National History Day (NHD) Orientation J Obert SMS GT Facilitator

 Began as a small, local contest in 1974 in Ohio  Created by educators to help spur students’ interest in history  Gained support from the National Endowment for the Humanities  Grown to over 2 million people involved nationwide  Has regional, state, and national competitions  Has become a program that truly makes history come alive National History - NHD (National History Day)

National History Day (NHD) wants your student to become the historian! They decide on a topic. They find the sources. They determine the consequences based on the evidence. After they finish their research, they have a choice on how to tell the story. They may choose to create …  a historical performance,  a paper,  a web site,  a documentary  an exhibit. NHD puts them in control of their learning.

READ THE RULE BOOK!!!!

What’s the Theme? 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 includes three main points. Revolution, Reaction, Reform in History  The division among revolutions, reactions and reforms may be blurred.  Revolutions and reforms are often reactions to particular situations or events, which may inspire reforms and other reactions.  Whether revolutionary or gradual, such changes often inspire opposition, as some people seek to slow or even reverse them.  As a result, some topics will focus on revolution, reaction, AND reform, while other topics may allow you to focus on just one or two parts of the theme. YOU DON’T HAVE TO DO ALL THREE—YOU CAN FOCUS ON JUST ONE OR TWO PARTS OF THE THEME. YOU DON’T HAVE TO DO ALL THREE—YOU CAN FOCUS ON JUST ONE OR TWO PARTS OF THE THEME.

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

Where should I start? Begin with the theme: Revolution, Reaction, Reform in History. The best way to understand the theme is to define each word. Revolution-  the overthrow of one government and its replacement with another  sudden or momentous change in a situation Reaction-  resistance or opposition to a force, influence, or movement  a response to some treatment, situation, or stimulus Reform-  to put or change something into an improved form or condition  to amend or improve by change of form or removal of faults or abuses  to put an end to (an evil) by enforcing or introducing a better method or course of action

Remember… Not all revolutions, reactions, and reforms are political—they can be…  Economic  Social  Cultural  Scientific  Medical  Agricultural  Industrial

Can you identify the type of revolution, reaction, reform, shown?

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:

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.

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! Creating a Project

Will your research answer these three 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?

Will your research answer these three 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?

Martin Luther and the Protestant Reformation: Reforming Religion

Television: A Cultural Revolution

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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

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

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

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

NHD projects should do more than just tell a story. Every exhibit, performance, documentary, paper and web site 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.

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).

Presenting the Information  Documentary  DVD-not Power Point  Exhibit  Paper (early deadline)  Performance  Web Site (early deadline)

Presenting the Information Documentary Example  Website example  Performance Example   Paper Example  Exhibit Example 

Projects Must Also Include  Title Page  Process Paper  (historical papers do not need this)  Annotated Bibliography  osocial/Maine%20Indian%20Land%20Claims% 20Video%20-%20%20Bibliography.pdf

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 Feb 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 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, 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

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   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, & s  Watch for communication that is sent home with your student  Remember, I don’t require 6 th grade students to compete, it is completely up to them!

Important competition dates to remember  W 2/8 NHD Entry Forms with Thesis Paragraph, parent signatures, and fee  W 2/8 NHD Entry Forms with Thesis Paragraph, parent signatures, and fee due to GT Facilitator - must reach regional coordinator by 6PM on F 2/10  W 2/15 Finished PAPERS and WEBSITES due – must reach regional coordinator by 6PM (This includes process paper and annotated bibliographies.)  Regional Competition – 9AM to 2PM (Winners announced about 4PM)  Saturday, March 3, 2011  South Middle School  220 W. Greenhurst Rd  Nampa ID 83686

“National History Day is not just a day, it’s an experience!” National History Day