FWISD defines History Fair:

“The goal of the Fort Worth Independent School District History Fair is to provide students with opportunities to apply their knowledge of historical events, issues, and personalities through graphic displays, oral and written reports, and dramatic presentations. The Fort Worth ISD History Fair is one way for each student to communicate in a visual sense some significant aspect of his or her knowledge of historical events. It engages students in the practice of such basic skills as interviewing, planning, designing, writing, researching, revising, and communicating.”

BEFORE YOU DO ANYTHING, PLEASE READ!!!

Alice Carlson’s History Fair is separate from the National History Fair. The National History Fair is for student’s grades 6-12. Therefore, the documentation while useful that can be obtained from the NHD (National History Day) website is more detailed than what you actually need.  The condensed version of the rulebook and guidelines have been placed here for you. As you scroll, you will see all topics and explanations that pertain to Alice Carlson’s Applied Learning Center History Fair.  

You may want to explore the actual National History Day or NHD site. With a little exploration, you can find other useful documents. The files they provide are not necessary, but you may find them useful to serve as tools to help you get started. To investigate the actual website, just go to: www.nationalhistoryday.org.

This page has been organized with Alice Carlson in mind. All the documentation here has been carefully organized in a format that should make it easier for you to understand and learn how to create your project. 

If you have any questions after reading the information below, please consult with your teacher. Alice Carlson students in 3^rd, 4^th, and 5^th grade are strongly encouraged to participate.

If you are in K, 1st, or 2nd, you still can create a presentation for fun, but there is no district competition. Check with your teacher if you are interested.

Alice Carlson students who enter should provide all of the following:

1) Either an exhibit, performance, or documentary entry

2) Title Page

3) Process Paper

4) Annotated Bibliography

Please note these important distinctions:

• When reference is made to the ”Title Page” it is not referring to the actual title you would place on your exhibit entry and is a completely separate document that is required. 
• There is a 500 word limit for the process paper and an additional 500 word limit for the actual entry. Therefore, these word counts should remain separate from one another.

National History Fair “Sample” Topics for 2005
The following list is intended to provide students with examples of topics that worked for the “Communication Through History” theme in 2005. To see a list of the upcoming themes for the next few years, visit the bottom of this web page. 

• Slave Songs: Communicating Freedom
  
• Sign Language: Communication for a Voiceless Culture
  
• Samuel Johnson and the First English Dictionary
  
• Samuel Morse and the “Other” Telegraph Inventors
  
• The Stagecoach: Express Communication on Wheels
  
• The Pony Express: Understanding and Communication across a Country
  
• Helen Keller: The Challenge to Communicate
  
• “Read all about it”: The Invention of the Printing Press
  
• From Oral to Literal: The Invention of Writing
  
• Jazz and Blues: The Expression of Culture in History
  
• The Harlem Renaissance: Writer and Artists Speak Out!
  
• Speaking of Freedom and Civil Rights: Mahatma Gandhi & Martin Luther King, Jr.
  
• Jane Goodall Communicates with Primates
  
• The Nixon-Kennedy Debates: The First Presidential Debate and its Impact
  

• Communication between Two American Legends: Adams and Jefferson

• Phidippides: Communication that Runs Through History

• Hobo Language: Talk Amongst the Rails

History Fair Categories 

There are three types of History Fair entries that are acceptable. They are:

Exhibits, Performance, and Documentary. 

TABLE OF CONTENTS                                

I.   Exhibits Entries                           
II.  Performance Entries                         

III. Documentary Entries                         

IV.  General Rules for All Categories (MUST READ)

I.  Exhibits Entries

Creating Exhibit Entries

Exhibits are designed to display visual and written information on topics in an attractive and understandable manner. They are similar to exhibits found in a museum. People walking by should be attracted to an exhibit’s main idea and, therefore, stop to learn more about the topic. To be successful, an exhibit must create an effective balance between visual interest and historical explanation.

• Be sure the title is the main focus of the center panel.
  
• Use the center panel to present the main ideas.
  
• Side panels are best when used to compare issues or explain related detail.
  
• Artifacts or other materials may also be placed on the table between the side panels. 
  

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  Labeling
  The labels used for the title and main ideas are very important because they direct the viewer’s eye around the exhibit. One way to make labels stand out is to have the writing on a light-colored piece of paper with a darker background behind it. This can be done with construction paper, tag board, or mat board. Dark black lettering makes labels easier to read.
  Photographs and written materials will also stand out more if they are placed on backgrounds.
   
  

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  Exhibit Design
  Although students will be able to explain their exhibits during the initial judging, a successful exhibit must be able to explain itself. This makes it important to design an exhibit so that the photographs, written materials, and illustrations are easy to understand.
  It is always tempting to put as much onto the panel boards as possible, but this usually makes for a cluttered and confusing display. Students should try to select only the most important items for their exhibit boards. Clarity and organization are the most important goals for an exhibit.
  

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  Exhibit Design Guidelines
  
  

  The importance of design in the creation of a National History Day exhibit should not be overlooked. Be sure to carefully read “Levels of Text on Labels for Your Display” found below as it demonstrates the importance of titles and font size in clear exhibit design.  Also see below the ”Elements of an Effective Exhibit“. Orientation, Segmentation and Explanation addresses overall exhibit design.

  
  

  
  

Three-Dimensional Exhibits
A three-dimensional exhibit is more complicated to construct but can be especially effective in explaining themes in which change over time is important. As in the three-panel display, one side should contain the title and main idea. As viewers move around the exhibit the development of the topic can be explored. It is not necessary for the exhibit itself to be able to spin. It may be set on a table (or on the floor) so that people can walk around it.

Be careful that your message is clear and contained on the exhibit itself; judges have little time to review supplemental material. Extensive supplemental material is inappropriate. For example, oral history transcripts, correspondence between you and experts, questionnaires, and other primary or secondary materials used as sources for your exhibit should be cited in your bibliography but not included as attachments to your bibliography or exhibit.

500 Word Limit - Count Explanations

Please note that the title page, process paper, and bibliography are considered as being separate from the exhibit and do not count towards the 500-word limit for the exhibit itself.  Do not confuse the exhibit title with the title page.  There is also a 500-word limit for the process paper, but this count is to remain separate from the 500-word limit for the exhibit.  The rules for count are the same for both.

The word limit counts toward any student-composed written materials that are used on an exhibit (excluding the title page, process paper, and annotated bibliography).  This includes:
   

• A date counts as one word, while each word in a name is individually counted.  For example, “January 1, 1990” counts as one word, but “John Quincy Adams” counts as three.

• Words such as “a,” “the,” and “of” are counted as one word each.

• The limit does not include words found in materials used for illustration, such as documents, artifacts or graphs not created by the students, or to quotations from primary sources such as oral history interviews, letters, or diaries. These materials are not student composed.

• Brief citations crediting the sources of illustrations or quotations included on the exhibits do not count toward the 500-word limit.

• Words in timelines or scrapbooks do count toward the limit if they are student composed.  But, if a timeline is a transcription of a secondary or primary source then it is not student composed and does not count toward the word limit.
  

Here are some suggestions for students who are preparing performances:

• C

  hoose a theme-related topic that has personal interest and that will work particularly well as a performance. Decide whether the chosen topic will be most effective as a group or as an individual performance.

• Research the topic first. Write important facts or quotes which might be important to the performance; write a thesis statement, supporting statements, and a conclusion; and think about how these might become a part of the performance.

• Prepare a script. Brainstorm about general ideas and the ways they might be presented. If a group is performing, each member should describe different ways that the characters might interact.

• When writing the script, make sure it contains references to the historical evidence found in the research. Using actual dialogue, quotations, or excerpts from speeches are good ways of putting historical detail into the performance.

• Remember that the script should center on the thesis statement, supporting statements, and the conclusion. Be careful not to simply present oral reports on individuals which begin when they were born and end when they died. Instead, become the historical figure and write a script around an important time or place that will explain the major ideas.

• Prepare the set. Think about different types of sets which might help in depicting the topic. Is there a prop that is central to the story?

• Prepare the costuming. Use the most authentic costumes possible. Good costumes help make a performer convincing, but be sure they are appropriate to the topic. Consult photographs or costume guides if unsure about appropriate dress.
  
• Prepare the blocking. To block a performance is to determine where the actors will stand, move, and/or relate to the set. Students should think about these movements when deciding what type of set to design.
  
• Practice, practice, practice! Work on the delivery, speaking clearly and pronouncing all words correctly. Practice voice projection so that the judges and the audience can hear every word. Practice with the set and full costumes as often as possible.
  

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Props Tip

Important! Don’t get carried away with props. Content is the most important factor, and any props used should be directly related to the theme. Note: Remember that performers have only five minutes to set up and take down their props.

Performance - Rules & Definitions
A performance is a dramatic portrayal of your topic’s significance in history and must be original in production.

• Make a storyboard of the types of images that explain the theme. 
  
• Photograph pictures from books to build a slide collection and avoid too much repetition.
  
• Music is an important addition to the recorded narrative.
  
• Make sure the narrative fits with the image on the screen.
  

The availability of home video cameras has increased the popularity of this entry category, although movie cameras are still used by some students. If students are able to use editing equipment in their school or elsewhere, this can be an exciting and educational project. Many communities have cable access stations that have video equipment available for public use. Following are some suggestions for film and video entries. Students should: 

• Operate all camera and editing equipment.

• Draw up a storyboard of the scenes they will be shooting.

• Present a variety of panning shots, interviews, live action, and still subjects.

• Keep track of the scenes in a notebook or on index cards to make editing easier.

• Include music as an effective addition to the sound track.

ary - Rules and Definitions

A documentary should reflect your ability to use audiovisual equipment to communicate your topic’s significance, much as professional documentaries do. The documentary category will help you develop skills in using photographs, film, video, audio tapes, computers, and graphic presentations. Your presentation should include primary materials but must also be an original production. To produce a documentary you must have access to equipment and be able to operate it.

Documentaries may not exceed 10 minutes in length. You will be allowed an additional 5 minutes to set up and 5 minutes to remove equipment. Timing will begin when the first visual image of the presentation appears and/or the first sound is heard.

  Color bars and other visual leads in a video will be counted in the time limit. Timing will end when the last visual image or sound of the presentation concludes (this includes credits).
Rule 1 Note:
Use your set-up time to focus slides, adjust volume, etc.

IV. General Rules for All Categories (MUST READ) 

You are responsible for the research, design, and creation of your entry. You may receive help and advice from teachers and parents on the mechanical aspects of creating your entry:

• You may have help typing your paper and other written materials.

• You may seek guidance from your teachers as you research and analyze your material, but your conclusions must be your own.

• You may have photographs and slides commercially developed.

• You may have reasonable help cutting out your exhibit backboard or performance props (e.g. a parent uses a cutting tool to cut the board that you designed).
  

Rule 5 Note:

Objects created by others specifically for use in your entry violate this rule. For example, a parent takes photographs or an artist draws the backdrop for your exhibit or performance. You may receive reasonable help in carrying and placing props and exhibits.

For further information, contact your district or state coordinator or the National History Day office. 

Written Materials

Entries in all categories must include three copies of the following written materials in the following order:

1. A title page

2. A process paper 

3. An annotated bibliography.

These materials must be typed or neatly printed on plain white paper and stapled together in the top left corner. Do not enclose them in a cover or binder.

Orientation

1. Make sure the title and subtitle of the exhibit are prominent   features of the design.

2. Make the main idea or thesis clear to the viewer

Segmentation

1. Organize the exhibit into subtopics.
   
2. Use design elements to make subtopics clear to viewer.
   

Explanation

 Use clear and concise captions and text to:

1. Identify pictures, objects, or documents, or
   

2. Interpret information for the viewer

Levels of Text on Labels for Your Display  

Main Title: “A Town Made of Iron“
The main title introduces the topic and attracts viewer interest.
 

Subtitle: “The Evolution of Hibbing, Minnesota, 1880 - 1980“
The subtitle focuses on the topic and limits what the project will actually interpret.
 

Subject label: “Moving the Town“
A subject label breaks down the topic into smaller parts for explanation and organization. These labels guide the viewer around the display.

The Captions: “The original townsite of Hibbing was located over a rich lode of iron ore. Because the ore was more valuable than the town, the buildings of Hibbing were moved to a new site in 1919.” Captions are the most detailed label and provide the opportunity for interpretation. These should be short, active, and clear.

Creating the Title Page

A title page is required as the first page of written material in every category. Your title page must include only the title of your entry, your name(s) and the contest division and category in which you are entered.

NOTE: The title page must not include any other information (pictures, graphics, borders, school name, or grade) except for that described in this rule.

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.

* It should be separated into primary and secondary sources Sources of visual materials and oral interviews must be included. The annotations for each source must explain how you used the source and how it helped you understand your topic. Annotations of web sites should include a description of who sponsors the site.

For example:

Bates, Daisy. The Long Shadow of Little Rock. 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 first hand account was very important to my paper because it made me more aware of the feelings of the people involved.

How long should it be?

An annotation normally should be about 1-3 sentences long. You might be tempted to create page-long annotations to impress the judges. Don’t do it! Lengthy annotations are usually unnecessary and inappropriate, and most judges consider them an effort to “pad” the bibliography.

The Contest Guide says the annotations “must explain how the source was used and how it helped you understand your topic.” Be sure that you explain that rather than making the mistake of recounting 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.

How many sources should I have?

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 20th-century US topics, there are many sources available. For other topics, such as those in ancient history or non-US history, there likely are far fewer sources available. 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.

As much as possible, your research should be balanced, considering the viewpoints of all relevant groups. That means losers as well as winners, males and females, different nations, different socioeconomic/ethnic/religious groups, etc. What balanced means will vary depending on your topic.

What is a primary source?

Primary sources are materials directly related to a topic by time or participation. These materials include letters, speeches, diaries, newspaper articles from the time, oral history interviews, documents, photographs, artifacts, or anything else that provides first-hand accounts about a person or event.

Some materials might be considered primary sources for one topic but not for another. For example, a newspaper article about D-Day (which was June 6, 1944) written in June 1944 was likely written by a participant or eyewitness and would be a primary source; an article about D-Day written in June 2001 probably was not written by an eyewitness or participant and would not be a primary source. Similarly, Lincoln’s Gettysburg Address, delivered soon after the 1863 battle, is a primary source for the Civil War, but a speech given on the 100th anniversary of the battle of Gettysburg in 1963 is not a primary source for the Civil War. If, however, the topic was how Americans commemorate the Civil War, then the 100th anniversary speech would be a primary source for that topic. If there’s any doubt about whether a source should be listed as primary or secondary, you should explain in the annotation why you chose to categorize it as you did.

Helpful Checklist

Exhibit Category

Individual and Group (2-5 students)

• 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

• Prepare 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)

• 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 (formal narratives are not appropriate)

Documentary Category

Individual and Group (2-5 students)

• 10-minute 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

• Prepare to answer judges’ questions at the contest (remember that formal narratives are not appropriate)

Looking for a Topic for History Fair?

Check your library - just click “Return to Home” and look under Resources.  From there you can access the Fort Worth Public Library or even Alice Carlson’s library. Both are online and accessible from your PC.  It’s easy!

Check out the many links on the left pane.  These have been collected and are great sources to get you started!

Future History Fair Themes

2006 Taking a Stand in History

2007 Triumph and Tragedy in History

2008 The Individual in History