1. National History Day (NHD) Orientation K Benson LSMS GT Facilitatorkbenson@nsd.org J Obert SMS GT Facilitator jobert@nsd131.org D KnuthEVMS GT Facilitatordknuth@nsd131.org

2. www.nhd.org

3. Embedded introductory video is a good way to learn about National History Day (NHD) National History Day (NHD)

4. http://www.nhd.org National History Day (NHD) wants your student to become the historian! Students decide on their topic. They research the topic, finding many sources of information. They determine the impact and consequences of their topic based on their evidence. After they’ve finished their research, they choose how to present their conclusions. They may choose to create …  a historical performance,  a paper,  a web site,  a documentary  an exhibit. NHD puts students in control of their own learning!

5. http://www.nhd.org READ THE RULE BOOK!!!! http://www.nhd.org/images/uploads/2010ruleboo k.pdf http://www.nhd.org/images/uploads/2010ruleboo k.pdf

7. Where should I start? NHD has a different theme every year. Students need to explain exactly how their topic relates to the parts of the theme. This years theme is Rights and Responsibilities in History  The dictionary defines “rights” as… 1. that which is morally correct, just, or honorable. 2. a moral or legal entitlement to have or obtain something or to act in a certain way. NHD 2013 Theme and Sample Topics  http://www.nhd.org/images/uploads/397079_2014_NHD_Them eSheet_FNL.PDF http://www.nhd.org/images/uploads/397079_2014_NHD_Them eSheet_FNL.PDF  http://www.nhd.org/images/uploads/2014_Sample_Topics.pdf http://www.nhd.org/images/uploads/2014_Sample_Topics.pdf

8. Rights have taken many different forms America’s founders believed that individuals had certain fundamental human rights, but did not allow slaves those “unalienable” rights. Sometimes rights depended on being a member of a group or class such as castes in India and nobles in England. Some rights were predetermined by birthright. Human institutions—governments, churches, corporations and other entities—have also enjoyed rights, sometimes allow by on them by their constituents, and sometimes self-bestowed.

9.  With rights come responsibilities, whether they involve exercising rights within specified limits or ensuring the rights of others. Students may find it tempting to focus mostly on rights in their projects, but 2014’s theme also encompasses responsibilities. Learning about and explaining the correlation between rights and responsibilities will help students become a better researchers and writers, in addition to deepening their understanding of their topics.

10.  Whether students focus on a well-known event in world history or a little-known individual from a small community, they should place their project into historical perspective, examine its significance in history, and show development over time. All studies should include an investigation into available primary and secondary sources, analysis of the evidence, and a clear explanation of the relationship of the topic to the theme.

11. Rights and Responsibilities Get all sides of the story Topics always have at least two sides, or opposing perspectives. Part of being a thorough researcher is looking at a topic from all angles to see the whole story.

12. My topic can be a local, state, national, or world history topic.

13. Can you identify some rights and/or responsibilities shown in these pictures

14. Can you identify the right and/ responsibility?

15. Topic Selection  Interests them  Relates to the theme  Fits their desired final product  Is narrow and manageable—specific Students will benefit most from the NHD project if they are encouraged to choose a topic that:

16. NHD is NOT A REPORT!!!! Students must do more than describe what happened! They must draw conclusions, basing their opinion on evidence, about how the topic affected individuals, communities, nations and the world. Studies should include …  an investigation into available primary and secondary sources,  an analysis of the evidence, and …  a clear explanation of the relationship of the topic to the theme.

17. Help your student determine whether they want to do an individual or group project. Once they are on the journey— they are on the journey for the whole trip! Students use the Who Do I Sail with? analogy to learn about sails and anchors. Creating a Project

18. Who do I work with - if anyone? “Sails” are good partners you choose to work with. Sails represent quality people who will work hard and share the load in ways that make NHD faster, more efficient, and more enjoyable. 2-5 people make up any group project.

19. Who do I work with - if anyone? “Anchors” represent people who oftentimes choose to be... 1. Lazy and don’t help much, or... 2. Comedians who provide a lot of laughs but little effort, or... 3. Are simply looking for you to ‘carry’ them through the project or … 4. Want to be “in charge” all the time and do not accept any other ideas or argue all the time.

20. ANCHORS...  Can take up room and slow your ship down.  Can sink your “ship” and then you can’t get your project in on time…if ever. (You might have to do a “salvage job” – a last minute catch-up!)  Can beg to come on board ship, but once you are out to sea (working on the project) they can hold you back.  Can magically turn into “sails” if they are on a quality ship. The risk is yours to take or not take.  Can be left behind even though they may be offended.  —Make the decision that is best for your “ship” and your needs

21. Should I always gather “sails” and avoid “anchors”? You can choose to sail alone. Sometimes “sails” get tangled and don’t work well together. If you “sail” alone there is only one sail and it sails the boat very easily.  Less complicated  Fewer distractions  Less confusion  Your project’s success only depends on you—there is no one else to blame.

22. Sailing Alone? Working As An Individual AdvantagesDisadvantages  You will increase your independence.  You will be the only decision maker.  You can work when and where you want.  You will not face differences in opinion and work ethic.  You will be responsible for all costs.  You won’t use collaborative skills.  You won’t have a partner(s) to motivate you during “down times.”

23. Sailing together? Working as A Group AdvantagesDisadvantages  You can improve collaborative skills,  You can share project costs.  You can make decisions together.  You can draw on one another’s strengths and talents.  You may have scheduling difficulties.  You may have differences of opinions.  You may have differences in work ethics.  You will have increased communication demands.

24. Decision Making Time Picking the right people or choosing working alone is one of the key elements in managing a quality NHD project It is one of the first decisions you must make, and it is certainly one of the BIGGEST !!! You will be able to choose your group, but in the end you “sail” or “sink” together. Once you leave the “harbor” on the posted deadline all your “sails” or “anchors” will be on board for the entire trip -- and you cannot “throw them over the side” once you are underway. In other words NO SWITCHING GROUPS!!!

25. Will your research answer these big topic questions? 5Ws and How  Reporter questions - who, what, when, where, why and how Historical Context and Historical Perspective  How and why did the events and atmosphere—social, economic, political, and cultural—of my topic’s time influence my topic in history?  How did my topic develop over time?

26. Will your research answer these big topic questions? So What?  How is my topic important?  How was my topic significant in history in relation to the NHD theme?  How did my topic develop over time? What were the successes, failures, and consequences of my topic?  How did my topic influence history over time?

27. Nazi Germany: The Rights and the Responsibilities of a Superior Race

28. Knowing Your Rights: The Transformative Impact of the Printing Press

29. Research ResearchResearchResearchResearch ResearchResearchResearchResearch ResearchResearchResearchResearch ResearchResearchResearchResearch ResearchResearchResearchResearch ResearchResearchResearchResearch ResearchResearchResearchResearch ResearchResearchResearchResearch ResearchResearchResearchResearch ResearchResearchResear Research Folders

30. What are Sources? A source is any provider of information used to interpret a topic  Written documents – diaries, letters, books, articles, certificates, journals  Artifacts – physical remains, maps, photographs, art, tools, furniture (objects from everyday life that have historical significance  Recordings – Video, film, audio recordings  Personal Interviews – In-person discussions, discussions over the phone, or via e-mail

31. A piece of information about a historical event or period in which the creator of the source was an actual participant in or a contemporary of a historical moment. A primary source can be written document created by someone in the past. A primary source can be an object, place, song, or other cultural artifact created during the historical period you are studying Primary Source

32. Secondary Source A source that was not created first-hand by someone who participated in the historical era. Secondary sources are usually created by historians, but based on the historian’s reading of primary sources. Secondary sources are usually written decades, if not centuries, after the event occurred by people who did not live through or participate in the event or issue. Per NHD – no Wikipedia as a cited source

33. Definition Primary Source That which is written or produced in the time period being researched. Primary sources are materials directly related to the topic by time or participation. Examples Letters Speeches Diaries Newspaper articles from the time Oral history interviews Documents Photographs Artifacts Or anything else that provides first hand accounts about a person or event. This definition also applies to primary sources found on the internet.

34. Definition Secondary Sources Usually published books or articles by authors who were not eyewitnesses or participants in the historical event of period and who base their interpretation on primary sources, research, and study. These sources provide context for a historical event. Examples High school textbooks Biographies Retrospective newspapers History books Journal Articles Magazine articles This definition also applies to secondary sources found on the internet.

35. Definition Tertiary Sources Usually summaries and collections of primary and secondary sources. They provide ideas for topics and further investigation Examples Almanacs Encyclopedias Dictionaries Guidebooks Manuals Anthologies This definition also applies to secondary sources found on the internet. (Wikipedia)

36. Review Focus Questions to create thesis Take a close look at historical significance and impact Must be arguable and provable Must connect to the theme THESIS

37. NHD projects should do more than just tell a story. Each project should make a point about its topic. To do this, students must develop their own argument of the historical impact of the person, event, pattern or idea they are studying. The point they make is called a thesis statement. A thesis statement is not the same as a topic. A thesis statement explains what they believe to be the impact and significance of their topic in history. Topic: Battle of Gettysburg Thesis Statement: The battle of Gettysburg was a major turning point of the Civil War. It turned the tide of the war from the South to the North, pushing back Lee's army that would never fight again on Northern soil and bringing confidence to the Union army.

38. What about Plagiarism? Plagiarism: Presenting the work or ideas of others in ways that give the impression that they are your own (e.g., copying information word for- word without using both quotations and footnotes; paraphrasing an author’s ideas without proper attribution; using visuals or music without giving proper credit).

39. Presenting the Information  Individual/Group Documentary  DVD-not Power Point  Individual/Group Exhibit  Individual Paper (early deadline)  Individual/Group Performance  Individual/GroupWebsite (early deadline)

40. Presenting the Information http://www.nhd.org/CreatingEntry.htm  Click on Student Project Examples – Red button on left menu bar http://www.nhd.org/StudentProjectExamples.htm Exhibit Example  Pivotal Politics, The Marshall Plan: A Turning Point in Foreign Aid and the Struggle for Democracy Pivotal Politics, The Marshall Plan: A Turning Point in Foreign Aid and the Struggle for Democracy Website example  Solving the Enigma: Legacies of a Secret World War II CodeSolving the Enigma: Legacies of a Secret World War II Code Performance Example The Golden Age of Radio: Turning Points in American Culture Paper Example  The Trial of the Century: A Reaction to Nazi Atrocities Prompts Revolution and Reform in Principles of International Law Documentary Example  The Turning Point in Deception: Top Secret Tactics for D-Day The Turning Point in Deception: Top Secret Tactics for D-Day

41. Projects Must Also Include  Title Page  Process Paper  http://nhd.org/images/uploads/ProcessPaper1.pdf http://nhd.org/images/uploads/ProcessPaper1.pdf (historical papers do not need this)  Annotated Bibliography  http://www.nhd.org/images/uploads/Lam y%20Bibliography.pdf http://www.nhd.org/images/uploads/Lam y%20Bibliography.pdf http://www.nhd.org/images/uploads/Lam y%20Bibliography.pdf

42. George Washington: A Leader of Intelligence Annotated Bibliography Jane Doe Primary Sources: Duer, William. "William Duer to George Washington." The Papers of George Washington Documents. 28 Jan 1777. 6 Feb 2009. Washington relied on William Duer of New York to gather intelligence. He wrote to Washington about setting up a spy network after the Continental army set up headquarters at Morristown, New Jersey, in early 1777. I used this to support my thesis that Washington was a master spy and that this helped us win the Revolutionary War. Secondary Sources: Allen, Thomas B.. George Washington, Spymaster: How the Americans Outspied the British and Won the Revolutionary War. New York : National Geographic Children's Books, 2004. This interesting book about Washington’s spying during the Revolutionary War helped me find primary sources for my quotations and led me to other documents. It also provided ciphers to use in my project. I used some of the code to show how they communicated. This is called a hanging indent

43. Helping your student manage their time productively  NHD is done in stages  Watch for important notices of deadlines and due dates  Check students agendas, folders, newsletters, e- mails, and websites weekly  http://www.kbensonlsms.weebly.com  Watch for communication that is sent home with your student  NHD is done in stages  Watch for important notices of deadlines and due dates  Check students agendas, folders, newsletters, e- mails, and websites weekly  http://www.kbensonlsms.weebly.com  Watch for communication that is sent home with your student

44. Important competition dates to remember  Tuesday 2/18 Thesis Paragraph,  Tuesday 2/18 Thesis Paragraph, due to GT Facilitator Feb. 21. The fee for competition is $8 PER STUDENT  Registrations for the competition are due no later than Friday, Feb. 21. The fee for competition is $8 PER STUDENT (last year there was some confusion about this--it is $8 per student, not group).  Instead of paper registration that you mail in, we are actually going to use the same program that the state competition uses and register ONLINE. The coordinator will not be accepting the paper registration form. The link will be sent out in early February.  F 2/21 Finished PAPERS and WEBSITES due to coordinator – must reach regional coordinator by 6PM (This includes process paper and annotated bibliographies.)  Regional Competition – 9AM to 2PM (Winners announced about 4PM)  Saturday, March 8, 2011  South Middle School  220 W. Greenhurst Rd  Nampa ID 83686

45. “National History Day is not just a day, it’s an experience!” National History Day www.nhd.org