Conflict and Compromise in History NHD PRESENTS Conflict and Compromise in History Source: www.nhd.org

General Rules You may participate in the research, preparation, and presentation of only one original entry each year. Groups may include 2 to 5 students. You may work with Pre-AP students in other teachers’ classes as long as they are in the same grade level. All categories except historical papers must include a “process paper” with their final entry. An annotated bibliography is required for all categories. The annotations for each source must explain how you used the source and how it helped you understand your topic.

Types of Entries 1. Paper - individual only A paper is the traditional form of presenting historical research. The text of historical papers must be no less than 1,500 and no more than 2,500 words in length. Citations—footnotes, endnotes or internal documentation—are required. 2. Exhibit - individual or group An exhibit is a visual representation of your research and interpretation of your topic’s significance in history, much like a small museum exhibit. The overall size of your exhibit when displayed for judging must be no larger than 40 inches wide, 30 inches deep, and 6 feet high. Circular or rotating exhibits or those meant to be viewed from all sides must be no more than 30 inches in diameter. Subject to the 500 word limit (see below).

NHD Project Examples Source: www.nhd.org; Dean Krantz, personal photos; Melody Lucas personal photos

Winning Exhibit Examples

3. Performance - individual or group  A performance is a dramatic portrayal of your topic’s significance in history and must be original in production. Performances may not exceed 10 minutes in length. You will be allowed an additional 5 minutes to set up and 5 minutes to remove any props needed for your performance. https://www.youtube.com/watch?v=AN59jAFcTRA&feature=youtu.be 4. Documentary - individual or group A documentary should reflect your ability to use audiovisual equipment to communicate your topic’s significance, much as professional documentaries do. Documentaries may not exceed 10 minutes in length. You will be allowed an additional 5 minutes to set up and 5 minutes to remove equipment. https://www.youtube.com/watch?v=Y_gu2q2jXoA

5. Interpretive website - individual or group A website should reflect the student's ability to use website design software and computer technology to communicate the topic’s significance in history. Website entries may contain no more than 1,200 visible, student-composed words. The entire site, including all multimedia, may use up to 100MB of file space. National History Day requires web site projects to be created using Weebly, a web site building program. One page of the website must serve as the “homepage.” All pages must be interconnected with hypertext links. Automatic redirects are not permitted. A single multimedia clip may not last more than 45 seconds and may not include student-composed narration. Citations—footnotes, endnotes or internal documentation—are required.

Website Winner Examples

National History Day Website NHD PRESENTS For National History Day students, the 2017-2018 academic year will be filled with research related to the theme Conflict and Compromise in History. The theme is broad to encourage participants to delve into history, whether it be a topic from the ancient world or the history of their own city National History Day Website http://www.nhd.org Ask these questions: Compromise can sometimes prevent a conflict, but what happens when it does not? If a conflict occurs, how can compromise help to end the conflict? How do conflicts or compromises develop over time? What was the end result? How did it influence history?

WHERE DO I START? Get Organized Folder with pockets Note cards or spiral notebook Research Documentation Style Sheet Booklet www.nhd.org

Sources Primary and Secondary

Gathering and Recording Information …students must credit sources from which they gathered information. To begin the process, however, it is important for the student to collect the critical information from each source as they read: the author's name, title, publisher, and date of publication, and page number for quotes. http://www.nhd.org/EightSteps.htm

No! No! No!

Primary Sources Definition: A primary source is 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. The purpose of primary sources is to capture the words, the thoughts and the intentions of the past. Primary sources help you to interpret what happened and why it happened. Materials written or produced in the time period of the historical event. Examples: include documents, artifacts, photos, historic sites, songs, speeches, diaries, letters, or other written and tangible items created during the historical period you are studying. Building Historical Context and Conducting Research. NHD National History Day. Cecil Hall University of Maryland College. Web. 27 Sept. 2009 http://www.chicagohistoryfair.org/images/stories/pdfs/2_stuff_of_history.pdf

Secondary Sources Definition: A secondary source is 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. Materials written by an author who was not an eyewitness or participant in the historical event. Examples: textbooks, encyclopedia articles Building Historical Context and Conducting Research. NHD National History Day. Cecil Hall University of Maryland College. Web. 27 Sept. 2009

Resources FBISD Digital Resources

Resources FBISD Digital Resources GALE-Biography in Context: Video, Images, and Speeches

World Book Advanced

Library of Congress Online http://www.loc.gov

Chronicling America is a searchable and ever-growing database of American newspapers, from small towns to large cities, published from 1789 to 1924. The collection currently includes newspapers from more than 44 states and territories; it will eventually include publications from all U.S. states and territories. The collection also includes foreign language newspapers, ethnic newspapers, and those from Native American tribe

Resources Other Websites http://www.nhd.org/researchcentral.htm Research Methods and Materials Museums and Historic Sites National Libraries, Archives and Directories Primary Sources on the Web US History Primary Sources and Major Web Sites World History Primary Sources and Major Web Sites Photos, Maps and Other Images Music

More Resources www.history.com video clips, speeches, debates www.wdl.org offers primary source materials from countries from around the world www.si.edu The Smithsonian Institution web site http://www.nhd.org/Texaspage.htm for state websites http://www.nationalhistoryday.org/educatorresources.htm http://www.ourdocuments.gov/index.php?flash=true& Primary sources 100 milestone docs http://www.pbs.org/history/history_united.html http://www.womeninworldhistory.com/ http://www.loc.gov Library of Congress More Resources

FBISD Online Catalog

ABC – CLIO Access from High Schools in FBISD

Annotated Bibliographies What are they?

Annotated Bibliographies Annotated bibliography: The annotations for each source must explain how the source was used and how it helped the student understand the topic. The student should also use the annotation to explain why the source was categorized as primary or secondary. Historians do sometimes disagree and there's not always one right answer, so students should use the annotation to explain why they classified their sources as they did. Students should list only those sources used to develop their entry. An annotation normally should be about 1-3 sentences. Source (example) Bates, Daisy. The Long Shadow of Little Rock. 1st ed. New York: David McKay Co. Inc., 1962. Annotation (example) Daisy Bates was the president of the Arkansas NAACP and the one who met and listened to the students each day. This first-hand account was very important to my paper because it made me more aware of the feelings of the people involved. http://www.nhd.org/EightSteps.htm

Works Cited A Guide to Historical Research Through the National History Day Program. Santa Barbara, CA: ABC-CLIO, 2006. Print. "A Student’s Guide to National History Day: Almost Everything You Need to Know to Get Started on Your History Day Adventure." National History Day. Cecil Hall University of Maryland , 2010. Web. 7 Oct. 2010. "Building Historical Context and Conducting Research." NHD National History Day. Cecil Hall University of Maryland College, 27 Sept. 2009. Web. 7 Oct. 2010. "Eight Steps of Historical Research." National History Day. Cecil Hall University of Maryland , 2010. Web. 7 Oct. 2010. Merriam-Webster Dictionary. Merriam-Webster, INC., 2013. Web. 25 Aug. 2013.