1. National History Day 101
History Day is an educational program which provides an opportunity for students to study and share historical issues, ideas, people and events that they would like to learn more about by engaging in historical research.
Students then enter into a series of competitions where they are evaluated by professional historians and educators.
"Idaho History Day" is a part of the whole experience. The competition is held for one day, but the learning that takes place goes beyond the contest and can span a lifetime.
Let's learn about this amazing program....

2. Three Age Divisions Youth (4-5) Junior (6-8) Senior (9-12)
There are three age divisions in the History competition:
Youth = Grades 4-5
Junior = Grades 6-8
Senior = Grades 9-12
Idaho is one of the few states in the nation that has a Youth Division. As a result, students in grades 4-5 may advance from their regional contest to the Idaho State competition, but are not eligible to go on to the national competition in Washington, DC.

3. Who May Enter? Individuals Groups of 2-3
Students may compete individually or in groups of students, depending on the category they choose.
Groups of 2-3

4. CATEGORIES Performance (Individual and Group)
Documentary (Individual and Group)
Exhibit (Individual and Group)
Web Site (Individual and Group)
Historical Paper (Individual)
At History Day, students show what they have learned by completing a project. They may enter in one of the following categories:
Performance--individually or in group
Documentary--individually or in group
Exhibit--individually or in group
Web Site--individually or in group
Historical Paper--individually only
Each of these categories will be discussed in more detail shortly.

5. How Do I Do It? Pick a Topic (using this year’s theme)
Pick a Category (review the rules)
Research
Create your Masterpiece
Enter the Contest
How Do I Do It? Here's the plan in a nutshell:

6. How Do I Do It? Step #1: Pick a Topic
Step #1: Pick a topic that goes with this year's theme.
ELABORATION: This year's theme is __________________
[**Teacher Note: The following are scheduled topics, but are subject to change. Please verify by checking with
2007 = Triumph & Tragedy in History
2008 = Conflict and Compromise in History
2009 = The Individual in History
2010 = Innovation in History
a) Researching a topic for History Day takes time and commitment. Students often spend several months researching and developing their History Day projects, so it is very important that you CHOOSE A TOPIC YOU ARE GOING TO ENJOY WORKING WITH
b) CHOOSE A TOPIC YOU CAN FIND RESOURCES FOR. Ancient Mesopotamia might be interesting to you, but it's difficult to find enough information to do a History Day research project on.
C) In choosing a topic and doing research, REMEMBER that you MUST SHOW WHY YOUR TOPIC IS HISTORICALLY IMPORTANT. What impact (difference) did your event, idea or person have or make on other events, ideas, or people?

7. ? ? ? How Do I Do It? Step #2: Pick a Category
ELABORATION:
a) What type of project might you like to do? If you don't like to get up in front of other people, you probably don't want to do "Performance." If you struggle with writing, the "Historical Paper" category probably isn't going to be the best for you. The "Exhibit" category requires lots of visuals...photographs, data graphs, timelines, etc. Do you have a wide variety?
b) You might have an idea about what type of project you would like (or not like) to complete for History Day before you begin your research, but don't be "locked in" to this first idea. After researching and analyzing your data, you might decide another category would be more fun and work better for your topic. ? ?

8. How Do I Do It? Step #3: Research
Step #3: Do thorough Research using primary and secondary sources.
ELABORATION:
a) Primary Sources are those that provide first-hand accounts about a person or event. The author witnessed or was a part of the event or time. Some examples of primary sources include diaries, journals, letters, photos, interviews with people who witnessed the event, speeches, court cases, legal documents, and artifacts.
b) Secondary Sources are second-hand accounts about a person or event. The author was not a witness, but instead is telling about someone else's experiences. Examples of Secondary Sources are encyclopedias, your social studies textbook, interviews with people who heard about the event from someone else, etc.
c) As you research, your job is to analyze and interpret these sources, and use them to draw your own conclusions about your topics' significance in history.
d) Remember, Secondary Sources provide the "bare bones" for a History Day topic, but it's the Primary Sources that provide the "meaty flesh." You need both for a really good "body" of knowledge and understanding.

9. Step #4: Create Your Masterpiece
How Do I Do It?
Step #4: Create Your Masterpiece
Step #4: Create Your Masterpiece
ELABORATION:
Develop your project for the category you've chosen.
Remember to follow the rules carefully for the one you have selected, and SHOW OR TELL WHY YOUR TOPIC IS HISTORICALLY IMPORTANT.

10. Regionals (Saturday, March 12, Idaho Arts)
How Do I Do It?
Step #5:
Enter the Contest
Step #5: Enter the Contest
Some Idaho schools might have "local" History Day competition to evaluate which projects advance to the "regional" level, but most areas in Idaho send their participating students directly to the Regional level contest. Idaho History Day contests include the Regional and State contests.
ELABORATION:
a) The Regional competition is usually held in March. Your region is determined by the county or city you go to school in.
b) Entries in the Youth, Junior and Senior divisions in each category that receive 1st and 2nd place at the Regional level are eligible to participate in the State competition.
c) The Idaho State History Day contest is held in April at Albertson College in Caldwell. Junior and Senior Division entries that receive 1st and 2nd place honors earn the right to advance to the National History Day competition held in June at the University of Maryland.
Regionals (Saturday, March 12, Idaho Arts)
State (April)
Nationals (June)

11. Second Full Week of June
National History Day
Second Full Week of June
a) National History Day is a five-day experience where students from all 50 states gather to compete. During this time participants also have time to take in the sights in and around th Capitol, meet with their won state Congressmen, etc.
b) Unfortunately, at the present time there is no funding available through the state to help students get to the national competition so financing thie trip falls to the students and parents.

12. How Does My Project Get Judged?
So now that you've got your finished project in the competition, what happens?
Here comes the judges. Historians, teachers, and many other knowledgeable people will evaluate your project. Judging entries is a very difficult job. A team of judges will look at your project, read through your paperwork, and ask you questions about your research.
Why a team? This makes the judging fairer and less biased.
Consider this: 1) Think of a topic or subject you don't particularly like. 2) Think of a two colors you don't like together. Now, suppose you were asked to judge an exhibit on that subject, and the student had chosen those two colors to create the exhibit. By yourself, you might not give that student a very good score based on your own likes and dislikes. But if you are a part of a team of judges and can talk over your ideas and viewpoints with the others, you might end up seeing the quality of the student's research as very good, and that is most important.

13. Judges must follow the format of their judging sheets
The judges know the rules of each category, and they have special forms that help them judge each project as thoroughly and as fairly as possible.
They will rate your entry in four areas. Let's look at each of the criteria.

14. Analysis and Interpretation Historical Context Shows Wide Research
60%
Historical Accuracy
Analysis and Interpretation
Historical Context Shows Wide Research
Research is Balanced
60% of your project total is for Historical Quality. Your project must:
1) Be Historically Accurate---it must be factual, not make-believe.
2) Show Analysis and Interpretation---how do the facts you found support your topic?
3) Be placed in Historical Context--what else was going on or happening at the same time in history?
4) Show Wide Research--what Primary and Secondary sources did you use?
5) Show Balanced Research--look at the Pro's and Con's of your topic
What does all this mean?

15. Historical Accuracy Your presentation must be Historically Accurate.
ELABORATION:
Tell and Show the Truth, not the Myth.
TRUE FACT: From diaries and letters written by his soldiers and officers, we know that George Washington was an honest and honorable man.
MYTH: George Washington told his father he "could not tell a lie, he cut down the cherry tree."
Be careful of the influence of Hollywood. Watching a movie set in the Revolutionary War period might be interesting, but it might not be very accurate. Writers and directors take "literary license" with history to make a more exciting movie, Sometimes the true historical facts are distorted because they don't really fit with the writer's storyline or plot. You must research your topic thoroughly to find the real and complete truth. Then, show what you found out.

16. Analysis and Interpretation
((Do you know who these gentlemen are? Lewis & Clark))
Good projects show Analysis and Interpretation. Consider the Lewis & Clark Journals.
ELABORATION:
1) As you gather your facts, look them over carefully (Analysis = What facts did you get from the L & C Journal?)
2) What do they really tell you about your topic? (Interpretation = What do these facts tell you about the relationships between the exploration party and the Indians they encountered?)
3) How do these facts show the importance of your topic? (What was L & C's influence on the Indian culture? )
5) How did your topic impact history and how did history impact your people? (Did the Indian community and the exploration party change after this, and if so, how and why?)
6) How would history have changed if your "event" had not taken place, or your "person" had not done what he or she did? (If L & C had not gone on this exploration, how would history have changed for the Indians and the whites?)
7) Based on everything you've found out about your topic (all the good and not-so-good things), what conclusions can YOU draw? (Conclusion)
If you look at the Lewis & Clark Journal as "just a diary," it won't help you do a History Day project. But if you use it to research the hard question of "What influence did Lewis & Clark have on the Indians," then the journals will be a huge help. Lewis & Clark is a good History Day topic, with lots of primary sources available, but it is up to you to analyze and interpret the facts, and draw conclusions based on your findings.

17. Historical Context Place your topic in its Historical Context.
((Who is this famous "Idahoan?" Philo T. Fransworth, credited as the inventor of television; born in Utah, he emigrated to Rigby in 1917, and it is there he conceived his idea for television))
ELABORATION:
1) What was taking place in history BEFORE your "person" arrived or your "event" happened? (Before TV = oral communication>letters>telegraph>telephone>radio)
2) What other events were happening in the world AT THE SAME TIME your "event" was happening or your "person" was living? (Farnsworth lived from )
3) Why did your event occur? Why was it needed? (Farnsworth was a genius & inventor who envisioned electromagnetic movement when he was just 14)
4) What exactly happened? (He developed the first TV tubes)
5) How did history change after your "event" took place? (TV has brought world into our homes. SIDE NOTE: Farnsworth believed he had created a monster, saying there was nothing good on it, and he would not allow TV in his home)
6) How would the world be if your "event" had not occured or your "person" had not done anything? (Ask students--responses might include "No TV--computer--video phones--read more??--interact socially more??)
7) How has YOUR life today been affected by your "event" or "person"?

18. Shows Wide Research Secondary Sources General Reference Books
Encyclopedias
Biographies
Interviews with People who Teach History
Your project should show that you have done Wide Research.
ELABORATION:
The judges will look to see where you got your information from. You need to use a wide variety of Secondary and Primary sources. You need to use more than just the Internet.
You should begin researching your topic by using Secondary Sources which provide the basic background about your topic.
Secondary sources include General Reference Books such as your social studies text, and Encyclopedias.
Biographies are secondary because they were written about another person's experiences.
Interviews with people who did not witness the event are secondary.

19. Shows Wide Research Primary Source Documents Oral Histories
Interviews with People Who Witnessed
the Event
Diaries & Autobiographies
Government Documents and Archived
Material
Museum Objects
Visiting a Historic Site
Primary Source Documents are those written by people who lived through or witnessed the event.
1) Oral histories and Interviews with people who witnessed the event can provide first-hand information about your topic.
2) Diaries and letters written by someone who was involved in the event can provide rich insights into how people thought and reacted to an event.
3) Searching through government documents and archives might turn up military and court records, letters, etc. about your topic.
4) Visiting museums and Historical Sites can provide examples of artifacts and visula images of your topic that goes beyond reading about it.
5) Some topics (e.g. ancient history, classified military topics) have fewer available Primary Sources than others, but you need to find and use all that are available. If you can't find sufficient primary sources, you might need to consider a different topic.
Remember, Secondary Sources provide the basic background about your topic, but they only give you a small peice of the story. Judges will look to see if you searched out the really important Primary Sources that bring your topic to life.

20. Research is Balanced
The internment of Japanese American citizens during WWII was wrong
Communism is immoral
George Armstrong Custer was a hero
Nuclear energy production is too dangerous
Your research needs to be Balanced.
ELABORATION:
A good History Day topic frequently has more than one side to it. One person may see an event as good, while another person may see the same event as bad.
A good researcher looks at both sides of an issue, even if they may not agree with both sides. You need to research ALL the facts. It's OK to draw your own conclusions in the end, as long as you show Analysis and Interpretation in your project.
EXAMPLE #1: You may think the internment of Japanese American citizens during WWII was wrong. However, the government thought it was necessary. As a researcher, you would need to find out what was going on at the time, why the government thought they needed to hold the Japanese people in camps such as the one in Minidoka County, what happened to the people in these camps, and what the end results were.
Other debatable issues might be Communism, George Armstrong Custer, or Nuclear Energy

21. 20% This Year’s Theme is “Revolution, Reaction, Reform in History”
Relating to a theme doesn’t mean just slipping it into your title
20% of your project total will be for Relationship to the Theme.
ELABORATION:
1) "This year's theme is _____________. (e.g = "Triumph & Tragedy in History") Although it is nice to be able to show both sides, students may choose to focus on one area only (tragedy or triumph).
2) "Relating your topic to the theme doesn't mean just slipping it into your title." (For example, " Triumph and Tragedy: the Story of Babe Ruth") The project must SHOW how this all fits together. (What was the "triumph" and/or "tragedy" Ruth faced, and how did it effect him? his family? baseball?)
3) "History Day is not a science fair or a current events forum, so be careful that you have some historic relevance."
Examples: Science = How the Automobile is Made
History: The Automobile and Its Impact on Transportation
Science = How to make an atomic bomb
History = the History Behind the Manhattan Project
Art/Literature = Painting by Picasso
History = How Picasso Influenced the Cubist Movement
Current Events = The Iraqi War
History = The Iraqi War and It's Influence on Foreign Policy
This isn’t a science fair or a current events forum, so be careful that you have some historic relevance

22. Can you follow it without help? Don’t be swayed by Glitz
20%
Is it clear?
Is it well organized?
Can you follow it without help?
Don’t be swayed by Glitz
Clarity of Presentation is worth 20% of the project evaluation.
ELABORATION:
1) Is the presentation clear? It must make sense and be easy to understand. Both the project and the paperwork need to clearly relate your topic to the annual theme.
2) Is the project well organized? The judges should be able to easily follow the presentation from beginning to ending without wondering how facts relate to each other and what point you are trying to make.
3) Can the project be followed without help? If it is clear and well-organized, the answer will be "Yes."
4) Finally, "Don't be Swayed by Glitz." No special points are given for how "cool" or expensive your project looks. Some projects may look really fancy and cost a lot of money to make, but they contain little information about a topic, or they fail to show how the topic is related to the annual theme.
You do want to have your project be as neat and attractive as you can make it. The appearance of your project should help you tell about your topic. Then, if the judges feel two projects are equally good in historical quality, they might be inclined to give a bonus point to the one with the neater appearance.
But remember, it is the depth and quality of your research and how you relate the topic to the theme that is MOST important.

23. Rules Violations Process Paper Problems
Annotated Bibliography Problems
Time Requirement Problems
Project Size Problems
Word Limit Problems
Each category in History Day has special rules to follow, and that means there also might be Rules Violations.
ELABORATION:
Points will be taken away if:
1) There is no Process Paper or it's too long--this tells the judges about the steps you followed to choose your topic, do your research, and complete your project. Every category except Historical Papers must have a process paper.
2) There is no Annotated Bibliography or it was not done correctly--this is a complete listing of each source you used, what information you got from it, and how it tied into your project.
3) Categories don't meet Time Requirements--Documentaries and Performances may not be over 10 minutes in length. Students also have 5 mintues to set up and 5 minutes to take down props, technical equipment, etc.
4) Projects are too big--There are specific size imitations for Exhibits and Webpages. Check the rules carefully.
5) Too many words are used--Exhibits, Web pages, Historical Papers, and Process Papers have word limitations. Check the rules carefully for each.

24. Interviews The Project Must Stand on its Own
The interview is important, but not as important as you might think.
The interview is a good place to show off your research
On History Day the judges will Interview you about your entry.
ELABORATION:
1) "The Interview is important, but not as important as you might think." The judges will ask you questions such as What did you learn about your topic? Which resource helped you the most? As you researched your topic, what surprises did you find?
2) The interview is a good place to show off your research. What "else" do you know about your topic that might not be on/in your project?
3) Presenting your hard work to others can be fun and rewarding. Show your enthusiasm for this great topic you chose
4) IMPORTANT--the project MUST stand on its own. In the state and national competitions, sometimes projects may be in "run-offs" (second judgings to determine a final winner) but there won't be a second interview. Don't assume the judges will understand what you meant..."show" them in your work.
Show your enthusiasm
The Project Must Stand on its Own

25. AWARDS Regional History Day= Ribbons
State History Day= Ribbons, Medals, Cash, Scholarships
National History Day= Medals, Cash, Scholarships, Trips
Students may earn a variety of awards throughout the competition. Youth, Junior and Senior Divisions may earn ribbons, medals, and monetary awards. College scholarships are awarded in the Senior division. At the national level competition, trips may also be given as prizes.

26. Move around a bit-remember you are on stage
Performance
You’ve only got ten minutes, so don’t try to cover the history of civilization.
Move around a bit-remember you are on stage
Now, let's take a look at each CATEGORY.
Do you like to get up in front of others and act? Do you have a great History Day topic that you've found lots of information about, but you can't find many photos, maps, or other visuals? Then perhaps PERFORMANCE is the category you would like to enter.
ELABORATION:
1) Once you've researched your topic, write your script. Use this to tell the judges about your topic, but remember "You've only got 10 minutes, so don't try to cover the history of civilization!" Fine-tune your topic so that you focus on one really important issue, event, or person, and its historical importance.
2) "Move around." Don't stand there like a stick and just talk. Movement, appropriate actions, posture, and voice inflections can help make a topic exciting.
3) "Just because you are a thespian (actor) doesn't mean you get to ignore the judging criteria." Analysis and interpretation is often difficult to show in a performance, but the judges will be looking for it Check over the rules carefully to see what you will be evaluated on.
Just because you are a thespian, it doesn’t mean you get to ignore the judging criteria

27. Costumes Historically Accurate
If you use costumes, make sure they are accurate
"If you use costumes, make sure they are accurate." Use the costumes to help tell the historical facts.
In performances, make sure your costumes are appropriate to your topic and the time period. Lewis & Clark did not wear cut-off jeans, T-shirts and baseball caps. The Goodwill Store, your Grandmother's closet, and school drama departments are good resources for costuming.

28. When it comes to sets and props, less is sometimes more.
Simple Props & Sets
When it comes to sets and props, less is sometimes more.
"When it comes to sets and props, less is sometimes more." Keep props and background sets as simple and portable as possible. YOU have to set them up. Your parents can't help! You will have five minutes to set up before your ten-minute performance; then you will have five minutes to tear your set down before or after your interview with the judges.

29. Documentaries
Go to the library and check out some award winning documentaries and study them.
You can create an illusion of movement
Keep your imagery consistent and relevant
Poor sound quality can sink your project
If you know how to use and have access to audiovisual equipment, DOCUMENTARIES might be a fun category to show your research. to produce a documentary, you must have access to equipment and be able to operate it.
ELABORATION:
1) A documentary should reflect your ability to use AV equipment to communicate your topic's significance, much as professional documentaries do. "Go to the library and check out some award winning documentaries and study them."
2) "Keep your imagery consistent and relavant." Make sure all the content of your video is focusing on your topic. Try to keep your visuals factual and historical (Example: If you are doing a documentary on a WWII topic, use real footage & pictures from the event---don't mix cartoons with pictures from the Holocaust)
3) "Computer programs have great special effects, but don't try to use every one." Special effects, such as "sounds," should be appropriate for your topic, not distract from it. This also holds true for transitions between slides. It is usually best to leave the "bells and whistles" out of historical documentaries.
4) Video editing equipment effects can help you "create an illusion of movement" and can be very effective. This can be done by panning across a scene or photo, or by focusing a tight shot on a face and then pulling out to reveal the rest of the picture.
5) Be careful...."Poor sound quality can sink your project." In this category, all voicing must be pre-recorded---you are not allowed to speak as judges are viewing your documentary. Make sure your recordings are clear, easy to understand, and "scratch-free."
6) NOTE: You may be in your Documentary as the narrator or commentator, but it is NOT appropriate to videotape you or someone else doing a play about your topic.
Computer programs have great special effects, don’t try to use every one

30. Exhibits
This is the largest category and therefore the hardest to place in
Organize, organize, organize
When you go to a museum and look around, you will see many EXHIBITS.
ELABORATION:
1) "Exhibits is the largest category and therefore the hardest to place in."
2) "Organize, organize, organize"--a good exhibit is easy to follow because it "flows" in a logical manner. The viewer doesn't have to jump around and wonder how information relates to the topic.
3) An Exhibit is a visual project. Consider everything that might make an impact.
a) Text to photo ratio--every "picture" should have a good easy-to-read caption that ties it to the overall theme. But be careful---too many pictures and captions can make a project difficult to follow and make it look cluttered.
b) Picture resolution--make sure all the graphics on your project are clear and not "pixelated" or fuzzy.
c) Choose colors, textures, etc. carefully to help the viewer focus on your topic. Lewis and Clark didn't have neon orange or hot pink. Therefore, these might not be good color choices for matting photos and captions
4) "Style and clever presentation is a plus, but DON'T RELY ON GLITZ." Remember, a project that looks gorgeous but lacks historical quality won't win.
This is a visual project-- consider everything that might make an impact (text/to photo ratio, picture resolution, color, texture, etc)
Style and clever presentation is a plus, but DON’T RELY ON GLITZ

31. EXHIBITS Here's some examples of EXHIBITS. Notice the following:
1) Titles, pictures, captions are neatly matted (framed with one or more color layers)
2) Font size in captions & titles is large and clear for easy reading
3) Titles help organize important pictures/data
4) Exhibitor's may use a dioramas to help tell about the topic
5) The outside of some display units are also used for information
6) Some of these projects look expensive, but remember: Exhibits DO NOT need to cost a lot. The quality and depth of the research is more important than the cost of the display. The most expensive-to-assemble exhibits often do not win.....they're all "glitz" but no substance.

32. Wow them with your research A paper isn’t always a paper
Historical Papers
Make sure there are no mistakes (punctuation, grammar, spelling) to distract the judges
Wow them with your research
Stay focused
Is your paper original or does it just rehash someone else’s viewpoint? Original analysis and interpretation is the key.
A paper isn’t always a paper
An Individual may enter the HISTORICAL PAPER category. If you like to write, this may be a great category for you.
ELABORATION:
1) It is very important to edit what you have written to "make sure there are no mistakes in punctuation, grammar, spelling, etc. that might distract the judges."
2) "Wow them with your research." Analyze and intepret the information you find in your research. How does this information relate to your topic? What do you think might have happened "if".....
3) "Stay focused"--make sure all your information ties your topic to the annual theme and that it supports your thesis.
4) Make sure your paper is original and does not just rehash what someone else thought. "Original analysis and interpretation is the key"
5) "A paper isn't always a Paper." Although most entries in this category are done in report style, in the past, students have written and illustrated comic books, or written their papers in the format of a newspaper. You can be creative, but all work must be your own and follow the rules for Historical Papers.

33. Papers Aren’t Always “Papers”
This Historical Paper entry about Lawrence of Arabia was done in comic book form and entered in the Historical Paper category.
All text and artwork was done by the student.
Work is original, neat, and focused.
Here's a sample of a Historical Paper done in comic book format.
ELABORATION:
1) Notice the neatness of the artwork and the text. This is professional quality
2) The work was done entirely by the student, is Historically Accurate, Original, Neat, and stays Focused.

34. Web Sites Web Sites ELABORATION:
a) This is a brand new category that will be available at the National History Day level beginning in 2008.
b) Individuals or groups may enter this category. If you are computer savvy and enjoy building interactive webpages, this might be the category for you.
c) Read and follow the Web Site Rules carefully.
d) Until the category gets more firmly established (TEACHERS: Check nationalhistoryday.org for current status), all Web Sites will be judged against each other, regardless of whether an individual or group created them.

35. REMEMBER, Winning isn’t everything!
Final Tips for Everyone
Remember the judging criteria
Get feedback from the professionals and don’t be afraid to change things
Don’t give the judges a reason to mark you down
FINAL TIPS FOR EVERYONE:
1) Remember the judging criteria for your category.
2) Use the feedback from the judges to improve your projects, and don't be afraid to change things. If your entry makes it to the next level of competition, your Title and Category must remain the same, but everything else can be completely torn apart and improved on. Use the judges suggestions.
3) Don't give the judges a reason to mark you down. Follow the rules and do the very best you can in your research and development.
4) Remember, winning isn't everything. Yes, it's nice to go on, but learning about how to be a historical researcher is a life-long skill and makes everyone who does History Day a winner.
REMEMBER, Winning isn’t everything!

36. NATIONAL HISTORY DAY Finals