HISTORY FAIR AND YOU

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HISTORY FAIR AND YOU

• Tips for teachers and students about History Fair
  Projects

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2010 ThemeInnovation in History Impact and
Change

• Historical Quality (60)
• Historically Accurate
• Shows analysis and interpretation
• Places the topic in its historical context
• Shows wide research
• Uses available primary sources
• Research is balanced in relation to various
  points of view
• Relation to the Theme (20)
• Clearly relates topic to the History Day theme
• Demonstrates significance of the topic in history
  and draws conclusions
• Clarity of Presentation (20)
• Project written material is original, clear,
  appropriate, articulate
• Project is organized, has visual impact,
  correctly uses visuals, props, etc.
• Rules Compliance
• Meets size or performance length requirements and
  word limits
• Includes an annotated bibliography

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1. Selecting a Topic

• Pay attention to the current theme
• Innovation in History Impact and Change
• Pick something/someone that interests you.
• Pick something significant.
• Pick something about which you can locate primary
  and secondary sources.
• Be able to answer this question
• This topic relates to the theme
  because.
• This is important because

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2. Research

• Use both primary and secondary sources and
  analyze the information.
• Make sure that the research is reflected in the
  final project.
• Gather lots of information, but only use the
  information that helps prove the conclusion.
• Relate everything to the topic of the project.
• Keep track of all sources.

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Using Sources

• Begin with the secondary sources.Get an overview
  of the event and the circumstances.
• Explore primary sources for depth and analysis.

Who? What? When? Where?
Why?
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Primary Sources

• Information created by the event or by the
  process of the event. Examples
• archival documents
• manuscripts and/or diaries
• photographs
• newspapers, magazines, journals IF they were
  written at the time of an event
• personal interviews IF the person participated in
  the event or was an eyewitness to the event

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Secondary Sources

• A source that seeks to retell, explain, or
  interpret an event. Examples
• books
• articles
• interviews that explain or interpret the person
  talking about an event was not a participant in
  the event
• media productions

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Showing Research Results

• Use primary research and show that the primary
  sources have been used. For example, use
• quotations
• pictures, photographs, illustrations, diagrams
• documents, artifacts
• headlines
• Make sure that materials are part of the story
  and help prove the conclusion.
• Create a strong, interesting, and persuasive
  project.

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3. Complete notes and bibliography

• Begin to gather research into some main ideas for
  the visual part of the project.
• Keep an active bibliography with annotations
  (explanations about how the source was useful to
  the finished project).
• Begin to plan the visual part of the project.

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Bibliography

• Provide annotations for each source describing
  the source and what was learned from it. Be
  specific about the quality of the help and where
  or how it was used.
• Use one style for citing sources.(Teachers
  should choose one bibliographic style either
  MLA, APA, or Turabian - and teach students how to
  use that one style accurately.)
• Learn to use note cards or other systematic
  note-taking techniques.

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Types of Projects

• Exhibit Individual or Group
• Historical Paper Individual
• Performance Individual or Group
• Documentary Individual or Group
• Web Site Individual or Group (but all judged
  together)

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4. Plan your visual

• Exhibitdraw sketches plan finished display
• Performancewrite a script plan costumes, props,
  etc.
• Documentaryuse a storyboard plan the program
• Web Siteuse a storyboard or flowchart plan the
  site map

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5. Finish your Project

• Complete the project.
• Proof the process paper(not needed for
  historical papers).
• Include an annotated bibliography divided into
  primary and secondary sources.
• Provide multiple copies of documents for the
  judges.
• Use a checklist to review all work.

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• Notes to Teachers

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Process Papers

• Help students understand the difference between a
  research paper and a process paper.
• Encourage and teach students how to include their
  analysis and conclusions in the visual part of
  the project not in the process paper so their
  audience (and the judges) can see those elements
  clearly.

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Analysis

• Teach the process of analyzing text, documents,
  photographs, and political cartoons(This is also
  a great TAKS skill.).
• Encourage students to include analysis and
  conclusions in their presentations by citing
  sources and responding to their sources with
  specific conclusions.

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Completing the Project

• Give students the evaluation checklist as a
  rubric for checking their progress as they work.
• Monitor student progress by using conferences,
  interim checks, and project progress reports.
• Assign project in stages
• Selection of topic
• Identification of sources writing brief proposal
• Writing an outline with thesis statement, key
  supports, and conclusion
• Creation of project draft

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• For Assistance -
• www.houstonisd.org/socialstudies
• www.nationalhistoryday.org
• [phone] HISD Social Studies Curriculum
  Dept

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ExhibitsCompetitive ProjectsPhotos from Texas
History Day, May 2002
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HOUSTONISDREGIONALHISTORYFAIR January 2002
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HOUSTONISDREGIONALHISTORYFAIR January 2002
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HOUSTONISDREGIONALHISTORYFAIR January 2002
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HOUSTONISDREGIONALHISTORYFAIR January 2002
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HOUSTONISDREGIONALHISTORYFAIR January 2002
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HOUSTONISDREGIONALHISTORYFAIR January 2002
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