Southern offensive
• Savannah, GA
• Charleston, SC
• Carolinas
  
• Partisan fighting
  
  • British Troops & Loyalists
  • Patriot militia fighters

Cover #3
​
US Gains Independence from Britain


Play video from 14:21 - 18:42.

​Word Bank, part 4
​ ​The Battle of Yorktown, VA

• General Cornwallis is Taken! (surrenders)
• Peace Treaty signed in September 1783
• 8 years of war
• The United States win their Independence from Britain.

Timeline of the American Revolution
(Link with details)
WRITTEN BY Jeff Wallenfeldt, manager of Geography and History, has worked as an editor at Encyclopaedia Britannica since 1992.  
​

• 1754–1763: French and Indian War (nine years’ war fought between France and Great Britain--The Colonies are British at this point in history)
  
• March 22, 1765: Stamp Act
• June 15–July 2, 1767: Townshend Acts
• March 5, 1770: Boston Massacre
• December 16, 1773: Boston Tea Party
• March–June 1774: Intolerable Acts
• September 5, 1774: First Continental Congress convenes
• March 23, 1775: Patrick Henry’s “Give me liberty or give me death” speech
• April 18–19, 1775: Paul Revere’s Ride and the Battles of Lexington and Concord
• June 17, 1775: Battle of Bunker Hill
• January 1776: Thomas Paine’s Common Sense published
• July 4, 1776: Declaration of Independence adopted
• September 22, 1776: Nathan Hale executed
• December 25–26, 1776: Washington crosses the Delaware
• October 17, 1777: Burgoyne surrenders at Saratoga
• December 19, 1777–June 19, 1778: Washington winters at Valley Forge
• February 6, 1778: France and the United States form an alliance
• September 23, 1779: John Paul Jones: “I have not yet begun to fight!”
• September 1780: Benedict Arnold turns traitor
• March 1, 1781: Articles of Confederation ratified
• September–October 1781: Siege of Yorktown
• September 3, 1783: Treaty of Paris ends the war

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 4th grade Rubric Part 2 (January 2021)

Click here for the link to the 4th grade Template for part 2 - Westward expansion. 

Fourth grade student-employee portfolios will explain westward expansion in America.

1. The first Time Magazine cover, specifically, will Describe the causes and events of the War of 1812; include the burning of the Capitol and the White House and the writing of “The Star Spangled Banner.”
2. The second National Geographic Magazine cover, specifically, will Describe the impact of westward expansion on American Indians; include the Trail of Tears, Battle of Little Bighorn and the forced relocation of American Indians to reservations.
3. The third Time or National Geographic Magazine cover, specifically, will Describe territorial expansion with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Texas (the Alamo and independence), Oregon (Oregon Trail), and California (Gold Rush and the development of mining towns).
4. Typed text is on-topic, accurate, and spelled correctly. Use the word bank and copy and paste.
5. Cover Photo is worthy of the cover.

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5th Grade Files

Fifth grade will create three covers according to their grade-level templates.

Click here for the link to the  5th Grade Templates.

Clock here for the link to the 5th grade how-To video or watch it below.

VIDEOS

Magazine Cover #1

​Magazine Cover #2

Magazine Cover #3

5th grade Rubric

1. Students will make one Time and one National Geographic Magazine cover, then a second of one cover of their choice. All three magazine covers in the portfolio will describe the 1910's, 1920s, and 1930s -- U.S. involvement in World War I and post-World War I America and the Great Depression, the New Deal, and the Harlem Renaissance.
   1. Typed text is on-topic, accurate, and spelled correctly. Use the word bank and copy and paste. 
      
   2. Cover Photo is worthy of the cover.
      
2. Cover #1 - Students should choose from the following topics: 
   1. ​How German attacks on U.S. shipping during the war in Europe (1914-1917) ultimately led the U.S. to join the fight against Germany;
   2. The sinking of the Lusitania
   3. Concerns over safety of U.S. ships, U.S. contributions to the war
3. Cover #2 - Students should choose from the following topics: 
   
   1. The impact of the Treaty of Versailles in 1919.
      
4. Cover #3 - Students should choose from the following topics: 
   
   1. The cultural developments and individual contributions in the 1920s of the Jazz Age (Louis Armstrong), the Harlem Renaissance (Langston Hughes), baseball (Babe Ruth), the automobile (Henry Ford), and transatlantic flight (Charles Lindbergh).
      

​Part 2 -- January 2021

1. Students will make one Time and one National Geographic Magazine cover, then a second of one cover of their choice. All three magazine covers in the portfolio will describe the 1910's, 1920s, and 1930s -- U.S. involvement in World War I and post-World War I America and the Great Depression, the New Deal, and the Harlem Renaissance.
   
   • Typed text is on-topic, accurate, and spelled correctly. Use the word bank and copy and paste. 
   • Cover Photo is worthy of the cover.
2. Cover #4 - Students should choose from the following topics:
   1. ​Discuss the Stock Market Crash of 1929,
   2. Herbert Hoover,
   3. Franklin Roosevelt,
   4. The Dust Bowl
   5. soup kitchens. 
3. Cover #5 - Students should choose from the following topics:
   
   1. The main features of the New Deal;
      1. The Civilian Conservation Corps
      2. Works Progress Administration
      3. Tennessee Valley Authority. 
4. Cover #6 - Students should choose from the following topics:
   1. Important cultural elements of the 1930s
      1. Duke Ellington
      2. Margaret Mitchell
      3. Jesse Owens (1936 Olympics in Nazi Germany)
         

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Unit 4, Part 2, January 2021 COVER #4
Directions: This is the second half of this unit. Your magazines should be taking you about 45-minutes to research, find an image, type the titles and format the graphics. You are to pick one video to watch in this group, then create a Time or National Geographic Cover based on the contents in the video. Please check your facts and spelling.

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Unit 4, Part 2, January 2021 COVER #5
Directions: This is the second half of this unit. Your magazines should be taking you about 45-minutes to research, find an image, type the titles and format the graphics. You are to pick one video to watch in this group, then create a Time or National Geographic Cover based on the contents in the video. Please check your facts and spelling.

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​Unit 4, Part 2, January 2021 COVER #6 
Directions: This is the second half of this unit. Your magazines should be taking you about 45-minutes to research, find an image, type the titles and format the graphics. You are to pick one video to watch in this group, then create a Time or National Geographic Cover based on the contents in the video. Please check your facts and spelling.

Scroll down for a deeper dive into Graphic Design and Technology Terms. The purple section will give you a taste of this exciting creative STEAM field. Exploring graphic design will give you helpful and useful  information no matter what field you end up making your career.

Graphic Design & Technology Terms

• Magazine Covers
  • Big picture, maybe smaller pictures “inset”
  • Titles & captions
  • Different from memes because they are meant to be more serious, journalistic principles, elements repeat like title, volume, issue, number, edition, date. Serial or or periodical (repeated publications). Can be iconic. Printed, spread through newsstands, subscriptions, and online platforms.

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• Graphic design
  • the art or profession of using design elements (such as typography and images) to convey information or create an effect

Posters, patches, and stamps are some of the most iconic uses of graphic and design. They use balance, color, type, and images to convey a message. and a feeling.

• Meme
  • an amusing or interesting item (such as a captioned picture or video) or genre of items that is spread widely online especially through social media
  • Different from a meme because they are meant to be pointed but funny or humorous. Journalistic principles are not required. Memes are usually single issue, and do not repeat like a serial or periodical. Digital Only, spread through social media.

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• Visual communication
  
  • When text and pictures communicate a message
    
    • electronic media like TV, video, video games, social media, or websites. 
    • branding like employee uniforms, automobiles, packaging,  or 
    • Can be print like books, newspapers, advertisements, packaging, magazines, road signs, or 
    • Symbols / icons / pictogram
      • image used to describe something - tend to be universally known. 

The visual communication features of the US Department of Transportation have worldwide appeal. Our traffic signage system is so popular, that colors, typefaces, icons, layout, road numbering systems, and roadway paint types have been adopted all over the world. Japan did a country-wide re-signage program and mimicked the US system of visual communication.

We learn a lot by observing weather's visual cues to give us clues to what might be coming. This is a tornado or a water spout - both dangerous.

Road signs are an almost universal form of visual communication. They use symbols for a quick relay of information.

red touch yellow, kill a fellow, - A deadly, venomous snake

red touch black, venom lack - A non venomous snake

• Fonts & Typefaces
  • Typefaces and fonts are synonyms. This means they are two flavors of the same word. Click here to discover the difference.
    • Categories of fonts
      • Serif - fonts with little feet and caps on the ends of the letters (Times New Roman, Courier New, Ultra, )
      • Sans serif - fonts with no feet or caps on the end of letters (Arial, Verdana, Helvetica)
      • Fancy, cursive, layered, handwritten - These fonts are usually used as single letters, drop cap, short titles, or other specialized uses. (Broadway, Lobster, Pacifica)
  • Emphasis
    • 3 most common are bold, italics, and underline
      • Triple emphasis - Bold, Italics, and Underlined
    • Strikethrough and overlining move the line to the middle or top of the line of text 
    • Capitalization indicates proper nouns, beginning of sentences, and emphasis or yelling. 
    • Animation - for digital text, animation to the text or movement of the text can impact emphasis.
  • ​Weight
    
    • ​The thickness of the lines in the letters can be different within the same typeface. For example, "Heavy, Regular, and Thin."
      
  • Case
    
    • Upper and Lower Case - During the days of typesetting and the printing press, the letters for fonts were kept in trays with little squares to hold each letter. These trays were called cases. The capital letters were kept in the upper case and the lower case letters were kept in the bottom case.
      
    • Title text - Titles and letters. All capitals in Titles are for emphasis and also sometimes for typesetting ease.
    • Body text- The letters, words, sentences, paragraphs

sans serif font, lower-case, multicolor

serif font, all caps, monochromatic

sans serif font, all caps, monochromatic

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The History of Typography - Animated Short
by Ben Barrett-Forrest (5:09)
This is the most entertaining 5 minutes on the history of typography (fonts). The video is done in stop animation and it is really well done. Enjoy!

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Beginning Graphic Design: Typography by GCFLearnFree.org

Beginning Graphic Design: Color by GCFLearnFree.org

How can a student use the standards of a unit or lesson?  Turn the statements into "I can..." statements. Use the standards as vocabulary word-banks to help you spell words correctly.  Scan the standards for an overview of the topics you will cover. Use the topics to get you started on your own research.  Remember, the standards are the minimum, or very basic of what you should be learning in school.  A well rounded student starts with the standards and takes many "deep dives" into the topics and studies widely, and deeply. Study can be reading, watching videos, listening to podcasts, and exploring whatever piques your interests. Happy Exploring!


  

Standards

Technology Standards

• ISTE 1c. Empowered Learner. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
• ISTE 3d. Knowledge Constructor. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
• ISTE 4a. Innovative Designer. Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
• ​ISTE 4d. Innovative Designer. Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
• ISTE 6b. Creative Communicator. Students create original works or responsibly repurpose or remix digital resources into new creations.
• ISTE 6b. Creative Communicator. Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

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Social Studies Standards​

Part 1 (December 2020)

Third Grade

SS3H2 Describe European exploration in North America.
SS3H2a. Describe the reasons for and obstacles to the exploration of North America.
​
SS3H2b. Describe the accomplishments of: John Cabot (England), Vasco Núñez de Balboa (Spain), Hernando de Soto (Spain), Christopher Columbus (Spain), Henry Hudson (The Netherlands), and Jacques Cartier (France). c. Describe examples of cooperation and conflict between European explorers and American Indians.

Fourth Grade
​
SS4H1 Explain the causes, events, and results of the American Revolution. Four Major battles and Declaration of Independence.
Battles of Lexington & Concord, Declaration of Independence, Battle of Saratoga, NY, and Battle of Yorktown, VA.
​

Fifth Grade

SS5H2 Describe U.S. involvement in World War I and post-World War I America.

​SS5H2a. Explain how German attacks on U.S. shipping during the war in Europe (1914-1917)
ultimately led the U.S. to join the fight against Germany; include the sinking of the Lusitania and concerns over safety of U.S. ships, U.S. contributions to the war, and the impact of the Treaty of Versailles in 1919.

SS5H2b. Describe the cultural developments and individual contributions in the 1920s of the Jazz Age (Louis Armstrong), the Harlem Renaissance (Langston Hughes), baseball (Babe Ruth), the automobile (Henry Ford), and transatlantic flight (Charles Lindbergh).

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Part 2 (January 2021)

Third Grade

​SS3H2 Describe European exploration in North America.
​
SS3H2a. Describe the reasons for and obstacles to the exploration of North America.

SS3H2b. Describe the accomplishments of: John Cabot (England), Vasco Núñez de Balboa (Spain), Hernando de Soto (Spain), Christopher Columbus (Spain), Henry Hudson (The Netherlands), and Jacques Cartier (France).
SS3H2c. Describe examples of cooperation and conflict between European explorers and Native Americans.

SS3G1 Locate major topographical features on a physical map of the United States. 
SS3G1a. Locate major rivers of the United States of America: Mississippi, Ohio, Rio Grande, Colorado, Hudson, and St. Lawrence.

SS3G3 Describe how physical systems affect human systems.
SS3G3b. Describe how the early explorers (SS3H2a) adapted, or failed to adapt, to the various physical environments in which they traveled. 

Fourth Grade

​SS4H3 Explain westward expansion in America.

SS4H3a. Describe the causes and events of the War of 1812; include the burning of the Capitol and the White House and the writing of “The Star Spangled Banner.”

SS4H3b. Describe the impact of westward expansion on American Indians; include the Trail of Tears, Battle of Little Bighorn and the forced relocation of American Indians to reservations.

SS4H3c. Describe territorial expansion with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Texas (the Alamo and independence), Oregon (Oregon Trail), and California (Gold Rush and the development of mining towns).

​

Fifth Grade

​​SS5H3 Explain how the Great Depression and New Deal affected the lives of millions of Americans. 
SS5H3a. Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup kitchens. 

SS5H3b. Analyze the main features of the New Deal; include the significance of the Civilian Conservation Corps, Works Progress Administration, and the Tennessee Valley Authority. 

SS5H3c. Discuss important cultural elements of the 1930s; include Duke Ellington, Margaret Mitchell, and Jesse Owens.

​

Student Work