Chicago History Fair
2009-2010
This year 7th grade students will be entering the Chicago History Fair. This fair will involve exploring innovation in Chicago or Illinois history. Within the idea of innovation we will be focusing on impact and change. As students research and write they will investigate time and place, cause and effect, change over time, as well as impact and significance. Most of all students are looking for the lasting influence of their “innovation”.
This project will take the form of a museum exhibit. The topic of the exhibit is to be based around a specific thesis statement, and must work into the year’s theme of “Innovation in History: Impact and Change”. Student will begin by looking for a good topic and will then incorporate primary and secondary sources into their exhibit. The final product is more than a paper stapled to a board. It is students acting as a curator at their own museum. They will show their historic writing informed by secondary sources, and a collection of evidence they have compiled in the form of primary sources. To find ideas for topics I suggest research at libraries or online, discussion with parents or grandparents, and good use of the field trip to the Chicago History Museum.
History Fair is a long-term project that will take the first half of the school year. Exhibits judged highly enough will move to a regional competition, and then can move downstate. The School Fair will be held in the Parish Center on Wednesday January 13th . The Regional Fair will be held at Illinois Institute of Technology on Saturday April 17th. The State Fair will be held in Springfield on Thursday May 6th. If projects should be chosen to move on revisions should be expected. If that is an issue please inform me before the school fair.
Students will have the option of working alone or in groups of two, or three. There are advantages and disadvantages to each of these. The student who works alone will have complete responsibility, but also maintains complete creative control. A group of two or three will have to work together, and compromise when necessary. As a teacher I will not act as arbitrator within groups. This means students should pick their groups wisely. Consider the work ethic, and study habits of any potential group partner. Once you join a group you must follow through to the end. Be wary of choosing best friend as partners, especially if you would prefer to remain best friends through the end of the project. The most important qualification for a partner is interest in the same topic. So choose wisely.
The foundation of a superior History Fair project is a solid thesis statement supported by evidence from primary and secondary sources. These sources must be cited correctly. Plagiarism means using another author’s words without crediting him or her so that a reader would have the impression they are a student’s own thoughts and words. Plagiarism is not acceptable. Students who plagiarize will fail on the project and face disciplinary action.
Chicago Metro History Fair Exhibit Rules
A History Fair exhibit is like a room in a museum-not a report on a display board with pictures. It relies on clear, succinct text (labels) and a substantial amount of visual evidence to communicate the student's research and analysis.
RULE 1: Individuals or groups of no more than five students may do an exhibit.
RULE 2: Size limitations: 6 feet high X 40 inches wide X 30 inches deep from the front of the table to the back of the exhibit. (See diagram below.) So long as the
Exhibit fits within the required dimensions; it may be constructed in any shape.
RULE 3: Exhibits must be free standing.
RULE 4: Two copies of the Summary Statement Form with an attached annotated bibliography must accompany exhibit. The annotated bibliography should be divided between primary and second sources.
RULE 5: Project topics must be connected to Chicago-even if the national theme is being used. Non-Chicago topics will be evaluated but will not be eligible to advance.
Junior HF allows topics in Illinois history.
RULE 6: Plagiarism is not accepted, and constitutes grounds for disqualification.
72 INCHES TALL
40 INCHES WIDE
30 INCHES DEPTH
Historical Argument: This superior project begins with a clear thesis or claim, and then develops its argument through step-by-step use of primary and secondary sources as evidence. It grapples with complexity and the multiplicity of factors involved in any historical topic. It reveals the way society develops, how and why things change, and the political, social, economic and cultural factors involved. It also situates the topic in its historical context and within the context of U.S. or world history. Finally, the project’s conclusion is more than a summary of the argument and evidence presented; it addresses the historical significance of the topic, what we learn about society and change, and, perhaps, implications for the present.
How will the project be judged at the competitions?
Knowledge 30%
Analysis 30%
Quality of Source Material 20%
Quality of Presentation 20%
Included below is a schedule of all the due dates related to this project along with the corresponding point values. Everything related to this project is to be kept in their History Fair Binder. This will help with organization and staying on task. This may seem intimidating but this project will be challenging and fun. As a class we will learn about long-term projects, research methods, and local history. As with all projects certain details may have to change during the course of the year. Students will be kept away of all changes.
Please feel free to contact me with any questions, comments, and concerns.
Mr. Graham-McHugh
mchughm@stmaryschool.net
