High School History Day Course
(Courtesy of Barb Allen, Leni Arnett, and Ed Glassman)
Course Code: TBD
Duration: 1 Semester
Course Title: National History Day
Maximum Semesters: 1
Department: Social Studies
Special Grading: X credit
Grade Level: 9-12
Prerequisites: None
Credits Per Semester: 5
Fees/Materials: Based on school and teacher need
Credit Area: Social Studies, History Elective
Course Description:
In the Spring more than half a million students participate in National History Day NHD nation-wide.
Students will choose a research topic. They will look through libraries, archives and museums, conduct
oral history interviews, and visit historic sites. Then they will analyze and interpret the sources, and draw
conclusions about the significance of to their topic. Students will present their work in one of five ways:
as a paper, an exhibit, a performance, a documentary, or a web site.
In the spring students may enter their work into the Denver Public Schools NHD contest where it will be
judged by professional educators and historians. If the work is chosen as one of the best, they will move
on to the Colorado NHD contest. If a student wins at the state NHD contest, he/she will be eligible to
attend the Kenneth E. Behring National History Day Contest at the University of Maryland at College
Park in June. This is where the best National History Day projects from across the United States,
American Samoa, Guam, International Schools and Department of Defense Schools in Europe all meet
and compete.
Standards: History
 Develop an understanding of how people view, construct, and interpret history
1. Use the historical method of inquiry to ask questions, evaluate primary and secondary
sources, critically analyze and interpret data, and develop interpretations defended by
evidence
 Analyze key historical periods and patterns of change over time within and across nations and
cultures
2. The key concepts of continuity and change, cause and effect, complexity, unity and
diversity over time
 Analyze key historical periods and patterns of change over time within and across nations and
cultures
3. The significance of ideas as powerful forces throughout history
Course Assessment:
 History Day Project
 annotated bibliography
 process paper
 helpful website: http://nhd.org/CreatingEntry.htm
Course Outline:
A. Why Study History – Introduction to History Day
1. Why History Day?
2. What is History Day?
3. Student Outcomes
4. Introduction to Historian Research
 History, Historian
 Frame of Reference
 Primary, Secondary Sources
B. Getting Started/Making Choices
1. The Classroom
2. The Notebook
3. Making Choices
 Positive/negatives of individual and group work
 Topic selection
 Type of entry (exhibit, paper, documentary, performance, website)
C. Gathering/Recording Information
1. Introduce MLA bibliography format
2. Separating primary/secondary sources
3. Organizing sources into categories
4. Preparing/practicing for interviews
D. Placing Topic in the Big Picture
1. Examine background information (social, cultural, political, economic conditions prior to
event)
2. Time Period Research
3. Create graphic organizer/timeline – class presentation
4. Establish “SO WHAT” factors
5. Develop a working “Thesis”
E. Semester Assessments
1. Use background information to create a “HOOK” for project
2. Class Presentation
3. Assessment Tool: History Day Evaluation Sheet
4. Student/Teacher Evaluation Conference
F. Preparing for Competition
1. Analyze first semester evaluation
2. Use history day guide to create scripts, write papers, and write captions.
3. Conducts interviews
4. Update bibliography – 1st draft due
5. Class presentations
6. Student/Teacher conference/evaluation
G. Preparing/Presenting final projects
1. Continue research
2. Work on revisions
3. Process Papers – due
4. Final Project
5. Class Presentations/Evaluations
H. Final Touches
1. Lay out boards
2. Work on props
3. Find/make appropriate costumes
4. Research Papers due
5. Finalize bibliography/process paper
6. Prepare for questioning
7. Practice … practice … practice
J. Competitions
Resources:
A. History Day Notebook from GT Department
B. National History Day Rule Book
C. National History Day Curriculum Book (Yearly)
COURSE OUTLINE FOR K-GRADE 8
I.
GENERAL COURSE INFORMATION- National History Day
Middle School Course Title: National History Day
Department: Social Studies
Credit Area: Social Studies, History Elective
II.
Sub-Department:
Grade Level:
6-8
Course Description
National History Day (NHD) is an opportunity for teachers and students to engage in real historical
research. NHD is not a predetermined by-the book program but an innovative curriculum framework in
which students learn history by selecting topics of interest and launching into a research project. The
purpose of National History Day is to improve the teaching and learning of history. NHD is a meaningful
way for students to analyze historical issues, ideas, people and events by engaging in historical research.
When studying history through historical research, students and teachers practice critical inquiry: asking
questions of significance, time and place. Through careful questioning, students are immersed in a
detective story too engaging to stop researching.
Students start by choosing a topic related to the annual NHD themes and conduct extensive primary and
secondary research. After analyzing and interpreting their sources and drawing conclusions about their
topics significance in history, students then present their work in original papers, exhibits,
performances, websites and documentaries. The students enter these projects into competitions in the
spring at local, state and national levels where they are evaluated by professional historians and
educators. The program culminates with the national competition held each June at the University of
Maryland at College Park.
III.
COURSE OUTCOMES (STATE STANDARDS AND OBJECTIVES)
Colorado Academic History Standards:
 Develop an understanding of how people view, construct, and interpret history
1. Formulate appropriate hypotheses about United States history based on a variety of
historical sources and perspectives
 Analyze key historical periods and patterns of change over time within and across nations and
cultures
2. The historical eras, individuals, groups, ideas and themes from the origins of the
American Revolution through Reconstruction and their relationships with one
another
Common Core State Standards for literacy in the social studies
Objectives:
 Use the historical method of inquiry to ask questions, evaluate primary and secondary sources,
critically analyze and interpret data to develop and defend a well-written thesis statement.
 Analyze and interpret historical sources to ask and research historical questions
I.
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IV
Seek and evaluate multiple historical sources with different points of view to investigate a historical
question and to develop and defend a thesis with evidence.
Formulate appropriate hypotheses about the United States history based on a variety of historical
sources and perspectives.
Students will demonstrate historical knowledge and show their creativity by presenting their history
day entry in a variety of formats.
Use chronological order to analyze the historical periods and patterns of change over time.
Through the historical research process, students will develop a sense of history as a process of
change that affects every aspect of human life and society.
Students will integrate social studies, art, sciences, literature, language, music and technology into
their final projects.
Demonstrate understanding of history by creating a National History Day entry on a specific topic and
understand its relationship to other events.
Develop and use critical thinking skills
Develop and use creative ways to solve problems
Learn to effectively use library sources
Place topic in historical context by finding out what happened before and after selected topic
Demonstrate an understanding of writing mechanics by creating a clear, grammatical and correctly
spelled process paper and using the MLA format to write a well-written annotated bibliography.
Developing an efficient method of time management for independent study
Developing cooperative learning skills that they will use in the 21st century
Developing methods of presenting self and information in an effective manner
COURSE ASSESSMENT
 History Day Evaluation (Historical Quality, Relation to Theme, Clarity of presentation)
 Process Paper
 Annotated Bibliography
 Class Presentations
V.
COURSE OUTLINE
I.
Unit 1: Why study history? Introduction to History Day
1. Why History Day?
2. What is History Day?
3. Student Outcomes
4. Introduction to Historian Research
 History, Historian
 Frame of Reference
 Primary, Secondary Sources
J. Unit 2: Getting Started/Making Choices
5. The Classroom
6. The Notebook
7. Making Choices
 Positive/negatives of individual and group work
 Topic selection
 Type of entry (exhibit, paper, documentary, performance, website)
C. Unit 3: Gathering/Recording Information
1. Introduce MLA bibliography format
2. Separating primary/secondary sources
3. Organizing sources into categories
8. Preparing/practicing for interviews
D. Unit 4: Placing Topic in the Big Picture –
6. Examine background information (social, cultural, political, economic conditions prior to event)
7. Time Period Research
8. Create graphic organizer/timeline – class presentation
9. Establish “SO WHAT” factors
10. Develop a working “Thesis”
E. Unit 5: Preparing for Competition
7. Analyze first semester evaluation
8. Use history day guide to create scripts, write papers, and write captions.
9. Conducts interviews
10. Update bibliography – 1st draft due
11. Class presentations
12. Student/Teacher conference/evaluation
F. Unit 6: Preparing/Presenting final projects –
6. Continue research
7. Work on revisions
8. Process Papers – due
9. Final Project
10. Class Presentations/Evaluations
G. Unit 7: Final Touches
8. Lay out boards
9. Work on props
10. Find/make appropriate costumes
11. Research Papers due
12. Finalize bibliography/process paper
13. Prepare for questioning
14. Practice … practice … practice
H. Unit 8: Competitions
VI: Resources
National History Day Curriculum Book
District GT History Day Workshop
District GT History Resource Guide
Leigh Campbell-Hale’s National History Day Schedule
[email protected]
Fairview High School
Boulder, Colorado
Introduce NHD:
1st week of school—
Tell the students they’ll participate in National History Day
Suggest they check out the NHD website
Tell them the categories & the theme for the year
Suggest they start thinking about:
the kind of the project they’d like to do
who they’d like to work with (up to five)
the kinds of history they’re interested
Tell Them Why They’re Doing NHD:
Usually the week before Thanksgiving, I go into more depth on NHD, show them samples of former
projects, and tell them it’s such a great project, because they
can choose their own topics
can work with their friends if they want to
learn great research skills
figure out how to organize and present what they’ve learned
learn to write a great thesis
and…
if they’re competitive, they can win fabulous prizes
get a good college letter of rec letter from me
impress college admissions’ officers
win cash prizes, college scholarships
(mention special prizes here)
obtain priceless psychic rewards
Picking a Topic/Group/Category:
The first thing that’s due is their proposals:
their topics
who (if anyone) they’re working with
(full name, teacher, class period)
what type of project they’re doing
(paper, documentary, exhibit, website, or performance).
How to Narrow a Topic:
I take about a week to grade their proposals, list their proposed topics (for both the librarian
and me) then I try talking to kids if I see any problems. I like going over their topics in a class setting, so
other kids can see the students and me modeling the process of narrowing down their topic.
For example, invariably, some kid will write down the Vietnam War as a topic, which, of course,
is much too broad. Then I’ll bring up the theme. This year, it’s Turning Points in History: People, Ideas,
Events, so I’ll try eliciting from the class what a turning point in history might be for that topic. Since the
students pick their topics before we’ve finished the book (always a problem!), I would try to do this
exercise with a kid who’s chosen a topic we haven’t studied yet, so the Vietnam War works well. I’d try
to find out what exactly interests them about the Vietnam War (usually it’s hippies), but then, I’d try to
lead the discussion around to turning points in the war, such as the Gulf of Tonkin Resolution (which
gave LBJ almost unlimited executive power to wage the war), the Fulbright Senate hearings (which
changed Congressional opinion), or the TET Offensive (which changed American public opinion about
the war). Of course, there are lots of others, but those are just some obvious ones. Were there other,
less obvious ones? The 1968 Democratic Convention? The draft lottery? The Weathermen? Kent State?
Are they interested in the topic because their grandfather fought in the war? What was his experience?
If students have any primary sources others don’t’ have because of their families, could they use those
in some way?
Then we’d talk about the people: LBJ (others?), William Fulbright, etc.; ideas: (executive power
in waging war v. Congressional authority; domino theory, etc.), or events (the Gulf of Tonkin “attack,”
etc.).
By modeling how to narrow a topic, this helps shows students how they can all narrow their
topics.
How to Find Books:
I’ll project the Amazon.com website and show them how to look for books. Most kids are
terrible at this. I call them Googleheads. They’ll stick in a super-narrow term, and if an exact title doesn’t
immediately pop up, they assume there’s nothing written on their topic. The advantage to Amazon, is
that it’s possible to find great books and not exactly know what you’re looking for.
Say I was still working with the kid above, and he’d narrowed his topic to the TET Offensive. I’d
put that term into the search, and see what popped up. Then we’d look at the book. Who wrote it? A
professor, a journalist, or a conspiracy theorist?
I urge them to get at least one scholarly book on their topic and read it all the way through. I literally
watch them read in class, and give them credit for sitting quietly, reading, and taking notes (more on
that later).
Then I show them the feature that says, people who bought this, also bought this. Usually it’s
very helpful (but not always). I tell them that’s why it’s called re-search, because if they find what
they’re looking for right away, their topic is probably too broad
I try to get them to write down or print a list of possible books they want to look for when we’re
at the library.
How to Physically Find Books:
Then we start research, and I give them research grades. I’ve developed a great relationship
with the Boulder Public Library (BPL), which does a better job of working with my students than our own
school library (sad but true). You can see the BPL website on their webpage. We have a modified block
schedule, so on our block day, we take the RTD bus to the library, and usually 3-6 librarians work with
our students. Before our field trip, I try to make sure each student has an up to date library card and has
all their fines paid so they can check out books. The students don’t know how to look up books or find
them on the shelves. They also don’t understand that books are grouped with similar books, so it’s
worth their while to look at the books surrounding the book they think they want. They need to
physically open the books, look at the Table of Contents, look at the Index, and see if there’s something
they could use in that book.
I have to make clear that it’s not cheating if they don’t read a book cover to cover. It’s ok to
scrim, which I have to teach them how to do.
I tell them if they’ve checked out an academic book, the introduction summarizes the entire
book and provides the main argument, so sometimes, that’s all they need.
How to Take Notes:
After they’ve checked some books out, I have a day where they bring their books to class and I
show them different ways of taking notes. I used to require 400 note cards, but I stopped doing that
after realizing I was getting about 350 crap cards. I still provide note cards as one option for recording
their research, although fewer and fewer students use them.
I’ve stolen Maureen Aumann’s notecard system.
(She used to teach in Cherry Creek, but she’s probably retired by now.)
She taught there are three kinds of note cards:
1. bibliography cards
(all the info you need to cite a book, give that book a #).
2. quote cards
(these come in extra hand for exhibits; they also have a source number in the upper right hand
corner and a page number in the lower left hand corner. I make all my students write down this
info, in case they have to write a paper or their groups explode, which always happens).
3. information cards
(these also have a source # and page#, and they must be written in outline form, in phrases,
with everything spelled correctly).
If this system doesn’t work for them, there are computer notecard programs they can use
(Notecard), and if the kids are really smart, they can try using something sophisticated like Zotero
(although I don’t get many kids who take me up on that). What they can’t do is write page after page of
notes, put sticky flags on page numbers, or print enormous amounts of crap off the internet. Like I said,
as long as they create a system that works for them and allows them to keep track of their information
and sources, I can be somewhat flexible.
How to Do Research:
I tell them I expect a minimum of twenty hours of outside research, and if they want to win,
there’s no limit to the amount of research they should do. That’s why so few kids win.
Quality of research matters as well as quantity. I talk about problems the kids might be having in
class, or privately. (This step is very ad hoc, depending on the kids and their projects.)
How to do a Bibliography:
The next thing that’s due is a five-source annotated bibliography, separated into primary and
secondary sources. I talk about the difference between the two, and make sure everybody gets it. They
need to have at least one primary source. At this stage, all the sources must be books (no internet
sources yet). I have to teach how to write bibliographies (alphabetical order by first word, etc.) , and I
also pass around former student’s bibliographies to look at. I require Turabian format, because that’s
what historians use. I tell students there are all kinds of crazy websites that say they’re using Turabian,
but they’re wrong, so they should use the reference books from the library (We have about ten copies
of the Turabian guide in the library) or my office.
(Actually, the University of Chicago has a pretty good website:
http://www.press.uchicago.edu/books/turabian/turabian_citationguide.html/
This is the only website they can use.)
I grade these very harshly (only perfect bibs get perfect grades), hand them back, and tell them
to keep them, because they’re going to attach them to their next ten-source bibliography and show me
they’ve corrected their mistakes.
They can include the five sources they’ve already used, and they add five more. That’s per person, so if
there’s a five-person group, each person needs ten sources, with no repeats. (Then they can combine
their sources, so I suggest each group member uses the same font, style, etc., which makes it easier to
combine.)
Convincing the Teacher (Me) They’ve Done the Research:
Next is the research interview. This is a time killer, and I’ve tried various ways to do this (I’ve
tried research logs and research presentations to the class), but this works best. I pop in a video or give
the students work time and sit outside the door (I’d do this inside the room if I still taught middle school)
of my room (with the door open, so I can hear what’s going on in the room) and individually interview
each student (if they’re working alone) or in a group. If the group members are in different classes, the
other teachers and I set up appointments and meet after school. They have five minutes to convince me
they’ve done at least twenty hours of research. If there’s time, we can talk about possible thesis
statements, ways to focus their research, where they might find extra sources, if they really need to
change their topic (and some will, although it’s bad at this late stage), problems in group dynamics, etc.
Students hate this, because there’s nowhere to hide, but this is the most important step of the process.
Rough Drafts:
Next, I require a rough draft. These takes the longest to grade, so I give myself at least two to
three weeks.
For a paper, I tell them it needs to look like a finished paper, with all the correct spelling,
grammar, footnotes, etc., in place. (Earlier, I’ve gone over how to do footnotes by giving them a copy of
an article. There’s one I like from the Organization of American Historians Magazine, with a narrow
argument that uses footnotes. Just a few pages is long enough for them to get the idea. They have to
footnote quotes, statistics, and anything they didn’t know before starting their project that’s not general
knowledge. What’s general knowledge? Something they found in a textbook or an encyclopedia (or
probably Wikipedia). They will attach their rough draft to their final copy.
All the projects except for papers turn in a process paper with their rough drafts, too. (We don’t
collect bibliographies, because we’ve already graded them.)
For a documentary, I need to see five minutes of something with sound.
For a website, I need to see their website and get a hard copy of their slides (for proofreading
and grading).
For a performance, I need their script.
For an exhibit, I need a storyboard, with copies of their title, a clearly labeled thesis, their
headings and subheadings, their quotes, their visuals (thumbnails are ok), their color scheme, fonts, etc.
Presenting Their Final Projects:
I won’t see anything after I give their rough drafts back until our school contest, which is usually
around Valentine’s Day.
At Fairview, we used to have groups of three judges, but that required massive amounts of
organization, then we usually found that our volunteers, while well meaning, didn’t know very much
about history and would be overly swayed by the charming kids who interviewed well. So now, the
teachers do all the judging. Over the years, we take building money and department money and get
three teachers to judge exhibits, one to judge websites, one to judge documentaries, and two or three
to judge performances. Of course, this formula could vary. The documentaries and websites are due the
Friday afternoon before the school contest, the judges watch them before meeting with the students,
and they have conversations about what they’ve done. Students also turn in their papers the Friday
before the contest, we all choose our best ones, and we go drink beer and read each other’s papers and
pick our top ones that go to district. This judging system works far better for us than the old way with
volunteers.
Here’s my timeline and my point value: (You can see, I’ve got lots of points in my class.)
1st week of school: introduce NHD
Week before Thanksgiving: start showing samples of former projects. If a teacher is new and doesn’t
have samples, there are many online. Tell them their topics are due the first week of December.
1st week of December: proposals due (50 points)
2nd week or so, library trip (100 points)—This is an all or nothing grade. If the student misbehaves or
doesn’t work, it’s zero. If they behave and work hard, it’s 100.
3rd week or so: in class reading, note-taking (100), all or nothing
1st week back from winter break: five source bibliography (100 points)
2nd week back, ten-source bibliography (100 points)
3rd week back, research grade (It’s good to hand the bibliographies back when you meet and talk about
their sources and what they’ve found), (200 points)
two to three weeks after research talk, rough drafts due (200 points)
final drafts (200 points)
I also give kids 25 points extra credit for each level they advance.