Heart of Texas Regional History Fair (HOTRHF) Handbook Fall 2014 – Spring 2015 SECTIONS 1. Introduction 2. Current Year 3. Rules For All Categories 4. Additional Rules For Specific Categories 5. Category Checklists 6. Judging Procedures and Criteria 7. Bibliography and More 8. Forms and Registration Information Table of Contents Section 1: Introduction to HOTRHF ............................................................................................................... 5 HOTRHF Board of Trustees ....................................................................................................................... 6 Acknowledgements ................................................................................................................................... 7 General Information ................................................................................................................................. 8 How do I use the HOTRHF Handbook? ..................................................................................................... 9 What Is the History Fair?......................................................................................................................... 10 How do I enter the Regional History fair?............................................................................................... 11 Section 2: Current Year Information ........................................................................................................... 13 Fair Dates ................................................................................................................................................ 13 Entry Fee ................................................................................................................................................. 13 Important Notices ................................................................................................................................... 13 Important Notices for 5th Grade Students .............................................................................................. 15 Changes from Last Year........................................................................................................................... 16 Annual Theme Narrative ......................................................................................................................... 20 HOTRHF Notes on the Annual Theme ................................................................................................. 23 Sample Topics and Suggested Sources ................................................................................................... 24 HOTRHF Research Tips ........................................................................................................................ 24 HOTRHF Suggested Sources ................................................................................................................ 24 Awards .................................................................................................................................................... 27 Regional Awards ................................................................................................................................. 27 Regional Special Awards ..................................................................................................................... 27 The Ada Margaret Smith Award ......................................................................................................... 28 The Ruben Santos Memorial Scholarship Award to Baylor University ............................................... 29 The Calvin B. Smith Award .................................................................................................................. 29 2 Texas History Day .................................................................................................................................... 30 National History Day ............................................................................................................................... 30 Tentative Schedule of Events .................................................................................................................. 34 Section 3: Rules for All Contestants ............................................................................................................ 36 A. General Rules for All Categories ......................................................................................................... 36 B. Required Written Materials for All Categories ................................................................................... 38 C. Contest Participation .......................................................................................................................... 40 D. Contest Overview (HOTRHF addition) ................................................................................................ 41 E. Definitions ........................................................................................................................................... 41 Section 4: Additional Rules for Specific Categories .................................................................................... 44 A. Paper (Historical Papers) .................................................................................................................... 44 B. Exhibit ................................................................................................................................................. 46 C. Performance ....................................................................................................................................... 52 D. Documentary ...................................................................................................................................... 55 E. Website ............................................................................................................................................... 59 Section 5: HOTRHF Checklists ..................................................................................................................... 67 All Categories .......................................................................................................................................... 67 Paper (Historical Paper) .......................................................................................................................... 67 Exhibit ..................................................................................................................................................... 67 Performance ........................................................................................................................................... 68 Documentary .......................................................................................................................................... 69 Website ................................................................................................................................................... 70 Section 6: Judging Procedures and Criteria ................................................................................................ 71 Judging Procedures for all Categories ..................................................................................................... 71 Judge Sheets for Each Category .............................................................................................................. 72 3 Section 7: Bibliography and Process Paper ................................................................................................. 78 Annotated Bibliography Sample ............................................................................................................. 78 Process Paper and Samples .................................................................................................................... 80 Process Paper ...................................................................................................................................... 80 Sample Process Papers ....................................................................................................................... 80 Organizational Outline ............................................................................................................................ 87 Triangle – How To Develop a Quality Project ......................................................................................... 88 Section 8: Forms and Registration Information .......................................................................................... 90 Online Entry Registration Information .................................................................................................... 90 Special Forms and Entry Fee Payment Instructions ................................................................................ 91 Baylor University Scholarship Instructions ............................................................................................. 92 Baylor University Scholarship Form .................................................................................................... 93 Ada Margaret Smith Award Information ................................................................................................ 96 Ada Margaret Smith Award Form ....................................................................................................... 96 Letter to Sponsors on Important Fair Information ................................................................................. 99 Entry Information and HOTRHF Website .............................................................................................. 101 4 Section 1: Introduction to HOTRHF The Heart of Texas Regional History Fair began in 1986 under the sponsorship of the Strecker Museum at Baylor University. Since then, the fair has grown as more schools within the region have become aware and involved. For the first eight years the Strecker Museum sponsored the fair, believing in its value as an educational experience for all students and teachers who participate. The fair is held at the Bill Daniel Student Center at Baylor University. The HOTRHF Board of Directors, staff, judges, contributors, volunteers, and awarding institutions and organizations that make this event possible hope you will enjoy and benefit from their efforts. Heart of Texas Regional History Fair Mailing address: Baylor University ∙ One Bear Place # 97186 Waco, Texas ∙ 76798‐7186 Physical Address of Office: 1429 South 5th Street (The office is located inside The Texas Collection at Carroll Library on the Baylor University campus.) Office phone: (254) 710‐3783 Office hours: 8:00 am – 5:00 pm Monday through Friday [email protected] (Staff) [email protected] (Board President) Web Site: http://www.baylor.edu/historyfair Rules in this handbook are reproduced with the permission of National History Day. Section 1: Introduction to HOTRHF 5 HOTRHF Board of Trustees EXECUTIVE BOARD MEMBERS Mrs. Karen Brown, President Dr. Karon LeCompte, Vice President Mrs. Jenice Long, Secretary Mr. Tom Lindsey, Controller Mr. Jay Belew Mr. Ashley Cruseturner Dr. Julie deGraffenried Mrs. Julie Holcomb Judge Matt Johnson Mr. Jeremy Lehman Mr. David Lintz Ms. Eula McKown Mrs. Lois Myers Dr. Stephen Sloan Mr. Rick Strot Mr. Thomas Grusendorf, Scottish Rite Liaison Mrs. Kathy Hinton, Financial Officer EMERITUS MEMBERS Mrs. Joan Branyon Mr. Kent Keeth Mr. Calvin Smith IN MEMORY OF Mr. Ruben Santos HOTRHF Board Member & Director 1986 – 2008 OFFICE STAFF Mr. Brian Simmons Section 1: Introduction to HOTRHF 6 Acknowledgements The Board of Trustees and Staff extend our thanks and gratitude to the following organizations who make the Heart of Texas Regional History Fair possible through their financial support and donations of service and equipment: Baylor University Bill Daniel Student Center, Baylor University Department of Curriculum and Instruction, School of Education, Baylor University Department of History, Baylor University Dr Pepper Museum Educators Credit Union Historic Waco Foundation Information Technology Center, Production Services, Baylor University Institute for Oral History, Baylor University Mayborn Museum Complex The Texas Collection, Baylor University Texas Sports Hall of Fame Waco Scottish Rite Bodies Section 1: Introduction to HOTRHF 7 General Information What is the Heart of Texas Regional History Fair? The Heart of Texas Regional History Fair (HOTRHF) in association with National History Day and Texas History Day is an exciting way for students to study history and learn about issues, ideas, people, and events. Students are encouraged to choose any topic in local, national, or world history and investigate its historical significance and relationship to the theme by conducting extensive primary and secondary research. After analyzing and interpreting their information, students present their findings in papers, exhibits (similar to a museum exhibit), performances (dramatic portrayal of the topic), documentaries (slide show, video, or non‐interactive computer program), or Web sites (using computer technology) that are evaluated by historians and educators. Students will acquire useful historic knowledge as well as develop critical thinking and problem‐
solving skills that will help them now and in the future. At the competitions students will have the opportunity to meet students from other schools, exchange ideas, and demonstrate the results of their work. Their success in researching and producing a HOTRHF entry can lead to the state and national contest. Who is eligible to participate? Any student in grades 5‐12 who attends a public, private, charter, parochial, military, or home school within the following 14 counties is eligible to enter the HOTRHF: Bell, Bosque, Coryell, Falls, Freestone, Hamilton, Hill, Lampasas, Limestone, McLennan, Milam, Mills, Navarro, and Robertson. HOTRHF encourages a local history fair prior to entering the regional fair. This local fair can take place in classroom time or be a separate planned event in the school or with other schools, it is the teacher’s choice. Note: contact the HOTRHF office if your student is not attending a regional school, or if your student’s regional school is not competing at HOTRHF, for qualification rules. What are the divisions? HOTRHF has three divisions based on school grade: Fifth Grade Division: Grade 5 (Individual or Group Exhibits only) Junior Division: Grades 6, 7, and 8 Senior Division: Grades 9, 10, 11, and 12 Entries in each division are judged separately at all levels of competition. Texas History Day (THD) and National History Day (NHD) do not sponsor fifth grade participation. What are the contest categories? Students may enter one of nine categories. Groups require a minimum of 2 to a maximum of 5:  Individual Exhibit  Individual Performance Section 1: Introduction to HOTRHF 8 
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Individual Documentary Individual Web Site Group Exhibit Group Performance Group Documentary Group Web Site Historical Paper (individual only) Where and when are the fairs held? The HOTRHF is a two‐day event with the date scheduled in February on the Baylor University campus in Waco, Texas. Texas History Day is held in May at the University of Texas in Austin, Texas. National History Day is held in June at the University of Maryland in College Park, Maryland. How do I use the HOTRHF Handbook? 1. How do I, the student, find just the information I need for my project? Begin by deciding which category you would like to enter a project in. For a quick overview of what each category requires look at Section 5 for each category’s “checklist”. Historical Paper Checklist Exhibit Checklist Performance Checklist Documentary Checklist Web Site Checklist You might want to print a copy of your specific category for future reference. Afterwards, decide if you want to do an individual or group project. All the categories offer individual entries. Group projects are limited to Exhibits, Performances, Documentaries and Web Sites. 2. Is there a part of each category section that is more important than other parts? Yes. The RULES (both the general rules for all categories and the specific rules in your chosen category) are all mandatory. You must follow each rule in the category you select or your project will lose points when it is judged. The CHECKLIST of each category gives you a list of exactly what your project requires and when you need to have things taken care of. EACH CHECKLIST IS DIFFERENT according to each category’s specific requirements. 3. What are all the other topics in this handbook? Do I need to pay attention to them? Yes. The other topics in each category will tell you about HOTRHF, when and where it is and how to participate; help you with research, organization of your ideas; and understand how you will be Section 1: Introduction to HOTRHF 9 judged. Although the other topic material is not mandatory like the Rules and Checklist, it will help you have a better understanding of what your project involves and how you will present it at the regional fair. 4. What about the rest of the Handbook? What else would apply to me, the student? All projects must create projects using the Theme‐of‐the‐Year instructions and the Rules. You need to read and pay attention to the following:  SECTION 2 Current Year Information (dates, deadlines & fees) Important Notices The Theme of the Year – this tells you “how to” relate your topic to the theme  SECTION 3 General Rules for all categories (see Section 4 for additional specific rules)  SECTION 4 ‐ Specific Rules for each category View your project category for additional rules. NOTE: For the Web Site Category it is MANDATORY that all Web Site projects USE ONLY the provided NHD home‐page secure on‐line Weebly program from the beginning of creation at their local level. This can be found by going to http://www.nationalhistoryday.org. Look for and select “Creating an Entry”; Look under “categories” for the “Web Site” bullet; Select the “Web Site” bullet line. When you first open your project account, be sure to answer the question “can this be published” as “YES”. Being published applies only to NHD – if you answer “no” it will block all outside access to judge your project. Also, DO NOT “password protect” your Web site. This also blocks judges from viewing your project. 5. What else would help me, the student, with my project? HOTRHF offers a Web site with extensive information and links to various research organizations and historic sites for creating your project. Please visit HOTRHF at: http://www.baylor.edu/historyfair What Is the History Fair? What is the Heart of Texas Regional History Fair (HOTRHF)? A scholastic event that aids teachers and students with historical research, formation of outlines and bibliographies, and ultimately produce a historical project based on his/her information. How big is it? HOTRHF has been gaining recognition throughout our 14‐county regional area as an educational vehicle to teach required basics, not only for testing, but also building writing and reasoning capabilities, art design, drama production and advanced skill in electronic technology for junior and senior high school students. Section 1: Introduction to HOTRHF 10 Can students advance past regional level? Yes. The first and second place contestants from the HOTRHF advance to the Texas state level competition. They compete in May against twenty‐one other regional or district Texas history fairs. Winners from Texas state level competition can advance to National level in June. Does HOTRHF ever have students who advance to National level? Yes. The HOTRHF has sent students to National competition starting in 1989. Since 1998 the HOTRHF has been represented every consecutive year by one, two, three and even six projects at National History Day. The HOTRHF has had a 1st place winner for four straight years from 2003 to 2006 and a 3rd place winner in 2005 and again in 2007. The 2014 Heart of Texas Regional History Fair was represented at National History Day by three students entering two different projects. What sort of awards do National winners receive? First‐place wins a gold medal and a cash award of $1000. Second‐place wins a silver medal and a $500 cash award. Third‐place wins a bronze medal and a $250 cash award. Special Award organizations also recognize students. Some Special Awards may range from a trip to Europe for two, or a new laptop computer, to various other monetary and material awards from over thirty organizations. Are there any other benefits from students and teachers participating in the history fair? Yes. Local media (newspapers, magazines, television, etc.) not only cover the HOTRHF annual history fair, but often follow up on students in their area. Often Special Award organizations invite students to present their winning projects to the organization members and further reward the student with additional monetary or material awards. Students who advance to Texas History Day competition, along with their teachers, are recognized by area politicians and I.S.D. school boards at public meetings or ceremonies. HOTRHF students advancing to National History Day, along with their teachers and their school administrators, are recognized by the Texas State Board of Education and various politicians at public meetings or ceremonies. How do I enter the Regional History fair? (All questions and answers apply to individual and group projects.) 1. How do I, the student, enter a project in the Heart of Texas Regional History Fair (HOTRHF)? Since you are interested in entering a project in the HOTRHF, and do not know whether your school participates in the HOTRHF, please ask your History or Social Studies teachers in your school if they help their students to enter. Section 1: Introduction to HOTRHF 11 First: In case your teachers do not already know about the HOTRHF, but are interested in helping you by becoming your sponsor, please give them our Web site http://www.baylor.edu/historyfair. All the information they need is on the HOTRHF Web site, or they can call our office at (254) 710‐3783. Second: Once you have a sponsor, you will have to complete your project before our HOTRHF entry registration starting December 1 and ending with the entry deadline date of January 12, 2015. You should also have it reviewed by several other adults or students who can give you tips on how to make it better. If your school participates in the HOTRHF you may have to win one of your category’s top three places in your local school fair to advance to the regional fair. Third: If your teachers are not interested in sponsoring you then we suggest you try the following steps before contacting our office: 
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Ask your school counselor if they would be your sponsor. Ask your other school administrators if they would be your sponsor or find you a sponsor. If you are now in a high school that does not participate, but the middle school does, ask the middle school teacher if he/she would be your sponsor. You would still be representing your high school, but the middle school teacher would act on your behalf. If you cannot find a sponsor in your school I.S.D., please contact our office and we will help you find a sponsor. NOTE: You cannot enter the HOTRHF as an individual student with a sponsor outside of your school when your school is already participating in the HOTRHF. Schools are limited to the number of entries that are allowed to be submitted in each category from each division. 2. What if I, the student, am the only person from my school interested in entering the HOTRHF? How do I “have a local fair” that meets the HOTRHF requirements? A local level fair is strongly encouraged not only by the HOTRHF, but by Texas History Day and National History Day also. A local level fair can consist of showing your project to your peers, other teachers or other adults who can give you tips on how to make your project better. They should have a copy of the rules for your category and a sample judge sheet (available on our Web site). This also gives you a chance to become accustomed to other people viewing your project and making comments about it. At the HOTRHF not only will the judges be viewing your project, but the public will also. This can be intimidating to the first‐time competitor. Changes to enhance your project are allowed between all levels of competition as you advance. 3. What is a Sponsor? A sponsor acts on behalf of the student for all coordination with the HOTRHF, THD and NHD. The sponsor opens a “registration” home page and enters the students’ basic information. The sponsor collects and pays all student fees to HOTRHF. They receive all fair information and make sure it is passed to the student. The sponsor follows up to make sure the student attends the history fair when they are scheduled to set up their project and be judged. The sponsor is usually a teacher, but can be another if the need arises – contact the HOTRHF office if there are questions regarding sponsors. Section 1: Introduction to HOTRHF 12 Section 2: Current Year Information Fair Dates HOTRHF – February 19‐20, 2015 Texas History Day – May 1‐2, 2015 National History Day – June 14‐18, 2015 On‐Line Registration for Student Entries & Registration for all participating Teachers: On‐Line Registration opens: December 1, 2014 Entry Deadline: January 12, 2015 The deadline for receipt of all on‐line entries is midnight January 12, 2015. Registration will close to public access at midnight. Late entries will not be accepted. On‐line registration must be properly completed by answering all requested information in red‐print questions; black‐print questions can be disregarded. Division and category must be indicated. Carefully check all red‐print questions for accuracy in answers before “saving”, then exiting the system. Do not attempt to alter content after closure. Entry Fee $6 per student (NOT per entry form or group), DO NOT PAY ON‐LINE. Payment is made separately and sent or brought directly to HOTRHF. If mailing, please pay by check or money order. Your payment must be received no later than open‐of‐business, Thursday, January 12, 2015. Drop all cash payments at the office. Please LIST ALL students paying entry fees. Separate checks, money orders or cash are accepted. Checks should be made out to "Heart of Texas Regional History Fair" or "HOTRHF." No refunds will be given. T‐shirt payment at $10.00 each may be included with the entry fees. Please indicate adult size as SM, MED, LG, XL, 2X, or 3X for each t‐shirt. Please note that t‐shirts cannot be ordered through the on‐
line registration system. T‐shirts will be available for pick up at the event on Friday, February 20. Contact the HOTRHF office or see the website for more information regarding t‐shirt orders and optional mail delivery.
Important Notices Contest Participation: LIMIT 3 projects per category, per division, per school The local school or school district is responsible for selecting the projects it will send to the regional fair competition. Each school may bring to the regional fair up to three (3) entries in each of Section 2: Current Year Information 13 the nine categories for each division. Each school therefore may enter up to 27 projects in each division, Junior and Senior. There is no minimum number of projects required per school. Exception for 5th Grade ONLY: Each school may bring up to five (5) entries. The 5th Grade projects can be all individual, all group, or a combination of individual and group. Exhibits: Set‐Up Requirements JUNIOR EXHIBITS: Registration and set‐up for Junior Exhibits is required on Thursday, February 19, between 3:00 and 5:30 p.m. Students must set up their exhibits and leave the exhibit area by 5:30 p.m. Preliminary judging of Junior Exhibits begins Thursday evening at 5:45 p.m. This is mandatory for all Junior Division Exhibits. SENIOR EXHIBITS: Senior Exhibits may register and set up on Thursday, February 19, between 3:00 and 5:30 p.m. OR Friday morning, February 21, between 8:00 and 10:00 a.m. Late check‐in entries MUST have HOTRHF approval. ALL EXHIBIT PARTICIPANTS MUST RETURN for Friday judging according to the schedule provided at registration. During the scheduled Friday judging period, students—and only students (no family/friends/or sponsors)—will stand by their projects to be interviewed by the judges. Exhibits set up on Thursday evening remain in place overnight and through the Friday judging period. The History Fair cannot assume liability for any items left overnight in the exhibit area. All exhibits must be removed by 7:00 p.m. on Friday evening. Performances and Documentaries: Possible Thursday Night Judging All schools, sponsors, and students should be prepared to bring their performances and documentaries on Thursday night, February 19, if the number of entries in these categories necessitates extended judging time. Entries required to perform, or show documentaries, on Thursday night will be selected by school. Sponsors of the selected schools will be notified two weeks prior to the regional fair. Students judged on Thursday night will remove all equipment and props after they are judged; there are no overnight storage areas available. Historical Papers: EARLY project deadline, January 12 ‐ MONDAY Students entering historical papers must deliver four (4) printed copies of their papers and bibliographies along with their entry fee to the History Fair office by 5:00 p.m., Monday, January 12, 2015. Papers are judged before the fair. All students who have entered historical papers MUST REGISTER at the fair during the designated check‐in registration time or FORFEIT all eligibility for HOTRHF awards, including Special Awards. See Section 8 for drop‐off or mailing details. Web Sites: EARLY project deadline, January 12 ‐ MONDAY On‐line registration completed along with project 8‐digit URL assigned automatically at the time the category is chosen, plus $6 entry fee for each student to the History Fair office. Web sites Section 2: Current Year Information 14 are judged before the fair. The process paper, and an annotated bibliography will be included within the on‐line Web Site project. No print copies are required for 2015. All students who have entered Web sites MUST REGISTER at the fair during the designated check‐in registration time or FORFEIT all eligibility for HOTRHF awards, including Special Awards. See Section 8 for entry fee drop‐off or mailing details. Inclement Weather Cancellation In case inclement weather causes the closure of Waco ISD, the History Fair is automatically cancelled and rescheduled. For delayed openings the HOTRHF will open 2 hours later than Waco ISD. Waco ISD closures and delays are announced on most TV and radio stations. Notification of a rescheduled date for the fair will be sent to schools and sponsors as soon as possible. Lost and Found During the fair, report all items lost or found to the Fair Information Desk. After the fair, please contact the HOTRHF office at (254) 710‐3783 to report any items lost and not found. The Office Staff will make every effort to return found items. Learn more at the Heart of Texas Regional History Fair Online Workshop! What: Teacher Workshop and Student/Parent Workshop When: Online available now Where: The HOTRHF Web site at http://www.baylor.edu/historyfair/ The online workshops for teachers, students, and parents have been developed to provide step‐by‐step instruction in how to create successful history fair projects, from choosing a topic to submitting a finished entry for judging. Online quizzes help you test your understanding while FAQ lists and e‐mail links provide opportunities to get further help. At this time, HOTRHF does not anticipate holding a live workshop open to the public this fall of 2014. If you need more assistance with the online workshop material please contact our office at (254) 710‐3783 or e‐mail [email protected]. Important Notices for 5th Grade Students Sponsors, please send the following information home to the parents of each participating 5th grade student. Contest Participation 
Fifth Grade students are invited to participate in HOTRHF for the learning experience. There is no advancement for Fifth Graders to the state or national fair and these students are not eligible for HOTRHF awards. Section 2: Current Year Information 15 
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Fifth Grade students can only enter the Individual or Group Exhibit categories. There is a limit of five (5) exhibit entries per school for the Fifth Grade Division. Please note that this limitation is not on the number of students, but on the number of exhibit entries. Up to five students can combine efforts for a single Group Exhibit. It is the school’s choice for individual and/or group entries or a combination of both individual/group entries to encourage greater participation. The local school or district is responsible for selecting the final entries to compete at the regional fair. Awards Ceremony 
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Each Fifth Grade participant is recognized individually during the HOTRHF Awards Ceremony on Friday afternoon. At the ceremony, immediately after the opening remarks, the HOTRHF Director will read the individual names of the Fifth Grade participants and ask them to come to the stage to accept their Certificate of Participation from their teachers. The HOTRHF invites parents and students to remain for the rest of the Awards Ceremonies, if they wish. Judging of Exhibits 
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All judging for the Fifth Grade Exhibits will take place on Friday, February 20, from 9:00 a.m. to 11:00 a.m. All Fifth Grade students are requested to stand by their exhibits during this judging period. The student will be asked questions about their exhibit as it is being critiqued. This is an important part of the learning process. Project Removal 
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Fifth Grade students unable to attend the Awards Ceremony or unable to remain for the rest of the Awards Ceremony may dismantle and remove their exhibits starting according to the posted schedule for Friday, February 20. Student ribbons not picked up will be sent to the school’s sponsor. All projects must be removed no later than 7:00 p.m. on Friday. Projects left at the Bill Daniel Student Center will be moved to the HOTRHF office if possible. If your project remains in the BDSC after the close of the fair at 7:00 p.m. HOTRHF cannot guarantee your project will be moved to the HOTRHF office. Pick up can be arranged by calling the office to set up a date and time.
Changes from Last Year Once a category has been selected ALL rules for that category MUST be followed. This includes ALL of the General Rules plus the rules for the specific category. This is a National History Day requirement. Section 2: Current Year Information 16 REMINDERS: Web Sites and Project Portal 
It is MANDATORY to create a Web Site project using the NHD Portal, not public domain web site programs. The National History Day Web Site Portal gives the student a secure, encrypted program that protects their individual safety. To find the Web Site Portal icon go to http://www.nhd.org. 
Web Site projects now have a “PASSWORD PROTECT” option but DO NOT LOCK your Password. DO NOT USE the Password Protect option. This option locks out the judges. 
Web Site projects created in the public domain now have the capability to transfer their web site projects into the National History Day encrypted weebly. However, this should NOT be used unless absolutely necessary. Some loss of created materials could be lost in the transfer. VERY IMPORTANT NOTE: The National History Day Contest Rule Book has been revised for the 2014‐
2015. All participants are advised to download and read the updated rule book available from the National History Day website at http://www.nhd.org/images/uploads/RuleBook14.pdf. The following two pages were provided by National History day to highlight some of the major changes for this year. Section 2: Current Year Information 17 Section 2: Current Year Information 18 Section 2: Current Year Information 19 Annual Theme Narrative National History Day 2015 Leadership and Legacy in History During the 2014—2015 school year, National History Day invites students to research topics related to the theme Leadership and Legacy in History. Examples of leadership can be found almost anywhere—in the military, politics, government, communities, social movements, or in fields such as science, the arts, education, religion and economics. Topics can come from any geographic area or time period. Local history and world history make equally good sources of NHD topics, and you can explore your interests from ancient history to more recent events. Try browsing your textbooks, flipping through TV channels, talking with teachers and parents, or even scrolling through Facebook or Twitter for topics that interest you. Just remember, your topic must relate to Leadership and Legacy. And do not forget the “in history” part of the theme—your topic must be historical, not a current event. What is leadership and what is legacy? In broad terms, leadership is the act of leading: providing motivation, guidance or direction, usually from a position of authority. Leadership also implies the ability to lead—possessing the skills necessary to articulate a shared vision and inspire others to embrace and achieve that vision. Leaders often personify other admirable values such as courage, selflessness, ingenuity and patriotism. Certain traits like ego and confidence are important in a leader; however, such traits may be seen as negative qualities if he or she becomes overzealous or too headstrong. How do you evaluate the legacy of overzealous leaders like Saddam Hussein or Joseph Stalin? Were they leaders or tyrants? Is balance an important aspect to good leadership? Leadership takes many forms. You might immediately think about presidents and kings as leaders, but what about local community representatives and organizers? How about religious leaders, governors, mayors, or business owners? Some leaders are elected, others are appointed, and some seize a position of authority. When it comes to monarchies, some leaders inherit their positions. Of course, leadership requires followers, who follow either by choice or due to coercion. Leadership is not limited to the political sphere. Often leadership can begin on a much smaller scale. Consider the leadership that it takes for a small group of people to come together to accomplish a common goal. Students might consider the impact of Lech Walesa and Poland’s Solidarity movement, fighting for workers’ rights, social change, and ultimately political control in the 1980s and 1990s. Other examples could include Emmeline Pankhurst’s leadership of the Women’s Social and Political Union in Great Britain, Cesar Chavez’s National Farm Workers Association, or Mother Theresa’s Missionaries of Charity. The impact of a leader does not have to be global. You can find examples of great leadership in one neighborhood, one school, or one city. Consider the history of your state, hometown, or family. You might consider the leadership of those who built schools or founded universities—everyone from John Section 2: Current Year Information 20 Harvard to Booker T. Washington to Leland Stanford. You also could examine leadership in a small event within the larger context of the whole, greater event. Many people have heard of Martin Luther King, Jr. and Alice Paul, but what about Bayard Rustin or Mary Church Terrell? World War II brought leadership opportunities for Bernard Montgomery and Dwight D. Eisenhower, but what about the war experiences of Charity Adams, King George VI, or Anna Mae Hayes? Sometimes a leader emerges because he or she happens to be in the right place at the right time. Local circumstances and background context offer important clues when we examine why a leader chose to act when and how he or she did. Who and what were his or her influences, and in turn, who and what did he or she influence? What experiences led abolitionists like Sarah and Angelina Grimké to oppose slavery? In what ways did the European leader Charlemagne influence art and architecture in Europe? Why did George Washington choose to step down after two terms as president of the United States? What was he attempting to model about leadership in a democracy? Sometimes people are active agents, but other times individuals are thrust into situations where they are obligated to make choices and act. Reactions to a social event, a natural disaster, an oppressive government, or other situation often show leadership. In wartime, many people find themselves forced by circumstances to do things they could never have imagined. Consider British, French, German, and American soldiers on the front lines of World War I. There are many examples where leaders have emerged unexpectedly. During the Normandy campaign in World War II, General Theodore Roosevelt, Jr. (the son of the president) landed with his infantry battalion on Utah Beach, more than a mile away from his intended location. He is famously quoted as saying “We’ll start the war from right here!” How did his leadership make a difference? Leaders often arise because they have new ideas about how something should be done or redone, built or rebuilt. They see a situation and want to change it, convinced that their vision will improve an element of life or change their community for the better. Consider great American entrepreneurs that historian H.W. Brands labeled as “masters of enterprise”—leaders such as Roy Kroc, Bill Gates, Mary Kay Ash, Cornelius Vanderbilt, or John Rockefeller. Leaders dare to ask difficult questions and are passionate about resolving issues. Of course, not all first ideas are good ones. A leader and his or her supporters may revise and change ideas in the process of moving toward a goal. This is particularly evident when they run into obstacles. Leaders like Mahatma Gandhi, Nelson Mandela, and Ellen Johnson Sirleaf were forced to make adjustments on their path to leadership. As leaders they pushed through challenging situations, and found solutions to overcome the hurdles in their way. Can other leaders, or even followers, become obstacles? Looking carefully at the impact on society and change over time, you will also need to think about the leader’s legacy. Legacy is what is handed down to us from our ancestors or predecessors. More broadly, legacy is what is left behind for future generations—such as ideas and accomplishments. Section 2: Current Year Information 21 Legacies sometimes cannot be understood until long after a leader has passed away. Often reformers were considered radicals in their time. Abolitionists, socialists, anarchists, and civil rights activists around the world have seen changes in the world. What change or objective did they set in motion? How did they set out to change the world? Did they succeed? What are the legacies of John Brown, Guy Fawkes, or Karl Marx? Sometimes a legacy depends on perspective. Not all legacies are positive ones. What happens when leadership goes awry? Legacies also can be controversial. Events can lead one group of people to feel that a leader was a great and moral influence who facilitated a positive outcome, while a different group of people believe exactly the opposite. Consider the history of Martin Luther, Sir Thomas More, Francisco Franco, the Irish Republican Army, or the Palestine Liberation Organization. Examining both sides of the story is important to understanding your topic. It often happens that new leaders pick up where previous leaders left off, which also adds to the legacy. Followers and supporters will frequently carry the torch, moving forward and working together to maintain the pursuit or accomplish the goal. What role did Bella Abzug, Gloria Steinem, and Lilly Ledbetter play in the 20th‐century feminist movement? How can the tragic death of a leader like Mahatma Gandhi, Robert Kennedy, or Benazir Bhutto inspire others to continue the fight for their political, social, or economic goals? How important is the relationship between a leader and supporters or followers? Great leaders typically have a great network of supporters. These people agree with what the leader stands for and play a part in helping him or her succeed. Mao Zedong led a massive revolution in China. Why did it succeed? How did he use his leadership to convince people to follow him? Followers are inspired by the leader and feel a sense of duty to the cause. Some supporters, of course, are faithful to a leader no matter what questionable actions he may take. Do you see examples of followers turning a blind eye to certain events because of their extreme loyalty? When leadership goes awry, leaders can become destroyers. There are instances throughout history where leaders abused their power. Are there differences in leadership strategies for a destroyer? And can a follower or supporter influence the destruction? Consider the leadership of Nero in ancient Rome, Mobutu Sese Seko in the Congo, or Mohammad Reza Pahlavi in Iran. Are other nations responsible for removing leaders from power? Just because something happened and someone did something, however, it does not necessarily mean a legacy was created. The key is to think about a leader’s significance in history. So what? Does this person really matter? Was there real change that occurred because of his or her leadership? What was the impact on people, society, economics, or government? How did it affect what people thought or did, or maybe how people think or act today? Consider both the short‐term and long‐term impact. Remember that examining the context and historical significance of your topic is a crucial part of the research process that also will help you strengthen and support your thesis. Section 2: Current Year Information 22 In considering the theme Leadership and Legacy in History, keep in mind that it is important to address both elements. Highlighting both the leadership and the legacy of your chosen subject will help you clearly explain the relation of your topic to the theme. Successful researchers look at available primary and secondary sources and draw conclusions from the information. Your analysis of the evidence and presentation of the information to support your thesis is a critical part of your project. Use these primary sources and let the individuals speak for themselves. In thinking about your topic, ask yourself, “what is so important about my topic and what do I want people to understand after viewing my project?” Your answers to these key questions will help guide you as you decide how to present your information. HOTRHF Notes on the Annual Theme How to create a quality project related to the theme HOTRHF has bolded, italicized or underlined words and sentences in National History Day’s statement on the 2015 theme to help the reader find important points of interest quickly and understand how to research topics related to the theme of Leadership and Legacy in History. Paragraph 1:  You can choose a topic that allows you to explore your own interests. It could be related to the military, politics, government, communities, social movements, or in fields such as science, the arts, education, religion and economics. It’s your choice!  Inspiration can come from most any place. It could come from local history, your textbooks, recent headlines, TV shows or even the latest Twitter feed. Paragraph 2 & 3:  These paragraphs give suggestions for what questions to ask about the theme. Paragraph 4, 5 & 6:  You might find it tempting to focus mostly on legacy in your project, but remember that this year’s theme also encompasses leadership. Last Paragraph:  Whether you are focusing on a well‐known event in world history or a little‐known individual from a small community, you should place your project into historical perspective, examine its significance in history, and show development over time.  All studies should include an investigation into available primary and secondary sources, analysis of the evidence, and a clear explanation of the relationship of the topic to the theme. For more information about this year’s theme, please visit National History Day’s Annual Theme page at http://www.nhd.org/AnnualTheme.htm and download their 2015 Theme Book. Section 2: Current Year Information 23 Sample Topics and Suggested Sources Both National History Day and Texas History Day create sample topic lists related to the annual theme. The National History Day list can be found at: http://www.nhd.org/images/uploads/2014_Sample_Topics.pdf The Texas History Day list can be found at: http://www.tshaonline.org/sites/default/files/images/2015texastopics.pdf These lists are not inclusive but provide a starting point for teachers and students to begin brainstorming ideas for research and presentation as National History Day entries. Some of the most exciting and interesting topics are local in nature and students should be encouraged to look for topics in their own communities. Whether students choose to create papers, exhibits, performances, websites or documentary presentations, they must be sure to place their topics into historical perspective and context and analyze the significance and impact of their topic in history. HOTRHF Research Tips Topic Selection: When selecting topics for your national History Day Project: Many present day events come to mind, however they are too recent to understand the impact on coming generations. The general rule of thumb is don’t choose a topic less than twenty‐five years old or until one generation has passed. Time gives historical perspective. Topic Talks: As a way to introduce the students to the theme, do “Topic Talks.” Each day the teacher tells or assigns students to tell the story of three to five topics off the list. Discuss with students how the topics presented connect with the theme. Brainstorm a list of where students would go to begin their research on the presented research topics. HOTRHF Suggested Sources Resources at Baylor University: 
Institute for Oral History Researchers of twentieth‐century topics often find gaps in the historical record that can only be filled by the testimony of eyewitness participants. Oral history is a method of interviewing people with first‐hand experience, recording those interviews, and preserving the recordings as documentation of lived historical experience. On the Institute's Web site, students can learn about oral history methods from the Section 2: Current Year Information 24 extensive Workshop on the Web. Students can also learn how to search the database of Baylor's oral history collection for oral histories pertaining to their research topic. Learn more at http://www.baylor.edu/oralhistory/. 
Baylor University Libraries Baylor University houses has multiple libraries on campus that could be used to source information for projects. Central Libraries serves as the main research library on campus and several specialized libraries and archives are devoted to specific areas of research. Visit the Baylor Libraries website at http://www.baylor.edu/lib/ for more information. Also available is the Electronic Library which holds Baylor’s digital collections and can be accessed anywhere. Visit the Electronic Library at http://www.baylor.edu/lib/el/.  The Texas Collection This is the host office for the HOTRHF and one of Baylor’s specialized institutions that is a special library and archival research center. It collects, preserves and provides access to materials documenting the history, heritage and culture of Texas. The Texas Collection houses a wide variety of materials that could be used for projects including books, periodicals, Texas State Library depository documents, microforms, audiovisual materials, manuscripts, archival collections, photographs, maps, and more. The Texas Collection is located inside Carroll Library on the Baylor campus. For more information please visit the website at http://www.baylor.edu/lib/texas/, call (254) 710‐1268 or send an e‐mail to [email protected].  W. R. Poage Legislative Library The W. R. Poage Legislative Library is another one of Baylor’s specialized institutions. It houses the Baylor collection of political materials including the papers of 12 former U.S. congressmen, several Texas legislators, Lt. Gov. Bob Bullock, and several other collections. In addition, the library has an excellent display for public viewing. For library hours, call (254) 710‐3540 or visit http://www.baylor.edu/lib/poage/. Other Resource Suggestions: 
Texas History Day (Texas State Historical Association) Texas History Day is sponsored by the Texas State Historical Association (TSHA) and the Center for Texas Studies at the University of Texas at Austin. It is an affiliate of National History Day. For more information on TSHA's educational offerings, including History Day, Junior Historians, and History Awareness Workshops, visit http://www.tsha/utexas.edu/education. TSHA also offers the researcher vast amounts of information on Texas history through the Handbook of Texas Online, available at http://www.tshaonline.org/about/welcome/moving.html. Section 2: Current Year Information 25 
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Texas Archive of the Moving Image Video Library The Texas Archive of the Moving Image Video Library (TAMI) contains hundreds of Texas‐related moving images that can be accessed and used by educators for free via the TAMI online library. Hard copies of the films can be provided to educators for classroom use or for Texas History Day projects. For more assistance e‐mail [email protected], call (512) 485‐3073 or view their website at http://www.texasarchive.org. Visit TAMI at 501 N. IH‐35, Suite 204, Austin, TX, 78702 Chronicling America Chronicling America is an initiative that National Endowment of Humanities (NEH, http://www.neh.gov/) has developed. It makes many of newspapers available and searchable beginning back in the 1800s. This is a great tool for researchers. Visit their website at http://chroniclingamerica.loc.gov/. The Library of Congress National Digital Library Regardless of whether you live on an isolated farm or in a small town far from any historical institution or in a big city or college town with excellent libraries, you now have access to an astounding abundance of primary sources thanks to the National Digital Library of the Library of Congress (NDL). The NDL has already digitized vast collections of manuscripts, photographs, audiotapes, films, and other sources and is putting more material on‐line every day. No matter what the topic, especially in American history, the NDL probably has sources for you! Visit their website at http://www.loc.gov/library/libarch‐digital.html. American Memory Project This is the largest and best‐known part of the National Digital Library. The Project includes more than 90 collections. For the full list of collections, see the Project's web site at http://memory.loc.gov/. The Library of Congress’ Teacher Resources This is a companion to the Library of Congress’ website and provides lesson ideas and activities to incorporate primary sources into courses. View the available resources at http://www.loc.gov/teachers/. National History Day The National History Day (NHD) program is a year‐long education program that culminates in a national contest every June. The NHD Web site offers information about the fair, how to select and prepare a project, and links to various resources. Visit NDH at http://www.nhd.org/. Section 2: Current Year Information 26 
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Historic Waco Foundation The Historic Waco Foundation (HWF) preserves Waco's cultural and architectural heritage. The foundation is a repository of Victorian objects and artifacts housed in four accredited historic house museums in downtown Waco. The house museums are open for interpretive tours from 2‐5 p.m. Saturday and Sunday. Additionally, East Terrace is open Tuesday through Friday 11 a.m.‐3 p.m. For special tours and information please call 753‐5166 or visit http://www.historicwaco.org. Waco History Project Waco History Project (WHP) is a joint effort to provide a resource base on Waco history and to generate curricula and other learning resources for teaching local history in the Waco and surrounding communities. The website contains information from the Heart of Texas Regional History Fair, the Texas Collection, Waco Tribune‐Herald and more. Visit the WHP at http://www.wacohistoryproject.org/. Awards Regional Awards The HOTRHF offers ribbons or medals for first, second, third and honorable mention in all categories of the Junior and Senior divisions. Fifth Grade division entrants receive participation ribbons and certificates. Regional Special Awards Special awards, donated by local organizations and businesses, have included the following:  Ada Margaret Smith Award for the Most Promising Young Historian  Baylor University: ‐ Scholarship for the best applicant ‐ Department of History Award for the advisor of the school that earns the most points based on 1st, 2nd, & 3rd place finishes ‐ Institute for Oral History Award for best use of oral history ‐ Law School Award for the best entries related to law ‐ The Texas Collection Award for the paper that makes the best use of primary sources ‐ Calvin B. Smith Award for the most outstanding teacher  Colonial Dames of the XVII Century, Peter Folger Chapter Award for the best entry on Colonial history  Dr Pepper Museum & Free Enterprise Institute offers the W.W. “Foots” Clements Free Enterprise Award for the best example of benefits of the free enterprise economic system. Section 2: Current Year Information 27 
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Heart of Texas German Society Award for a historical paper or individual exhibit that recognizes the part that German history, tradition, and culture played in Texas history Historic Waco Foundation Award for an outstanding historical paper, web site or exhibit Jewel Moorman Memorial Award to recognize the best project which exemplifies contribution of Native Americans to growth and development of the United States Museum Association of Waco Award for best use of exhibit design and display National Society Colonial Dames of America in Texas – Waco Town Committee Award for the best entry pertaining to colonial history National Society Daughters of the American Revolution, Elizabeth Gordon Bradley Chapter Award for an individual quality project on the Revolutionary War period National Society Daughters of the American Revolution, Henry Downs Chapter Award for projects pertaining to the American Revolution times in the 18th century Red Men Museum & Library Award for best entry demonstrating American patriotism The Links, Inc. – Waco Chapter Award for historical impact of women or persons of African descent on America or other countries Waco History Project Award for projects that explore the theme‐of‐the‐year through the lens of Waco area history Waco Scottish Rite Bodies offers financial assistance for HOTRHF students advancing to National competition and donates all 1st (gold), 2nd (silver) and 3rd(bronze) Place regional medals The Ada Margaret Smith Award The Ada Margaret Smith Award is named in memory of a long‐time Cameron teacher and historian because of her love for and commitment to students and history. This award is presented to the most promising young historian at HOTRHF. Previous Winners of the Ada Margaret Smith Award: 1989 Ronald Meador West High School 1990 Stephanie Brown St. Louis School 1992 Luke Barbin St. Louis School 1993 Carrie Trice Lorena High School 1995 Wylie DeWalt Reicher High School 1996 Matt Hartley St. Louis School 1997 Greg Borchardt Lorena Middle School 1998 Branson Heinz St. Louis School 1999 Karen Petree Lake Air Middle School 2000 Chris Lemley Lorena High School 2001 Nicholas Steger Midway Middle School 2001 Corley Sims Lake Air Middle School 2002 Whitney Brewton Lorena High School Section 2: Current Year Information 28 2003 2005 2006 2007 2008 2009 2009 2010 2011 2012 2013 2014 Brittany Anderson A. J. Moore Academy Stevie Walker‐Webb A. J. Moore Academy Lindsay Liles C.H. Yoe High School Whitney Gafford Lorena High School Karl Lockhart Midway High School Katherine Parker Tennyson Middle School Taylor Gersbach Waco High School Corey Roberts Waco High School Joshua Conatser Riesel High School
Reed Cooper Waco High School Nathan Wells Waco High School Tarean Stotts Waco High School The Ruben Santos Memorial Scholarship Award to Baylor University Students in their junior or senior year of high school who have qualified for entry in any category of HOTRHF may apply for this award. This Award provides $1,000 tuition to Baylor University. Previous Winners of the Baylor University Scholarship Award: 1998 Hector Sabido University High School 1999 Nina Hathi Robinson High School 2000 Hollis Henley A. J. Moore Academy 2000 Cherise Wesley A. J. Moore Academy 2003 Brittany Anderson A. J. Moore Academy 2004 Belinda Herrera University High School 2005 Stevie Walker‐Webb A. J. Moore Academy 2009 Kaitlyn Wooley Riesel High School 2010 Jennifer Clendening Riesel High School 2011 Alan Hoeft Riesel High School 2012 Thomas A. Pendleton Waco High School 2013 Reed Cooper Waco High School 2014 Noah Jones Riesel High School The Calvin B. Smith Award The Calvin B. Smith Award is named in honor of the first director of HOTRHF, who revived the history fair for the region in 1986. This award is presented to the most outstanding participating teacher at HOTRHF. Previous Winners of the Calvin B. Smith Award: 1995 Virginia Babb Lorena Middle School 1996 Cindy Britt Lake Air Middle School 1997 Louise Powell Waco Ninth Grade Center 1998 Pearline Halsell St. Louis School Section 2: Current Year Information 29 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 Greg Blanchard Lorena High School Helen Matthews Mexia Jr. High School Greg Blanchard Lorena High School Jenice Long Lake Air Middle School Karen Brown A. J. Moore Academy Pat Browder Lorena Middle School Larry Havard Lorena Middle School Toni Lafferty C.H. Yoe High School Dee Anne Reaves St. Mary’s Catholic School – West Leaslie DeVille Midway Middle School Courtney Copas Waco High School William West Riesel High School Steve Harralson West Middle School Courtney Copas Waco High School Leaslie DeVille Midway Middle School Mary Duty Atlas Academy Texas History Day The state history fair, originating in 1980, is held annually in Austin, Texas. First and second place winners from HOTRHF in each of the eight categories (grade 6‐12 only) will be eligible to participate in the state contest. The HOTRHF will provide entry information and hotel reservation forms to winners at the regional fair. All entries must meet state qualifications. Regular awards at the state level include 1st, 2nd, and 3rd place for each category, an "Outstanding Entry from Each District" award, and "Superior" stickers for the top ten entries in each category. Learn more at http://www.tshaonline.org/education/students/texas‐history‐day/home National History Day The top two state level winners in each category qualify for national competition. First place receives $1,000 plus a gold medal, second place receives $500 plus a silver medal, and third place receives $250 plus a bronze medal. To be named a Finalist in the top fourteen is an exceptional accomplishment. Previous National History Day participants from HOTRHF: ("place" in italics signifies winner level at NHD) 1989 Individual Media Ronald Meador 1992 Individual Media Luke Barbin 1993 Historical Paper Wylie DeWalt 1994 Group Exhibit Wylie DeWalt Drew DeWalt Section 2: Current Year Information West High School St. Louis School St. Louis School St. Louis School 30 1998 Individual Performance Branson Heinz St. Louis School th
8 place – Junior Division Individual Media David Levy Lake Air Middle School Group Exhibit Candace Haney St. Louis School Becky Kunkel Baxter Steakley 1999 Individual Exhibit Clint Detlefsen Lake Air Middle School Historical Paper Laura Hartman St. Louis School th
9 place – Junior Division 2000 Historical Paper Aaron Borsellino St. Louis School Individual Exhibit Nicholas Steger Midway Middle School Group Exhibit Baxter Bosche St. Louis School Nate Beal 4thplace – Junior Division 2001 Individual Performance Joseph Cullar Lake Air Middle School th
6 place – Junior Division Group Performance Wren Gafford Lorena Middle School Carrie Norwood Katie Blackwell Emily Baker Nicole Shubiak Group Performance Jenny McClain Midway Middle School Alec Warren Philip Grace 2002 Individual Exhibit Thomas Miller Lake Air Middle School 2003 Individual Performance Colin Powell Lake Air Middle School 1st place – Junior Division Individual Exhibit Thomas Miller Lake Air Middle School Group Performance Amber Essary Lorena Middle School Shawn McCully Whitney Gafford 2004 Group Performance Amber Essary Lorena Middle School Shawn McCully Whitney Gafford 1st place – Junior Division Individual Performance Robert Bradfield Lake Air Middle School 2005 Individual Performance Whitney Gafford Lorena Middle School st
1 place – Junior Division Individual Documentary Karl Lockhart Midway Middle School rd
3 place – Junior Division Individual Documentary Amber Essary Lorena Middle School 2006 Historical Paper Lindsay Liles C. H. Yoe High School Section 2: Current Year Information 31 2007 2008 2009 2010 2011 2012 2013 Special Award – Jamestown/ 400th Anniversary Individual Performance Collin Cresson Lorena Middle School st
1 place – Junior Division Individual Performance Whitney Gafford Lorena High School th
7 place – Senior Division Individual Performance Whitney Gafford Lorena High School rd
3 place – Senior Division Individual Exhibit David Miller Lake Air Middle School th
9 place – Junior Division Historical Paper Corey Robert Lake Air Middle School Group Exhibit Alex Warren Lorena Middle School Emmy Dickson Kaitlyn Wallace Lizzie Lamar Individual Documentary Calley Powell Lake Air Middle School Individual Documentary Karl Lockhart Midway High School Individual Exhibit Erin Bradley C. H. Yoe High School Historical Paper Corey Roberts Lake Air Middle School th
5 place – Junior Division Historical Paper Ashley Kaul Home School‐McGregor Web Sites Katherine Parke Tennyson Middle School th
8 place – Junior Division Group Exhibit Austin Gorham Tennyson Middle School Joshua Owens Individual Exhibit Kennedy Sam Tennyson Middle School Individual Exhibit Melvin Wall Tennyson Middle School Individual Exhibit Veronica Morgan Midway Middle School Individual Documentary Matthew Johnson Tennyson Middle School th
5 place – Junior Division Individual Documentary Ben Martinsen Waco Baptist Academy 14th place – Junior Division Group Performance Stephan White Waco High School Reed Cooper Kristen Chapman Jordan Blair Texas Teacher Mrs. Shelby Milam Midway Middle School of the year NHD Nominee for National Teacher of the year Historical Paper Corey Roberts Waco High School Lake Air Intermediate School Individual Documentary Tanner Haney Individual Performance Zane McDurham Waco High School Individual Documentary Gloria Conatser Atlas Academy Section 2: Current Year Information 32 2014 Group Documentary Paige DuPuy Atlas Academy Scott DuPuy Individual Performance Haley Miller Waco High School th
6 place –Senior Division Group Performance Paige DuPuy Atlas Academy Brigitte Eichenberg 3rd place – Junior Division Texas Outstanding Teacher for 2014 (Texas History Day special award) Mr. Patrick Browder, Lorena Middle School Mr. Browder was awarded a trophy and a monetary prize from Texas History Day, along with joining teachers from across the nation to compete for National History Day Teacher of the Year. National History Day June 15 – 19 at the University of Maryland in College Park, Maryland. Section 2: Current Year Information 33 Tentative Schedule of Events NOTE: This tentative schedule will change according to the requirements of the fair. For firm schedule please call the HOTRHF office. Thursday, February 19, 2015 3:00 – 5:30 p.m. (Please DO NOT come early. We cannot start to register until 3 p.m.) Registration of all Junior Division exhibits. Group exhibits may be registered and set up at this time by one group member, but the other members MUST register for themselves no later than Friday morning. Registration of papers, Web sites, performances, and documentaries may be done if convenient for the student/parent. Do NOT bring props or costumes; there is no storage available overnight. 3:00 – 5:30 p.m. Setup of all Junior Division exhibits. 5:15 – 5:45 p.m. Orientation – light dinner. HOTRHF Regular Category Judges only. (no Special Award Judges). Gregory Room. 5:45 – finish (finish around 9:00 or earlier) Preliminary judging of all Junior Division exhibits. Students are not required to be present and must leave by 5:45 p.m. Judging of selected performances and documentaries, if necessary. Friday, February 20, 2015 7:30 – 8:15 a.m. Orientation – continental breakfast. HOTRHF Regular Category Judges only (no Special Award Judges). Gregory Room. 8:30 –10:00 a.m. Registration. Registration is mandatory for each student who did not register on Thursday, including Historical Paper and Web Site students. Every entrant MUST register for herself or himself with HOTRHF or be subject to forfeit all awards. 8:30 – 4:00 p.m. Judging of exhibits, remaining performances, and documentaries. Performances and documentaries will present according to schedule. 9:00 –11:00 a.m. 12:00 – 1:00 p.m. 5th Grade judging starts 9:00 a.m. / 5th Grade students must be present. Sponsors meeting and luncheon. Loessin Room 12:00 – 1:00 p.m. Regular Category Judges luncheon. Gregory Room 1:00 – 3:00 p.m. Judging of all Exhibits. Students must be by Exhibits during this time. CLOSED to public viewing for Exhibits, Papers, and Web Sites. Section 2: Current Year Information 34 3:45 – 4:00 p.m. 5:00 – 6:00 p.m. Dismantle Exhibits 3:45 – 4:00 p.m. Awards Ceremony, Barfield Room BDSC Awards Ceremony** held in the Bill Daniel Student Center, Barfield Room Students and Teachers should attend and remain for the entire program unless excused by the HOTRHF President. 6:00 – 6:30 p.m. Winners orientation follows directly after ceremony. Entry information packets for the state contest will be distributed to all first and second place winners in each category. **Judging callbacks may delay the start of the awards ceremony. This schedule is subject to change. The public is invited to view Performances and Documentaries at times scheduled. Exhibits, Web Sites & Papers closed 1‐3 pm Friday. Section 2: Current Year Information 35 Section 3: Rules for All Contestants NOTE: The National History Day rules have been included in the HOTRHF has a convenience. All participants are strongly encouraged to download and read the official NHD Contest Rule Book available at http://www.nhd.org/images/uploads/RuleBook14.pdf. These rules are known as “Part III” or “Part 3” of the official NHD Contest Rule Book and referenced throughout the rules. HOTRHF notes an additions are not part of the official rules and labeled. They are provided only as helpful hints and do not override the official rules. A. General Rules for All Categories Rule 1: Annual Theme Your entry must relate clearly to the annual theme and explain your topic’s significance in history. Rule 2: Contest Participation You may participate in the research, preparation, and presentation of only one entry each contest year. You may share research with up to four other students who are fellow participants in your group entry. You may not create a common pool of research from which several entries are developed. Rule 3: Individual or Group Entries A paper, individual exhibit, individual performance, individual website, or individual documentary must be the work of only one student. A group exhibit, group performance, group website, or group documentary must be the work of two to five students. All students in a group entry must be involved in the research and interpretation of the group’s topic. Once a group project enters a competition (regional or affiliate), additional students may not be added or replaced at that or subsequent competitions within a contest year. Rule 4: Development Requirements Entries submitted for competition must be original and have been researched and developed in the current contest year. Revising or reusing an entry from a previous year—whether it is yours or another student’s—will result in disqualification. The contest year begins each June, following the National Contest. Rule 5: Construction of Entry You are responsible for the research, design, and creation of your entry. You may receive help and advice from teachers and parents on the mechanical aspects of creating your entry, such as typing your paper and other written materials. You may seek guidance from your teachers as you research and Section 3: Rules for All Contestants 36 analyze your material, but your conclusions must be your own. You may have reasonable help preparing your project. Examples of reasonable help include:  a teacher instructs you in how to use an editing software program  a parent uses a cutting tool to cut the exhibit board or performance prop that you designed  a teacher offers editing suggestions on your historical paper  a parent assists in sewing costumes that you have designed  a teacher shows you or your group how to build an NHD website  you have photographs commercially developed NOTE: Objects created by others specifically for use in your entry violate this rule. Examples include a parent editing
a documentary or an artist drawing the backdrop for your exhibit or performance. You may receive reasonable help in
carrying and placing props and exhibits.
Rule 6: Tampering with Another NHD Entry You may not tamper with, deface, or alter another student’s or group’s entry. Doing so will result in your project’s disqualification. Rule 7: Contest Day Setup You are responsible for setting up your own exhibit, equipment, or props at the contest. You may have reasonable help carrying them, but setup must be completed by you (and/or your group members). Rule 8: Supplying Equipment You are responsible for supplying all props and equipment at each level of competition. All entries should be constructed with transportation, setup time, size, and weight in mind (e.g., foam board versus solid oak for an exhibit, folding table versus antique desk for a performance, etc.). You must provide your own equipment, including computers and software, unless the contest coordinator has specified that certain equipment will be provided at the contest venue. Projection screens for documentaries and performances may be provided, if requested. Check with your contest coordinator about available resources at all contest levels. Be prepared. HOTRHF NOTE: For documentaries, projection screens, TV, VCR and DVD players are provided. For performances, screens are provided upon request. Pianos and Internet access are not provided. Bring extension cords if needed. Rule 9: Discussion with Judges You should be prepared to answer judges’ questions about the content and development of your entry and to explain the design, research, and creation of your entry. Judges need to know that your entry is the result of your own work. However, you may not give a formal, prepared introduction, narration, or conclusion. Let the judges’ questions guide the interview. Ultimately, your entry should be able to stand on its own without any additional comments from you. Section 3: Rules for All Contestants 37 Rule 10: Costumes You are not permitted to wear costumes that are related to the focus of your entry during judging, except in the performance category. Rule 11: Prohibited Materials Items potentially dangerous in any way—such as weapons, firearms, animals, organisms, plants, etc.—
are strictly prohibited. Such items will be confiscated by security personnel or contest officials. Replicas of such items that are obviously not real are permissible. Contact your teacher and contest coordinator to confirm guidelines before bringing the replica to a contest. Rule 12: Title Your entry must have a title that is clearly visible on all written materials. B. Required Written Materials for All Categories Rule 13: Written Material Your entry must include the following written material in the order presented below: 1. A title page as described in Rule 14; 2. A process paper as described in Rule 15 (process papers are not required for paper entries); 3. An annotated bibliography as described in Rule 16. These materials must be typed or neatly printed on plain white paper, and stapled together in the top left corner. Do not enclose them in a cover or binder.  Exhibit, performance and documentary categories – you must provide three copies of these materials, bringing along an extra set for your own reference.  Website category – you must include these required materials within the site.  Paper category – You must include the title page and annotated bibliography with your paper. Rule 14: Title Page A title page is required as the first page of written material in every category. Your title page must include only the title of your entry, your name(s), the contest division and category in which you are entered, and applicable word counts. Please see Figure 2 (provided below) for examples of required elements for the paper, exhibit, performance, and documentary categories. Details of requirements for a website’s home page can be found in Rule E3. Section 3: Rules for All Contestants 38 NOTE: The title page must not include any other information (pictures, graphics, borders, school name, or grade)
except for that described in this rule.
Rule 15: Process Paper All categories, except historical paper, must include a process paper with the entry. It must describe in 500 or fewer words how you conducted your research and created your entry. The process paper must include four sections that explain: 1. how you chose your topic; 2. how you conducted your research; 3. how you selected your presentation category and created your project; and 4. how your project relates to the NHD theme. You can view sample process papers at http://www.nhd.org/CreatingEntry.htm. Rule 16: Annotated Bibliography An annotated bibliography is required for all categories. List only those sources that contributed to the development of your entry, i.e., sources that provided usable information or new perspectives in preparing your entry. Sources of visual and audio materials and oral interviews must be included. Bundle photos or other materials from the same collection in a single citation. The annotations for each source must explain how you used the source and how it helped you understand your topic. Your annotated bibliography is not included in the word count. For example: Bates, Daisy. The Long Shadow of Little Rock. New York: David McKay Co. Inc., 1962. Daisy Bates was the president of the Arkansas NAACP and the one who met and listened to the students each day. This firsthand account was very important to my paper because it made me more aware of the feelings of the people involved. NOTE: Oral history transcripts, correspondence between you and experts, questionnaires, and other primary or
secondary materials used as sources for your entry should be cited in your bibliography but not included as
attachments to your bibliography.
Section 3: Rules for All Contestants 39 Rule 17: Separation of Primary and Secondary Sources You are required to separate your bibliography into two sections: one for primary sources and one for secondary sources. NOTE: Some sources may be considered as either primary or secondary. Use your annotations to explain your
reasoning for classifying any sources that are not clearly primary or secondary. Listing a source under both primary
and secondary is inappropriate.
Rule 18: Style Guides Style for citations and bibliographic references must follow the principles in a recent edition of one of the following style guides. 1. Kate L. Turabian, A Manual for Writers of Research Papers, Theses and Dissertations: Chicago Style for Students and Researchers 2. Joseph Gibaldi, MLA Handbook for Writers of Research Papers Regardless of which manual you use, the style must be consistent throughout all written material. HOTRHF IMPORTANT NOTE: When using automated citation tools, be sure to use one that allows you to select a specific style guide. Some tools, like EasyBib, assign a combination of styles and may result in documentation not being in compliance with Rule 17. Rule 19: Plagiarism You must acknowledge in your annotated bibliography all sources used in your entry. Failure to credit sources is plagiarism and will result in disqualification. C. Contest Participation Rule 20: Entry Procedure At each contest level you must register online or by submitting paper entry forms (check with your contest coordinator for the required format), meet specific deadlines, and follow any procedures established by that contest’s coordinator. You are responsible for knowing and meeting the deadlines. Rule 21: Entries to National Contest Each affiliate is limited to two entries per contest category in the National Contest. Ties at affiliate contests must be resolved at the affiliate level. Rule 22: National Contest Attendance Individual students and groups must be present for an entry to be judged at the National Contest. All members of a group entry must register for the National Contest. Section 3: Rules for All Contestants 40 D. Contest Overview (HOTRHF addition) Theme Each year a broad theme is selected by National History Day. You may select a topic on any aspect of local, regional, national or world history. Regardless of the topic chosen, your presentation of your research and conclusions must clearly relate to the annual theme. Be careful to limit the scope of your topic to make the research and interpretation of your topic manageable. In other words, narrow your topic to focus on an issue that can be explained and interpreted within the category limits of size. Topics Effective HOTRHF entries not only describe an event or a development, they also analyze it and place it in its historical context. You should ask questions about the topic's development over time and its impact in history. Your answers to such questions will help you draw conclusions about your topic's significance in history. Ask yourself the following questions about your topic:  How is my topic important?  How is my topic significant in history in relation to the yearly theme?  How did my topic develop over time?  How did my topic influence history?  How did the events and atmosphere (social, economic, political, and cultural aspects) of my topic's time period influence my topic in history? E. Definitions AFFILIATE An NHD program organized by a coordinator and recognized as such by the national office; usually designated by a geographical name (e.g., Iowa, Guam, South Korea, etc.). In many affiliates, students qualify for the affiliate contest by placing at a regional contest, while other affiliate contests have open enrollment. Please check with your affiliate coordinator at http://www.nhd.org/Coordinators.htm to see what model your affiliate follows. ANNOTATED BIBLIOGRAPHY (HOTRHF addition, not part of the official NHD rule book) A standard bibliography with added explanatory notes under each citation, explaining how the source was used and how it helped you understand your topic. REGION An NHD program, usually one of several within an affiliate, organized by a regional coordinator and recognized as such by the affiliate office; usually designated by a geographical name (e.g., western Pennsylvania) or a number (e.g., Texas region 1) and often the first level of competition. Consult your affiliate’s website for details on the regional contest in your geographical area. Section 3: Rules for All Contestants 41 CONTEST YEAR The time immediately following the National Contest awards ceremony through the next year’s National Contest awards ceremony. You may begin working on a project for competition after the conclusion of the previous contest year in June. ENTRY: One project entered once within a contest year. You may only enter one regional and/or one affiliate contest with one project. Multiple entries (in any form), as well as reusing research from a previous year’s project, will result in disqualification from the contest. FAIR USE The use of copyrighted material for your project falls under the Fair Use doctrine, which identifies educational use for non‐commercial purposes as acceptable with certain limitations. You should not place your project in a non‐academic public setting, such as a commercial Internet site, without obtaining permission from the copyright owner. Read more here: http://www.copyright.gov/fls/fl102.html. PLAGIARISM Presenting the work or ideas of others in ways that give the impression that they are your own (copying information word‐for‐word without using both quotations and citations, paraphrasing an author’s ideas without proper attribution, or using visuals or music without giving proper credit). Plagiarism in any form will result in disqualification from the contest. RULE INFRACTION A violation of any of the rules stated in this Contest Rule Book. Judges will take any rule infractions into consideration in their final rankings. Failure to comply with the rules will count against your entry but will only result in disqualification as delineated below. Any rule infractions should be corrected before a winning entry competes in the next level of competition. DISQUALIFICATION Removal of an entry from competition. A project may be disqualified from the contest on three grounds: 1. Plagiarizing all or part of the NHD project. Please note that failing to give proper credit is plagiarism. 2. Reusing, individually or as a group, a project (or research from a project) from a previous year, or entering a project in multiple contests or entry categories within a contest year. 3. Tampering with any part of the project of another student. Section 3: Rules for All Contestants 42 HISTORICAL CONTEXT The appropriate settings in which to understand your subject’s time period. Settings might include relevant physical, economic, intellectual, and/or socio‐cultural characteristics of the place and time. HISTORICAL PERSPECTIVE Understanding a topic’s development over time and its influence. PRIMARY SOURCE Something that was written or produced in the time period you are investigating (letters, speeches, diaries, newspaper articles from the time, oral history interviews of people from the time, documents, photographs, artifacts, and anything else that provides firsthand accounts about a person or event). This definition also applies to primary sources found on the Internet. A letter written by President Lincoln in 1862 is a primary source for a student researching the Civil War era. An article about the Vietnam War published in 2001 and not written by an eyewitness or participant about his or her experience is not a primary source. An interview with an expert (such as a professor of Vietnamese history) is not a primary source UNLESS that expert actually lived through and has firsthand knowledge of the events being described. Primary materials such as quotes from historical figures or photographs of historical events, when found in secondary sources, can be used effectively in NHD projects; however, these are not considered primary sources. Figure 1 provides a comparison of primary material found in a textbook (secondary source) and the original document. NOTE: Check out the “Conducting Research” page in the Contest section on the NHD website at http://www.nhd.org
for additional help on primary sources.
SECONDARY SOURCE A source by an author who was not an eyewitness or a participant in the historical event or period. Secondary sources are interpretations of primary sources, research, and study. Secondary sources provide context for a historical event. For example, high school history textbooks and history books about a particular topic are secondary sources; so are biographies and reference sources such as encyclopedias. This definition also applies to descriptive articles or information found on the Internet. YEARLY THEME (HOTRHF addition, not part of the official NHD rule book) The broad topic selected each year by National History Day. Any aspect of local, regional, national, or world history must clearly relate to the theme. Section 3: Rules for All Contestants 43 Section 4: Additional Rules for Specific Categories A. Paper (Historical Papers) A paper is the traditional form of presenting historical research. Various types of creative writing (e.g., fictional diaries, poems, etc.) are permitted, but must conform to all general and category rules. Your paper should be grammatically correct and well written. Part 3, Rules for all Categories (except for Rule 15), applies to papers. A1. Length Requirements 
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Historical papers must be between 1,500 and 2,500 words. Each word or number in the text of the paper counts as one word. This includes student‐
composed text as well as quotes from primary or secondary sources. 2,500‐word limit does not apply to notes, the annotated bibliography, illustration captions, and appendix material. Appendix material must be referenced in the text of the paper. Extensive supplemental materials are inappropriate. Use of appendices should be very limited and may include photographs, maps, charts, and/or graphs only. NOTE: Oral history transcripts, correspondence between you and experts, questionnaires, and other primary or secondary materials used as sources for your paper should be cited in your bibliography but not included as attachments/appendices to your paper. A2. Citations 
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Citations—footnotes, endnotes, or internal documentation—are required. Citations are used to credit the sources of specific ideas as well as direct quotations. Refer to Part III, Rule 18, for citation styles. Please note that an extensively annotated footnote should not be used to get around the word limit. A3. Preparation Requirements 
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Papers must be typed or computer printed on plain, white 8.5 x 11‐inch paper with 1‐inch margins on all sides. Pages must be numbered consecutively and double‐spaced with writing on one side and in 12‐
point font. Papers must be stapled in the top left corner and should not be enclosed in a cover or binder. Refer to Part III, Rule 14, for title page requirements. See Figure 3 (in the official NHD rule book, provided below) for an example of a properly formatted page. Section 4: Additional Rules for Specific Categories 44 A4. Number of Copies 
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Four copies of the paper and annotated bibliography must be submitted prior to the contest, via the appropriate registration process, by the deadline established for the contest. Winning papers sometimes are published by contest officials; you must be prepared to give permission for such publication. You must bring a copy of your paper and annotated bibliography to the contest for your use. HOTRHF Tips for Creating Papers RESEARCH: Research is the critical and extensive investigation of a subject. The aim is to discover new facts, to interpret them correctly, and to reach a conclusion. Section 4: Additional Rules for Specific Categories 45 THESIS: The simple statement of opinion which the entire work is designed to support. You need to decide how you will approach the topic. The more narrow your subject, the easier it is to stay focused and adequately support the thesis. A research paper is not a simple narration or the dry listing of facts. It presents its thesis in a strong introductory paragraph. It supports the thesis with a clear logical flow of ideas that flow. Then, a strong conclusion draws together or summarizes all the facts that support this proposition. This may also include an evaluation of the conclusion considering the facts that have been presented. B. Exhibit An exhibit is a visual representation of your research and interpretation of your topic’s significance in history. The analysis and interpretation of your topic must be clear and evident to the viewer. Labels and captions should be used creatively with visual images and objects to enhance the message of your exhibit. Part III, Rules for all Categories, applies to exhibits. B1. Size Requirements 
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The overall size of your exhibit when displayed for judging must be no larger than 40 inches wide, 30 inches deep, and 6 feet high. Measurement of the exhibit does not include the table on which it rests; however, it does include any stand that you create and any table drapes. Circular or rotating exhibits or those meant to be viewed from all sides must be no more than 30 inches in diameter. See Figure 4 (from the official NHD rule book, provided below) for illustration. B2. Word Limit 
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A 500‐word limit applies to all student‐composed text that appears on, or as part of, an exhibit entry This includes the text that you write for titles, subtitles, captions, graphs, timelines, media devices, or supplemental materials (e.g., albums, scrapbooks, etc.) where you use your own words. Section 4: Additional Rules for Specific Categories 46 
Brief factual credits of the sources of illustrations or quotations included on the exhibit do not count toward the 500‐word limit. A date (January 1, 1903) counts as one word. See Figure 5 (from the official NHD rule book, provided below) for additional explanation. NOTE: Be careful that your message is clear on the exhibit itself. Extensive supplemental material is inappropriate. Oral history transcripts, correspondence between you and experts, questionnaires, and other primary or secondary material used as sources for your exhibit should be cited in your bibliography, but not included as attachments to your bibliography or exhibit. B3. Media Devices 
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Media devices (e.g., DVD players, tablets, mp3 players, video monitors, computers, etc.) used in an exhibit must not run for more than a total of three minutes. Quotes from another source (e.g., clip from a documentary, primary source music, etc.) are considered quotes. Any student‐composed questions, narration, or graphics incorporated within a media are subject to the 500‐word limit (Rule B2). Viewers and judges must be able to control media devices. Any media devices must fit within the size limits of the exhibit. Any media devices used should be integral to the exhibit—not a method to bypass the prohibition against live student involvement. B4. Crediting Sources 
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All quotes from written sources must be credited on the exhibit. All visual sources (e.g., photographs, paintings, charts, and graphs, etc.) must be credited on the exhibit and fully cited in the annotated bibliography. Section 4: Additional Rules for Specific Categories 47 
Brief, factual credits do not count toward the word total. See Figure 6 (from the official NHD rule book, provided below) for an example of the difference between a credit and a caption. B5. Required Written Materials 
Three copies of your title page, process paper, and bibliography should be presented to the judges for review. Be sure to bring an additional copy for your own reference. Refer to Part III, Rules 16‐18, for citation and style information. HOTRHF Tips for Creating Exhibits Five Elements of a Quality Exhibit 1. EXCELLENT RESEARCH For a top quality exhibit, consult and use a wide variety of research materials (books, magazines, newspapers, interviews, correspondence, etc.). Most important are primary sources. The bibliography should have a balance between primary and secondary sources. 2. ANALYSIS OF TOPIC In a top quality exhibit, analysis of the topic should be evident. The exhibit should be more than just retelling of history; it should show cause and effect, change, and/or the impact of the topic in history. It is important to place the topic in its historical perspective. 3. VARIETY OF DISPLAY MATERIALS Section 4: Additional Rules for Specific Categories 48 Use a wide variety of methods to visualize your topic. These might include photographs, maps, charts, diagrams, timelines, models, and artifacts from the time period. Be careful not to put too much on the exhibit. 4. CONCISE LABELING Writing labels can be one of the most difficult things on an exhibit. You need to make the depth of your research obvious while staying within the word limit. 5. ORIGINALITY AND CREATIVITY You need to use imagination and creativity to prepare an exhibit. This does not necessarily mean you have to be artistic. You need to create a mood through the use of color, texture, and materials (for example, barbed wire with a ranching theme). Backboard Guidelines A good exhibit is more than just a collection of objects. It is a way of telling a story by using labels, pictures, photographs, maps, graphs, and objects. Remember, you will be displaying your exhibit in a large room and will be surrounded by other exhibits, so you want to be visible. 
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Your exhibit should be visually attractive. You should have a plan for your exhibit and make that plan immediately clear to the judges. You will do this through your use of titles, subtitles, color, arrangement, etc. Assume that the viewer knows nothing about your exhibit and that you are going to teach him. You are arranging your exhibit for human beings, creatures with a definite range of physical and mental powers and a short attention span. So, do not have a cluttered and confusing board. Let a minimum of material tell the story. Make the title of your exhibit prominent. Be sure that you make a clear connection between your exhibit and the year’s theme. Information should be presented visually: ‐ Follow an outline from your research. Making rough sketches of your board on a smaller scale and planning your board in sections can save time and effort. ‐ You are telling a story. It is best to go left to right, from top to bottom. If your exhibit has two sides and a back, divide and organize your exhibit into three distinct areas. Use subtitles, labeling and spacing to do this. ‐ Remember, the human eye is lazy and usually looks only ahead and down, with little upward motion. That is why your main title/subtitle needs to be prominent. ‐ Do not arrange monotonous rows of things or pictures. Instead, use variety by changing size, shape, texture, etc. ‐ Arrange and rearrange to find the most appealing visual effect for your display. Remember, you want to have an eye‐catching focal point in the center board. ‐ Have some objects or labels sticking out further from the board’s surface, rather than having everything lying flat. ‐ You may group certain items, but do not crowd the overall surface. Section 4: Additional Rules for Specific Categories 49 ‐
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Compose your display in three dimensions, using asymmetrical balance as much as possible. ‐ Avoid unsightly eye‐catchers like shiny tacks, cracks, rips, etc. There are many styles of lettering. Pick one that fits your topic, like old‐fashioned lettering for a frontier theme and high‐tech lettering for an outer space theme. Avoid lettering that is too fancy, though, because it may be hard to read. Stencil or “press‐type” lettering can also be used. A good board reflects a mood. Limit your colors to two main ones, with a possible third color used as a highlight. The color of the background should be thought out carefully. Is this a sad, serious, or cheerful topic? A person walking up to your exhibit should immediately “feel” something. Examples: use black for an “Underground Railroad” topic and yellow for a “Yellow Fever” topic. You do not need to spend a lot of money to make a good exhibit. The more advance planning you do, the less it can cost. You might save by buying a quantity of something and splitting the cost with others who are doing an exhibit. Limit your type styles (fonts) to two. Use one for all your titles and subtitles and another for all the captions and body copy. Keep your type consistent. That means setting all the captions in the same style and size of type, and the same for the subtitles. Titles, Subtitles, and Captions: ‐ Use the titles and subtitles to “walk” the viewer thought the exhibit. ‐ Labels should be clear, brief, and large enough to be easily read. ‐ Every visual should have a caption, unless it is very obvious why an item is used. ‐ Make sure captions relate the item or person to your topic and to the theme. Always keep in mind that you are to show the impact on history. ‐ Proofread. ‐ Any quoted material in captions should be in quotation marks with the source cited. Poor‐quality photocopied pictures can detract from your display. If possible, take photos of visuals yourself and have them printed, or take photos of visuals from books or magazines. Things that cannot be cut can be color‐copied. Tools are important for mounting and labeling: ‐ Use rubber cement or spray adhesive like 3M Spray Mount, not Elmer’s Glue. ‐ Use Velcro when appropriate. ‐ There are many different kinds of two‐sided mounting tapes at office supply stores. Be careful not to damage special photographs, etc. with the wrong kind of tape. ‐ Matte knives and Exacto knives are only as good as the blades. The blades dull quickly, so have plenty of replacements and change the blade often. ‐ Use a T‐square to draw or cut straight lines and a triangle to be sure all corners are at 90‐degree angles. Materials come in a wide variety of sizes, textures, colors, thicknesses, etc. Shop at your local craft store and art supply store and ask for assistance in choosing the right items. A great material is foam board ‐ it is easy to cut into shapes and comes in colors. The thickness gives Section 4: Additional Rules for Specific Categories 50 
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dimension and a finished look to mounted items. Do not use anything that reflects too much light, it is distracting. You may want to light your display. A simple and inexpensive clip‐on lamp will work, or you can make a light using a cord with a socket and a tin can (painted). Be mindful of electrical needs and extension cords. Make use of the table space defined by the three sides of your display board. It is a great place to put a model, heavier or larger objects, and other items not appropriate for attaching to the board. To locate your area's office and art suppliers, look under "Art Supplies”, "Office Supplies", and "Copying and Duplicating Services" in the yellow pages of your local telephone directory. Many frame shops have scrap matte board and foam board. Ask if they will give some to you. Remember, you will be transporting your exhibit. Try to design your backdrop so it can fold or be dismantled easily. Make large signs detachable with grooves or Velcro. Backboard Checklist 
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Follow the theme. Always keep your objective in mind. Personal topics work best. You want to pick a topic that will keep your enthusiasm and interest. Be sure that you will have plenty of sources. Use a catchy title if possible. (i.e. "Don’t Fence Me In," "Spear Today, Gone Tomorrow," "Black Gold, Texas Tea") Focus on one major idea. Take an unusual approach to your subject, but be sure that it is clearly tied to the year's theme. Example: If you choose to research a person and how his work impacted history, you do not need to focus on his personal life unless it relates to what impact he had. Follow all rules regarding size, word length, etc. Do your own research and your own work. Your bibliography will be examined and you will be questioned about your work. In your bibliography, list only the sources that were helpful and that you actually used. Gather research and material first. Then decide what you need. Do not be afraid to discard unhelpful information. Proofread. Correct all spelling, grammar, and typographic errors. An excellent way to proofread is to read backwards, starting with the last word and page and going forward. Also, have someone else proofread it. Use a variety of visual effects. Examples: Photographs, maps, chart, graphs, cartoons, textures, black and white, and color. Assume the viewer knows nothing about your topic. Remember, you are teaching something. Check your facts. Be sure that your information is historically accurate. Written materials should incorporate smooth transitions and correct writing style. Do not switch tenses. Notebooks and binders are not allowed in the display. Section 4: Additional Rules for Specific Categories 51 
The information in your exhibit should reflect the number of sources that you have used and listed in your bibliography. C. Performance A performance is a dramatic portrayal of your topic’s significance in history and must be an original production. It should be scripted based on research of your chosen topic and should have dramatic appeal, but not at the expense of historical information. Part III, Rules for all Categories, applies to performances. C1. Time Requirements 
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Performances may not exceed ten minutes in length. Timing starts at the beginning of the performance following the announcement of the title and student name(s). You will be allowed five minutes to set up and five minutes to remove any props needed for your performance. NOTE: You should allow several empty seconds in your performance to account for unplanned pauses (e.g., applause, forgotten lines, etc.). C2. Performance Introduction 
The title of your entry and the names of the participants must be the first and only announcements prior to the start of the performance. C3. Media Devices 
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Use of slides, mp3 players, computers, or other media within your performance is permitted. You must provide and run all equipment and carry out any special lighting or sound effects. Only those student(s) listed as entrants may participate in the production. C4. Script 
The script for the performance should not be included with the written material presented to the judges. C5. Costumes 
You may have assistance in producing your costume, but the design, choice of fabrics, etc., must be your own. Or, you may rent a costume. Remember: simple is best. C6. Required Written Materials 
Three copies of your title page, process paper, and bibliography should be presented to the judges for review. Be sure to bring an additional copy for your own reference. Refer to Part III, Rules 16‐18, for citation and style information. Section 4: Additional Rules for Specific Categories 52 HOTRHF Tips for Performances PREPARING PERFORMANCES Participating in a performance, whether individual or group, can be one of the most exciting ways to enter the HOTRHF competition. It is the only category in which you present your research live. The performance must verbally and visually depict your major thesis and its adherence to the national theme. Before beginning your research, decide whether you would like only one performer or if your project will be more effective with a group. Remember that an individual performer will have to produce the entire performance alone. You must be able to memorize your entire script and be able to determine the number and type of characters needed to communicate your major ideas. As you begin your research, you may find that some characters will assume more importance than others. Keep in mind that you must keep some balance among your characters and the amount of time they are actively involved on stage. 1. Choose a topic – Choose one that interests you and will work well as a performance. Can you imagine how one or more characters could communicate the major idea of your topic? INDIVIDUAL PERFORMANCE – Can you envision how one person can communicate your ideas? GROUP PERFORMANCE – Can you visualize how two or more persons can communicate your ideas? Can you find others who will have stage presence and will be able to perform live before an audience? Does the topic interest the others who might want to work with you? 2. Research the topic – Use the best primary and secondary resources available. Using note cards, write important facts or quotes which you feel might be important to your performance. Be sure to include all bibliographic information on your cards. Write your thesis statement, supporting statements, and conclusion. Imagine how these might become part of your performance. 3. Prepare a script – Brainstorm how the theme should be presented in the performance. If in a group, have each member describe different ways that necessary characters might interact. Remember that your performance must reflect your thesis statement, support ideas, and conclusion. Everything that the judges see will be live and must relate to the theme. They will not be able to review a project backboard to determine how you depicted the theme. Write several drafts, experimenting with different action or characters. When you have chosen the best approach, run though the script to see that you have made the best use of your allotted time. Remember to plan for audience reaction which can affect your timing. 4. Prepare your set – Brainstorm the different types of sets that might assist you in creating a mood or depicting your theme. Is there a prop that might be integral to your story? Keep in mind that some productions can be very effective without lavish sets. Also, remember that you will be traveling with your set and placing it on the stage yourself. Section 4: Additional Rules for Specific Categories 53 5. Prepare your costuming – Determine the type of costuming which will enhance the mood you are creating. Make the costuming as authentic as possible. You need to be able to move easily in whatever you choose. Keep in mind that some productions can be very effective without fancy costumes. 6. Prepare your blocking – To block a performance is to determine where you or your group will stand, move, and the type of set you will design. Again, brainstorming all the various types of movements on stage can be helpful. Begin to experiment with different actions as you read your script aloud. Be sure that your actions support the mood you are creating and are not distracting. Keep in mind that some performances can be quite striking with little or no movement. There is no need to “swing from the chandeliers”. 7. Practice, practice, practice – Work on your delivery. Speak clearly and pronounce all words correctly. Practice projecting your voice(s) so that your audience can hear every word. No one will be able to judge how you have met the theme if they cannot hear or understand you. Practice with your sets and full costume as often as possible. 8. Videotape your performance – Watch for problems in your delivery and in how you move around your set. If you are in a group, watch to see that you are working together and not detracting from one another’s lines with unnecessary movement. Look for problems such as walking in front of one another when one performer is talking. This is a good time to ask a teacher to view the performance with you. Constructive critiques can be very helpful. 9. Finalize your process paper – Check for grammar. Spelling, length, bibliography, and title page. You are in the only “live” category of the completion. You must make a lasting impression in your allotted time. Be sure that you have communicated your thesis and its relation to the theme in your allotted time. Your research must be evident. The most dramatic performance or best comedic timing are not enough if your underlying research is weak. As you can see, this category can be one of the most challenging, as well as the most rewarding. Speech and Lecture Guidelines Introduction  Attention getter  Show significance to audience  Present thesis/central idea  Preview areas Body  Divide into clear areas (preferably three)  Provide clear transitions to each area ("Now that we have examined…let's explore…")  Cite all sources (plagiarism is against the rules and illegal) Section 4: Additional Rules for Specific Categories 54 Conclusion  Provide a transition ("In the last few minutes…")  Review your main areas  Close with memorable words Delivery  Use direct eye contact  Practice using gestures (choreograph your movement)  Speak clearly  Vary speaking rate  Use pauses  Move for emphasis and transitions  Vary pitch And the rest  Don't let a flub ruin your performance (there is no such thing as a perfect speaker)  Make your audience care (Stories are wonderful ‐ your audience wants to feel)  Talk to the audience (not at the audience)  Audio/videotape yourself  Get honest feedback  Practice, practice, practice D. Documentary A documentary should reflect your ability to use audiovisual equipment to communicate your topic’s significance. The documentary category will help you develop skills in using photographs, film, video, audio, computers, and graphic presentations. Your presentation should include primary source materials and also must be an original production. To produce a documentary, you must have access to equipment and be able to operate it. Part III, Rules for all Categories, applies to documentaries. D1. Time Requirements 
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Documentaries may not exceed ten minutes in length. You will be allowed five minutes to set up and five minutes to remove equipment. Timing begins when the first visual image appears and/or the first sound is heard. Audio and visual leads will be counted in the time limit. Timing ends when the last visual image or sound of the presentation concludes (including credits). NOTE: Use your setup time to prepare your documentary for presentation, adjust volume, etc. D2. Introduction 
You must announce only the title of your presentation and names of participants. Section 4: Additional Rules for Specific Categories 55 
Comments prior to or during the presentation, including live, are prohibited. D3. Student Involvement and Operation 
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You must be able to run the program within the ten‐minute time limit. You must provide and be able to run your own computers, software, and other equipment while presenting your documentary to the judges. Interactive computer programs and web pages in which the audience or judges are asked to participate are not acceptable; judges are not permitted to operate any equipment. Internet access may not be available. D4. Student Production 
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All entries must be student‐produced. You must operate all equipment, including all editing equipment used in the production of your presentation. You must provide the narration, voice‐over, and dramatization. Only those student(s) listed as entrants may participate in the production. Only you/your group and the subjects of your interviews (participants in a historical event or experts) may appear on camera. Your entry must be an original production. Using material created by others specifically for use in your entry is prohibited. D5. Entry Production 
You may use professional photographs, film, recorded music, etc., within your presentation. However, you must give proper credit in the credits at the end of your presentation and in your annotated bibliography. NOTE: Remember that different equipment may affect how your documentary appears on the screen. You should test equipment provided at competitions beforehand, bring back‐up copies of your documentary in different formats, and/or bring your own equipment. There is no penalty for displaying your documentary on a laptop computer, and many students use them successfully as a backup measure. D6. Credits 
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At the conclusion of the documentary, you must provide a list of acknowledgments and credits for ALL sources. These credits should be brief—not full bibliographic citations and not annotated. You are not required to credit individual images or video clips while the documentary is playing; that is the purpose of the credits at the end. All sources (e.g., music, images, film/media clips, interviews, books, websites, etc.) used in the making of the documentary must be properly cited in the annotated bibliography. The list of credits counts toward the ten‐minute time limit and should be readable by viewers. See Figure 7 (from the official NHD rule book, provided below) for an example. Section 4: Additional Rules for Specific Categories 56 D7. Required Written Materials 
Three copies of your title page, process paper, and bibliography should be presented to the judges for review. Be sure to bring an additional copy for your own reference. Refer to Part III, Rules 16‐18, for citation and style information. HOTRHF Tips for Creating Documentaries Creating a Documentary Documentaries for HOTRHF can be an exciting and innovative way of sharing historical research. Although you may accept documentaries as an everyday part of life, you are not always aware of the steps necessary to create a good, finished project. Documentaries for HOTRHF must follow certain rules that are outlined in this booklet. It is essential that you be familiar with these before beginning your project. BEGINNING THE PROJECT In choosing a topic, it is important that the subject fit the History Day theme for that year. One technique is to brainstorm or pool your ideas about possible subjects. The topic should be specific enough so that it can be researched for the information and whatever visual effects will be needed. Once a topic is chosen, the research may begin. Research skills can be sharpened in school or public libraries. You may become involved with historical societies, research libraries, and other key resources of your community. Your knowledge of what history is takes on new meaning as it becomes very personal. As you continue to research your topic, discuss with your teacher the direction in which you see your project going. About halfway through, you should have a good idea of the medium your project will use. When this decision is made, your project will take on new excitement. Section 4: Additional Rules for Specific Categories 57 THINGS TO KEEP IN MIND 
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Use a medium that your teacher or someone else in the school is willing to teach you. Find a documentary format that fits your topic; look at the available research material, memorabilia topic, and available audio‐visual equipment. STORYBOARDING Storyboarding is an important part of the documentary process. This is a technique used by visual arts writers and directors in helping them decide which picture will best suit the script. When you have done your research and have written a good script, divide the script into segments with appropriate slides, video segments, etc., drawn in. This is essential as it lets you see which visuals fit best, what still needs to be created, what songs need to be recorded, or what costumes, signs, etc. need to be made. FINALIZING THE DOCUMENTARY When final scripting is done and the visuals and sound are ready, the HOTRHF project is nearing completion. In a slide/tape documentary, several trial runs need to be made. This will help eliminate any bugs that may have been missed previously. When reviewing your documentary, look for:  too much narration  music that doesn't match the slide or narrative  not enough change in pictures  not enough variety in pictures  too much fluff and not enough historical research Remember, this is a history competition, not a film festival. The quality of the historical research must be the essence of your documentary. Before the final product is ready, share it with some outsiders and have them critique it. Ask for constructive criticism and their overall feelings about it, as well as comments on the historical content in particular. Their comments can help to finalize your production. SOME PROBLEMS TO SOLVE Video presents another problem: editing. Storyboarding can help eliminate this, but it is very easy to overshoot or cut short a scene. When replaying the recording, watch for the following:  repetitious scenes  poor lighting  panning too fast  fuzzy focus  not enough variety of shots (long, medium, close‐up) Again, critiquing by someone else is really necessary. What you know and understand about the topic may not come across to the audience as clearly as you think. The narration is the essential part of the documentary. The voice should be clear and pleasant, with all the words correctly pronounced. If music is used in conjunction with the documentary, make sure it is not louder than the voice. Section 4: Additional Rules for Specific Categories 58 The process paper that is handed in to the judges should reflect the enthusiasm and research that went into the documentary. Be sure to include the relationship of the topic to the theme, some discoveries that were made while doing the research, why the topic was chosen, and an annotated bibliography. This last item can be another way of showing the uniqueness of the research and the importance the materials played in the investigation of the topic. One last issue that needs to be addressed is that of the copyright laws. When you write a term paper, you must acknowledge the references you used. The same goes for the documentaries when writing or producing something for HOTRHF. Check with your local school district, county audio‐visual director, or school librarian as to the specific problems that may arise concerning the issue. Outline for Preparing a Documentary 1. Choose a topic – one that interests you and will show well as a documentary 2. Research the topic  use primary and secondary sources  take notes (be sure to include all bibliographic information)  write thesis statement, supporting statements, and conclusion 3. Prepare outline of areas you want to be covered, photographed, drawn, input into a computer, etc. 4. Prepare a script – keep it reasonable in length and in line with available visuals 5. Prepare a storyboard  scene‐by‐scene with script text for each  keep track of songs, costumes, artifacts, signs, etc. that will be used 6. Draw pictures, gather materials to be photographed, shoot films, recordings 7. Run through pictures with script, time the documentary, make sure pictures and script make sense together 8. Make the recording or do voice‐over on recording. If background music will be used, have it recorded ahead of time. 9. Review completed documentary, keeping in mind the following:  the match of music, voice, and visuals  the length of time one picture remains on the screen  the historical quality of your documentary  the HOTRHF rules for a documentary 10. Correct any problems 11. Share finished product with outsiders for a constructive critique 12. Finalize process paper, checking for correct grammar, spelling, length, correct form of bibliography, and title page E. Website The website category is the most interactive of all NHD categories. A website should reflect your ability to use website design software and computer technology to communicate your topic’s significance in history. Your historical website should be a collection of web pages, interconnected by hyperlinks, that presents both primary and secondary sources and your historical analysis. To engage and inform viewers, your website should incorporate interactive multimedia, text, non‐textual Section 4: Additional Rules for Specific Categories 59 descriptions (e.g., photographs, maps, music, etc.), and interpretations of sources. To construct a website, you must have access to the Internet and be able to operate appropriate software and equipment. Part III, Rules for all Categories, applies to websites. E1. Entry Production 
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All entries must be original productions constructed using the NHD website editor, beginning at the school level: http://nhd.org/CategoryWebsite.htm You may use professional photographs, graphics, video, recorded music, etc., within the site. Such items must be integrated into the website, and credit must be given within the site and cited in the annotated bibliography. You must operate all software and equipment in the development of the website. NOTE: Using objects or content created by others for specific use in your entry violates this rule. For example, adding viewer comments or using a graphic that others produced at your request is not permitted; however, using graphics, multimedia clips, etc., that already exist is acceptable. E2. Size Requirements 
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Website entries may contain no more than 1,200 visible, student composed words. Code used to build the site and alternate text tags on images do not count toward the word limit. Also excluded are words found in materials used for identifying illustrations or used to briefly credit the sources of illustrations and quotations; recurring menus, titles, and navigation instructions; required word count notifications; words within primary documents and artifacts; and the annotated bibliography and process paper, which must be integrated into the site. The process paper is limited to 500 words. The entire site, including all multimedia, may use no more than 100MB of file space. E3. Navigation 
One page of the website must serve as the home page. The home page must include the names of participants, entry title, division, number of student‐composed words in the website, number of words in the process paper, and the main menu that directs viewers to the various sections of the site. See Figure 8 (from the official NHD rule book, provided below) for an example. Section 4: Additional Rules for Specific Categories 60 
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All pages must be interconnected with hypertext links. Automatic redirects are not permitted. E4. Documents and Multimedia 
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The website may contain documents (e.g., newspaper articles, excerpts from written text, etc.), but the documents must be contained within the website. The website may contain multimedia clips (audio, video, or both) that total no more than four minutes (e.g., use one four‐minute clip, four one‐minute clips, two two‐minute clips, etc.). Included in the four minute total is any music or songs that play after a page loads. You may record quotes and primary source materials for dramatic effect, but you may not narrate your own compositions or other explanatory material. If you use any form of multimedia that requires a specific software to view (e.g., Flash, QuickTime, Real Player, etc.), you must provide on the same page a link to an Internet site where the software is available as a free, secure, and legal download. You may not use embedded material or link to external websites, other than described in the preceding bullet. Judges will make every effort to view all multimedia content, but files that cannot be viewed cannot be evaluated as part of the entry. E5. Crediting Sources 
All quotes from written sources must be credited within the website. Section 4: Additional Rules for Specific Categories 61 
All visual sources (photographs, videos, paintings, charts, and graphs) must be credited within the website. See Figure 9 (from the official NHD rule book, provided below) for an example. Section 4: Additional Rules for Specific Categories 62 
Brief, factual credits do not count toward the student‐composed word total. See Figure 6 (from the official NHD rule book, provided below) for an example. 
All sources must be properly cited in the annotated bibliography. E6. Required Written Material 
The annotated bibliography and process paper must be included as an integrated part of the website. They should be included in the navigational structure. They do not count toward the 1,200‐word limit. Refer to Part III, Rules 16‐18, for citation and style information. E7. Stable Content 
The content and appearance of a page cannot change when the page is refreshed in the browser. Random text or image generators are not allowed. E8. Viewing Files 
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The pages that comprise the site must be viewable in a recent version of a standard web browser (e.g., Microsoft Internet Explorer, Mozilla Firefox, Apple Safari, Google Chrome). You are responsible for ensuring that your entry is viewable in multiple web browsers. Entries may not link to live or external sites, except to direct viewers to software plug‐ins, per Rule E4. E9. Submitting Entries for Judging Section 4: Additional Rules for Specific Categories 63 
You must submit the URL for the site in advance by the established deadline, after which you will be blocked from editing your site to allow for judging. 
Because all required written materials from Part III, Rule 13, are integrated into the site, NO printed copies are required. 
For access to the NHD website editor and up‐to‐date submission procedures, please visit http://nhd.org/CategoryWebsite.htm. IMPORTANT HOTRHF NOTE: Web Site projects now have a “PASSWORD PROTECT” option. DO NOT LOCK your Password. DO NOT USE the Password Protect option. This option locks out the judges. HOTRHF NOTE: to find the NHD Weebly PROJECT PORTAL go to http://www.nhd.org Look for and select “Creating an Entry” ‐ Look under “categories” for the “Web Site” bullet – Select the “Web Site” bullet line” ‐ Look for the portal icon OR link and select. When the student enters the portal they will be asked various questions to set up their Web Site account. Included in the questions is whether it is allowed “to be published” – the answer is YES and applies only to the National History Day portal program. Once you open your Web Site account your URL should look like this  http:://73844141.nhd.weebly.com  ONLY the 8 number digits will change, everything else in this URL should look exactly the same IMPORTANT HOTRHF NOTE: Do not post your website on the internet or any other live program. This is against National History Day rules and can result in immediate disqualification from all history fairs for 2015. HOTRHF Tips for Creating Websites Websites for HOTRHF can be an exciting and innovative way of sharing historical research. Although you may accept Web sites as an everyday part of life, you are not always aware of the steps necessary to create a good, finished project. The Website format for HOTRHF must follow certain rules that are outlined in this booklet. It is essential that you are familiar with these rules before beginning your project. BEGINNING THE PROJECT In choosing a topic, it is important that the subject fit the History Day Theme for that year. One technique is to brainstorm or pool your ideas about possible subjects. The topic should be specific enough so that it can be researched for the information and whatever visual effects will be needed. Once a topic is chosen, the research may begin. Research skills can be sharpened in school or public libraries. You may become involved with historical societies, research libraries, and other key members of your community. Your knowledge of what history is takes on new meaning as it becomes very personal. As you continue to research your topic, discuss with your teacher the direction in which you see your project going. About halfway through, you should have a good idea of the medium your project will use. When this decision is made, your project will take on new excitement. Section 4: Additional Rules for Specific Categories 64 STORYBOARDING Storyboarding is an important part of the Web site process. This is a technique used by visual arts writers and directors in helping them decide which picture will best suit the script. When you have done your research and completed written material, divide the work into page segments with appropriate pictures, diagrams, etc., drawn in. This is essential as it lets you see which visuals fit best, which still need to be made, what audio segments need to be recorded, or what graphics, automations, or other elements need to be included. FINALIZING THE WEB SITE When final scripting is done and the visuals are ready, as well as any sound accompaniments, the HOTRHF project is nearing completion. In a Web site, several trial runs need to be made. This will help eliminate any bugs that may have been missed previously. When reviewing your Web site, look for: ‐ problems opening the Web site, particularly on computers other than the one used to create your project ‐ too many pages, or too many levels of links ‐ audio that doesn’t match the visuals or written material ‐ not enough change in visuals ‐ not enough variety in visuals ‐ too many distracting animations and special effects, and not enough historical research Remember, this is a history competition, not a computer graphics festival. The quality of the historical research must be the essence of your Web site. Before the final product is ready, share it with some outsiders and have them critique it. Ask for constructive criticism and their overall feelings about it, as well as comments on the historical content in particular. Their comments can help to finalize your production. SOME PROBLEMS TO SOLVE Creating effective Web pages requires both restraint and creativity. Restraint is necessary to ensure that the site works well with a variety of Web browsers and types of Internet connections. In addition, there is a dazzling array of special effects and animation tools available, and the temptation can be great to use too many of them. Creativity is necessary so that Web page elements enhance the historical message of the project and do not distract from it. ‐ make sure your site is easy to navigate; provide links on every page back to the home page ‐ make sure that your links are relevant and are appropriately placed on the page ‐ avoid including information that you do not analyze and interpret or that does not contribute directly to your thesis ‐ create a cohesive style for all of your pages; make it clear to viewers that the pages all belong together ‐ limit the number of colors and of font styles and sizes and learn to use only those supported by most browsers Section 4: Additional Rules for Specific Categories 65 Again critiquing by someone else is really necessary. What you know and understand about the topic may not come across to the audience as clearly as you think. The home page is the essential part of the interpretive Web site. It should be clear and pleasant to look at, with all entry levels clearly indicated. If audio is used in the conjunction with the Web site, make sure it is not too loud. The final project that is viewed by the judges should reflect the enthusiasm and research that went into the Web site. Be sure to include the relationship of the topic to the theme, some discoveries that were made while doing the research, why the topic was chosen, and an annotated bibliography. This last item can be another way of showing the uniqueness of the research and the importance the materials played in the investigation of the topic. One last issue that needs to be addressed is that of the copyright laws. When you write a term paper, you must acknowledge the references you used. The same goes for the Web site when writing or producing something for HOTRHF. Check with your local school district, county audio‐visual director, or school librarian as to the specific problems that may arise concerning the issue. SUGGESTION from HOTRHF: If the student finds some or all of their SAVED WEB SITE MISSING – CALL OR E‐MAIL THIS OFFICE IMMEDIATELY. If it was saved correctly our computer techs can find it and re‐install it into your project. You DO NOT HAVE TO RE‐CREATE your missing work. However, Students should find a way to keep a computer copy of their Web Site work as they create each page and/or update each page. This includes your bibliography and process paper. It may be impossible to download a complete copy of your work from the encrypted National History Day Web Site Weebly program. However, the student can copy each page and place it into a Word Document – pictures and banners may be lost – but the written material can be retained. NHD Weebly has experienced various problems since it began several years ago. Because of the problems, HOTRHF believes it is in the best interest of the student to find a way to keep a copy of as much of their Web Site projects, Bibliography and Process Paper as possible throughout the creation of their project. Section 4: Additional Rules for Specific Categories 66 Section 5: HOTRHF Checklists The following checklists are a quick overview of requirements. They are not substitutes for reading and following the rules in the 2015 NHD Contest Rule Book. All Categories Entry to HOTRHF is through your school. Your school is allowed to enter 3 projects for each category in the Junior Division and 3 projects for each category in the Senior Division. A teacher (or teachers) in your school will be your sponsor and coordinate with the HOTRHF. You cannot enter the HOTRHF as an individual student with a sponsor outside of your school when your school is already participating in the HOTRHF. You must have your school’s permission and coordinate with them to adhere to the project entry limits per category for that school. Paper (Historical Paper) 
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Individual only Make sure ALL rules described in Section 3, Rules for all Categories and Section 4, Specific Rules for Historical Papers have been followed 1,500‐2,500 words, excluding notes, annotated bibliography, illustration captions and title page Title page with only the required information Annotated bibliography, separated into primary and secondary sources Historical Paper should address the current NHD theme Citations – footnotes, endnotes or internal documentation 4 copies (plus an extra one for you) Organization shows clear focus and progression On‐line registration completed and SAVED, then mail or drop off at HOTRHF office entry fee, plus 4 print copies of papers by deadline date Check‐in registration at the Fair MUST be completed by each individual student for himself or herself or the project is subject to forfeit all awards Exhibit 
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No larger than 40 inches wide, 30 inches deep, and 6 feet high (includes any stand or table drapes you create Individual and Group (2‐5 Students) Make sure ALL rules in Section III, Rules for all Categories and Section IV, Specific Rules for Exhibits have been followed Section 5: HOTRHF Checklists 67 
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4 copies (plus one for you) of the following written materials, stapled together on top left corner: ‐ Title page with only the required information; title, name, division, category & exhibit board word count ‐ Process paper ‐ 500‐word description of the research methods used ‐ Annotated bibliography, separated into primary and secondary sources (Judging team may retain one copy for review) Copies will be placed on the table area in front of the exhibit Exhibit addresses the theme Labels, captions, and titles include no more than 500 words Has visual impact and shows interpretation Prepare to answer judges' questions at the contest (Remember that a formal narrative is not an appropriate response to a question) On‐line registration completed and SAVED, then mail or drop off at HOTRHF office entry fee by deadline date (judging of exhibits takes place at the fair February Thursday and Friday – see schedule) HOTRHF REGIONAL RULE: ALL Junior Exhibits MUST be brought to the Bill Daniel Student Center/Barfield Room and set up on THURSDAY afternoon, February 20. Junior Exhibits have ONLY a Preliminary judging round, WITHOUT the students present, on Thursday evening. Students check in between 3:00 & 5:30 on Thursday afternoon. Set up their exhibits, lay out their four copies of their Process Paper & Bibliography, and LEAVE until Friday. FINAL JUDGING is held for all Exhibits on Friday according to the regional history fair schedule Check‐in registration at the Fair MUST be completed by each individual student for himself or herself or the project is subject to forfeit all awards. Posted registration times should be observed on both Thursday and Friday. Bring your exhibits with you for set‐up Performance 
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Individual and Group (2‐5 students) Make sure all rules in Section 3, Rules for all Categories and Section 4, Specific Rules for Performance have been followed 10 minute maximum for performance Maximum 5 minutes to set up and 5 minutes to take down 4 copies (plus one for you) of the following written materials, stapled together on top left corner: ‐ Title page with only the required information ‐ Process paper ‐ 500‐word description of the research methods used ‐ Annotated bibliography, separated into primary and secondary sources (Judging team may retain one copy for review.) Performance addresses the theme Section 5: HOTRHF Checklists 68 
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All props and equipment are student‐supplied Only student entrants run equipment and are involved in the performance Extra supplies and materials in case of emergency Prepare to answer judges' questions at the contest. (Remember that a formal narrative is not an appropriate response to questions.) Be present at your assigned room 30 minutes prior to your assigned performance schedule. EXCEPTION ‐ The first two performances on the day’s schedule should be at least 20 minutes early. If there are cancellations due to no‐shows the judges may move the performance schedule forward and ask all following performances to present early Be prepared to present your performance on Friday at your scheduled time unless notified you are scheduled to present on Thursday evening On‐line registration completed and SAVED, then mail or drop off at HOTRHF office entry fee by deadline date Check‐in registration at the Fair MUST be completed by each individual student for himself or herself or the project is subject to forfeit all awards. Posted registration times should be observed on both Thursday and Friday. Bring your props with you for your scheduled presentation time ONLY Documentary 
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Individual and Group (2‐5 students) Make sure ALL rules in Section 3, Rules for all Categories and Section 4, Specific Rules for Documentaries have been followed 10‐minute maximum for presentation Maximum 5 minutes to set up and 5 minutes to take down 4 copies (plus on for you) of the following written materials, stapled together on top left corner: ‐ Title page with only the required information ‐ Process paper – 500 word description of the research methods used ‐ Annotated bibliography, separated into primary and secondary sources (Judging team may retain one copy for review) Documentary addresses the theme Live student involvement limited to giving names(s) and title and to operation of equipment Extra supplies and materials in case of emergency (See Technical Equipment Difficulties Note below) Prepared to answer judges’ questions at the contest (Remember that a formal narrative is not an appropriate response to a question.) Be prepared to present your documentary on Friday at your scheduled time unless notified you are scheduled to present on Thursday evening Be present at your assigned room 30 minutes prior to your assigned documentary schedule. EXCEPTION ‐ The first two documentaries on the day’s schedule should be at least 20 minutes Section 5: HOTRHF Checklists 69 early. If there are cancellations due to no‐shows the judges may move the documentary schedule forward and ask all following documentaries to present early  On‐line registration completed and SAVED, then mail or drop off at HOTRHF office entry fee by deadline date  Check‐in registration at the Fair MUST be completed by each individual student for himself or herself or the project is subject to forfeit all awards. Posted registration times should be observed on both Thursday and Friday. Bring your entries and equipment with you for your scheduled presentation date ONLY TECHNICAL EQUIPMENT DIFFICULTIES IMPORTANT NOTE: Screens and TVs will be available in all Documentary rooms, in addition to a VCR and DVD player. HOTRHF provided electrical DVD player equipment has been found to often be outdated or unable to display certain types of newer programs burned on DVDs and Copy DVDs. If a DVD is being used HOTRHF suggests the student bring their own DVD player if available. If the student does not have a personal or school DVD player they can bring, HOTRHF suggests a VHS tape be prepared as a backup in case there are technical problems with provided DVD player equipment and DVD compatibility. Website 
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Individual and/or Group (2‐5 students) Make sure all rules in Section 3, Rules for all Categories and Section 4, Specific Rules for Web Sites have been followed 1,200 or less words, student composed words All pages are interconnected with hypertext links Total 100MB of file space or less for all information contained in entry The content is stable and does not change when the refresh button is hit Annotated bibliography, separated into primary and secondary sources Process paper – 500 word description of the research methods used Web site addresses the theme Required written materials are an integrated part of the web site Make SURE you HAVE NOT activated your “password protect” option On‐line registration completed, including the 8‐digit URL, and SAVED. Mail or drop off at HOTRHF office entry fee by deadline date Check‐in registration at the fair MUST be completed by each individual student for herself or himself or the project is subject to forfeit all awards. Posted registration times should be observed on both Thursday and Friday. Section 5: HOTRHF Checklists 70 Section 6: Judging Procedures and Criteria Judging Procedures for all Categories Who are the judges? Historians, educators, and others interested in history and education serve as judges at the HOTRHF competition. How does the judging process work? Each separate division and category is usually judged as a whole by a team of three judges. Time constraints, due to the number of entries, often require that some categories must be judged initially by several teams of judges. Run‐offs then become necessary. In such cases, the entries judged best by each team of initial judges are judged by a new team of judges to determine the winning entries in the category. The number of entries in a run‐off and procedures for run‐off judging vary by contests and categories to question students about their entries and to write comments on the judging forms. Consensus Judging Judges will not assign a numerical score to each entry, but will rank the entries in their group. Judges are required to consult with each other in determining individual rankings. Judges are allowed to review the results of their category upon completion of the judging in order to ensure accuracy of the judging process. As a final step, the judges will assign each entry an overall rating. The Subjective Nature of Judging Judges must evaluate certain aspects of your entry that are objective (e.g. were primary sources used; is the written material grammatical and correctly spelled). Also, judges must evaluate interpretive aspects of your entry, which are qualitative in nature (e.g. analysis and conclusions about the historical data). Remember, you must explain your topic's significance in history. Historians often reach different opinions about the significance of the same data. It is, therefore, crucial for you to base your interpretations and conclusions on solid research. Judges will check to determine whether you used available primary sources and if you were careful to examine all sides of an issue and present a balanced account of your research and presentation. Your annotated bibliography is critical to this process. The Decision of the Judges is Final You, your parents, and your teacher should realize that inadvertent inequities might occur in judging. HOTRHF officials want to be informed of any problems, but the decisions of the judges are final. Judging Criteria 
Historical Quality (60%) Section 6: Judging Procedures and Criteria 71 The most important aspect of your entry is its historical quality. You should ask yourself the following questions to help you focus on your historical analysis: ‐ Is my entry historically accurate? ‐ Does my entry provide analysis and interpretation of the historical context? ‐ Does my entry demonstrate an understanding of the historical context? ‐ Does my annotated bibliography demonstrate wide research? ‐ Does my entry demonstrate a balanced presentation of materials? ‐ Does my entry demonstrate use of available primary sources? 
Clarity of presentation (20%) Although historical quality is most important, your entry must be presented in an effective manner. You should ask yourself the following questions to help you focus on your presentation: ‐ Is my entry original, creative, and imaginative in subject and presentation? ‐ Is my written material clear, grammatical, and correctly spelled? ‐ Is the visual material I present clear? 
Relation to Theme (20%) Your entry must clearly explain the relation of your topic to the annual History Day theme. You should ask yourself the following question to help you focus your topic on the theme and its significance: ‐ How does my topic relate to the theme? ‐ Why is my topic important? ‐ How is my topic significant in history relation to the History Day theme? ‐ How did my topic influence history? ‐ How did the events and atmosphere (social, economic, political, and cultural aspects) of my topic's time period influence my topic in history? Rule Compliance Judges will take into consideration in their final rankings any rule infraction. Failure to comply with the rules will count against your entry. Rule infractions should be corrected before a winning entry competes in the next level of competition. Judge Sheets for Each Category The next few pages contain samples of judge sheets for each category. They are not the exact forms that will be used to judge entries for the 2015 HOTRHF. Section 6: Judging Procedures and Criteria 72 Paper Superior Excellent Good Historical Quality Comments:
Historical Quality (60%) Entry is historically accurate Shows analysis and interpretation
Places topic in historical context Shows wide research Uses available primary sources
Research is balanced Relation to Theme Comments:
Relation to Theme (20%)
Clearly relates topic to theme Demonstrates significance of topic in history and draws conclusions Clarity of Presentation (20%)
Clarity of Presentation Comments:
Paper, written material is original, clear, appropriate, organized, articulate Text is clear, grammatical and spelled correctly, entry is neatly prepared. Yes
Rules Compliance No Rules Compliance Comments:
Maintains length requirement (1500‐2500 words) Includes annotated bibliography
Other Overall Rating: Superior Excellent Good Section 6: Judging Procedures and Criteria 73 Exhibit Superior Excellent Good Historical Quality Comments:
Historical Quality (60%)
Entry is historically accurate Shows analysis and interpretation
Places topic in historical context Show wide research Uses available primary sources
Research is balanced Relation to Theme (20%)
Relation to Theme Comments:
Clearly relates topic to theme
Demonstrates significance of topic in history and draws conclusions Clarity of Presentation (20%)
Clarity of Presentation Comments:
Exhibit and written material are original, clear, appropriate, organized, articulate Exhibit is organized, has visual impact, correctly uses maps, photos, etc. Yes
Rules Compliance No Rules Compliance Comments:
Maintains size requirement (40" x 30 "x 72")
Includes annotated bibliography
Media device observes time limit (3 minutes) Maintains word limit (500 words)
Other: Overall Rating: Superior Excellent Good Section 6: Judging Procedures and Criteria 74 Performance Superior Excellent Good Historical Quality Comments:
Historical Quality (60%)
Entry is historically accurate Shows analysis and interpretation
Places topic in historical context Shows wide research Uses available primary sources
Research is balanced Relation to Theme Comments:
Relation to Theme (20%)
Clearly relates topic to theme
Demonstrates significance of topic in history and draws conclusions Clarity of Presentation Comments: Clarity of Presentation (20%)
Project, written material is original, clear, appropriate, organized, articulate Performers show good stage presence; props, costumes historically accurate Yes
Rules Compliance No Rules Compliance Comments:
Maintains time requirement (10 minutes)
Includes annotated bibliography
All equipment, effects are student run
Other: Overall Rating: Superior Excellent Good Section 6: Judging Procedures and Criteria 75 Documentary Superior Excellent Good Historical Quality Comments:
Historical Quality (60%)
Entry is historically accurate Shows analysis and interpretation
Places topic in historical context Show wide research Uses available primary sources
Research is balanced Relation to Theme Comments:
Relation to Theme (20%)
Clearly relates topic to theme
Demonstrates significance of topic in history and draws conclusions Clarity of Presentation Comments:
Clarity of Presentation (20%)
Presentation, written material is original, clear, appropriate, organized, articulate Entry is organized, visual impact/ media category is appropriate to topic Yes
Rules Compliance No Rules Compliance Comments:
Maintains time requirement (10 minutes)
Includes annotated bibliography
All equipment student run
Other: Overall Rating: Superior Excellent Good Section 6: Judging Procedures and Criteria 76 Website Superior Excellent Good Historical Quality Comments:
Historical Quality (60%) Entry is historically accurate Shows analysis and interpretation
Places topic in historical context Shows wide research Uses available primary sources
Research is balanced Relation to Theme Comments:
Relation to Theme (20%)
Clearly relates topic to theme Demonstrates significance of topic in history and draws conclusions Clarity of Presentation Comments:
Clarity of Presentation (20%)
Written material is original, clear, appropriate, organized, articulate Site has visual impact, uses multimedia effectively, actively involves viewers Yes
Rules Compliance No Rules Compliance Comments:
Maintains word limit (1,200 words)
Maintains size limit (100 MB) Multimedia clips maintain time limit (45 sec)
Includes annotated bibliography
Other: Overall Rating: Superior Excellent Good Section 6: Judging Procedures and Criteria 77 Section 7: Bibliography and Process Paper NOTE: These samples may or may not match your citation style. Consult your chosen style guide for accurate citation methods. Annotated Bibliography Sample The following sample annotations were adapted, with some changes, from a process paper that accompanied an exhibit in the 1998 Texas History Day. The theme for the 1998 fair was "Migration in History" and the topic of the exhibit was Vietnamese refugees, or "boat people." Primary Sources Huong, Thu. "The Long Journey." Magazine of the Houston Post. 8 January 1985. Thu Huong was a student at Texas A&M University when she wrote this essay about her family's escape from Vietnam as part of the migration of the boat people. Her story made me aware of the hardships on the journey and problems and successes in resettlement in a new country. Huynh, Trang. Personal interview. 31 December 1997. I met Mr. Huynh at the Indochinese Cultural Center in Houston. He spoke to me through an interpreter. Mr. Huynh was the captain of a small boat that carried forty‐eight people to Thailand in 1980. On the way they were attacked twice by pirates who took their money and valuables. In Thailand, they had to give up the rest of their belongings. Mr. Huynh spent three months in a refugee camp in Thailand before coming to Texas. He showed me the seriousness of the situation in Vietnam when he told me that people knew that boat journey was dangerous, but they had reached the point where they would rather die at sea than suffer at home. Kohl, Larry. "Plight of the Boat People." National Geographic. February 1991. The photographs of the refugee camps that illustrate this article helped me understand the misery experienced by Vietnamese waiting in the camps. I used some of the photographs in my exhibit. Lum, Loan. Letter to Jane Doe. 11 February 1997. Mrs. Lum and her family escaped from Vietnam by boat in 1975, when she was fifteen years old. After stops in the Philippines, Guam, and Camp Pendleton, they ended up in San Mateo, California, where Loan became a student at the high school and was tutored in English by my grandmother, Jane Doe. In this letter describing her migration from Vietnam, Loan wrote, "Perhaps I've learned to accept the fact that I don't really belong to any one place, that the only refuge I will truly find, if I ever find it, is in my own heart – where there will be peace – someday." I used this quote as a caption in my exhibit. Weiss, Stephen, et al. A War Remembered: The Vietnam Experience. Boston: Boston Publishing Company, 1986. Section 7: Bibliography and Process Paper 78 This book is a collection of first‐person accounts by people involved in the Vietnam War. Cuong Van Nguyen, who was Deputy Province Chief of Lam Dong Province in Vietnam, described how he organized an escape by boat for himself, his wife, and their seven children. He said, "Everybody tries to get out at night, so I decided to get out in the daytime. I had decided that we would all either be free or die." I used this quotation and some photographs from this book in my exhibit. Secondary Sources Beckett, Ian. Southeast Asia from 1945: Conflict in the Twentieth Century. New York: Franklin Watts, 1986. This book provided me good background information for my project. The maps helped me understand why the boat people landed mainly in Thailand, Hong Kong, Malaysia, and the Philippines. Doyle, Edward, and Terrance Maitland. The Aftermath. The Vietnam Experience. vol. 17. Boston: Boston Publishing Company, 1985. This book was very helpful because it gave a detailed analysis of the migration of the boat people, including personal accounts by several refugees. The map and several photos used in my exhibit came from this source. Dudley, William. Immigration: Opposing Viewpoints. San Diego, CA: Greenhaven Press, 1990. I was especially interested in this author's discussion of political and economic refugees. How do we decide who is a refugee? The question is important to the boat people because political refugees have an easier time than economic refugees finding a country to accept them. The different viewpoints presented in this book made me realize that there are no easy solutions to the problem of refugees. Perrin, Linda. Coming to America: Immigrants from the Far East. New York: Delacorte Press, 1980. Linda Perrin quotes two poems written by boat people, and I used lines from these poems for two of the captions in my exhibit. One poem describes the miserable conditions the refugees faced on the boat: "We are the foam floating on the vast ocean. We are the dust wandering in endless space. Our cares are lost in the howling wind." Another poem was written by a refugee from a camp in Thailand: "We left Vietnam because life there was not fit for human beings. But life here is not much better. We live like animals. No one wants us. No one cares." Rodriquez, Lori. "Appreciation for America: La family Leads Vietnamese Community in Giving Thanks." Houston Chronicle. 24 November 1995. The La family are Vietnamese boat people who migrated to Houston and started several successful restaurants call Kim Son. To express their thanks to the city, they organized a special "Thank you, America" Celebration. This article helped me understand how hard work and family cooperation helped a refugee family become successful in their new homeland. Sowell, Thomas. Migrations and Cultures: A World View. New York: Basic Books, 1996. This is a long book about migration all over the world. The chapter on "The Overseas Chinese" discusses the role of the ethnic Chinese in Vietnam who were persecuted because of differences in Section 7: Bibliography and Process Paper 79 people and places helped me relate the story of the boat people and helped me understand how someone about my age may have felt having to leave behind everything familiar for an unknown future. HOTRHF IMPORTANT NOTE: When using automated citation tools, be sure to use one that allows you to select a specific style guide. Some tools, like EasyBib, assign a combination of styles and may result in documentation not being in compliance with Rule 17. Process Paper and Samples Process Paper A description of no more than 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. A title page is required as the first page of written material in every category. Your title page must include only the title of your entry, your name(s) and the contest division and category in which you are entered. Suggested Process Paper: ‐
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All pages should be one‐sided only, no front‐to‐back printing. First section should explain how you chose your topic. Second section should explain how you conducted your research. Third section should explain how you selected your presentation category and created your project. Fourth section should explain how your project relates to the NHD theme. Sample Process Papers The following three samples have been provided for reference only. They have been based on prior HOTRHF entries. Please make sure your process paper follows all rules in the 2015 NHD Contest Rule Book. Section 7: Bibliography and Process Paper 80 {SAMPLE 1} Martin Luther and the Reformation (Exhibit Board Word‐Count) Catherine Norbeck Junior Division Individual Exhibit (Exhibit Board, student‐composed, word count for EXHIBITS ONLY) Section 7: Bibliography and Process Paper 81 Last year, I researched Johann Gutenberg which led me to learn about the Renaissance and the Reformation. After going to the state competition, I did additional research on the influence of the printing press in contributing to the Reformation and learned about Martin Luther. Luther and his influence seemed very interesting and I wanted to learn more. Also, since I had a good knowledge of the early history of Europe from my Gutenberg project, I decided to build on that and chose to research Martin Luther and the Reformation. First I went on the Internet at school. I then consulted a librarian at my school and got two very useful books. I took notes on those sources. I then outlined my ideas on large flip‐chart paper. After doing that I learned that I needed much more information to continue. I went to the electronic encyclopedia on my computer at home and printed out every topic I needed more information on. I went to a public library. I also conducted an interview with our minister to be able to discuss my developing ideas. Next, I interviewed a research librarian at the Oliff School of Theology and acquired primary sources. There were a lot of these. They helped me understand why Luther's impact on society was so great. I immediately started my annotated bibliography so it would not be left until the last minute. Again, but with much more information now, I laid out key ideas on flip charts and started planning my exhibit. I prepared one flip chart that outlined events before Martin Luther, another that outlined events after Luther, and the last one, events that occurred during the lifetime of Luther. I then made a draft of the of the timeline, text and picture captions that I was going to use on my board. Then I typed up the text and printed it out in the size and font I needed for the exhibit. I experimented with different boards, and found one that would be wonderful. I laid everything out on my board as a "draft". I condensed the information down so everything would fit, tell the story I wanted to tell and meet the criteria for NHD. Finally, I glued everything down. I then outlined my oral presentation and practiced it in front of my parents. My project relates to the theme in several ways. My project focuses on Martin Luther ‐ a person, yet, when you learn about Luther, it is directly tied in with an event ‐ posting the 95 Theses, and the Protestant Reformation – an idea. It is also a turning point in history. If Martin Luther and other reformers had taken action, there might not be all of the different religions we know today. The primary religion in Europe and in the New World might still be Roman Catholicism. (Process Paper word count) Section 7: Bibliography and Process Paper 82 {SAMPLE 2} Dr. Spock: Turning the Road in Parenting Hannah Debelak Senior Division Individual Performance (Exhibit Board, student‐composed, word count for EXHIBITS ONLY) Section 7: Bibliography and Process Paper 83 I spent a few days last August skimming sources about influential people in history. Initially I was interested in either the revolutionary ideas of great thinkers and psychologists, or the groundbreaking discoveries in medicine. Eventually, I found Dr. Spock and his revolutionary book, Baby and Child Care. Dr. Spock was the first to synthesize pediatrics and psychology. When I read quotes such as, "first in his field," "father of behavioral pediatrics" and "changed the paradigm," I knew I had a fitting and interesting topic. After researching local libraries, I went to the Allen Medical Library at Case Western Reserve University because Spock had taught there. In order to establish a research trail, my primary goal was to discover when and where Spock was educated. I sent out letters to medical schools, pediatricians, and historians. I formulated a survey that I sent to pediatricians and mothers in the 1950's. Helpful information came from the Mayo Clinic and Case archives (he worked at both places) and from Syracuse University, which contains the Spock special collection. I interviewed several of this colleagues as well as his son. I spent much time at the Cleveland Library viewing microfilms of periodicals. After the research stage I categorized the key information that would be essential to my script and made an outline. With a twenty‐page outline, I assessed which information was crucial, would best illustrate the turn, and would show a balance between the negative and positive aspects of this turn. I had large amounts of research on Spock, the histories of pediatrics and psychology, and society's need. The task was to fine focus and hone this information into a well‐formed and poignant ten minutes. I spent car rides to and from school memorizing, and grabbed any spare time at home to Choreograph the performance. During this time I brainstormed different ideas for a set. I wanted it to illustrate clearly Dr. Spock bringing together the two roads, Pediatrics and Psychology that met society's need at a point in time. I wanted to portray the information in a creative way. I toyed with the idea of a mother telling the story, but I decided a baby would work well and would add pizzazz to my performance. On the pediatric road, it wasn't until the end of World War II that critical issues in childhood diseases and nutrition were solved. The profession could re‐direct its energies to psychological aspects. Dr. Spock was at this turning point as the catalyst. The ideas of psychologists and thinkers needed to be synthesized and turned to the healthy emotional and mental growth of children. Spock stepped in at this point to join the two fields. Concurrently, with a move away from the extended family and advancements in medicine, parents looked for professional help in raising their children. They turned to Spock's book and called it their "Bible." Parenting turned from a rigid uniform approach to a commonsense, intuitive approach. Dr. Spock changed parenting. (Process Paper word count) Section 7: Bibliography and Process Paper 84 {SAMPLE 3} Michigan: A State Divided No More Ellen Kuhn Junior Division Individual Performance (Exhibit Board, student‐composed, word count for EXHIBITS ONLY) Section 7: Bibliography and Process Paper 85 On vacation every year, when my sisters and I were younger, we would always fight for the seats in the car for the first glimpse of the Mackinac Bridge towers. Once we reached the bridge, we would stop at a small beach near the foot of the bridge, take pictures and gaze at the incredible beauty of the structure. This forty‐three year old engineering marvel has forever changed life in Michigan. It was while visiting the Mackinaw City Bridge Museum that I began to consider preparing my project on this structure for it has certainly proved to be a turning point in history. I purchased three videos that were key secondary sources for my project. These three sources helped me to understand what life was like in the two peninsulas before the bridge, and how that way of life was altered by the construction of the Mackinac Bridge. Additional secondary sources were found on the internet, at Washington Pennsylvania's library, the Washington and Jefferson College Library of Pittsburgh. Through my efforts, I located my most important primary source, Lawrence A. Rubin, the original Executive Secretary of the Mackinac Bridge Authority. Mr. Rubin is the foremost, living authority on the Mackinac Bridge, and he helped me understand the many turning points that the bridge facilitated, such as better medical services and education for the Upper Peninsula. Numerous articles and books dealing with the Mackinac Bridge and written by its designer, David B. Steinman, were extremely helpful. They provided me with insights into the aerodynamic stability of the bridge and turning points that bridges have brought about. Additionally, I visited the State Library of Michigan for many more important primary sources. I chose to present my findings in the form of a performance because I love to act. In my drama, I portray a man waiting for the ferries, in order to catch a glimpse of what life was like before the bridge and to assess the event that was a turning point in history. I then portray Dr. Steinman to examine his revolutionary ideas in bridge building design. Finally, I depict Mr. Lawrence A. Rubin to analyze the numerous benefits for the Upper Peninsula and the people that were crucial to the building of the Mackinac Bridge. The completion of the Mackinac Bridge clearly is an important turning point in history. This structure provided the first permanent connection of the two peninsulas of Michigan. The residents of the Upper Peninsula will never again feel isolated and their quality of life is improved. Trade, travel, and tourism have boomed, thanks to the bridge. From an engineering viewpoint, this was the first suspension bridge in the world to become safer and longer. In reflection on the potential impact of his achievements, David B. Steinman stated, "In human hearts was born the plan: a bridge of peace, uniting man. Our sons will have the span we wrought: the world the dream for which we fought." (Process Paper word count) Section 7: Bibliography and Process Paper 86 Organizational Outline Step 1: Step2: Review the sources available for research: (1) GENERAL LIBRARY (a) books (b) articles (c) newspapers and magazines (d) encyclopedias 1. general – Britannica, Collier's, etc. 2. special – The Encyclopedia of World Art, Encyclopedia of American History, etc. (e) Remember that local libraries can borrow from a network of libraries if they do not have a book you need. Ask the librarian for help. (f) There are many local, private libraries. (Lee Lockwood Library, Red Men Museum and Library, Art Center, Waco V.A. Library, etc.) (g) Libraries at M.C.C., T.S.T.C., Baylor University (such as The Texas Collection, Armstrong Browning Library, Collection of Political Materials, and Moody Library) and other university libraries in our fourteen county region are open for research. (2) SPECIAL COLLECTIONS (a) books (b) manuscripts (c) documents (d) oral history (interviews you conduct or published ones) (e) newspapers (f) photographs (g) biographical aids (Who's Who in America, American Men and Women of Science, Dictionary of American Biography, etc.) (3) MUSEUMS (4) FAMILY RECORDS (5) INTERVIEWS – public officials, business people, teachers, etc. (6) COURTHOUSE AND BUSINESS RECORDS (7) PERSONAL CORRESPONDENCE (8) VIDEOS (documentaries, etc.) (9) WRITE LETTERS REQUESTING SPECIFIC INFORMATION if source is not local Select a topic. Read a general article or two about the subject. Make sure that there are enough available sources to support your research. Step 3: Formulate a temporary thesis to be the central and controlling idea of your paper. Prepare a list of questions to be answered in the paper. Step 4: Prepare a preliminary outline. Section 7: Bibliography and Process Paper 87 Step 5: Research the subject. As you research, record your bibliography information on 3" x 5" cards and your notes on 4" x 6" cards, or create documents on your computer with lists or tables for your notes and bibliographic information. Step 6: Assemble the data by organizing your note cards in a workable order. Make sure your original thesis is supported by the facts. If not, rework your thesis to conform to the information you have gathered. Step 7: Construct a final outline. Step 8: Write a rough draft using your outline as a guide. Step 9: Proofread, revise, and correct the rough draft. Step 10: Give extra attention to writing a strong introduction and conclusion. Step 11: Fill in footnotes on the draft. Give full credit to sources. Step 12: Write the final, revised draft. Step 13: Complete your bibliography. Make sure that it is annotated and separated into primary and secondary sources. Step 14: Double‐check your work, both for accuracy and appearance. HINT: Let each source lead to the next one. Check the back of each book to see what sources the author used, or ask each person you consult if he/she knows of someone else who might be helpful. Triangle – How To Develop a Quality Project Form the triangle to develop a quality project. THE EVENT WHAT WAS IT LIKE BEFORE THE EVENT? BECAUSE OF THE EVENT, WHAT IS IT LIKE NOW? WHAT MIGHT IT HAVE BEEN LIKE? Section 7: Bibliography and Process Paper 88 Topics Effective HOTRHF projects not only describe an event or a development, they also analyze it and place it in its historical context. You should ask questions about the topic’s development over time and its impact in history. Your answers to such questions will help you draw conclusions about your topic’s significance in history. Ask yourself the following questions about your topic:  How is my topic important?  How is my topic significant in history in relation to the yearly theme?  How did my topic develop over time?  How did my topic influence history?  How did the events and atmosphere (social, economic, political, and cultural aspects) of my topic’s time period influence my topic in history? NOTE: Do not share research with other students unless you are members of the same group and creating one entry together. It is not acceptable to have a common pool of research from which several entries are created. Section 7: Bibliography and Process Paper 89 Section 8: Forms and Registration Information Online Entry Registration Information Basic History Day Registration Procedures Registration opens December 1, 2014 / Registration closes January 12, 2015 Before accessing the online registration system a registrant needs to know the name of the regional competition in which they will be participating. Be sure to select the correct region. Information about the Texas program and its regional contests can be found at http://www.tshaonline.org/education/thd/index.html This region is the HEART OF TEXAS REGIONAL HISTORY FAIR Step One‐Teachers – Select the HEART OF TEXAS REGIONAL HISTORY FAIR 1. Teacher proceeds to online registration system at http://tx.nhd.org/ud/templates/register.php 2. Teacher selects the appropriate regional contest. (HOTRHF) 3. Teacher completes his/her personal contact information and assigns him or herself a username and password. 4. Teacher completes remaining contact information. 5. Teacher selects the schools with which they are affiliated. 6. Teacher sets up basic records for the students with which they are associated, assigning each one a username and password. 7. Teacher sets up initial information about the entries with which they are associated. 8. Teacher can now nominate student’s project for special awards – match award criteria 9. Teacher can make or acquire payment information for their students’ entries as their individual situation dictates. NOTE: this statement applies to Texas History Day / National History Day ONLY: The students must complete their individual registrations before the teacher can make a group payment. HOTRHF fees are PAID DIRECT TO OFFICE ‐ NO online payment. NOTE: For Heart of Texas Regional History Fair Ada Margaret Smith Award and Baylor University Scholarship nomination see next page for forms, instructions, and entry fee payment information Step Two‐Students ‐ Select the HEART OF TEXAS REGIONAL HISTORY FAIR 1. Student proceeds to online registration system at http://tx.nhd.org/ud/templates/register.php. 2. Student selects the appropriate regional contest. (HOTRHF) 3. Student logs in using the username and password set up and provided by the teacher. 4. Student completes remaining contact information. Section 8: Forms and Registration Information 90 5.
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Student completes statements of originality. Student has parents/guardians complete parent registration section. Student updates information about their project. Student can now nominate their project for special awards – match award criteria Student completes steps to pay fees or contacts teacher about how fee payment will be made. It is the student’s responsibility to verify that fee payment is made. NOTE: See next page for entry fee payment information – Regional Fees are paid direct to HOTRHF Step Three‐Student Advances to Next Round of Competition ‐ Texas History Day competition 1. Student returns to online registration system and completes the same steps identified in the above steps for students. Note: Online payment will be available at both the state and national levels. For questions regarding your registration, please contact: Heart of Texas Regional History Fair Office e‐mail: [email protected] Office Phone: (254) 710‐3783 Office Hours: 8:00 a.m. ‐ 5:00 p.m., Monday through Friday Special Forms and Entry Fee Payment Instructions SPECIAL AWARD FORMS – see next few pages ADA MARGARET SMITH – JUNIOR & SENIOR DIVISION ONLY BAYLOR UNIVERSITY SCHOLARSHIP – 11TH & 12TH GRADE STUDENTS ONLY If you need HOTRHF to supply forms call us at (254) 710‐3783. ENTRY FEE PAYMENT All due by or before deadline date. ENTRY FEES: $6 per student, NOT per entry or group PAPERS: (4 print copies) to HOTRHF Office WEBSITE: 8‐digit URL included with on‐line entry registration, by school sponsor Optional T‐shirt fee ($10.00 per t‐shirt) Bring or mail all Entry Fees, Historical Papers and T‐shirt money to the HOTRHF office. Please allow time for delivery before the deadline date. MAILING ADDRESS Heart of Texas Regional History Fair Baylor University Section 8: Forms and Registration Information 91 One Bear Place #97186 Waco, Texas 76798‐7203 PHYSICAL LOCATION of the HOTRHF OFFICE 1429 South 5th Street The HOTRHF office is located inside The Texas Collection at Carroll Library on the Baylor campus in Waco. Normal office hours are 8 a.m. to 5 p.m., Monday through Friday. See the website for additional details regarding on campus delivery of HOTRHF fees and materials. Baylor University Scholarship Instructions Students in their junior or senior year of high school who have qualified for entry in any category in the 2015 H.O.T. Regional History Fair may apply for the Heart of Texas Regional History Fair Baylor University Scholarship award. The scholarship provides $1,000 tuition to Baylor University. One student may be nominated per school. Application Procedure: 
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The student should complete the attached application form and mail it and two letters of recommendation and a writing sample—all in one envelope—to the Heart of Texas Regional History Fair office. The application and accompanying materials must be in the HOTRHF office by noon February 3, 2015. Applications for the scholarship will be screened by a panel of Baylor faculty, and the top three applicants will be invited to an interview with the scholarship selection committee during the Regional History Fair at Baylor on Friday, February 20, 2015. The students who will be interviewed will be notified by or before noon Thursday, February 19, 2015, of the time and place of the interview. The scholarship recipient will be announced at the annual HOT Regional History Fair Awards Ceremony that follows the History Fair on the scheduled Friday. In addition to the information on the application form, the selection committee will consider: ‐ the applicant’s academic record in high school ‐ recommendations written by his/her History Day sponsor and high school principal or counselor, and ‐ demonstrated interest in becoming a Baylor University student. Scholarship Information: 
The $1,000 scholarship is limited to tuition remission only and does not cover books, housing, or fees. Section 8: Forms and Registration Information 92 
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The student must meet all the qualifications necessary to be accepted into Baylor, must apply for admission to Baylor through regular procedures, must be accepted into Baylor, and must register for Baylor classes before the scholarship goes into effect. The student should report receipt of the scholarship in any application for a financial aid package at Baylor University. Baylor University Scholarship Form The form consists of the following two pages. Both pages are required. The entry deadline is February 3, 2015, at noon. Section 8: Forms and Registration Information 93 Application for Heart of Texas Regional History Fair Baylor University Scholarship Please complete this form with ink or typewriter. Note additional requirements and deadline at bottom of form. Name (Last, First, M.I.): Mailing address: Home Phone Number: Grade in School: Age: High School Grade Average: Name of School: School Address: School Phone Number: Name of School Principal: Name of History Fair Sponsor: History Fair Sponsor’s Phone number: 2015 HOTRHF entry title and category: Have you participated in the HOTRHF in previous years? _______ If so, please give the category of your entry, the year, and the name of any awards won. Section 8: Forms and Registration Information 94 Have you participated in other regional academic contests (such as science fair, UIL contests, music competitions)? If so, please list them, the dates, and any awards won. List your other school activities: Activities outside school (volunteer work, employment, special interests): Student’s signature: History Fair Sponsor’s signature: This signed application must be accompanied by: 1) Letters of recommendation from: a. your History Fair sponsor b. your high school principal or high school counselor These letters should explain your eligibility for the scholarship based on the above criteria and should include any other information about your qualifications for the award. 2) A writing sample, in which you explain: a. ways you think participation in the History Fair program benefits students b. your reasons for wanting to attend Baylor University The writing sample may be typewritten or neatly handwritten, but it should not exceed two pages in length (if typewritten) and should contain at least 150 words but not more than 500 words. Send application, letters of recommendation, and writing sample in one envelope to: Scholarship Heart of Texas Regional History Fair Baylor University One Bear Place # 97186 Waco, TX 76798‐7203 Or drop off at the HOTRHF office DEADLINE February 3, 2015 at 12:00 noon Section 8: Forms and Registration Information 95 Ada Margaret Smith Award Information NOTE: This award is open to only Junior and Senior divisions. The Ada Margaret Smith Award is named in memory of a long‐time Cameron teacher and historian because of her love for and commitment to students and history. This award is presented to the most promising young historian at HOTRHF. Interested students must submit to HOTRHF a completed nomination form and a letter of recommendation from the nominating teacher by the entry deadline of February 3, 2015. One nomination is accepted per school. Application Procedure: The student should complete the attached application form and mail it and a letter of recommendation from their nominating teacher – all in one envelope – to the Heart of Texas Regional History Fair office. The application and accompanying letter must be in the HOTRHF office by or before the date of February 3, 2015. Applications for the award will be screened by the interviewing HOTRHF representative. If accepted, the applicant will be invited to an interview during the Regional History Fair at Baylor on Friday, February 20, 2015. The students being interviewed will be notified by noon Thursday, February 19, 2015, of the time and place of the interview. The award recipient will be announced at the annual Heart of Texas Regional History Fair Awards Ceremony that follows the History Fair on the scheduled Friday. Sponsor’s Letter Information: 
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Sponsors should select their very best entry for this award. The letter should be no longer than one page in length. It should be a narrative background of the student, his or her involvement with the community as well as with other students, and his or her interest in and dedication to history. Award Information: A brass and wood plaque will be presented in recognition For The Most Promising Young Historian with the student's name and the year. Ada Margaret Smith Award Form The form consists of the following two pages. Both pages are required. The entry deadline is February 3, 2015. Section 8: Forms and Registration Information 96 Section 8: Forms and Registration Information 97 Section 8: Forms and Registration Information 98 Letter to Sponsors on Important Fair Information HEART OF TEXAS REGIONAL HISTORY FAIR INFORMATION HOTRHF Office is located at 1429 South 5th Street (Corner of 5th Street & Speight Avenue) Phone (254) 710‐3783 TO: All History Fair Sponsors ‐ If you have any questions, please call the office. FROM: HOTRHF Office ‐ HOT REGIONAL HISTORY FAIR FEBRUARY 19TH & 20TH, 2015  Check‐in Registration will be on the 2nd floor of Bill Daniel Student Center (BDSC) beginning Thursday from – 3:00‐5:30 p.m. for all Jr. Division exhibits and any selected performances and documentaries selected for judging on Thursday. Other students are allowed to register on Thursday, if more convenient. Exhibits ONLY will be allowed to set up on Thursday–Performance and Documentary, there is no storage available for equipment, props, or costumes or they can register Friday morning from 8:30 – 10:00 a.m. Late registration must be approved by HOTRHF. Check‐in REGISTRATION IS MANDATORY for all students in all categories once the fair begins.  On‐line Entry Registration completed for each division according to school level, and entry fees ($6 per student) must be in the HOTRHF office by Monday, January 12, 2015 ‐‐ NO exceptions. If you cannot use the on‐line registration system, please call the HOTRHF office immediately.  Historical Papers ‐ Four copies of each historical paper must be submitted with the entry fee to the HOTRHF office, plus On‐line registration completed by the entry deadline. Judging for Historical Papers begins immediately after the deadline date of Monday, January 12, 2015.  Websites – Each project’s 8‐digit URL will be forwarded ON‐LINE by their school, at time of registration, by or before 5:00 p.m. Monday, January 12, 2015. Judging for Web sites begins immediately.  Maximum allowable entries are 27 in each division per school, limit as follows: 5th Grade Junior Division Senior Division Exhibit entries only. Total of 5 exhibit entries maximum per school. 3 papers. 3 individual exhibits 3 group exhibits (2‐5 members) 3 individual performances 3 group performances (2‐5 members) 3 papers. 3 individual exhibits 3 group exhibits (2‐5 members) 3 individual performances 3 group performances (2‐5 members) Section 8: Forms and Registration Information 99 Can be individual, group or a combination of individual and group exhibits. 3 individual documentaries 3 individual websites 3 group websites (2‐5 members) 3 individual documentaries 3 individual websites 3 group websites (2‐5 members) 
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Parking for buses will be at the Ferrell Center. Directions for dropping off and picking up students will be forwarded to participating schools two weeks prior to the fair. All other vehicles can park in visitor parking directly behind Bill Daniel Student Center (BDSC); most parking lots on the Baylor U. campus host parking areas with some designated visitor’s spaces and there are several parking garages – look for VISITOR’s spaces. EXCEPTION ‐ the parking garage closest to BDSC is student parking only. One student per division/per school may be nominated for the Ada Margaret Smith Award for the Most Promising Young Historian. Application/nomination for this award must be received in the HOTRHF office by February 3. Call the HOTRHF the week of the fair for the assigned interview time. One student per school in his or her junior or senior year of high school may apply for the Baylor University Scholarship Award. Applications for this award must be received in the HOTRHF office by February 3, 2015. Call the HOTRHF the week of the fair for the assigned interview time. Please refer to the schedule of events in your current rulebook for tentative dates and times of all events. Students in the historical paper and web site categories must register during designated times on February 19th & 20th or be subject to forfeit all awards. A firm schedule will be sent to your school approximately two weeks prior to the fair. T‐shirt orders will be accepted beginning in November of 2014 Payment of $10.00 in cash, check or money order is required prior to the order being placed. Please indicate size (adult sizes available only in S, M, L, XL, 2X and 3X) and total number of t‐shirts ordered. Please see the HOTRHF Web site for t‐shirt information at http://www.baylor.edu/historyfair/. The on‐line registration process for each student and teacher does NOT include t‐shirt ordering at this time. Orders must be placed direct with the HOTRHF office. HOTRHF invites all sponsors to a luncheon in their honor and a brief meeting at 12:00 noon on Friday, February 20th in the Loessin Room at the back left‐side of the Barfield Room where the Exhibits are displayed. Sponsors, please RSVP for lunch and plan for your students to be supervised during that time. Section 8: Forms and Registration Information 100 Entry Information and HOTRHF Website ENTRY FORM INFORMATION & HOTRHF WEBSITE Official entry on‐line registration instructions are available in this book (see Section 8) Note to all teachers: HOTRHF ONLINE Registration opens December 1, 2014 Registration closes January 12, 2015 Thank you You are invited to visit the HOTRHF Web Site To view the HOTRHF Handbook of Rules and much more. For the 2014‐2015 HOTRHF FAIR www.baylor.edu/historyfair 2015 Theme of the Year Leadership and Legacy in History
Heart of Texas Regional History Fair Mailing address: Baylor University ∙ One Bear Place # 97186 Waco, Texas ∙ 76798‐7186 Physical Address of Office: 1429 South 5th Street (The office is located inside The Texas Collection at Carroll Library on the Baylor University campus.) Office phone: (254) 710‐3783 Office hours: 8:00 am – 5:00 pm Monday through Friday [email protected] (Staff) [email protected] (Board President) Web Site: http://www.baylor.edu/historyfair T E A C H E R S ‐ PLEASE CONTACT HOTRHF OFFICE IF YOUR SCHOOL WILL BE PARTICIPATING IN OUR 2015 REGIONAL FAIR. THIS WILL ENSURE YOUR SCHOOL IS ON OUR CURRENT MAILING LIST FOR ENTRY INFORMATION. Section 8: Forms and Registration Information 101