Embedded Files
Build your learner's capacity and give them voice with FWISD History Fair!
Build your learner's capacity and give them voice with FWISD History Fair!
Additional resources related to the theme are available on the National History Day site.
Download the theme booklet and graphic organizer
Parents and Guardians
Parents and Guardians
As the parent or caring adult of a History Fair student, you will have the opportunity to witness the unfolding of a History Fair project and see your child become an historian. Parents are often asked to save the day, whether by providing transportation to events, solving technology crises, or helping a frantic student complete the annotated bibliography. Your role is vital!
As the parent or caring adult of a History Fair student, you will have the opportunity to witness the unfolding of a History Fair project and see your child become an historian. Parents are often asked to save the day, whether by providing transportation to events, solving technology crises, or helping a frantic student complete the annotated bibliography. Your role is vital!
How can you help? (Click to expand)
How can you help? (Click to expand)
Process Paper and Annotated Bibliography (Click to expand)
Process Paper and Annotated Bibliography (Click to expand)
Every Elementary History Fair project must include a process paper. Process papers explain how a certain project topic was chosen, how research was conducted, how the presentation category was selected and the project created, and how the project connects to the national history fair theme. Process papers must be no more than 500 words. Please click on the links below to view a step-by-step guide to writing a process paper.
Every Elementary History Fair project must include an annotated bibliography. An annotated bibliography is a list of all primary and secondary sources used for research during the creation of the project. Underneath each citation (source) listed in the bibliography, a brief description of the source should be included. The primary and secondary sources are listed separately in the annotated bibliography. Please click on the links below for a detailed explanation of creating an annotated bibliography.
Sample Feedback from Judges to Guide Discussions with Your Learner (Click to expand)
Sample Feedback from Judges to Guide Discussions with Your Learner (Click to expand)
These can offer an "Inside scoop" on what judges may be looking for.
"The layout was very interesting and I enjoyed the patriotism. A tip for next time is to make sure that everything on the board applies to the theme. A lot of the writing was in list form that didn't show me you understood how Washington was a leader and had a lasting legacy. Also, It seems like quite a bit of the writing were copied and pasted from online resources."
Pro tip: Students need to put things into THEIR OWN words
"Great project- I love that you took the Jackie Robinson story but from a different point of view. It is nice to see a different sort of leader being shown. Next year, please make sure to draw more conclusions about the impact on history your project makes. I would also love to see more historical context, for example, what were the Jim Crow laws? Good work this year!"
Pro tip: This documentary/performance was good. It just needed a bit more historical connection, and to tell the audience why we care about this topic, or the impact.
This may help offer clarity on your student's end goal, and how your student's project will be judged:
Judging Process Video (Spanish translation coming soon)
Possible Questions to Guide Your Learner (Click to expand)
Possible Questions to Guide Your Learner (Click to expand)
How did you choose your topic?
How did you conduct your research?
Why did you choose the project category (exhibit, documentary, or performance)?
How does your topic relate to the contest theme?
Does your thesis create a valid argument for your topic?
Did you research enough about your topic?
Did you provide enough evidence to support your thesis?
Do your pieces of evidence support your argument?
Are you able to explain your argument and reasoning behind your thinking?
Did you use enough primary/secondary resources in your research?
Can others understand your point of view/argument just by looking at your product?
What types of evidence/pictures can you incorporate into your project to help with your argument?
Do you have a plan of how you will create your product?
Additional Information (Click to expand)
Additional Information (Click to expand)
What are the rules for the History Fair competition? (Adapted from the National History Day Program ([www.nhd.org])
The project must relate to the annual theme.
Students can only participate in ONE entry.
An individual exhibit, individual performance, individual website, or individual documentary must be the work of one student.
A group exhibit, group performance, group website, or group documentary must be the work of a minimum of 2 students and no more than 5 students. Each member must participate.
A student's project must be their own work. Parents and teachers may only give advice and guidance.
Reflect and Celebrate
Reflect and Celebrate
After completion, celebrate with your student all the learning and hard work they accomplished!
How did they grow?
What did they learn?
How did your student learn to solve problems they encountered?
How will they show a growth mindset, and use feedback they received to improve next year?
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