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SOCIAL STUDIES FAIR

HANDBOOK Due Wednesday, December 5th

ROCKDALE COUNTY PUBLIC SCHOOLS

Student Handbook

2012-2013

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Table of Contents Purpose of Social Studies Fair ..……………………………………..………….3

Georgia Performance Standards in Social Studies ………………..………….....4

Suggested Timeline……………………………………………………………..5

Preparing Student Projects ……………………………………………………. .6

Characteristics of Disciplines…………..……………………………………….8

Requirements for Social Studies Projects …….………………………………..9

Deciding on a Topic……………………………………………………………11

Sample Research Topics ……………………………………………………... 12

Research Proposal Sheet ..…………………………………….….…………....14

Gathering and Analyzing Data…………………………………….…………..15

Note Taking …………………………………………………………………...16

Bibliography Cards …………………………………………………………... 17

Creating Bibliography ………………………………………………………...18

Using Footnotes ……………………………………………………………….20

Sample Bibliography ……………………………………………………….…21

Format for Research Paper …………..……………………………………… 22

Abstract/Sample Abstract………………..……………….……………...…….23

Correct Use of Backboard……………………..………………………………24

Checklist for a Completed Project……………………………………………..25

Appendix ……………………………………………………………………...27

Sample Parent Letter

Sample Timeline

Sample Verification Page

Partner Request Form

Note Taking Form

Judge’s Score Sheet

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Purpose of Social Studies Fair

Local, regional, and state social studies fairs annually present exhibitions of work prepared by

students in grades five through twelve. Each project is designed to show research and conclusions

about the study of people in relation to their physical and social environment.

Objectives of Social Studies Fairs

The student demonstrates the use of analytic-scientific procedures in a visual and verbal

presentation by

o Selecting a significant topic of study;

o gathering and analyzing data;

o interpreting findings;

o reporting conclusions; and

o using appropriate social studies research methods and skills.

The teacher uses varied instructional techniques for guiding students in understanding

social studies concepts and research methodology.

The fair will improve students’ skills in social studies through

o evaluation of student work according to established criteria, and

o communication with judges, fair officials, and their teachers.

The fair will create public awareness of social studies through;

o publicity;

o displays of exhibits in public venues and business places following the fair; and

o encourage public attendance at the fair.

Recognizes and rewards students’ academic competence in social studies through

o ribbons,

o certificates, or

o other appropriate recognition.

Required Parts of Social Studies Project

The completion of a successful project includes:

Research Summary Paper

Visual Presentation- Illustrates and enhances research findings

An Abstract- description of the project

Interview (at the system, regional, and state fairs)

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Social Studies

Common Core Georgia Performance Standards

Information Processing Skills Common Core Literacy and Writing in

History/Social Studies

Compare similarities and differences

Organize items chronologically

Identify issues and/or problems and

alternative solutions

Distinguish between fact and opinion

Identify main idea, detail, sequence of

events, and cause and effect in a social

studies context

Identify and use primary and secondary

sources

Interpret timelines

Identify social studies reference resources

to use for a specific purpose

Construct charts and tables

Analyze artifacts

Draw conclusions and make

generalizations

Analyze graphs and diagrams

Formulates appropriate research questions

Check for consistency of information

Analyze interpretations of the same event

from multiple types of sources.

Make predictions and comparisons based

on factual information.

Analyzes information from two or more

sources for agreements, contradictions,

facts and opinions.

Determines adequacy, relevancy and

consistency of information for justifying

conclusions or generalizations.

Determine the central ideas or information of a

primary or secondary source; provide an accurate

summary of the source distinct from prior knowledge

or opinions.

Identify key steps in a text’s description of a process

related to history/social studies

Integrate visual information (e.g., in charts, graphs,

photographs, videos, or maps) with other

information in print and digital texts.

Distinguish among fact, opinion, and reasoned

judgment in a text.

Analyze the relationship between a primary and

secondary source on the same topic.

Write arguments to support claims in an analysis of

substantive topics or texts using valid reasoning and

relevant and sufficient evidence.

Write informative/ explanatory texts to examine and

convey complex ideas and information clearly and

accurately through the effective selection,

organization, and analysis of content.

Produce clear and coherent writing in which the

development, organization, and style are appropriate

to task, purpose, and audience.

Develop and strengthen writing as needed by

planning, revising, editing, rewriting, or trying a new

approach.

Use technology, including the Internet, to produce

and publish writing and to interact and collaborate

with others.

Conduct short as well as more sustained research

projects based on focused questions, demonstrating

understanding of the subject under investigation.

Gather relevant information from multiple print and

digital sources, assess the credibility and accuracy of

each source, and integrate the information while

avoiding plagiarism.

Draw evidence from literary or informational texts to

support analysis, reflection, and research.

Write routinely over extended time frames (time for

research, reflection, and revision) and shorter time

frames (a single sitting or a day or two) for a range

of tasks, purposes, and audiences.

*Note: Depending on student’s topic other Georgia Performance Standards may apply.

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2012-2013 Social Studies Fair SUGGESTED TIMELINE

Project Requirements Announced Aug.- Sept. -Distribute handbook to students

-Letters to parents Topic Selection/Question to Research September Thesis/Purpose Statement September Information Search September- October

Methodology Note Cards Collect Data Outline

Rough Draft and Construct Project October Research

Bibliography

Project Construction November-December Final Draft December Local School Fair TBD by local school Names of School Winners due to County Office, January 4, 2013 Andrea Pritchett Rockdale County Fair Saturday, January 12, 2013 Memorial Middle School

Students set up projects Friday, January 11, 2013 4:30pm – 5:45pm Memorial Middle

Judging of Projects Saturday, January 12, 2013 County Awards Ceremony Saturday, January 12, 2013 East Metro Regional Social Studies Fair Saturday, February 2, 2013 (Hosted by DeKalb County) Georgia State Social Studies Fair Saturday, March TBA, 2013

For more information, visit www.gcss.net

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SOCIAL STUDIES RESEARCH

PREPARING STUDENT PROJECTS From GCSS Handbook Appendix IVb

(from the teaching archives of Dr. Glen Blankenship)

I. CHOOSE A TOPIC.

A. Social Studies Disciplines 1. ATHROPOLOGY-People are survivors. I am a survivor. 2. ECONOMICS-People are consumers and producers.

I am a consumer and producer. 3. GEOGRAPHY-People are earth dwellers.

I am an earth dweller. 4. HISTORY-People are descendants.

I am a descendant. 5. POLITICAL SCIENCE-People are citizens.

I am a citizen. 6. SOCIOLOGY/SOCIAL PSYCHOLOGY-People are members of groups.

I am a member of many groups. People are an individuals.

I am an individual. [Ann Angell, Emory University]

B. Think of a current topic about which you like to read and study; think of problems you would like to see solved. The topic should be enlightening on some significant aspect of human

experience. C. Look through newspapers, a variety of magazines (Time, Newsweek, U.S. News and World

Report, Psychology Today, National Geographic, etc.) and other current publications. Read current editorials, listen to radio and television news broadcasts.

D. Brainstorm possible topics. Talk to parents, teachers, and other students about topics that may interest you.

E. Identify any bias you may have concerning a possible topic. Determine if you can sort through the data and not be prejudiced.

II. FORMULATE AN APPROPRIATE RESEARCH QUESTION.

A. List ten questions that deal with your topic. B. Ask each of these questions about your possible research questions:

1. Can you do original research on the topic? (preferable) 2. Is the topic relevant? Will the answer be of any benefit to you or your community?

Ask “so what?” about the question. 3. Does the question use words that need to be defined? 4. Did you avoid questions with “yes” or “no” answers? 5. Do you already know the answer to the question? (avoid) 6. Are you biased or prejudiced about the topic? 7. Will you be able to draw some kind of conclusion to the question? 8. Can you find information in your community on the topic?

C. Narrow your list of questions to three.

1. Discuss the questions with parents, teachers, and friends. 2. Choose the best research question.

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III. DETERMINE THE PURPOSE FOR CHOOSING THE TOPIC AND QUESTION. A. Why have you chosen this topic? B. Write a paragraph explaining why.

IV. CHOOSE METHODS OF RESEARCH. A. Begin in the Media Center.

1. Books 2. Magazines (use the Reader’s Guide) 3. Newspapers (scan indices for the past several years) 4. Government Documents 5. Vertical Files

B. Choose at least one (preferably 2 or 3) original means of research. 1. Interviews 2. Polls 3. Oral Histories 4. Case Studies 5. Questionnaires 6. Photographs 7. Movies/Sound Recordings 8. Experiments/Observations 9. Maps 10. Physical Remains (buildings, artifacts, landscapes) 11. Unpublished Manuscripts (wills, letters, deeds, minutes, diaries, family Bible)

V. CONDUCT THE RESEARCH.

A. Devise a timeline. B. Keep a daily journal of the progress (both successes and setbacks) of the progress of your

research. C. Roadblocks may occur during the research process. When they happen, do not quit. Talk with

your parents/teacher and revise the plan. Not finding an answer may be just as significant as finding one.

VI. SUMMARIZE THE DATA.

A. Outlines/Essays B. Statistics (in the form of graphs, tables, etc.) C. Photography/Diagrams/Drawings

VII. DRAW A CONCLUSION.

A. Answer the question using the data collected during the research. The project is of no use if you do not answer the question.

B. Use decision-making charts to help you draw a conclusion.

VIII. DETERMINE A PRESENTATION FORMAT

A. Select a format (visual, written, dramatic presentation, audio, etc.) B. Use charts, graphs, photographs, drawings, maps, artifacts, diagrams, films, diagrams, political

cartoons, murals, recordings slides, videotapes, computers, etc.

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Characteristics of the Disciplines

Anthropology

Anthropology is the scientific study of human beings from prehistory to contemporary societies. It

includes all aspects of human development, both physical and cultural. The field of archeology is

the study of humanity through fossils and artifacts. The field of physical anthropology deals with

the biological development of humans. The field of cultural anthropology studies the way humans

have devised to cope with their natural settings and social environments and how customs are

learned, retained, and handed down from one generation to another.

Economics

Economics is the scientific study of the production and exchange of goods and services. The

economist analyzes the data, issues, and public policies related to the production, distribution, and

consumption of scarce resources. The economist describes the economic system in an effort to

explain how people satisfy their wants and needs. The economic behavior of humans is concerned

with methods of doing business, producing, organizing (labor and management), financing, and

regulating economic activities.

Geography

Geography deals with the earth’s surface, the utilization of raw materials and resources, and human

behavior as it is influenced by location and other geographic factors. Geography is the scientific

study of the relationship between the physical environment and human activities. Geography deals

with the description of the earth’s surface, the changes that occur in it, the knowledge of its various

parts (land, water, and atmosphere), and the theories of its formation and change.

History

History encompasses all that has happened to humanity. History in an narrower sense can be

limited to the history of a country (all that has happened in that country), or it can be limited to a

group of people, an institution, a community, etc. History is more than a systematic record of

events of the past, because it usually includes analysis and explanation of these events. History is

the record of changes of civilizations.

Political Science

Political science is the scientific study of the theory and practice of humanity in organizing and

controlling the power necessary for group living. Different societies have different methods of

human control. The process of government can be studied by descriptions through comparison and

classification of political data. Political science includes the art, science, and philosophy of the

governmental process.

Sociology/Psychology

Group living is the result of humanity’s social needs and necessitates cooperation within and

between groups. Groups are constantly changing in nature and functions because personality,

attitudes, motivation, and behavior of individuals both influence and are influenced by social

groups. Therefore, individual adjustment to group living is constantly necessary.

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Requirements for Social Studies Projects

Class I (Grades 5-6) Class III (Grades 9-10)

Class II (Grades 7-8) Class IV (Grades 11-12)

Focus

The scope of the subject should be neither too limited nor too broad. The data should be arranged

in a clear and meaningful pattern and presented in a manner that will command interest and

communicate understanding of the subject to others.

Unity

Every project must have a unifying theme with a point of departure, subject development, and

specific conclusions involving the evaluation and interpretation of data.

Topics for study are unlimited, especially at the local level. Examples include studies of business,

churches, government, people, community change, and rural and urban problems. Gathering

information concerning one project may require distribution of questionnaires to a sample of people

and tabulation of the results; another project may be based on the study of manuscripts and/or

newspapers; and still another project may be based on studying the government publications of

some specialized agency. The following are sources of information.

Newspapers, magazines, published letters, memos

Unpublished manuscripts (wills, letters, deeds, church minutes, diaries)

Government publications (international, national, state, and local)

Publications by private agencies

Physical remains (buildings, battle areas, artifacts)

Oral interviews, polls and questionnaires, photographs, sound recordings, and films

Internet web sites

As a rule, a good researcher uses a variety of these sources of information. The use of one often

leads to the use of another. The following are some tools used by social scientists to gather reliable

data. Successful past projects have utilized as many of these tools as were appropriate to the subject

researched.

Case studies

Experiments

Observations

Graphic studies

Historical examinations

Maps

Samples

Surveys/statistical analysis

Interviews

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The following are suggested as ideas for illustrating information and results on the display board.

Artifacts

Charts

Computers

Diagrams

Graphics

Graphs

Historical collections

Maps

Mock-ups

Murals

Photographs

Recordings

Slides

Videotapes

The application of computer technology in the development of the social studies research process

and project display is encouraged. The use of materials such as toy dolls, plastic models, and

commercial products for illustration is discouraged. Objects should be made by the student

and not purchased. Building materials such as wood, modeling clay, pipe cleaners, and styrofoam

may be purchased for use in constructing models.

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Deciding on a Topic

I. Deciding on a Topic

A. Avoid topics that are limited

Example: How many states are in the United States?

A student cannot write a report on a topic that can be explained in a few words or a

sentence.

Better Topic: What valuable resources are found in the southern states?

B. Avoid topics that are too broad

Example: What happened during the Civil War?

Topics which are too big make it impossible to find all the information that is needed to

cover the topic adequately.

Better Topic: What was Atlanta’s role in the Civil War?

C. Some topics have no available information

Example: Why did Henry Hudson get into trouble with the crew of his ship?

We often do not know exactly why people did what they did in the past.

D. Avoid topics that are confusing because we cannot tell what information is requested

Example: What is the most powerful country in the world?

Your topic should be supported with facts. You should use these facts to form your own

opinions.

Better Topic: Why might Japan be considered one of the strongest economic powers in the

world?

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SAMPLE RESEARCH TOPICS

Anthropology

“Who Were the Earliest Citizens of Georgia?”

“How to Dress? Changing Rights and Responsibilities of Muslim Women?"

“Who Are the Aborigine of Australia and How Has Their Culture Survived?”

Economics

“Which Factor Contributes Most to a Country Succeeding in the Summer Olympic Games?”

“High School Dropouts: How do they affect the economy?”

“Fluorescent Light Bulbs vs. Incandescent Light Bulbs”

"How has Television Advertising Affected our Lives?"

“How did Illegal Immigration affect the Georgia Economy?

“Can Americans Afford to go to College?”

Geography

“Who Are the Palestinians?”

“What Do You Know About Liberia?”

“Chilean vs. Haitian Earthquake: Which One Was Truly More Destructive?”

“What Does Drought Mean to the State of Georgia?"

“Arcology: Can Building Upwards Solve Urban Sprawl?”

History

“How Much Do You Know About Your School's History?”

“How Did the Space Race Change American People’s Lives?”

“What Impact Did the Buffalo Soldiers Have on America?”

“How Did Jackie Robinson Change Baseball?”

“The Impact of Nurses in the Civil War”

Political Science

“Voter Apathy: How Does It Affect Election Results?”

“How did ‘Bloody Sunday’ Impact the Civil Rights Movement?”

“Have Seat Belt Laws Made a Difference?”

Sociology

“Twist, Turn, Pop! Who Can Open That Top?”

“Methamphetamine: Knowing ‘What’ Can Save Your Life”

“Media and Mankind: Technology’s Effect on Society”

“I am Hungry: Where Can I Go to Get Help?”

“How does Physical Fitness affect family, friends, and you?”

“Television Violence: Who Decides and How?”

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Titles of Winning Projects from State Fairs

“Social Security: Are Educators and Others Prepared to Fund Their Retirement?”

“I Am Homeless: Where Can I Get Help?”

“Are You Ready?”

“Citizenship – Can You Pass the Test?”

“Pricing Trends in the Retail Market”

“What is Ramadan? What Happens in Ramadan and Why?”

“What is Coca-Cola’s History and Economic Impact on Georgia?”

“Protected Species of the Okefenokee Swamp”

“Red, White, and Black Civil War Signals”

“What Did the Hookworm Eradication Program Accomplish Regarding Public Health in the South?

“How Did Sociopolitical Conditions in the Second Half of the Twentieth Century Affect Music?”

“The Soul of the Samurai”

“Teenage Spending”

“Venice, Italy, vs. the Adriatic Sea”

“The Mongols: Civilized or Savage?”

“The New Deal”

“Why Are There So Many Chinese Girls Who Need to Be Adopted?

“Upgrading Our Future: Are We Technology Dependent?”

“How Can Atlanta Survive Delta’s Failure?”

“What Damage, if any, Is Human Interaction Doing to the Great Barrier Reef?”

“How Did Eleanor Roosevelt Become Known as ‘First Lady of the World’?”

“50 Years After Brown v. Board of Education: Are Our Schools Desegregated?”

“Was the South Justified in Seceding from the Union?”

“How Did Voting Units Affect the 2004 Presidential Elections?”

“Should Auto Insurance for Teen Boys Be More Expensive Than for Teen Girls?”

“NASA Technology – Down to Earth”

“Can Public Schools Offer Fast Food as a Healthy Alternative Lunch?”

“Pet Therapy”

“What Are the Origins of Currency?”

“How Do Storm Chasers Help Save Lives?”

“Andersonville: The Worst Civil War Prison”

“The Pledge of Allegiance – How Do You Feel?”

“How is Title IX Funding Affecting Men’s and Women’s Sports?”

“What Events Led to Jimmy Carter Winning the Nobel Peace Prize?”

“Origins of Mummification”

“Common Cents: Should the Penny Go?”

“How Many People Can Identify the Continents?”

“What is the True Story Behind the Life and Talents of Blind Tom?”

“How did ‘Black May’ of 1992 Directly Impact the Politics in Thailand?”

“West Nile Virus”

“The Retail Industry: Friend or Foe During the Time of Economic Slowing?”

“Mardi Gras”

“How Successful Have the Land Reform Programs Been in Zimbabwe?”

“World War III: Africa vs. AIDS”

“Magic, Religion and Science”

“The Plight of Sudanese Refugees in Atlanta”

“Returned with Honor – POWs”

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RESEARCH PROPOSAL SHEET

Student’s Name: _______________________________ Teacher: ____________________

Section 1:

Question: ________________________________________________________

________________________________________________________________

Social Studies Discipline: ___________________________

What are three things you want to learn about the topic and inform the readers about?

1. ___________________________________________________________

2. ___________________________________________________________

3. ___________________________________________________________

Teacher Suggestions:

Section II:

Rewritten Question: ______________________________________________

_______________________________________________________________

Social Studies Discipline: _______________________________

Section III:

What resources do you plan to use to answer your question? (You must name at least 3

(three) different sources, using only 1 (one) encyclopedia.)

1. ________________________________________________

2. ________________________________________________

3. ________________________________________________

Teacher Approval: ____________________________________ Date ________________

Parent/Guardian Signature: _______________________________ Date _______________

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Gathering and Analyzing Data

A. Formulates a research question. The question must be related to one or more of the social

studies disciplines (anthropology, economics, geography, history, political science,

sociology/psychology).

B. Seek guidance for developing your topic from your teacher(s), media specialist, and/or

other resource persons.

C. Research the topic from a social studies viewpoint rather than investigating it as a natural

science.

Example: Nuclear power as a political issue rather than “how it works.”

D. Take notes that are related to answering your question.

Using References

It is recommended that students use bibliography cards to facilitate the process of preparing the

bibliography for the final draft. As you locate useful sources write down the information needed

to complete the bibliography. See bibliography card sample.

A. Alphabetize by the first letter in the reference

B. Italicize the title of the book or magazine cited

C. Put quotation marks around titles of articles

D. Include month, day, and year for daily or weekly magazines or newspapers

E. Indent if the reference takes more than one line

F. End each citation with a period

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Note Taking

Sources of Research:

Books

Magazines

Newspapers

Internet

Surveys

Interviews

Information Needed About Sources:

Author’s Name (first and Last)

Name of book, magazine and article name, etc

Name of publishing company

Place of publication

Date of publication (copyright date)

Volume number (if available)

Page numbers used

Internet sources require:

The title of the website

The organization responsible for the site (Ex. CNN)

Date that you accessed the site

Address of the site (Ex. www.rockdale.k12.ga.us)

Interviews require:

The name of the person interviewed (first and last)

The date of the interview

Where the interview was conducted

Surveys: include a copy of the survey and the results in the paper and on the board.

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BIBLIOGRAPHY CARDS

The purpose of the working bibliography card is two-fold. First, it lists the bibliographical

information, that is, the information that identifies the specific resource. Second, it gives a summary

of the information within the source.

Example: Front Side includes resource location information and bibliographic information

Example: Back Side includes a short summary of the information that may be

helpful to your topic

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CREATING THE BIBLIOGRAPHY

Examples of Bibliographic Citations

Book with a single author

Author’s last name, author’s first name. Title of the book. Place of publication: Publisher’s

name, date of publication.

Fukuyama, Francis. The End of History and The Last Man. New York: Free Press, 1992.

Book with more than one author

Malbin, Nichael J. and Thomas L. Fais. The Day of Reform: Sobering Campaign Finance

Lessons from the American States. Washington, D.C.: Brookings Institution Press, 1998.

Book with an editor (no author listed)

Editor’s last name, first name, editor’s title. Name of the book. Place of publication: Publisher’s

name, date of publication.

Bender, David L., editor. Censorship. St. Paul: Greenhaven Press, 1985.

Book with no author listed

Title of the book. Place of publication: Publisher’s name, date of publication.

The World Almanac and Book of Facts. New York: Newspaper Enterprises Association, Inc.,

1998.

Encyclopedia article-signed

Author’s last name, author’s first name. “Title of article.” Name of encyclopedia. Volume

number, page number. Place of Publication: Name of publisher, date of publication.

Griffey, Thomas A. “Noise.” World Book Encyclopedia. Vol. 14, p. 455. Chicago: World

Book, 1989.

Encyclopedia article-unsigned

“Title of article.” Name of encyclopedia. Volume number, page number. Place of publication:

Name of publisher, date of publication.

Magazine articles with an author listed

Author’s last name, author’s first name. “Title of the article.” Name of the magazine. Date of

magazine, page number.

Carl, L. “Editorial Cartoons Fail to Reach Readers.” Journalism Quarterly. October, 1988,

pp. 33-5.

Magazine articles with no author listed

“Title of article.” Name of magazine. Date of magazine, page number.

“Education at Home: A Showdown in Texas.” Life. March 1985, p. 87.

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Newspaper article-signed

Author’s last name, author’s first name. “Title of article.” Name of newspaper. Date of article,

section, page number.

Simmons, Kelly. “Georgia Rail Line Estimate Escalates.” The Atlanta Constitution.

October 6, 2000, Sec. A, p. 1.

Newspaper article-unsigned

“Title of article.” Name of newspaper. Date of article, section, page number.

“Odds Stacked Against Russian Newborns.” The Atlanta Constitution. October 6, 2000,

Sec. C, p. 3.

Pamphlet

“Name of Pamphlet.” Agency. Place of publication: Name of publisher, date of publication.

“NAEP 1998 Civics Report Card for the Nation.” U.S. Department of Education.

Washington, D.C.: U.S. Department of Education, 1999.

Personal Interview

Person’s last name, person’s first name. Company name or occupation. Place of interview, date

of interview.

Website

Title of website. Organization or person responsible for website. Date of website’s latest

updating or date website checked and URL of website.

GeorgiaInfo. University of Georgia. Jan. 20, 2002

<www.cviog.uga.edu/Projects/gainfo/gahisdoc.htm>

Other Internet Resources

For information on citing online encyclopedias, newsgroups, etc. check style manual for

documentation style you have chosen.

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Using Footnotes

A. Make sure that the number at the start of a footnote corresponds to the appropriate number

at the bottom of the page on which the citation appears.

B. Indent the footnote number five spaces and (1) type it as a superior figure without any space

following it, or (2) type it on the line (like an ordinary number) followed by a period and

two spaces.

1

Carolina Bird. The Case Against College, David McKay Company, Inc., New York,

1975, p. 83 ff.

1. Carolina Bird. The Case Against College, David McKay Company, Inc., New York,

1975, p. 83 ff.

Students may choose to use MLA, APA, or any other traditional documentation style

when listing references and giving credit within the summary paper. The supervising

teacher should provide guidelines from a reliable source, and the student should use the

chosen style consistently throughout the paper. Sources for manuals for these guidelines

are www.malonline.com, www.apa.com, libraries, and bookstores.

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SAMPLE BIBLIOGRAPHY

These should be listed in alphabetical order according to the first word. The second or any

additional lines should be indented.

"Amazing Amazon Region." New York Times. Jan. 12, 1981, Sec. B, p. 11.

Bender, David, series editor. Censorship. St. Paul: Greenhaven Press, 1985.

"Education at Home: A Showdown in Texas." Life. March, 1985, p. 87.

Fradin, Dennis B. Georgia in Words and Pictures. Chicago: Children's Press, 1981.

Griffey, Thomas A. "Noise." World Book Encyclopedia. Vol. 14, p. 455. Chicago: World Book,

1989.

Keen, Judy. "Relief Pouring into Bay Area." USA Today. Oct. 23, 1989, Sec. A, p. 1.

"Opera Houses." Academic American Encyclopedia. Vol. 18, p. 605. New York: Academic

American, 1990.

Strong, Mark. National Mortgage Company. Waco, Texas. Interview: April 5, 1987.

"Velvetbean Caterpillar." The Dept. of Agriculture. Washington, D.C.: U.S. Government Printing

Office, 1960.

Visher, Emily B. and John S. Bennett. Stepfamilies: A Guide to Working with Stepparents and

Stepchildren. New York: Brunner/Mazel, 1979.

Warner, Margaret Garrard. "A Class of American Democracy?" Newsweek. Oct. 30, 1989, pp. 62-

63.

The World Almanac and Book of Facts. New York: Newspaper Enterprises Association, Inc., 1989.

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Format for Summary Research Paper

I. Cover

The paper should be bound in a folder with a cover. The cover should add to the overall

aesthetic appearance of the project display. The paper should be placed on the table in front of

the backboard.

II. Title Page

A. Name of project (if name of the project is not the question researched, the question

researched should appear as a subtitle.)

B. Student’s Name

C. School’s Name

D. Grade

E. Discipline

F. Teacher’s Name

III. Verification Page (If anyone types your paper other than you) See Appendix

IV. Body of Summary Paper

A. Thesis Statement page

Clearly state why the research topic was chosen

Present an overview of the content that will be covered

B. Methodology Page (steps followed to complete project; does not include steps in writing the

paper and constructing the display)

Outline the steps followed to complete the social studies project

How data was systematically collected and analyzed.

C. Research

Introductory paragraph

Clearly state the general theme

Basic ideas that will be developed

D. Research Findings

Present information in an orderly, sequential and convincing manner

Include adequate and properly balanced information

E. Conclusion

Presents a summary of the key ideas presented in the pages, which lead to a

conclusion. Summarize what you learned from the information you gathered and

studied in the project. Answers the question being explored.

VIII. Credit Page

Give credit to anyone who provides assistance in the completion of the project.

IX. Bibliography/References

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Abstract

An abstract of the project should be included on a 3” x 5” card. Information on the abstract

provides a description of project title, statement of the problem, methodology, and

conclusion. Students shall give this card to the judges at the beginning of the oral

interview at the regional and state fairs.

Sample Abstract

Title: Advertising and Fast Food: How Effective?

Name(s): John Jones and Mary Martin

Statement of the Problem: The purpose of this project is to determine the effectiveness of fast

food restaurant advertising.

Methodology: Surveys were submitted to 138 elementary students asking them to match

advertising slogans to companies’ names. Sales accounts were compared from five fast food

restaurants for two months when advertisement “wars” were held.

Conclusion(s): Findings indicated that students matched the slogans and compared sales

accounts correctly. The advertisements were determined to be effective.

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Correct Use of Backboard

Other display items (videos, power points, models) related to the project question/ purpose and made by the student may be on the board or on the table in front of the board. The total display must fall within size guidelines. Projects are limited to a space of 30 inches front to back (depth), 48 inches in width (when opened), and 60 inches in height. (Additional support equipment may be placed under the table, but not at the sides.)

Methodology Question/Problem Statement Data/Illustrations Conclusions

Methodology (Also graphs, charts, illustrations related to the project question/ purpose)

Question or Conclusion(s)

Problem Statement (Also graphs, charts, illustrations related to the project question/ purpose)

Conclusion(s)

(Also graphs, charts, illustrations related to the project question/

purpose)

Abstract on a 3x5

index card.

Present to judges

during interview.

Summary

Paper

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CHECKLIST FOR A COMPLETED PROJECT Yes No

Summary Paper`

1. Is the paper typed? If the student did not type the paper, is the verification

statement included on the first page of the report?

2. Is the paper double spaced?

3. Is the paper less than 5 pages in length?

4. Does the topic of the paper clearly state the question being explored?

5. Are all words spelled correctly?

6. Is my report clear, concise, and grammatically correct?

7. Does my written report include:

a. Title page (student’s name, school, grade, discipline, teacher)

b. Verification page (Include only if someone other that you

typed your paper.)

c. Purpose page

d. Methodology page

e. Research

f. Conclusion page (answers the question being explored)

g. Bibliography

h. Credit page (Optional - This page can be used to give recognition to

someone who was especially helpful to you)

Abstract

8. Is the abstract on a 3”x 5” index card?

9. Does the abstract include:

a. a description of the project title?

b. a statement of the problem?

c. the methodology?

d. a conclusion?

Visual Presentation

10. Is the backboard for the visual presentation no more than

30 inches in depth?

48 inches in width (when opened)?

60 inches in height?

11. Does my backboard include:

a. a clear statement of the question researched

b. Thesis Statement or Purpose

c. Methodology

d. Evidence of my research; visuals that illustrate or enhance findings

e. Conclusion

12. Is my exhibit durable and easily movable?

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13. If an audio or visual recording is used, is it less than 10 minutes?

14. Does the project need equipment such as extension cords, bulbs, projectors,

recorders and/or monitors? If so, can the student provide the needed

equipment?

15. Are the materials provided in the visual display student made and not

commercially made?

16. Is my name and other required information included on both my written

report and my display?

17. Have I set up my completed project and done a final examination of my

entire display?

18. Is my exhibit attractive and appealing?

19. Have I gained knowledge as a result of doing this project?

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APPENDIX

Sample Parent Letter

Sample Verification Page

Partner Request Form

Note Taking Form

Judge’s Score Sheet

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SAMPLE PARENT LETTER

Dear Parent/Guardian:

Preparations for the 2013 Social Studies Fair are in progress. Your child has received information which outlines the requirements, format, and due dates for the various steps of the project. A research paper, an accompanying backboard, and a 3-D model or visual are requirements for successful completion. All parts of the project are due on ___________________________________________. Please review this information with your child, just as we have done at school. Your child will need help and support in choosing a topic and locating information. A successful project for your child will represent his/her work, not that of a parent or expert. Students should prepare a report using at least three sources, with no more than one encyclopedia. The paper should be approximately 600 words, 4-5 double space typed pages. Students will take notes, make an outline, write a research paper, organize a bibliography, and prepare a visual display. By preparing a backboard, students will gain artistic skills in lettering, spacing, and balance. This project will provide a variety of educational experiences, as well as, help students develop many of the skills necessary for a rewarding academic and business career. The research process help students learn how to locate factual information, compile notes, write a well-planned and documented paper, create a visual display and develop organizational skills. Classroom teachers are also working with your child to help them develop these skills. We will spend one day a week discussing and monitoring the progress of students. Therefore, most of the project will be completed at home. In addition, you will need to purchase materials and help gather supplies, especially for the completion of the backboard and the construction of the model. Please be aware of the timeline and help your child plan assignments in accordance with the due dates for each aspect of the project. Plan a proposed schedule, which will break the tasks of the project into small pieces and set up time tables so that the last minute panic is avoided. The project should be completed over several weeks, not several nights! A pocket folder is ideal for organizing all information and research. Large index cards (3”x 5” or 4” x 6”) are suggested for note taking. Prior to submitting the rough draft, your child will ask you or another adult for assistance in proofreading his/her paper for grammar and spelling errors.

Your cooperation and support are appreciated in this valuable learning experience. Additional information is

available on the Georgia Council for the Social Studies website: www.gcss.net. Please sign the bottom

portion of this letter and return after viewing the information with your child.

Sincerely,

Team ________ Social Studies Teacher ************************************************************************************************************************ I acknowledge that I have reviewed the Social Studies Fair information with my child and understand the requirements for successful completion.

Child’s Name _____________________________________________________________

Teacher’s Name ____________________________________________________________

Parent/Guardian Signature _____________________________________________________

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____________________ SCHOOL

SOCIAL STUDIES FAIR TIMELINE

Project Due Date: ______________________ Local School Fair: ______________________

Below is a timeline to assist with the completion of the Social Studies Fair Project. The underlined dates to the right are the due dates for each part of the project. For a quality project, students are encouraged to utilize the timeline to complete the project over several weeks, instead of a few nights.

APPROVE TOPIC AND TITLE Due:

Obtain packet on requirements for completing project

Choose a topic to research

The title should be in the form of a question

Make a list of resources (school and public library, places to write, people to interview)

Select reading material

Begin reading and taking notes

Must have Research Topic Proposal approved by teacher

THESIS STATEMENT/ PURPOSE Due:

State the reason why the topic was selected and what the student plans to prove or explain INFORMATION RESEARCH/NOTE CARDS Due:

Write down everything you do, along with the date, to complete your methodology

Continue research and take notes

The note cards should contain one main idea on each card

Begin working on outline

Begin collecting or buying material for your display

OUTLINE OF THE RESEARCH PAPER Due:

The outline should give both the student and teacher a guide as to how the student wishes to present the material.

Sketch a preliminary design for your display. Include purpose, methodology, conclusion, etc.

Begin working on rough draft

BEGIN CONSTRUCTION OF BACKBOARD _____________________

ROUGH DRAFT Due:

A parent or guardian should proofread a rough draft before the student submits it to the teacher.

Work on typing a first draft of report.

Begin designing charts, graphs, or other visual aids for display.

ROUGH DRAFT RETURNED Due:

Students should use the teacher’s comments to correct any mistakes.

CONCLUSION AND BIBLIOGRAPHY Due:

The conclusion should restate the purpose, include the findings of the research, and draw conclusions based on the study.

The bibliography should include at least four sources.

FINAL DRAFT Due:

The final draft should be typed, not longer than six hundred (600 words, completely free of errors.

Double-check written report for spelling, punctuation, and grammar.

Type the final copy of written report.

BACKBOARD/ MODEL Due:

The backboard should be neat, colorful, and include the required title strips.

Proof read your written report.

Check and double check both display text and written report for spelling punctuation, and grammar.

LOCAL SCHOOL’S SOCIAL STUDIES FAIR Date:

Set up project at home and check for any flaws.

Practice presenting your research, and answering questions with an expert.

Carefully take display apart and transport to your Social Studies teacher’s classroom.

Set up display in classroom for initial judging by teacher.

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SAMPLE VERIFICATION PAGE

Should the report be typed or word processed by someone other than the student, include the

following statement on the first page of the report:

“I verify that this paper, was typed/word processed by _______________________________

exactly as I prepared it. ”

_______________________________________

Student’s Signature

_______________________________________

Signature of Typist

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SOCIAL STUDIES FAIR

PARTNER REQUEST FORM

The following must be read, signed, and returned by the due date in

order to receive approval to work with a partner.

_____ We understand that this form must be completed by us and signed by our parents/guardians.

_____We understand that we must each have our own copy of this project to turn in on the due date.

This is for my protection in the event that my partner either does not do their part or does not come

to school on the due date.

_____We understand that once this commitment is agreed to and the deadline for changing our minds

has past, that we will have to continue as partners.

_____We understand that only a few days will be used in school to work on this project. All other

work must be completed at home. Therefore, I will need to make arrangements to work with my

partner on my time outside of class time.

_____This form must be signed by a parent/guardian for each of the students and turned in by

____________________. We understand that the deadline for changing our minds is

_____________________. The due date for the final project is _________________.

BOTH PARTNER REQUEST FORMS MUST BE TURNED IN AT THE SAME TIME.

********************************************************************************

Student’s Name: ____________________________ Date: ________________

Partner’s Name: _____________________________ Date: ________________

Parent/Guardian Signature: _____________________ Date: ________________

********************************************************************************

AGREED WITH PARTNER AND PARENT(S)/GUARDIAN(S)

Student’s Name: _______________________________ Date: ________________

Partner’s Name: _______________________________ Date: ________________

Parent/Guardian Signature: _______________________ Date: ________________

Title of Approved Research Topic: _______________________________________________

__________________________________________________________________________

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Topic Being Researched______________________________________________

Title of Source________________________

Author______________________________

Publisher___________________________

Date of Publication____________________

Place of Publication__________________

Page Numbers Used___________________

Copyright___________________________

Volume Number______________________

Internet Site Title_____________________

Internet Address

Date Internet Site Was Accessed_________

DO NOT WRITE IN FULL SENTENCES Use a New Line for Each Idea

http://

Source #________________

Student Name_________________

Teacher Name_________________

DO NOT WRITE IN FULL SENTENCES Use a New Line for Each Idea

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