42Nd Annual Volusia County Social Studies Fair

42ND ANNUAL VOLUSIA COUNTY SOCIAL STUDIES FAIR

ELEMENTARY STUDENT GUIDE

IMPORTANT INFORMATION  The Volusia County Social Studies Fair will be a VIRTUAL Fair.  There will NOT be in-person judging.  Projects moving on to the Volusia County Virtual Social Studies Fair must have written materials and videos of projects uploaded. o Instructions will be forwarded to teachers/schools at a later date.  Uploading portal deadline is 11:59 p.m. February 12, 2021.  Judging of uploaded written materials and videos of presentations will take place during the week of February 13-26, 2021. There will not be interaction between participants and judges.

This year’s fair theme is: “Communication in History: The Key to Understanding”

Students may select a topic on any aspect of local, regional, national, or world history. But whatever topic is chosen, the project must clearly relate to the theme.

The Social Studies Fair is an exciting learning opportunity encouraging students to explore a self-chosen topic in History. The school fair may also be a stepping stone to the Volusia County Social Studies Fair and the state and national competitions.

The final product a student submits for the school or county fair MUST BE THEIR OWN WORK. Students are encouraged to explore ideas with parents, teachers, and friends and may ask them for help in locating information; however, the final product must be their own.

The following questions will help students in considering their topic choice and beginning to work on their project:

 How is my topic important?  How does my topic relate to the theme?  How did my topic influence history?

After working on the project, the following questions will help students to evaluate and improve upon their work:

 Is my entry historically accurate?  Is my entry original, creative, and imaginative?  Is my written material clear, grammatical, and correctly spelled?  Did I follow all of the rules for my type of project?

2 Social Studies Fair Project Timeline

Where do I begin? READ the Fair Guidelines packet!

Then what?

1. *Choose your subject or theme in history. When? AT LEAST by .

2. Spend at least 3 hours research in at least 3 different places. (i.e., the public library, the school library, and the internet.) *This is the MOST IMPORTANT part of the project! Beautiful projects with no knowledge to support them are useless. When? By .

3. Purchase all the supplies you will need and begin putting together your project. When? By .

Hint: Thanksgiving Break is a good time for you to get the bulk of your project done, if not finish it altogether.

4. Completely finish your paper and your project – is it neat and presentable? Is it creative? Does it meet all of the standards and requirements laid out in the Guidelines? Review your research and make sure you understand important facts about your topic for the class presentation. When? By .

*ALL PROJECTS are DUE on !*

Note: Written passages on posters and reports must be the original work of the student. Only pictures may be cut and pasted from the Internet (and then, in a tasteful and minimalist way). No text passages may be printed, cut, and pasted on posters, exhibits, or reports.

3 Social Studies Fair Project

Elementary Information Sheet Name: Date:

1. I will be doing the following type of project (choose & circle one):

craft exhibit 3-d map map poster

2. If craft, what will you be making?

3. My subject of choice is .

How does this topic relate to the theme of “COMMUNICATION IN HISTORY”?

4. Any additional questions:

4 Elementary Social Studies Fair Categories

There are five categories from which students may choose one for their fair project: Posters, Maps, 3-D Maps, Crafts, Exhibits, and Performances.

**All entries must be accompanied by a title page and a written explanation of why the topic was chosen, how the research was conducted, how the project was made, and its relationship to the theme (approx. 500 words, see pages 8-9).** The paper should also include important facts about the topic and what the student learned. A short bibliography should accompany the paper (directions for bibliographies are in the teacher version of the fair guide) – see the sample on page 10 of this guide. Students should be prepared to answer questions about their topic and present their knowledge aloud to the class.

If the student chooses a poster, the following rules apply: POSTERS: Entries must be produced on a standard poster board of size 22” x 28”. A poster is a creative visual interpretation of the topic as it relates to the theme. Words on the poster should be used MINIMALLY and do not have to be used at all. Pictures may be hand-drawn or printed images. Posters are judged on these criteria: historical content, overall appearance, creativity, originality, and relation to the theme.

If the student chooses a map, the following rules apply: MAPS: Entries must be one-dimensional and be on standard size poster board (22” x 28”) or foam board (20” x 30”). Map must be hand-drawn. The map must include a title, compass rose, legend, and scale (if appropriate). Maps are judged on the following criteria: historical accuracy, appearance, creativity, originality, and relation to the theme.

If a student chooses three-dimensional map, the following rules apply: 3-D MAPS: Entries must be no larger than 22” x 30.” Map must be hand-drawn or crafted. Map must include a title, compass rose, legend, and scale (if appropriate). 3-d maps are judged on the following criteria: historical accuracy, appearance, creativity, originality, and relation to the theme.

If a student chooses a craft, the following rules apply: CRAFTS: Entries are typically handmade items such as quilts, needlework, costumes, flags, period furniture, metal ware, candles, soap, etc. The overall size of a craft project may not exceed 40 inches wide, 30 inches deep, and 6 feet high. Crafts are judged based on the following criteria: overall appearance, creativity, originality, and relation to the theme.

5 If a student chooses an exhibit, the following rules apply: EXHIBITS: An exhibit is a visual representation of your research and your topic’s significance in history – much like a small museum exhibit. Labels and captions should be used creatively with drawn or collected pictures and objects to enhance the message of your project. The overall size of your exhibit when displayed must be no larger than 40 inches wide, 30 inches deep, and 6 feet high. Circular and rotating projects must be no larger than 30 inches in diameter. Exhibits are judged on the following criteria: historical quality, overall appearance, creativity, originality, and relation to the theme.

If a student chooses a performance, the following rules apply: PERFORMANCES: A performance is a dramatic portrayal of your topic's significance in history and must be original in composition. Students can represent specific historical people and/or events. This category is divided into individual and group competition. Performances are judged on the following criteria: historical quality, relation to theme, clarity of presentation, and rules compliance. For specific details about costumes, time limits, etc, read the elementary student fair guide.

ALL PROJECTS MUST BE CLEARLY LABELED WITH THE STUDENT’S NAME AND TEACHER’S NAME!!

All Social Studies Fair projects must be uploaded by 02/12/2021. If a student’s project is chosen for the Volusia County Social Studies Fair, the student and student’s family will be notified and informed of any changes or further work that needs to be done on the project.

6 Notes regarding parent help:

Parents are expected to guide, advise, brainstorm and discuss ideas with their child through the process to make sure projects are quality and the experience is worthwhile.

Parents are not to write or draw on the actual project. Instead, a child can use stencils, trace pictures, use overhead, copy from a simplified drawing or print headings from a computer for neatness. Anything the child is capable of attempting should be done by the child. Exceptions might be using sharp tools, ironing, sewing, hot glue guns or other safety-related tasks.

Posters, exhibits and maps should be colorful, leave no empty spaces, be neat, have some headings or captions, have a large identifiable title, demonstrate effort and time spent, added decorative touches like borders and framing drawings with colored construction paper.

7 Sample title page, entry description, and bibliography:

Project Space- A History of Projects Mercury, Gemini, & Apollo

Student Name Elementary Division Individual Exhibit

I became interested in the space program when I went to Kennedy Space Center this past summer. During this first trip, I learned a lot about rockets, and I took a lot of pictures.

When I decided to do my project on the space program, we took a second trip to Kennedy Space Center for more information. During this trip, I went on the Then and Now Tour. The Then and Now Tour is a tour where they show how the Space program began. From this tour I got information from the tour guide and a lot of pictures from the early space program. Later, I got exact mini replicas of the rockets and books of the early space projects. I also got more information from old newspapers at the library, and from a movie titled, “The Right Stuff.”

I started organizing the report by reading and summarizing the books. I took the information that I summarized, and I turned it into a timeline. I put the pictures in order from Mercury to Gemini to Apollo. I also added captions to explain the pictures. With the extra information and pictures, I put them in a scrapbook. I set up the mini rocket exhibit to show what the rockets looked like. Finally, I wrote the report about the history of the space program.

The theme of the social studies projects is “Frontiers in History.” A frontier is an unexplored place or area. The frontier of my project is space and the moon. The frontiersmen were the astronauts on the rockets; Presidents Eisenhower and Kennedy were also frontiersmen. One, by starting the space program, and the other by challenging the people of the space program to go to the moon. The Russian cosmonauts were also frontiersmen for their country by exploring space.

We did explore the new frontier and we haven’t stopped. We went on and are still going on today to explore new space frontiers.

9 Bibliography

Armstrong, Neil, Buzz Alsrin, and Michael Collins. “First Explorers on the Moon.” National Geographic. Dec. 1969: Vol. 136, No. 6

Glen, John. Personal interview. 8 May 1996.

Kennedy, John F. John F. Kennedy: Special Message to the Congress on Urgent National Needs. John F. Kennedy Presidential Library and Museum. May 10, 1996. http://www.jfklibrary.org/Historical+Resources/Archives/Reference+Desk/Speeches/JFK/003POF03 NationalNeeds05251961.htm

Launius, Roger. NASA History. (Online) Available http://history.nasa.gov January 16, 2001.

Sipiera, Diane M., and Paul S. Sipiera. Project Gemini. New York: Children’s Press 1997.

Sipiera, Diane M., and Paul S. Sipeira. Project Mercury. New York: Children’s Press, 1997.

Sipiera, Diane M., and Paul S. Sipeira. Project Apollo. New York: Children’s Press, 1997.

Young, Roy. Cape Canaveral: Then and Now Tour Guide. 13 January 2001.

10 POTENTIAL COMMUNITY AWARDS

VOLUSIA COUNTY SOCIAL STUDIES FAIR - 2020 COMMUNITY AWARDS

Entries must first address county fair theme and then specifically address special awards criteria.

Islamic Center of Daytona Beach Awards are for individuals or groups with topics pertaining to Islamic history and the fair theme.

Jewish Federation of Volusia & Flagler Counties, Inc. The Asia Doliner Holocaust Memorial Fund All awards are for best depiction of a Holocaust or Jewish History theme.

League of Women Voters

Ormond Beach Historical Society

DAR (Daughter’s of the American Revolution)

Pilot Club of the Halifax Area Daytona Beach, Inc.

Elementary Individual Performance

Ponce de Leon Inlet Lighthouse Preservation Association Ponce Inlet Lighthouse Social Studies Achievement Awards for best projects relating to Florida maritime history (naval history, sea exploration, commerce, fishing etc. It also may include histories of ships, navigation, lighthouses and aids to navigation, the social history of sailors and sea-related communities, as well as area maritime themes in literature.)

11 SOCIAL STUDIES FAIR TOPICS FOR STUDENTS

“Communication in History: The Key to Understanding”

Every year the Social Studies Fair frames students’ research within a historical theme. The theme is chosen by the National History Day (NHD) Foundation for the broad application to world, national, state, and local history, and its relevance from ancient history to the more recent past. This year’s theme is “Communication in History: The Key to Understanding”.

The intentional selection of the theme for NHD is to provide an opportunity for students to push aside the antiquated view of history as mere facts and dates and delve deeper into historical content to develop perspective and understanding.

A listing of sample topics is not available. This will provide students a greater ability to determine how this year’s theme relates to a broader concept. Please review the information in this packet to help guide students in choosing a topic related to this year’s theme.

HELP STUDENTS FIND A TOPIC THAT INSPIRES THEM When picking topics, students must make certain they fit the annual theme. It is also incredibly important that students are interested in what they are researching. Choosing something they are excited to explore and learn more about will motivate students, allowing them to take ownership over something they care about and want to share with an audience.

Topics should not be too broad and instead should have a narrow focus that allows students to do in-depth research. For example, if your student is interested in aviation, he or she could narrow down the topic to a specific event such as the first flight of the Wright Brothers (1903) or Amelia Earhart’s solo trans-Atlantic flight (1937).

Once your students have selected their topics, they should develop guiding questions to get their research process started.

Each student then develops an argument based on the topic and provide a clear thesis statement that captures his or her position on the topic and is supported by wide research. If students are stuck selecting a topic, direct them to the partner resource page (nhd.org/partnerresources ) as a place to start their search for a topic.

2020-2021 Theme Narrative: Communication in History: The Key to Understanding ASHLEY FOLEY DABBRACCIO, Program Assistant, National History Day®

During the 2020-2021 academic year, National History Day (NHD) students will explore topics relating to the theme Communication in History: The Key to Understanding. This theme asks students to consider how people exchange information and interact with each other. Students have the chance to explore how the methods and modes of communication have changed over time, and how they have shaped the present. Major inventions like the telephone, the telegraph, and the television stand out in our minds as obvious examples of how communication has changed over time. Yet, communication is more than just these inventions. It is about how words, thoughts, or ideas are exchanged throughout history.

THE ACT OF COMMUNICATION Merriam-Webster defines communication as “a process by which information is exchanged between individuals through a common system of symbols, signs, or behavior.” History is filled with stories about people, groups, or nations either communicating or failing to communicate with each other. Before we can understand these stories, we must go beyond common definitions of communication and recognize the many ways people communicate. Only then can we begin to investigate the impact communication has had on social and political changes throughout history.

Let us look at written communication. Johannes Gutenberg invented the printing press in the 1400s, making it easier to mass-produce the written word. Before that, manuscripts had been written by hand and were only available to the elite. How did the mass production of books and other printed materials help to shape society? Or, consider telecommunication. Students interested in global history might look to the spread of telecommunication lines across the globe. For instance, the development of Australia’s first international telecommunication system linked them to Asia in 1872. How did this development shape international diplomacy?

Students can also research the importance of the radio in the United States during the 1920s and 1930s. The radio provided a more accessible and less expensive way to get updates on popular culture, weather, and daily news. Some students might examine the radio’s role in promoting jazz in the 1920s. Others might explore President Franklin Delano Roosevelt’s fireside chats. How did President Roosevelt use the radio to communicate with the American people? Why was it important that he did so?

Conventions, exhibitions, movements, and other public gatherings help people communicate ideas and opinions with each other. For instance, World’s Fairs (also known as World Expositions), in which nations showed off their most recent advancements, exploded in the 1800s. Visitors came from all over the world. Why might countries want to communicate their achievements? What specific ideas and information did the nations show the world, and why might that be important?

Another example is the use of conventions by social activists to speak out on topics like 13 abolition, woman suffrage, temperance, and other social reforms. The Declaration of Sentiments address given at the 1848 Seneca Falls Convention revealed that suffragists wanted equality and voting rights. How did the suffragists shape their arguments? Was the message they conveyed well received, or did it lead to a broader discussion? Other students might look to Steve Biko’s speeches and his time with South Africa’s Black Consciousness Movement in the 1970s. How did he communicate his demand for an end to apartheid and social unrest in South Africa?

Language is a key way we communicate with each other. Immigrants to the United States often lived and worked in communities alongside others who spoke their native language. Why might they have chosen to do so? Did their language barrier make it harder for immigrants to communicate effectively and adjust to life in the United States? What restrictions have been placed on language in the past? Students might explore the ban on the native Hawaiian language following the overthrow of Queen Liliʻuokalani in 1893. Why was the Hawaiian language banned? Did that action change the way native Hawaiians communicated with each other?

Language does not always involve the physical act of speaking. Developed in the early nineteenth century, American Sign Language (ASL) helped deaf individuals communicate. What barriers did hearing-impaired individuals experience before the use of ASL? Similarly, the written language of Braille has helped the blind community communicate. Who invented it, and why? Did it break barriers or create more challenges?

On a more personal level, students might explore letter writing. How were letters used as a means of communication? What did people write about in letters? Did they write to the government, family, or friends? How does the tone change based on the recipient or the topic? Students might explore letters written by women during the American Civil War and investigate what they wrote about. What was the purpose of the letters? To whom did they send these letters? Why did they feel the need to voice their thoughts during the American Civil War? Others might explore open letters like the one written by Émile Zola to protest the Dreyfus Affair in France (1894-1906). What consequences did Zola face? How did the event affect the country of France?

Images and imagery, too, can communicate thoughts, opinions, or ideas. Portraits, photographs, and art convey meaning. Students might look to the cave paintings of earlier societies or the hieroglyphs and drawings created by Ancient Egyptians. What do those images convey about their society? Do they communicate what was deemed to be important whether it be about family, war, or society in general? Other examples might include satirical materials from England’s Punch weekly magazine. In 1906, Punch ran “In the Rubber Coils,” a political cartoon that depicted Belgium’s King Leopold II as a rubber vine coiled around a Congolese man. What is the image trying to convey to the reader about the relationship between Europe and Africa? How do images communicate people’s opinions on important political and social topics? How did political cartoons sway public opinion about support for anti-imperialism measures?

Students might also look at other key ways imagery has communicated opinions or feelings. The invention of the television changed how we communicate and learn about different events. The Vietnam War (1955-1975) divided American public opinion for over 20 years. How was press coverage of the Vietnam War different from that of previous wars? What images of the war did Americans see daily on their television screens? How did photographs and film footage inspire anti-war protests in the United States and abroad? Other students might compare and contrast the footage of the 1968 Democratic and Republican Conventions. How did those broadcasts influence the vote? What was the

14 overall impact on Republican Richard Nixon’s victory over Democratic Vice President Hubert Humphrey?

THE KEY TO UNDERSTANDING Communication, in and of itself, is defined by the exchange of ideas, news, or information. Yet, there is another side to communication. Do we understand what is told to us? American journalist Sydney J. Harris wrote, “The two words ‘information’ and ‘communication’ are often used interchangeably, but they signify quite different things. Information is giving out; communication is getting through.” Information is extremely important, but if we fail to get our point across or miscommunicate the information, it often leads to unintended results.

What happens when we do not understand the intended message? How has miscommunication or failure to communicate shaped history? History is riddled with examples of miscommunication that resulted in unwanted consequences. The events at Wounded Knee (1890) between Native Americans engaging in their ancestral ghost dance and U.S. soldiers led to a violent encounter between the two groups. Why? Did both sides understand what the other was doing, or did a lack of understanding lead to violence and chaos?

What happens when miscommunication occurs during war? Students might explore the events of the now-infamous Charge of the Light Brigade during the Crimean War (1853- 1856). How did miscommunication affect the battle? What were the consequences of such miscommunication?

Another example of misinformation is the 1898 Spanish-American War. Misinformation and miscommunication led many Americans to blame Spain for the explosion onboard the USS Maine in Havana Harbor. Newspapers ran wild stories about the event. Why did they choose to blame Spain? Why publish such a sensational story? What effect did this story have?

Miscommunication and misinformation can turn countries against each other or turn friends into enemies. Take, for instance, the Bosnian War (1992-1995), which turned Serbians against their Bosnian and Croatian neighbors. What was communicated? Why? What consequences arose as a result? How did Slobodan Milošević’s fiery rhetoric cause such miscommunication between the nations? How did it affect friends, family, and neighbors who found themselves on opposite sides of the conflict?

CONCLUSION The act of communicating with other people, communities, or nations is often taken for granted. Yet, communication and our ability to understand what is being conveyed is a much more complicated story. In order to understand the role communication plays in history, students will have to understand the historical context of what is being talked about during the period. All communication happens as part of a larger story. In order to understand, we need to know what is motivating people to talk, write, and communicate with each other in the first place.

SO WHAT?

TO ACCESS MORE THEME RESOURCES, GO TO NHD.ORG/THEMEBOOK.

15 ELEMENTARY CATEGORY CHECKLIST  Be sure to review rules for all categories, and the specific rules for your category.  Students may enter only one category.

Posters Uses standard poster board or parchment paper Standard Size – 22”x 28” Maps One-dimensional (flat) Size – 22”x 28” or 20”x 30” Three – Dimensional Size – 22”x 28” or 20”x 30” Maps 3 dimensional (not flat, includes raised relief) Crafts Handmade (simple machines & tools may be used, nothing computer generated). Size – Not to exceed 40” wide, 30” deep or 6’ high Written explanation of craft Exhibits No larger than 40” wide, 30” deep, and 6’ high when displayed Individual Only 1 copies (plus one for you) of written materials: title page required information; up to 500-word description of the research methods used Must be present for (a judging team may retain one copy for review) Judging Bibliography Project addresses the theme Title is clear and visible Has visual impact and shows interpretations Name, teacher name, and school name listed on entry card Prepared to answer judges’ questions at the contest (remember that formal narratives are not appropriate responses to questions) Performances 10 minutes maximum for performance Individual & Group Maximum 5 minutes to set up and 5 minutes to take down (2-5 students per 3 copies (plus one for you) of written materials: title page with required information; up to 500-word description of research methods used (a judging team may retain one copy for review) Bibliography Performance addresses the theme All props and equipment student supplied Only student entrants run equipment and are involved in the performance Extra supplies and materials in case of emergency Names and addresses of all group participants listed on entry card Prepared to answer judges’ questions at the contest (remember that formal narratives are not appropriate responses to questions) IMPORTANT INFORMATION  The Volusia County Social Studies Fair will be a VIRTUAL Fair.  There will NOT be in-person judging.  Projects moving on to the Volusia County Virtual Social Studies Fair must have written materials and videos of projects uploaded. o Instructions will be forwarded to teachers/schools at a later date.  Uploading portal deadline is 11:59 p.m. February 12, 2021. 16