2013 History Fair Handbook

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2013 History Fair Handbook Powered By Docstoc
					    Turning Points in History

    People, Ideas and Events

Duval County History Fair


       RULE BOOK

    Teaching, Learning, Achieving
The School Board of Duval County, Florida


         The Honorable Betty Burney

            District 3, Chairman

        The Honorable Fred “Fel” Lee

          District 2, Vice Chairman

       The Honorable Martha Barrett

                  District 1

         The Honorable W.C. Gentry

                  District 3

       The Honorable Paula D. Wright

                  District 4

         The Honorable Becki Couch

                  District 6

       The Honorable Tommy Hazouri

                  District 7

             Ed Pratt-Dannals

          Superintendent of Schools
       A. Definitions                                  4
       B. Themes                                            5
       C. Contest Categories                           5
       A. General Rules for all Categories             7
       B. Required Written Materials for all Entries        8
       C. Bibliography Examples                             9
       D. Contest Participation                             14
       A. Papers                                            14
       B. Exhibits                                          15
       C. Performance                                       16
       D. Documentary                                       17
       E. Web-Site                                          18
       Judging                                              20
       A..Hisotrical Paper (Individual) Category       21
       B. Exhibit Category                                  21
       C. Performance Category                              22
       D. Documentary Category                              22
       E. Website Category                             22

       A. Eight Steps of Research                           23
       B. History Fair Process Paper Hint Sheet             25
       C. Note Card Rubric                                  26
       D. Sample Project Evaluation                         27
       E. School Participation Form                         29
       F. School Statistics Form                            30
       G. Student Entry Registration Form                   31
                              DUVAL COUNTY HISTORY FAIR
                             CONTEST RULES AND GUIDELINES
                  (Adapted from the National History Day Contest Rule Book)

   I. Program Overview
                             WHAT IS THE COUNTY HISTORY FAIR?
The Duval County History Fair is a program that allows students to research a world,
national, state, or local history topic. The program allows students to express what they
have learned through creative and original performances, web sites, documentaries,
papers, and three-dimensional exhibits.

The local county History Fair mirrors the State History Fair and the National History Day
Competition. Winners from the County History Fair can progress on to the State History
Fair held in Tallahassee every May and winners from the State Fair can progress on to the National Fair June.

Resources about the State Fair can be found at:
Resources and information about the National History Day Competition can be found at

Please note: all students must follow The Duval County Code of Student

Please Read This!
Before you begin work on your entry, you, your teacher, and your parents should
carefully read this booklet. This guidebook contains rules that you must follow to
compete in the Duval County History Fair.

A. Definitions
Historical Context: The intellectual, physical, social, and cultural setting in which
events take place.

Historical Perspective: Understanding a topic’s development over time and its
influence in history.

Plagiarism: Plagiarism is using the work or ideas of others in ways that give the
impression that these are your own (e.g. copying information word-for-word without
using quotations and footnotes, paraphrasing an author’s ideas, or using visuals or music without giving
proper credit).

Primary Sources: Materials directly related to a topic by time or participation. These materials include letters,
speeches, diaries, newspaper articles from the time, oral history interviews, documents, photographs, artifacts,
or anything else that provides contemporary accounts about a person or event. Note: Primary materials, such

as quotes from historical figures and photographs of historical events, can be found in secondary
sources and used effectively in History Day projects. However, these are not considered primary
source. Check out the Research Roadmap http://www.nhd.org/images/uploads/aresearchroadmap.pdf for
more help.

Some materials might be considered primary sources for one topic but not for another. For example, a
newspaper article about D-Day (which was June 6, 1944) written in June 1944 would be a primary source; an
article about D-Day written in June 2001 probably was not written by an eyewitness or participant and would
not be a primary source. Similarly, Lincoln's Gettysburg Address, delivered soon after the 1863 battle, is a
primary source for the Civil War, but a speech given on the 100th anniversary of the battle of Gettysburg in
1963 is not a primary source for the Civil War. If there's any doubt about whether a source should be listed as
primary or secondary, you should explain in the annotation why you chose to categorize it as you did.

Secondary Sources: A secondary source is a source that was not created first-hand by someone who
participated in the historical era. Secondary sources are usually created by historians, but based on the
historian's reading of primary sources. Secondary sources are usually written decades, if not centuries, after the
event occurred by people who did not live through or participate in the event or issue. The purpose of a
secondary source is to help build the story of your research from multiple perspectives and to give your research
historical context.

An example of a secondary source is Battle Cry of Freedom: The Civil War Era by James M. McPherson,
published in 1988. They are a great starting point in helping you see the big picture. Understanding the context
of your topic will help you make sense of the primary sources that you find.


Every year an expansive theme is selected for the National History Day contest. This year’s theme is “Turning
Points in History.” Duval County follows this theme. You may select a topic on any aspect of local, regional,
national, or world history. The topic you choose must be clearly related to the annual theme. Be careful to limit
the scope of your topic to make the research and interpretation of our topic manageable. In other words, narrow
your topic to focus on an issue that can be explained and interpreted within the category limits of size and time.

C. Contest Categories

   Topics for research are everywhere! Think about a time in history or individuals or events that are interesting to you.
   Start a list. Read books, newspapers or other sources of information and add to your list. Talk with relatives,
   neighbors, or people you know who have lived through a particular time in history that interests you and add more
   ideas. Keep thinking, reading and talking to people until you have many ideas that are interesting. Now go back
   through the list and circle the ideas that connect with the theme. From the ideas that you circled, select one to
   begin your research. Keep your list because you might need it again.

       Ask yourself the following questions about your topic:
          How is my topic important?
          How was my topic significant in history in relation to the National History Day Theme?

     How did my topic develop over time?
     How did my topic influence history?

  Duval County’s History Fair is divided into two divisions:
     Junior Division- grades 6, 7, and 8
     Senior Division- grade 9, 10, 11, and 12

  Entries in each division are judged separately at all levels of competition.

  You may enter one of seven categories:
     Paper (individual only)
     Individual Exhibit
     Group Exhibit
     Individual Documentary
     Group Documentary
     Individual Performance
     Group Performance
     Individual Website
     Group Website

 A. General Rules for All Categories
Rule 1: Annual Theme
Your entry must relate clearly to the annual theme and explain your topic’s significance in history.

Rule 2: Contest Participation
You may participate in the research, preparation, and presentation of only one entry each year.

Rule 3: Individual or Group Entries
A paper, individual exhibit, individual performance, individual web site, or individual documentary must
be the work of only one student. A group exhibit, group performance, group web site, or group
documentary must be the work of 2 to 5 students. All students in a group entry must be involved inthe research and
interpretation of the group’s topic.

Rule 4: Development Requirements
Entries submitted for competition must be original and have been researched and developed in the
current contest year. Revising or reusing an entry from a previous year—whether it is yours or another student’s—will
result in disqualification. The year begins each June, following the national contest.

Rule 5: Construction of Entry
You are responsible for the research, design, and creation of your entry. You may receive help
and advice from teachers and parents on the mechanical aspects of creating your entry.
        1. You may have help typing your paper and other written materials.
        2. You may seek guidance from your teachers as you research and analyze your material, but your conclusions
        must be your own.
        3. You may have photographs and slides commercially developed.
        4. You may have reasonable help cutting out your exhibit backboard or performance props (e.g., a parent uses a
        cutting tool to cut the board that you designed).

        NOTE: Objects created by others specifically for use in your entry violate this rule. For example, a parent takes
photographs or an artist draws the backdrop for your exhibit or performance. You may receive reasonable help in
carrying and placing props and exhibits.

Rule 6: Contest Day Set-up
You are responsible for setting up your own exhibit, equipment, or props at the contest. You may have reasonable help
carrying them, but set-up must be completed by you (and your group members, if applicable) alone.

Rule 7: Supplying Equipment
You are responsible for supplying all props and equipment at each level of competition.
All entries should be constructed keeping transportation, set-up time, size, and weight in
mind (e.g., foam core v. solid oak for an exhibit; folding table v. antique desk for a performance).
Students must provide their own equipment, including computers and software. Check with your contest coordinator
about available resources; projection screens for documentaries and performances may be provided if requested. DVD
players are available at the national contest for the documentary category only. Pianos and Internet access are not

NOTE: Be prepared: Bring extension cords if needed and check with your contest coordinator about the availability of
equipment at all contest levels.
Rule 8: Discussion with Judges
You should be prepared to answer judges’ questions about the content and development of your entry, but you may not
give a formal, prepared introduction, narration, or conclusion. Let the judges’ questions guide the interview. Ultimately,
your entry should be able to stand on its own without any additional comments from you. You should be prepared to
explain the design, research, and creation of your entry if questioned by the judges. Judges need to know that your entry
is the result of your own work.

Rule 9: Costumes
You are not permitted to wear costumes that are related to the focus of your entry during judging, except in the
performance category.

Rule 10: Prohibited Materials
Items potentially dangerous in any way—such as weapons, firearms, animals, organisms, plants, etc.—are strictly
 prohibited. Such items will be confiscated by security personnel or contest officials. Replicas of such items that are
obviously not real are permissible. Please contact your teacher and contest coordinator to confirm guidelines before
bringing the replica to a contest.

Rule 11: Title
Your entry must have a title that is clearly visible on all written materials.

B. Required Written Material For All Entries
Rule 12: Written Material
Your entry must include the following written material in the order presented below:
        1. a title page as described in Rule 13;
        2. a process paper as described in Rule 14 (process papers are not part of historical
           paper entries)
        3. an annotated bibliography as described in Rule 15. These materials 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.

You must provide four copies of these materials, except in the historical paper and web site categories. Web site entries
must include these required written materials within the site. The title page and annotated bibliography must
accompany historical paper entries.

Rule 13: Title Page
A title page is required as the first page of written material in every category. Your title page must include only the title
of your entry, your name(s), and the contest division and category in which you are entered.

NOTE: The title page must not                                               TITLE
include any other information
(pictures, graphics, borders, school
name, or grade) except for that
described in this rule.

                                                                     STUDENT(S) NAMES(S)
                                                                      DIVISION CATEGORY

 (e.g. Individual/Group, Exhibit, Documentary, Performance, Website)

Rule 14: Process Paper
All categories except historical paper must include a process paper with the entry. It
must describe in 500 words or less how you conducted your research and created your
entry. The process paper must include four sections that explain:

        1. how you chose your topic;
        2. how you conducted your research;
        3. how you selected your presentation category
           and created your project; and
        4. how your project relates to the NHD theme.

You can view sample process papers at www.nhd.org on the “Creating an Entry” page in the Contest section.

C. Bibliography Examples
Rule 15: Annotated Bibliography
An annotated bibliography is required for all categories. List only those sources that contributed to the development of your entry,
sources that provided usable information or new perspectives in preparing your entry. You likely will include fewer sources than you
actually used. Sources of visual materials and oral interviews must be included. The annotations for each source must explain how
you used the source and how it helped you understand your topic. Annotations of web sites should describe who sponsors the site.

For example:
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. This firsthand account was very important to my paper because it
made me more aware of the feelings of the people involved.
An annotation normally should be about 1-3 sentences long. You might be tempted to create page-long annotations to
impress people. Don't do it! Lengthy annotations are usually unnecessary and inappropriate, and might be considered
an effort to "pad" the bibliography.

The Contest Rule Book states that the annotations "must explain how the source was used and how it helped you
understand your topic." Do not recount what the source said.

In addition to explaining how you used a source or how it helped you, you sometimes need to include some additional
information in an annotation. Here are some examples:

       Classification of primary or secondary source. You should use the annotation to explain why you categorized a
        particular source as primary or secondary, If that is likely to be at all controversial. Historians do sometimes
        disagree and there's not always one right answer, so justify your choice to the judges.
       Secondary source which included primary sources. You also may use the annotation to explain that a book or
        other secondary source included several primary sources used for the paper. Examples: "This book included
        three letters between person X on the frontier and person Y back in New England, which provided insight into
        the struggles and experiences of the settlers." "This book provided four photos of settlers on the Great Plains
        and their homes, which were used on the exhibit."
       Fuller explanation of credits for documentaries. You are supposed to give credit in the documentary itself for
        photos or other primary sources, but you can do this in a general way, such as by writing, "Photos from: National
        Archives, Ohio Historical Society, A Photographic History of the Civil War" rather than listing each photo
        individually in the documentary credits, which would take up too much of your allotted 10 minutes. You then
        can use the annotation in the bibliography to provide more detailed information.

       Should I list each photograph or document individually? You should handle this differently in notes than in the
        bibliography. When you are citing sources for specific pieces of information or interpretations, such as in
        footnotes or endnotes, you should cite the individual document or photograph. In the bibliography, however,
        you would cite only the collection as a whole, not all the individual items. You should include the full title of the
        collection (e.g., Digges-Sewall Papers or the Hutzler Collection), the institution, city and state where the
        collection is located (e.g., Maryland Historical Society, Baltimore, Md.). You can use the annotation to explain
        that this collection provided 7 photographs which you used in your exhibit or that collection provided 14 letters
        which were important in helping you trace what happened. The same treatment applies to newspaper articles.
        In the footnotes or endnotes, you should cite the individual articles and issues of a newspaper. In the
        bibliography, you would list only the newspaper itself, not the individual issues or articles; you can use the
        annotation to explain that you used X number of days of the newspaper for your research.
       How many sources should I have for my annotated bibliography? We can't tell you a specific number of
        sources, as that will vary by the topic and by the resources to which you have reasonable access. For some
        topics, such as the Civil War or many 20th-century U.S. topics, there are many sources available to you. For
        other topics, such as those in ancient history or non-U.S. history, there likely are far fewer sources available to
        you. The more good sources you have, the better, but don't pad your bibliography. Only list items which you
        actually use; if you looked at a source but it didn't help you at all, don't list it in your bibliography.

Rule 16: The Separation of Primary and Secondary Sources
         You are required to separate your bibliography into primary and secondary sources.

        NOTE: Some sources may be considered as either primary or secondary. Use your annotations to explain your
        reasoning for classifying any sources that are not clearly primary or secondary. Listing a source under both primary
        and secondary is inappropriate.

                                                 More MLA Bibliography Examples

One author
Reynolds, David. Beneath the American Renaissance: The Subversive Imagination in the Age of Emerson and Melville.
New York: Knopf, 1998.

More than one work by the same author
Cisneros, Sandra. The House on Mango Street. Houston: Arte Publica, 1983.

-- -. Woman Hollering Creek. New York: Random, 1991.

Two authors
Barlett, Donale L. , and James B. Steele. Forevermore: Nuclear Waste in America. New York: Norton, 1985.

Three authors
Aiken, Michael, Lewis A. Ferman, and Harold L. Sheppard. Economic Failure, Alienation, and Extremism. Ann Arbor: U of
Michigan P, 1968.

More than three authors
Belenky, Mary F., et al. Women’s Ways of Knowing: The Development of Self, Voice, and Mind. New York: Basic, 1986.

Corporate Author
Institute of Medicine. Confronting AIDS: Directions for Public Health, Health Care, and Research. Washington: National
Academy P, 1986.

Anonymous author
Guide to the Laboratory Diagnosis of Trachoma. Geneva: World Health, 1975.

Editor as author
Zigler, Edward F., and Merly Frank, eds. The Parental Leave Crisis. New Haven: Yale P, 1988.

Edition after the first
Strike, Kenneth A., and James F. Soltis. The Ethics of Teaching. 2nd ed. New York: Teacher’s College P, 1992.

Work from an anthology
Hollander, John. “Wordsworth and the Music of Sound.” New Perspectives on Coleridge and Wordsworth. Ed. Geoffrey
H. Hartman. New York: Columbia UP, 1972. 41-84.

Welty, Eudora. “The Eye of the Story.” Yale Review 55 (1986) : 265-74. Rpt. in Katherine Anne Porter: A Collection of
Critical Essays. Ed. Robert Penn Warren. Englewood Cliffs: Prentice, 1979. 72-80.

Irani, Manuchehr. King of the Benighted. Trans. Abbas Milani. Washington: Mage, 1990.

Massie, Robert K. Peter the Great: His Life and World. 1980. New York: Ballantine, 1986.

A multivolume work
Odell, Feorge C. D. Annals of the New York Stage. 15 vols. New York: Columbia UP, 1927-49.

Unger Irwin. These United States: The Questions of Our Past. 5th ed. Vol 2. Englewood Cliffs: Prentice, 1982. 2 vols.

Encyclopedias and almanacs
Hopkinson, Ralph G. “Electric Lighting.” Encyclopedia Americana. 1985 ed.

Hile Kenneth S. “Rudolfo Anaya.” Contemporary Authors. New Revisited Series, 1991.

Dreyer, Edward L. “Inner Mongolia.” Encyclopedia of Asian History. Ed. Ainslee t. Embree. 4 vols. New York:
Scribner’s. 1988.

Book in a series
Reilley, Edward j. Approaches to Teaching. Gulliver’s Travels. Approaches to Teaching World Literature 18. New York:
MLA, 1988.

An introduction, foreword, or afterword
Grumbach, Doris. Foreword. My Antonia. By Willie Cather. Boston: Houghton, 1988. vii-xxix.

Pamphlets and bulletins
Safety Data Sheet: Kitchen Machines. Pamphlet 690. Chicago: Natl. Restaurant Assn., 1970.

Government publication
United States. Dept. of Transportation. National Transportation Statistics. Washington GPO, 1990.

Weekly magazine or newspaper
Stresse, Stan. “Report from Cambodia.” The New Yorker 18 May 1992: 43-75.

Wyatt, Edward A. “ The Missing Link.” Barrons 30 Mar. 1992: 40-41.

Daily Newspaper

Ibata, David. “Information Highway to the Future.” Chicago Tribune 17 Nov. 1992, final ed., sec. 1: 8.

Lewis, Anthony. “Black and White.” Editorial. New York Times 18 June 1992, natl. ed., A19.

Monthly magazine
Grove, Richard H. “Origins of Western Environmentalism.” Scientific American July 1992: 42-47.

Journal: Continuous Pagination
Himmelfarb, Gertrude. “Manners into Morales: What the Victorians Knew.” American Scholar 57 (1988): 223-32.

Radio or television program
At Your Service. Writ and prod. By Jim White. KMOX, St. Louis. 24 May 1985.

Leavitt, David. The Lost Language of Cranes. Prod. Ruth Caleb. Dir. Nigel Finch. Great Performances. PBS, WNET, New
York. 24 June 1992.

A Streetcar Named Desire. By Tennessee Williams. Dir. Gregory Mosher. Barrymore Theater, New York. 9 Aug. 1992.

Clapton, Eric. Journeyman. Compact Disc. Reprise, 813581-2, 1989.

Computer software
Norton Utilities. Vers. 6.01. Computer software. Symantec, 1991. PC-DOS 2.0 or higher, 512K, disk.

Piorkowski, Joan. Class lecture. English 364. University of St. Thomas, St. Paul, MN. 16 Mar. 1993

Dorgan, Ruth. Personal interview. 14 Aug. 1993.

Internet examples

Scholarly Project( master thesis, etc.)

Victorian Women Writers Project. Ed. Perry Willett. Apr. 1997. Indiana U. 26 Apr. 1997

Professional Site
Portuguese   Language      Page.   U    of    Chicago.                                       1       May    1997.

Personal Site
Lancashire, Ian. Home page. 1 May 1997 <http://www.chass.utoronto.ca:8080/~ian/index.html>.

Nesbit, E[dith]. Ballads and Lyrics of Socialism. London, 1908. Victorian Women Writers Project. Ed. Perry Willett. Apr.
1997. Indiana U. 26 Apr.1997 <http://www.indiana.edu/~letrs/vwwp/nesbit/ballsoc.html>.

Nesbit, E[dith]. "Marching Song." Ballads and Lyrics of Socialism. London, 1908. Victorian Women Writers Project. Ed.
Perry Willett. Apr. 1997. Indiana U. 26 Apr. 1997 <http://www.indiana.edu/~letrs/vwwp/nesbit/ballsoc.html#p9>.

Article in a Reference Database
"Fresco." Britannica Online. Vers. 97.1.1. Mar. 1997. Encyclopedia Britannica. 29 Mar. 1997 <http://www.eb.com:180>.

Article in a Journal
Flannagan, Roy. "Reflections on Milton and Ariosto." Early Modern Literary Studies 2.3 (1996):

16 pars. 22 Feb. 1997 <http://unixg.ubc.ca:7001/0/e-sources/emls/02-3/flanmilt.html>.

Article in a Magazine
Landsburg, Steven E. "Who Shall Inherit the Earth?" Slate 1 May 1997. 2 May 1997

Work from a Subscription Service
Koretz, Gene. "Economic Trends: Uh-Oh, Warm Water." Business Week 21 July 1997: 22. Electric Lib.                                      Sam Barlow
High School Lib., Gresham, OR. 17 Oct. 1997 <http://www.elibrary.com/>.

"Table Tennis." Compton's Encyclopedia Online. Vers. 2.0. 1997. America Online. 4 July 1998. Keyword:

Posting to a Discussion List
Merrian, Joanne. "Spinoff: Monsterpiece Theatre." Online posting. 30 Apr. 1994. Shakespeare: The Global                                     Electronic
Shakespeare Conference. 27 Aug. 1997 <http://www.arts.ubc.ca/english/iemls/shak/

NOTE: Oral history transcripts, correspondence between you and experts, questionnaires, and other primary or
secondary materials used as sources for your entry should be cited in your bibliography but not included as attachments to your bibliography.

Rule 17: Style Guides
Style for citations and bibliographic references must follow the principles in a recent edition of
one of the following style guides. The style for these must follow the principles in either one of the styles guides listed below, but
must be consistent throughout the written documents.

          1.   Kate L. Turabian, A Manual for Writers of Term Papers, Theses, and Dissertations.

          2.   Joseph Gibaldi, MLA Handbook for Writers of Research Papers.

Rule 18: Plagiarism
You must acknowledge in your annotated bibliography all sources used in your entry.
Failure to credit sources is plagiarism and will result in disqualification.

D. Contest Participation
Rule 19: Entry Procedure
At each contest level you must register either online or by submitting paper entry forms (check
with your contest coordinator for the format used at your regional and affiliate contests), meet
specific deadlines, and follow any procedures established by that contest’s coordinator.

Rule 20: Entries to National Competition
Each state is limited to two entries per contest category in the national contest. Ties at affiliate
contests will be resolved at the affiliate level.

Rule 21: National Competition Attendance
Individual students and groups must be present for an entry to be judged at the national contest.

Rule 22: Automatic disqualifications
Failure to submit a process paper, title page, and/or annotated bibliography will result in automatic disqualification. Failure to
submit 4 copies of each of the above will result in disqualification.

                                      III. INDIVIDUAL CATEGORY RULES
A. Paper

A paper is the traditional form of presenting historical research. Various types of creative
writing (for example, fictional diaries, poems, etc.) are permitted, but must conform to all
general and category rules. Your paper should be grammatically correct and well written.

Part II, Rules for all Categories (except for Rule 14), applies to all papers.

Rule 1: Length Requirements
The text of historical papers must be no less than 1,500 and no more than 2,500 words in
length. Each word or number in the text of the paper counts as one word. The paper
category 2,500 word limit does not apply to: notes, annotated bibliography, illustration
captions, and supplemental/appendix material. Appendix material must be directly
referred to in the text of the paper. Extensive supplemental materials are inappropriate.
Use of appendices should be very limited and may include photographs, maps, charts,
graphs, but we strongly suggest no other supplemental materials.

NOTE: Oral history transcripts, correspondence between you and experts, questionnaires, and other primary or
secondary materials used as sources for your paper should be cited in your bibliography but not included as attachments
to your paper.

Rule 2: Citations
Citations—footnotes, endnotes or internal documentation—are required. Citations are
used to credit the sources of specific ideas as well as direct quotations. Refer to Part II,
Rule 17, for citation styles. Please note that an extensively annotated footnote should
note be used to get around the word limit.

Rules 3: Preparation Requirements
Papers must be typed, computer printed, or legibly handwritten in ink on plain, white 8.5
x 11-inch 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. The title page should have no illustrations.
Rule 4: Number of Copies
Four copies of the paper must be submitted, prior to the contest, with the appropriate
entry form by the deadline established for the contest. Contest officials sometimes
publish winning papers; you must be prepared to give permission for such publication.
Students are responsible for picking up papers after the contest. See academic Handbook
for exact date that Historical Papers must be submitted.

NOTE: Four copies of the annotated bibliography must be included with the student(s)
paper. (Remember to put a title page in front of each copy of the historical paper).

B. Exhibits

An exhibit is a visual representation of your research and interpretation of your topic’s
significance in history, much like a small museum exhibit. The analysis and interpretation of your topic 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 exhibit.

Part II, Rules for all Categories, applies to exhibits.

Rule 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 exhibit 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 exhibits or those meant to be viewed from all sides must be no
more than 30 inches in diameter. (see diagram below)

Rule 2: Media Devices
Media devices (e.g., tape recorders, projectors, video monitors, computers) used in an exhibit must not run for more
than a total of 3 minutes and are subject to the 500 word limit (rule 3). Viewers and judges must be able to control
media devices. Any media devices used must fit within the size limits of the exhibit. Any media devices used should be
integral to the exhibit—not just a device to bypass the prohibition against live student involvement.

NOTE: For example, a brief excerpt from a taped student-conducted oral interview or a
dramatic reading might be appropriate, but taped commentary or analysis is


Rule 3: Word Limit
There is a 500 word-limit that applies to all text created by the student that appears on or as part of an exhibit entry.
This includes the text you write for titles, subtitles, captions, graphs, timelines, media devices (e.g., video, slides,
computer files) or supplemental materials (e.g., photo albums, scrapbooks, etc.) where you use your own words.
NOTE: A date counts as one word, while each word in a name is individually counted. For example, May 1, 2012 counts
as one word, but John Quincy Adams counts as three.

Words such as “a,” “the” and “of” are counted as one word each.

Brief citations crediting the sources of illustrations or quotations included on the exhibit
do not count toward the 500-word limit.

NOTE: Be careful that your message is clear and contained on the exhibit itself; judges
have little time to review supplemental material. Extensive supplemental material is
inappropriate. For example, oral history transcripts, correspondence between you and
experts, questionnaires, and other primary or secondary materials used as sources for
your exhibit should be cited in your bibliography but not included as attachments to your
bibliography or exhibit.

Reminder: Four copies of the title page, process paper, and annotated bibliography must
be included with each exhibit. When students set up their exhibit, they should put the
process paper and annotated bibliography on the table with their project.

C. Performances

A performance is a dramatic portrayal of your topic’s significance in history and must be
original in production.

Part II, Rules for all Categories, applies to performances.

Rule 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 will be 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.

NOTE: You should allow several empty seconds in your performance to account for
unplanned pauses (e.g. applause, forgotten lines, etc.).

Rule 2: Performance Introduction
The title of your entry and the names of the participants must be the first and only
announcements prior to the start of the performance.

Rule 3: Media Devices
Use of slides, tape recorders, computers, or other media within your performance is
permitted. You must run all equipment and carry out any special lighting or sound

Rule 4: Script
The script for the performance should not be included with the written material presented
to the judges.

Rule 5: Costumes
You may have a costume produced for you, but the design, choice of fabrics, etc. must be
your own. Or, you may rent a costume. Remember; simple is best.

Reminder: Four copies of your title page, process paper, and annotated bibliography
must be part of your project. Students should hand these papers to the judges just before
their performance.

D. Documentaries

A documentary should reflect your ability to use audiovisual equipment to communicate
your topic’s significance, just as professional documentaries do. The documentary category will help you develop skills in
using photographs, film, video, audiotapes, computers, and graphic presentations. Your presentation should include
primary materials but must also be an original production. To produce a documentary you must have access to
equipment and be able to operate it.

Part II, Rules for all Categories, applies to documentaries

Rule 1: Time Requirements
Documentaries may not exceed 10 minutes in length. You 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. Color bars and other visual leads in a video will be counted in the time limit. Timing will end when the
last visual image or sound of the presentation concludes (this includes credits).

NOTE: Use your set-up time to focus slides, adjust volume, etc.

Rule 2: Introduction
You must announce only the title of your presentation and names of participants. Live
narration or comments prior to or during the presentation are prohibited.

Rule 3: Student Involvement
You are responsible for running all equipment.

Rule 4: Student Production
All entries must be student-produced. You must operate all equipment. You must provide the narration, voice-overs and
dramatization. Only those students listed as entrants may participate in the production or appear on camera.
Note: This does not include interviews of participants in a historical event or of experts.

Rule 5: Entry Production
Your entry must be an original production. You may use professional photographs, film, slides, recorded music, etc.
within your presentation. However, you must integrate such items into your presentation and give proper credit within
the presentation as well as in your annotated bibliography. You must operate all editing equipment used in the
production of your presentation.

Note: Using material created by others specifically for use in your entry violates this
rule, except that which already exists.
Rule 6: Credits
At the conclusion of the documentary, you should provide a general list of acknowledgments and credits for all sources.
These credits should be a brief list and not full bibliographic citations. All sources (music, images, film/media clips,
interviews, books, Websites) used in the making of the documentary should be properly cited in the annotated

Rule 7: Displays
Stand alone displays are prohibited.

Rule 8: Computer Entries
You must be able to run the program within the 10-minute time limit. Interactive computer programs and web pages in
which the audience or judges are asked to participate are not acceptable; judges are not permitted to operate any
equipment during the initial presentation. Students must provide a DVD of their documentary for the purpose of the
final elimination round. Judges must be able to run the program without the student during the final elimination.
Students must provide and be able to run their own computers and software. Internet access will not be available.

Reminder: four copies of the title page, process paper and annotated bibliography must
be included with the documentary. Students should hand these papers to the judges just
prior to making their presentation.

E. Website

Rule 1: Entry Production
All entries must be original productions constructed using the NHD web site editor beginning at the
school level. You may use professional photographs, graphics, video, recorded music, etc., within the site. Such items
must be integrated into the web site, and proper credit must be given within the site
as well as in the annotated bibliography. You must operate all software and equipment in the
development of the web site.

Rule 2: Size Requirements
Web site entries may contain no more than 1,200 visible, student-composed words. Code used to
build the site and alternate text tags on images do not count toward the word limit. Also excluded
are: words found in materials used for identifying illustrations or used to briefly credit the sources
of illustrations and quotations; recurring menus, titles, and navigation instructions; words within
primary documents and artifacts; and the annotated bibliography and process paper that must be
integrated into the site. The entire site, including all multimedia, may use no more than 100MB of file space.

Rule 3: Navigation
One page of the web site must serve as the “homepage.” The home page must include the names of
participants, entry title, division, and the main menu that directs viewers to the various sections of the
site. All pages must be interconnected with hypertext links. Automatic redirects are not permitted.

Rule 4: Multimedia
Each multimedia clip may not last more than 45 seconds. You may record quotes and primary source
materials for dramatic effect, but you may not narrate your own compositions or other explanatory
material. All multimedia must be stored within the site; you may not use embedded material hosted
elsewhere (e.g., YouTube, Google Video). There is no limit to the number of multimedia clips you may use but you must
respect the file size limit. If you use any form of multimedia that requires a specific software to view (e.g., Flash,
QuickTime, Real Player), you must provide on the same page a link to an Internet site where the software is available as
a free, secure, and legal download. Judges will make every effort to view all multimedia content, but files that cannot be
viewed cannot be evaluated as part of the entry.

Rule 5: Required Written Materials
The annotated bibliography and process paper must be included as an integrated part of the web
site. They should be included in the navigational structure. They do NOT count toward the 1,200-
word limit. Refer to Part II, Rules 15–17, for citation and style information.

Rule 6: Stable Content
The content and appearance of a page cannot change when the page is refreshed in the
browser. Random text or image generators are not allowed.

Rule 7: Viewing Files
Students are responsible for ensuring that the entry is viewable in Weebly. Entries may
not link to live or external sites, except to direct viewers to plug-ins.

Rule 8: File Safety
Entries that contain potentially harmful file contamination (e.g. a virus) are subject to

Rule 9: Submitting Entry for Judging
The URL for the website must be submitted in advance by the established deadline. The
student will bring four copies of a process paper and annotated bibliography the day of
the Fair.

Getting Started On Your Website
       Decide whether you want to create your web site as part of a group or on your own.
       Research your topic first. Examine secondary and primary sources. From this research, create your
        thesis. This will be the point that you want to make with your historical web site.
       Narrow in on the content of your web site. Decide what information you want to incorporate in your web
        pages, including any photos, primary documents, or media clips you may have found. You should be
        sure to have plenty of supporting information for your thesis.
       Create your website with the NHD Site Editor: http://www.nhd.org/websitereg.htm Follow this
        Registration Guide.
       Organize and Design
        -Keep It Simple: don't waste too much time on bells and whistles. Tell your story and tell it straight.
        -Borrow Ideas from Other Web Sites: find design elements that work and imitate them on your web site.
        Just remember to give credit where credit is due.
        -Make sure every element of your design points back to your topic, thesis, and/or time period. There
        should be a conscious reason for every choice you make about color, typeface, or graphics.

                            IV. HOW WILL YOUR ENTRY BE JUDGED?
A. Benefits of the Evaluation Process
The goal of the History Fair is to provide you with a high-quality, educational experience-whether or not you win. The
judges’ evaluation is part of the learning and skill building process. The judges’ evaluations help you to improve areas or
skills and provide positive feedback for the hard work you have put into producing your project. The judges’ comments
also can provide you with ideas for revisions and enhancements as you move from one contest level to the next.
Remember, regardless of how your entry is ranked, by participating in the History Fair you will benefit from the
experience. You will gain research, thinking, and presentation skills which will last your whole life. You will become an
expert on a topic of interest to you and to others. You will acquire poise and self-confidence and will learn to manage
your time. You are a winner.

B. Who are the Judges?
Historians, educators, and others interested in history and education serve as judges at
each level of the History Fair competition.

C. The Subjective Nature of Judging
Remember; judges must evaluate certain aspects of your entry that are objective (e.g., were primary sources used; is the
written material grammatical and correctly spelled). But judges must also evaluate interpretive aspects of your entry
which are qualitative in nature (e.g., analysis and conclusions about the historical data). Historians often reach different
opinions about the significance of the same data. It is therefore crucial for you to base your interpretations and
conclusions on solid research. Judges will check to determine whether you used available primary sources and if you
were careful to examine all sides of an issue and present a balanced account of your research and presentation. Your
process paper and annotated bibliography are critical to this process.

D. The Decision of the Judges is Final
You, your parents, and your teachers should realize that inadvertent inequities may occur in judging and that contest
officials do want to be informed of any problems. The decisions of the judges are final.

E. Evaluation Criteria
Historical Quality (60%)
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:
        o Is my entry historically accurate?
        o Does my entry provide analysis and interpretation of the historical data rather than
           just a description?
        o Does my entry demonstrate an understanding of historical context?
        o Does my annotated bibliography demonstrate wide research?
        o Does my entry demonstrate a balanced presentation of materials?
        o Does my entry demonstrate use of available primary sources?

Relation to Theme (20%)
Your entry must clearly explain the relation of your topic to the annual National History day theme. You should ask
yourself the following questions to help focus your topic on the theme and its significance.
o How does my topic relate to the theme?
        o Why is my topic important?
        o How is my topic significant in history and in relation to the National History Day
        o How did my topic influence history?

        o How did the events and atmosphere (social, economics, political, and cultural
          aspects) of my topic’s time period influence my topic in history?

Clarity of Presentation (20%)
Although historical quality if 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:
         o Is my entry original, creative, and imaginative in subject and presentation?
         o Is my written material clear, grammatically correct and accurately spelled?
         o Is my entry well-organized?
         o Do I display stage presence in a performance?
         o Is the visual material I present clear?
         o Do I understand and properly use all of my equipment?

F. Rule Compliance
Judges will take into consideration in their final rankings any rule infraction. Failure to comply with the rules will count
against your entry. Rule infractions should be corrected before a winning entry competes in the next level of

G. Sample Judge’s Evaluation
See Sample Project Evaluation Forms at the end of this book. Teachers or fellow
students can use this form to help evaluate your project as you work to improve your
entry. Blank forms can be found on the NHD Website at www.nhd.org

                                         V. CATEGORY CHECKLIST
Historical Paper Category
Individual Only
         1,500-2,500 words, excluding notes, annotated bibliography, and title page
         Title page with only the required information
         Annotated bibliography, separated into primary and secondary sources (4 copies)
         Paper addresses the theme
         Citations
         4 copies of the paper submitted by the deadline
         Organization shows clear focus and progression
         Entry registered and papers mailed by deadline
         Prepared to answer judges’ questions at the contest (remember that formal narratives are not appropriate
            responses to questions)

Exhibit Category
           Individual and Group (2–5 students)
            Exhibit is no larger than 40 inches wide, 3 inches deep, and 6 feet high when displayed.
            4 copies (plus one for you) of written materials are prepared. These include title page with
             required information, and 500-word description of the research methods used (a judging
             team may retain one copy for review)
            Annotated bibliography is separated into primary and secondary sources.
            Exhibit addresses the theme.
           Title is clear and visible.
            Labels, captions, and titles include no more than 500 words.

          Exhibit has visual impact and shows interpretation.
          Entry is registered by deadline.
          You are prepared to answer judges’ questions at the contest (remember that formal narratives are not
           appropriate responses to questions).

Performance Category
          Individual and Group (2–5 students)
          Performance does not exceed 10 minutes.
           Set-up and take-down of props takes no more than 5 minutes each.
          4 copies (plus one for you) of written materials are prepared. These include title page with
            required information, and 500-word description of the research methods used (a judging
            team may retain one copy for review).
           Annotated bibliography is separated into primary and secondary sources.
           Performance addresses the theme.
           You supply all props and equipment.
           Only you run equipment and are involved in the performance.
          You have prepared extra supplies and materials in case of emergency.
          Entry is registered by deadline.
           You are prepared to answer judges’ questions at the contest (remember that formal narratives are not
           appropriate responses to questions).

Documentary Category
          Individual and Group (2-5 students)
           10-minute maximum for presentation
          Maximum 5 minutes to set up and 5 minutes to take down
           four copies of written materials: title page with required information and process paper
           Annotated bibliography, separated into primary and secondary sources (4 copies)
           Documentary addresses the theme
          Live student involvement limited to operating equipment and giving name and title
           Entry registered by deadline
           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)

Web site
Individual or Group (2-5 students)
         Contains no more than 1,200 visible, student composed words
         Home page includes names of participants, entry title, division, and a main menu
         All pages are interconnected with hypertext links
         Web site uses no more than 100 MB of file space
         The content is stable and does not change when the refresh button is hit
         Web-site if virus-free
         Annotated bibliography, separated into primary and secondary resources (4 copies)
         Web site addresses the theme
         4 copies of written material: title page with required information; 500 word description of the research
            methods used and required written material
         Entry registered by deadline
         Prepared to answer judges’ questions at the contest (remember that formal narratives are not appropriate
            responses to questions).
**Please note; copies of papers will not be returned to students**
VI. Extras

                          The Eight Steps of Research
                         Adapted from: “A Guide to Historical Research Through the
            National History Day Program”

            Research is a natural part of everyday life, but there are effective ways to conduct research.
            Although the steps below are presented sequentially, the actual process is not so tidy. Students may be
             working on several steps at once or may go back and forth among the steps.
            A useful model for thinking about research is this: LEARN, THINK, SHARE. That is, students learn about a
             topic; think about a topic; and share what they have learned.
Step I: Getting organized for research
1. builds a sense of excitement and a positive attitude in students about the research project.
2. identifies potential resources―e.g., libraries, archives, historic sites, the Internet, people.
3. helps students to develop note-taking and paper-management systems.
4. informs students about project management procedures, such as contracts, work sheets, timelines, and weekly plans.

1. identify a preferred category (exhibit, paper, performance, documentary, web site) and decide whether they would like
   to do an individual or group project.

Step II: Selecting a topic
1. discusses the NHD theme and the importance of relating a topic to the theme.
2. presents a timeline for selecting a topic and guidelines for changing a topic.
Teacher and students
1. brainstorm possible topics using NHD and FHF suggested lists and considering possible links to the planned
2. discuss how to formulate research questions that explore who, what, when, where, why, and how issues.

1. think about topics based on their personal interests and curiosities.

Step III: Background reading for historical content
1. introduces primary and secondary sources through discussion and exercises.

1. begin background reading using secondary sources (e.g., encyclopedias, books, magazines, newspapers, people) and
practice using source sheets to record where they find information.
2. begin developing specific research questions.
3. develop a working title.
Step IV: Narrowing the topic
1. identify a specific, manageable research topic using a process that goes from the general to the specific: INTEREST
   (native peoples)→THEME (innovation in history)→TOPIC (native languages) →ISSUE (Navajo Code Talkers).

Step V: Gathering and recording information
1. explains the difference between quoting, summarizing, and paraphrasing text.
2. explains how to identify credible Internet sources and encourages students to exercise skepticism.

1. refine note-taking.
2. practice the skills of skimming text for content, using indexes, and creating lists of unknown vocabulary.
3. use a variety of primary and secondary sources to gather information.

Step VI: Analyzing and interpreting sources
1. guides students in constructing meaning from sources.

1. make connections and identify patterns among sources.
2. practice questioning, weighing evidence, and identifying opinions and bias.
3. think chronologically and use timelines to establish context and significance of the topic.
4. identify gaps and inconsistencies in gathered evidence.
5. identify various perspectives relating to the topic.
6. establish cause and effect, impact and significance.

Step VII. Developing a thesis statement
1. reviews the definition and purpose of a thesis statement.

1. prepare a narrow (i.e., one or two sentences) and pointed thesis statement.
2. ensure that their thesis sentence explains the historical significance of their topic and its connection to the NHD theme.

Step VIII. Developing a History Day project
1. reviews rules for category types.
2. explains requirements and styles for the process paper, citations, and the bibliography.
3. prepares students for levels of competition and the judging process.

1. review judging evaluation forms and judging criteria.
2. use checklists to ensure that projects satisfy criteria for historical content, design, and presentation.
3. construct entries and make revisions based on feedback from reviewers (family, teacher, friends).
4. practice interviews.

                            History Fair Process Paper Hint Sheet
Purpose = Process paper tells the story of the student putting the project

No factual details of History Fair topic should be in process paper.
Page 1 – Title page
Page 2 & 3 – Process paper – about 6 paragraphs
      I.   How I picked my topic
     II.   First way I looked up my topic
    III.   Second way I looked up my topic
    IV.    Last way I looked up my topic
     V.    How you put together the exhibit, documentary, performance,
    VI.    How it relates to the theme

Page 4 & 5 – Annotated bibliography
     At least 2 primary sources
     At least 4 secondary sources
     Annotation = “I used this book because …”
                      Process paper is required
           Don’t leave home without it
                             History Fair Note Cards Rubric
                                                                      50 note cards are required. There is some freedom on the content of the cards.
                                                                      More resource cards can be turned in than 5. 5 resource cards is simply the
                                       Name(s)                        minimum. The rest of the cards, however many that may be, will be fact cards.
                                                                      See the examples below.
                                                                                                     Number of Cards
 Title Card                  Title of History Fair Topic
                                                                      Title card             1       1       1       1       1       1

                                                                      Resource cards 5       6       7       10      40      49

                                                                      Sentence cards    44    43      42     39              9       0
                                  Letter in upper right-hand corner   __________title card correctly filled out

                                                                      __________resource cards correctly filled out
                                                                      Total cards     50     50    50      50     50                 50
                 Bibliography entry. Examples can be found in
                 Card #
                 History Fair Student Handbook
Resource Cards                                                        __________sentence cards correctly filled out

                                                                      __________all cards correctly numbered

                           Letter and Page # where sentence came      __________all cards in correct order

                                                                      __________Total points (50 points possible)
                 Card #                                                  2
 Fact Cards
                 1 complete sentence
              Sample History Fair Project Evaluation (100 pts)
Name all students: __________________________________________________

Title of Project: ___________________________________________________

                                Process Paper Grade
_________ Title page is correctly submitted (5 points possible)
__________ Meets length guidelines of 250 to 500 words (5 points)
__________ Explanation of how research was conducted and project was created (5 points)
__________ One primary source with annotation (5 points)
__________ Two secondary sources with annotation (10 points)
__________ Explanation of project’s relationship to theme (5 points)
__________ TOTAL (35 points possible)
      (Students who wish to enter the School History Fair must have additional sources listed)

                                Display Board Grade
__________   Entry is historically accurate (5 points)
__________   Places topic in historical context (5 points)
__________   Clearly relates topic to theme (5 points)
__________   Demonstrates significance of topic in history (5 points)
__________   Paper content is original, clear, organized and well presented (10 points)
__________   Text is clear, free of grammatical and spelling errors. (5 points)
__________   TOTAL (35 points possible)

                             Oral Presentation Grade
__________   Understanding of topic (10points)
__________   Well-spoken with a clear and loud tone (10 points)
__________   Originality (10 points)
__________   TOTAL (30 points possible)

____________________ Final total (100 points possible)

                    90-100=A     89-80=B    79-70=C    69-60=D     59 and below=F

        Sample History Fair Project Evaluation (200 pts)

Name all students: ________________________________________________________
Title of Project: __________________________________________________________

Process Paper Grade
_________ Title page correctly submitted (10 points possible)
_________ Two primary sources with annotation (10 points)
_________ Four secondary sources with annotation (20 points)
_________ Six annotations (30 points)
_________ Meets length guidelines or three to five hundred words (10 points)
_________ Explanation of how research was conducted and project was created (10 points)
_________ Explanation of project’s relationship to theme (10 points)
_________ Total

Display Board Grade
__________ Entry is historically accurate (10 points)
__________ Shows analysis and interpretation (10 points)
__________ Places topic in historical context (10 points)
__________ Shows wide research (10 points)
__________ Uses available primary sources (10 points)
__________ Research is balanced (10 points)
__________ Clearly relates topic to theme (10 points)
__________ Demonstrates significance of topic in history and drawing conclusions (10 points)
__________ Written material is original, clear, appropriate, and organized (10 points)
__________ Text is clear, grammatical, and spelled correctly: entry is well prepared (10 points)
__________ Total

___________________ Final total (200 points possible)

               180-200=A 160-179=B 140-159=C 120-139=D 0-119=F

                       School Participation Form
                      2013 Duval County History Fair

                        Due by: December 7, 2012

School # __________

School Name ___________________________________________

_____      We ARE going to participate in the 2010 Duval County History Fair.

_____      We ARE NOT going to participate in the 2010 Duval County History

Department Chair’s Signature ___________________________________

History Fair Coordinator Signature_______________________________

Principal’s Signature ___________________________________________

                                 School Statistics Form

                             2013 Duval County History Fair
Each year, the Florida History Fair requests statistics from the county regarding history fair contests held
within the district, including school fairs. Please submit this form with the following statistics to the
Social Studies office no later than March ____X____, 2013.

*This form should be returned regardless of whether or not your school participates in the Annual Duval
County History Fair.

School Name ______________________________________                School # __________

             Grade Level             Number of Participating           Number of Participating
                                          Students                          Teachers








             School Total

Please return this form no later than February 26, 2010 to Philip Little at the numbers and addresses
below.                                          30
                             Student Entry Registration Form

                           2013 Duval County History Fair
1.______________________________                       2.______________________________
3. ______________________________                      4.______________________________

SCHOOL NAME ___________________________________________________#_________

SPONSORING TEACHER _____________________________________________________

PLEASE CHECK ONE LEVEL:                _____ Grades 6-8                _____ Grades 9-12


               _____ Historical Paper (Individual)     _____ Group Documentary

               _____ Individual Exhibit                _____ Group Exhibit

               _____ Individual Documentary            _____ Group Performance

               _____ Individual Performance            _____ Group Website

               _____Individual Website




I/we have read and followed the rules outlined in the Official History Contest Guide for 2010. My/our
process paper includes a title page and annotated bibliography. I/we understand the difference
between primary and secondary sources and have separated these in the bibliography. I/we know the
meaning of plagiarism and have used either MLA or Turabian style guides to cite text and information.
I/we understand that the two grounds for disqualification from the contest are plagiarism and
revising or reusing an entry from a previous year.

STUDENT SIGNATURE(S): _________________________      _________________________

                       ___________________________   _________________________


________________________________              _______________________________

History Fair Coordinator Signature            Department Chair Signature


                                                      Principal Signature

        Participation in the State History Fair
          DISQUALIFIED! (4 copies please)

 The District Office does not provide transportation or pay for any costs
associated with the State and National Competition. Students who choose not to
attend the State Fair after submitting their entry form, must contact the District
office immediately if they choose not to attend the State Fair.


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