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Dufferin County

Regional

Heritage Fair

Teacher Guide

2017-2018

dcrhf.weebly.com

ohhfa.ca

kids.canadashistory.

ca/Kids/Heritage

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Important Dates:

Recommended notice of intent to participate September-October Project creation September-February School presentation February-March Deadline for Intent to Participate Form March 1, 2018 Deadline for Student/Project Registration Form April 6, 2018 Dufferin County Regional Heritage Fair showcase Dufferin County Regional Heritage Fair

May, 2018 – Exact date TBC May, 2018 – Exact date TBC

Provincial Fair June - TBC

The Dufferin County Regional Heritage Fair

In May 2018, the Dufferin County Museum & Archives (DCMA) will be hosting a

Regional Heritage Fair in association with the Ontario Heritage Fair Association.

We hope that you will consider enrolling your school and joining us for this

exciting community event. Below are a number of details regarding the Dufferin

County Regional Heritage Fair, but should you have any questions, please do not

hesitate to contact us at the DCMA.

What is the purpose of a heritage fair?

Since its beginning in 1993, the heritage fairs program has grown to include more

than 500,000 students across Canada each year. Students use the medium of

their choice to tell stories about Canadian heroes, legends, milestones, and

achievements. Heritage fairs are an experience unlike any other, creating an

exciting environment for learning and sharing history.

A heritage fair is a community celebration and demonstration of history

and culture through the presentation of student-created projects.

The heritage fair is a curriculum-based event that displays research and

inquiries related to Canadian history. Projects can, but need not be based

on grade curricula.

Students use a variety of mediums to present research findings and

demonstrate their knowledge and skills in a public forum.

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How does it work?

Heritage fairs begin in the classroom. After creating and presenting projects in a

class or school fair, certain projects are selected to participate in the Regional

Fair.

After your school is registered, the planning committee will notify teachers

how many students from their school can attend based on the number of

available spaces.

Students in Grades 4-10 may participate. Students will create and present

projects at school. Select projects are identified and registered by teachers

to attend the regional fair.

An evening showcase event will be held the day before the fair. Attendance

is not mandatory, but highly recommended.

The Fair day includes an opening and closing ceremony, workshops and

presentations by local heritage organizations, and entertainment.

On Fair day, select projects will be chosen by an adjudication committee to

receive sponsored awards. See award list for more details.

Through the Regional Fair, students have the opportunity to qualify for the

Provincial Heritage Fair.

More information regarding projects can be found at: http://www.ohhfa.ca/For_Teachers.php

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Why participate?

Heritage Fairs…

Support existing curriculum and encouraged a multi-disciplinary approach

to teaching and learning. They promote cross-curricular learning, especially

literacy.

Get students excited about history and engaged in heritage preservation in

a dynamic and creative way.

Help build communication, critical thinking, research and historical

interpretation skills.

Provide the opportunity to demonstrate historical thinking and inquiry for a

public audience.

Provide a great opportunity for students to network and engage with their

community. They encourage students to become active citizens.

To hear some teacher testimonials, visit:

http://www.ohhfa.ca/FAIRS_PROGRAM.php

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What are the project guidelines?

Students should complete projects individually.

o Group projects will be accepted, however group projects are not

eligible for some awards, or the Provincial Fair.

All projects must have a Canadian theme. Students can choose from events,

personalities, places, milestones, or achievements relevant to Canadian

history and heritage.

Projects may be completed in French or English.

Students must provide written work with citations showing research

undertaken to develop the project.

Projects can take on a many forms, but cannot exceed 80cm in depth,

150cm in width and 100cm in height. Project forms may include:

o Displays, Models, Posters, Maps

o Performances – music, drama, dance presented live or on video

o Creative Writing – short stories, poetry, diaries, dialogues

o Multimedia Displays – Powerpoint, webpages, video performance

Please see the student handbook for more details. Examples of projects

presented at previous fairs can be found at: http://www.ohhfa.ca/Projects.php

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Important Dates and Deadlines

Intent to participate deadline: March 1, 2018

To enroll, please fill out the form “Intent to Participate” form found at

www.dcrhf.weebly.com/contact

Participant response: March 8, 2018

You will be informed of the number of students who can attend from your

school.

Student/Project Registration: April 6, 2018 to Julie McNevin at

education@dufferinmuseum.com

Please use the Student/Project Registration Form provided at

www.dcrhf.weebly.com/resources to register students for participation in

the Dufferin County Heritage Fair. You will need to indicate any electronic

requirements, and indicate which awards each project is to be considered

for. To meet this deadline, you should have your class or school

fair/presentations before April 5, 2018.

Dufferin County Regional Fair Day: May, 2018 – Exact Date TBC

A showcase will be held the evening before Fair day from 5pm-7pm.

Students are welcome and encouraged to come with their families to setup

and practice their presentations. Projects must be setup before 6:00pm.

This is not mandatory. Refreshments and snacks provided.

Provincial Fair Day: June, 2018 - Date and Location TBC

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What happens on the day of the Regional Fair?

A bus will be sent to your school to pick up students and projects.

o Busing is only provided to UGDSB, DPCDSB or Registered Private

schools.

o Buses will be shared amongst schools.

o Home school, independent and/or community group applicants must

provide their own transportation.

Students must be accompanied by a chaperone (1:10 ratio recommended)

Students and teachers must bring their projects to the museum for display,

presentation and adjudication.

Students will be divided into groups, and assigned a volunteer to engage in

activities and workshops.

Students and teachers will be provided with a designated eating area.

At the end of the Regional Fair, a panel of judges announces award

winners, including those who will participate in the Provincial Fair (if one is

held).

The bus will return students and teachers to their school.

Closer to the fair day, we will provide teachers with schedules and more details.

Do you have any questions?

For more information or if you have questions please contact Julie McNevin,

Education Programmer and Regional Coordinator at

education@dufferinmuseum.com or 1-877-941-7787 or 519-941-1114 ext. 4013

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TEACHER GUIDE FOR PROJECT CREATION

PART 1: WONDER AND EXPLORE – PREPARE FOR RESEARCH

Topic Suggestions:

Below are project suggestions based on the Grades 4-10 Ontario Social Studies, History and

Geography curricula. Students are encouraged to create their own research idea, but the focus

should be on Canadian Heritage, History or Geography. A project does not have to focus on all

of Canada. It could relate to family, rural, municipal or provincial history topics. As part of this

process, you may also want to share the adjudication rubric and award criteria with students

to guide their selections.

Here are some questions to ask students while helping them choose a topic. Many of these

questions highlight criteria for adjudication:

Is it unique, challenging, creative and original?

Does a local heritage organization have written and visual resources and artifacts to

explore the topic?

Do you need audio-visual equipment to enhance the display?

Can you interview people for the topic?

Will the project promote critical thinking and self-reflection among students?

Can the students communicate the topic effectively?

Will viewers learn something exciting and appealing?

How will the project content be developed, designed and presented?

Project Options (more on next page):

Influential Figures

Artists and authors

Musicians

Dance companies

Athletes

Scientists and inventors

Teachers and education

Politicians or leaders

Famous pioneers

Influential women

Television and movies

Early Settlers & First Nations

History and settlement

Local communities, villages, towns

Hunting, fishing, fur trade

Exploration of Canada

Cultural contact/interaction – residential schools

New France

Hudson’s Bay Co/ forts

Upper & Lower Canada

The Prairies

Games, arts and crafts

Transportation/Railway – CPR

Housing

Architecture, housing types

Home furnishings

Historic buildings

Street names

Tools/building materials

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Canada and the World

Diplomacy and peacekeeping

Relationship with U.S.A.

International treaties

International conflict

WWI/WWII

Armed forces

United Nations

World-famous Canadians

Commerce

Forestry

Fishing

Farming/ranching

Stores and banking

Early transportation

Growth and industry

Technological changes

Firsts in Your Community

Newspaper

Railroad

Electricity

Paved road

Car/motor vehicle

Store/shop

Hotel

Communication

Radio - CBC

Telephone

Mail/postage

Newspapers

Television - CBC

Growth in news media

Electronic communication

Catastrophes

Fires

Floods

Landslides

epidemics

Fads or Trends in History

sayings and slang

fashions and clothing

food and cooking

Immigration Patterns of immigration Official immigration policies multiculturalism

Environment, Geography & Climate

Endangered animals

Invasive species

Pollution, climate change

Agriculture

National Parks

Use of natural resources

Anti-pollution legislation

Weather extremes

Landscape changes

Influence on settlement

Symbols of Canada

flag

coat of arms

currency

national anthem

maple leaf

beaver

Canadian horse

Provincial flags, flowers

Social Structures

Families

Community values

Children’s work

Family trees

Different customs

Recreation

Sports

Dances

Parks

Old fashioned games/toys

Entertainment i.e. theatres, parties

Celebrations & Milestones

Family traditions

Leisure activities

Cultural traditions

Religious traditions

Special occasions

Confederation

Centennials

Legislation

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To select a topic, students might:

Brainstorm a list of possible topics to investigate. See student handbook page 2.

Select a topic that interests them or one they think they will have the most success with.

To help make a decision, students can browse books and search websites, but should

also take time to reflect on the viability of their topic as a project and its historical

significance. Ask them to complete the thought “this is my best option because…”

PART 2: SEARCH AND SELECT – FORMULATE QUESTIONS & ACCESS RESOURCES

Students are encouraged to follow the historical inquiry process. The archives at the DCMA and

many of your local libraries have resources that can help, but it is important that students have

questions and ideas to direct their project. See student handbook pages 3-4.

Formulate Questions:

Asking questions will make a project more focused and specific. Unique questions and

interesting connections that are personal to the student will ensure no project is the same.

1. Have students write down their umbrella topic (i.e. Early Settlers: communities)

followed by a list of specific questions (i.e. When was the village of Hornings Mills

established? Who were the first settlers in Hornings Mills? Who is the village named

after? Did it have any other names? Who was it named after?)

2. Establish perspective or point of view. This may be more difficult for some topics, but it

is important for giving the project focus. Students may identify more than one

perspective.

Examples:

The founding of Hornings Mills from the perspective of its founder Lewis Horning and

current inhabitants (letters, diaries, interviews)

The experience of soldiers in WWI from the perspective of Veteran Donald MacPherson

(diary, interview)

Family story of immigration to and settlement in Canada. Told from the perspective of

family members.

3. Choose a presentation style. See student handbook, page 5. Students should choose a

style that suits their topic. The project must not exceed space and size restrictions of

80cm depth x 150cm width x 100cm height. Schools and students must supply any

electronic equipment. Electrical needs must be indicated at the time of project

registration.

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Models (3-D) – buildings, village, house, bust/sculpture

Posters/Display – pictures & information, collage, drawings

Maps – historical, current, tour/travel guide

Collections – recipes, flags, stamps, specimens, artifacts, memorabilia

Performance – music, drama, dance

Creative writing – short stories, poetry, diaries, dialogues, editorial

Multimedia – Powerpoint, video, radio/podcast, webpage

4. Identify the resources and subtopics that suit the project. Students should identify

specific books, web resources, people and any other sources of information. Teachers

are encouraged to provide instruction in choosing reliable resources and avoiding

plagiarism. Students, parents and teachers are encouraged to use community resources,

such as their local libraries, archives and community experts. As students get into their

research, they should record their sources.

Note: Students, teachers and parents can contact the DCMA for project assistance by email,

phone or in person (please call ahead). Students are encouraged to access archival records held

at the DCMA. (See student handbook, page. 11)

PART 3 – THINK AND CONNECT – PROCESS INFORMATION

See student handbook, pages 6-8

1. Create a written version of the project. Students should follow the writing process to

produce a polished report of the research. The subtopics of their research should form

the subheadings and answer their specific question(s). The written report should share

opinions, thoughts, discoveries, and information that demonstrates the significance of

their topic. Their written work should also include references. Written work should

include:

Title page with project title, name, grade and school

Research questions

Table of contents

Written and visual information

Topic conclusion and interpretation of historical significance, personal connections, etc.

Graphs, tables and charts

Glossary (if necessary)

Bibliography and acknowledgements

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2. Incorporate visuals. Students may wish to include visuals such as pictures, maps, graphs

into their report. For presentation elements, students may choose to include props or

costumes relevant to their project.

3. Presentation boards or displays must include:

a. Title – big letters and easy to read

b. Written work – typed in paragraphs with headings and subheadings, size 18 font

or larger, easy-to-read font

c. Visual pictures, diagrams, maps, etc. – include description

d. Layout – good use of space and colour, boarders on text and pictures, tidy and

well-organized

e. Your information – name and division in bottom right corner

PART 4 – CREATE AND SHARE – TRANSFER AND COMMUNICATE LEARNING

See student handbook, pages 8-9.

Presentations should be between 3 and 5 minutes. It is recommended that students have the

opportunity to practice their presentation. Students are encouraged to make use of note cards,

look at the audience, and project their voice. Presenting in a logical sequence (who, what,

where, when, why, so now…I think) will lend continuity to presentations. Students using

multimedia equipment should ensure their presentation is working in advance.

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PART 5 – ADJUDICATION AND AWARD OPPORTUNITIES:

See student handbook, page 10.

Please ensure you follow deadlines to guarantee students are registered for participation in the

fair. At the fair, projects will be adjudicated by a committee using the rubric on page 13. For

details on awards, please visit www.ohhfa.ca/Awards.php. We ask that teachers please ensure

that projects meet award criteria. Teachers must use the Student/Project Registration Form to

indicate award consideration.

Awards are subject to change. Additional awards may be available. A student may on be

awarded once, however each student will receive recognition for participation in the Dufferin

County Regional Heritage Fair.

Canada’s National History Society

Award

Ontario Heritage Fairs Association

Founders’ Award

Archives of Ontario Award

Ontario Genealogy Society (OHS)

Award

OHS Reading and Remembrance

Award

OHFA Historical Thinking Award

Ontario Women’s History Network Award

Ontario Library Association Award

Multicultural History Society of Ontario Award

First Nations, Metis, Inuit Award

Ontario Human Rights Award

Provincial Fair Delegate

Young Citizens Award

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Dufferin County Regional Heritage Fair Judging Rubric

Student: ____________________________________ Project #: __________ School: _________________________________________ Grade __4 __5 __6 __7 __8 __9 __10 Project Title: _____________________________________ English ____ French ____

Category Level 1 Level 2 Level 3 Level 4 Clarity & Organization /10

Topic unclear and/or unconnected to Canadian Heritage

No logical organization

Communication of ideas unclear

3 4

Topic somewhat clear and connected to Canadian Heritage

Some logical organization

Communication of ideas usually clear

5 6

Topic clear and relevant to Canadian Heritage

Well organized

Clear communication of data

7 8

Topic clear and very relevant to Canadian Heritage

Excellent organization

Precise and interesting communication of research

9 10

Content & Impression /10

Very little originality

Very little creativity in design and presentation

Poorly made

3 4

Some originality

Some creativity in design and presentation

Little to attract attention

5 6

Good originality

Creative design and presentation

Attractive and interesting

7 8

Exceptional originality

Unique and creative design and presentation

Eye-catching and interesting

9 10

Interview /15

Great difficulty answering questions

* shows little understanding of topic

4 5 6

Has some difficulty answering questions

Shows some understanding of topic

7 8 9

Answers most questions

Shows good interest and understanding of topic

10 11 12

Answers questions expertly and confidently

Shows excellent interest in and understanding of topic

13 14 15

Research /15

One or no valid sources used

Little evidence of research

No interpretation of data

4 5 6

Only a few valid sources used

Some evidence of thorough research

Some interpretation of data

7 8 9

A selection of valid sources and cited

Thorough research

Good interpretation of data

10 11 12

A wide selection of sources used and cited

Thorough and interesting research evident

Excellent interpretation of data

13 14 15

Award: Canada’s National History Society Ontario Heritage Fairs Association Archives of Ontario Ontario Genealogy Ontario Historical Society Reading and Remembrance Ontario History and Social Science Teachers Ontario Women’s History Network Ontario Library Association Provincial Fair Delegate

Total Score: ____/50 Notes: