1. No category

Lloyd M. Ehrenberg, Ed. D.
Principal
Hanna Kapica
Assistant Principal
ERNST PRUSSING ELEMENTARY SCHOOL
4650 N. Menard Avenue
Chicago, Illinois 60630
(773) 534-3460 - Fax (773) 534-3530
Dear Parent/Guardian(s);
The History Fair of the 2014-2015 school year is just around the corner! The Teachers at Prussing
Elementary School would like to make this year's History Fair one of the best ever. The teachers are working
very hard to make sure that the students can achieve their highest level of excellence through this project.
This year, students will be completing their History Fair projects based on the following topic and theme:
TOPIC: DISASTERS AND THEIR IMPACT ON CHANGING HISTORY
We can provide them with a portion of the information, as well as, resources needed to complete a
successful project. However, we cannot provide everything that they will need for the project to them. Thus,
we are asking for your assistance. We need you, the parents/guardians, to help with a variety of tasks including,
but not limited to enabling your child to do his or her best on this project.
This may include taking your child to the local, regional, or downtown library as needed (you may have to
make a few trips so that your child can find all the information for the project). Students are encouraged to visit
museums, cultural institutions within the city, as well as, travel to a specific business or organization so your
child may interview someone. In any case, we are hoping that you will do all you can to help your child with his
or her project. Your child and the staff at Prussing thank you for your support.
Please read the attachments thoroughly. If you have any questions, please contact us via e-mail or telephone.
Thank you in advance for your generosity.
Ms. Coin – [email protected]
Ms. Pugh – [email protected]
History Fair Due Dates
December
Project Topics and Group Organization
January 5th - January 9th
History Fair Material Due (May continue to search for additional primary
and secondary sources throughout duration of project to improve grade).
Tuesday, January 20th
Timeline Due
Monday, January 26th
Outline and Thesis Statement Due
Tuesday, February 17th
Rough Draft Due (on display board, but not glued)
Monday, March 2nd
Final Draft Due
Friday, March 13th
History Fair Work Day- (bring boards and decorating materials to school)
Monday, March 16th
All Final and Complete History Fair Boards Due!
**Note: Any assignment may be turned in earlier than the due date with approval. All dates subject to change.
HISTORY FAIR – WEDNESDAY, MARCH 18, 2015
TOPIC
DISASTERS AND THEIR IMPACT ON CHANGING HISTORY
History Fair is a mandatory project for all eighth grade students in the regular education classrooms and seventh
and eighth grade students in the gifted program.
Students will be responsible for:
1. Researching a DISASTER in American or World History and analyzing how the disaster CHANGED
History.
2. Creating a History Fair Board that displays the research and information of your project. Let your story
unfold and be told through the images you select.
Students may choose any disaster from American or World History assuming the topic has not already been
chosen by another group, as we want as much variety as possible for our History Fair. Teachers are open to any
ideas; however three sources (two Internet and one other) must be presented to your teacher before your
project is approved. It is important that the topic you choose has enough resource information to complete a
quality project. Make sure to get your teacher’s approval before beginning the project.
Students may work individually or in groups of two to three. Partners must be chosen from the same
Social Studies class unless your child has a sibling in another classroom. Students will choose their own
partners; therefore it is important to choose a partner who will help you and can meet with you outside of
school to complete the project. There should be no complaints about a partner not doing their share of the
work. It is best not to choose partner(s) who will not help you with the project.
DISASTERS are defined as sudden events, such as accidents or natural catastrophes that cause great
damage, destruction, or loss of life.
Prussing History Fair Guide 2014-2015
Introduction to Topic
Your project will trace the causes and effects of a disaster (negative) and the responses (positive) to the disaster
that made a historically significant contribution to our world and CHANGED history.
Part A: Basic Guidelines to Selecting a History Fair Topic
1. Students shall select a disaster that interests you. Students should focus on a time period in history,
or a disaster that peaks your curiosity. It is important you select a topic that will hold your interest
and excited about for eight to ten weeks. Students should explore lots of possibilities, while you are
brainstorming. Make sure you are open-minded and curious.
2. Students develop a clear and focused historical topic. Also, make sure the disaster occurred at least
20 years ago or more as only then can we interpret the historical importance of its’ impact to society.
3. Make sure there are enough sources on the topic you choose to fulfill all the requirements. It is
important you take the time and research the topic before you commit to it. There must be enough
research available to complete a thorough history fair project. There is nothing worse than having
to change your topic midway through because there isn’t enough research.
Tips on Selecting a Topic:
•
•
•
•
•
•
•
•
•
•
•
Do select a topic that is interesting and unique
Do tell a story and explain why the story is important
Do explain how the disaster made an impact on society and in history
Do explain the situation before the disaster
Do explain the disaster in great detail, including actions and character traits of various individuals/groups
Do explain and analyze the results and impact of the disaster and the individuals/groups involved
Do make an effort to locate and use as many different sources as possible, preferably primary sources
Don’t pick an overused topic
Don’t select a topic that is too broad
Don’t just list facts and chronicle the topic
Don’t copy from a book or the Internet
Part B: Researching Your Topic
Students are responsible for researching a famous disaster in History and the individuals/groups involved.
The projects should include three parts:
Part 1
Focus on causes and events leading up to the DISASTER incorporating Historical context
• What were the underlying issues and reasons for the disaster?
• What was the issue/problem/event/situation that caused the disaster?
• What was the historical context? What else was going on in America or the world at that time that
may have lead to the cause of disaster?
• What was taking place in the world before the disaster that is relevant to understanding the disaster?
• Who were the people involved in the disaster?
Part 2
Focus on the explaining the actual DISASTER and the causes in detail
• What were the causes of the disaster?
• What were the best decisions made in response to the disaster?
• What were the worst decisions made in response to the disaster and how did individual/groups
change their course of action?
• What were the obstacles encountered throughout the disaster?
• What new technologies were used to cope with the disaster?
• What did the individual or group do that made a difference (key actions)?
• What people or groups were involved?
• What did others think and do that had an effect or influence the outcome?
• How did the consequences of one’s actions change the situation?
• What new ideas were incorporated during the course of the disaster?
• What kinds of information did the responders need to know in order to solve the disaster?
Part 3
Focus on significance and results after the DISASTER, both short and long-term
• What happened in the end (may want to include statistics)?
• What outcomes/changes occurred as a result of the disaster?
• What laws, programs, and/or procedures were changed as a result of the disaster?
• What outcomes/changes occurred as a result of an individual or group’s actions?
• Why do we remember or need to remember the disaster?
• What have we learned from the individual or group’s actions that is important to our
understanding today?
• How has the disaster helped people eliminate the potential for future disasters?
• How did the disaster change the way people lived?
• Were the actions made by people in preventing future disasters from repeating successful? Why or
why not?
• What made the disaster important?
Part C: Creating and Writing your History Fair Board
The students’ History Fair board should “Tell A Story” through pictures. The story must be written in your
own words and follow a chronological order (from beginning to end). Each picture should include a “caption”
underneath which will consist of two to four sentences.
It is important to note that the caption not explain or tell about the picture. The picture should be selfexplanatory based on the story being told.
It is strongly recommended that students write their story first, and then find the appropriate pictures to
match the story. This should be simple if research is thorough.
Make sure to connect your introduction back to your conclusion.
The History Fair Story must:
1. Be typed (12 to 14 point font, double or 1.5 spaced).
2. Include a title that sends a message to your audience.
3. Include lots of primary and secondary sources / pictures of a wide variety.
4. Include a story written in your own words presented in a chronological fashion.
5. Decorate board neatly and attractively.
Source Ideas
A Primary Source is a document or physical object that was written or created during the time under study.
These sources were present during an experience or time period and offer an inside view of a particular event.
A Secondary Source provides interpretation and analysis of primary sources. Secondary sources are one step
removed from the original event.
• Secondary sources are crucial to a History Fair project and should be given the most attention in the first
phase of research and reading.
• All Historians spend time with secondary sources. They see their own work as "joining the conversation"building on other's ideas and offering new ways to understand a topic.
• History Fair encourages students to develop their own original ideas, but students can only do so if they know
what's been written already.
Examples of Primary Sources include:
Autobiographies
E-Mails
Letters
News Film Footage
Photographs
Poems
Speeches
Paintings
Maps
Cartoons
Pamphlets
Laws and Proclamations
Census Reports
Receipts
Films
Records of Court Cases
Newspapers
Graphs
Clothing
Furniture
Pottery
Diaries
Interviews – on tape, in print, or in person
Meeting Minutes
Official Records
Raw Research Data
Songs
Sketched Illustrations
Sculptures
Artifacts
Posters
Advertisements
Treaties
Legal Documents
Contracts
Museum Displays
Books
Charts
Buildings
D.N.A.
Jewelry
Periodicals (Magazines)
Examples of Secondary Sources include:
Books
Magazines / Periodicals
Documentaries / Films
Newspapers
Journal Articles - written by historians and other writers who analyzed primary sources, studied others'
arguments, and then formed their own understanding and conclusions of a historical question.
Locating Primary and Secondary Sources
Historical Societies
Libraries (remember periodical section)
Local Libraries
Organizations
Internet / eBay
Museums
School Media Center
Regional and Central Libraries
Businesses
Special Collections and Archives
Chicago Historical Museum at www.chicagohistory.org Chicago Public Library at www.chicagopubliclibrary.org Library of Congress at http://loc.gov/
National Archives at www.archives.gov or http://www.archives.gov/facilities/il/chicago.html History Channel at http://www.loc.gov/
National Archives and Records Administration (NARA) at http://www.nara.gov/
Places to Visit
Harold Washington Library Center
400 S. State Street, Chicago
• Social Sciences Division
5th and 6th floors – North - Includes periodicals
• Municipal Reference Collection
5th floor – South – Includes newspaper clippings and files from
approximately 40 newspapers
Sulzer Regional Library
4455 N. Lincoln Avenue, Chicago
Chicago History Museum
Clark Street & North Avenue, Chicago
Woodson Regional Library
9925 S. Halsted Street, Chicago
Skokie Library
5215 Oakton Street, Skokie
College or University Libraries
Access to Free Online Newspapers and Magazines
Chicago Tribune Historical Archive: www.newsbank.com
-
Type www.newsbank.com into a Web browser to access the NewsBank portal
On the top right corner of the page, click on the section “CONNECT TO NEWSBANK PRODUCT
LOG IN”
Fill in the following information to access CPS subscription of the database:
User name: 5510
Password: 5510
In this database, you’ll find not only Chicago Tribune Historical Archive but also Chicago Sun-Times and many
of America’s news magazines, including Newsweek and U.S. News and World Reports. On the Chicago Tribune
Historical Archive page, you’ll be able to use various search criteria to locate news reports from as far back as
1800s.
Other Historical Newspapers and Magazines Online:
1. University of Illinois at Urbana-Champaign Library Collection
http://www.library.illinois.edu/hpnl/newspapers/historical.php
On this page, you’ll find a multitude of free digitized historical newspapers and magazines. Those
labeled as “Freely Available” can be accessed without subscriptions (free). You’ll find not only many
American historical newspapers and magazines but also some international digitized news resources.
2. Google News Archive
A. Basic Search - http://news.google.com/archivesearch
This basic Google search portal allows students to search using simple keyword(s), just like a regular
search engine does. It also gives you a choice to show the timeline of an event.
B. Advanced Search - http://news.google.com/archivesearch/advanced_search
This advanced Google search portal allows you to search news resources around the world using
more detailed search criteria, and the results could be in different languages.
3. New York Times Database - http://query.nytimes.com/search
This vast database allows you to search news articles as far back as 1851.
4. Library of Congress Collection - http://chroniclingamerica.loc.gov/
In this section of the Library of Congress site, Chronicling America: Historic American
Newspapers, you’ll be able to view newspaper pages from 1860 to 1922 from many states, including
Illinois, and find information about American newspapers published between 1690 to present.
Access to Chicago Public Library Website at http://www.chipublib.org
The Chicago Public Library Website provides a rich resource for history fair research, as well as, other
homework search. Under the sections called Learn and Discover on the website, you’ll find collections of
resources about history in general and Chicago history in particular.
If you have a Chicago Public Library card, you can reserve a book or a digital item, even if a book/item is
located in another CPL branch. You can reserve a book/item online and pick it up at your local branch.
Please Note - Panels may overlap onto other panels of your board depending on amount of information.
Judging Standards (All Entries)
Student’s work will be judged according to the following criteria:
History Fair Research Board Criteria
Knowledge (Maximum 35 pts.)
You should display a thorough knowledge of your topic, supported by appropriate, relevant facts. You will be
judged on the amount of research you did and how you sifted through the facts you gathered to find the ones
related to your topic.
Quality of Analysis (Maximum 25 pts.)
Your project must make a point based on the historical research you have completed. Your project will be
judged on the degree to which your “story” is supported by the materials you have put together. What makes
the topic of your project important? How does your toped relate to state, national, or world history?
Quality of Source Material (Maximum 20 pts.)
You are encouraged to use a variety of primary and secondary sources wherever possible. Primary sources
include letters, diaries, old newspapers, interview materials, etc. The quality of sources and how you use your
sources to structure your presentation will be an important factor in your project’s evaluation.
Quality of Presentation (Maximum 20 pts.)
Your project will be judged on its uniqueness, style, imaginative approach, and general effect. General effect
includes neatness, lack of spelling and grammatical errors, and attention to detail. The purpose of the project
should be evident in the physical/visual design of the project.
HISTORY FAIR
JUDGE’S SCORE CARD
History Fair Board Criteria
Student Name(s)
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Title
_________________________________________________________________
Judging Criteria
Superior
Historical
Knowledge
Excellent
Good
Fair
35-34-33-32
31-30-29-28
27-26-25
24-23-22-21
Quality of Analysis
25-24-23
22-21-20
19-18
17-16-15
Quality of
Sources
Grammar
(Rough Draft)
Quality of
Presentation
(Final Draft)
20-19-18
17-16
15-14
13-12
20-19-18
17-16
15-14
13-12
Points Awarded
Comments __________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Judge’s Name (please print) _______________________________________________________________
Please return this form to Ms. Coin or Ms. Pugh
Sample Project Activity
Directions: You are responsible for reading and assessing this project according to the rubric. Please include
positives notations about the project and ways to improve the project. Please be specific with your positive
feedback and suggestions for improvements. Refer to this handout to help guide your decisions.
Note: You will not be able to assess the Quality of Sources or Presentation sections. However, those were
superior as the students who completed the project wrote to the Historic Center in Cherry, Illinois. The
Historic Center sent them all kinds of primary sources including maps of the mine, photographs, newspaper
clippings, and letters written by the miners who died. Also included were the specific legislations that were
passed and newspaper articles announcing the passing of those laws. This group also made a trip to visit The
Cherry Museum dedicated to the disaster, gathered more information, and took photographs of their own in
addition to interviewing historians from the town to get their perspectives.
Cherry Mine Disaster
The Cherry Mine Disaster was a tragic fire that killed and injured workers in the Illinois coal mining industry.
As a result, the families of the victims fought for new legislation and safety regulations to protect workers from
future accidents; specifically passed was the Illinois Workmen’s Compensation Act.
In 1905, the St. Paul Mine Company began mining coal in Cherry, Illinois. Over the first few years, the Cherry
Mine produced over 1,500 tons of coal per day. The company became the largest coal shaft in the United States.
In the United States, in terms of construction and equipment, the mine was known for being one of the safest
and most modern mines of the time period. The mine was equipped with electrical lights, which were very rare
at the time. It was declared fireproof by the St. Paul Mine Company, the company who owned and operated the
mine. The town of Cherry approved of the mine especially since it employed many residents of the town and
boosted their economy.
The St. Paul Company employed a large number of miners who were mostly immigrants from Italy who did not
speak English. Workers at the mine included boys as young as twelve years old. Workers were paid based on
how much coal was extracted rather than a fixed hourly wage.
On the morning of Saturday, November 13, 1909 at approximately 7:00 A.M., 500 feet below the surface, 481
men and boys reported to work.
The day started like any other day. After noticing that the electrical system had broken down, a few of the
miners decided to place kerosene torches on the sides of the walls for lighting. The rest of the miners who were
not in the vicinity of the torches, were unaware of the changes.
Forty mules were stabled underground. Their job was to pull little carts loaded with coal to the elevator.
Around lunchtime, several bales of hay were dropped into the mine down a shaft to feed the mules.
Unfortunately, one of the carts filled with hay landed near one of the kerosene torches. This sparked a fire.
The fire spread quickly. For 45 minutes, no attempts were made to clear out the workers. Unfortunately, the
miners were spread throughout the vast underground mine and communication was lacking. There were a few
lucky individuals who were able to escape. However, 250 miners remained trapped underground.
As soon as word spread about the tragedy at the mine, volunteer citizens from Cherry offered their assistance.
The volunteers included a group of twelve men. One volunteer owned a local grocery store and another
volunteer was a store clerk. Neither of the men experienced any type of training in rescue missions but
exhibited great determination. They were brave enough to enter the mine six times to try to rescue the trapped
miners.
The fire spread so rapidly that on the seventh attempt down the mine, some of the amateur rescuers were killed.
Shortly thereafter, the Ladd, Illinois Fire Department arrived. The St. Paul Mine Company refused to let them
go into the mine because it was considered too dangerous. The firefighters had no choice but to dump water
down the airshafts.
It wasn’t until the next day that volunteers began searching for the rest of the miners. Professor R.Y. Williams
from Urbana, Illinois was a brave man who offered his services. He was a mining engineer with the U.S.
Geological Survey Organization. He brought rescue equipment such as oxygen helmets and tanks from the
newly developed State Mine Life Serving Station.
Professor Williams made several trips into the mine and began directing the firefighting efforts. On Sunday,
November 14, Williams notified authorities that the rescuing fire fighters needed more equipment in order to
succeed. The next day, firefighters arrived from Chicago with over 4,000 feet of water hoses.
A day later, thousands more feet of water hoses arrived from Milwaukee and Chicago along with Chicago Fire
Chief, James Horan and eleven handpicked veteran firefighters. Before the first firefighters entered the mine on
Thursday, 600 gallons of water were pumped into the mine per minute the day before.
After eight days of hard work, twenty-one men were found alive and rescued. Rescuers began to think and
hope more men might be alive so they decided to tear down the walls and start crawling through the tunnels.
They were right! As they were crawling, they heard the voices of miners.
After 25 days of struggling to find the remaining miners, the Cherry Mine was finally sealed shut. The mine
company went into bankruptcy.
After the disaster, letters were found that were written by the men who didn't survive the eight long days. They
wrote the letters knowing there was no way to escape. The letters represented their last goodbyes to their
family, friends, and love ones. Many asked that the people who received the letters grant their last wishes to be
remembered as heroes.
Money and time was donated from individuals and organizations from different communities surrounding
Cherry. Chicago and other towns sent fire fighters and equipment to help. More than $400,000 in relief funds
were raised to help families. The Cherry Relief Commission was organized to distribute the funds to families of
injured and dead workers.
As a result of the Cherry Mine Disaster, stricter laws were implemented to protect workers in the mining
industry.
The Governor of Illinois, Charles S. Deneen, called a special meeting of the state legislature. The focus of the
meeting was to determine the amount of responsibility the mining company incurred and compensation owed
to the workers’ families.
At the National level, President William H. Taft, pushed Congress to train rescue personal to implement new
procedures to prevent future mining accidents and ways to handle situations of disasters in a better fashion.
In December of 1909, Congress created the Federal Bureau of Mines. This organization began to inspect
underground mines, develop maps of all mines, and train specialized rescue workers to assist in the unfortunate
event of future mining disasters.
The Federal Bureau of Mines also created laws that implemented mine regulation standards such as fireproof
stables, mine telephones, shot-firing procedures, and installation of other safety-devices.
Another relief commission was put in place in June of 1910. This commission consisted of a representation of
members of the United Miner Workers of America. They raised money for the families of the dead and created
a union for coal miners. The union focused on safer working conditions for all miners.
In 1910, the Illinois State Legislature enacted measures for protecting miners from fires, increases of resources
and facilities for the rescue of lives of endangered in mine disasters, and trained persons working in mines in
order to prevent accidents.
Furthermore, the Illinois State Legislature established a liability act, which led the state to pass the first Illinois
Workmen’s Compensation Laws. The Worker’s Compensation Laws made companies liable for injuries or
death to employees and/or their families during the course of job related duties.
Despite the tragedy at the Cherry Mine, families could triumph in at least knowing that future miners would be
compensated due to the new laws enacted in Illinois. The dedication and persistence of families fighting for the
rights of their lost loved ones made the state of Illinois a pioneer not only in being one of the first states to pass
Workman’s Compensation Laws but led other states to do the same.
To honor the disaster, each year on November 13th, services are held in Cherry, Illinois. On May 14, 1971, the
Illinois State History Society dedicated a monument for the ones who were trapped and died in the mine.