Students often care deeply about issues of justice or fairness. This grade 9 student chose such an issue as her Heritage Fair topic, one that is little known to most Canadians.
The inquiry question for this grade 6 students project was unusual. The first part – “how did the Natives assist the British?” – asks for a straightforward account that might involve only a summary of readily available sources. However, the second part – would the British have lost without the Native help – requires considerable knowledge, realistic interpretation, and imagination to answer well.
This is a great inquiry question with lots of potential. The student explains the role of James Douglas and Matthew Begbie as one might expect, but he also describes a family connection. One of his ancestors was a judge at the time. The question also invites an exploration of why things like peace and war […]
Why did some people doubt that Jane Smith committed suicide? In 1924 this bizarre case made the headlines in Vancouver for months. The suspicious death of the “Scottish Nightingale”, a maid in a posh Shaughnessy home, involved high-level police corruption, kidnapping, drugs, and racism. The coroner at first declared it a suicide but later decided it was a murder.
This grade four student has chosen an important, authentic inquiry question to guide her project. In addition to the attractive presentation, her project is noteworthy for her effort to understand both the perspectives of the French and the Huron (or Wendat). To highlight the strangeness of the first encounter she compares it to meeting aliens.
Stories of the past are based on interpreting traces such as artefacts that are left behind. This student uses these two passports, artefacts that help tell the story of how Shelina’s parents made their way from Uganda to Scotland and eventually to Canada.
This student has used a three-dimensional timeline to give important background to her story about increasing equality of women and men. The title and use of colour make for a powerful design.
This uses questions as subtitles that the primary sources answer. Below he uses both photographs and a graph of cases of tuberculosis over time to explain why the family sold the farm.
This student uses his inquiry question as his title.
This boy’s project connected his family history – his grandparents sold furs to the Hudson’s Bay Company – to the larger story of the company and non-native settlement of Canada.
The title, central photograph, use of colour, and layout combine to make this a powerful display in support of a thoughtful interpretation of Canada’s assimilation policy towards First Nations.
The form and colour of this display on Emily Carr reflects her paintings and engages the viewer.
The products of research, analysis, and writing are what count the most in your exhibit. Use primary sources that you found in your research to answer your inquiry question as this student has used photographs.
This student uses primary sources, such as the newspaper account from the Yale Sentinel at the time of the construction of the CPR and photographs of work crews. She also uses a secondary source, a web site, The Chinese Experience in British Columbia: 1850 to 1950, to give further background information.
This project on the George Massey Tunnel has most of the main features of a successful Heritage Fair project: the research focusses on a key question and the display features sub-headings, a maquette, visual evidence, and a reflection. The student supports her conclusion with photographs and a graph of population growth. The interview with George […]
This exhibit by a Kelowna student focusses on both evidence and historical perspective taking. The student’s father worked in construction and on a job site uncovered the lost journal of a Canadian fighter pilot in World War One. His daughter used this as a major source of evidence to explore the lives of the people shown in photographs in the journal.
To think critically about a topic we need to make a judgement based on rational criteria. This is what this student does as well as give us a sense of the period with her reproductions of William Hind’s Overlanders sketches, maps and photos.
This student began her project asking questions about underage soldiers like her great-grandfather in World War Two. As she researched, she discovered a connection to the question of child soldiers today and explored that parallels as well as answering her initial inquiry.
For many students, school history is “given”: it is an inevitable series of events with no dead ends, no might-have-beens. “What if?” questions are a way to see that history was not inevitable and explore the complex web of causes and consequences. A good answer to a “what if?” question needs to be plausible (supported by a realistic consideration of factors) and comprehensive (considers all important factors and people involved).
This project is a very ambitious exploration of a question with clear connections to students’ lives today. It is remarkable for the wide range of evidence that she uses including newspaper clippings, statistics, and cartoons. She also uses clear criteria to make her judgement about which change had the most impact.