While the following projects are advancing, be proud of your work. We’ve been celebrating your success, because that’s what defines great projects, not advancing in History Fair. Great job, 7th graders!
Alice Shen & Priya Patel – Chicago Women’s Liberation Union
Grace Barry & Alexis Bende – Freedom Day
Ava Lafin & Catherine Hewawissa – Radium Girls
Jacob Selig, Sam Blough, Bradley Padavic, & Krish Patel – Eastland Disaster
Hugo Pletcher & Nick Esposito – Black Panther Party
Joe Hiatt – Manhattan Project
Emily Lang – Radium Girls
Delaney Wells – Chicago vs. 1850 Fugitive Slave Act
Delaney Turner – The Unfair Fair
Kyle Collins – Fort Dearborn Massacre
Amanda Colip & Maggie Stanley – Chicago Outfit
Elijah Chojnacki – Camp Douglas
Andrew Cimbalista, Ben Orozco, and Tim Malatia – The Haymarket Riot
The first and best place to find photos is within the sources you’ve already used. Those photos are likely relevant to building background, come from the event themselves, and may demonstrate the significance of the stand you’re illustrating.
Also, don’t just limit this to pictures. Photos could be of documents, newspapers, artifacts, or anything useful to tell the story of your stand.
Exhibits and Websites could use anywhere between 10-16 high-quality photos. How they’re used will be discussed later. It’s always better to have more, so shoot for 20-25 really good photos. Documentaries… just start collecting. You need more than any of us can count.
Also, select high-quality photos without watermarks, that are large enough, are not pixelated, and aren’t distorted. Make sure you retain citation information and CITE the photo you’ll use. Save them in a document with the URL and citation info so you can access it later.
Here are a few examples of great sources you can use to find photos:
One of the most interesting teachers I follow through social media is Tim Smyth, a social studies teacher who infuses his classroom with comic books. While I haven’t done enough to utilize comics in the classroom, I jumped an opportunity to have my students write their own. Tim also made an excellent suggestion to use Ms. Marvel No. 1 as the introduction. It was a great suggestion that kids related to and segued nicely into identifying their own topics’ conflict and/or compromise.
Important to this step was NHD’s 4 C’s document. This helped us organize our ideas and frame a story around context, conflict/compromise and change. Additionally, we utilized a 1-point rubric (more on that in a later post) and let students take a break from chromebooks and research. It was a nice time to take a “step back” and put everything together. Here are a few examples of the stories we told:
The key is here is guide, not do. Students have poured a ton of work into these projects, and take great pride in both their research and vision to share their findings. We want students to lead this process, but it will likely require some coaching and guidance at home. Here’s how to help understand where your child should be. Start with the top – kids shouldn’t move on to the next step without mastering the preceding one.
Check their “RCF.” This form holds all of their research. Individuals should have around 30 lines, with partners at 50 and groups at 65. You’ll find sources, early analysis, and will see how through their work is.
Ask to see their Comic Books. A few are in my classroom on display, but the rest have been distributed back to students. Their stories should not only have a clear conflict and/or compromise, but also illustrate some context for that topic, and show some change. “So What?”
Next, check their Outline. This was a crucial step to organize the above research.
The Argumentation Form comes next. This rainbow sheet will organize the claims and evidence which they’ll thread throughout the next step.
The final document is the Master Plan – their FINAL document for History Fair! This plan utilizes their outline (probably refined) and should have a refined thesis. Each outline section correlates to a label. See this post from last year for an explanation on this process, though I’ll try to update it next week.
One of my biggest frustrations in facilitating History Fair is how I equitably distribute my time. How can I spend quality time with each of my students through the process? Inevitably, the most proactive students get an inordinate amount of attention, while a few students struggle to find confidence in their work. Resolving this divide was goal number one in my History Fair unit this year.
Last week, our days consisted of our typical routine: write down our goals and deliver some instruction or clarification. I then spent the next 40 minutes sitting with 3-5 students individually, without interruption, going through their work and talking about their frustrations, celebrations, and next steps. This might have been my favorite week of the year. Our conversations were excellent, and quite a few kids left our meetings reenergized and with a clear path to success.
Charity is an excellent example. She’s worked diligently, hit our checkpoints and deadlines, and done a really nice job working independently. She’s a model for what this project should/could be. But she’s quiet and doesn’t seek my help. As a result of our 12-minute conversation, she walked away reassured her work was on track, with more sources to use, and confident in the vision she has for her exhibit. Wasfi, whose work is shown above, is much the same kind of student, but I was stunned during our conversation. His mock-up “above” is a really unique idea for a topic which I’ve seen a dozen times.
These meetings are also an excellent time to boost students’ self-management and self-awareness. The self-assessment (above) guides them on an evaluation of their work and asks for specific points to reflect on. Students sit down with me prepared and having already reflected, which is a powerful social-emotional tool. We talk quite a bit about getting through obstacles, which frustrations persist, and how I can guide them through problem-solving. This project is an excellent way for us to live the growth mindset and to provide experience managing its ups and downs.
This is a big week for our History Fair projects. We’re rolling out the Argumentation Plan (more on that later in the week) and I’ve carved out a week for meeting with students individually to discuss their projects. Central to those one-on-one meetings is a self-assessment on their progres. Students will come to our meetings with one of these complete, which will guide our conversation.
These “learning targets” reflect the pillars of a proper History Fair project, everything we’ve been doing in class, and a bunch of standards. They serve as a nice distillation of what’s important for them to know. It’s also an opportunity to discuss examples of grit. How are we fighting through frustration and demonstrating a Growth Mindset?
I’m looking forward to an excellent week to discuss the progress our student historians our making! Can’t wait to provide some feedback and discuss where this research journey is taking them!
As we begin building our arguments, it’s an appropriate time to start thinking about how to showcase our research. I’ll need students to do a “mock-up” of their project by next Wednesday. A “mock-up” is simply a drawing of what their project will look like.
Exhibits and Websites should be drawn out. Give your imagination life so I can see you planning for success.
Documentaries and Performances should have an outline or power point featuring a scene-by-scene outline of what your final film will feature.
Must contain no more than 1,200 words. (does not count quotes, references, & sources)
All media must be pre-created… in other words, students cannot produce their own photo, film, or other media to put on their project.
Project may not exceed 100 MB total.
Performance may not exceed ten minutes.
Dramatic performances and props/scenery must be created and performed entirely by the students registered. Costumes and a “set” are strongly recommended.
Students are given five minutes to set up, five minutes to take down any sets.
Script and lines must be memorized.
Best for partners and/or groups… requires a large number of photos, visuals, or videos to do well.
Must be 9-10 minutes long. Time begins when first image/sound appears and concludes after credits.
Documentaries must be researched, created, narrated, and produced by the students registered.
Documentaries conclude with a list of credits for major audio and visuals sources only. The simple credits do not replace an annotated bibliography.
Documentaries should be self-running and students must operate all equipment. No live narration is allowed. Powerpoint projects are not documentaries.
Individuals only. No groups or partners. Best 4 will advance to the Chicago Metro Fair.
Papers may be 1500-2500 words in length (refers to the body of the text only–not the additional components).
The paper is preceded by a cover page (title and student name only), thesis statement, and outline. It concludes with an annotated bibliography which is divided by primary and secondary sources. These pages are not included in the word count.
Best for topics that have good information, but limited visuals. Great for students who love to write.
PLAGIARISM IS NOT ALLOWED. PLAGIARISM WILL RESULT IN A “ZERO” FOR SS CLASS GRADE & FAIR DISQUALIFICATION.