History Fair
Stevenson High School
2010-2011
Diplomacy and Dialogue in History:
Successess, Failure and Consequences
United States History
Mr. Hannigan
&
Stevenson History Fair Club
Mr. Ambrose and Mr. Larsen
Almost all of us have some dream power in our childhood but without
encouragement it leaves us and then we become bored and tired and ordinary...We
are carefully coached in the most modern and efficient ways of making our bodies
comfortable and we become so busy about getting ourselves all nicely placed that
we are apt to forget the dream spirit that is born in all of us.
Grant Wood, 1921
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History Fair Schedule
9/20/10
Introduction to the Fair (Group)
A. Pick your topic
B. Pick your presentation type (board, video, paper, etc.)
C. Pick your partner if needed.
9/27/10
Preliminary Research Question (Group)
10/11/10
Bibliography Review: find 5 quick sources and submit them in proper bibliographic form.
(Group)
10/25/10
Prospectus: Final Research Question and 10 sources in proper bibliographic form and formally
annotated. (Group)
10/25/10
Prospectus: Review one source and list additional facts, visuals and sources according to the
directions in the packet. (Each individual)
11/1/10
Tentative interview subject. (Group)
11/15/10
10 mores sources in proper bibliographic form and formally annotated. (Group)
11/15/10
Interview prospectus. (Group)
12/6/10
Interview completed and written up. (Group)
12/13/10
10 mores sources in proper bibliographic form and formally annotated. (Group)
12/17/10
Final thesis (the answer to your Research Question). (Group)
12/17/10
Rough draft. (Group)
1/5/11
Final project. (Group)
All dates are tentative and subject to change except the 1/5/11 Final project due date which is inflexible.
YOUR HISTORY FAIR PROJECT WILL COUNT FOR 30% OF YOUR FIRST SEMESTER FINAL.
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National History Day 2011 Theme:
DEBATE & DIPLOMACY IN HISTORY:
SUCCESSES, FAILURES, CONSEQUENCES
By Ann Claunch
Ann Claunch is the director of curriculum for National History Day
Congratulations on your decision to become a National History Day Scholar! You are joining more than half a
million students studying history by doing history! No longer will your knowledge of history be measured by
the correct answers to the predetermined questions at the end of the chapter or how often you lug a 1000-page
history book home only to fall asleep, drooling on the couch, after two pages of the chapter. National History
Day (NHD) wants you to become the historian! You decide on a topic. You find the sources. You determine
the consequences based on the evidence. After you finish your research, you have a choice on how to tell the
story. You may choose to create a historical performance, paper, web site, documentary or an exhibit. NHD puts
you in control of your learning. Let’s get started.
First, begin with the theme: Debate and Diplomacy in History: Successes, Failures, Consequences. If you have
participated in National History Day before you know the theme is always broad enough to include research
topics at the community, state, national or world history level. The theme is important because historical
research requires more than a detailed description of an event. The theme helps you ask questions and think
deeply about your topic. Examine the arguments for and against. Explain the historical consequences of the
outcome of the debate or diplomatic event. Whose success is it? Whose failure? Excellent topics that are not
connected to the theme can quickly become poor research projects.
The best way to understand the theme is to define each word. The first two words, Debate and Diplomacy are
broad categories. Your topic will be on a debate or a diplomatic event. Sometimes you will find a topic that fits
under both debate and diplomacy but that is not required. To understand all the possible meanings for the words
go to the dictionary with a partner, think about different meanings and brainstorm possible research topics under
each definition. The key to topic selection is the ability to articulate its connection to the theme.
What are examples of debates? A debate is defined as an argument, a dispute or a deliberation. Famous debates
like the Lincoln/Douglas debates over slavery, Aristotle and Plato discussing “nature versus nurture” or the
impact of the Kennedy/Nixon televised presidential debates on political campaigns are interesting topics. But so
are debates concerning civil liberties. Who should be allowed to vote? A paper or an exhibit on the 15th or the
19th amendments or a web site of Anna Howard Shaw’s Fundamental Principles of Representation, are
excellent NHD projects. With this theme, the amendments to The Constitution or Supreme Court cases can be
mined for topic ideas. CAUTION! Always think historically. Be careful not to focus on present day debates and
don’t forget local topics!
What about censorship? If you are interested in music you might consider a web site or an exhibit about the
debate surrounding the innovative music of Johann Sebastian Bach in the 17th century or Giuseppe Verdi’s
suggestive opera lyrics in the 19th century. What about the 1955 debate proposing a connection between rock
music and juvenile delinquency or The Buckley Report and the heated debate correlating rock music to drug
abuse?
Consider reform movements! New ideas introduced are always debated. You might write a paper about the Hull
House, the establishment of the Tuskegee Institute or the formation of the National Association for the
Advancement of Colored People. Other possibilities are a web site about the controversy surrounding the
publication of Upton Sinclair’s book The Jungle or a documentary on A Red Record by Ida B. Wells. From
world history you can do a documentary on Martin Luther’s 95 theses or Emile by John Jacque Rousseau.
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How about women? What types of jobs should women be employed to do? Should both sexes have equal
treatment under the law and receive equal pay for the same job? In answers to these questions, you might
create a documentary on the impact and legacy of Title IX legislation or a performance on the Seneca Falls
conference. What about the change in women’s fashion in the 1920s? A web site on the role of women in the
1830s or the debate surrounding Betty Friedan’s book, The Feminine Mystique, in the 1960s are topic options.
What about diplomacy? Diplomacy is defined in the most simplistic terms as international affairs. When nations
collide in ideological differences or battle over resources the result may demand a diplomatic solution. An
international conference, a treaty or a summit of historical significance are examples of research topics related
to Diplomacy in History. Although diplomacy usually evokes an international disagreement, be alert to other
possibilities. Researching the early 18th century about land ownership in the United States and treaties with the
Native Americans involved diplomacy and its consequences. The Black Hawk War of 1832 in the U.S. and The
Lancaster Treaty of 1744 are examples of research topics that had immediate impact which resulted in a legacy
of treatment.
What are national and international topic ideas? The Daytona Peace Accords, NAFTA, the Geneva Convention
or Nixon’s 1972 visit to China are international topics that changed history. Careful analysis of the Salt Treaties
in a web site, a documentary on the Munich Agreement of 1938 or a paper on Ben Franklin’s trip to England
reveals varying diplomatic outcomes. What about the carefully orchestrated diplomatic pressure during the
1980s by President Ronald Reagan on Soviet leader Mikhail Gorbachev regarding The Berlin Wall and
communism? Don’t forget diplomacy topics on the national front. You might consider an exhibit on the impact
of The Missouri Compromise or a web site about the Guadalupe Hildalgo land grant or a performance on the
Smoot Hawley Act.
No matter what your interests are, you can find a historical topic to research with Debate and Diplomacy in
History: Successes, Failures, Consequences. For instance, if you are interested in affairs of the state, you might
create a performance on the impact of Albert J. Beveridge’s The March of the Flag by exploring the debate
between isolationists and interventionists in the Spanish American War. What about a web site on the two sides
of the Cuban Missile Crisis? Was diplomacy a success? Other possibilities are a paper or an exhibit explaining
the debate over The League of Nations or the South East Asia Treaty. What happens when diplomacy fails?
The second part of the theme, Successes, Failures, Consequences, includes words to use as a thinking backboard
or to bounce your topic off. These words help you analyze your topic by raising questions that you will need to
answer as you research. What made your topic a success or a failure? Was it a success in the beginning and then
later determined a failure? For whom? Why or why not? Was an important group of people‘s voices silenced?
And the most important word—consequences. How does your topic have long term impact? How did it change
history? Your interpretation of the consequences and historical significance of your topic should be based on
your research and supported by evidence. Always examine your topic for the short-term consequences and the
long-term change.
Debate and Diplomacy in History is an exciting theme because you can find topics everywhere. Start by talking
to everyone about possible topic ideas and reading widely. Ask your parents, your teachers, your friends. You
can search the Internet. Peruse your textbook and your school library. Carry a notebook and write down ideas.
When you have a list, circle the topics you want to know more about and go to the library to begin researching!
For more information, contact:
National History Day, Inc.
0119 Cecil Hall, University of Maryland, College Park, MD 20742
301.314.9739 info@nhd.org www.nhd.org
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Chicago Metro History Fair
Rules and Guidelines
The History Fair offers creative, hands-on approach to help students develop basic reading, writing, and
reasoning skills, and build valuable research and communication skills. For History Fair, students are
asked to do research on a topic they are interested in and then create a presentation based on their
findings.
The History Fair is a competitive event in which individual students or small groups of students can enter research projects on their
own family or community history or any aspect of Chicago area history. Participation is open to any high school student in the
Chicago metropolitan area.
No student may enter more than one project for competition. Your project should not be closely related to or an expansion of a project
previously submitted by you.
Students who wish to be eligible for competition on the national level must comply with the current annual theme for the National
History Day contest. Selecting or not selecting a topic with this theme will not affect the judging of your project in the Chicago Metro
History Fair competition, as long as your topic relates to the history of the Chicago area. Contact your teacher or the History Fair
office for information on the optional theme.
Project Types
HISTORICAL RESEARCH PAPERS - Recommended 10 pages, but no more than 12 double-spaced pages,
typed in a letter size that contains 10 or 12 characters per inch. Individuals only.
An annotated bibliography and footnotes, endnotes or inline bibliographic reference must be included. Lack of proper citation will
prevent research paper participation in the finalist competition.
Transcribed oral history materials, photographs, documents, and other supporting material should be put into an appendix.
You must submit the original and one copy of your research paper to the History Fair. The copy, not the original, becomes the
property of the History Fair.
A one-page outline, starting with your thesis statement, must be included at the beginning of your paper.
Your paper must by typed and double-spaced with one inch margins all around. The appendix, bibliography, and outline are not
included in the 12 page maximum.
EXHIBITS - May be done by individuals or groups of NO more than five.
Size limitations: 6’ high x 40’’ wide x 30” deep from the front of the table to the back of the exhibit.
Your exhibit must be visual and stationary but cannot include slides, tape recorders or computer display screens.
Your exhibit must use visual aides such as pictures, photographs, maps, drawings, and graphs.
Your exhibit must be free standing on the floor or table space provided.
Your exhibit must be accompanied by a Summary Statement Form with an annotated bibliography attached.
LIVE PERFORMANCES AND MEDIA DOCUMENTARIES - May be done by individuals or groups of no
more than five.
Time limitations: No more than ten minutes.
Live performances include dramatic presentations such as skits, dances, or short plays.
Media presentations are motion picture films. They are in the form of historical documentaries.
Performances and presentations must be created by the contestants.
Performances and presentations must be accompanied by a Summary Statement Form with an annotated bibliography attached.
http://www.chicagohistoryfair.org/
Chicago Metro History Education Center 60 West Walton Street, Chicago Illinois 60610
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(312) 255-3661
The Crucial First Steps:
Choosing a Topic and Asking an Historical Question
No matter the topic, remember: The best projects will tell a story and why it is historically important by examining the underlying issues
explaining change over time
placing in national or global context
comparing and contrasting and drawing conclusions
demonstrating the impact of change at local level
In addition to display of historical knowledge and depth of analysis, all student projects are also evaluated on
the range of sources used and the quality and clarity of the presentation.
Judging Standards For All Entries
In order to be eligible to compete in National History Day, students must choose
local historical topics related to the national theme. This year’s national theme is:
Diplomacy and Dialogue in History
The main object of doing a History Fair project is for you to “be a historian” by selecting a topic, formulating questions, researching
information, and drawing conclusions. When your work is evaluated, the judges will place the most emphasis on the learning process
undertaken by the student. This includes the type and quality of sources and resources that you used and the conclusions you reached
about the historical events you researched. All projects must be historical in nature and created by students themselves. Projects not
meeting these basis requirements may be disqualified. Your work will be judged according to the following criteria, listed in the order
of importance:
HISTORICAL KNOWLEDGE (maximum 30 points)
You should display a thorough knowledge of your topic by clearly identifying a topic and thesis, supported by appropriate, relevant
facts. You will be judged on the amount of research you did and how you sifted through the facts you gathered to find the ones related
to your topic.
QUALITY OF ANALYSIS (maximum 30 points)
Your project must make a point (have a conclusion) based on the historical research you have done. Your project will be judged on
the degree to which your conclusion is supported by the materials you have put together. What makes the topic of your project
important? How does your thesis related to state, national and world history? Try to fit the thesis of your project into a larger
historical picture.
QUALITY OF SOURCE MATERIAL (maximum 20 points)
You are encouraged to use a variety of primary and secondary sources wherever possible. Primary sources include letters, diaries, old
newspapers, census materials, interviews, etc. The quality of sources and how you use your sources to structure your presentation will
be an important factor in your project’s evaluation. Research for your project must be conducted in at least one public or school
library, historical society, ethnic museum or other source institution or business establishment.
QUALITY OF PRESENTATION (maximum 20 points)
Your project will be judged on its uniqueness, style, imaginative approach and general effect. General effect includes neatness, lack
of spelling and grammatical errors and attention to detail. The purpose of the project should be evident in the physical /visual design
of the project and in the summary statement.
History Fair
CATEGORY CHECKLIST
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Exhibit Category
Individual and Group (2-5 students)
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No larger than 40 inches wide, 30 inches deep, and 6 feet high when displayed
3 copies (plus one for you) of written materials: title page with required information; 500 word description of the research
methods used (A judging team may retain one copy for review.)
Annotated bibliography, separated into primary and secondary sources
Exhibit addresses the theme
Title is clear and visible
Labels, captions, and titles include no more than 500 words
Has visual impact and shows interpretation
Prepared to answer judges' questions at the contest (Remember that formal narratives are not appropriate responses to
questions.)
Performance Category
Individual and Group (2-5 students)
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10 minutes maximum for performance
Maximum 5 minutes to set up and 5 minutes to take down
3 copies (plus one for you) of written materials: title page with required information; 500 word description of the research
methods used (A judging team may retain one copy for review.)
Annotated bibliography, separated into primary and secondary sources
Performance addresses the theme
All props and equipment are student supplied
Only student entrants run equipment and are involved in the performance
Extra supplies and materials in case of emergency
Prepared to answer judges' questions at the contest (Remember that formal narratives are not appropriate responses to
questions.)
Documentary Category
Individual and Group (2-5 students)
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10 minutes maximum for presentation
Maximum 5 minutes to set up and 5 minutes to take down
3 copies (plus one for you) of written materials: title page with required information; 500 word description of the research
methods used (A judging team may retain one copy for review.)
Annotated bibliography, separated into primary and secondary sources
Documentary addresses the theme
Live student involvement limited to giving name and title and operating equipment
Extra supplies and materials in case of emergency
Prepared to answer judges questions at the contest ( Remember that formal narratives are not appropriate responses to
questions.)
Historical Paper Category
Individual Only
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1,500-2,500 words, excluding notes, annotated bibliography, and title page
Title page with only the required information
Annotated bibliography, separated into primary and secondary sources
Paper addresses the theme
Citations
4 copies (plus one for you)
Organization shows clear focus and progression
Prepared to answer judges' questions at the contest (Remember that formal narratives are not appropriate responses to
questions.)
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Annotated Bibliography
An annotated bibliography is required for all categories. It should contain all sources that provided usable information or new
perspectives in preparing your entry. You will look at many more sources than you actually use. You should list only those sources
that contributed to the development of your entry. Sources of visual materials and oral interviews must be included. The annotations
for each source must explain how the source was used and how it helped you understand your topic.
For example:
Bates, Daisy. The Long Shadow of Little Rock. 1st ed. New York: David McKay Co. Inc., 1962.
Daisy Bates was the president of the Arkansas NAACP and the one who met and listened to the students each day. This firsthand account was very important to my paper because it made me more aware of the feelings of the people involved.
An annotation normally should be about 1-3 sentences long. You might be tempted to create page-long annotations to impress people.
Don't do it! Lengthy annotations are usually unnecessary and inappropriate, and might be considered an effort to "pad" the
bibliography.
The Contest Rule Book states that the annotations "must explain how the source was used and how it helped you understand your
topic." Do not recount what the source said.
In addition to explaining how you used a source or how it helped you, you sometimes need to include some additional information in
an annotation. Here are some examples:
• Classification of primary or secondary source. You should use the annotation to explain why you categorized a particular source
as primary or secondary, if that is likely to be at all controversial. Historians do sometimes disagree and there's not always one right
answer, so justify your choice to the judges.
• Secondary source which included primary sources. You also may use the annotation to explain that a book or other secondary
source included several primary sources used for the paper. Examples: "This book included three letters between person X on the
frontier and person Y back in New England, which provided insight into the struggles and experiences of the settlers." "This book
provided four photos of settlers on the Great Plains and their homes, which were used on the exhibit."
• Fuller explanation of credits for documentaries. You are supposed to give credit in the documentary itself for photos or other
primary sources, but you can do this in a general way, such as by writing, "Photos from: National Archives, Ohio Historical Society, A
Photographic History of the Civil War" rather than listing each photo individually in the documentary credits, which would take up
too much of your allotted 10 minutes. You then can use the annotation in the bibliography to provide more detailed information.
• Should I list each photograph or document individually? You should handle this differently in notes than in the bibliography.
When you are citing sources for specific pieces of information or interpretations, such as in footnotes or endnotes, you should cite the
individual document or photograph. In the bibliography, however, you would cite only the collection as a whole, not all the individual
items. You should include the full title of the collection (e.g., Digges-Sewall Papers or the Hutzler Collection), the institution, city and
state where the collection is located (e.g., Maryland Historical Society, Baltimore, Md.). You can use the annotation to explain that
this collection provided 7 photographs which you used in your exhibit or that collection provided 14 letters which were important in
helping you trace what happened. The same treatment applies to newspaper articles. In the footnotes or endnotes, you should cite the
individual articles and issues of a newspaper. In the bibliography, you would list only the newspaper itself, not the individual issues or
articles; you can use the annotation to explain that you used X number of days of the newspaper for your research.
• How many sources should I have for my annotated bibliography? We can't tell you a specific number of sources, as that will
vary by the topic and by the resources to which you have reasonable access. For some topics, such as the Civil War or many 20thcentury U.S. topics, there are many sources available to you. For other topics, such as those in ancient history or non-U.S. history,
there likely are far fewer sources available to you. The more good sources you have, the better, but don't pad your bibliography. Only
list items which you actually use; if you looked at a source but it didn't help you at all, don't list it in your bibliography.
Helpful links for research and writing: http://www.nhd.org/AnnotatedBibliographyLinks.htm
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Can my History Fair Research make any significant difference?
Students receive national attention
Abby Scalf
Daily Herald
June 7, 2005
Three Stevenson High School students and their teacher are receiving national television exposure for
their efforts to bring to light to a 40-year-old civil rights case.
Allison Nichols, Brittany Saltiel and Sarah Siegel, along with teacher, Barry Bradford recently spoke on
the "Today" show to talk about their efforts to reopen the "Mississippi Burning" murder case.
During Freedom Summer, 1964, James E. Chaney, Michael Schwerner and Andrew Goodman
volunteered through the Congress of Racial Equality to help African Americans in Mississippi gain the
right to vote. The Ku Klux Klan, aided by local police, kidnapped and murdered the three men.
An FBI investigation led to the bodies and killers' identities. But the state refused to prosecute the
killers.
Nichols, Saltiel and Siegel, with the support of the victims' families have worked with citizens
throughout Mississippi, law enforcement officials, news media and civil rights movement veterans to get
the case opened. They interviewed many involved in the case, producing a 10-minute documentary for
the National History Day contest.
For their work, the three students at the Lincolnshire school have received support from numerous
congressmen who have supported a resolution to reopen the case and appeared on television including
"The Larry Elder Show."
Scheduled to appear in "Parade" magazine Sunday and the CBS Evening News on Monday, Bradford
said the publicity gives them a forum to discuss the real work being done.
"We are not the real heroes in this case. They are the three men and law enforcement working on this
case," he said.
Earlier this year, the state of Mississippi charged 79-year-old former Klan preacher Edgar Ray Killen
with murder in connection with the slayings of Chaney, Goodman and Schwerner.
Bradford said it is gratifying to see one involved in the murder will be put on trial. But while he has
deep respect for the state's law enforcement, many more people should be indicted for their role.
"Even if the state gets the conviction in this case, it does not bring this matter to an end," he said.
Copyright 2005 Daily Herald
“Act as if what you do makes a difference. It does.”
William James
History Fair Prospectus
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Debate and Diplomacy in History
Each team of historians must complete a formal prospectus. A prospectus is a preliminary
statement of purpose. A prospectus is designed to forecast the course or nature of something.
Follow the directions below and complete by the due date provided in class. The final draft
must be typed.
1. Choose ONE of the topics listed below. Avoid duplication. Stake your claim
as soon as possible. If you have a burning topic, not listed, see instructor.
2. The prospectus heading should include the following information: Working
title, “History Fair Prospectus,” 2010-2011, Name (s) of historian (s)
3. Historical question to be answered by your research. (Analysis prompt)
4. A ten (10) source preliminary bibliography. This must by typed in proper
bibliographic form AND formally annotated (a sentence or two describing
how this source will be helpful). Do not forsake books. The Internet is a
great resource. Use it wisely, but not exclusively.
5. Statement of project type: paper (single person), exhibit (up to five person),
performance or media presentation (up to five person).
Prospectus: 50 POINTS DUE________________
In addition to the prospectus, and worth an additional 50 points, each
historian must review one of the sources included in the preliminary bibliography.
This review must include a paragraph summary of the source, a list of at least ten
(10) important facts which help answer the “historical question,” a description of 35 potential visuals which would support your historical analysis, and a list of five
(5) additional sources you plan on using.
When completed, place your Prospectus on top and staple Source Previews underneath.
Turn in as a group, NOT individually unless working alone.
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All-time favorite Chicagoland topics:
1. Days of Rage: The Weathermen Change the Way the Wind Blows
2. Walt Disney: Innovator of Entertainment
3. Ray Kroc: Changing the Way Americans Eat
4. Bob Woodward and Investigative Reporting: A New Kind of Journalism
5. CORE: Changing Civil Rights into a Movement
6. Nixon/Kennedy Debate: An Innovation of Political Proportions
7. Louis Sullivan and the Chicago School of Architecture: The Skys the Limit
8. Heralding the New Deal: FDR and the Transformation of the National Government
9. The Jungle Gym: Innovation in Play
10. Arch Ward Creates a Midsummer Classic: Baseball’s All Star Game is Born
11. Unprecedented Assignment Granted: Civil War Correspondent Sylvanus Cadwallader
12. She Sculpted Man: The Amazing Work of Melvina Hoffman
13. The nomination of Abraham Lincoln for President (1860).
14. The Chicago Fire (October, 1871).
15. Labor Riots. Haymarket and/or Pullman.
16. FDR’s announcement of his “New Deal” - Democratic Convention 1932
17. The Political Cartoons of Herb Block, Washington Post.
18. Nixon/Kennedy Debate in Chicago (1960).
19. Dr. Martin Luther King, Jr. in Chicago (summer 1966).
20. 1968 Democratic Convention.
21. The Chicago Seven trial (Fall, 1969).
22. “The Days of Rage” and the Weathermen (1969)
23. The Black Panther raid (December, 1969).
24. Chicago Tribune’s coverage of Watergate/Nixon (1972-1974).
25. Mayoral firsts: Jane Byrne and Harold Washington.
26. The political cartoons of Jeff MacNelly of the Chicago Tribune.
27. Bob Woodward: Changing the Face of Journalism by Investigating Watergate.
28. George Schultz: Teaching the World Social Studies
29. Daniel Ellsburg: Reforming our System
30. Senator Charles H. Percy and the Special Prosecutor
31. Mayor Daley and the Election of 1960
32. Crash, Cash, and Conviction: How a Tragic Plane Accident Helped to Bring Down a President
33. Edward H. Levi: Restoring Confidence Back into our Government
34. Et Two Brutus? The Lives of Charles Guiteau and Bob Woodward: Comparing How Two
Chicagoans Brought Down Two Presidents
35. Dan Rostenkowski: Legislative Workhorse in an Arena of Showponies
36. Custer’s Last Stand Was in Chicago: The Military Court Inquiry of Major Marcus A. Reno
37. Advocating for a Free Press: Robert McCormick’s Campaign for Near v. Minnesota (1931)
38. John Paul Stevens: The Supreme Court Justice Who Keeps Going and Going
39. The Glass Menagerie:
40. IWW Beginnings: Anything but Wobbly
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History Fair Prospectus
Template
2010-2011
Historians:
___________________________, ___________________________
___________________________, ___________________________
Historical Question:
Ten (10) source preliminary bibliography
Type in proper bibliographic form AND formally annotated.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Project type:
paper
exhibit
media presentation
performance
(One per group - see next page for individual Prospectus requirements.)
(This form should be completed by each individual in your group.)
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History Fair Prospectus II
My Name
Review one of the sources included in the preliminary bibliography. Review must include a paragraph
summary of the source
List of at least ten (10) important facts that help answer the “historical question.”
Description of 3-5 potential visuals that would support your historical analysis.
List of five (5) additional sources you plan on using.
(Please type.)
History Fair Prospectus
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Rubric
Group Names:
__________________________________
Each team of historians must complete a formal prospectus. A prospectus is a preliminary statement of
purpose. A prospectus is designed to forecast the course or nature of something. Follow the directions below
and complete by the due date provided in class. The final draft must be typed.
1. The prospectus heading should include the following information: Working title,
“History Fair Prospectus,” 2007-2008, Name (s) of historian (s)
10 pts.
2. Historical question to be answered by your research. (Analysis prompt)
10 pts.
3. A ten (10) source preliminary bibliography. This must by typed in proper
bibliographic form AND formally annotated ( a sentence or two describing how
this source will be helpful).
20 pts.
4. Statement of project type: paper (single person), exhibit (up to five person),
performance or media presentation (up to five person). Note: Up to eleven (11)
could work on any single topic and still adhere to the guidelines. Working
cooperatively, all eleven could collaborate on the research. This might pack the
most punch.
10 pts.
In addition to the prospectus, and worth an additional 50 points, each historian must:
1. review one of the sources included in the preliminary bibliography. This review
must include a paragraph summary of the source
10 pts.
10 pts.
2. a list of at least ten (10) important facts which help answer the “historical
question ,”
3. a description of 3-5 potential visuals which would support your historical
analysis
10 pts.
4. and a list of five (5) additional sources you plan on using.
10 pts.
5. Were the directions followed?
10 pts.
When completed, place your Prospectus on top and staple Source Previews underneath. Turn in as a
group, NOT individually unless working alone.
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