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Welcome to History Fair 2013

Welcome to History Fair 2013. What is History Fair?. History Fair is an annual competition in which local students present their own historical research projects on topics related to Chicago. . How Do I Do History Fair? . YOU ask a historical question that you want to answer

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Welcome to History Fair 2013

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  1. Welcome to History Fair 2013

  2. What is History Fair? History Fair is an annual competition in which local students present their own historical research projects on topics related to Chicago.  How Do I Do History Fair? • YOU ask a historical question that you want to answer • YOU do research using authentic sources & join the conversations of other historians • YOU analyze and come to your own conclusions, make your own argumentsupported by evidence • YOU produce a project to present to the public

  3. Do you have a strong History Fair Topic? Check it out! It’s historically significant. It can be argued -- interpreted. It’s History – happened in the past, and shows change over time. It’s connected to Chicago. History Fair Topic &Question It’s Got Soul! YOU CARE ABOUT IT! It’s got sources. It uses the NHD theme for analysis.

  4. 1. Ask Questions and Find A Topic • What issues interest me? What do I care about? • What’s going on in my community? In the world? In the U.S.? • What areas of history are most intriguing to me? • Talk to your family members, teachers, or other adults in your life. What important events have happened since they’ve been alive? • Take a look at the timeline on the Encyclopedia of Chicago website (encyclopedia.chicagohistory.org). Which topics match your interests?

  5. Turning Points in History: People, Ideas, Events The 2013 NHD Theme The theme provides a central idea around which you can explore your topics and figure out your thesis. • What is a Turning Point? • Major shift, a watershed event • Something new happens after the turning point • Is it a turning point? • Consider the following: • What action, idea, or event caused a major shift in how people thought or lived? • How did your turning point change points of history including ideas, laws, technologies, or cultural standards? • For example, how did the Great Migration of African Americans from the South to the North represent a turning point in labor relations, or music, or race relations in Chicago? Pictured Above: Southerners arrive to Chicago. Hundreds of thousands of southern African Americans came to northern cities during the Great Migration.

  6. So is your topic a turning point: let’s review • Did your topic cause a major shift in historical direction? • What was happening before the turning point that may have had an impact on the turning point? • Does your topic show history turning a corner? Special thanks to the Minnesota Historical Society and the University of Minnesota, Department of History, sponsors of National History Day in Minnesota

  7. 2. The Research Journey • use a wide variety of sources • deeply explore available sources • understand and use appropriately primary (original, first-hand) sources to develop own ideas • use secondary sources to find the context and to understand the ways that historians and others have interpreted the subject • reflect a balance of various viewpoints and perspectives

  8. After researching, it might help to organize what you are finding into six main areas: • Description: who, what, when, where • Historical context • What happened: how and why • Causes or contributing factors • What changed and why: effects and impact • Significance 3. Analyzing Sources • Consider using a “double column” format for taking notes in each category: on one side, record the information you find, on the other, ask questions, analyze, make connections.

  9. Analyze your sources: They hold the keys to the past. Document Analysis: What do you see? What does it tell you? What other questions do you have? What other sources could you find to help you understand this source?

  10. An introduction and a conclusion A Title PARTS OF AN EXHIBIT: Subtitle/Subhead Labels: The Students’ Interpretation Primary Sources as Evidence Secondary Sources as Evidence

  11. The introduction is the road map to the exhibit.

  12. The introduction establishes: • context • change • significance or impact and contains your thesis statement.

  13. Subtitle/Subhead Label(s) Most segments contain: Primary Sources Secondary Sources

  14. Segments are like sections in a museum or paragraphs of a paper The subtitle, interpretive label(s) and a variety of sources all connect to tell the story.

  15. Subtitles are Guideposts Subtitles guide the viewer through the exhibit and establish the main points of the argument.

  16. Labels consist of 50-75 words that develop the interpretation in organized clusters of claims and evidence. Each label communicates one main idea. Revolutionary thinkers, affirming the right to childhood, denounced child labor as exploitation. Settlement workers promoted childhood as a unique stage in life in which an individual’s personality could be developed through creative play, introduction to the arts, and a proper education. Muckrakers, pioneering doctors, and labor union organizers publicized the evils of child labor. Labels tell the story

  17. Strong labels: Focus on one idea Use active verbs Provide explanation and analysis of the primary sources Move the story forward

  18. In each segment of the exhibit, the sources directly relate to the label text.

  19. A successful exhibit is the product of: • in-depth research, • a clear interpretation, • interesting and relevant sources, • a compelling story, • and a visual design and layout that reinforces the message.

  20. Take A Look! • Come Look at the Exhibits I’ve brought with me. How does the students develop his/her thesis in each segment? • What different type of evidence does the student use to support her/his thesis? • What type of evidence will you use to support your thesis?

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