Students must… 

Choose a Canadian theme:
Students are encouraged to choose any aspect of local, provincial, or national history, heritage, or geography that most interests them. Some examples include a person, a place, an event or an idea. Click here for topic ideas.

Create a project display:
Students may use a display board, video, model, artwork, creative writing, performance or other medium to present their findings.

Display boards can be purchased online at Staples: CLICK HERE. Many teachers have found them at dollar stores or teacher supply stores. Or, consider selecting a different format for students to present their findings. Some more ideas are below.

At the Regional Fair, students will be assigned a space of approximately 3’ wide and 8” deep (1mx20cm). This is one quarter of a standard folding table – no more, no less!

Include original written content:
Written content, based on historical research, should demonstrate the student’s learning. This can take the form of text on a display board or a short story, essay, comic strip, or other writing submitted with the project.

Include primary source evidence:
A primary source is firsthand, original evidence and was (usually) created during the time that is being studied. Primary sources may include newspaper or magazine clippings, maps, oral interviews with family members, photographs and more.

Write a bibliography:
Students are required to have a bibliography that includes all books, magazines, websites and people used in the research and development of the Heritage Fair project. Sample bibliographies can be found here and here.

Complete the Project Summary form:
Students are required to complete the Project Summary Form and have it in front of the project display on Project Set-Up Thursday. Judges will use this for their preliminary assessment. Download Project Summary Forms in English and French here.


Please consider the following when planning and creating these projects:

It is suggested that the written component includes a clear introduction and conclusion that help outline the project’s main themes and big ideas.

Individual vs. Group Projects
Projects created by individuals, partners and groups are welcome at the Regional Fair, however, only individual projects – one student per project – are eligible for the Provincial Fair and Young Citizens programs.

“Filling” the project display board
Students are encouraged to “fill” their project display space. Students working on written or performance-based displays may want to include some type of accompanying visual. Artwork, models, maps, photographs, drawings, or artifacts can help demonstrate learning.

While students are encouraged to incorporate technological elements in their project displays – iPads, laptops, etc. – they should not depend on access to electrical outlets.

Valuable Items
Students are encouraged to have a photo or replica of any valuable items that are part of their project display. They may choose to bring the original to their interview.

Sample Layout
A sample layout can be found in Far West: The Story of BC Teachers’ Guide.

Creative Component
Students are encouraged to have a creative element in their projects. Drawings, models, dioramas, written stories, skits, objects and videos help make projects come alive.


At the Regional Fair, a panel of judges are assembled from the community, including museum curators, retired teachers, and other history enthusiasts. In pairs, they evaluate project displays, interview students about their research, and nominate students for special awards.

Heritage Fair projects are assessed on the following areas (Click Here to download rubric):

Historical Significance
The student should be able to clearly explain the significance of their topic by speaking to how people’s lives were affected or changed, connections to issues important to people at that time or today, or connections to the “big picture”.

The student should use and analyze multiple sources in their research, including both primary and secondary sources. All sources must be clearly presented in a bibliography. Visits to the archives, in person or online, or historic places, if relevant, are encouraged.

The project display should be a well-organized and creative expression of the student’s research. Information should be typed or neatly written.

The student should have broad knowledge of his or her subject, answer questions confidently and demonstrate enthusiasm for his or her topic area.