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  1. Student willingly does research
  2. Minimal teacher involvement
  3. Small number of participating students

  1. Varying amount and quality of research done
  2. Minimal support outside of classroom
  3. Minimal recognition in the school
  4. Limited participation in competition
  5. Opportunity to learn by “becoming a historian” is not open to the many students who may find themselves engaged and invested in their learning
  6. Attrition is not uncommon



  1. Meets state goals & standards in history and the language arts
  2. Students actively engaged in historical thinking and historical practice
  3. Integrates research and critical thinking skills into the curriculum and gives students opportunities to independently exercise those skills
  4. Flexible presentation formats meet multiple learning styles and offers performance assessment
  5. Promotes project management skills
  6. Equal opportunity for student recognition
  7. Establishes teacher’s role
  8. Maximum participation/maximum winners
  9. A large number of high quality projects are produced
  10. Foundation for a school exposition & opportunity for community involvement
  11. Increases student investment and enthusiasm—and likelihood of completed projects
  12. Paper, exhibit, performance and documentary categories encourages  students’ multiple intelligences to be put to use

  1. May require substantial amount of class time and teacher feedback, and cooperation among teachers
  2. Resistance from some students
  3. More student names to put on registration forms, etc.


Chicago History Museum Sharing Chicago's Stories