1. Judging History Fair Projects
Orientation

2. What is the judging process?
Orientation
Judges are paired—typically, a novice and veteran judge—and evaluate five to ten projects using the worksheet.
Judges share their assessments with each other and to make sure they are in the same range.
(Judges interview students.)
Each judge will complete and turn in a final evaluation for each project s/he evaluated.

3. What do History Fair students do?
Ask a historical question based on their interests
Conduct research using authentic sources and historians’ works
Come to their own conclusions, and support with evidence
Produce a project that can be presented to the public

4. They become museum curators…

5. …documentary filmmakers…

6. …actors…

7. …website developers…or…

8. … scholars writing a journal article.

9. No matter the type of project or the topic, students will investigate:
What was the situation at the time?
Why and how did change happen?
What was its impact (short- and long-terms)?
Why is it significant?

10. History Fair judges evaluate:
Knowledge
Analysis
Sources
Presentation
and
Make sure the rules were followed.
Summary Statement and Annotated Bibliography are submitted with their project.

11. Knowledge How deeply do the students know their topic?
Context: Have the students given background and explained else what was going on at the time which could be relevant?
Is the information accurate and relevant?
Is it in the past (at least 25 years)?
Is it connected to Chicago/Illinois history?

12. Superior: focused, thoroughly investigated
Excellent: solid but less depth, noticeable “holes”
Good: broad, superficial

13. Analysis Do they analyze the causes and effects?
Do they analyze what changed over time and why?
Do they argue for the long-term impact and significance?
Do the students have a thesis and conclusion backed by evidence?

14. Good: mostly expository
Superior: clearly stated thesis and conclusion based on evidence. Sources are analyzed. Argues about impact and significance.
Excellent: a thesis is present yet not entirely followed through. Less analysis of sources. Impact and significance vague.
Good: mostly expository

15. If someone else can have a different opinion or interpretation, then it is most likely a thesis.

16. What do you think of these theses?
After the 1919 riot the means of enforcing segregation became more accepted, more formal, often more violent, and completely legal.
Pesticides kill thousands of farmworkers and must be stopped.
How did The Jungle make an impact on the foods we eat?
The Juvenile Court system was established to remove children from the adult criminal justice system and help them reform, but over the years it became a source of punishment and imprisonment.

17. The National History Day theme
Did the students check off “NHD eligible” on their Summary Statement? Did they address the question too? If so--
Please give us your assessment. It plays a key role in the competition.
Superior: The theme is integral to the thesis.
Excellent: It is used throughout project, but not strongly in thesis and analysis.
Good: It is plopped in the project but no analysis.
N/A: students did not address theme at all.

18. Sources Is there a variety of primary and secondary sources?
Does the bibliography indicate use of quality sources?
Are the sources used effectively?

19. Primary sources are made at the time
Witnesses or participants
Newspapers
Meeting minutes
Reports
Letters
Photographs
Political cartoons
Fliers, brochures

20. Secondary sources are “about”
Books or journal articles by historians
Biographies
Books on historical subjects by writers
Encyclopedias – general and specialized
Textbooks
Interviews with experts
Documentaries
Maps

21. But I am not a historian, so how will I be able to evaluate?
Students are required to provide an Annotated Bibliography. The notes should include a brief description of the source and how it was used in the project.
Citations may be formatted in a consistent MLA or Turabian style.
Primary and Secondary sources should be divided.
Judges will take at least one set for further review and to submit to HF staff.

22. Example:

23. Not all internet sources are equal
Ask
To note
Are there too many .com s?
Are “google” or “yahoo” search engines listed as sources? They are not!
Is more than one wikipedia entry listed?
Do the students’ annotations indicate why the source is credible?
Are they using the internet for a digitized primary source or secondary source?
Journal databases such as Questia or Proquest may show up in URL. Make sure the title and info on the actual journal article is apparent.
.Edu or .Org websites may be good if credible and authored.
Keep your eyes open for books and research at Special Collections or Archives!

24. Presentation Is the narrative well-organized and easy to follow?
Does the project hold your attention?
Does the project show attention to detail in design, writing, and staging?
Does it use the medium well?
Am I being swayed by the cute kid or $$ factors?

25. The Summary Statement
Students state their thesis, summarize the main ideas of their project and explain their process of creating their History Fair project. Consider it an “introduction” to the project.
Students should submit their statement with their project and annotated bibliography.
Take at least one copy to review and submit to staff. Note project number.

26. Your conversation with students
After each presentation for documentaries and performances.
After all exhibits have been evaluated, students return for the interviews.
Each student is congratulated and receives a ribbon from you for making it to the competition. ALL students are recognized!

27. Type of questions How did you get interested in this subject?
Were you surprised by anything you found out?
What was the favorite part of doing this project?
What was your most important source?
How did you decide to do your History Fair project in this medium?

28. Save all helpful comments and constructive criticism until …

29. The Final Evaluation
After comparing comments and scores, judges each write their own “note” back to the students
This is the opportunity to provide constructive, positive critiques
This is the time to highlight what they really did well

30. Final Evaluation Steps
Complete information
Record your scores and any “penalties”
Write (print) your note to the students
Sign your name
Tag your favorite project
Collate each judges’ scores
Place the Summary Statements and Annotated Bibliographies together (please help us by noting project #)
Turn in to staff in the provided file folder

31. The art of the

32. Your note to the students
Start with a positive comment which shows you really looked at it
Tell them what you thought they did really well
Suggest ways in which they could improve their project
End with another positive comment, recognition

33. Positive comments leads the way
This is an interesting project about the Century of Progress and innovation.
An engaging, thoughtful presentation on the Chicago Freedom Movement.
Your research was very strong.
I appreciated how well your argument was organized.
Your information was thorough and relevant.

34. Note specific strengths and offer suggestions for improvement
Avoid negative words
Give suggestions, prompts
Avoid
Weak – use “strengthen”
Should – use “consider”
Not – make a suggestion
Your thesis could be strengthened by addressing “why” the change made a difference.
Would a different newspaper give you another perspective on the event?
Analyze your sources rather than use them for illustration only.
Make sure all the information in your project is relevant to your thesis.
It might be easier to follow your argument if you used subheads.
You have a terrific narrative. Is there anything you could cut out or rephrase so that you could slow down a bit?

35. Conclude with another positive remark
I learned a lot!
Keep up the good work!
A really solid project!
Well done.
I really enjoyed your project.

36. Example 1

37. Example 2

38. Example 3

39. Recap of Judging Process
Use evaluation worksheets for your notes
Collect Summary Statement and Annotated Bibliography for each project
Interview students – recognition of efforts – and give ribbon
Compare evaluations, within 8 points
Write final evaluations
Submit folder of materials to History Fair staff at check-out table.