National History Day (NHD) Orientation

1. National History Day (NHD) Orientation J Obert SMS GT Facilitator jobert@nsd131.org

2. NHD (National History Day) • 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 - www.nhd.org

3. http://www.nhd.org National History Day (NHD) wants students to become the historian! They 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 them in control of their learning.

4. http://www.nhd.org READ THE RULE BOOK!!!! http://www.nhd.org/images/uploads/2010rulebook.pdf

6. Where should I start? • This years theme is Rights and Responsibilities • The dictionary defines “Rights” as morally or socially correct or acceptable; agreeing with the facts or truth : accurate or correct; speaking, acting, or judging in a way that agrees with the facts or truth. • The dictionary defines “Responsibilities” as the state of being the person who caused something to happen; a duty or task that you are required or expected to do; something that you should do because it is morally right, legally required, etc. • Rights and Responsibilities involve social, political or personal issues allowed or owed to people. The can be mapped with cause and effect chains. One example would be when an idea/philosophy inspires a person (or people), who then causes actions or events to happen. These parts can occur in any order. • NHD 2014 Theme and Sample Topics • http://www.nhd.org/images/uploads/397079_2014_NHD_ThemeSheet_FNL.PDF • http://nhd.org/images/uploads/2014_Sample_Topics.pdf

7. Get all sides of the idea • Rights and Responsibilities 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.

8. 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 is: Rights & Responsibilities Is there any Rights and Responsibilities in the : Boston Tea Party American Colonists bought cheapest tea Sons of Liberty Tea Act Sons of Liberty dump 342 crates of British tea into Boston harbor to protest Colonist “No Taxation Without Representation!” Samuel Adams British enact Intolerable Acts Stamp Act American Revolution East India Company not doing well John Hancock Colonists British Ships British pass new tax

9. -Student topics can be a local, state, national, or world history topic. "Student topics NEED to be at least 20 years old!"

10. Remember… • Not all topics have to be political—they can be… • Economic • Social • Cultural • Scientific • Medical • Agricultural • Industrial

11. Can you identify some Rights & Responsibilities used these pictures?

12. Can you identify the Rights & Responsibilities?

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

14. 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.

15. Creating a Project Determine whether you want to do an individual or group project. Once you are on the journey—you are on the journey for the whole trip!

16. 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?

17. 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?

18. Martin Luther and the Protestant Reformation: Turning over a New Leaf

19. The Transformative Impact of the Printing Press

20. Research Folders Research ResearchResearchResearchResearchResearchResearchResearchResearchResearchResearchResearchResearchResearchResearchResearchResearchResearchResearchResearchResearchResearchResearchResearchResearchResearchResearchResearchResearchResearchResearchResearchResearchResearchResearchResearchResearchResearchResearchResear

21. 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

22. Primary Source • 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

23. 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

24. THESIS • 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

25. 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.

26. 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).

27. Presenting the Information • Individual/Group Documentary • DVD-not Power Point • Individual/Group Exhibit • Individual Paper (early deadline) • Individual/Group Performance • Individual/Group Website (early deadline)

28. 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 • Documentary Example • The Revolutionary Reaper • Website example • Title IX: Empowerment Through Education • Performance Example • Revolutionizing Revolutions: What Gandhi Taught Us About Political Defiance • Paper Example • The Trial of the Century: A Reaction to Nazi Atrocities Prompts Revolution and Reform in Principles of International Law • Exhibit Example • The Meiji Restoration: A Political Revolution

29. Projects Must Also Include • Title Page • Process Paper • http://nhd.org/images/uploads/ProcessPaper1.pdf (historical papers do not need this) • Annotated Bibliography • http://www.marrowbones.com/commons/technosocial/Maine%20Indian%20Land%20Claims%20Video%20-%20%20Bibliography.pdf

30. 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 <http://gwpapers.virginia.edu/documents/revolution/duer/duer1.html>. 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

31. 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 sent home, e-mails and website • http://www.gt707.wikispaces.com • NHD tab • Watch for communication that is sent home with your student

32. Important competition dates to remember • W 2/28 NHD Entry Forms with Thesis Paragraph, parent signatures, and fee due to GT Facilitator - must reach regional coordinator by 6PM on F 2/22 • W 2/22 Finished PAPERS and WEBSITES due –must reach regional coordinator by 6PM (This includes process paper and annotated bibliographies.) • Regional Competition – 9AM to 12PM (Winners announced about 3PM) • Saturday, March 8, 2014 • South Middle School • 220 W. Greenhurst Rd • Nampa ID 83686

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