Welcome to National History Day
National History Day is a challenging and exciting research based program that has been a fixture
in many social studies classrooms around the country for 25 years. 8th grade University School
students have successfully participated in the program in the past, earning local, state, and
national recognition!
All 8th grade students will be selecting topics, researching primary and secondary sources,
creating incredible papers, exhibits, performances, documentaries, and websites, and presenting
their work to the USM community … and beyond.
To get an overview of the projects experience, read this handout carefully and write down some
questions, idea, and comments as you go. The project will be presented in class tomorrow, and
hopefully all of your questions will be answered!
Why NHD?
Participating in National History Day is a huge time commitment, even if you do not compete in the
regional, sate, and national competitions. Why are we investing our time, energy, and resources
into the research and production of a History Day project?
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You will be exposed to true historical research for the first time on a topic that you select yourself.
You find that research is actually fun, and the “thrill of the chase” is almost better than the victory of
a great project.
You can create a type project that fits your talents and interests.
You will challenge yourself by analyzing primary and secondary source material to support a thesis.
You will develop your written, visual, and/or performance presentation skills.
You can use your creativity and imagination in your project instead of simply reporting the facts of an
event.
If you choose, you will develop your collaborative working skills if you are a member of a group.
You will have the opportunity to share your research with other students and members of the USM
community and receive recognition for your work.
You will have the opportunity to compete in a regional, state, or even national competition (and
hopefully meet a few people along the way).
You will be able to feel the joy of hard work and a job well done.
Don’t forget to use the USM History Day
website, available at
www.americanhistoryrules.com/nhd/.
8th Grade American History – National History Day
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History Day Theme
Every year, the National History Day competition has a
specific theme that serves as the focal point for all student projects.
This year, the theme is “Turning Points in History – People,
Places, Events”. You can select any topic that had some impact in
American history (including state and local history). For more
information about the theme, read the theme overview from National
History Day, excerpted below.
National History Day 2013 Theme Overview:
Turning Points in History by Adrienne Pritchard
Adrienne Pritchard is the Contest Manager for National History Day
Congratulations on beginning your National History Day journey! This year’s theme is Turning Points in History:
People, Ideas, Events. You may be wondering where to begin this challenge and to that question we answer,
right here! Reading through this theme overview will give you guidance on the 2013 theme, Turning Points in
History, helping you to successfully choose an interesting historical topic to research for your project.
Perhaps the first question you are asking yourself is, what exactly is a turning point in history? The dictionary
defines “turning point” as a point at which a decisive change takes place. So a turning point in history is more
than just an important event that happened a long time ago. It is an idea, event or action that directly, and
sometimes indirectly, caused change. This change could be social or cultural, affecting a society’s way of
thinking or way of acting. It could be political, leading to new legislation or to a new government taking charge. It
could be economic, affecting how goods are produced, bought and sold, or how much or how little a society has
to spend on such items. A turning point can even cause all of these changes and more.
Okay, you say, but how do I know what changes my topic has caused? Ah, good question. This is where you
begin to dig for information about the time period in which it occurred, where it happened, the people involved
and what else was going on in that area at that time. In other words, you are studying the context of your topic.
This is one of the most important aspects of historical research. Events do not just happen all by themselves —
there are always factors involving time, place and people that influence the causes and effects. Don’t just think
about how you understand the topic but also how people at the time thought about what was happening.
It is important to examine the historical context of your topic so that you see your topic more clearly,
understanding the “big picture.” Turning Points in History: People, Ideas, Events 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. Discovering the historical background of your topic will allow you to do this.
Now that you have a better idea of the historical context of your topic, you can narrow in on the turning point
more precisely. What act, idea or event caused a change in how people thought or what they did? How about
the effects: new ideas, new laws, new technologies, new cultural standards? And how did these develop over
time? What was the end result? Your answers to these questions will provide the historical evidence you need to
form a conclusion about the event’s significance in history and the impact that it had. Speaking of significance in
history, don’t forget the very important “in history” part of the theme. To fit the theme, your topic must truly be
historical and not just a current event or recent idea.
Remember that you can choose to focus on a turning point in local, state, national or world history. When many
people think of significant turning points that changed the course of history, one of the first things that often
comes to mind are wars. World War II significantly changed the hierarchy of nations as new global powers
emerged and also altered large portions of the map as some nations were divided or added together with new
borders and new identities. But to successfully choose a topic related to World War II, for example, you should
focus on specific aspects of the war. An exhibit could discuss a turning point within the war, such as
Guadalcanal in the Pacific or the invasion of Normandy on the European front. A web site could examine the
8th Grade American History – National History Day
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war itself as a turning point in a particular geographical area, or even in a specific aspect of life for a group of
people. To sustain economic needs with so many men at war, women in the United States increasingly held jobs
in previously male dominated fields such as manufacturing. How did this become a turning point for women’s
equality, and how did it affect their lives after the war? Did this happen for women in other countries too?
Or what about human advancements? How was the discovery of penicillin a major turning point in medical care?
A performance could show how agricultural innovations, such as irrigation and the use of fertilizer, changed how
crops are grown, creating a much more efficient method that can produce food for millions of people. You could
also look at Henry Ford and how his advancements in the manufacturing of automobiles changed the way goods
were mass produced. How has society and the world economy changed as a result? A web site could explore
how the Interstate Highway Act led to the staggering growth of the American suburbs and how that was a turning
point in American society. Gutenberg’s printing press was a crucial turning point, leading to greater access to
information. How did this affect education and communication? What religious implications did this have? How
did it help advance the fields of science and art?
Environmental factors and natural events can also be explored. You could look at how the discovery of gold in
California shifted the American focus and launched the great westward expansion. How did this further affect
land rights, relations with the Native Americans and the map of the United States? Or what about turning points
in the business world? A paper could explain how the Sherman Anti-Trust Act changed the scene of big
business monopolies and gave the U.S. federal government power to protect competition in trade. What effects
did this have on the businesses, the people involved or future related events?
You should also think about new ideas and the people who have been a part of significant turning points. How
was Gandhi’s “Quit India” movement a catalyst for change in India? Did the British imprisonment of the
Congress set the stage for the Muslim League to gain ground in its “Pakistan Movement?” Or what about the
development of the Impressionist movement in Paris? How did the artists’ desire to capture change and fleeting
moments change how people viewed art? A performance could explain how the case of Brown v. Board of
Education was a significant turning point not only for civil rights, but also in the American public school system.
People who brought the injustice and suffering of a group to the attention of the general public have also caused
great change. A documentary could discover how the photography of Lewis Hine showcased the plight of child
laborers. How did this lead to legislation that protected children in the workplace? What effects did this have on
other aspects of manufacturing?
As you can see, the theme Turning Points in History: People, Ideas, Events has exciting possibilities for
choosing a research topic. Think about the sorts of things you are interested in and then think about how they
have changed the course of history. Almost any topic — from sports, to television, to science — can be turned
into a National History Day project. You can begin brainstorming topic ideas with your classmates, your teachers
and your parents. Read about areas of history that interest you and see what important turning points you
discover. You can search on the internet or search through your textbook. It might be handy to carry a notebook
with a list of topic ideas and as you find information, circle those you are interested in and cross off those that no
longer seem appealing. Once you find the topic that fits the theme and interests you most, go ahead and jump
right into research. Your school and local libraries are excellent places to start!
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Selecting a Topic
One of the most important parts of successful research (especially in the case of History Day) is the
selection of a topic. You will be “hanging out” with your topic for much of the school year. You need to pick
a topic that relates to the theme and be able to explain its significance in history. Your topic must also be
one that has enough information available for you to make a decent research project. Of equal importance,
it is important to pick a topic that is narrow enough to allow you to limit your research. A unique project is
always beneficial as well, since you will not need to compete for resources and also your research won’t be
unintentionally compared to someone else’s. Finally, you must also select a topic that interests you. It’s
incredibly difficult to research information that you simply dislike!
Since the topic selection is so critical to your success in this endeavor, you will have a decent
amount of time to pick one that suits your interests. Start with a big idea in history that interests you (the
Civil War, women’s rights, the Depression, music, Hollywood, sports, etc.) and find a book about that idea.
As you browse through the book, look for interesting subtopics that also apply to the National History Day
theme of “Turning Points in History”. What is a turning point? According to NHD, “it is an idea, event or
action that directly, and sometimes indirectly, caused change.” So what caused a big change in your area
of interest? Brainstorm, chat with Taft, Mrs. E, and your parents, and try to find a few possible topics that
may work and then do a quick internet search on each. You should also check the online catalog at school
and the local public library for the availability of books and videos on your possible topics.
You also want to make sure your topic is narrow. You are not doing a project on the complete
biography of an individual, an overview of an event, or an explanation of an idea. Instead, you want to
explain how a person, event or idea served as a turning point in history. In order to do so successfully, you
need to have a narrow specific topic. For example, let’s say that you are interested in music. You decide to
look through a library book about music history, and you stumble across a section on the Beatles. You
have heard the Beatles before, but you don’t know much about their music or their history. It sounds
interesting, so you investigate further. You find out that the Beatles came together in England and gained
popularity there, but it wasn’t until they arrived in the US in February of 1964 that they exploded on the
music scene and changed American and world music and culture. After some more searching, you find
that they played on the Ed Sullivan Show, a popular television program in the US, on February 7, 1964,
setting in motion the craze of Beatlemania. Why did the come to America? How did the public and the
music industry react? What was the overall impact of their appearance on TV? Those questions will
eventually be answered in your project – but now you have a great narrow topic!
BROAD
Is my topic …
Music
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Rock and roll
The Beatles and Beatlemania
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related to the theme?
significant in history?
researchable?
narrow enough?
unique?
interesting to me?
The Ed Sullivan Show Appearance
Thesis
SPECIFIC
You may also take a look at the sample topics available online. The topics are from a variety of
sources, and some are a bit more specific than others. You can use them as starting points for other topics
as well. Other ideas are to browse through your history book, talk to your parents, talk to Mrs. E and Taft –
it’s a great lunch conversation!
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The Lyndon Baines Johnson Library and Museum has some great questions that you can ask
yourself once you have picked a few topics:
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Does your topic fit into this year’s theme of History Day? Will you be able to explain its tie to the theme within
your project? If you were asked by a judge to explain the correlation, would you be able to do so? A thesis
statement will help do this.
Can you analyze your topic? Though every event and action that occurred in the past is now part of history,
some events were simply part of history while others helped shape history. Judges are looking for topics that
helped shape history and they want you to tell them the “hows and whys” history was shaped in your project.
Can you do this with your topic?
Is your topic too small? The answer to this question will almost entirely be based on the number of available
resources. Will you be able to find enough resources for your topic?
Is your topic too large? This is a more common problem. If your topic is too large then there are too many
resources to read. You would spend all your time summarizing the event rather than analyzing why it was
important.
Are there primary sources available for your topic? Some topics have numerous primary sources while others
have few or none available. The most successful projects use an abundance of primary sources.
If you are making an exhibit or documentary, will you be able to find enough photographs and/or images? If
your topic is before the mid-1800s you will likely have a difficult time finding images to use.
Is your topic unique? If you are the only person with your topic you will look original and interesting when
compared with others’ projects.
Will you enjoy researching and learning about this topic? History should be fun to learn. If you dislike your
topic before you start, you will not like it any more as you continue to research and prepare your project.
Choose a topic that makes you want to learn more.
“Selecting a Topic”. 2004. The Lyndon Baines Johnson Library and Museum. 2 August 2005 < http://www.lbjlib.utexas.edu/johnson/Education.hom/histday2005.shtm>
Remember – select a topic that you are interested in, since you will be spending a lot of time
with it! This may be the most important piece of advice you can be given concerning your topic!
Title
When you finally get a topic and progress on your
Titles usually come
research, you should also develop a creative title for your
last ... but are seen
eventual project. Your title may be a boring identification of your
topic – that’s fine, but it’s boring. One suggestion is to take your
first by judges!
topic and then say something about it.
For example, Jeannette Rankin was the first female
member of Congress, and she was the only congressperson to vote against Americans entry into
World War I and World War II – even though it cost her support from voters. A boring title for a
project would be “Jeannette Rankin” (zzzzzzzzz). But “Jeannette Rankin Says No to Congress”
or “Jeannette Rankin: Telling Congress No” sounds a little better. Even more attractive would be
involving a quote from Rankin, with “’You can no more win a war than you can win an earthquake’
– Jeannette Rankin and American Entry into World War I and II”. That may be a bit wordy, but it
gets a point across.
Your title won’t make or break your project, but if you actually compete in History Day, it will
be something that judges will look at first and last – so make it a good one.
Take a look online at past NHD winners for inspiration in developing your title.
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Thesis
An essential component of a successful History Day project is a
solid thesis. A thesis is what you will prove in your project. (The
word ‘thesis’ originates from the Greek word for “proposition”). Your
thesis is your argument, your point, your reason for all of your research.
You have to have one!
While a thesis is usually associated with written papers, you will
need to have a thesis in whatever form of project you choose to
produce for the History Day competition. In a documentary video, a
performance, and exhibit, or a website, you will also need a thesis!
In your research, your thesis my come at the beginning, the
middle, or near the end of the process. Your thesis may also be
modified or change completely as you research and complete your project.
So what makes a good thesis? Maybe the best way to answer that question is to ask
yourself the simple question “What’s the point?” What are you trying to say, to argue, or to prove
in your research? What’s the big deal about your topic? Why should someone read / watch /
listen / point and click around your research?
Here’s an example. Let’s say that you have chosen “The Children’s Crusade in Birmingham
in 1963” as your topic. What are you going to prove about the topic? What’s the big deal?
As you research, you find out that young children (as young as seven) marched to protest
the segregation in Birmingham and the treatment of protestors by the local government. You
decide your thesis will be “Children participated in the Children’s Crusade against the local
government in Birmingham in 1963”. Is it a thesis? No – but it’s a start. Get more specific. Make
an argument. Prove a point.
As you research, you find that the Children’s Crusade had an impact in the desegregation of
the city and the publicity of the Civil Rights movement nationally. You change your thesis to “The
Children’s Crusade was important in the desegregation of Birmingham in the 1960s.” Good
thesis? Not yet, but you are getting there.
Get more specific. Why were they important? How important? Use some vocabulary to
solidify your thesis. After more research, you finally arrive at “Through peaceful opposition to
segregation, the sacrifices of young African Americans in the Children’s Crusade and the resulting
media coverage were essential to changing the public opinion of the Civil Rights movement in the
1960s”. It may be a mouthful but it’s shaping up!
The Writing Center at the University of North Carolina has a great site describing the ins and outs of a thesis
statement, available at http://www.unc.edu/depts/wcweb/handouts/thesis.html
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Project Categories
One of the most appealing aspects of the History Day program is the variety of projects that
students can produce based on their research. It’s important to base your selection of projects on
the topic you choose, the idea you hope to convey, and your own personal interests and talents.
While all projects can be done individually, some may also be done in a small group (of your
choice).
The following are brief descriptions of the different protect categories, with quotes from the
Wisconsin History Day website.
Exhibit – “An exhibit is a visual representation of a topic and its significance in history, much
like a small museum exhibit. Labels and captions should be used creatively with visual
images and objects to enhance the message of the exhibit.” Exhibits can be done individually
or in a group of 2 to 5.
Documentary - “A documentary may take the form of a videotape, slide show, Power
Point presentation, or similar types of multimedia presentations. It uses images such as
film, video, or photographs and audio such as music, excerpts from tapes, and voice-overs
to present a topic.” Documentaries can be done individually or in a group of 2 to 5.
Performance –“A performance is a dramatic portrayal of a topic and its significance in
history. It should be original and creative, not simply an oral report or a recitation of facts.”
Performances can be done individually or in a group of 2 to 5.
Historical Paper – “A paper is the traditional form for presenting historical research and
interpretation. As an alternative to a research paper, students may choose to write a
historically-based creative paper, such as a fictional diary or an epic poem.” Papers may
only be done individually.
Web Site – A website is an internet based site of information and images that relates the
importance of historical research. The website category may be done individually or as a
group.
Each project or category has specific rules that must be followed for the History Day program. Make sure
you read them carefully – once you are well underway with your research!
In selecting your project category, you have a lot of things to take into consideration. So you want
to work alone or in a group? Do you like to write, perform, create something tangible, and/or use
computers? Which format will convey your information the best?
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Process Papers
Process papers prove
that you can write well
… so make sure they are
well-written! Ms. Barth
will help!
Except for the paper category, every individual and group
project must also be accompanied by a Process Paper. A Process
Paper is a description of approximately 500 words explaining how
you conducted your research and created and developed your entry.
You must conclude your description with an explanation of the
relationship of your topic to the contest theme. More information and
examples of Process Papers are available from the National History
Day website.
Bibliography
You will list and describe your resources in the form of an annotated bibliography. An
annotated bibliography looks a little different than a typical bibliography or works cited page. As
usual, you will need to cite the resources that you used for your research and production of your
project. However, an annotated bibliography also contains a description of the source that you
used. The description (or annotation) usually comments on the author of the source and the
information that you found in the source, as well as how you used that information in your project.
Annotated bibliographies are useful for a few reasons. First of all, you will need to examine
your resources for their reliability and relevance as you annotate them. If you find that your
resource is an online publication from a 6th grade history class in New Mexico, you will probably
think twice before using it as a resource! Also, an annotated bibliography helps me to examine
and evaluate the research your research.
Your bibliography must be split into two sections – primary resources and secondary
resources.
The National History Day website has more information about an annotated bibliography,
and I have an example of an annotated bibliography from a different project posted online.
Here are some guidelines from Jennifer Rosenberg at About.com. Note that she uses MLA
format, and she annotates each resources with two to four sentences. In your annotations, you
should explain what the book was about and, most importantly, how the book helped you with your
project. We will be constructing examples of annotated bibliography entries before we dive in to
the real thing when you assemble your resources. We will also be using Noodlebib to help with
the citations!
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Book with Single Author
Ambrose, Stephen E. Eisenhower: Soldier and President. New York: Simon & Schuster,
1990.
Stephen Ambrose offered an insightful view of Dwight Eisenhower as both a man and a
leader. This biography helped me understand both the public and private life of
Eisenhower.
8th Grade American History – National History Day
Notice that the
bibliographic entry is
in proper form, and
the annotation is set
off with a space.
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McElvaine, Robert S. The Great Depression: America, 1929-1941. New York: Times Books, 1993.
Robert McElvaine offers a wonderful overview of the Great Depression focusing on both the political and social
aspects of this great event. This book helped me understand the hardships during the Great Depression and the
important role played by Franklin D. Roosevelt.
Book with Multiple Authors
Shenkman, Richard and Kurt Reiger. One-Night Stands with American History: Odd, Amusing, and Little-Known
Incidents. New York: Quill, 1982.
Shenkman and Reiger's book tells of small, interesting, over-looked stories in history. The sections in this book about
Theodore Roosevelt helped me understand the ruggedness of his personality.
Preston, Richard A., Alex Roland, and Sydney F. Wise. Men in Arms: A History of Warfare and Its Interrelationships
With Western Society. 5th ed. Fort Worth: Harcourt Brace Javanovich College Publishers, 1991.
This book offers a close look at military history in the context of its relationship with social, economic, political,
technological, and social change. From this book, I learned about the importance and effect of gunpowder on warfare.
Book with an Editor
Gates, Henry Louis, ed. The Classic Slave Narratives. New York: New American Library, 1987.
Henry Louis Gates has compiled four essays written by former slaves into one book. From these essays, I learned
what it was like being a slave from four different, personal perspectives.
Encyclopedia Article
Bender, Sarah and Teresa Prekerowa. "Bialystok." Encyclopedia of the Holocaust. 1990.
This encyclopedia entry gave factual information about the city of Bialystok, in northeastern Poland, during World War
II with an emphasis on the effects of the Holocaust on this city. This entry was important to my project because it
helped me verify dates and names of the important events for that city.
Magazine Article
Long, Michael E. "Surviving in Space." National Geographic Jan. 2001: 6-29.
This article discusses the serious physical effects of being in space. This article was very important to my project
because it gave specific examples of how the human body changes while in space.
Internet
Rosenberg, Jennifer. [[email protected]]. "A History of the Olympics." In "20th Century History Site at
About.com" [http://history1900s.about.com/library/weekly/aa081000a.htm]. January 3, 2001.
This web site offers an overview of Olympic history and specific information about each Olympic Games. This site was
important to my paper because I learned about the role Pierre de Coubertin played in restarting the Olympic Games.
Rosenberg, Jennifer. [[email protected]]. "How to make an annotated bibliography." In "20th Century History Site at About.com"
[http://history1900s.about.com/library/weekly/aa012501d.htm]. August 5, 2005.
8th Grade American History – National History Day
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Primary Sources
As you have learned in class, primary sources are of the utmost value to the historian.
In the National History Day competition, primary sources are essential to any successful research
and project. In fact, according to their website, "Primary sources should make up a substantial
share of the research for all History Day entries". You must rely on primary resources in order
to succeed in your research and your eventual project (whichever form you choose).
In searching for your primary source materials, you may want to consult the secondary
sources that you collect. Any decent secondary source will be based on primary sources top some
degree, and those sources should be noted in the footnotes or bibliography. For example, if you
were researching the Montgomery Bus Boycott of 1955, you may find a great secondary source
about the event. Within that secondary source, there are bound to be quotes from interviews,
speeches, documents, rallies, and interactions between individuals involved in the boycott. Using
the footnotes of bibliography of the book, you can find the names of those sources and then
search for them online or at the library
Where can you physically find these primary sources? Many will
be available online, and the National History Day website has a great list
Primary sources are
of US History Primary Sources and Major Web Sites that you can
essential to any
consult. You can also do a simple internet search for your specific topic,
historian – especially
and then refine your search to find more specific sources. Don't forget
young ones!
that interviews are primary sources as well. Another possible idea is to
write to a museum, education center, or library that specializes in your
topic and ask for primary resource material - at least they could send
you in the right direction.
Secondary Sources
Secondary sources are the best place to start researching your topic. Secondary
sources will give you a general overview of the topic, provide differing interpretations of the person,
event or idea, and also lead you to essential primary sources. Take a look at reference books,
history text books, general historical works, journal articles, newspaper and magazines, and
internet sites in order to gain a decent background on your topic and also point yourself toward
primary sources.
Internet Sources
The internet has revolutionized research in both positive and negative ways. On the
beneficial side, students have access to an exponential amount of information easily accessible
from their school or home. On the negative side, students have access to an exponential amount
of information easily accessible from their school or home.
Seriously, the internet offers a wealth of valuable resources that will help you in your
National History Day projects. You will definitely want to use internet sources as part of your
research, but the web should be a small part of a decent collection of various sources. The
internet poses many problems to student researches, since resources are not always credible,
only a fraction of information may be posted online, and the ease of research also correlates to the
ease of plagiarism. As you would with any source, make sure that you evaluate the internet
source with a keen eye before you use it as part of your research.
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Evaluation
Due to the importance placed on this project and the overall value of the experience, the
final grade on your National History Day project will replace your semester exam in
American history class. You can look at the evaluation of your project in two ways - for a grade
and for a competition. You need to make a decision early in the process – what is your goal? Is it
just to get the project done on time in a painless manner, or is it to really develop your research
and analytical skills and hopefully succeed in a competition? Are you in it to win it? Only you (or
you and your partners) can answer this question.
The evaluation of the project will take place in different stages.
Progress Evaluation – 30% of your overall grade will be based on your work and progress as the
first semester unfolds. These grades will be determined by the quality of your work, your effort and
focus in our class work sessions, and your ability to meet deadlines. Each category is very
detailed and will be announced well ahead of the due dates.
Project Evaluation – 50% of your overall grade will
be the project itself. The grading for the actual project
will be done by Taft, and the rubric for the grading will
be the same as those used in the actual History Day
competitions (at USM, locally, in Wisconsin, and
nationally). Your grade is based on the historical
quality of the product, your topic’s relation to the
History Day theme, and the quality of presentation of
your thesis. You will be given a very specific
evaluation instrument for your research and project.
You will also need to orally present and defend your
work to Taft as part of your evaluation. Once your
project is evaluated, you can make changes and
improvements to it based on my suggestions in order
to have it prepared for the Science and History
Exposition in February. You can also have your
project re-evaluated after the exposition.
The evaluation at the local, state, and national
competitions all use the same rubrics, available
online. It is essential that you are very familiar with
the rubric for your project! You can also check out
How an Entry Is Judged from the National History Day website.
Self Evaluation – 20% of your overall grade will be based on your own self evaluation, and it will
be solely determined by you (or you and your partners). This evaluation will be done at the end of
the project experience.
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Progress Evaluation Timeline and Expectations
Additional information and a detailed rubric regarding each evaluation area will be provided and
available online as the project progresses.
TIME
PERIOD
EVALUATION
AREA
September
Topic Selection
(5 points)
EXPECTATIONS
 Student(s) has read NHD handout, especially the theme




October
November
Skeleton
Bibliography
(5 points)
Organization and
Resource Check
(5 points)
overview and topic selection sections
Student has consulted Topic Selection Rubric
Obvious thought has gone into topic selection
Selection sheet has ample detail and explanation
Individual / Group Contract submitted
 Effort has been made to amass a broad and deep collection of






historical resources
Student has consulted Skeleton Bibliography Rubric
Bibliography is presented in proper form
Bibliography is divided into primary and secondary resources
Reliable resources are identified
Resources are not simply lists of books and websites
One resource is annotated
 Student has consulted Organization and Resource Rubric
 Student(s) has an organized method of keeping track of
resources and research
 Student(s) has developed a consistent method of taking notes
and analyzing information
 Student(s) has made ample progress on research
September
to
November
Resource Meetings
(5 points)
December
Project Category
Selection
(5 points)
January
Project Plan
(5 points)
 You are required to find time and meet with Mrs. E in the library
AND a local librarian or other person to try to find solid resources
for your topic.
 Student has consulted Project Category Rubric
 Thought has gone into category selection sheet
 Selection sheet has ample detail and explanation
 Student(s) has consulted Project Outline Rubric
 Student(s) provide a detailed outline of their project using
available forms or personal creations
Use of Class Time
(5 points)
 When provided, student(s) come prepared to work periods and
January February
Project Evaluation
(50 points)
 Student(s) has consulted Project Grading Rubric
 Projects evaluated through use of rubric
 Student(s) may improve projects and have them re-evaluated
March
Self Evaluation
(20 points)
Ongoing
use class time productively and positively
 Student(s) reflect on and evaluate their overall performance on
the project experience
8th Grade American History – National History Day
12
USM History Day
In order to share your research and projects with the USM
community, we will be having a USM Science and History
Exposition on February 5, 2013. Our expos have been very
successful and well-received by parents, teachers, and students.
We (Mr. Schwieters and I) are looking forward to having you
show off your work!
The Southeast Regional History Day Contest
The Southeast Regional History Day Contest will be held at the student union at UWM on
Saturday, March 2, 2013. The contest includes students from Kenosha, Milwaukee, Ozaukee,
Racine, Walworth, Washington, and Waukesha counties. Selected entries (chosen in February)
will be asked to participate in the competition. Only 3 USM entries can be chosen to compete for
each category.
The three top-ranking entries per category go on to the state event. In 2006, 17 USM 8th
graders were regional finalists in various categories and went on to the state competition. 21 USM
8th graders were finalists in 2007, 21 in 2008, 16 in 2009, 15 on 2011, and 18 last year! More
information regarding registration for the regional competition will come in January.
The Wisconsin State History Day Contest
The Wisconsin History Day Competition will take place on Saturday, May 2, 2013, at the
Wisconsin Historical Society and the University of Wisconsin - Madison Campus. This is the
Saturday before we leave for Washington D.C.
The two highest-ranking entries at the state event are eligible to participate in the national
contest in June. Visit the Wisconsin History Day website for more information about the state
contest!
The National History Day Contest
The National History Day contest
will take place in June in College Park,
Maryland. Two USM students participated
in the competition in 2008. We sent four
total students to DC in 2009 (three from
the middle IN THE NATION! In 2012, we
took home a big prize – the best
documentary in the country! Let’s top it in
2013!
8th Grade American History – National History Day
13
Timeline
This experience will be quite manageable (and more enjoyable) if you work
consistently over a long period of time. Research is a process, not an overnight or
weekend event! I will try to stick to this timetable as closely as possible.
_____
Project introduction – Early September
Read over the theme handout to get a good idea about the focus of History
Day this year.
_____
Big Decision #1 - Individual or Partner – September
You should weigh the pros and cons of working as an individual and working with a partner or partners. If
you choose to work with partners, choose wisely! Partners do not have to be in your same history class
period. Partners will need to sign and present a partner contract. Partnerships can be dissolved early in
the project experience, but it becomes much more difficult as the weeks and months pass.
_____
Big Decision #2 - Topic and resource browsing and selection - September
Consult the topic sheet handout, with topic suggestions from a variety of sources. Browse your textbook
and talk to some adults about ideas for a topic. Make sure you select a topic that interests you, is narrow,
applies to the theme, has historical significance, and has sufficient primary and secondary resources. You
must fill out the Topic Selection Sheet by late September. If you are choosing to work in a group for the
project, you and your group members should hand in one topic selection sheet.
_____
Resource Meetings – September to November
During these three months (yup , three months – a long time), you are required to meet at least once with
Mrs. E and once with a public librarian or curator from a historical library, museum, or collection. At the
meeting, your task is to share your topic and work with them, utilizing their expertise to locate excellent
primary and secondary sources. You will need to get a form signed by each person in order to receive the
credit for this part.
_____
Finding Resources and Skeleton bibliography - Rocktober
Your research will only be as good as your resources – so find some great ones! Think about all of the
possible resources that you can use IN ADDITION to books and the internet – interviews, artifacts,
documentary movies, historical sites, museums … the list goes on! As you find and acquire resources for
your topic, you will want to create a basic bibliography for your materials. Make sure you are separating
your resources into primary resources and secondary resources. Guidelines for this basic bibliography will
be provided in late September, and it must be typed in proper form and turned in mid-Rocktober. Make
sure you keep the file, as it will serve as the foundation of your final annotated bibliography. You may
choose to drop and add resources during your research. A group only needs to turn in one skeleton
bibliography.
_____
8th Grade American History – National History Day
14
Research and Organization check – November
You should have assembled a decent amount of notes by this time and have your notes organized in some
manner that works for you (and your group, if it applies). Your notes and organization will be checked in
November.
_____
Big Decision #3 - Project/Category selection – late November / early December
After you have a decent amount of research completed, you should be able to determine which project
format is best suited for your topic, your talents, and your thesis. You may also want to select a topic
based on the possible competition, both in school and at the Regional Contests in March. Remember that
groups cannot select the Paper category. A Project Selection Sheet must be filled out in December.
_____
Project Plan – January
You should be well on your way in conducting your research, and you should be formulating a detailed plan
of your actual project. Each category will have a different format for the plan, available from the American
History Rules! website.
_____
Project work and completion – January
All projects, process papers, and annotated bibliographies should be completed by the end of January in
order for them to be evaluated in time for the USM History Day exposition in late February. Students will be
given time in school to work together, including a large block of time on one of the traditional exam days on
January 13 or 14.
_____
USM History and Science Exposition – February 5
All History Day projects and Science Fair projects will be shared in the evening, depending on winter sports
schedules. All young historians are expected to attend. Improvements to evaluated projects should be
made by this time and submitted for re-evaluation.
_____
Regional History Day Contest – March 2
The regional competition at UWM takes place in early March. USM competitors will be selected in February.
Three entrants are eligible for each category, along with an alternate. This event occurs during the long
March weekend set aside for conferences.
_____
State History Day Contest – May 2
The state competition in Madison takes place on Saturday, May 7. Finalists selected at the Regional
Contests are eligible (but not required) to compete.
_____
National History Day contest – June
The national competition takes place in Maryland during the second full week in June.
8th Grade American History – National History Day
15
Tips and Tricks
I know it seems like a lot – and it is. However, you have FIVE MONTHS to complete your
research and project. For a successful experience, follow the tips below.

Relax. Think of the project as a staircase, and you are just going to go up it one step at a time.

You need to determine your goal for the project. Is it just to get it done, or are you in it to learn,
enjoy history, and succeed?

Primary sources are essential. Don’t forget that!

Stick to the timeline.

Select a topic that actually interests you – it makes the entire process so much more enjoyable
and bearable.

Primary sources are essential. Don’t forget that!

Organization is the key to success – right? Keep all of your NHD materials in a separate place
from your other school materials.

Find a method of taking research notes that works for you, and stick to it. Make sure all or your
notes have the resource identified.

Primary sources are essential. Don’t forget that!

Use the many resources available on the Wisconsin History Day and National History Day
websites.

Use the resources at USM to their fullest potential – that includes people, print, and puters!

If you choose to work with a partner or partners, make sure you can work well as a team and
that your focus is academic, not just social.

When provided, use your class time wisely. It’s part of your evaluation.

Primary sources are essential. Don’t forget that!

Use the public libraries in the area. It wouldn’t hurt to actually visit one of these institutions and
talk to a librarian!

Make sure that you follow the guidelines for the specific type of project you choose. They are
all available online.

Your project is a history project, so bells and whistles aren’t as important as the content.

Primary sources are essential. Don’t forget that!

Your project grade can be improved if you make alterations after the initial evaluation.

Enjoy yourself! Research is like a huge treasure hunt, and you can get a great deal of
satisfaction over a job well done.
8th Grade American History – National History Day
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NOTES AND QUESTIONS
8th Grade American History – National History Day
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NOTES AND QUESTIONS
8th Grade American History – National History Day
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