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HISTORY FAIR INTRODUCTION

2013-2014. HISTORY FAIR INTRODUCTION. Question #1. What should you know about History Fair?. Write down the things you want to remember:. Required during 2 nd /3 rd quarter Research a topic in Chicago History

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HISTORY FAIR INTRODUCTION

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  1. 2013-2014 HISTORY FAIR INTRODUCTION

  2. Question #1. • What should you know about History Fair?

  3. Write down the things you want to remember: • Required during 2nd/3rd quarter • Research a topic in Chicago History • Make a convincing argument about it using both primary and secondary sources as evidence. • Option to represent Roosevelt at regional, city, state, and national levels of competition. (LOTS OF EXTRA CREDIT! )

  4. Add anything else important you see here to your notes for #1. • Topic must relate to something that happened in Chicago History at least 25 years ago, though impact can (and ideally should) continue today • Topic must be approved by your teacher, and in general, overused topics such as “Al Capone” or “Chicago Fire” will not be allowed • Project must fit this year’s theme, which is “Rights and Responsibilities in History”

  5. Questions about the theme: • 2. How would you define the word “RIGHTS”? • 3. How would you define the word “RESPONSIBILITIES”? • 4. How are the words related? Are they ever in conflict? EXPLAIN.

  6. 5. Why do you think the NHD logo was designed this way?

  7. Question 6. • As we look at the next few slides, list the FIVE ways that you can present your findings, and write down anything you want to remember about each one.

  8. Research Paper • 10-12 pages typed in Times New Roman 10-12 point font • Outline and annotated bibliography (such a bibliography will be required for all projects) • In-line citations, endnotes, or footnotes • Individual students only—NO partners

  9. Exhibit • Poster board up to 40 inches wide, 30 inches deep, 6 feet high • Mixture of words and pictures • Looks like a mini-museum • ONE to TWO (maybe THREE with teacher approval) students per project • Most popular category

  10. Live Performance • 10 minute skit based on an original script that you write • Use props, costumes, action sequences • Perform for a live audience (judges and a few observers) • Must be able to overcome stage fright • ONE to FIVE students per project

  11. Video Documentary • 10 minute video that looks like something you’d see on Channel 11 • Use pictures, video footage, interviews (if possible), sound effects, music, transitions • Requires some knowledge of computers and video editing software • Access to a computer at home is necessary • ONE TO FIVE students per project

  12. Website • Develop a website with multiple links and pages using Weebly program • Computer at home is necessary; website development skills are helpful (html code, etc.) but not required • MUST attend some after-school orientation sessions • Up to FIVE students per project

  13. Question #7. • Which of the five ways to show your findings do you like the MOST, and why? • Which do you like SECOND MOST, and why?

  14. Question #8. • Do you think you might want to work with partners (in this class or some other classes)? If so, WHO? • WARNING: Good friendships have been ruined by History Fair when partners can’t agree on something or someone gets lazy.

  15. #11. What would YOU rule if you were the judge? WHY? Frank Collin asked for a permit in the late 1970s to march in the predominantly Jewish suburb of Skokie. The case went all the way to the Supreme Court. Applying the theme: #9. How does the sample topic of “Proposed Nazi March in Skokie” fit the theme? #10. Are there any rights in conflict? EXPLAIN.

  16. And finally… • 12. What kinds of topics and time periods in history interest you? List as many things as you can, and be as specific as you can. • 13. What questions do you have about the History Fair so far?

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