VOLUSIA COUNTY SOCIAL STUDIES FAIR - FEED YOUR …
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VOLUSIA COUNTY SOCIAL STUDIES FAIR
TEACHER GUIDE TO
RULES, REGULATIONS, AND PROCEDURES
“Turning Points in History”
Sponsored by:
The Volusia Council for the Social Studies
and
Volusia County Schools
Dr. Margaret A. Smith
Superintendent of Schools
Dr. Bambi Lockman
Deputy Superintendent for Instructional Services
Scott Hallett
6-12 Social Studies Specialist
Brewster Center
200 North Clara Avenue
DeLand, FL 32721
TABLE OF CONTENTS
I. OVERVIEW OF THE FAIR
A. Introduction . . . . . . . . . 4
B. The Fair Process, Assessments, Sunshine State Standards. . . 5-8
C. Theme and Topics . . . . . . . . 9
D. Divisions . . . . . . . . . 9
E. Parade of Banners . . . . . . . . 9
F. Sample Fair Topics. . . . . . . . 10-13
G. Fair Categories and Quotas. . . . . . . 14-18
II. GENERAL RULES, PROCEDURES AND SUGGESTIONS . . . 19
III. RULES AND SUGGESTIONS BY CATEGORY
A. Projects . . . . . . . . . . 20
1. Posters . . . . . . . . . 20
2. Maps . . . . . . . . . . 20
3. 3-Dimensional Maps . . . . . . . 20
4. Crafts . . . . . . . . . . 20
B. Exhibits . . . . . . . . . . 21-23
C. Bowl Competitions . . . . . . . . 24
D. Performances . . . . . . . . . 25-26
E. Documentary . . . . . . . 26-27
F. Historical Papers . . . . . . . . 28-29
How to Cite Sources . . . . . . . . . 29-32
IV. JUDGING PROCEDURES . . . . . . . . 33
A. State and National Competitions . . . . . . 34
B. Potential Community Awards . . . . . . . 35
V. SOCIAL STUDIES FAIR REGISTRATION FORMS . . . 37-38
VI. CATEGORY CHECKLIST . . . . . . . 39-41
VI. JUDGING FORMS . . . . . . . . 42-49
TEACHERS: Please feel free to copy any pages from this Social Studies Fair Guide.
INTRODUCTION
The Volusia County Social Studies Fair is an exciting learning opportunity which encourages students to explore different areas of the social studies, develop a product and compare their work with that of students from all over Volusia County. Additionally, the fair can be a stepping stone to the Florida History Fair and National History Day competitions. The fair is a culmination event designed to afford students the opportunity to showcase the results of their learning. The fair categories can also serve as very effective teaching methods which lend themselves to curriculum integration. The knowledge and skills used in the creation of Fair projects are directly aligned with the Sunshine State Standards and FCAT assessments. We hope that all students who participate in the fair develop a greater interest in social studies while acquiring new knowledge and skills.
This guide is designed to help teachers and should be read carefully. The Fair is reviewed annually at a public meeting. Suggestions made by students, educators and parents are considered as the bases for improving the program. The content of the 2010-2011 guide has undergone only minor fine-tuning; still, it is important that everyone involved with the fair become familiar with this guide before designing entries. Participants should be well informed before they plan an entry. The STUDENT FAIR GUIDE should be shared with all students participating in the Fair. Information may also be obtained on the Volusia County Social Studies homepage,
The final product a student submits for competition MUST BE THEIR OWN WORK. Students are encouraged to explore ideas with parents, teachers, and friends and may ask them for help in locating information. Students, however, must prepare and execute their own performance, presentation or product.
School based fairs are strongly encouraged. Conducting a school-based fair allows for greater participation since schools may choose to involve more grade levels, and school fairs are not bound by a quota system. School fairs also act as a sorting mechanism to choose district entries. SCHOOL FAIRS SHOULD TAKE PLACE PRIOR TO February 1st, 2013.
In many cases, the school fair is the focus of a multi-grade effort done in partnership with an involved community. Schools are encouraged to individualize local efforts to meet the needs of their students. The district fair should be viewed as an opportunity to showcase the “best-of-show” efforts from throughout the district.
The Fair Process and State Assessments
The skills and knowledge used in the creation of projects are directly aligned to The Next Generation Sunshine State Standards. In addition to this direct alignment, the process of creating projects requires students to use critical thinking and problem solving. The majority of the FCAT requires students to perform at the upper end of Bloom’s taxonomy, which is in direct correlation to the performance required of students when they create fair projects. Teachers should feel confident that in using the fair process with their students they are providing a significant opportunity for students to prepare for the assessments.
Next Generation Sunshine State Standards: Social Studies
Note: There are many more Social Studies “content” benchmarks that relate to specific fair topics.
SS.4.A.1.1: Analyze primary and secondary resources to identify significant individuals and events throughout Florida history. (e.g., photographs, paintings, maps, artifacts, timelines).
SS.4.A.1.2: Synthesize information related to Florida history through print and electronic media. (e.g., encyclopedia, atlas, newspapers, websites).
SS.6.G.1.1: Use latitude and longitude coordinates to understand the relationship between people and places on the Earth.
SS.6.G.1.2: Analyze the purposes of map projections (political, physical, special purpose) and explain the applications of various types of maps.
SS.6.G.1.3: Identify natural wonders of the ancient world. (e.g., Seven Natural Wonders of Africa, Himalayas, Gobi Desert).
SS.6.G.1.4: Utilize tools geographers use to study the world. (e.g., maps, globes, graphs, charts and geo-spatial tools such as GPS (global positioning system) GIS (Geographic Information Systems), satellite imagery, aerial photography, online mapping resources).
SS.6.G.1.5: Use scale, cardinal, and intermediate directions, and estimation of distances between places on current and ancient maps of the world.
SS.6.G.1.6: Use a map to identify major bodies of water of the world and explain ways they have impacted the development of civilizations. (e.g., major rivers, seas, oceans)
SS.6.G.1.7: Use maps to identify characteristics and boundaries of ancient civilizations that have shaped the world today. (e.g., Phoenicia, Carthage, Crete, Egypt, Greece, Rome, Kush)
SS.6.W.1.1: Use timelines to identify chronological order of historical events.
SS.6.W.1.2: Identify terms and designations (decade, century, epoch, era, millennium, BC/BCE, AD/CE) of time periods.
SS.6.W.1.3: Interpret primary and secondary sources. (e.g., artifacts, images, auditory sources, written sources).
SS.6.W.1.4: Describe the methods of historical inquiry and how history relates to the other social sciences. (e.g., archaeology, geography, political science, economics).
SS.6.W.1.5: Describe the roles of historians and recognize varying historical interpretations (historiography).
SS.6.W.1.6: Describe how history transmits culture and heritage and provides models of human character.
SS.912.W.1.1: Use timelines to establish cause and effect relationships of historical events.
SS.912.W.1.2: Compare time measurement systems used by different cultures.
(e.g., Chinese, Gregorian, and Islamic calendars, dynastic periods, decade, century, era)
SS.912.W.1.3: Interpret and evaluate primary and secondary sources. (e.g., artifacts, images, auditory and written sources).
SS.912.W.1.4: Explain how historians use historical inquiry and other sciences to
understand the past. (e.g., archaeology, economics, geography, forensic chemistry, political science, physics)
SS.912.W.1.5: Compare conflicting interpretations or schools of thought (historiography) about world events and individual contributions to history.
SS.912.W.1.6: Evaluate the role of history in shaping identity and character.
(e.g., ethnic, cultural, personal, national, religious)
Next Generation Sunshine State Standards: Social Studies: Reading/Language Arts
LA.4.1.6.2: The student will listen to, read, and discuss familiar and conceptually challenging text.
LA.4.1.6.10: The student will determine meanings of words and alternate word choices by using a dictionary, thesaurus, and digital tools.
LA.4.1.7.2: The student will identify the authors purpose (e.g., to inform, entertain, explain) in text and how an author's perspective influences text.
LA.4.1.7.3: The student will determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, implied message, inferences, chronological order of events, summarizing, and paraphrasing.
LA.4.1.7.4: The student will identify cause-and-effect relationships in text.
LA.4.1.7.5: The student will identify the text structure an author uses (e.g., comparison/contrast, cause/effect, sequence of events) and explain how it impacts meaning in text.
LA.4.3.1.1: The student will prewrite by generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writers notebook, group discussion) based upon teacher-directed topics and personal interests.
LA.4.3.1.2: The student will prewrite by determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and the intended audience of a writing piece.
LA.4.3.1.3: The student will prewrite by organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log) to make a plan for writing that prioritizes ideas and addresses the main idea and logical sequence.
LA.4.3.2.1: The student will draft writing by using a prewriting plan to focus on the main idea with ample development of supporting details that shows an understanding of facts and/or opinions.
LA.4.3.2.2: The student will draft writing by organizing information into a logical sequence and combining or deleting sentences to enhance clarity.
LA.4.3.2.3: The student will draft writing by creating interesting leads through the use of quotations, questions, or descriptions.
LA.4.3.3.1: The student will revise by evaluating the draft for development of ideas and content, logical organization, voice (e.g., formal or informal), point of view, word choice, and sentence variation.
LA.4.3.3.2: The student will revise by creating clarity by deleting extraneous or repetitious information and organizing and connecting related ideas (e.g., order of importance, chronological order, compare/contrast, repetition of words for emphasis);
LA.4.3.3.4: The student will revise by applying appropriate tools or strategies to evaluate and refine the draft (e.g., peer review, checklists, rubrics).
LA.4.3.4.1: The student will edit for correct use of spelling, using spelling rules, orthographic patterns, and generalizations (e.g., r-controlled, diphthong, consonant digraphs, vowel digraphs, silent e, plural for words ending in y, doubling final consonant, i before e, irregular plurals, CVC words, CCVC words, CVCC words, affixes) and using a dictionary, thesaurus, or other resources as necessary.
LA.4.3.4.2: The student will edit for correct use of capitalization for proper nouns, including titles used with someone's name, initials, and words used as names (e.g., Uncle Jim, Mom, Dad, Jr.).
LA.4.3.4.3: The student will edit for correct use of punctuation, including end punctuation, apostrophes, commas, colons, quotation marks in dialogue, and apostrophes in singular possessives.
LA.4.3.4.4: The student will edit for correct use of present and past verb tense, noun-pronoun agreement, noun-verb agreement, subjective and objective pronouns, demonstrative pronouns and conjunctions.
LA.4.3.4.5: The student will edit for correct use of subject/verb and noun/pronoun agreement in simple and compound sentences.
LA.4.3.4.6: The student will edit for correct use of end punctuation for declarative, interrogative, imperative, and exclamatory sentences.
LA.4.3.5.1: The student will prepare writing using technology in a format appropriate to audience and purpose (e.g., manuscript, multimedia);
LA.4.3.5.2: The student will use elements of spacing and design to enhance the appearance of the document and add graphics where appropriate.
LA.4.3.5.3: The student will share the writing with the intended audience.
LA.4.4.1.1: The student will write narratives based on real or imagined ideas, events, or observations that include characters, setting, plot, sensory details, a logical sequence of events, and a context to enable the reader to imagine the world of the event or experience.
LA.4.4.2.1: The student will write in a variety of informational/expository forms (e.g., summaries, procedures, recipes, instructions, graphs/tables, experiments, rubrics, how-to manuals).
LA.4.4.2.2: The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate.
LA.4.4.2.3: the student will write informational/expository essays that contain introductory, body, and concluding paragraphs.
LA.4.4.2.5: The student will write simple directions to familiar locations using cardinal directions, landmarks, and distances, and create an accompanying map.
LA.4.4.3.1: The student will write persuasive text (e.g., essay, written communication) that establish and develop a controlling idea, supporting arguments for the validity of the proposed idea with detailed evidence.
LA.4.4.3.2: The student will include persuasive techniques (e.g., word choice, repetition, emotional appeal).
LA.4.5.2.2: The student will plan, organize, and give an oral presentation and use appropriate voice, eye, and body movements for the topic, audience, and occasion;
LA.4.5.2.5: The student will make formal and informal oral presentations for a variety of purposes, audiences, and occasions, demonstrating appropriate language choices, body language, eye contact, gestures, and appropriate use of available technologies.
LA.4.6.1.1: The student will read informational text and text features (e.g., format, graphics, legends, illustrations, diagrams) to organize information for different purposes (e.g., being informed, following multi-step directions, creating a report, conducting interviews, preparing to take a test, performing a task).
LA.4.6.2.1: The student will select a topic for inquiry, refine a predetermined search plan.
LA.4.6.2.2: The student will apply evaluative criteria (e.g., readability, currency, accuracy) for selecting and using a variety of appropriate resources, gather and record information, noting the difference between opinions and fact.
LA.4.6.2.3: The student will communicate information in a report that includes main idea(s) and relevant details, with visual supports.
LA.4.6.2.4: The student will record basic bibliographic data and present quotes using ethical practices (e.g., avoids plagiarism).
LA.4.6.3.1: The student will examine how ideas are presented in a variety of print and nonprint media and recognize differences between logical reasoning and propaganda.
LA.4.6.3.2: The student will recognize and identify production elements (e.g., graphics, sound effects, music) used to create media messages and create a media message for a specific purpose.
LA.4.6.4.2: The student will determine and use appropriate digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) for publishing and presenting a topic.
THEME
This year’s fair theme is: “Turning Points in History.” Students may select a topic on any aspect of local, regional, national or world history. Regardless of the topic chosen, the presentation of research and conclusions must clearly relate to the theme. Students should be careful to limit the scope of their topic to make the research and interpretation of the topic manageable. In other words, the topic should be narrow enough in order to focus on an issue that can be explained and interpreted within the category limits of size and time. ALL ENTRIES MUST BE CLEARLY RELATED TO THE ANNUAL THEME.
TOPICS
Effective entries not only describe an event or a development, they also analyze it and place it in its historical context. Students should consider these questions when selecting a topic:
How is my topic important?
How was my topic significant in history in relation to the theme?
How did my topic develop over time?
How did my topic influence history?
How did the events and atmosphere (social, economic, political, and cultural aspects) of my topic’s time period influence my topic in history?
DIVISIONS
The fair has three divisions:
Elementary School Grade 4 ONLY
Middle School Grades 6, 7, 8
High School Grades 9, 10, 11, 12
Two versions of the Fair Guide have been published, one for the Elementary Division and one for the Middle and High School Divisions.
PARADE OF BANNERS
It has become a tradition for schools to proudly display banners at the opening ceremonies of the Social Studies Fair. The banner may be one which the school uses on a regular basis or one that has been made for the parade. This is the time to promote pride in all schools that participate in the fair. THE PARADE OF BANNERS WILL NOT BE JUDGED AND NO PRIZES AWARDED. Students with banners should form a line outside on the north/side auditorium area at the fair site at 8:30 A.M. on Saturday.
Sample Social Studies Fair Topics for Students
Turning Points in History
The following is not an exhaustive list but simply a set of suggestions. Students can choose from these topics or use these to help them brainstorm for other ideas. Students are free to choose from a broad range of individuals, groups, or documents relating to the theme.
*Sample Elementary Topics appear in the elementary student guide.
National Topics – Some topics excerpted from National History Day
• The Treaty of Versailles in 1918 and its Consequences
• Reign of Terror: Radicalization of the French Revolution
• Valley Forge and the Development of the Continental Army
• The Continental Association and the Coming of the American Revolution
• John Maynard Keynes and the influence of Keynesian Economics
• Brown v. Board of Education and the integration of American schools
• Federal Power and the Case of McCulloch v. Maryland
• Plessy v. Ferguson and the growth of Jim Crow
• Eleanor of Aquitaine’s Pivotal Role in the High Middle Ages
• Ronald Reagan and the Resurgence of Conservatism in America
• The Effects of the Fall of Constantinople
• William the Conqueror and the Course of English History
• The Interstate Highway Act of 1956 and the Growth of Suburban America
• Martin Luther’s 95 Theses and the Coming of the Protestant Reformation
• Turning Points of the Korean War: China’s Entry
• The International Women’s Day Strike in Petrograd: Spark of the Russian Revolution
• The Impact of Buddha’s Teaching in India
• Ptolemy’s Conquest of Egypt and the Growth of Kushite Civilization
• Consequences of the Recapture of Jerusalem by Salah ah Din
• Television in the 1950s and the Transformation of American Entertainment
• Genghis Khan and the Pax Mongolia
• Battle of Sekigahara and the Rise of Tokugawas
• Invention of the Spinning Jenny and the Rise of the Textile Industry
• The Great Migration of African Americans to the North and its Consequences
• The Russo-Japanese War: Introduction of Japan as a World Power
• First Victory of Women’s’ suffrage Movement: Norwegian Women Gain the Right to Vote
• The Fall of the Berlin Wall and the Decline of the Soviet Empire
• The Transformative impact of the Printing Press
• Bacon’s Rebellion and the transformation of Virginia
• Effects of the Crusades on Medieval Europe
• King Phillip’s war and its Impact
• Ms. Magazine and the Growth of the Feminist Movement
• 1492: A New World for America and Europe
• The Third Punic War and the End of Carthage
• Revocation of the Edict of Nantes and the Huguenot Migration
• Publication of the Koran and the Expansion of Islam
• Mary Wollstonecraft and the Early Women’s Rights Movement
• Prince Henry the Navigator and Portugal’s Exploration of Africa
• Irish Potato Famine and the Irish Diaspora
• Clovis and the Unification of France
• Midway: Turning the Tide in the Pacific War
• Walter Reed and the Conquest of Yellow Fever
• The Civilian Conservation Corps: Savior of Young Men
• The Treaty of Guadalupe Hidalgo and the Coming of the Civil War
• The Impact of the Erie Canal
• Changing Middle East Politics: The Rise of OPEC
• The Sinking of the USS Maine and the beginning of the Spanish American War
• The Great Railroad Strike of 1887 and the American Labor Movement
• Walt Disney and Mickey Mouse: A Cultural Transformation
• The Beatles and the British Invasion
• The Ayatollah Khomeini and the Islamic Revolution in Iran
• Roger Williams and the Separation of Church and State
• Watergate and the Weakening of the Presidency
• Breaking the Barrier: Jackie Robinson
• The Keating-Owen Act and Child Labor
• Birth of a Sugar Planting Colony: The Dutch Occupation of Brazil
• The Great Fire of London and its Aftermath
• Harvard: First College of the Colonies
• Brigham Young and the Mormon Migration to Utah
• Samuel Gompers and the Founding of the American Federation of Labor
• The Marshall Plan and the Reconstruction of Postwar Europe
• The Homestead Act and the Settlement of the West
• Ho Chi Minh: Revolutionary Leader
• Henry Ford: Changing the Production Model
• The Tet Offensive and the American Public Opinion
• Sears Roebuck Catalogue and the Rise of Mass Consumerism
• Rachael Carson’s Silent Spring and the Growth of the Environmental Movement
• The Impact of Sigmund Freud on Psychiatric Practice
• Gorbachev, Glasnost and Perestorika: The Trifecta or the Soviet Union
• Lech Walesa and the Gdanska Shipyard Strike: The Rise of Solidarity
• Curt Flood and Free Agency Baseball
• Harry Truman: Changing the Way We Fight War and the Dropping of the Bomb
Explanation of the Theme
-taken from the National History Day web site
This year’s theme is Turning Points in History: People, Ideas, Events. For those of you who have traveled this road before, you know that creating a great NHD project takes you out of the classroom and into exciting libraries, museums and archives in search of primary sources related to your topic. And since you get to choose the topic, you know that you will be interested in learning about it! You will discover history firsthand - seeing the very documents or historic sites that you read about in your textbook and, based on your research, come to your own conclusions about historical events. For those of you who are brand new to the National
History Day experience, welcome! You may be wondering where to begin this challenge and to that question we answer, right here! Reading through this theme sheet will give you guidance on the 2013 theme, Turning Points in History: People, Ideas, Events, helping you to successfully choose an interesting historical topic to research for your project.
Perhaps the first question you are asking yourself is, what exactly is a turning point in history? The dictionary defines ‘turning point’ as a point at which a decisive change takes place. So a turning point in history is more than just an important event that happened a long time ago. It is an idea, event or action that directly, and sometimes indirectly, caused change. This change could be social or cultural, affecting a society’s way of thinking or way of acting. It could be political, leading to new legislation or to a new government taking charge. It could be economic, affecting how goods are produced, bought and sold, or how much or how little a society has to spend on such items. A turning point can even cause all of these changes and more.
Okay, you say, but how do I know what changes my topic has caused? Ah, good question. This is where you begin to dig for information about the time period in which it occurred, where it happened, the people involved and what else was going on in that area at that time. In other words, you are studying the context of your topic. This is one of the most important aspects of historical research. Events do not just happen all by themselves - there are always factors involving time, place and people that influence the causes and effects. Don’t just think about how you understand the topic but also how people at the time thought about what was happening. It is important to examine the historical context of your topic so that you see your topic more clearly, understanding the “big picture.” Turning Points in History: People, Ideas, Events always have at least two sides or opposing perspectives. Part of being a thorough researcher is looking at a topic from all angles to see the whole story. Discovering the historical background of your topic will allow you to do this.
Now that you have a better idea of the historical context of your topic, you can narrow in on the turning point more precisely. What act, idea or event caused a change in how people thought or what they did? How about the effects: new, ideas, new laws, new technologies, new cultural standards? And how did these develop over time? What was the end result? Your answers to these questions will provide the historical evidence you need to form a conclusion about the event’s significance in history and the impact that it had. Speaking of significance in history, don’t forget the very important “in history” part of the theme. To fit the theme, your topic must truly be historical and not just a current event or recent idea.
Remember that you can choose to focus on a turning point in local, state, national or world history. When many people think of significant turning points that changed the course of history, one of the first things that often comes to mind is wars. World War II significantly changed the hierarchy of nations as new global powers emerged and also altered large portions of the map as some nations were divided or added together with new borders and new identities. But to successfully choose a topic related to World War II, for example, you should focus on specific aspects of the war. An exhibit could discuss a turning point within the war, such as Guadalcanal in the Pacific or the invasion of Normandy on the European front. A web site could examine the war itself as a turning point in a particular geographical area, or even in a specific aspect of life for a group of people. To sustain economic needs with so many men at war, women in the
United States increasingly held jobs in previously male-dominated fields such as manufacturing. How did this become a turning point for women’s equality, and how did it affect their lives after the war? Did this happen for women in other countries too?
Or what about human advancements? How was the discovery of penicillin a major turning point in medical care? A performance could show how agricultural innovations such as irrigation and the use of fertilizer changed how crops are grown, creating a much more efficient method that can produce food for millions of people. You could also look at Henry Ford and how his advancements in the manufacturing of automobiles changed the way goods were mass produced. How has society and the world economy changed as a result? A web site could explore how the Interstate Highway Act led to the staggering growth of the American suburbs and how that was a turning point in American society. Gutenberg’s printing press was a crucial turning point, leading to greater access to information. How did this affect education and communication? What religious implications did this have? How did it help advance the fields of science and art?
Environmental factors and natural events can also be explored. You could look at how the discovery of gold in California shifted the American focus and launched the great westward expansion. How did this further affect land rights, relations with the Native Americans and the map of the United States? Or what about turning points in the business world? A paper could explain how the Sherman Anti-Trust Act changed the scene of big business monopolies and gave the U.S. federal government power to protect competition in trade. What effects did this have on the businesses, the people involved or future related events?
You should also think about new ideas and the people who have been a part of significant turning points. How was Gandhi’s “Quit India” movement a catalyst for change in India? Did the British imprisonment of the Congress set the stage for the Muslim League to gain ground in its “Pakistan Movement?” Or what about the development of the Impressionist movement in Paris? How did the artists’ desire to capture change and fleeting moments change how people viewed art? A performance could explain how the case of Brown v. Board of Education was a significant turning point not only for civil rights, but also in the American public school system. People who brought the injustice and suffering of a group to the attention of the general public have also caused great change. A documentary could discover how the photography of Lewis Hine showcased the plight of child laborers. How did this lead to legislation that protected children in the workplace? What effects did this have on other aspects of manufacturing?
As you can see, the theme Turning Points in History: People, Ideas, Events has exciting possibilities for choosing a research topic. Think about the sorts of things you are interested in and then think about how they have changed the course of history. Almost any topic – from sports, to television, to science – can be turned into a National History Day project. You can begin brainstorming topic ideas with your classmates, your teachers and your parents. Read about areas of history that interest you and see what important turning points you discover. You can search on the internet or search through your textbook. It might be handy to carry a notebook with a list of topic ideas and as you find information, circle those you are interested in and cross off those that no longer seem appealing. Once you find the topic that fits the theme and interests you most, go ahead and jump right into research. Your local library is an excellent place to start!
INDIVIDUAL AND GROUP CATEGORIES & QUOTAS
Where applicable, schools may use their quota to enter either individual or group events. Each of the following areas will be judged separately:
PROJECTS
>posters (E) individual only
>maps (E/M) individual only
>3-D Maps (E/M) individual only
>crafts (E/M) individual only
EXHIBITS individual and group (2-3 people)
BOWL COMPETITIONS teams only
PERFORMANCES individual and group (2-5 people)
DOCUMENTARY (M/H) individual and group 2-3 people)
PAPERS M/H) individual only
Quotas refer to the total number of entries possible in each category.
PRIVATE SCHOOLS WISHING TO PARTICIPATE IN THE VOLUSIA COUNTY SOCIAL STUDIES FAIR MUST CONTACT THE SOCIAL STUDIES OFFICE TO DETERMINE THEIR SCHOOL QUOTA.
HOME SCHOOL STUDENTS WISHING TO PARTICIPATE IN THE VOLUSIA COUNTY SOCIAL STUDIES FAIR MAY ENTER IN ONE OF TWO WAYS: 1) STUDENTS MUST FIRST COMPETE AND WIN AT A HOME SCHOOL ASSOCIATION FAIR (THE ASSOCIATION MUST CONTACT JASON CAROS FOR QUOTA INFORMATION), OR 2) A HOMESCHOOL STUDENT MAY PARTICIPATE IN THE SCHOOL FAIR AT THE VOLUSIA COUNTY SCHOOL THEY ARE ZONED FOR, AND COMPETE FOR A SPOT AT THE VOLUSIA COUNTY FAIR.
|ELEMENTARY SCHOOL QUOTAS | | | | | | |
|SCHOOL |EXHIBITS |DOC. |BOWL |PAPERS |PERFORMANCES |Combination of |
| | | | | | |Posters, Maps, |
| | | | | | |3-D Maps, and Crafts |
|ELEMENTARY | | | | | | |
|Blue Lake |4 |NA |1 team |NA |1 individual & 1 group |4 |
|Champion |3 |NA |1 team |NA |1 individual & 1 group |4 |
|Chisholm |3 |NA |1 team |NA |1 individual & 1 group |4 |
|Citrus Grove |3 |NA |1 team |NA |1 individual & 1 group |4 |
|Coronado |2 |NA |1 team |NA |1 individual & 1 group |4 |
|Cypress Creek |3 |NA |1 team |NA |1 individual & 1 group |4 |
|DeBary |4 |NA |1 team |NA |1 individual & 1 group |4 |
|Deltona Lakes |4 |NA |1 team |NA |1 individual & 1 group |4 |
|Discovery |4 |NA |1 team |NA |1 individual & 1 group |4 |
|Edgewater |3 |NA |1 team |NA |1 individual & 1 group |4 |
|Enterprise |3 |NA |1 team |NA |1 individual & 1 group |4 |
|Forest Lake |4 |NA |1 team |NA |1 individual & 1 group |4 |
|Freedom |4 |NA |1 team |NA | 1 individual & 1 group |4 |
|Friendship |4 |NA |1 team |NA |1 individual & 1 group |4 |
|George Marks |4 |NA |1 team |NA |1 individual & 1 group |4 |
|Holly Hill |3 |NA |1 team |NA |1 individual & 1 group |4 |
|Horizon |4 |NA |1 team |NA |1 individual & 1 group |4 |
|Indian River |3 |NA |1 team |NA |1 individual & 1 group |4 |
|Longstreet |3 |NA |1 team |NA |1 individual & 1 group |4 |
|Manatee Cove |3 |NA |1 team |NA |1 individual & 1 group |4 |
|McInnis |3 |NA |1 team |NA |1 individual & 1 group |4 |
|Orange City |3 |NA |1 team |NA |1 individual & 1 group |4 |
|Ormond Beach |2 |NA |1 team |NA |1 individual & 1 group |4 |
|Ortona |2 |NA |1 team |NA |1 individual & 1 group |4 |
|Osceola |3 |NA |1 team |NA |1 individual & 1 group |4 |
|Osteen |4 |NA |1 team |NA |1 individual & 1 group |4 |
|Palm Terrace |3 |NA |1 team |NA |1 individual & 1 group |4 |
|Pathways |3 |NA |1 team |NA |1 individual & 1 group |4 |
|Pierson |3 |NA |1 team |NA |1 individual & 1 group |4 |
|Pine Trail |4 |NA |1 team |NA |1 individual & 1 group |4 |
|Pride |4 |NA |1team |NA |1 individual & 1 group |4 |
|Port Orange |3 |NA |1 team |NA |1 individual & 1 group |4 |
|Read-Pattillo |3 |NA |1 team |NA |1 individual & 1 group |4 |
|South Daytona |4 |NA |1 team |NA |1 individual & 1 group |4 |
|Spirit |4 |NA |1 team |NA |1 individual & 1 group |4 |
|Spruce Creek |4 |NA |1 team |NA |1 individual & 1 group |4 |
|Starke |3 |NA |1 team |NA |1 individual & 1 group |4 |
|Sugar Mill |4 |NA |1 team |NA |1 individual & 1 group |4 |
|Sunrise |4 |NA |1 team |NA |1 individual & 1 group |4 |
|Sweetwater |3 |NA |1 team |NA |1 individual & 1 group |4 |
|Timbercrest |4 |NA |1 team |NA |1 individual & 1 group |4 |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
|SCHOOL |EXHIBITS |DOC. |BOWL |PAPERS |PERFORMANCES |Combination of |
| | | | | | |Posters, Maps, |
| | | | | | |3-D Maps, and Crafts |
|Tomoka |4 |NA |1 team |NA |1 individual & 1 group |4 |
|Turie T. Small |3 |NA |1 team |NA |1 individual & 1 group |4 |
|Volusia Pines |3 |NA |1 team |NA |1 individual & 1 group |4 |
|Westside |3 |NA |1 team |NA |1 individual & 1 group |4 |
|Woodward |4 |NA |1 team |NA |1 individual & 1 group |4 |
*Quotas refer to total entries per category. For example, Blue Lake could send 4 exhibits, 1 bowl team, 2 performances (one individual and one group) and 4 “other” projects which could be any combination of posters, maps, 3-d maps or crafts only.
MIDDLE SCHOOL CATEGORIES & QUOTAS
|SCHOOL |EXHIBITS |BOWL |PAPERS |DOCUMENTARY & |Combination of |
| | | | |PERFORMANCES |Maps, 3-D Maps, and Crafts |
|MIDDLE SCHOOLS: | |TEAMS | | | |
|Campbell Middle |5 |1-6th |3 |1 individual & 1 group |5 |
| | |1-7th | | | |
| | |1-8th | | | |
|Creekside Middle |5 |1-6th |3 |1 individual & 1 group |5 |
| | |1-7th | | | |
| | |1-8th | | | |
|DeLand Middle |5 |1-6th |3 |1 individual & 1 group |5 |
| | |1-7th | | | |
| | |1-8th | | | |
|Deltona Middle |5 |1-6th |3 |1 individual & 1 group |5 |
| | |1-7th | | | |
| | |1-8th | | | |
|Galaxy Middle |5 |1-6th |3 |1 individual & 1 group |5 |
| | |1-7th | | | |
| | |1-8th | | | |
|Heritage Middle |5 |1-6th |3 |1 individual & 1 group |5 |
| | |1-7th | | | |
| | |1-8th | | | |
|Hinson Middle |5 |1-6th |3 |1 individual & 1 group |5 |
| | |1-7th | | | |
| | |1-8th | | | |
|Holly Hill Middle |4 |1-7th |2 |1 individual & 1 group |4 |
| | |1-8th | | | |
| | |1-8th | | | |
|New Smyrna Beach Middle |6 |1-6th |3 |1 individual & 1 group |6 |
| | |1-7th | | | |
| | |1-8th | | | |
|Ormond Middle |5 |1-6th |3 |1 individual & 1 group |5 |
| | |1-7th | | | |
| | |1-8th | | | |
|River Springs |5 |1-6th |3 |1 individual & 1 group |5 |
| | |1-7th | | | |
| | |1-8th | | | |
|Silver Sands Middle |5 |1-6th |3 |1 individual & 1 group |5 |
| | |1-7th | | | |
| | |1-8th | | | |
|Southwestern Middle |3 |1-6th |2 |1 individual & 1 group |4 |
| | |1-7th | | | |
| | |1-8th | | | |
|Taylor Middle |2 |1-6th |2 |1 individual & 1 group |4 |
| | |1-7th | | | |
| | |1-8th | | | |
|SCHOOL |EXHIBITS |BOWL |PAPERS |DOCUMENTARY & | |
| | | | |PERFORMANCES | |
|HIGH SCHOOLS: | |TEAMS | | | |
|Atlantic High |6 |1 team |2 |1 individual & 1 group | |
|DeLand High |9 |1 team |3 |1 individual & 1 group | |
|Deltona High |8 |1 team |3 |1 individual & 1 group | |
|Mainland High |8 |1 team |2 |1 individual & 1 group | |
|NSBH |7 |1 team |2 |1 individual & 1 group | |
|Pine Ridge High |9 |1 team |3 |1 individual & 1 group | |
|Seabreeze High |6 |1 team |2 |1 individual & 1 group | |
|Spruce Creek High |9 |1 team |3 |1 individual & 1 group | |
|Taylor High |4 |1 team |2 |1 individual & 1 group | |
|University High |8 |1 team |2 |1 individual & 1 group | |
*Quotas refer to total entries per category. For example, Spruce Creek High could send 8 exhibits, 2 documentary entries (one individual and one group), 1 bowl team, 2 performances (one individual and one group) and 3 papers.
** Schools can send 1 individual documentary and 1 group documentary, and 1 individual performance and 1 group performance
GENERAL RULES AND PROCEDURES
1. Students may not reuse an entry from a previous year.
2. Students may participate in only one fair event.
3. Students must produce their own entries. Objects created by others specifically for use in a student's entry violates this rule. For example, photographs or video supplied or produced by a parent could not be used in an entry.
4. Unless otherwise stipulated, students must supply all props and equipment to support their entry. Tables for exhibits, TVs and DVDs for documentary production will be available at the fair site.
5. Items that could be potentially dangerous in any way -- such as weapons, firearms, animals etc. -- are strictly prohibited.
Items related specifically to the County Fair.
6. Students may have only one entry in the County Fair.
7. School representatives must register all entries. Entries that have not been officially registered will not be judged.
8. Award winners, or a representative from the school must be present at the awards ceremony on Saturday at 1:30 p.m. Awards will not be automatically forwarded to the schools. (Except in the area of historical papers. Middle/High).
Those who enter the historical paper category need not attend the fair. Historical papers are submitted at an earlier date and judged separately. Awards will be forwarded to the school.
The top elementary entries will be judged Superior only (no first, second, and third places) and will receive Superior ribbons and plaques. Middle and high first, second and third place winners will receive plaques. Only one plaque will be awarded to group winners; however, each team member will receive a ribbon and certificate. Participation ribbons will be given to all other entries.
Special awards and plaques may be distributed by various civic organizations and support groups.
9. The Volusia Council for the Social Studies and the Volusia County School Board are NOT responsible for the loss or damage of any projects. All projects displayed will be dismantled immediately after the awards ceremony on Saturday.
ITEMS NOT PICKED UP BY 3:00 P.M. SATURDAY WILL BE DISCARDED.
RULES AND SUGGESTIONS BY CATEGORY
A. PROJECTS
*Individual student entries only.
*Students are not present for judging on Friday, March 2nd.
1. Posters (Elementary Only): Entries must be produced on standard poster board or parchment paper of poster size. A standard is approximately 22" x 28". A poster is a creative interpretation of the theme and should not resemble the presentation of an exhibit. Words should be used minimally. A WRITTEN EXPLANATION OF THE POSTER MUST ACCOMPANY THE PROJECT, INCLUDING HOW THE PROJECT WAS MADE AND ITS RELATIONSHIP TO THE THEME (up to 500 words). See sample process paper in the student fair guide.
Judging Criteria: Content, Appearance, Creativity, Originality and Relation to Theme.
2. Maps: Entries must be one-dimensional and no larger than 22" x 30" (poster board, foam board or parchment paper may be used). Map must be hand-drawn. Map must include a compass rose, legend, and scale (if appropriate). A WRITTEN EXPLANATION OF THE MAP MUST ACCOMPANY THE PROJECT, INCLUDING HOW THE PROJECT WAS MADE AND ITS RELATIONSHIP TO THE THEME (up to 500 words); middle school students must also have a bibliography. See sample process paper in the student fair guide.
Judging Criteria: Accuracy, Appearance, Creativity, Originality and Relation to Theme.
3. Three-Dimensional Maps: Entries must be no larger than 22" x 30" (poster board, foam board or parchment paper may be used). Map must be hand-drawn. Map must include compass rose, legend, and scale. A WRITTEN EXPLANATION OF THE 3-D MAP MUST ACCOMPANY THE PROJECT, INCLUDING HOW THE PROJECT WAS MADE AND ITS RELATIONSHIP TO THE THEME (up to 500 words); middle school students must also have a bibliography.. See sample process paper in the student fair guide.
Judging Criteria: Accuracy, Appearance, Creativity, Originality, and Relation to Theme.
4. Crafts: Entries are typically handmade items such as quilts, needlework, costumes, flags, period furniture, metal ware, candles, cooking ware, etc. The overall size of a craft project may not exceed 40 inches wide, 30 inches deep, and 6 feet high. CRAFT ENTRY SHOULD NOT RESEMBLE A DISPLAY. A WRITTEN EXPLANATION OF THE CRAFT MUST ACCOMPANY THE PROJECT, INCLUDING HOW THE PROJECT WAS MADE AND ITS RELATIONSHIP TO THE THEME (up to 500 words); middle school students must also have a bibliography. See sample process paper in the student fair guide.
Judging Criteria: Appearance, Creativity Originality, and Relationship to Theme.
B. EXHIBITS
*Elementary, Middle & High School students.
*Only Middle and High school students may qualify for State and National
Fairs.
*Individual and Group (2-3 students) entries.
*Students must be present for judging on Saturday morning, March 3rd.
An exhibit is a visual representation of your research and interpretation of your topic’s significance in history - much like a small museum exhibit. Your analysis and interpretation of your topic must be must be clear and evident to the viewer. Labels and captions should be used creatively with visual images and objects to enhance the message of your project.
Judging Criteria: Historical Quality, Relation to Theme, Clarity of Presentation, and Rules Compliance.
1. Size Requirements: The overall size of your exhibit when displayed for judging must be no larger than 40 inches wide, 30 inches deep, and 6 feet high. Measurement of the project does not include the table on which it rests; however, it would include any stand that you create and any table drapes. Circular or rotating projects must be no more the 30 inches in diameter.
OVERHEAD VIEWS
[pic] [pic]
THREE PANEL BOARD CIRCULAR PROJECT
FRONT VIEW
[pic]
BACKBOARD WITH A STAND
2. Media Devices: Media devices (DVD players or computer displays) may be used in the display; however, they must not run for more than 3 minutes. Viewers and judges must be able to control media devices. Any media devices used must fit within the size limits of the project.
3. Written Materials: All exhibits must be accompanied by the following written items:
a. Title Page-----including only the title of your exhibit, student(s)' name(s)
b. Entry Description ----Students must provide a description of no more than 500 words that relates how they conducted their research and developed their entry. The description should conclude with an explanation of how the entry relates to the fair theme. THIS IS NOT A RESEARCH REPORT.
c. Annotated Bibliography ----- all sources that provided usable information in preparing the entry should be cited. 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. Primary and Secondary sources must be separated in the bibliography (Elementary Teachers should read Student Guide).
Example of Annotated Bibliography:
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. Her account was very important to my paper because it made me more aware of the feelings of the people involved.
d. Words in or on Exhibit ----- There is a 500-word limit on student composed written materials used in or on the exhibit. This includes any media devices (computers, slides, video) and/or any supplemental materials used in the exhibit. This 500-word limit is in addition to the title page, entry description and annotated bibliography. This limit does not apply to documents, oral history quotations, artifacts with writing, or other non-student written illustrative materials that are used as an integral part of the project.
e. Style Guides ---- Style for citations and bibliographic references must follow the principals in one of the following style guides: Kate L. Turabian, A Manual for Writers of Term Papers, Theses, and Dissertations (5th edition, University of Chicago Press) or the style guide of the Modern Language Association of America (MLA). See page 30 of this guide.
f. Copies ---- Three copies of the entry paper/process paper with annotated bibliography (items a,b,c) must be provided with the exhibit at the time of judging. Copies 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.
4. Discussion with Judges
Students should be prepared to answer judges’ questions about the content
and development of an entry.
5. Costumes
Students are not permitted to wear costumes that are related to the focus of
their entry during judging.
C. BOWL COMPETITIONS
*Bowl Competitions do not qualify to compete in the Florida or National Fairs.
*Bowl Competition takes places Saturday morning, March 3rd.
The Bowl competitions are divided as follows:
Elementary: 4th grade only. One team per school. Four students per team (one alternate allowed). Student will compete by answering Current Event questions primarily and questions from the District fourth grade Social Studies curriculum, Florida History.
Middle: One team per grade level (6, 7, and 8). 4 students per grade level team (one alternate allowed). At 6th grade, competition will be based on the District World Geography curriculum and Current Events.
The 7th grade competition will be based on the District Civics curriculum and Current Events.
The 8th grade competition will be based on the District U.S. and Florida curriculum (Colonization through Westward Expansion) and Current Events.
High: The high school bowl will test overall Social Studies knowledge in a variety of areas. 4 students per grade level team (one alternate allowed).
General information:
Teams consist of four students and it is suggested that an alternate be selected in case one member is absent. One person per school team is chosen to announce team answers. All team members may communicate with each other before the spokesperson replies.
Teams will compete round robin for a minimum of four rounds. A run-off will then be held between the top teams.
Current events information will be provided by the VCS Social Studies department.
D. PERFORMANCES (Elementary, Middle & High School students)
*Middle and High school students may qualify for State and National Fairs.
*Individual and Group (2-5 students) entries.
*ALL students must be present for judging on Saturday morning, March 3rd.
A performance is a dramatic portrayal of your topic's significance in history, and must be original in composition. This category takes the place of "living biographical monologues" and "dramatic presentations" found in previous Volusia County Fairs. This category is divided into individual and group competition. Judging Criteria: Historical Quality, Relation to Theme, Clarity of Presentation, and Rules Compliance.
1. Time Requirements: Performances may not exceed 10 minutes in length. Timing starts at the beginning of the performance, following the announcement of the title and student name(s). Any other introductory remarks will be considered part of the performance and counted as part of the overall time. You will be allowed an additional 5 minutes to set up and 5 minutes to remove any props needed for your performance.
2. Introduction: The title of your entry and the name(s) of the participant(s) must be first and only announcements prior to the start of the performance.
3. Media Devices: Use of DVD players, computers, or other media within your performance is permitted. Students must run all equipment and carry out any special lighting effects.
4. Script: The script for the performance should not be included with the written material presented to the judges.
5. Props and Costumes: Props and costumes are limited to what students can wear or hand carry for their performance.
6. Written Materials: A title page, annotated bibliography and entry description are required.
a. Title Page-----including only the title of your exhibit, student(s)' name(s)
b. Entry description----Students must provide a description of no more than 500 words that relates how they conducted their research and developed their entry. The description should conclude with an explanation of how the entry relates to the fair theme. THIS IS NOT A RESEARCH REPORT AND SHOULD NOT INCLUDE THE SCRIPT.
c. Annotated Bibliography ----- all sources that provided usable information in preparing the entry should be cited. 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. Primary and secondary sources must be separated in the bibliography. (Elementary Teachers should read the Student Guide).
Example of Annotated Bibliography:
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. Her account was very important to my paper because it made me more aware of the feelings of the people involved.
E. DOCUMENTARY
*Middle and High school students only
*Winners may qualify for State & National Fairs.
*Individual & Group (2-3 students) entries.
*ALL students must be present for judging Saturday morning, March 3rd.
Documentaries, including computer presentations, should relate to the fair theme and reflect your ability to use media to communicate your topic’s significance, much like professional television documentaries (hint: try to produce a documentary that has the Ken Burns effect). The documentary category will help students develop skills in using a variety of primary sources that include photographs, film, video, audiotapes, and graphic presentations. Your presentation should include primary materials, but should also be an original composition. To produce a documentary entry, you must bring and operate your own equipment. Only TV’s and DVD players are provided at the Fair. Computer entries must provide their own equipment.
Judging Criteria: Historical Quality, Relation to Theme, Clarity of Presentation, and Rules Compliance.
1. Time requirements: Presentations may not exceed 10 minutes. Students 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.
2. Presentation Introduction: Students must announce only the title of their presentation and names of participants. Live narration or comments prior to or during the presentation are prohibited.
3. Student Involvement: Students are responsible for running all equipment.
4. Production: All entries must be student-produced. Students in a group or a student in an individual entry must operate all equipment used in the preparation of the media presentation. Actors in a dramatization, narrators, and voice-overs are limited to the student(s) creating and submitting the entry. For example, teachers or parents MAY NOT photograph or film students. All parts of the production must be completed by the student participants.
5. Entry Composition: Student entries must be original compositions. Professional photographs, film slides, recorded music, etc., may be used within the presentation. However, proper credit for these items must be given within the presentation and in an annotated bibliography.
6. Computer Entries: Student-composed computer programs are acceptable. The program must meet the same 10-minute time limit as other entries in this category. Interactive programs are not acceptable (judges are not permitted to participate in a presentation). PowerPoints will only be accepted if they include voice-over audio and video clips so they appear as documentaries. Remember that this is a documentary production not a school report.
7. Written Materials: Entries must be accompanied by the following written items: A title page, annotated bibliography and entry description is required.
a. Title Page-----including only the title of your exhibit, student(s)' name(s)
b. Entry Description ----Students must provide a description of no more than 500 words that relates how they conducted their research and developed their entry. The description must conclude with an explanation of how the entry relates to the fair theme. THIS IS NOT A RESEARCH REPORT.
c. Annotated Bibliography ---- all sources that provided usable information in preparing the entry should be cited. 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.
Primary and Secondary choices must be separated in the bibliography.
Example of Annotated Bibliography:
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. Her account was very important to my paper because it made me more aware of the feelings of the people involved.
F. HISTORICAL PAPERS
*Middle and High school students only.
*Winners may qualify for State and National History Fairs.
*Individual student entries only.
*Students do NOT need to be present at the County Fair.
A paper is the traditional form of presenting historical research. Papers must be grammatically correct, well written, and relate to the fair theme.
Judging Criteria: Historical Quality, Relation to Theme, Clarity of Presentation, and Rules Compliance.
1. Length Requirements: The text of historical papers must be no less than 1,500 and no more than 2,500 words in length. Notes, annotated bibliography, illustration captions, and supplemental/appendix material do not count in that total. Appendix material must be directly referred to in the text of the paper. Extensive supplemental materials are inappropriate.
2. Citations: Footnotes or endnotes are required. Either Kate L. Turabian, A Manual for Writers of Term Papers, Theses, and Dissertations or the style guide or the Modern Language Association of America (MLA) may be used. See page 30 in this guide.
3. Preparation Requirements: Papers must be typed, computer printed, or legibly handwritten in ink on plain, white 8 1/2" x 11" paper with 1-inch margins on all sides. Pages must be numbered consecutively and double-spaced with writing on one side and with no more than 12 characters per inch or no less than 10 point type. Papers must be stapled in the top left corner and should not be enclosed in any cover or binder.
4. Time Line: Historical Paper entrants do not need to attend the fair. Entrants may attend the awards program at 1:30 p.m. on Saturday. Three copies of each entry must be submitted to Scott Hallett at the Brewster Center on or before January 25th, 2013. Papers will then be forwarded to the judges.
5. Written Materials: A title page and annotated bibliography are required.
a. Title Page-----including only the title of your display, student(s)' name(s)
b. Annotated Bibliography ----- all sources that provided usable information in preparing the entry should be cited. 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. Primary and Secondary sources must be separated in the bibliography.
Example of Annotated Bibliography:
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. Her account was very important to my paper because it made me more aware of the feelings of the people involved.
Using Primary and Secondary Sources
Historians use a wide variety of sources to answer questions about the past. In their research, history scholars use both primary sources and secondary sources. Primary sources are actual records that have survived from the past, such as letters, photographs, articles of clothing. Secondary sources are accounts of the past created by people writing about events sometime after they happened.
For example, your history textbook is a secondary source. Someone wrote most of your textbook long after historical events took place. Your textbook may also include some primary sources, such as direct quotes from people living in the past or excerpts from historical documents.
People living in the past left many clues about their lives. These clues include both primary and secondary sources in the form of books, personal papers, government documents, letters, oral accounts, diaries, maps, photographs, reports, novels and short stories, artifacts, coins, stamps, and many other things. Historians call all of these clues together the historical record.
HOW TO CITE SOURCES
Students may follow the Kate L. Turabian, MLA Style Guides, or Chicago styles.
There are web sites such as and that allow you to type your bibliography information in and a proper citation is produced automatically. Note to middle and high school students: do not forget to add your annotations.
Example of Annotated Bibliography:
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. Her account was very important to my paper because it made me more aware of the feelings of the people involved.
The MLA (Modern Language Association) Handbook for Writers of Research Papers suggest:
Alphabetize entries by author. If no author, use the first word of the title
(disregard A, An, The).
An entry has three main divisions: author, title, and publication information.
Punctuation is very important.
Double-space after the author and title. Single-space the rest of the entry.
A basic entry for a book would be as follows:
Bode, Janet. Beating the Odds. Toronto: Franklin Watts, 1991.
See samples of works cited entries below:
CITATION EXAMPLE: BOOKS
One Author
Banfield, Susan. Joan of Arc. New York: Chelsea House, 1988.
Two or Three Authors
Murphy, Wendy, and Jack Murphy. Nuclear Medicine. New York:
Chelsea House, 1994.
More Than Three Authors
Winks, Robin W., et al. A History of Civilization. Englewood Cliffs:
Prentice Hall, 1992.
No Author
The World Almanac and Book of Facts 1996. New York; Funk &
Wagnalls, 1995.
An “Edition”
Shakespeare, William. Othello. Ed. Barbara Mowat, New York; WSP,
1993.
An Article in a Reference Book
“Persian Art.” History of Art. 4th ed. 1991.
“Happiness.” The Encyclopedia of Philosophy. Vol. 3. 1967.
A Book in a Series
Satris, Stephen. Clashing Views on Controversial Moral Issues.
Taking Sides. Guilford: The Dushkin Publishing Group, 1994.
CITATION EXAMPLE: PERIODICALS
(Note: The day precedes the month. The page number follows the date).
Signed Article in a Magazine
Mathews, Tom. “What Can Be Done?” Newsweek 21 Mar. 1988: 57-58.
Unsigned Article in a Magazine
“A Living Legace.” Sports Illustrated. May 1996: 24.
Signed Newspaper Article
Gonzalez, David. “Public Art in Schools Helps Make new Artists.”
The New York Times 18 May 1996: 16.
CITATION EXAMPLE: OTHER PRINT AND NONPRINT SOURCES
Computer Software
Who Built America? Computer software. Voyager, 1993.
Macintosh, 5,000K, CD-ROM.
Recordings
Nixon, Richard M. Great Speeches of the 20th Century.
President Richard M. Nixon: On Releasing the Watergate Tapes.
Rhino Records, 1991. CD-ROM.
Videotapes
Career Exploration. Videocassette. Jist Works, 1992. 25 min.
Personal Interview
Kozol, Jonathan. Personal interview. 8 May 1996.
CITATION EXAMPLE: FULL TEXT DATABASES
Article from NewsBank CD-ROM
Wood, Daniel B. “Largest Welfare-to-Work Program Called a Success.”
Christian Science Monitor 20 Apr. 1993: 3. CD NewsBank.
Article from SIRS Researcher CD-ROM
Jacobsen, Jodi L. “Holding Back the Sea.” Futurist Sept.-Oct. 1190:
20-27 SIRS Research CD-ROM. Ed.
Eleanor Goldstein. Boca Raton, FL, Social Issues Resources. Ser., 1994
Earth Science 1991 file, Art. 25.
CITATION EXAMPLE: INTERNET
World Wide Web
Structure
Author(s). Title of item. Date of Posting/RPVison. Name of
institution/organization affiliated with the site. Date of access
< electronic address.
Example
Fellugo, Dino. Undergraduate Guide to Literary Theory. 17 Dec. 1999.
Purdue University.15 Nov. 2000.
< >.
E-mail
Structure
Author. “Title of the Message (usually the subject line). Receiver of the
message. Date of the message.”
Example
Neyhart, David. “Online Tutoring.” E-mail to Joe Barbato. 1 Dec. 2000.
Note: Students may find it easier to use a web-based automated citation site such as or
JUDGING PROCEDURES
The Social Studies Fair Committee has made an effort to minimize inequities that could arise in a contest situation. Still, students, parents, and teachers must realize that in a competition of this magnitude inadvertent judging inequities may occur. Although contest officials do want to be informed of problem situations, decisions of judges must be considered final.
In our view every student who participates is a winner; however, every participant cannot be judged "First Place." The very nature of judging makes it impossible to satisfy everyone. When working with participants it is our hope that parents and teachers will emphasize the joy and benefits of participation as opposed to the “overriding” desire to win.
Judging for Poster, Maps, 3-D Maps and Crafts is explained in the guide under those titles and on the sample judging sheets found at the end of this guide.
Judging for Exhibits, Performances, Historical Papers and Documentary will use the following format:
Historical Quality (15 pts.)
The most important aspect of your entry is its historical quality. You should ask yourself the following questions to help you focus on your historical analysis:
Is my entry historically accurate?
Does my entry provide analysis and interpretation of the historical
data rather than just a description?
Does my entry demonstrate an understanding of the historical context?
Does my annotated bibliography demonstrate wide research?
Does my entry demonstrate a balanced presentation of materials?
Does my entry demonstrate use of available primary sources?
Clarity of Presentation (5 pts.)
Although historical quality is most important, your entry must be presented in an effective manner. You should ask yourself the
following questions to help you focus on your presentation:
Is my entry original, creative, and imaginative in subject and presentation?
Is my written material clear, grammatical, and correctly spelled?
Do I display stage presence in a performance?
Is the visual material I present clear?
Do I understand and properly use all equipment?
Relation to Theme (5 pts.)
Your entry must clearly explain the relation of your topic to the annual History Day theme. You should ask yourself the following questions to help you focus your topic on the theme and its significance:
How does my topic relate to the theme? Why is my topic important?
How is my topic significant in history in relation to the History Day theme?
How did my topic influence history?
How did the events and atmosphere (social, economic, political, and cultural aspects) of my topic’s time period influence my topic in history?
*Rules Infraction (yes or no)
Sample score sheets are included in back of this guide.
No entry may be judged Superior with a rules infraction. This includes ALL students in the participating categories being present for judging on Saturday, March 3rd.
A category checklist has been included in this guide. Please refer to this checklist when preparing your district entry.
STATE AND NATIONAL COMPETITIONS
Throughout this guide, references have been made to those categories and areas within categories for which students could be eligible to compete in state or national competitions. Students who place in specified areas at the district level may be offered the opportunity to participate in the Florida History Fair. The Florida Fair will be held early May in Tallahassee. Winners at the Florida Fair may be eligible to participate in the National History Fair. As information concerning both the Florida History Fair and the National History Fair becomes available, it will be forwarded to all schools.
POTENTIAL COMMUNITY AWARDS
VOLUSIA COUNTY SOCIAL STUDIES FAIR - 2012 COMMUNITY AWARDS
Entries must first address county fair theme and then specifically address special awards criteria.
Islamic Center of Daytona Beach
Awards are for individuals or groups with topics pertaining to Islamic history and the fair theme.
First - $TBD
Second - $TBD
Third - $TBD
Jewish Federation of Volusia & Flagler Counties, Inc.
The Asia Doliner Holocaust Memorial Fund
All awards are for best depiction of a Holocaust or Jewish History theme.
Three Elementary Schools Awards- $TBD
Three Middle School Awards - $TBD
Three High School Awards - $TBD
League of Women Voters
First- $TBD Elementary School exhibit relating to the theme of Representative Government
First- $TBD Middle School exhibit relating to the theme of Representative Government
First- $TBD High School exhibit relating to the theme of Representative Government
Lou Frey Institute
Cash Prizes – to be determined
NAACP Award
Prizes to be determined
Nystrom Map and Globe Award
Students in the Map, and 3-D Map categories are eligible for a prizes that can include gift certificates, maps and globes.
Pilot Club
First - $TBD Elementary Individual Performance
Ponce de Leon Inlet Lighthouse Preservation Association
Ponce Inlet Lighthouse Social Studies Achievement Awards for best projects relating to Florida maritime history (naval history, sea exploration, commerce, fishing etc. It also may include histories of ships, navigation, lighthouses and aids to navigation, the social history of sailors and sea-related communities, as well as area maritime themes in literature.)
First Prize – 4th grade = $TBD, recognition in Quarterly Newsletter and a 1 year family
membership to the lighthouse
First Prize – Middle School = $TBD, recognition in Quarterly Newsletter and a 1 year family
membership to the lighthouse
First Prize – High School = $TBD, recognition in Quarterly Newsletter and a 1 year family
membership to the lighthouse
REGISTRATION
&
CATEGORY CHECKLIST
SOCIAL STUDIES FAIR REGISTRATION
ELEMENTARY DIVISION
DUE, February 2nd, 2013
School:___________________________________________________________
Contact Person:___________________________________________________
A. PROJECTS: Refer to your school quota. Your allotment may be divided into any
area including individual or group where applicable. (Indicate number of entries.)
|POSTERS |MAPS |3-D MAPS |CRAFTS |INDIVIDUAL |GROUP |
| | | | |EXHIBITS |EXHIBITS |
| | | | | | |
| | | | | | |
| | | | | | |
B. BOWL COMPETITION: Check the appropriate area.
Yes (one 4th grade team) _____________ No_____________
C. PERFORMANCES: Schools are allotted one individual and one group performance.
(check appropriate area)
Individual Group
Grade 4: ________ ______
D. SCHOOL BANNER CEREMONY: _______YES ______NO
Accurate registration for the fair is vitally important. It determines the room and judge allocations. Registration forms should be returned no later than, Feb. 2nd, 2012. If exact information is not available, please submit an estimate. Depending upon circumstances at the time, you may be able to make corrections at a later date.
SOCIAL STUDIES FAIR REGISTRATION MIDDLE & HIGH SCHOOL DIVISION
DUE February 2nd, 2012
School:___________________________________________________________
Contact Person:____________________________________________________
Division: ________Middle School ________High School
A. PROJECTS: Refer to your school quota. Your allotment may be divided into any
area including individual or group where applicable. (Indicate number of entries.)
| |POSTERS |MAPS |3-D MAPS |CRAFTS |INDIVIDUAL |GROUP |
| | | | | |EXHIBITS |EXHIBITS |
|Middle |X | | | | | |
|High |X |X |X |X | | |
B. DOCUMENTARY: Refer to your school quota. Only TV and DVD are provided. Students must supply their own computer equipment.
Number of Individual ____ Group____
C. BOWL COMPETITION: Check the appropriate area.
6th grade ____(one team)
7th grade ____(one team)
8th grade ____(one team)
High School ____(one team)
D. HISTORICAL PAPERS: Refer to quota sheet. Three copies of each entry are due to Jason Caros, Educational Development Center, no later than January 25th, 2012. Papers submitted in advance of the registration form should include official registration card with school and student information within the mailing.
E. PERFORMANCES: Schools are allotted one individual and one group performance.
(check appropriate area)
Individual Group
________ ______
F. SCHOOL BANNER CEREMONY: _______YES ______NO
Accurate registration for the fair is vitally important. It determines the room and judge allocations. Registration forms should be returned no later than, Feb. 2nd, 2012. If exact information is not available, please submit an estimate. Depending upon circumstances at the time, you may be able to make corrections at a later date.
|(ELEMENTARY CATEGORY CHECKLIST( |
|Be sure to review rules for all categories, and the specific rules for your category. |
|Students may enter only one category. |
|Posters | |Uses standard poster board or parchment paper |
| | |Size – 22”x 28” |
| | |Written explanation of poster & bibliography |
|Maps | |One-dimensional (flat) |
| | |Size – 22”x 28” or 20”x 30” |
| | |Written explanation of map & bibliography |
|Three – Dimensional | |Size – 22”x 28” or 20”x 30” |
| | |. |
| Maps | |3 dimensional (not flat) |
| | |Written explanation of 3-D map & bibliography |
|Crafts | |Handmade (simple machines & tools may be used, nothing computer |
| | |generated). |
| | |Size – Not to exceed 40” wide, 30” deep or 6’ high |
| | |Written explanation of craft & Bibliography |
|Exhibits | |No larger than 40” wide, 30” deep, and 6’ high when displayed |
| Individual Only | |3 copies (plus one for you) of written materials: title page with required |
| | |information; 500 word description of the research methods used |
| Must be present for | |(a judging team may retain one copy for review) |
| Judging | |Bibliography |
| | |Project addresses the theme |
| | |Title is clear and visible |
| | |Has visual impact and shows interpretations |
| | |Names and addresses of all group participants listed on entry card |
| | |Prepared to answer judges’ questions at the contest (remember that formal |
| | |narratives are not appropriate responses to questions) |
|Performances | |10 minute maximum for performance |
| Individual & Group | |Maximum 5 minutes to set up and 5 minutes to take down |
| (2-5 students) | |3 copies (plus one for you) of written materials: title page with required |
| | |information; 500 word description of research methods used |
| | |(a judging team may retain one copy for review) |
| | |Bibliography, or “Works Cited” using MLA Style |
| | |Performance addresses the theme |
| | |All props and equipment student supplied |
| | |Only student entrants run equipment and are involved in the performance |
| | |Extra supplies and materials in case of emergency |
| | |Names and addresses of all group participants listed on entry card |
| | |Prepared to answer judges’ questions at the contest (remember that formal |
| | |narratives are not appropriate responses to questions) |
|Bowl Competition | |Four students per team |
|(MIDDLE AND HIGH CATEGORY CHECKLIST( |
|Be sure to review rules for all categories, and the specific rules for your category. |
|Students may enter only one category. |
|Maps MIDDLE ONLY | |One-dimensional (flat) |
|Individual Only | |Size – 22” x 28” or 20” x 30” |
| | |Process Paper (500 words or less) & Annotated Bibliography |
|Three – Dimensional Maps | |Size – 22” x 28” or 20” x 30” |
| | |. |
|MIDDLE ONLY | |3 dimensional (not flat) |
|Individual Only | |Process Paper (500 words or less) & Annotated Bibliography |
|Crafts MIDDLE ONLY | |Handmade (simple machines & tools may be used, nothing computer |
|Individual Only | |generated) |
| | |Size – Not to exceed 40” wide, 30” deep or 6’ high |
| | |Process Paper (500 words or less) & Annotated Bibliography |
|Exhibits | |No larger than 40” wide, 30” deep, and 6’ high when displayed |
| Individual & Group | |3 copies (plus one for you) of written materials: title page with required |
| (2-3 students) | |information; 500 word description of the research methods used |
| All students must be | |(a judging team may retain one copy for review) |
| Present for judging | |Annotated bibliography, separated into primary and secondary sources, |
| | |Project addresses the theme |
| | |Title is clear and visible |
| | |Has visual impact and shows interpretations |
| | |Names and addresses of all group participants listed on entry card |
| | |Prepared to answer judges’ questions at the contest (remember that formal |
| | |narratives are not appropriate responses to questions) |
|Bowl Competitions | |Four students per team (one alternate is allowed) |
|Performances | |10 minute maximum for performance |
| Individual & Group | |Maximum 5 minutes to set up and 5 minutes to take down |
| (2-5 students) | |3 copies (plus one for you) of written materials: title page with required |
| All students must be | |information; 500 word description of research methods used |
| Present for judging | |Not to exceed 500 words. (the written description is not a script – no |
| | |script is required) |
| | |Annotated bibliography, separated into primary and secondary sources |
| | |Performance addresses the theme |
| | |All props and equipment student supplied |
| | |Only student entrants run equipment and are involved in the performance |
| | |Extra supplies and materials in case of emergency |
| | |Names and addresses of all group participants listed on entry card |
| | |Prepared to answer judges’ questions at the contest (remember that formal |
| | |narratives are not appropriate responses to questions) |
| | | |
|Documentary | |Student produced |
| Individual and Group | |10 minute maximum for presentation |
| | | |
| (2-3 students) | |Maximum 5 minutes to set up and 5 minutes to take down |
| Students must be present | |3 copies (plus one for you) of written materials: title page with required |
| for judging | |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 |
| | |Presentation addresses the theme |
| | |Live student involvement limited to giving name and title and operating |
| | | |
| | |Equipment |
| | |Names and addresses of all group participants listed on entry card |
| | |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 Papers | |1,500-2,500 words, excluding notes, annotated bibliography, and title page |
| Individual Only | |Title page with only the required information |
| | |Annotated bibliography, separated into primary and secondary sources |
| | |Paper addresses the theme |
| | |Citations |
| | |Three copies (plus one for you) |
| | |Organization shows clear focus and progression |
| | |Due in the County Office (Brewster Center) January 25th, 2012 |
VOLUSIA COUNTY SCHOOLS SOCIAL STUDIES FAIR
JUDGES SCORE SHEET
POSTERS
Circle One
Fourth Grade Middle School
|NAME |SCHOOL & |RULES |CONTENT |RELATION |APPEARANCE |CREATIVITY |TOTAL |
| |TEACHER | |accuracy |TO THEME |neatness |originality | |
| | | |organized | |attractive |student- |Maximum |
| | | |message | | |developed | |
| | |(0-5 pts.) |(0-5 pts.) |(0-5 pts.) |(0-5 pts.) |(0-5 pts) |25 |
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VOLUSIA COUNTY SCHOOLS SOCIAL STUDIES FAIR
JUDGES SCORE SHEET
GEOGRAPHICAL MAPS
Circle One
Fourth Grade Middle School
|NAME |SCHOOL & |RULES |CONTENT |RELATION |APPEARANCE |CREATIVITY |TOTAL |
| |TEACHER | |accuracy |TO THEME |neatness |originality | |
| | | |organized | |attractive |student- |Maximum |
| | | |message | | |developed | |
| | |(0-5 pts.) |(0-5 pts.) |(0-5 pts.) |(0-5 pts.) |(0-5 pts) |25 |
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VOLUSIA COUNTY SCHOOLS SOCIAL STUDIES FAIR
JUDGES SCORE SHEET
3-D MAPS
Circle One
Fourth Grade Middle School
|NAME |SCHOOL & |RULES |CONTENT |RELATION |APPEARANCE |CREATIVITY |TOTAL |
| |TEACHER | |accuracy |TO THEME |neatness |originality | |
| | | |organized | |attractive |student- |Maximum |
| | | |message | | |developed | |
| | |(0-5 pts.) |(0-5 pts.) |(0-5 pts.) |(0-5 pts.) |(0-5 pts) |25 |
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VOLUSIA COUNTY SCHOOLS SOCIAL STUDIES FAIR
JUDGES SCORE SHEET
CRAFTS
Circle One
Fourth Grade Middle School
|NAME |SCHOOL & |RULES |CONTENT |RELATION |APPEARANCE |CREATIVITY |TOTAL |
| |TEACHER | |accuracy |TO THEME |neatness |originality | |
| | | |organized | |attractive |student- |Maximum |
| | | |message | | |developed | |
| | |(0-5 pts.) |(0-5 pts.) |(0-5 pts.) |(0-5 pts.) |(0-5 pts) |25 |
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Historical Quality
|NAME |SCHOOL & |RULES |
| |TEACHER | |
| |Superio|Excelle|Good | |
| |r |nt | | |
|Historical Quality | | | | |
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| | | | |JUDGES: |
|*Shows analysis and interpretation (20 pts.) | | | | |
|*Shows wide research (20 pts.) | | | | |
|*Research is balanced (20 pts.)| | | | |
| | |
|Relation to Theme | | | | |
|*Demonstrates significance of topic in history and draws conclusions | | | | |
|(20 pts.) | | | | |
| | |
|Clarity of Presentation | | | | |
|*Text is clear, grammatical, and spelled correctly; entry is neatly | | | | |
|prepared. (20 pts.) | | | | |
| | |
|Rules Compliance |Yes |No | | |
|*Included annotated bibliography | | | | |
|*Other: | | | | |
|*No entry may be judges superior with rule infractions | | |
|Overall Rating (circle one) | |
| | |
|Superior Excellent Good | |
-----------------------
TEACHER GUIDE
OVERVIEW OF THE FAIR
** Schools can send 1 individual documentary and 1 group documentary, and 1 individual performance and 1 group performance
*Quotas refer to total entries per category. For example, New Smyrna Beach Middle could send 6 exhibits, 2 documentary entries (one individual and one group), 1 bowl team per grade level, 2 performances (one individual and one group) 3 papers and 6 “other” projects which could be any combination of maps, 3-d maps or crafts only.
Citation
Annotation
Does the project clearly relate to the fair theme: “Revolution, Reaction, and Reform in History?”
SOCIAL STUDIES FAIR
JUDGES’ SCORE SHEET
EXHIBITS
Did the student use several sources of information or merely rely on one or two? Does the student have different types of sources?
Does the student know the basic facts about their topic and can they go beyond the facts and analyze the topic? How does the student respond to questions that build off the facts?
Is the exhibit well-organized? Did the student use both visuals and written words to convey the message?
Did the student use both primary and secondary sources of information when available?
SOCIAL STUDIES FAIR
JUDGES’ SCORE SHEET
DOCUMENTARY
Did the student use several sources of information or merely rely on one or two? Does the student have different types of sources?
Does the student know the basic facts about their topic and can they go beyond the facts and analyze the topic? How does the student respond to questions that build off the facts?
Entry is organized, visual impact/media category is appropriate to the topic.
Does the project clearly relate to the fair theme: “Revolution, Reaction, and Reform in History?”
Did the student use both primary and secondary sources of information when available?
SOCIAL STUDIES FAIR
JUDGES’ SCORE SHEET
HISTORICAL PERFORMANCES
Did the student use several sources of information or merely rely on one or two? Does the student have different types of sources?
Does the student know the basic facts about their topic and can they go beyond the facts and analyze the topic? How does the student respond to questions that build off the facts?
Performer(s) show good stage presence; props, costumes are historically accurate.
Does the project clearly relate to the fair theme: “Revolution, Reaction, and Reform in History?”
Did the student use both primary and secondary sources of information when available?
HISTORICAL PAPER
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