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BenchmarksOne way to ensure your students have a positive experience doing History Fair is to establish benchmarks at the very beginning for the entire process. Communicating clear expectations and fostering a culture that rewards questioning, digging, drafting, and improvement also is a vital feature. The benchmark models are contributed by veteran History Fair teachers. You are free to adapt them. Please note: we have left in the actual dates to help you gauge the length of time given between each deadline. Junior High Teacher Model: Letter/Contract to Parents For printable pdf versions of these models please click here. Junior High Teacher ModelSubmitted by:
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| January 29-February 5th | Topic, level, category, and partner selection | |
| February 16 | Research due | |
| February 27 | Paper draft and Board Mock-Up | |
| February 28 | Media, Live Performances | |
| March 8 | History Fair at School | |
| April 4 | History Fair City |
Paper
A type draft of your paper including footnotes
and annotated bibliography. I will correct all aspects of your paper. 10 points
per footnote-15 pts per annotated entry. 200 pt maximum for paper's content.
Board Mock-Up
3 sheets of brown paper-30 inch wide and
40 inch high-The three panels should include: Title 5 pts, Subtitles 5 pts per,
Introduction 10 pts, Conclusion 10 pts, dialogue cards (4x6) 10 pts. captions 5
pts, pictures, graphs charts 5 pts. In addition annotated bibliography 15 pts
per entry.
Media/Electronic
Viewing and comments: Intro. 10 pts.
Conclusion 10 pts, subtopics 10 pts, annotated bibliography 15 pts per entry.
Media/Live
Listening and comments same points as above
March 8th
School History Fair
Three copies of
papers
Boards ready with two copies of summary statement and annotated
bibliography
March 9th
History Fair Continued
All media and live
performances
Summary statement and annotated bibliography
The History Fair is a mandatory academic endeavor required of all upper grade students. Whatever you select, it does have to be of the highest quality and completed according to the published schedules.
Since you will be able to compete at the national level this year, if you want to do so I will be glad to enter into the fray, but the NHD research process has to begin as soon as possible.
Entering the National Competition means that you may not have a
free weekend until the competition is over
June ______.
Time Schedule
| Topic Selection | January 4-8 | 25 pts. |
| Reporting Period One | January 15 | 15 pts./per |
| Reporting Period two | January 29 | 15 pts./per |
| Mock-Up Boards | February 15 | 5 pts./per |
| Papers 1st Draft | February 15 | 250 pts. |
| Summary Statement 1st | February 26 | 150 pts. |
| Papers 2nd Draft | February 26th | 250 pts. |
| Summary Statements 2nd | March 5 | 150 pts. |
| Papers Final | March 5 | 5 pts./per |
| Preview Performances | March 12 | 250 pts. |
| Performance Comp. | March 19 | 5 pts./per |
HISTORY FAIR 200_ PARENT LETTER
The History Fair of the 200_ school year is just around the corner and the teachers at Jahn School would like to make this year's one of the best. Here at Jahn we are working very hard to make sure our students can achieve all that they are capable of. We can provide them with a portion of the information and resources they need to complete a successful project, though we cannot give them everything. Therefore, we ask for your assistance. We need you, at home, to help with a variety of tasks, all to enable your child to do the best he or she can. This may include taking your child to the local, regional or downtown library as needed (you may have to a few times so that your child can find all the information for the project), visit museums or other fine cultural institutions in the city, or even travel to a specific business or organization so your child may interview someone. In any case, we are hoping that you will do all you can to help your child with his or her project. Your child and the staff at Jahn thank you for your support.
If you would like to contribute even more than this, you may contact Jahn School any time you please at 773-534-5500. The coordinating teachers are Ms. Tracey Pinter of the 6th grade and Mr. Merel of the 7th and 8th grades. Thank you in advance for your generosity.
____________________________
student
signature
_____________________________
parent/guardian
signature
___________________
date
History Fair Deadlines 200_
| December 3, 200__ | Summary of final project topic. Minimum of two paragraphs |
| December 10, 200_ | Bibliography with THREE sources related to your project in proper bibliographic format with annotations (one-sentence explanations of how each source is helpful in studying your topic). |
| December 17, 200_ | At least 10 pictures or visuals related to your topic. Bibliography with at least ten sources in proper format with annotations. Two page summary of what you have learned about your topic up to this point. |
| January 14, 200_ | At least 20 pictures or visuals related to the topic with typed captions Typed bibliography with at least ten sources in proper format with annotations Typed five page summary of what you have learned about your topic up to this point (for exhibit); or typed rough draft of paper, or typed script for performance. Sample project titles. |
| January 22, 200_ | Typed draft of summary statement form (for exhibit or performance); or typed thesis and outline (for paper) Mock layout with all visuals, revised typed captions, planned colors and graphics(for exhibit); or typed second draft of paper with parenthetical citations and visuals for appendix; or typed second draft of performance script with staging directions and lists of costume items, props to be used, etc. Final title for project. |
| January 28, 200_ | Resubmit all materials listed for the January 22 deadline after making necessary revisions as indicated by your teacher. |
| Week of Feb. 4,200_ | Some class time will be devoted to putting the finishing touches on projects. |
| February 7, 200_ | SCHOOL HISTORY FAIR! |
History Fair Process Point Sheet |
Name______________________________ Teacher_____________________________ Period______________________________ |
| Timeline/Assignments | Points/Percentage Earned/Comments |
November 200__
I. Introduction
II. Ideas for
Topic
December 3-21, 200__
III. Submit your topic to your
teacher
IV. Some preliminary research
January 7-11, 200_
V. Written proposal
VI.
Proposal returned
VII. First two sources
January 14-18 200_
VIII Project Update #2
IX
Update returned
January 28-February 200__
X Annotated Bibliography,
1st draft
February 4-8
X1. Project Update #3
February 11-9
XII Final Project
XIII. Oral
Presentation in class
February 11-9
XII Final Project
XIII. Oral
Presentation in class
February 20th
XIV. School Fair
(Worth 500 points-over 2nd & 3rd Quarters)
November
I. Introduction to History Fair; distribution of handbook for 2003-2004
II. Brainstorm ideas for your topic
What are your interest,
what special places in your community have caused you to ask, what do you want
to know about, what sparks your imagination, what experiences have you had,
what stories have you been told. etc.?
**See History Fair Handbook, pp. 2-8
for some ideas.
December 3-7 25 points
III. Meet with your teacher
Discuss topic ideas with your
teacher
Decide on a topic that seems right for you
Focus that
topic-narrow your ideas to a manageable size and doable idea;
Realistically
narrow your topic to a reasonable, manageable focus, questions(s) or thesis;
(What theme/thesis do you want to use to narrow your topic?
What
questions will you investigate through your research?)
IV. Do some preliminary research
Be sure that the topic you
have chosen is realistic, one upon which there are materials and information
available
December 10-14 50 points
V. Present a written proposal-a narrative of your topic
Three
paragraphs, typed should be adequate
A. What is this project going to be about, what is the focus, what is your thesis?
(Define your topic, give details about what you intend to research, pursue)
(What questions are you setting out to answer about this topic?)
****See History Fair Handbook pp. 3 & 4
B. Tell how you intend to do your research
(Where you will find information? What possible sources of information, possible institutions, other resources (electronic, printed, interviews with people important to the topic, etc.)
**See History Fair Handbook, pp. 17-28
C. Define the medium you will use to present your ideas, your research
(will you create an exhibit? Is a live performance a better vehicle to tell the story? Is a computer project appropriate? Would a research paper be the best route to take to tell the story you want to tell?)
***See History Fair Handbook, pp. 10-12
Describe your initial ideas about that medium: (Will the exhibit have three panels? Will the video be documentary in style? Does the live performance need more than two or three actors? Is the Historical Voices category a possibility? Will the paper have an appendix of documents, visuals, etc.?)
December 17-21 25 points
VI. Your teacher will return your written proposal, with suggestions, so that you can begin to work.
VII. Locate, read, take notes on at least two important sources of
information that will help you to answer your research questions.
(Continue
locating sources, reading and taking notes, after these first two sources are
uncovered and read.)
Be prepared to show your sources, your notes to your
Teachers.
January 7 - 11 50 points
VIII. Project update (again three paragraphs, typed should serve you well)
A. Re-examine your written proposal (taking into consideration the sources you already read.)
(What answers have you found to the questions with which you started? What conclusions have begun to develop?
What is the status of your thesis? Is your research clarifying your initial thesis or is that thesis undergoing changes?)
B. Status of your research
(What have you found? What evidence have you located? Where have you found good sources, answers to your questions? Have new sources of information emerged during this process?
Have key pieces of evidence been located? What are those key pieces?
What institutions have you visited, contacted, found useful?
What new sources must you pursue to continue your research?)
C. Status of your Medium/Presentation
(Have your initial ideas about format for your project begun to take shape?
Have you purchased or constructed your exhibit board(s)?
Have you drawn up design plans for your exhibit - a schematic of the layout you think you might use?
Have you begun to write the script for your video, your live performance, your computer project, your Historical Voices project?
Have you identified actors, partners with whom you will work?
Has your work been proceeding efficiently - all members having a clear and substantial role, all members doing their part of the research, the writing, the performing, etc.?)
January 14 - 18
IX. Your Teachers will return your Project Update with comments, suggestions.
January 21 - 25 50 points
X. Annotated Bibliography - first draft
** See History Fair
Handbook, pp. 29 - 39
A. In proper form, list the sources, the institutions, the interview, etc., that have provided the basis for your research thus far.
B. This is NOT the final bibliography, but it should include the wealth of information that you have uncovered in answering your research questions and pursuing your topic.
C. See annotation style;
**History Fair Handbook, pp. 40 - 43
January 28 - February 1 50 points
XI. Final Project Update
(Again, three paragraphs should serve
you well)
A. Conclusions
(What are the conclusions you have reached, now that your project is near completion?
Do these conclusions support your thesis answer your initial questions?
In what ways has your work shown the significance of this topic? The reason(s) why it is an important topic to research?
Does your project go beyond collection of fact and show evidence of analysis and/or interpretation?)
B. Research
('What key pieces of evidence support your conclusions?
Have you used a variety of sources to address the question/problems posed by your thesis?
Did you consult sources in more than one institution?
Are the sources listed in your bibliography reflected in your project?
In what ways has the reattach on your topic demonstrated change over time?
What sources(s) were the most effective in establishing these conclusions?
What new question (s) has emerged at this point in your research process?
Have you linked your local, family, community history topic with the larger historical themes of Illinois, the United States or maybe even World History?)
C. The Project
(Describe the layout of your exhibit - design, color scheme, pizzazz factors, focal point, etc. Outline the script that you have written for your performance.
What backdrops, props, individuals ate involved in this performance?
Outline the paper you have written.
Does the project reflect the work of all who were supposed to be involved? Does the project reflect an equal investment of time and energy and input and creativity and construction time/script writing/performing time?
Does the project look like you have spent time on your research and in assembling the project, proofreading, paying attention to detail?
**Does the project stand on its own - telling a story, telling why it is important, describing and explaining your topic?)
February 4 - 8 200 points
XII. The Final Project
A. Your exhibit, your paper, your performance
Put the finishing touches on your work.
Turn in your work.
B. Complete your Summary Statement (see attached)
(for Exhibits and Performances only - see pp. 10 -12, History Fair Handbook)
C. Compile your Final Annotated Bibliography (see pp. 29 - 43, History Fair Handbook).
Add the most recent research you have acquired, reflecting updates you have made to your project and the first draft of your annotated bibliography. Reconsider the annotations you developed for this earlier draft, to be sure they give the reader the true value of each of your sources.
February 11 - 15 50 points
XIII. Presentation of your project to your Teacher, to your class for evaluation.
February 18 - 22
XIV. School History Fair
February 25 - March 1
XV. Announcement of Regional participants.
March 4 - 15
XVI. Regional participants revise their projects.
March 16
XVII. Regional competition
September:
Have students pick partners (if they wish). Students submit proposals for several topics. After individual discussions between students and teacher, a final topic is chosen.
October:
November:
December:
January:
