Embedded Files
Build learners' capacity and give students voice with FWISD Elementary History Fair!
Build learners' capacity and give students voice with FWISD Elementary History Fair!
2026 Contest Theme
Revolution, Reaction, Reform in History
To coincide with the commemoration of the 250th anniversary of the Declaration of Independence, NHD’s 2026 theme is Revolution, Reaction, Reform in History. The distinctions among revolutions, reactions, and reforms are sometimes blurred. Revolutions and reforms are often reactions to ideas, actions, or events. In turn, revolutions and reforms inspire reactions. Think of it as a domino effect—knock one down, which knocks the next one down, which knocks . . .
Additional resources related to the theme are available at the National History Day site.
Download the theme booklet and graphic organizer
Read-Aloud and Literacy Integration
🔔Q&A Sessions for Coordinators & Teachers
🔔Q&A Sessions for Coordinators & Teachers
Download the schedule and session info. (FWISD login required)
Why FWISD Elementary History Fair?
Why FWISD Elementary History Fair?
Teachers and librarians play a critical role in increasing FWISD Elementary History Fair campus representation at the district level. We invite you to be a part of the effort to lead our school district in creating this invaluable experience for students and to promote FWISD learner outcomes. Will you accept the challenge?
For grades K-5, FWISD curriculum calendars have allocated days of instruction and resources to support student participation in the Elementary History Fair. Students will have the opportunity to engage in research and project development experience, which incorporates the lesson structure from our FWISD Instructional Framework. These days give you the opportunity to apprentice students into disciplinary literacy, while providing culturally responsive brain based pedagogy to engage students in social studies! Please contact the Social Studies Department with questions or for support.
Guidelines for Campus and District (click to expand)
Guidelines for Campus and District (click to expand)
Students K - 5 are eligible to participate.
Students select and research their topic and then design their project based on the National History Day theme.
Each campus hosts a History Fair.
First place projects advance to the district competition.
1. Campuses should host their fair a minimum of two weeks prior to the district competition.
2. District competition is scheduled in February.
K-2 Participation - typically class projects - eligible to be displayed at the District competition.
3-5 Participation - first-place projects at each grade level advance to district competition.
Each school is limited to a certain number of entries per category. Visit the Categories and Information page to learn more about each of the categories.
EXHIBITS
Individual Exhibit – Grades 3, 4, and 5 - first place in each grade level advances to district competition
Group Exhibit – Grades 3, 4, and 5 - first place in each grade level advances to district competition
DOCUMENTARIES, PERFORMANCES, and WEBSITES
For the categories below, group and individual projects compete in the same category.
Documentaries (Recorded) – Grades 3, 4, and 5 - ⚠️ first place in each grade level (group or individual project) advances to district competition
Performances (Recorded) – Grades 3, 4, and 5 - ⚠️ first place in each grade level (group or individual project) advances to district competition
Website - Grades 3, 4, and 5 - ⚠️ first place in each grade level (group or individual project) advances to district competitionstrict competition
Website - Grades 3, 4, and 5 - ⚠️ first place in each grade level advances to district competition
Plan
Plan
Plan standards-aligned instructional strategies and activities that incorporate Elementary History Fair, will help students create their project, and write their process paper.
Plan standards-aligned instructional strategies and activities that incorporate Elementary History Fair, will help students create their project, and write their process paper.
Campus Coordinator Request an EHF campus supplies starter pack
Help students choose a topic related to the theme, and the TEKS
History Fair Sample Activities Updated Oct. 26, 2023
Additional Activities Updated Oct. 26, 2023
Help guide learners with creating their projects
Guide students to set a project goal using the judging sheet as a guide
Recruit judges from your school or community, who will objectively judge projects. Reach out to AVID tutors, local university sorority/fraternity groups in need of community service hours, parents of current and former students, and other community members as possible judges.
Instruct
Instruct
Guide students through project completion by providing engaging, standards-aligned instruction that offers opportunity for student voice.
Guide students through project completion by providing engaging, standards-aligned instruction that offers opportunity for student voice.
Share judges’ feedback from past projects with students. Have students use textual evidence from the feedback to explain what went well and what could be improved.
Sample Feedback from Judges
"The project was laid out very well. The writing was original and showed voice and personality. Next time go more in depth with the theme. For example, there was a lot of information on what happened but I would have like to have seen Washington in a more personal light that makes me understand why he is important. Really good job!"
Pro tip: This can help offer insight to students on how they can improve a project, with what was done well, and how they could grow next time.
Remind students that all entries must also include a process paper and an annotated bibliography, and assist them with creating both (2 copies of each).
Assess
Assess
Monitor student engagement, research, and progress towards goals with beginning, middle, and end project check points.
Monitor student engagement, research, and progress towards goals with beginning, middle, and end project check points.
Assess for standards and project outcome alignment using the rubric and judging sheet.
Projects based on standards alignment
Learners' growth mindset
Acknowledge effort
Monitor student progress
Engage students with the theme, curriculum, and standards. Guide them on what is required, and where to go for help/resources.
Engage students with the theme, curriculum, and standards. Guide them on what is required, and where to go for help/resources.
Reflect
Reflect
Provide feedback to students, analyze class and campus project results, examine trends, and look for areas of both growth and improvement.
Provide feedback to students, analyze class and campus project results, examine trends, and look for areas of both growth and improvement.
Individual Students
Individual Students
How did you solve problems and persevere?
How did you think critically about your project?
Did you accomplish your learning target or goal?
What skills/standards did you learn?
What could you have done better?
What could be done better by teachers?
Team
Team
What skills did you learn?
How did you collaborate?
Did you communicate well?
What could your team have done better?
What could teachers do better?
Teachers
Teachers
Why did or did not students participate?
What could be done better by the Social Studies department? Provide feedback.
What could be done better by admin?
Make a copy of the FWISD Elementary History Fair Student Reflection, for student and teacher use.
Additional Information
Additional Information
Projects for Dual Language
It is not necessary to submit an English translation of text for projects completed in a language other than English.
Projects for Language Center
Please contact John Fernandez in the Social Studies Department for more information regarding options for Language Center projects at the district fair at john.fernandez@fwisd.org
Page updated
Report abuse