Plano ISD History Fair Hunt Projects Due: 11/28/17. Student Handbook To create an opportunity for students to engage in historical research

Transcription

1 Plano ISD History Fair Hunt Projects Due: 11/28/17 Student Handbook PURPOSE OF HISTORY FAIR To create an opportunity for students to engage in historical research To stimulate students interest in history To provide an authentic avenue for critical inquiry and analysis about a topic s significance in history To recognize and commend students talents and hobby pursuits To stimulate public interest in the historic abilities of students

2 CONFLICT AND COMPROMISE HISTORY FAIR INFORMATION FOR FOURTH AND FIFTH GRADE STUDENTS The History Fair provides a fun and worthwhile learning experience in investigating history through inquiry and critical thinking. History is the story of our past. Learning more about history leads to new discoveries and knowledge. Sharing your knowledge in creating a history fair presentation is both exciting and rewarding! This year s theme is Conflict and Compromise. The theme is broad, which means you can choose a topic that allows you to explore your own interests, whether it is science, politics, the arts, technology, education you name it. Inspiration can come from many places: local history, your learning at school, recent headlines, movies, or even TV shows. What does conflict and compromise mean? Conflicts can occur when people dispute over ideas, circumstances, or wants. Compromise can sometimes prevent a conflict, but what happens when it does not? When an agreement or understanding is reached by adjusting ideas, claims, or wants, a compromise is made. If a conflict occurs, how can compromise help to end the conflict? How can compromise prevent future conflict? Is compromise simple to reach? Compromise has been used to prevent future conflict, but that does not mean it was easy. Consider the Constitutional Convention, when the Founding Fathers created the Connecticut Compromise to balance the needs of larger and smaller states. How did the individuals involved work together to create compromise? Were they able to ensure that these compromises would lead to continued peace? What did they need to give up in order for these compromises to occur? What happens when a compromise lasts for only a short time? Many times a compromise works only for a short time, until the conflict bubbles to the surface again. In the years leading up to the American Civil War, there are many examples of the U.S. government working to compromise and prevent conflict. What happens when an attempt at compromise brings about a conflict? Sometimes an attempt to compromise can lead to a conflict. Mahatma Gandhi is remembered as one of history s most famous peaceful protesters. Did a conflict ever result from his actions? The Salt Marches, led by Gandhi in 1930, began as a peaceful protest against British rule of India, but how did they end? Did that demonstration lead to conflict, and did the protesters manage to negotiate a compromise? How can compromise resolve an ongoing conflict? How has compromise been used to end conflict throughout history? Consider the peace treaties that typically end wars. How are such treaties created? What kinds of compromises must be forged to negotiate peace after a conflict? Think of the peace treaty signed by Santa Anna at Velasco, Texas. How did that agreement end the conflict between Texas and Mexico? What immediate changes occurred and what changed over time as a result of this compromise? page 1

3 Remember that you are not just reporting the past, but you are investigating, searching, and digging deeper into the research to thoroughly understand the historical significance of your topic. You will need to ask questions about time and place, cause and effect, and change over time, as well as impact. To truly grasp your topic, think about not just when and how events happened, but why they happened and what effect they had. Your project should be able to answer the all-important question of So what? Why was your topic important and why should we study or understand its effects today? Answers to these questions will help guide you as you conduct your research and decide how to present your information. As you prepare and plan your history fair project, think about the following questions: What historical events influenced your topic locally, nationally, or globally during its time period? Describe your topic in terms of conflict and/or compromise. What impact and/or influence did your topic have? What immediate changes occurred? What changes occurred over time? Consider creating a graphic organizer to hold your research such as: Whether you re focusing on a well-known event in history or a little-known individual from a small community, place your project into historical perspective by examining its significance in history and showing the development over time. Remember to include available primary and secondary resources, exploration of the evidence, and a clear explanation of the relationship of the topic to the theme. page 2

4 HISTORY FAIR PRESENTATION TIPS Create a to-do list timeline in advance to prevent a last-minute presentation and frustration. A four-week timeline that uses a check-off list is best: o Find a topic. o Research what is already known about the subject. o Decide on how to present the topic and research and create the presentation (display, multimedia, or performance). o Use graphs, tables, maps, timelines, and pictures to better explain the research. o Write the expository composition. o Share the presentation. Write letters to people who can help with specific research information. Be sure to include the help you have received from others in your expository composition. This will help judges make a more fair evaluation of the presentation. Proofread your presentation for grammar, mechanics, and spelling. Ask for feedback for how it can be corrected. It is okay to consult with your parents or a teacher when problems arise. Share your History Fair presentation with an adult before taking it to school. Have fun! page 3

5 HISTORY FAIR RULES FOR ALL CATEGORIES 1. The presentation submitted for judging in the fair must be the student s own work. Adults can: read the written material. help correct writing. help locate information. 2. The presentation: can be completed by an individual or by a small group of 2-4 students. must have a clearly visible title. must be researched and related to this year s theme. 3. The presentation may be one of the following types: display multimedia performance 4. Material written by the student on the display presentation backboard or in the multimedia presentation must contain no more than 500 words. This 500-word limit includes labels, captions, titles, etc. This 500-word limit does not include primary sources or the expository composition written by the student. 5. A well-written expository composition about the presentation must accompany each entry. The expository composition may be handwritten or typed. 6. No student or campus names should appear on anything that is intended for judges viewing. This includes the expository composition, display presentation, flash drives, content of a multimedia presentation, and the hard copy of the multimedia presentation. page 4

6 Category Presentation Requirements Category: Display A display presentation is a visual representation of your research and interpretation of your topic s significance in history, much like a museum exhibit. The inquiry and interpretation of your topic must be clear and evident to the viewer. Use labels and captions creatively with visual images, maps, graphs, objects, and other visual primary sources to enhance the message of your exhibit. Any artifacts included must be attached to the display presentation backboard. No separate models, dioramas, dolls, etc. are allowed. All images and quotes must be credited on the board and in the annotated bibliography in the expository composition. Display presentations have a limit of 500 student-composed words. An expository composition and annotated bibliography are submitted as a separate document. Category: Performance A performance is a dramatic portrayal of your topic s significance in history and must be original in production. It should be scripted based on research of your topic, the theme and should have dramatic appeal, but not at the expense of historical information. The title of your entry must be the first announcement prior to the start of the performance. Presentations in which the audience or judges are asked to participate are NOT acceptable. Performance may not exceed 10 minutes. Set-up and take-down of props may take no more than 5 minutes. You supply all costumes, props, and equipment. An expository composition, annotated bibliography, and the performance script are submitted as separate documents. page 5

7 Category: Multimedia A multimedia presentation is a digital representation of your research and interpretation of your topic s significance in history. The inquiry and interpretation of your topic must be clear and evident to the viewer. Use text, non-textual descriptions (e.g., photographs, maps, music, etc.), and interpretations of sources in your multimedia presentation. Presentations in which the audience or judges are asked to participate are NOT acceptable. Multimedia presentations do not include a backboard. Backboards, posters, decorations, etc. are not allowed to be displayed with a multimedia presentation at the campus History Fair. Since Internet access may not be available, multimedia presentation must be submitted in two formats: A flash drive, and A printed copy of the presentation A printed copy of any spoken words that are part of your presentation. The multimedia presentation must not exceed 10 minutes in length. An expository composition and annotated bibliography are submitted as a separate document. page 6

8 Planning Your Presentation W hen planning the display, multimedia, or performance presentation remember to do the following: Decide on a title. Make it interesting! Create a story that flows like a good book or television program. Collect photographs, maps, graphs, timelines, and copies of documents and drawings that help tell the story. Captions should be short and help give meaning to the photos, maps, graphs, etc. Answer the questions of who, what, where, why, when, and how. Explain why the story is important to history. o causes o problems o effects Use at least two different kinds of resources for research. Possible sources for research include: newspapers print resources portraits scrapbooks diaries biographies autobiographies Internet Presentation Checklist local histories interviews nonfiction books 1. Does the presentation have a title that is clearly visible? Yes No 2. Is the presentation connected to this year s theme? Yes No 3. Is your backboard finished and ready? OR Yes No Is a flash drive and printed copy of the multimedia presentation ready? OR Is a copy of the performance script ready? Yes No 4. Is the presentation attractive and organized? Yes No 5. Is all written material clear, and free of grammatical and spelling errors? Yes No 6. Are graphs, charts, maps, photos, or drawings clear and Yes No easy to understand? 7. Does the expository essay include a title page free of student names? Yes No 8. Have at least two different kinds of resources been used? Yes No (e.g. interview and a nonfiction book) 9. Is an annotated bibliography, citing at least two sources included? Yes No 10. Is the entire presentation free of student names? Yes No 11. Does the presentation have 500 student-composed words or less? Yes No page 7

9 Topic Suggestions for History Fair Presentations The ideal topic: is interesting to you and one you want to explore. has plenty of information to explore, including people to interview, firsthand accounts, documents, pictures, diaries, objects, or secondary sources such as electronic resources, magazines or newspapers. is clearly related to this year s theme. The following is a list of possible social studies topics for investigation: U.S. History Presidents Colonial America Free Enterprise System American Revolution Declaration of Independence U.S. Constitution Bill of Rights Industrial Revolution in America Scientific Discoveries Technological Innovations American Indians Women s Rights Roaring 20s Civil War Reconstruction The Great Depression Child Labor Immigration World War I World War II Cold War Civil Rights Texas History Culture Groups in Texas American Indian groups in Texas Empresarios of Texas Explorers of Texas Texas Revolution Republic of Texas Texas Annexation War with Mexico Civil War in Texas Reconstruction in Texas Texas Cattle Kingdom The Transcontinental Railroad: Connecting East and West Texas Oil Boom Inventors and Scientists of Texas Migration and Immigration Community History Heroes Transportation and Growth Education Pioneers / Trailblazers The Growth of Suburban America page 8

10 History Fair Expository Composition Students are required to complete an expository composition as part of the History Fair project. This composition explains the process of completing the project and highlights student learning. Only one composition per project is required. Expository Composition Guidelines : Each composition must include a title page. The title page must include the title of the entry only. A student or campus name should not appear on any part of the project or composition. The composition can be handwritten or typed. An explanation detailing how you decided on your chosen topic must be included. Use the following questions to expand on your topic in your expository essay: o What historical events influenced your topic locally, nationally, or globally during its time period? o Describe your topic in terms of conflict and/or compromise. o What impact and/or influence did your topic have? o What immediate changes occurred? o What changes occurred over time? An annotated bibliography must be included with the expository essay. This is required for all category entries. It must include at least two different sources. Research Tips: Visit k12.pisd.edu and click on Library Resources. Click on PreK-5 Library Catalog and Research Tools and choose your school. Click on the Research Tools tab at the top of the page. You will find many reference materials and helpful tools for research on this page. Bibliography Tips : The Purdue OWL website contains information about how to cite sources in an annotated bibliography: The Cite My Sources website can help you format your bibliography: Add a couple of sentences to annotate your bibliography by telling what knowledge you learned from each source and how it helped you with your research. Bates, Daisy. The Long Shadow of Little Rock. New York: David McKay Co. Inc., Daisy Bates was the president of the Arkansas NAACP and the one who met and listened to the students each day. The first-hand account was very important to my presentation because it made me more aware of the feelings of the people involved. page 9

11 Revising an Expository Composition Checklist Organization: 1. Do I have a topic sentence that conveys the central idea? 2. Do I have a concluding statement? 3. Does each middle paragraph start with a main idea sentence? Focus and Coherence: 4. Do my main idea sentences support my topic sentence? 5. Do all my facts, details, and explanations support my central idea? 6. Have I included enough supporting information? Development of Ideas : 7. Are my facts, details, and explanations specific enough? 8. Have I used examples to support my explanations? Voice: 9. Have I included interesting facts and described them in an engaging way? 10. Do I use words that show that I care about my topic? page 10