Chicago History Fair Assessment Project Mary Kelly University of Illinois-Springfield EDL 543

April 20, 2010

Chicago History Fair Project

This project is the culmination of a semester worth of classes. If you reference the map for the 8th grade library class, each month is divided into certain research goals teaching the skills the students will need to complete the project. The assessment discussed includes a peer review of a classmates thesis statement and outline. Also, there is an assessment of the final project that the teacher will hand out and/or post to class website that the students can reference to know exactly what they need to do to achieve an A. Essential Questions: How do I begin research on a topic Im unfamiliar with? Why do I have to include primary sources in my research projects? Besides books, what are some other sources of information? How do I know if this source is going to be useful? How can I find more relevant search results? Why do I have to complete an outline? Where can I find the publisher, copyright date, authors name, etc.? Where can I find examples of MLA bibliographies? How do I cite a website, or a source with no authors name? How can I create a webpage, web casts, blogs, wikis, etc? How do I find primary sources? How do I stay organized while Im reading through my sources? I have all these sources, now what? Why do I have to write a thesis statement? What is a bibliography and how do I complete one? Why do I have to cite my work? What is the difference between footnote, works cited, and bibliographies? What is Web 2.0? How can I integrate technology into my project?

The Chicago History Fair is an annual event that children all over the city participate in. Each year there is a theme associated with the fair, for example, 2010 focused on innovation in Chicago. For the purpose of this assignment, the students can choose to complete a seven to ten-page research paper on any topic of Chicago History. One purpose of the fair is to teach students how to become historians. Another goal is to ensure students have the skills necessary to succeed in high school, and have a solid foundation to finding and assessing sources in the digital world. Finally, the Chicago History Fair is great for students to learn more about the rich and long history of the City of Chicago.

Calling all historians 2011 Chicago history fair

This semester you will become a historian. >Understand how to think about history and examine the past. >Learn how to locate primary sources and create a bibliography. >Learn how to integrate web 2.0 technologies into your project. >Sharpen your writing and research skills. >Enhance your organizational skills. >Gain expertise in note taking and evaluating sources (both print and electronic) You will complete:
7-10 page research paper on chosen Chicago themed topic >using at least 5 primary sources and 5 secondary sources >with correct MLA citations 1 class presentation using web 2.0 technology (i.e. podcast, wiki, blog, web page, etc.) >this presentation will be 5 mins in length and will focus on your research paper >you will need teachers approval on technology you choose to integrate This project is worth 30% of your final grade We will be working throughout the 1st semester to ensure you have the skills and abilities to complete an outstanding paper and presentation.
Check out the sites below: http://www.chicagohistoryfair.org/ http://www.chipublib.org/cplbooksmovies/cplarchive/historyfair/index.php

Peer Review of classmates Thesis Statement

Thesis Statement: Does the thesis statement guide the argument? YES / NO Why or Why Not? For example, do you understand the point your classmate is trying to make? Can you see what stance your classmate is taking when presenting their argument?

What are the strengths of your classmates thesis statement?

Does the thesis statement express one main idea? YES / NO Can you please write the done the main idea of your classmates thesis statement?

Does it make a conclusion about the argument? YES / NO What is the conclusion the research paper will discuss?

Peer Review of classmates Thesis Statement

Does the author avoid the use of 1st person? YES / NO I, me, myself should never be used in a thesis statement.

Does the author use strong language? YES / NO Does he/she avoid saying I think or maybe?

Do you see any areas that may be improved upon? For example, does you classmate use strong language, 1st person, has a conclusion been drawn, and/or is the point of the paper made clear in the thesis statement?

Peer Review of classmates outline

Outline: Introduction: Does the introduction include the thesis statement? YES / NO Please write down your classmates thesis statement:

Is the purpose of the project/paper stated? YES / NO Please write down what you believe the purpose of this project is:

Body: Does the author present his/her argument? YES / NO

Peer Review of classmates outline

Does the body of the outline have three points supporting the assertions made in the thesis statement? YES / NO Please list the three points: 1.

2.

3.

Is the body of the outline coherent and logical? YES / NO Conclusion: Does the author summarize his/her argument? YES / NO

Does the author explain why he/she came to this conclusion?

YES / NO

Does the author restate the thesis?

YES / NO

Peer Review of classmates outline

Please list three strengths of your classmates outline? 1.

2.

3.

Do you think there are areas that may be improved upon? Why or Why Not?

Chicago History Fair- Teacher Evaluation

5- Excellent: The student has shown an exceptional ability at satisfying the requirements of the project. Has written and excellent thesis statement; project is organized in a logical flow and has a clear introduction, body, and conclusion; shows an exceptional understanding of the content, presents three arguments and proves that the work justifies discussion; has no grammatical or mechanical errors; exceptionally fulfills all the requirements for the class presentation; uses a variety of primary and secondary sources and correctly and conscientiously site them. 4- Good: The student has shown an above average ability at satisfying the requirements of the project. Has written an above average thesis statement; project is organized in a logical flow and has a clear introduction, body, and conclusion; shows an above average understanding of the content, presents three arguments and proves that the work justifies discussion; has very few grammatical or mechanical errors; above average fulfillment of the requirements for the class presentation; uses the required number of primary and secondary sources and correctly and conscientiously site them. 3- Satisfactory: The student has done an average job satisfying the requirements of the project. Has written an adequate thesis statement; project is adequately organized in a logical flow and has a clear introduction, body, and conclusion; shows an understanding of the content, presents three arguments and makes an adequate case that the work justifies discussion; has very few grammatical or mechanical errors; adequately fulfills all the requirements for the class presentation; uses the required number of primary and secondary sources and correctly and conscientiously site them. 2- Needs Improvement: The students need improvement to satisfy the requirements of the project. Has not written and adequate thesis statement; project needs improvement in organization and does not have a clear introduction, body, and conclusion; needs improvement in understanding the content, did not present at least three arguments and does not prove that the work justifies discussion; has many grammatical and/or mechanical errors; does not fulfills all the requirements for the class presentation; does not use the required variety of primary and secondary sources and needs improvement when citing them. 1- Poor: Overall the project requirements have not been met and the student needs to show vast improvement.

Chicago History Fair- Teacher Evaluation

Thesis Statement >Does it use strong language and avoid 1st person? >Does it provide a good roadmap for the paper? >Does it make a conclusion about regarding your argument?

Comments:

Argument/Analysis >Does the students show an understanding of the content presented? >Does the body present three arguments supporting the thesis? >Does the work justify a discussion?

Points: Comments:

Class Presentation >Successfully integrate Web 2.0 technology

Points: Comments:

>Presentation relevant to Chicago themed research paper >Did the student maintain eye contact and adequate speaking pace?

Organization >Does the paper have a clear introduction, body, and conclusion? >Does the paper have a logical and coherent flow?

Points: Comments:

Mechanics >Conventions: punctuation, spelling, grammar, correct tense >Paragraph structure

Points: Comments:

Sources and Bibliography >Does the paper fulfill the number or sources, both primary and secondary, required? >Does the student correctly use MLA Citations?

Points: Comments:

Points: Additional Comments:

Total Point:______________ Final Grade:_____________