Social Studies Fair

Information Packet

2025-2026 School Year

Overview of the Fair

The Atlanta Public Schools Social Studies Fair is an exciting learning opportunity which encourages students to explore the different disciplines of social studies.  During the process of creating projects for the social studies fair, students spend months working individually or in groups to create a project that addresses a problem in one of the discipline areas of social studies.  At the center of the project is the research of a problem.  Students find and use primary and secondary sources to support their research questions.  Students attend to reading, writing, thinking, speaking, and presenting which are addressed in the literacy standards of the Georgia Standards of Excellence.  Students address the validity of sources, points of view, cause and effect, as well as change over time depending on the nature of the research question.  The research process for the Social Studies Fair addresses key instructional practices for rigorous engagement in the content.

Purpose/ Goals of Social Studies Fair

Local, regional, and state social studies fairs annually present exhibitions of work prepared by students in grades five through twelve.  Each project is designed to show research and conclusions about the study of people in relation to their physical and social environment.

The students demonstrate knowledge of the Social Studies information processing and research skills by developing a visual and verbal presentation on a selected topic by:

• Selecting a significant topic of study;
• Gathering and analyzing data;
• Interpreting findings;
• Reporting conclusions; and
• Using appropriate social studies research methods and skills

• The teacher uses varied instructional techniques for guiding students in understanding social studies concepts and research methodology.

• The fair will improve students’ skills in social studies through

• evaluation of student work according to established criteria, and
• communication with judges, fair officials, and their teachers

• The fair will create public awareness of social studies through…

• publicity
• displays of exhibits in public venues and business places following the fair
• encourages public attendance at the fair

• Recognizes and rewards students’ academic competence in social studies through

• ribbons,
• certificates, or
• other appropriate recognition

Social Studies Fair Requirements/Regulations

Projects may be entered by individual students or groups of up to three students.

Our fair will include projects from grades 3 -5.  

Social Studies Fair SUGGESTED TIMELINE for local school fair administration

Project Requirements Shared                                 September

-Distribute handbook to students

-Letters to parents                                                

Topic Selection/Question to Research                         September

Thesis/Purpose Statement, verified by teacher                October

Information Search                                                    October -November                 

Methodology

Note Cards

Collect Data

Outline

Project Construction                                                November

Abstract

Source Reflection Worksheets                                        

Bibliography        

Local School Fair                                                      No later than December 1

Please Note: Students who attend a school that will not host a local fair can still submit their individual or group projects. The deadline to complete the project is December 1, 2025.

Names of School Winners (4 projects maximum) that will advance to the district fair

NO LATER THAN December 5, 2025,  using a google form link (TO BE PROVIDED).

Atlanta Public Schools Fair                                         January 16, 2026

Regional Fair                                                         TBA

GCSS State Social Studies Fair                                TBA

For more information, visit www.gcss.net 

From GCSS Handbook Appendix IVb

SOCIAL STUDIES RESEARCH

PREPARING STUDENT PROJECTS

(from the teaching archives of Dr. Glen Blankenship)

1. CHOOSE A TOPIC.

A. Social Studies Disciplines

1. ANTHROPOLOGY-People are survivors.

         I am a survivor.

2. ECONOMICS-People are consumers and producers.

I am a consumer and producer.

3. GEOGRAPHY-People are earth dwellers.

I am an earth dweller.

4. HISTORY-People are descendants.

I am a descendant.

5. POLITICAL SCIENCE-People are citizens.

I am a citizen.

6. SOCIOLOGY/SOCIAL PSYCHOLOGY-People are members of groups.

I am a member of many groups.

[Ann Angell, Emory University]

2. Think of a current topic about which you like to read and study; think of problems you would like to see solved.
3. Look through newspapers, a variety of magazines (Time, Newsweek, U.S. News and World Report,

Psychology Today, National Geographic, etc.) and other current publications. Read current editorials, listen to radio and television news broadcasts.

4. Brainstorm possible topics. Talk to parents, teachers, and other students about topics that may interest you.
5.  Identify any bias you may have concerning a possible topic. Determine if you can sort through the data and not be prejudiced.

2. FORMULATE AN APPROPRIATE RESEARCH QUESTION.

1. List ten questions that deal with your topic.
2.  Ask each of these questions about your possible research questions:

1. Can you do original research on the topic? (preferable)
2. Is the topic relevant? Will the answer be of any benefit to you or your community? Ask “so what?” about the question.
3. Does the question use words that need to be defined?
4. Did you avoid questions with “yes” or “no” answers?
5. Do you already know the answer to the question? (avoid)
6. Are you biased or prejudiced about the topic?
7. Will you be able to draw some kind of conclusion to the question?
8. Can you find information in your community on the topic?

C. Narrow your list of questions to three.

1. Discuss the questions with parents, teachers, and friends.

2. Choose the best research question.

III. DETERMINE THE PURPOSE FOR CHOOSING THE TOPIC AND QUESTION.

A. Why have you chosen this topic?

B. Write a paragraph explaining why.

IV. CHOOSE METHODS OF RESEARCH.

A. Begin in the Media Center.

1. Books

2. Magazines (use the Reader’s Guide)

3. Newspapers (scan indices for the past several years)

4. Government Documents

5. Vertical Files

B. Choose at least one (preferably 2 or 3) original means of research.

1. Interviews

2. Polls

3. Oral Histories

4. Case Studies

5. Questionnaires

6. Photographs

7. Movies/Sound Recordings

8. Experiments/Observations

9. Maps

10. Physical Remains (buildings, artifacts, landscapes)

11. Unpublished Manuscripts (wills, letters, deeds, minutes, diaries, family Bible)

V. CONDUCT THE RESEARCH.

1. Devise a timeline.
2. Keep a daily journal of the progress (both successes and setbacks) of the progress of your research.
3. Roadblocks may occur during the research process. When they happen, do not quit. Talk with your parents/teacher and revise the plan. Not finding an answer may be just as significant as finding one.

VI. SUMMARIZE THE DATA.

A. Outlines/Essays

B. Statistics (in the form of graphs, tables, etc.)

C. Photography/Diagrams/Drawings

VII. DRAW A CONCLUSION.

1. Answer the question using the data collected during the research. The project is of no use if you do not answer the question.
2. Use decision-making charts to help you draw a conclusion.

VIII. DETERMINE A PRESENTATION FORMAT

1. Select a format (visual, written, dramatic presentation, audio, etc.)
2. Use charts, graphs, photographs, drawings, maps, artifacts, diagrams, films, diagrams, political cartoons, murals, recordings slides, videotapes, computers, etc.

Characteristics of the Disciplines

Anthropology

Anthropology is the scientific study of human beings from prehistory to contemporary societies. It includes all aspects of human development, both physical and cultural. The field of archeology is the study of humanity through fossils and artifacts.  The field of physical anthropology deals with the biological development of humans.  The field of cultural anthropology studies the way humans have devised to cope with their natural settings and social environments and how customs are learned, retained, and handed down from one generation to another.

Economics

Economics is the scientific study of the production and exchange of goods and services.  The economist analyzes the data, issues, and public policies related to the production, distribution, and consumption of scarce resources.  The economist describes the economic system in an effort to explain how people satisfy their wants and needs.  The economic behavior of humans is concerned with methods of doing business, producing, organizing (labor and management), financing, and regulating economic activities.

Geography

Geography deals with the earth’s surface, the utilization of raw materials and resources, and human behavior as it is influenced by location and other geographic factors.  Geography is the scientific study of the relationship between the physical environment and human activities.  Geography deals with the description of the earth’s surface, the changes that occur in it, the knowledge of its various parts (land, water, and atmosphere), and the theories of its formation and change.

History

History encompasses all that has happened to humanity.  History in an narrower sense can be limited to the history of a country (all that has happened in that country), or it can be limited to a group of people, an institution, a community, etc.  History is more than a systematic record of events of the past, because it usually includes analysis and explanation of these events.  History is the record of changes of civilizations.

Political Science

Political science is the scientific study of the theory and practice of humanity in organizing and controlling the power necessary for group living.  Different societies have different methods of human control.  The process of government can be studied by descriptions through comparison and classification of political data.  Political science includes the art, science, and philosophy of the governmental process.

Sociology/Psychology

Group living is the result of humanity’s social needs and necessitates cooperation within and between groups.  Groups are constantly changing in nature and functions because personality, attitudes, motivation, and behavior of individuals both influence and are influenced by social groups.  Therefore, individual adjustment to group living is constantly necessary.

Requirements for Elementary Social Studies Projects

1. Projects may be entered by individual students or by groups of up to three students from Grades 3-12.

It is very important that a project is entered in the correct discipline. Projects that are not entered in the appropriate discipline are at a disadvantage when being compared to those which address a discipline-related topic. Social Studies fair

project topics should address a topic in one of the following disciplines:

Anthropology

Economics

Geography

History

Political Science

Sociology/Social Psychology

2. Projects are limited to a space of 30 inches front to back (depth), 48 inches in width (when opened), and 60 inches in height. (Additional support equipment may be placed under the table, but not at the sides.) Entries will be placed on display tables according to class levels and disciplines.

3. If a project includes audio or video recording, slides, computers, or a combination of these audiovisual media, the total listening/viewing time may NOT exceed THREE minutes. Any audio media should be presented in such a way that it is not distracting to its neighboring projects.

4. At the regional and state fairs, at least one student who worked on the project must be present to interpret the project. Students should be prepared for an eight-minute oral interview of the project to the judges regardless of the number of the students on the project. Many times, after all projects have been scored, judging team leaders must use information gleaned from interviews to determine overall winners from among projects receiving the same number of points. When there is no student present on the day of the fair to answer judges’ questions, the project is at a disadvantage. For this reason, there will be no interviews scheduled prior to regional or state fairs.

5. All projects must be accompanied by the writing components.

6. The display, that is, the visual presentation of the project on a tri-board must follow all

Guidelines.

7. Project components should meet all criteria shown on the Judges’ 2025 - 2026 Social Studies Fair Score Sheet found here: https://www.gcss.net/site/page/view/georgia-social-studies-fair 

Writing Components –25 Possible Points

1. Abstract

The abstract should be typed in Calibri 12 pt. font with 1 inch margins, printed, and placed in front of the display.

At the top of the abstract, the name of the project, student name(s), county name, school name, grade level, and the name of teacher should all be listed.

In the actual abstract, the following must be included and there is a maximum of 150 words:

a) Brief introduction with your research question or hypothesis

b) Methodology or research process

c) Findings

d) Conclusion

The abstract will be evaluated for the components listed above and for standard format and conventions of language including correct grammar, punctuation, & spelling with formal style and objective tone. The abstract is worth 5 points of your total score.

2. Bibliography/References

Supervising teachers may require MLA, APA, or any other traditional documentation style when listing references and giving credit for the research. The supervising teacher should provide guidelines from a reliable source. Sources for manuals for these guidelines are Modern Language Association and the American Psychological Association handbooks; these handbooks may be available online or in your school media center or regional library.

A bibliography is required at all levels. It is recommended that schools/systems scaffold requirements for giving credit as students progress through the grade levels, with Class IV (Grades 9-12) using documentation skills that should be mastered before entering college.

In the bibliography, all sources that were used should be listed. The bibliography will be scored based on the following criteria and is worth 5 points of your total score:

a) From the first source to the last, a consistent style is followed in a standard citation format (APA, MLA, Turabian or other style as assigned by directing teacher);

b) A variety of sources are used (primary, secondary, journals, books, newspapers, encyclopedias, videos, podcasts, art, etc.); avoiding over-reliance on one source or type of source; and

c) Sources listed in the bibliography are relevant to the project’s research question / hypothesis.

3. Source Reflection Worksheets

From the list of sources in the bibliography, students should choose the 3 most influential sources and complete the source reflection worksheet copied below for each of the 3 sources. Wikipedia could be one of your sources, but Wikipedia should NOT be one of your 3 most influential sources.

Each of the 3 source reflection worksheets should be typed in Calibri 12 pt. font with 1 inch margins, printed, and placed in front of the display. Each source reflection worksheet is worth 5 points for a total of 15 points. They will be evaluated based on answering all questions thoroughly using correct grammar, punctuation, and spelling within the word limit of 200 words.

Source Reflection Worksheet (this will be completed for each of the 3 most influential sources)

Student Name(s) (List all students)

Project Title:

County Name:

School Name:

Grade Level:

Directing Teacher Name:

Source #

1) Name of Source:

2) Primary or Secondary Source?

For the next 3 questions, a maximum of 200 words may be used.

3)Quote that you used or Example:

4) How I Used This Source in My Project:

5) What I Learned From This Source:

2025 – 2026 Social Studies Fair Handbook Page 8

Example- Source Reflection Worksheet

Student Name(s) (List all students): Renee Martin and Pam Roach

Project Title: Example Project

County Name: Example

School Name: Example

Grade Level: Example

Directing Teacher Name: Sharon Coleman

Source #1

1) Name of Source: Interview with Mrs. Lillian Carter, former mill worker, conducted March 2025

2) Primary or secondary? Primary

For the next 3 questions, a maximum of 200 words may be used.

3) Quote that you used or Example:

Mrs. Carter described how she started working at the mill at age 16 and remembered walking home each evening covered in cotton dust.

4) How I Used This Source in My Project:

This interview gave me more than just facts—it gave me a sense of what it felt like to live and work during the height of the mill’s operation. Mrs. Carter’s memories helped me move from numbers and dates into personal experiences. I used her stories to show how the mill shaped people’s schedules, from early mornings to late nights, and how exhausting the labor could be.

By including her perspective, I was able to contrast official records that painted the mill as an “economic engine” with the reality of hard work, low pay, and difficult conditions. It also helped make it more than a history of a building.

5) What I Learned From This Source:

From Mrs. Carter, I learned how deeply the mill influenced identity. She explained that even though the work was tough, it created friendships and connections, because people relied on each other. Her reflections also revealed the lasting health effects, like breathing problems from the cotton dust. This source taught me that history is never just about economics or structures— it’s about the lived experiences of individuals and families.

Verification/Presentation Format

All writing components must be typed using Calibri 12 point font with 1 inch margins and printed.

Should the components be typed by someone other than the student, include the following statement on the source reflection page:

"I verify that these materials, typed by ___________ , is exactly as I prepared it.”

Student's Signature:_________________________________________________

Display - The Visual Overview / Presentation of your Project Components

All Components must be present and obvious, the display is worth 40 possible points.

The illustration below is a sample of a tri-board.

PROJECT BOARD REQUIREMENTS

1. Introduction with background information and the research question / hypothesis

a. background information, clearly state why the research topic was chosen.

b. Clear statement of the research question/problem being studied (may be stated as hypothesis or a research question)

The introduction is worth 5 points and is composed of the following criteria:

Introduction with background information and research question / hypothesis

☐ precisely stated introduction

☐ relevant background information is presented establishing local, state, national or international significance of the research question / hypothesis

☐ research question / hypothesis is original or explores new aspect of a topic

☐ research question / hypothesis is appropriate to selected discipline category

☐ research question / hypothesis neither too limited nor too broad

2. Methodology

a. procedures used in the research;

b. explains the steps in the research process—how data was systematically collected and analyzed.

The methodology is worth 10 points and is based on the following criteria:

☐ steps in project development follow the norms and or conventions of the discipline

☐ social studies process skills are appropriately applied

☐ multiple authoritative print, digital, and other primary and secondary sources representing differing points of view are explored

3. Research Findings

a. The Research findings include adequate and balanced information in a sequential and convincing manner. Counterclaims must be included.

b. Visuals that illustrate or enhance the research findings. These visuals could be graphs, charts, illustrations related to the project question/ purpose, and each should have an explanation about how they explain your project and a citation. See list below for more ideas.

c. Accurately label ALL of the images and describe how each of the images relates to your project.

The research findings are worth 10 points and are based on the following criteria:

☐ accurately label ALL of the images and describe how each of the images relates to your project.

☐ information is organized to build to a unified whole (informative/explanatory)

☐ information included is significant, credible, and relevant to the research question / hypothesis

☐ information included is fair and thorough; there is sufficient data on which to base conclusion

☐ analysis of primary and/or secondary sources is supported by reference to data or textual evidence

☐ claims, counterclaims, reasons, evidence (argument); or information is logically sequenced (if no counterclaims are discussed, minus 2pts)

☐ clear evidence of critical thinking in the interpretation, analysis, and evaluation of information/data

☐ writing effectively communicates the selection, integration, and synthesis of the

information

☐ avoids plagiarism or over-reliance on one source or type of source

4. Conclusion(s),

a. based on analysis and interpretation of data that directly answer the research question being examined

b. The Conclusion presents a summary of the key idea and answers the research question being explored.

The conclusion is worth 10 points and is based on the following criteria:

☐ answers the research question / hypothesis addresses the problem

☐ follows from the research findings and supports the argument/ information provided

☐ articulates implications or significance of the findings

☐ addresses the limitations of the project; are there other explanations (counterclaims)?

☐ outlines how the project could be further analyzed, refined, or extended

5. Effectiveness of Overall Display

The display and other media must be within size/time specifications (48”Wide X 30”Deep X 60”Height and a maximum of 3 minutes for any audiovisual materials-NOT the interview) and the research question / hypothesis and/or title must also be on tri-board.

The effectiveness component is worth 5 points and is based on the following criteria:.

☐ appropriate choice/correct use of media or format for data shown

☐ pleasing visual and/or auditory effect

☐ conscientious workmanship (accuracy, neatness, craftsmanship)

☐ creativity or originality (including the absence of commercially prepared models) in the construction, arrangement, and presentation of the materials

☐ correct use of conventions of language (grammar, spelling, punctuation)

Other Requirements

On the table in front of the display should be the writing components (abstract, bibliography, and 3 source reflection worksheets).

Extraneous material that does not relate to the answer to the research question should be avoided.

Any materials on the board and models used should be the work of the student(s), rather than

commercially designed and prepared.

The following are suggested as ideas for illustrating information and results in the visual display:

• Artifacts

• Charts and graphs

• Computers

• Diagrams

• Photographs and illustrations

• Historical collections

• Maps

• Models

• Murals

• Recordings (see details on time limitations and volume below)

• Power Point presentations (see details on time limitations and volume below)

• Video (see details on time limitations and volume below)

Materials made by the student may be on the board or on the table in front of the board.

The use of materials such as toy dolls, plastic models, and commercial products for illustration is discouraged. Objects should be made by the student and not purchased. Building materials such as wood, modeling clay, pipe cleaners, and foam board may be purchased for use in constructing models.

The total display must fall within size guidelines. Students are encouraged to use inexpensive project

boards that can be purchased from school and office supply stores. Projects are limited to a space of 30 inches front to back (depth), 48 inches in width (when opened), and 60 inches in height. (Additional support equipment may be placed under the table, but not at the sides.)

Time Limitations for display components: Audio or video recordings, slide shows, computer presentations, and similar support presentations may not exceed 3 minutes.

Volume Limitations: Audio media (if used) should be presented in such a way that it does not distract from neighboring projects.

Equipment and Connections: Students should provide their own cables, bulbs, projectors, recorders, monitors, and internet connections, if needed.

Electrical outlets: Students with projects requiring electricity must request placement close to an outlet on their entry form to the fair by marking the appropriate box on the online entry form. Table assignments and locations are determined prior to the fair, and accommodations for late requests may not be available on the day of the fair. Students must provide their own power strips and extension cords if power is needed.

Instructions for operation: Clearly worded, but succinct, instructions should be attached to any project requiring special operation. At the state fair, each project will be assigned a table number based on the class and discipline in which it has been entered/will be judged.

The Oral Interview

Students may prepare for the interview by having teachers or parents practice with them. Students should be able to give a brief overview (no more than 1 minute total regardless of the number of students on the project) of the development of their project and should be prepared to answer questions about the importance of their research question/problem, methodology, sources, research findings, counterclaims and conclusion.

Often judges will ask students to explain their reasons for choosing the topic, to evaluate their work (suggest what might be done differently or additionally if the student were to do the project again), or to recommend what next steps could or should be taken regarding the topic. Students should be able to explain what they learned about the topic and any problems that they had with the research process.

Teachers, students, and other supporting adults should refer to the Judges’ 2025 - 2026 Social Studies Fair Score Sheet  to review judging criteria related to the interview before, during, and following this step.

At the regional and state fairs, at least one student who worked on the project must be present to interpret the project. Students should be prepared for an eight-minute oral overview of the project to the judges.

Students who worked with a partner or in a group of 3 students still have the same total time and should share the time among group members with each group member contributing evenly.

Many times, after all projects have been scored, judging team leaders must use information gleaned from interviews to determine overall winners from among projects receiving the same number of points. When there is no student present on the day of the fair to answer judges’ questions, the project is at a disadvantage, and no interview points can be awarded. For these reasons, there will be no interviews scheduled prior to regional or state fairs.

The oral interview is worth a total of 35 points with the following sections. Student(s) should:

Project set-up and removal

At least one student from each participating project must be present on fair day to set up and take down the project.

The students who bring the project to the fair are responsible for setting up the projects and removing the projects at the close of the fair, as no fair personnel will be on site after that time. At the regional and state fairs, projects should be left on display until time has been given for additional viewing and official publicity photographs have been made.

Projects left at the local, regional, and state fairs beyond removal time will be discarded.

Deciding on a Topic

I.  Deciding on a Topic

     A.  Avoid topics that are limited

Example:  How many states are in the United States?

           A student cannot write a report on a topic that can be explained in a few words or a

           sentence.

Better Topic:  How does our economy depend on valuable resources found in the  southern states?

2. Avoid topics that are too broad

Example:  What happened during the Civil War?

Topics which are too big make it impossible to find all the information that is needed to cover the topic adequately.

Better Topic:  What was Atlanta’s role in the Civil War?

3. Some topics have no available information

Example:  Why did Henry Hudson get into trouble with the crew of his ship?

We often do not know exactly why people did what they did in the past.

4. Avoid topics that are confusing because we cannot tell what information is requested

Example:  What is the most powerful country in the world?        

Your topic should be supported with facts.  You should use these facts to form your own opinions.

Better Topic:  Why might Japan be considered one of the strongest economic powers in the world?

SAMPLE RESEARCH TOPICS

Anthropology

• Earliest Citizens of Georgia
• Changing Rights and Responsibilities of Muslim Women
• Aborigines of Australia and how their Culture Survived

Economics

• Do Attractive People Make More Money?
• What Political Party Creates Job Growth?
• Is Globalization Good or Bad?
• International Treaties - Good or Bad
• High School Dropouts: How they affect economy
• Television Advertising and How they effect our Lives
• Illegal Immigration and Georgia Economy
• Americans and Cost of College
• Healthcare Costs for the Unemployed
• Food Deserts and the effects on Communities

Geography

        What does Drought Mean in the state of Georgia?

        Earthquakes or Tsunamis: Which is more Destructive?

        How did Geography play a role in the Civil War?

History

• Diets of Civil War Soldiers and Nutrition
• WWII Women Who Worked and Returned to Homemaking
• Confederate Symbols and Race in My Town
• Inventions That Changed School Work
• Vanity in the Nineteenth Century
• The Impact of a President's Visit
• The Household Impact of the Discovery of Germs
• Impact of Buffalo Soldiers and America
• Jackie Robinson and Changes in Baseball
• Impact of Nurses in the Civil War
• Impact of Medical Professionals during Covid

Political Science

• Is the Media Really Biased?
• How Do Polls Work?
• How Does Fact Checking Work?
• Race and Politics
• Is the Electoral College Fair?
• Political Systems Compared
• What Is the New World Order?
• Conspiracy Theories

Sociology

• Will Racism Ever Die?
• The Roots of Regional Customs in America
• How the Internet Affects Our Perception of Truth
• Good and Bad Role Models

RESEARCH PROPOSAL SHEET

Student’s Name: _______________________________        Teacher: ____________________

Section 1:

Question: ________________________________________________________

          ________________________________________________________________

Social Studies Discipline: ___________________________

What are three things you want to learn about the topic and inform the readers about?

1. ___________________________________________________________
2. ___________________________________________________________
3. ___________________________________________________________

Teacher Suggestions:

Section II:

Rewritten Question: ______________________________________________

         _______________________________________________________________

        Social Studies Discipline: _______________________________

Section III:

What resources do you plan to use to answer your question? (You must name at least 3 (three) different sources, using only 1 (one) encyclopedia.)

1. ________________________________________________
2. ________________________________________________
3. ________________________________________________

Teacher Approval: ____________________________________         Date ________________

Parent/Guardian Signature: _______________________________   Date _______________

Gathering and Analyzing Data

1. Formulates a research question.  The question must be related to one or more of the social studies disciplines (anthropology, economics, geography, history, political science, sociology/psychology).

2. Seek guidance for developing your topic from your teacher(s), media specialist, and/or other resource persons.

3. Research the topic from a social studies viewpoint rather than investigating it as a natural science.

Example: Nuclear power as a political issue rather than “how it works.”

4. Take notes that are related to answering your question.

Using References

As you locate useful sources, write down the information needed to complete the bibliography.

1. Alphabetize by the first letter in the reference
2. Italicize the title of the book or magazine cited
3. Put quotation marks around titles of articles
4. Include month, day, and year for daily or weekly magazines or newspapers
5. Indent if the reference takes more than one line
6. End each citation with a period

Note Taking

Sources of Research:

• Books
• Magazines
• Newspapers
• Internet
• Surveys
• Interviews

Information Needed About Sources:

• Author’s Name (first and Last)
• Name of book, magazine and article name, etc
• Name of publishing company
• Place of publication
• Date of publication (copyright date)
• Volume number (if available)
• Page numbers used

Internet sources require:

• The title of the website
• The organization responsible for the site (Ex. CNN)
• Date that you accessed the site
• Address of the site (Ex.www.atlanta,k12.ga.us)

Interviews require:

• The name of the person interviewed (first and last)
• The date of the interview
• Where the interview was conducted

Surveys: include a copy of the survey and the results in the paper and on the board.

CREATING THE BIBLIOGRAPHY

Examples of Bibliographic Citations

Book with a single author

Author’s last name, author’s first name. Title of the book. Place of publication: Publisher’s name, date of publication.

Fukuyama, Francis. The End of History and The Last Man. New York: Free Press, 1992.

Book with more than one author

Malbin, Nichael J. and Thomas L. Fais. The Day of Reform: Sobering Campaign Finance 

     Lessons from the American States. Washington, D.C.: Brookings Institution Press, 1998.

Book with an editor (no author listed)

Editor’s last name, first name, editor’s title. Name of the book. Place of publication: Publisher’s name, date of publication.

Bender, David L., editor. Censorship. St. Paul: Greenhaven Press, 1985.

Book with no author listed

Title of the book. Place of publication: Publisher’s name, date of publication.

The World Almanac and Book of Facts. New York: Newspaper Enterprises Association, Inc.,

     1998.

Encyclopedia article-signed

Author’s last name, author’s first name. “Title of article.” Name of encyclopedia. Volume number, page number. Place of Publication: Name of publisher, date of publication.

Griffey, Thomas A. “Noise.” World Book Encyclopedia. Vol. 14, p. 455. Chicago: World

     Book, 1989.

Encyclopedia article-unsigned

“Title of article.” Name of encyclopedia. Volume number, page number. Place of publication: Name of publisher, date of publication.

Magazine articles with an author listed

Author’s last name, author’s first name. “Title of the article.” Name of the magazine. Date of magazine, page number.

Carl, L. “Editorial Cartoons Fail to Reach Readers.” Journalism Quarterly. October, 1988,

     pp. 33-5.

Magazine articles with no author listed

“Title of article.” Name of magazine. Date of magazine, page number.

“Education at Home: A Showdown in Texas.” Life. March 1985, p. 87.

Newspaper article-signed

Author’s last name, author’s first name. “Title of article.” Name of newspaper. Date of article, section, page number.

Simmons, Kelly. “Georgia Rail Line Estimate Escalates.” The Atlanta Constitution.

     October 6, 2000, Sec. A, p. 1.

Newspaper article-unsigned

“Title of article.” Name of newspaper. Date of article, section, page number.

“Odds Stacked Against Russian Newborns.” The Atlanta Constitution. October 6, 2000,

     Sec. C, p. 3.

Pamphlet

“Name of Pamphlet.” Agency. Place of publication: Name of publisher, date of publication.

“NAEP 1998 Civics Report Card for the Nation.” U.S. Department of Education.

     Washington, D.C.: U.S. Department of Education, 1999.

Personal Interview

Person’s last name, person’s first name. Company name or occupation. Place of interview, date of interview.

Website

Title of website. Organization or person responsible for website. Date of website’s latest updating or date website checked and URL of website.

GeorgiaInfo. University of Georgia. Jan. 20, 2002  

     www.cviog.uga.edu/Projects/gainfo/gahisdoc.htm>

Other Internet Resources

For information on citing online encyclopedias, newsgroups, etc. check the style manual for documentation style you have chosen.

Students may choose to use MLA, APA, or any other traditional documentation style

when listing references and giving credit within the summary paper. The   supervising

teacher should provide guidelines from a reliable source, and the student should use the

chosen style consistently throughout the paper.  Sources for manuals for these guidelines

are www.malonline.com, www.apa.com, libraries, and bookstores.

Local Fairs and Their Regulations

Local Fairs

      The preliminary competition is the school system local fair.  It has been coordinated to allow winner participation in regional and state fairs.

      Teachers and students are encouraged to start work on proposed projects as early in the school year as possible.  Projects should relate to a subject being studied and assist the student and the class in learning more about the subject.  Teachers should urge students to undertake individual projects rather than group projects.  However, group projects are eligible provided no more than three students cooperate on the project.

    Only first place winners of each class in the local fair will be eligible for entry in the regional fair.  The number of projects which may be submitted to the regional fair from a local fair is based on the student population of the local school system using the following scheme.

The Metro-Regional Fair and Its Regulations

Regional Fairs

The best projects among the four classes at local fairs are eligible for entry in the regional fair (Class I –Grades 3-4, Class II – Grades 5-6, Class III – Grades 7-8, Class IV – Grades 9-10). The judges at the regional fairs will select the state qualifying projects (up to sixteen qualifying best projects) to advance to the state fair. Projects sent to the state fair must be first-prize winners (score of 90 or above) at the regional fair.

All projects must be classified at the time of entry according to the disciplines of social studies.  Teachers should be sure that their students’ projects are put in the correct class and appropriate discipline. All exhibits at the regional fair will be set up and judged by class and discipline.

It is the responsibility of the regional fair director to give directions and information to local fair officials.  Curriculum directors and other appropriate persons should be consulted in setting a date for the regional fair.  The regional director(s) should give specific directions to local fair officials concerning plans for holding the regional fair.

Other duties of the regional fair director(s) include the following:

• providing space and facilities for the exhibits,
• securing judges,
• registering exhibits,
• clean-up activities,
• distributing information about the state fair to regional winners, and
• sending entry forms for the 16 best first place projects to the state director.

The State Fair

The state fair consists of the display and review of the best (up to sixteen) projects from each of the six regional fairs. All projects that do not adhere to the stated size requirements will be penalized. Points will be deducted from the project's total score.

Information as to the date and location of the state fair will be posted in another document at https://www.gcss.net/site/page/view/georgia-social-studies-fair.

Awards

Local Fairs

Appropriate certificates will be given at the District Fair.  Schools should make arrangements to provide awards, certificates or ribbons for school-based fairs.

Regional Fairs

Regional fairs will grant ribbons and award certificates in each of the following classifications: Class I, Class II, Class III, and Class IV.  Ribbons will be given on the basis of points scored in each discipline.

        Purple Ribbon                Regional fair winners for state fair participation

        Blue Ribbon                        First Prize (90-100 points)

        Red Ribbon                        Second Prize (80-89 points)

        White Ribbon                Third Prize (70-79 points)

        Certificate                        Given to all participants        

Additional awards may be solicited by the regional chairperson.  Publishers, equipment dealers, film producers, insurance companies, civic organizations, and local businesses may be asked to provide awards appropriate to their business.        

State Fair

At the state fair awards ceremony, the following recognitions will be made.

A certificate and ribbon will be given to all students to acknowledge participation as a state finalist.

A rosette will be awarded to the best project in each discipline in each class. Projects must beoutstanding, regardless of the number of entries in a discipline in a class.

"Best in Discipline" – up to 24 awards

A medal and a cash award will be awarded to the best overall project in each class.

"Best in Class" - 4 awards

A medal and a cash award will be awarded to the best overall project.

"Best in Fair" - 1 award

A certificate and a cash award will be awarded to the supervising teacher of the student(s) winning "Best in Fair". - 1 award

All awards will be based on the criteria given on the official judge's 2025 - 2026 Social Studies Fair Score Sheet. Judging team leaders will represent judges from Classes I, II, III, and IV in the determination of overall winners.

APPENDIX

Sample Parent Letter

Partner Request Form

SAMPLE PARENT LETTER

Dear Parent/Guardian:

Preparations for the Social Studies Fair are in progress. Your child has received information which outlines the requirements, format, and due dates for the various steps of the project. A research paper, an accompanying backboard, and a 3-D model or visual are requirements for successful completion. All parts of the project are due on ___________________________________________.

Please review this information with your child, just as we have done at school. Your child will need help and support in choosing a topic and locating information. A successful project for your child will represent his/her work, not that of a parent or expert.

Students should prepare a report using at least three sources, with no more than one encyclopedia. The paper should be approximately 600 words, 4-5 double space typed pages. Students will take notes, make an outline, write a research paper, organize a bibliography, and prepare a visual display. By preparing a backboard, students will gain artistic skills in lettering, spacing, and balance.

This project will provide a variety of educational experiences, as well as, help students develop many of the skills necessary for a rewarding academic and business career. The research process help students learn how to locate factual information, compile notes, write a well-planned and documented paper, create a visual display and develop organizational skills. Classroom teachers are also working with your child to help them develop these skills. We will spend one day a week discussing and monitoring the progress of students. Therefore, most of the project will be completed at home. In addition, you will need to purchase materials and help gather supplies, especially for the completion of the backboard and the construction of the model.

Please be aware of the timeline and help your child plan assignments in accordance with the due dates for each aspect of the project. Plan a proposed schedule, which will break the tasks of the project into small pieces and set up time tables so that the last minute panic is avoided.  The project should be completed over several weeks, not several nights! A pocket folder is ideal for organizing all information and research. Large index cards (3”x 5” or 4” x 6”) are suggested for note taking. Prior to submitting the rough draft, your child will ask you or another adult for assistance in proofreading his/her paper for grammar and spelling errors.

Your cooperation and support are appreciated in this valuable learning experience. Additional information is available on the Georgia Council for the Social Studies website: www.gcss.net. Please sign the bottom portion of this letter and return after viewing the information with your child.

Sincerely,

Team ________

Social Studies Teacher

************************************************************************************************************************

I acknowledge that I have reviewed the Social Studies Fair information with my child and understand the requirements for successful completion.

Child’s Name _____________________________________________________________                 

Teacher’s Name ____________________________________________________________

Parent/Guardian Signature ____________________________________________________

SOCIAL STUDIES FAIR

PARTNER REQUEST FORM

The following must be read, signed, and returned by the due date in

order to receive approval to work with a partner.

_____ We understand that this form must be completed by us and signed by our parents/guardians.

_____We understand that we must each have our own copy of this project to turn in on the due date. This is for my protection in the event that my partner either does not do their part or does not come to school on the due date.

_____We understand that once this commitment is agreed to and the deadline for changing our minds has past, that we will have to continue as partners.

_____We understand that only a few days will be used in school to work on this project. All other work must be completed at home. Therefore, I will need to make arrangements to work with my partner on my time outside of class time.

_____This form must be signed by a parent/guardian for each of the students and turned in by ____________________. We understand that the deadline for changing our minds is _____________________. The due date for the final project is _________________.

BOTH PARTNER REQUEST FORMS MUST BE TURNED IN AT THE SAME TIME.

********************************************************************************

Student’s Name: ____________________________                Date: ________________

Partner’s Name: _____________________________                Date: ________________

Parent/Guardian Signature: _____________________        Date: ________________

********************************************************************************

AGREED WITH PARTNER AND PARENT(S)/GUARDIAN(S)

Student’s Name: _______________________________        Date: ________________

Partner’s Name: _______________________________        Date: ________________

Parent/Guardian Signature: _______________________        Date: ________________

Title of Approved Research Topic: ____________________________________________________________________________________________________________________________________________________