1. STUDENT/PARENT INFORMATION PACKAGE
JEFFERSON PARISH
SOCIAL STUDIES PROJECT/FAIR
RULES AND REGULATIONS
JEFFERSON PARISH PUBLIC SCHOOL SYSTEM
REVISED September 1, 2010
Mr. Carl J. Dermady, Jr.
Social Studies Consultant
Jefferson Parish Public School System
501 Manhattan Boulevard
Harvey, LA 70058-4495

2. Jefferson Parish Social Studies Project / Fair
The purpose of a Social Studies Fair project is to provide students with the
opportunity to enhance their learning of social studies. This information
packet is being made available to all students and parents. The packet
contains guidelines and suggestions for constructing a project.
Date of the School Fair: _______________
Location of the School Fair: _______________
Students and their parents should sign the verification form at the bottom
of this page. The form should then be detached and promptly returned to
the student's social studies teacher.
If additional information is needed, please contact your student's social
studies teacher at school.
***************************************************************
Verification Form
The signing of this form verifies that both the student and the parent have
received the packet and are aware of its contents. Students are responsible
for completing projects as specified by the guidelines listed in the packet.
If a student misplaces this packet, a replacement fee may be charged by the
school before a new copy will be issued.
Student's Signature: _____________________________
Parent's Signature: _____________________________
Date Signed: ____________________________
Teacher's Name: ______________________________
This form MUST be returned to the teacher with all necessary signatures.

3. Jefferson Parish Social Studies Project/Fair
Rules and Regulations
1.0 PARTS OF A PROJECT
Each project consists of three basic parts: a written report, a physical display with model, and an oral presentation.
2.0 PURPOSE OF THE PROJECT
The student should learn something about the topic he/she chooses. The project provides each student with the
opportunity to relate the ideas and principles learned in social studies to his/her daily life. The Social Studies Fair
recognizes and rewards the outstanding achievements of social studies students.
3.0 TOPICS
Ideas for projects may be taken from the social studies textbook, a library book, the newspaper, a magazine, or any
other source. The student should be interested in the topic selected.
Topics should not be general. A specific topic, such as "The Way of Life of the Apache Indians," is much better than
a general topic, such as "Indians."
The project title is very important. The title should attract attention. If possible, the title should be expressed in the
form of a question or catchy phrase.
4.0 CATEGORIES
There are six categories, or major disciplines, to be judged in the Social Studies Fair. The student's project must
conform to one of these disciplines.
4.1 Anthropology
This deals with the studies of man's physical and cultural characteristics, distribution, customs, and social
relationships. Culture is developed by men living and thinking together. Examples: ancient civilizations, Native
Americans, customs, festivals, types of shelter and food, religion.
4.2 Economics
This deals with the production, distribution, and consumption of wealth and with the various related problems of
labor, finance, and taxation. Man labors to satisfy human wants. Examples: money, manufacturing, trade,
transportation of goods and services, communication, inflation, stock exchange, Common Market, government
budgets.
4.3 Geography
This deals with the surface of the earth, its divisions, and the climate, plants, animals, natural resources, inhabitants, and
industries of those divisions. Man and nature interact. Examples: ecology, foreign countries, lands and people, maps,
flooding, rivers, lakes, cities, conservation.
4.4 History
This concerns what has happened in the life or development of a people, country, or individual. Man's story is a
continuous narrative of man's progress. Examples: story of mankind, historical events, places, biographies,
personalities, wars.
4.5 Political Science
This concerns the determining of the form of government, choosing the officials, making the laws, and performing the
function of one's government. Social control regulates group living. Examples: government agencies, FBI, crime,
US Constitution, court system, international governments.
4.6 Sociology
This deals with the studies of the beliefs, values, and relationships of groups and the principles governing social
acceptance. Man lives in groups. Examples: families, crime, mental health, propaganda, life styles, dreams,
television, media.
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4. 5.0 SIZE OF A PROJECT
The size of the physical display is limited to 36 inches wide (side-to-side), 30 inches deep (front-to-back). and 100
inches high (top-to-bottom). The weight of the project is limited to 100 pounds. No part of the project may extend
beyond these measurements. Figure 1 illustrates these size limits.
6.0 THE PHYSICAL DISPLAY (with model) 27 inches wide (recommended)
The display is the physical representation of the student's
topic. A good project generally has a backboard on which ,30 inches deep
(Maximum)
information can be displayed. Maps, drawings, time lines,
tables, graphs, photographs, and other types of information
may be presented on the backboard. ~ The title of the
100 inches
project, made with neat, bold letters, should also be featured
high
on the backboard. The research paper, as well as the title, (maximum)
may be displayed anywhere on the physical display. The
display should be both attractive and informative. The cost
of producing a project should be kept to a minimum. The
model should be original
work of the student and not a prefabricated store purchased
item.
36 inches w ide (Maximum)
7.0 THE WRITTEN REPORT
Each project must be accompanied by a well-developed Figure 1 - Project size limitations.
research paper containing the following elements: title page,
table of contents, abstract, body of research, conclusion, footnotes,
and bibliography. See the subsections below.
The report should be placed in a folder. The report must be typed.
7.1 Title Page
This page expresses the title of the project.
7.2 Table of Contents
All major elements in the paper should be listed with the appropriate page numbers.
7.3 Abstract
This is a brief summary of the content and the purpose of the project. Information about the reference sources used may
also be included. The abstract should be no more than 250 words. The following box contains a sample abstract.
This project is about the internment of Japanese-American citizens during World War II. The project will
describe the historical background for popular sentiment against Japanese-Americans living on the west coast of
the United States at the beginning of World War II. The project will show that the internment of these people
was not an act to increase national security, but was part of a greater effort to calm an alarmed American
public frightened by the sudden attack on Pearl Harbor. Further, the project will show that the internment of
these American citizens was inconsistent with constitutional principles.
Information for this project was secured from various sources, including books, periodicals, and government
documents. Also included with the project will be taped interviews with legal experts and Japanese-Americans.
This project intends to demonstrate that even in times of national emergency, citizens must be careful to ensure
constitutional rights.
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5. 7.4 Body of Research
This element should be the longest section of the report. The length of the paper may vary, depending on the type of
project, but it should be at least three (3) typed pages or five (5) handwritten pages in length to adequately cover the
topic.
The body contains the important facts that the student has gathered from books, encyclopedias, magazines, and other
references. Plagiarism, or copying word-for-word from a reference book, is not allowed.
The student should be able to read and understand all information contained in the report. The body should contain the
material that the student learned during the course of the project.
7.5 Conclusion
The student should briefly describe the knowledge he/she has gained as a result of completing the project. The
conclusion may consist of simply one or two paragraphs describing the general ideas that the student learned.
The conclusion should be written on a separate sheet of paper and not written as the last paragraph or two of the body.
7.6 Footnotes
Footnotes are required for high school papers. Any standard research form for citations is acceptable including
parenthetical citations. All information (including oral information) must be properly cited.
7.7 Bibliography
This element is a list of the books and other references from which the student gained information for his/her project.
Any standard bibliographic or reference style may be used. All entries should be listed in alphabetical order. A
sample bibliography showing various types of references is given in the box below. Students should have a variety of
sources and should not be mainly internet citations.
Book:
Adams, Mary. Women's Liberation and Equal Rights. Chicago: Prentice-Hall, 1973.
Encyclopedia:
Smith, Jane. "United States History." World Book Encyclopedia. Chicago: World Book-Childcraft
International, Inc., 1985, Vol. 22, pp. 813-831.
Magazine:
Wilson, Robert. "Conflict in South Africa." Time. January 1977, p. 57.
Newspaper:
"Election Results." New Orleans States-Item. November 6, 1976.
Pamphlet:
The American Flag. United States Marine Corps, 1977.
Television Program:
Issues and Answers. NEC, February 10, 1976.
Interview:
Smith, Jan. Social Studies Teacher, Grace King High School, December 1991.
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6. 8.0 THE ORAL PRESENTATION
Oral presentations are required for both the Regional and State fairs. Students may also be required to provide oral
presentations at the school level. The student should be prepared to respond to questions asked about his/her project.
The oral presentation should be concise and direct. Students will be given four (4) minutes for their presentation.
Two (2) minutes for their speech and two (2) minutes for judges’ questions. At the regional and state level, only one
student can be on the floor to defend the project-that applies to group projects as well as individual projects.
9.0 TIME LINE
The following time line may help the student complete his/her project. This suggested time line spans a 12-week
period. The time line may vary depending upon teacher discretion.
• Step 1: Topic selection (1 week)
• Step 2: Research (4 weeks)
• Step 3: Outline (1 week)
• Step 4: Rough draft of all elements of the written report (1 week)
• Step 5: Final copy of the written report (1 week)
• Step 6: Diagram of physical model and gathering of materials (1 week)
• Step 7: Construction of physical model (2 weeks)
• Step 8: Preparation for the oral presentation (1 week)
10.0 TYPE OF PROJECT
All projects should be inquiry based in nature. A problem-solving project involves a higher level of thinking skills
and generally draws a conclusion. The topic is treated as a problem, and the student attempts to achieve a solution. An
example of a problem-solving project is "Should the United Nations be Abolished?"
11.0 INDIVIDUAL OR GROUP PROJECTS
A project may be performed by an individual student or by a group of students. A group size may range from two
students to an entire class. In a group project, equal credit is given to each member, so the workload should be
shared equally.
12.0 POSTERS
A poster board is not considered to be a project.
13.0 CREATIVITY
The student should be imaginative when working on the physical display. For instance, constructing figurines of
people from clay, clothespins, cardboard, toothpicks, or pipe cleaners is better than buying plastic figurines from a
toy store. Original drawings are better than photocopied facsimiles. Creative ability is one of the components involved
in judging.
14.0 AWARDS
Each student who submits a project will receive a certificate of participation. Individual schools will decide if
awards of any other type will be given. At the regional and state level, in addition to certificates of participation,
plaques will be presented to the winners. Winners will receive one plaque including group winners. Additional
plaques for group winners can be purchased by the school or students.
15.0 REGIONAL FAIR
First and second place winners in the school fair in each category for both individual and group will be eligible to enter
the Regional Social Studies Fair. Further details will be provided for eligible students after the school fair has been
completed.
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7. 16.0 PARENTAL INVOLVEMENT
Parental involvement in a project is essential. The most important ingredient in the project is the amount of learning the
student acquires while developing his/her topic. Many abilities are developed, such as researching, organizing,
outlining, measuring, reporting, thinking, reading, writing, and social skills.
Parents should keep the following points in mind when assisting students with their project:
• The student is responsible for completing the project. It is inappropriate for the parent to complete the project
for the child.
• Parents should support and encourage student involvement in the Social Studies Fair.
• The emphasis should be on student achievement and learning, not on winning.
Some forms of parental involvement which are welcomed include:
• Suggesting project ideas.
• Suggesting reference sources.
• Transporting students to libraries, business places, museums, and other locations that are sources of project
information.
• Offering constructive criticism.
• Monitoring construction of the project to insure safety.
• Discussing the topic and asking questions about what he/she is learning.
• Giving encouragement.
• Being a good listener when the student wants to practice his/her oral presentation.
17.0 OTHER FAIR REGULATIONS
The following list contains regulations which must be followed by all participants:
• Each project must stand by itself and be self-explanatory. The project must be strong enough to remain intact
when moved. Clearly worded instructions should be placed on any project which requires a special operation.
• All work on the project must have been accomplished by the student during the current school year and must be
the student's own work.
• The student must furnish all auxiliary equipment that is required for his/her project. This includes such items as
extension cords and tape recorders.
• Each student is responsible for setting up the project for display and removing the project at the specified
times.
• A project must not have the student's name on the front. All projects will be identified by numbers.
• No live animals or any type of embryo may be exhibited. Only properly prepared animal skins, hides, or
stuffed animals can be used in exhibits.
18.0 JUDGING
Projects will be evaluated by judges on the following components:
• Research: depth of research; scope of subject matter; quality of content; purpose, research, and conclusions
clearly stated; bibliography 25%
• Physical Display: self explanatory; educational; reflects thought, research, and organization; neat, attractive, and
sturdy 25%
• Creative Ability: subject shows creative ability and organization in development of topic 25%
• Oral Presentation: knowledge of subject matter; speaking ability; flow of speech; quality of presentation 25%
19.0 GRADING
Project grades may be counted for no more than 25% of the final grade in any nine-week period. The grades may
span more than one grading period and can include daily, participation, quiz, and test grades.
19.1 Honors Credit
All honors students are required to submit a project.

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20.0 SAMPLE TOPICS FOR SOCIAL STUDIES FAIR PROJECTS
20.1 Anthropology
American Indian Marriage Ceremonies American Indian Homes; A Contrast in Adaptability
The Incredible Ingenuity of the Incas Religious Significance of Sand Painting in the Southwest
Life in the Stone Age for Teenagers A Comparison of the Hopi and the Iroquois Indians
Who Were the First Americans'? What is the Mystery of Stonehenge?
Navajo Culture as Expressed in Pottery Nazca Indians:The First Men to Fly?
20.2 Economics Should Cuts be Made in the Defense Budget?
How to Start Your Own Business How Can a Ten Do Professional Athletes Make Too Much Money?
Year Old Get Rich Quick? Comparing Plantations to Who Suffers Most From the Rising Cost of Health Care?
Small Farms The New Orleans Saints - Big Business What is Damaging the Gulf of Mexico and the Seafood
What is Minimum Wage? Industry?
20.3 Geography Could the Savings and Loan Crisis Have Been Prevented?
Our Last States: Alaska and Hawaii Comparing the Resources of China to the United States
Is Louisiana Losing Its Wetlands? Famous Prehistoric Sites in the United States Why Is the
The Grand Canyon: A Natural Wonder Bonnet Carre Spillway Important to New Orleans? A
What Would It Be Like to Live in Japan? Comparison of the Sunshine State to the Pelican State A
Why Can’t You Live in Antarctica? Comparison of the Mississippi River to the Amazon River
20.4 History World War II Rationing
The History of Jefferson Parish River The Developmental History of the Automobile
Travel in the 1800's What Was the Role of Women During the Civil War?
Why Was the Erie Canal Built? What Caused the War of 1812?
P.T. Barnum and His First Circus Great Presidents: Washington and Lincoln; Their Political
Andrew Carnegie: Man of Steel Impact
20.5 Political Science Major Supreme Court Decisions Affecting Individual
Do You Know Your Bill of Rights? Rights Mr. Secretary of State: Figurehead or Formidable
Political Parties in the United States Statesman?
What Does a U.S. Senator Do? The Political Strength of the U.S. Presidents United States
Who Works Inside the White House? Defense Budget: A Public Concern
What the U.S. Constitution Means to Me Differences Between Communism and Democracy
20.6 Sociology
What Has Happened to Manners? Consumers Beware! Ad Agencies Are Out to Fool You
The Homeless: Who Are They? Does Peer Pressure Affect a Teen's Decision to Smoke?
The School Uniform Controversy Problems in American Cities: Past and Present Women's
Who are the Latchkey Kids? Liberation: For Better or For Worse?
How Does Television Affect Our Lives? How the German Immigrants Helped to Build the U.S.
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Revised 9/1/10