2014 Theme Rights and Responsibilities in History

* Historical Quality= 60% * Relation to theme= 20% * Clarity of Presentation= 20%

* The biggest mistake students make is not relating their project to the theme. * Last Year’s theme was Turning Points. Many students project were indeed turning points but within their project they failed to address why their project was a turning point in history.

* Since 20% of judging is based on students’ project relating to the theme, time needs to be devoted to the THEME! * Rights and Responsibilities in History * Brainstorm and Define……….. * What are rights? * Are responsibilities always attached to rights?

* With rights come responsibilities, whether they involve exercising rights or ensuring the rights of others. * Don’t forget to explain the correlation between rights and responsibilities. * Examples: Developing the Atomic Bomb- * Did the U.S. have the right to develop and use? * What were our responsibilities as a nation? * Student’s must connect rights with responsibilities!

* Focus of theme- * Think local, state, national or global history * Hint- local or state history gives western states a better chance * Narrow topic- * Civil Rights movement is too broad. * Brainstorm….Civil Rights and a narrow topic * Handout: Graphic Organizer

* The topic is the key to the success for students! * Provide topic ideas or provide classroom time to explore topics. * This year’s theme is easily applied to topics in: * Science and technology * Politics * The arts * Education * Religion * Now Brainstorm: Find a partner and come up with topics for each of the categories.

* Spend time with students developing topics * or * Provide a list of topics for them to choose from * Once a topic has been decided…..turn it into a question or claim * See handouts: * History fair topic selection sheet * Developing a topic * How to write a Thesis Statement * Thesis Checklist

* Nuts and Bolts of History Day

* The biggest mistake students make is not relating their project to the theme. * Last Year’s theme was Turning Points. Many students project were indeed turning points but within their project they failed to address why their project was a turning point in history.

* Since 20% of judging is based on students’ project relating to the theme, time needs to be devoted to the THEME! * Rights and Responsibilities in History * Brainstorm and Define……….. * What are rights? * Are responsibilities always attached to rights?

* With rights come responsibilities, whether they involve exercising rights or ensuring the rights of others. * Don’t forget to explain the correlation between rights and responsibilities. * Examples: Developing the Atomic Bomb- * Did the U.S. have the right to develop and use? * What were our responsibilities as a nation? * Student’s must connect rights with responsibilities!

* All entries must have a : * Title page * Process paper in 500 words or less describing how the research was conducted and process of creating project * Annotated bibliography-each source must explain how source was used and how it helped to understand the topic. * Primary and secondary sources must be separate in the bibliography * Proper citation format and consistent

* As a judge, this is the first thing I looked at to help me understand the student’s project. * Limit of 500 words. * Should have 4 sections. * 1 st : Explain how they choose the topic * 2 nd : How they conducted their research * 3 rd : How they selected their presentation category (exhibit, paper,) and created the project * 4 th : Explain how their project relates the NHD theme

* As a judge, the bibliography was extremely important as it gave me a clue about the extent of their research. * As a judge, I wanted to see: * A variety of sources: internet, books, oral interviews * Both primary and secondary * Annotated Bibliography requires students to be organized with their research.

* All entries required an annotated Bibliography * An annotation summarizes the source and describes how that source was useful to the project. Keep a working annotated bibliography during the research process. Lack of annotations can significantly damage a student's evaluation in the competition. * Students must include both secondary and primary sources in their research. * Have students use Easybib.com to create annotated bibliography * Handout- History Fair Notes….

* The annotated bibliography requires students to distinguish between primary and secondary sources. * See handouts: * Stuff history is made of…. * Worksheet for ID * Finding Primary sources online * Analyzing a secondary source

* Provide time for students to speak in front a several people about their project. * Have students shake hands and look people in the eye when they speak. * Questions the judges might ask: * Why did you select this topic? * What was the most valuable resource? * What was the most interesting thing you learned while completing your project?

* Chicago History Day * Bibliography/citations * * * * Nevada History Resources * * *