Ask HISTORICAL QUESTIONS

about a topic that interests

them.
Do RESEARCH using books by
historians and primary sources.
ANALYZE, COME TO
CONCLUSIONS, AND MAKE
ARGUMENTS supported by
evidence.
Produce PROJECTS to present
to the public.

Chicago Metro History Education Center Revised 2015

 1. 2.
Ask 3. 4. 5.
Take the
Questions & Research Analyze Develop an Tell Us Your
Find Your Journey Your Sources Argument Story!
Topic
 1.
Ask
Questions &
Find Your
Topic
What topics interest you?
Immigration, Ethnicity What current events or
Politics, Law issues concern you?
Labor, business
Technology, medicine
Arts, literature
Sports, Media
Civil and human rights What career do you want
Womens issues to have as an adult?
Environment
everything has a history!

What period of history is most intriguing for you? 1. Ask

Questions &
Find Your
Topic
 How do the arts change society?
How do people gain rights and share power?
What happens to people, communities, nations
in times of war?
How do music, sports, dance, or writing impact
history?
How did my community get this way?
What do people do when the economy changes?
1. Ask
Questions &
Find Your
Topic
 Archives & special collections finding aids
Encyclopedia of Chicago, Chicago

History, other Chicago-based publications
Museums & cultural organizations
Newspapers & magazines
Your history book

Talk to people!
1. Ask
Questions &
Find Your
Topic
 It can be argued
Its history or interpreted.
happened in Its historically
the past , and significant.
shows change
over time.

Its connected
Your History Fair to Chicago or
Topic Question Illinois.

Its got soul!

YOU CARE Its got
ABOUT IT! sources
It uses the for
NHD theme evidence.
1. Ask
for analysis. Questions &
Find Your
Topic
WHAT IS THIS YEARS NHD THEME?

1. Ask
Questions &
Find Your
Topic
 1. Ask
Questions &
Find Your
Topic
 1. Ask
Questions &
Find Your
Topic
 1. Ask
Questions &
Find Your
Topic
 1. Ask
Questions &
Find Your
Topic
 1. Ask
Questions &
Find Your
Topic
Step 2

2. Take the
Research
Journey
2. Take the
Research
Journey
What changed? How and why? What was
Always the big questions of history.
the impact? What was its significance?

ANNUAL NHD THEME A specific aspect of history to analyze. The

theme is broad so may topics are relevant.

2. Take the
Research
Journey
What changed? How and why? What was
Always the big questions of history.
the impact? What was its significance?

NHD THEME The specific aspect of history to analyze.

For example, Turning Points in History.

BROAD TOPIC I love TV! Ill explore that topic.

2. Take the
Research
Journey
What changed? How and why? What was
Always the big questions of history.
the impact? What was its significance?

NHD THEME A specific aspect of history to analyze. The

theme is broad so may topics are relevant.

BROAD TOPIC I love TV ! Ill explore that topic.

Hey, I didnt know that Chicago was once

Narrowed Topic
famous for its television programs. Wow!

2. Take the
Research
Journey
What changed? How and why? What was
Always the big questions of history.
the impact? What was its significance?

NHD THEME The specific aspect of history to analyze.

For example, Turning Points in History

BROAD TOPIC I love TV! Ill explore that topic.

Hey, I didnt know that Chicago was once

Narrowed Topic
famous for its television programs. Wow!

Historical Question Did early Chicago TV produce any

turning points in history?

2. Take the
Research
Journey
 What changed? How and why? What was
Always the big questions of history.
the impact? What was its significance?

NHD THEME The specific aspect of history to analyze.

For example, Turning Points in History.

BROAD TOPIC I love TV !

Hey, I didnt know that Chicago was once

Narrowed Topic
famous for its television programs. Wow!

Historical Question Did early Chicago TV produce any

turning points in history?

The Chicago School of Television

Working or created a unique style that changed
Draft Thesis how people viewed television
shows.

2. Take the
MAIN RESEARCH! Research
Journey
Now, get into the specific how and why and impact.
FIND SECONDARY SOURCES

FIND PRIMARY SOURCES

READ MANY DIFFERENT KINDS OF

PRIMARY & SECONDARY SOURCES

CONSIDER SOURCES THAT PRESENT

VARIOUS VIEWPOINTS & PERSPECTIVES

TAKE NOTES ABOUT &

ANALYZE THE SOURCES 2. Take the
Research
Journey
Materials that give information,
make an argument, or offer
interpretation based on
primary sources.

2. Take the
Research
Journey
 ALWAYS
START
Encyclopedia & general
reference books for starters
BOOKS or ARTICLES
1. By writers summarizing
historians
2. By historians that
summarize or
synthesize others
works
3. By historians on a
narrow subject
Interviews with scholars,
experts, museum docents,
or others with second-hand
knowledge 2. Take the
Research
Journey
Follow the Footnotes

2. Take the
Research
Journey
Materials made at the time, for
the time, or persons who were
witnesses or participants.

2. Take the
Research
Journey
 Speeches
Letters
Photographs
Posters, flyers
Diaries
Interviews witness
& participants
Newspapers, serials
Minutes or reports,
government
documents
2. Take the
Research
Journey
2. Take the
Research
Journey
2. Take the
Research
Journey
2. Take the
Research
Journey
2. Take the
Research
Journey
2. Take the
Research
Journey
 2. Take the
For more on research resources, see the Research Journey Power Point Research
on the Research History Research Journey section of the website. Journey
 Libraries
Archives/Special Collections
Neighborhoods
Organizations
Historic sites
Museums
Internet-Online Databases
and Digital Collections

2. Take the
Research
Journey
 Make connections to Interview historians
today find out why or experts in the
your topic made a topic
difference

Interview people
who were
witnesses and
participants

Research in special Visit historic

collections at sites and
universities museums
2. Take the
Research
Journey
 What makes a quality website for online
primary and secondary sources?
Check out the Recommended Websites page on CMHECs website
.edu - look for digitized images and documents or articles/reports
authored by professors. Avoid .edu websites made by other students
.gov - look for the real images and documents, authorized articles
rather than public relations pages
.org - can be ok if it is credible and authored by an expert. You might
need to dig to determine
Wikipedia? OK for background to get you going, but not for
bibliographies.
.com - un-authored sites are not credible.
Note: Google, Yahoo, Ask.com are search engines,
not sources. Think of a search engine as a LIBRARY.
2. Take the
It is a place that has sources for you to find. Research
Journey
ONLINE databases for
secondary sources are
great! Sometimes the
secondary sources will J-STOR and First Search and
use primary sources other online databases are
that are hard to find available at all CPL branches.
elsewhere too.

2. Take the
Research
Journey
Superior websites give you real primary
sources and are usually connected to
universities, government, historical
2. Take the
societies/museums, special collections. Research
Journey
 RECORD ALL THE INFORMATION
FOR YOUR BIBLIOGRAPHY WHILE
YOU ARE LOOKING AT THE SOURCE! 2. Take the
Research
Journey
 A bibliography contains citations--the
detailed publication information--about
every source you used.
An annotation is your summary of the
source and explanation of how it was
used in your project.

(You will attach your Annotated Bibliography to the Summary

Statement to give to your judges.)
2. Take the
Research
Journey
 Annotated Bibliography

The annotation Bibliographic

summarizes Information may
the source and be either MLA or
explains how it Turabian style.
was used in Be consistent.
project.

Primary and
Secondary
Sources
should be
separated.

2. Take the
Research
Journey
Step 3

3.
Analyze
Your
Sources
 1. Description: who, what, when, where
2. Historical context
3. What happened: how and why
4. Causes or contributing factors
5. What changed and why: effects & impact
6. Significance

Your notes = the information you are finding

but ALSO your analysis of that information. 3.
Analyze
Your
Sources
BACKGROUND
What else was going
How were things done or on at the same time
thought before the change? that connects?
Who else was
involved at the time?
What is the particular
era in history called
and how does your
story fit in?

3.
Analyze
Your
Sources
Profound: How deeply people were or have been
affected, lives changed?
Quantity: Did it affect many or just a few? Were
the effects widespread or limited?
Durable: Did the effects last a long time or fade
quickly?
Relevant: How does it contribute to our
understanding of the past/present? Does it carry
any meaning to historians today can we learn
from it? 3.
Analyze
Your
Sources
A thesis statement
tells us in one or two
sentences what you are going
to argue for in your project.
It is your answer to your
historical question.
3.
Analyze
Your
Sources
 From the Question to Thesis

Final Thesis: The Chicago

School of Televisions
pioneering informal style
Draft Thesis: The in the 50s broke down
Chicago School of barriers between the
Television changed how audience and performers.
Historical Question: Did people viewed television TV was no longer radio
early Chicago TV produce shows. with pictures or a play
any turning points? on air but an entirely
new way of interacting
with unseen viewers. This
was a turning point in the
relationship between the
new medium and its
audience.
 Takes a stand -- makes a specific argument or
interpretation
Has a narrow and specific focus
Based on & can be supported with evidence
Explains historical impact, significance, or
change over time, and
Can be communicated in one or two sentences.

3.
Analyze
Your
Sources
!

3.
Analyze
Your
Sources
After the 1919 riot the means of enforcing segregation
became more accepted, more formal, often more violent,
and completely legal.

Pesticides kill thousands of farm workers 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.
3.
Analyze
Richard J. Daley died in 1976. Your
Sources
The Juvenile Court
system was established Since their
to remove children from introduction into
the adult criminal justice farming by Mansuto
system and help them in 1951, pesticides
reform, but over the have killed thousands
of farm workers and
years it stopped focusing must be stopped.
on rehabilitation of the
children and became a
source of punishment
and imprisonment.
3.
Analyze
Your
Sources
 3.
Analyze
Your
Sources
Courtesy of the Chicago Housing Authority Archives 3.
Analyze
Your
Sources
Courtesy of the Chicago Housing Authority Archives
3.
Analyze
Your
Sources
How might it relate to either thesis?
What other sources would you need
to find for either thesis?

Public housing failed under Mayor Richard J. Daleys vision

Mayor Richard J. Daley
because it did not take into
account tenants needs, but
instead it focused on the
warehousing of poor people
into large units.
for public housing was to
provide the kind of living
spaces which would be on par
with any middle class housing.
3.
Analyze
Your
Sources
Step 4
Thesis
Argument
Evidence (sources)
Conclusion

4.
Develop an
Argument
 4.
Develop
an
Argument
 4.
Develop
an
Argument
 4.
Develop
an
Argument
Claims = each major point you make in order to
have us understand and believe your argument
which you will back up with evidence.
Every claim is supported by several sources.
Think of a claim as a topic sentence.

4.
Develop
an
Argument
 Claim 1
The relevant
background Claim 2
and historical The set-up or
context development
of the issue,
Introduction problem
with thesis Claims 3 & 4 -
Central action
and main idea
what happens,
why, how change
occurred
Conclusion
(Wrap-up)
Claim 6
Claim 5
Significance. Why
Initial
it matters today,
outcomes
what was learned,
and impact 4.
how was society Develop
changed. an
Argument
 4.
Develop
an
Argument
 The Northern Illinois Hospital and Asylum for the Insane was first
proposed by the state legislature on April 16, 1869. and received its
first patients on April 3, 1872. Before this time, many hospitals for
the insane were like prisons, and the patients were treated like
animals. The state wanted the hospital to have all of the newest
technology for treatments and the best of living conditions for its
patients and employees. Through the years it became clear that
Elgin Mental Health Center was not helping its patients and
sometimes even hurting them, so major changes were made to
improve living conditions and treatment methods. The hospital
became an example of both what to do and what not to do to
improve mental institutions throughout the region and beyond.

4.
Develop
an
Context? Change over time? Historical significance? Thesis? Argument
The Northern Illinois Hospital and Asylum for the Insane was
first proposed by the state legislature on April 16, 1869 and
received its first patients on April 3, 1872.

Before this time, many hospitals for the insane were like
prisons, and the patients were treated like animals. The state
wanted the hospital to have all of the newest technology for
treatments and the best of living conditions for its patients
and employees.

Through the years it became clear that Elgin Mental Health

Center was not helping its patients and sometimes even
hurting them, so major changes were made to improve living
conditions and treatment methods.

The hospital became an example of both what to do and

what not to do to improve mental institutions throughout
the region and beyond. 4.
Develop
an
Argument
 4.
Develop
an
Argument
 Step 5

Visit the History Fair website

www.chicagohistoryfair.org
to find more guidelines, samples,
and the rules for each category.

5.
Tell Us Your
Story!
 History Fair offers many ways to
communicate your interpretation . . .

* For example, a topic with few visuals

would probably make a better paper than
an exhibit board or website.

5.
Tell Us
Your
Story!
 5.
Exhibit Examples: http://www.chicagohistoryfair.org/making- Tell Us
history/hf-project-guides/exhibit/exhibit-examples.html Your
Story!
 Use subheads and
segments to move
the story along
in each
section
IMPACT & LONG-
LASTING
CONTEXT & SIGNIFICANCE
BACKGROUND MAIN IDEA &
and set-up
EVIDENCE

5.
Tell Us
Your
Story!
 5.
Tell Us
Your
Story!
 Performance Examples: 5.
http://www.chicagohistoryfair.org/making-history/hf- Tell Us
Your
project-guides/performances/performance-examples.html Story!
 Website Examples:
5.
http://www.chicagohistoryfair.org/making-history/hf-
Tell Us
project-guides/websites/website-examples.html Your
Story!
 Research Paper Examples:
5.
http://www.chicagohistoryfair.org/making-history/hf-
Tell Us
project-guides/research-papers/paper-examples.html Your
Story!
 Research Paper Examples: 5.
http://www.chicagohistoryfair.org/making-history/hf-project- Tell Us
guides/documentaries/documentary-examples.html Your
Story!
 5.
Tell Us
Your
Story!
 5.
Tell Us
Your
Story!
 5.
Tell Us
Your
Story!
 5.
Tell Us
Your
Story!
 5.
Tell Us
Your
Story!
Visit our website for more information,
ideas, resources, and examples:
www.chicagohistoryfair.org
 Slide 30: The Woodlawn Organization photograph (Industrial Area Foundation, Daley
Library Special Collections Department, University of Illinois at Chicago); Memo
(National Archives & Records Administration, Great Lakes Regional Center); Chicago
Worlds Fair poster, Preventable Diseases poster Board of Public Health Reports,
Chicago Public Library; Chicago Defender front page
Slide 31: Chemical man photograph (FSA-OWI Photographs, American Memory, Library
of Congress); Memorial Day Massacre photograph (Illinois Labor History Society).
Slide 33: Why Should We March? flier (African-American Odyssey, American Memory,
Library of Congress);
Slide 34: Fugitive Slave broadside (Newberry Library); Naturalization application
(National Archives & Records Administration, Great Lakes Regional Center); Hull House
Report; Memo (National Archives & Records Administration, Great Lakes Regional
Center)
Slide 35: Women intellectuals photograph (Hall Branch Archives 033, Vivian Harsh
Collection, Chicago Public Library)
Slide 36: Portrait of Black Hawk (Courtesy Chicago History Museum); Nurse and infant
photograph (DN-0085482, Chicago Daily News negatives collection, Chicago Historical
Society); Newspaper article
Slide s 57-59: Daley and public housing photograph
(www.roosevelt.edu/gagegallery/promise.htm)
Slide 63: Juveniles awaiting trial photograph (DN-0004676, Chicago Daily News
negatives collection, Chicago Historical Society)