The name of this resource is: "Researching with ProQuest SIRS Discoverer." The intended audience is grade school students doing research, their parents, and the school and/or public librarians who may be helping them. This is a database that is available through Teton County Library in Jackson and Alta, WY and the slide show presentation would be available in both branches.
This presentation was provided by John G. Dove of Credo Reference during the NISO event "Next Generation Discovery Tools: New Tools, Aging Standards," held March 27 - March 28, 2008.
Step-by-step instructions on how to choose a topic, locate and validate sources, complete and compile note cards, and then assemble them into a cohesive research paper.
The name of this resource is: "Researching with ProQuest SIRS Discoverer." The intended audience is grade school students doing research, their parents, and the school and/or public librarians who may be helping them. This is a database that is available through Teton County Library in Jackson and Alta, WY and the slide show presentation would be available in both branches.
This presentation was provided by John G. Dove of Credo Reference during the NISO event "Next Generation Discovery Tools: New Tools, Aging Standards," held March 27 - March 28, 2008.
Step-by-step instructions on how to choose a topic, locate and validate sources, complete and compile note cards, and then assemble them into a cohesive research paper.
Assignment 1 Whos picking up the puffed riceFor this assignm.docxdeanmtaylor1545
Assignment 1: Whos picking up the puffed rice?
For this assignment, visit your local grocery store to observe and record behaviors in the various aisles. Your visit should be long enough to observe several behaviors and situations. Read the assignment thoroughly before your observational visit in order to watch for specific behaviors.
Write a five (5) page paper in which you:
1. Identify the store and the day and time you made your observation.
2. Analyze the behaviors you observed to determine how consumers progressed through the consumer behavior process while in different aisles.
3. Assess how consumers determine value for their various purchases. This can be addressed with at least two (2) specific consumer examples or by combining all the consumers you observed.
4. Pick two specific consumers that seemed to be very different from each other. Contrast how these two (2) consumers progressed through the consumer perception process.
5. Analyze how different manufacturers motivated consumers to pick their specific brands. Articulate thoroughly the behaviors displayed and tactics used by the store or manufacturer to motivate the purchase.
6. Record all your observations in a table placed in an Appendix.
Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
For several months now you’ve been analyzing primary sources for your weekly discussion posts and your papers. I’ve described them for you as the building blocks of the historian’s craft. All of our arguments have to be based upon evidence left to us from the people at the time.
But while they are vitally important to our understanding of the past, primary sources can often be desperately flawed. Every primary source document comes filled with all sorts of bias. Authors of diaries, for example, usually tell us events only as they saw them or, worse, as they want us to see them. Diarists usually write with an audience in mind, telling the story as they want to tell it. Likewise, the authors of newspaper articles, private letters, and court depositions all bring the prejudices of their own lives to their documents. Finally, for many periods, places, and people in human history we have remarkably few sources to rely upon. And those sources we do have are skewed to being from the people with the most power and education in the society.
It is the job of the historian take all those issues into consideration and to produce an analysis of the primary source evidence that helps us use it to better understand the past. A book or journal article by a historian, therefore, isn’t a simple statement of facts. It is that his.
Ulrich-SchlumbohmHistory (ALL CLASSES)CRITIQUE AND REVIEW SHEE.docxwillcoxjanay
Ulrich-Schlumbohm
History (ALL CLASSES)
CRITIQUE AND REVIEW SHEET:
This is formal writing so remember a few tips:
1. Grammar/Spell Check all work. Rule of 5 is: more than 5 major grammatical or spelling
errors and I am done grading, you fail the assignment. Helpful hint: read finished document
aloud, or have someone read it to you. It will help you spot problems I promise!
2. No 1st person. "I believe that. . ." No use of "I" statements.
3. No questions. Do not write in such a way that you are asking your reader (your professor- ie
ME) questions.
4. All quotations, thoughts, and ideas gathered from another source should be cited. All cites should be either Chicago Style or Turabian Style and have EITHER footnotes or endnotes, AND a bibliography.
5. Writing should be clear, concise, and on topic. It should address the following elements in an
essay style format:
Secondary Source Analysis:
Critiques and Reviews should always address these elements.
Synopsis: Summary of what you have read, making sure you hit the highlights and points that
struck you as important or interesting so that you will remember what you have read. This element should be very brief- do not get carried away.
Facts: What struck you in the argument as particularly useful/not useful? Highlight your topic points- use quotations to prove your point, be very specific so you will not need to return to the author's sources or the text.
Thesis: Ask yourself, what did I just read? What was it about? What was the argument or
position, what did they say? Each chapter of the book will normally have a supporting thesis,
please make sure you address these as well.
Author: How does the author/s identify themselves? How does this identification relate to the
material? Who is this person? Remember there is NO such thing as a neutral author.
Position: What is the position within scholarly literature? What position do they take? Do they seem similar to someone else you have read? Where do they stand on the issues? What identifiers can you find? Can you determine bias?
Critique: Who is the audience? What is the purpose of the work? Did the author accomplish
what s/he set out to do? What is their goal?
Sources: Examine the author's use of sources? When is the study done and does this have any bearing on the topic? Do the sources reflect recent scholarship? Is the author relying on primary sources or secondary sources? What does the type of sources say about the author and the work? You will need to look at the bibliography, footnotes/endnotes, and the introduction and conclusion carefully to answer this.
DOC SUPPORT: Which primary documents provided support/disprove the author’s thesis?
Primary Source Analysis:
A primary source is any document, letter, newspaper article, photo, drawing, object, etc. from a specific historical moment. It is something by and for the people at that time. A first-hand source from that time and place.
This assignment is approximately a 2 page write up. ...
Document Interpretation Tutorial
Document Interpretation: Ultimate Skill of the HistorianPrimary Sources
Primary sources are generally first-hand accounts or records. They may have been written or created during the time period under investigation, or perhaps were written by someone who lived during that time period. Most crucially, they have not been interpreted by anyone else, though they may offer interpretations of the events they describe. Below are four examples of primary sources: a political cartoon, a page of correspondence, the title page of Thomas Paine's Common Sense, and a wartime poster encouraging women workers. As you can imagine, however, there are many more types of primary sources.
Countless items can be used by historians as primary sources. Almost anything you can imagine could be used as a primary source in some type of historical research. A fun exercise to help you understand the immensity of available primary sources is to look around the room you're in and ask yourself, "what would historians view or study one hundred years from now to understand the way we live and what we think today?"
The list below includes only a few of the types of primary sources utilized by historians. How many more can you add to the list?
letters • diaries • autobiographies • plays • novels • short stories • poems
scholarly journals • newspapers • popular magazines
official memoranda • government documents • census data
religious tracts • song lyrics
photographs • cartoons • posters • paintings • murals
films • television shows • performing arts recordings • email • musical recordings
clothing • political campaign signs • pottery • religious icons • tools • furniture
Secondary Sources
Secondary sources analyze, interpret, or comment upon primary sources. A secondary source says something about a primary sources, often illustrating patterns of recurring themes.
Perhaps the best example of a secondary source is your textbook. Open it to any chapter and read a couple of paragraphs and you will find that the authors have conducted extensive research utilizing primary sources. They have likely consulted other secondary sources as well. They have then written those paragraphs to explain what they have learned and how they understand the people and ideas of the past. The authors have interpreted the sources for you.
The list below includes some of the primary sources we’ve already identified accompanies by secondary sources which might, analyze, interpret, or comment upon them.
Primary Source
Secondary Sources
Abraham Lincoln’s personal letters
a biography of Abraham Lincoln
A popular magazine from 1910
an article about print advertising in the early twentieth century
The 1860 U.S. Federal Census
a PowerPoint presentation concerning U.S. population distribution before the Civil War
The lyrics “We Shall Overcome”
a book examining the Civil Rights movement of the 1960s
Grant Woods’ American Gothic
an essay on American art and artists
An episode of I.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
7. Step 1 I Wonder Why… Asking questions, Finding a Topic ? ? ?
8.
9.
10. History Fair Question It’s History – happened in the past, and shows change over time. It’s connected to Chicago. It can be argued -- interpreted. It’s got sources. It’s historically significant. It uses the NHD theme for analysis. It’s Got Soul! YOU CARE ABOUT IT!
11.
12.
13.
14.
15.
16.
17. Step 2 – How do I find stuff? The Research Journey
18. Research is a journey. You start it when you seek a topic and question to developing your thesis and argument.
19. What changed? How and why? What was the impact? What was its significance? Research!! INVEST TIME IN FINDING THE TOPIC—ask a lot of questions!! (NHD Theme optional) Always the “big questions” of history. A specific aspect of history to analyze.
20. 2009 Theme is “The Individual in History: Actions & Legacies” What changed? How and why? What was the impact? What was its significance? Research!! INVEST TIME IN FINDING THE TOPIC Always the “big questions” of history. A specific aspect of history to analyze.
21. “ The Individual in History: Actions and Legacies” BROAD TOPIC What changed? How and why? What was the impact? What was its significance? Research!! INVEST TIME IN FINDING THE TOPIC Always the “big questions” of history. A specific aspect of history to analyze. Women’s rights are important to me.
22. BROAD TOPIC Narrowed Topic What changed? How and why? What was the impact? What was its significance? Research!! INVEST TIME IN FINDING THE TOPIC “ The Individual in History: Actions and Legacies” Always the “big questions” of history. A specific aspect of history to analyze. Women’s rights are important to me. Mabel Vernon – the photograph really intrigued me to find out more!
23. BROAD TOPIC Narrowed Topic What changed? How and why? What was the impact? What was its significance? Historical Question Research!! INVEST TIME IN FINDING THE TOPIC “ The Individual in History: Actions and Legacies” Always the “big questions” of history. A specific aspect of history to analyze. Women’s rights are important to me. Mabel Vernon – the photograph really intrigued me to find out more! What was Mabel Vernon’s strategy in gaining the right to vote and why did it make a difference?
24. BROAD TOPIC Narrowed Topic What changed? How and why? What was the impact? What was its significance? Historical Question Working Thesis Research!! INVEST RESEARCH TIME IN FINDING THE TOPIC “ The Individual in History: Actions and Legacies” Always the “big questions” of history. A specific aspect of history to analyze. Women’s rights are important to me. Mabel Vernon – the photograph really intrigued me to find out more! What was Mabel Vernon’s strategy in gaining the right to vote and why did it make a difference? Mabel Vernon took the suffrage campaign out of the parlors and into the streets which forced the public to see women as forceful, intelligent, and political citizens that deserved the right to vote. MAIN RESEARCH!
25.
26. Secondary Sources Materials that make an argument or offer interpretation built upon primary sources.
27.
28. ONLINE databases for secondary sources are great! Sometimes the secondary sources will use primary sources that are hard to find elsewhere too. J-STOR and “First Search” and other online databases are available at all CPL branches.
29.
30. Primary Sources The are the “voices into the past” that make history come alive. They are also the historian’s EVIDENCE.
40. Superior websites give you real primary sources and are usually connected to universities, government, historical societies/museums, special collections
41.
42.
43.
44. Bibliographic Information maybe either MLA or Turabian style. The annotation summarizes the source and explains how it was used in project. Title Primary and Secondary Sources should be separated. Annotated Bibliography
45. Step 3 What do I do with all of this?!? Note-Taking and Analyzing Sources
60. The introduction sets up the project The issue Context Change Impact and significance Thesis
61. The race riot of 1919 was a cataclysmic event in Chicago. After five days of rioting, 38 white and black citizens were killed and 537 were injured. The riot itself was the product of nearly two decades of conflict between whites and blacks over housing, jobs, and political representation. Before the riot, the black community was pressed into separate areas of the city by informal and extralegal means. After the riot the means of enforcing segregation became more accepted, more formal, often more violent, and completely legal. In this way the 1919 riot was a turning point for the city Martin Luther King, Jr. called the “most segregated in the nation.”
62.
63. The label tells the story—the surrounding sources are the evidence and tell the story
66. Your conclusion not only summarizes your argument, it tell us why this matters — what we can learn from history to understand today.
67. Step 5 Now how do I tell the story? Communicating an historical interpretation through History Fair projects
68.
69.
70. (Notice the summary statement form and annotated bibliography placed in front of the exhibit.)
71. IMPACT & LONG- LASTING SIGNIFICANCE MAIN IDEA & EVIDENCE CONTEXT & BACKGROUND and set-up INTRO IN EITHER PLACE. Title on a header-board or make room at the top CONCLUSION Use subheads & segments to move along the story in each section
72. History Fair offers several additional ways to communicate your interpretation….
80. Visit our website for more information, ideas, and samples www.chicagohistoryfair.org
81.
Editor's Notes
Developing your question– we leave a copy of the “radiant sun” (2/s version) for teachers to make and distribute. Criteria (“radiant sun”Local—connected to chicago Historical—in the past, change over timeResearchable (has sources) Can make your own interpretation—take a stand (thesis)Historically significant—made an impact, lessons for today, influence people, ideas,eventsAnalyzes with/relates to theme
The following exhibits show the use of the themes from 3 different years. It also gives an opportunity to talk about exhibit design – clear and creative, organized-especially with subtitles, lots of visual evidence various degrees….
Here’s an example of a project when the theme was “Taking a Stand”
“Communication: A Key to Understanding” was the theme
Tragedy and Triumph theme
Research is the key that will help you develop your own voice and the ability to tell a compelling and convincing story of the past. Also, tell folks what you are doing—they make actually have a story or contact or source for you.
Essential questions of history are the BIG questions no matter the theme or topic.
Integrated into the theme—not pasted on! Followed by the topic (sports, transportation, women’s rights, civil rights, wars, immigration… Could show discuss how topic of immigration could lead in many directions—and this is where finding a story or relating to the Then the theme comes in. The next slides show each phase, but the final one has everything if you only want to use one. This is a time to talk about looking at special collections, talking with family, other teachers, community people to FIND a good source related to your broad topic and have the sources guide you.
Personal connections and “I Wonder” questions can help a student narrow the topic and find a historical question. This exploration is a VITAL part of developing a historical question, and then after a more research, a working thesis.
Essential questions of history--- followed by the theme (power)…. Followed by the topic (sports, transportation, women’s rights, civil rights, wars, immigration…
Essential questions of history--- followed by the theme (power)…. Followed by the topic (sports, transportation, women’s rights, civil rights, wars, immigration… the same essential applies even if NO doing the theme. Do some samples (have planned out in advance…)
What are you looking for?? Background, facts, different perspectives (as well as different theses…)
THIS IS VERY VERY IMPORTANT!!! What can you get from secondary sources? Why do you need them? Trick about following the footnotes/citations in books and magazines for primary and secondary sources.
THIS IS VERY VERY IMPORTANT!!! What can you get from secondary sources? Why do you need them? Trick about following the footnotes/citations in books and magazines for primary and secondary sources.
In books and articles, follow the footnote trail in the bibliographies and citations.
What are primary sources??? Original manuscripts, records, or documents created at the time an event occurred. People who are participants or witnesses are primary sources too.
When asked, everybody hold up a sign and then draw it out. It could be “name a type of primary source” OR it could be—one image and students say (or hold signs that indicate primary or secondary….) offer both versions… OR do a mix-up for final one and kids have to say “primary” or secondary”. ALSO, ON ANY THE SLIDES, IT IS A GOOD TIME FOR A LITTLE SOURCE ANALYSIS…. WHAT DO YOU LEARN FROM THIS DOCUMENT? WHAT IT IT HELPING TO EXPLAIN ABOUT THE TIME, CONTEXT, AUDIENCE, PURPOSE, ISSUES, IMPACT, SIGNIFICANCE
When asked, everybody hold up a sign and then draw it out. It could be “name a type of primary source” OR it could be—one image and students say (or hold signs that indicate primary or secondary….) offer both versions…
When asked, everybody hold up a sign and then draw it out. It could be “name a type of primary source” OR it could be—one image and students say (or hold signs that indicate primary or secondary….) offer both versions…
When asked, everybody hold up a sign and then draw it out. It could be “name a type of primary source” OR it could be—one image and students say (or hold signs that indicate primary or secondary….) offer both versions…
When asked, everybody hold up a sign and then draw it out. It could be “name a type of primary source” OR it could be—one image and students say (or hold signs that indicate primary or secondary….) offer both versions… OF COURSE, one could ask, if they had a few weeks—and what could you learn from that document???
When asked, everybody hold up a sign and then draw it out. It could be “name a type of primary source” OR it could be—one image and students say (or hold signs that indicate primary or secondary….) offer both versions…
When asked, everybody hold up a sign and then draw it out. It could be “name a type of primary source” OR it could be—one image and students say (or hold signs that indicate primary or secondary….) offer both versions… OR do a mix-up for final one and kids have to say “primary” or secondary”
This could be another one where students hold up signs. OR not use at all—just brainstorm and see how many students can offer.
Could ask about .com, .org, .edu, ogov
Good and bad websites. Or use next slide, which is good? Which is bad? Why?
A site that is full of primary source documents and images and any secondary source is by a historian…. Versus a site that has grabbed stuff from all over, doesn’t cite it and the writer is either not named or is not an authority on the subject
A real article from 1911 (?) is scanned and full thing is available. You won’t find the REAL STUFF on the other websites!
This is not an example of the best annotated bibliography. How could it be improved? Check out the bibliographies in our “Gallery.”
Sometimes research can seem really overwhelming. “There’s all this stuff! What do I do with it?” The trick is to keep organized, take good notes, and ask meaningful questions of the sources you are using. KEEP A BINDER or other system to keep organized. Use DOUBLE or TRIPLE ENTRY for note-taking.
A “working thesis” means what YOU think is going on…but might change or need to be revised as you do deeper research
Alternative or additional. What’s going on here? Think of another source you could find to help make sense of this photo.
Let’s analyze this source together.
Alternative or additional.
This is the short-handed way that explains the “so what” factor –why it is important
Raise hands or signs yes/no and then why or divide into 5 groups?
A shorter version. Trickier than just a fact statement because the first one does make an argument—but is not historical.
Unpack this—context, change, historical significance, identify the thesis (did the kid really need to use the word thesis however????) I LIKE THIS WAY BETTER THAN 1919, IF IT’S READABLE…
Sample of an exhibit that is organized in “chapters” or segments to move the story along, and then a close-up of the segment. Makes it easy to follow argument—can use label or caption approach..
This scene at Madison and Pulaski is before the King riots. This picture shows a movie theater and other bustling businesses. The street has a lot of traffic between people and cars, and even parked cars show there was a lot of business on Madison street. NEXT: In 1900, the city opposed a plan by Union xxx to build a direct … from the Schelsinger and Mayer department store. The city and its consultant a proivde and the street, something that the city guessed was not able to …. The …. Lawyers and city was … ing a previously granted right, and …. The city, allowing the connections to be straightened. CAPTIONS SHOULD NOT JUST DESCRIBE, BUT TELL WHAT EVIDENCE IS PRESENTED!
The rest of the project follows from the introduction and develops the interpretation by going point by point and proving through sources. The next section will develop this point further
Your History Fair project is your opportunity to present your conclusions to a public audience. While it’s important for your project to be creative and interesting, the heart of a solid project is not glitz—it’s a well-defined and communicated argument supported by evidence .
Compare bad & good exhibits—and why
Can you spot the other labels? Note the subheads that organize your interpretation? Go back and look at the other exhibits used in this presentation too!
Show samples of exhibits again and point out organization – especially subheads and why they are important to organizing the exhibit! Think of the exhibit as a museum. Each section a wall in an exhibit. OR as chapters in a book…or even a paper: intro, body, conclusion
As the teacher(s) allow…
For History Fair Rules, Resources, Samples and Advice OR TO CONTACT us with questions
![STUDENTS BECOME HISTORIANS WHEN THEY DO THE HISTORY FAIR! ,[object Object],[object Object],[object Object],[object Object],HISTORY FAIR STUDENTS BECOME…](https://image.slidesharecdn.com/1becomingahistorian-100720095103-phpapp02/85/1-becoming-a_historian-1-320.jpg)
