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More than one history fair student has told contest judges that primary sources are "the books and web sites that I used the most for my project." If this description misses the distinction between primary and secondary sources, it also suggests that students may not appreciate the array of firsthand materials about the past that are at their fingertips. While textbooks deliver information based on someone else's interpretation and problem solving, primary sources offer students unique opportunities to learn in challenging, interactive, and authentic ways.
Definitions vary for the terms "primary" and "secondary" source. The Florida History Fair uses a broad definition that includes a wide variety of original material.
Among the materials that constitute primary sources are: written documents and records (institutional, commercial, scholarly, and personal), artifacts, buildings, structures, maps, artworks, photographs, film and audio recordings, narratives, oral histories, legends, music, dance, folkways, people, and—in some contexts—landscapes. The sources for these materials obviously are varied, although many now can be located on the Internet. See Using Primary Sources for examples of online primary sources and lesson plans.
Finding, analyzing, and interpreting primary sources are an integral part of a student's History Day research. Some topics—for example, those relating to a very important person—will have lots of related materials that often are housed in one or two large collections. Other topics that are more obscure may require some real detective work to ferret out written materials, track down associated artifacts, or find informants who can give a firsthand account.
When beginning the research process, it's useful to start with secondary sources, which provide an overview of the situation being studied, the names of the major "players" and key dates, and a summary of the importance of the situation. In addition, the bibliography in a secondary work usually lists the primary sources from which information was drawn. This list can serve as a starting place for a student's research.
In the same way that a detective looks for clues at a crime scene to identify a suspect, historians look for evidence and details in primary sources to reconstruct past people, events, and ideas. To analyze a primary source effectively, one has to ask questions about author, the physical nature of the source, and the era in which it was created. In the case of a document, for example, some of the questions that one might ask are:
Returning to the analogy of a crime scence, after a detective has analyzed the gathered evidence, what happens next? He or she explains, or interprets, the meaning and significance of the evidence (and hopefully arrests a suspect!). Similarly, historians interpret the meaning of primary sources to reconstruct the behaviors, beliefs, and actions of people of the past and to understand how and why events took place. Again, asking questions is part of the process of reaching conclusions:
A final note. The terms "analyze," "interpret," and "evaluate" often are used interchangeably in written explanations about using primary sources. In addition, numerous lists exist of the questions that one could or should ask when reviewing primary sources for information. While the terms and inquiry process can vary, the end product should be the same. Ultimately, primary source interpretations should help to explain the causes, effects, and historical context of a History Day topic.
All entries except those in the historical paper category must include a process paper. In a maximum of 500 words, students describe how they came up with their idea; the steps that they took to research their topic; and how they actually created their exhibit, documentary, performance, or web site. The final paragraph explains how the topic relates to the annual theme.
Except for the final paragraph, the process paper is not the place for students to state what they have learned. That information should be presented in the entry. Rather, the process paper confirms to the judges that the students worked with an original idea, conducted original research, and created their project using their own energy and creativity. Examples of process papers are available on the National History Day web site.
All history fair entries must include an annotated bibliography at the end of the process paper or historical paper. The bibliography lists only those sources that actually contributed information to the project. Primary sources are listed first, followed by secondary sources. Following each citation, an annotation—a short statement of one or two sentences (or more if a student desires)—explains how and why that source was useful. There is no limit on the number of words in the bibliography.
National History Day and Florida History Fair require citations to follow one of two style guides: the MLA Handbook for Writers of Research Papers, published by the Modern Language Association of America, or A Manual for Writers of Term Papers, Theses, and Dissertations by Kate Turabian, published by the University of Chicago Press.
FHF judging teams are selected carefully, based on several criteria: 1) three people judge each entry; 2) two members have judged previously; 3) at least one individual has historical research experience; and 4) at least one individual has experience in the category being judged. Judges receive a packet of evaluation guidelines before the contest and a verbal orientation on the day of the contest. FHF and NHD consider the judges' decisions to be final.
When judges review an entry, they are looking for ideas and connections that students have made. Does the topic relate to the contest theme? Does the entry merely describe an event, or does it place the topic into historical context, addressing such matters as time and place, and cause and effect? Does it address the historical significance of the topic — that is, its subsequent impact or influence? Does the entry clearly state a thesis and a conclusion? Is the research based on primary and secondary sources? Have these sources been analyzed and interpreted? Students should keep these questions in mind as they plan and prepare their entry. Examples of the judging sheets that state and national judges use are available on the National History Day web site.
The Student Handbook for History Fair Projects will help students to plan and create their entries. It contains detailed information about creating an exhibit, documentary, performance, or historical paper. It also includes planning worksheets and useful tips about set design, film and video techniques, exhibit design, and planning and conducting an oral history interview. Download the Handbook (PDF—Get Free Adobe Acrobat Reader).
National History Day has developed a set of curriculum guides to help students and teachers with the process of researching a topic and creating an entry. Making History includes five bookets: