Bibliography rules for the project.
Important Notice for All Projects

Projects must have a connection to the Chicago metro area to be eligible for competition.

Annotated bibliographies should be divided between primary and secondary sources. We recommend using the bibliography
and citation rules in Turabian’s A Manual for Writers of Term Papers, Theses & Dissertations (University of Chicago Press) or
the Chicago Manual of Style (CMS) which are suited particularly well for the social sciences. The Modern Language
Association format is also acceptable. Internet sources must be properly cited and distinguished in the annotated bibliography
also. Only the latest editions of style manuals will describe proper citations for internet sources.
(Students may also seek assistance from the CMHEC link - Internet Guide.)

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 accepted—any project proven so will be disqualified and returned to
the teacher.
(Students and teachers may find it useful to review the CMHEC link - Plagiarism.)

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 the Chicago region--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.
Bet your parents didn't worry about this when they were in school:
These are the two sources recommended by the National History Day office. It doesn't matter which style you choose, as long as you
are consistent.
Turabian Style
http://www.press.uchicago.edu/books/turabian/turabian_citationguide.html
MLA
http://www.columbia.edu/cu/cup/cgos/idx_basic.html
The Library of Congress:
Gives both Turabian and MLA styles for a range of sources, including the internet.
http://memory.loc.gov/learn/start/cite/index.html
Finding and Using Websites for History Fair Research
Chicago Historical Museum
www.chicagohistory.org
Research and Education leads to the History Fair bibliographies, internet links, and the on-line catalog to CHS materials (note: most
recent items). Digital projects includes hundreds and thousands on primary sources centered on the Chicago Fire, Haymarket, Daily
News photographs, recent immigration.
Chicago Public Library
www.chicagopubliclibrary.org
Search the catalog on-line to help plan for the visit. Students can know what the books are on their subject and where to find them (or,
at least begin!) Learn Chicago contains bibliographies, guides to special collections, helpful timelines, and primary sources. Magazines
and Databases allow off-site research to many key databases-with a library card.
Library of Congress
http://memory.loc.gov/ammem/index.html
American Memory is the largest collection for historians, though not the only source. Many thematic or specialized collections are
housed within the AmMem site, from African-American Pamphlets to the Coolidge Era to the Works Progress Administration. Students
may look in particular collections or through all of them; they can narrow the search to a particular time period, type of source, etc.
Media Burn Documentary Archives
http://mediaburn.org/
A collection of documentaries by Chicago independent filmmakers. Some real treasures!
National Archives
www.archives.gov
ARC is the database that will lead students into the vast holdings of the National Archives-at least 20 per cent of it!
http://www.archives.gov/great-lakes/contact/directions-il.html
Among government documents, many pertaining to Chicago, is a collection of photographs of Black Chicago in the 1970s. The Great
Lakes Regional office of NARA is located at 79th and Pulaski; personal help by staff and access to documents and microfilm.
Newberry Library's Chicago History Research Links
http://www.newberry.org/chicago-and-midwest
The local history department compiled this list of key research websites.
Northern Illinois University
http://dig.lib.niu.edu/
Houses a number of digital collections: Early Illinois, Gilded Age, Lincoln, Civil War. It also holds the back issues of Illinois History
Teacher and other state government magazines.
University of Illinois at Chicago (UIC)
Imagebase
www.uic.edu/depts/ahaa/imagebase
Focus on maps and other data on Chicago neighborhoods, especially those around the university, and downtown.
Urban Experience in Chicago
www.uic.edu/jaddams/hull/urbanexp/
A mammoth collection of primary sources based on turn of the century Chicago through the work of Hull House-but the wealth of
materials makes it a must-search for many topics based in the time period.
Canal Corridor Association
www.canalcor.org
Information about the Illinois and Michigan Canal; will link to the archives at Lewis University
Digital Past
http://www.digitalpast.org/
The Northern Suburban Library System members digitized the collections of 15 historical society collections.
Illinois Labor History Society
http://www.illinoislaborhistory.org/
Teaching with Historic Places (National Park Service)
www.cr.nps.gov/nr/twhp/wwwlps/lessons/53black/53black.htm
On Bronzeville; also a TWHP on Columbus Park
Franklin and Eleanor Roosevelt Institute
http://newdeal.feri.org
Illinois State Archives
www.sos.state.il.us/departments/archives/archives.html
Images of American Political History
http://bill.ballpaul.net/iaph/main.php
Census
http://fisher.lib.virginia.edu/census/
http://www.census.gov
Women and Social Movements in the United States
http://womhist.alexanderstreet.com/
Primary sources on women include a number who were active in Chicago such as Ida B. Wells and Florence Kelley
Primary Sources on Illinois History from a teacher at IMSA
http://staff.imsa.edu/socsci/skinner/coverpage.html
Making of America
http://www.hti.umich.edu/m/moagrp/
19th century publications scanned and searchable.
Search Engines and Websites that Cluster History Links
Vivisimo.com
a cluster search engine
Virtual Library on History-based Websites for all Over the World
http://vlib.iue.it/history/index.html
Local Archival Collections from Research Centers With On-Line Finding Aids or Lists of
Collections:
http://www.lib.uchicago.edu/e/spcl/linkchi.html
Links to special collections in Chicago area, including the Chicago Archvists' "repository finder"-doesn't THAT sound worth checking
out?!
Center for Research Libraries
http://www.crl.edu/
a consortium of university libraries and research centers
University of Chicago Special Collections
http://www.lib.uchicago.edu/e/spcl/
Chicago Public Library
http://www.chipublib.org/branch/details/library/harold-washington/p/Spc/
University of Illinois at Chicago
http://www.uic.edu/depts/lib/specialcoll/
Northwestern University, McCormick Special Collections
http://www.library.northwestern.edu/spec/
CMHEC GUIDE TO INTERNET LITERACY
The World Wide Web can bring primary sources in Chicago history (as well as lots of other stuff!) into our homes, schools, and libraries.
This accessibility is not without its drawbacks, however. Frankly, there is a lot of junk out there, but History Fair students can turn this
challenge into an opportunity to develop and sharpen their critical thinking skills.
The best use for the Internet is in accessing primary sources. In using secondary sources from websites, focus on interpretative essays
and articles by historians rather than less credible writers. Libraries are full of secondary source material! For all website sources,
however, the same process applies: First, DECIPHER the URL and then EVALUATE the website for its reliability. Assured of its
credibility, then analyze it as one would or any primary or secondary source. (Use the analysis worksheets from History Helpers.)
Remember: sources from the Internet must have full CITATIONS, just like any source from the library or a historical collection.
Internet 101: Know What You're Looking At!
Deciphering URLs
Evaluating Internet sources
Citing Internet sources
Internet 101: Know What You're Looking At!
with thanks to Jen Koslow, Ph.D.
Associate Director of the Newberry Library Scholl Family & Community History Center
Key Terms
Browser: A software program that reads HTML, allowing you to surf the World Wide Web. Examples of browsers are Internet Explorer,
Netscape Navigator, and Mozilla.
GIF: file format for a digital picture or graphic that can be read by a browser.
HTML: Hypertext Markup Language is a computer language that allows you to display text and images together in an interactive
manner. If you are curious to see what this looks like choose "view source" on your browser. An example of markup coding looks like
this: bold.
Hypertext: Theodor H. Nelson, "designer, generalist and contrarian," coined the term hypertext in the 1960s to describe nonlinear text.
In Literary Machines, he wrote, "By 'hypertext,' I mean nonsequential writing - text that branches and allows choices to the reader, best
read at an interactive screen. As popularly conceived, this is a series of text chunks by links which offer the reader different pathways."
(Landow, 1992)
Hypermedia: Nonlinear displays of sound, pictures, animation, etc.
Link: A hyperlink connects two different pieces of digital information. These can be web pages, web sites, images, sound, etc.
JPG: file format for a digital picture or graphic that can be read by a browser.
Search Engine: Method by which to search the World Wide Web. An example is Google.com.
the Internet: An international collection of inter-connected computer networks. In the late 1960s, the United States Department of
Defense funded the Advanced Research Projects Agency Network (ARPANET) to enable researchers at independent locations to
share information electronically through a diffuse computer network system. The first two super-computers linked were located at UCLA
and Stanford University.
URL: Uniform Resource Locator: the web "address." Each address is unique.
World Wide Web: Although the terms "the internet" and "the Web" have come to be used interchangeably, technically they are
different. The web is a subset of the Internet that allows for the communication of information in an interactive format (as opposed to
email, file transfer protocol, telnet etc.)
Deciphering URLs
The web address provides a wealth of information about the web page or site.
Example: http://www.uic.edu/orgs/cmhec
Every URL is divided into a few basic parts 1[http://] 2[www] 3[uic] 4[edu] 5[orgs/cmhec] 6[/schedule]
1.
http stands for HyperText Transfer Protocol. It is the means by which computer servers communicate with web browsers.
2.
www stands for world wide web
3.
The domain name of the website-in this case "uic" which is the University of Illinois at Chicago
4.
The SUFFIX is KEY for beginning to figure out a site. The suffix indicates what type of organization is hosting the website. The
most common hosts are the government (.gov), nonprofit organizations (.org), educational institutions (.edu), commercial
organizations (.com), and networks (.net)
5.
The directory/subdirectory names tell you where on the website this information is stored.*
6.
The name of the file you are looking at. (The name of the file and the title of the page are not the same thing.) File names end
in several different kinds of prefixes. The most common are .html or .htm (stands for hypertext markup language), .wav (stands
for sound file), .mov (stands for movie file), .php (computer scripting language which can be read by a browser)
* a website does not have to have subdirectories
Evaluating Internet Research Sources
As students increasingly turn to the internet for their primary and secondary sources, it becomes even more vital that they understand
how to evaluate and cite the material they find. It is of utmost importance that students learn how to discriminate between high quality
and low quality websites-particularly when it comes to using them as secondary sources. Websites dedicated to primary sources are
pretty straightforward. We suggest you use the CARS Checklist (Credibility, Accuracy, Reasonableness, Support) developed by Robert
Harris to help students learn how to evaluate their internet sources. The CARS Checklist is included in an excellent article by Harris
which is available at: http://www.virtualsalt.com/evalu8it.htm
Credibility
Trustworthy source, author's credentials, evidence of quality control,
known or respected authority, organizational support. Goal: an
authoritative source, a source that supplies some good evidence that
allows you to trust it.
Accuracy
Up-to-date, detailed, exact, comprehensive, audience and purpose
reflect intentions of completeness and accuracy. Goal: a source that
is correct today (not yesterday), a source that gives the whole truth.
Reasonableness
Fair, balanced, objective, reasoned, no conflict of interest, absence of
fallacies or slanted tone. Goal: a source that engages the subject
thoughtfully and reasonable, concerned with the truth.
Support
Listed sources, contact information, available corroboration, claims
supported, documentation supplied. Goal: a source that provides
convincing evidence for the claims made, a source you can
triangulate (find at least two other sources that support it.).
The Read-Think-Write Partners offer lessons and activity worksheets on Evaluating Internet Sources for classroom use:
http://www.readwritethink.org/lessons/lesson_view.asp?id=149