Washington History Day
Teacher Handbook
This manual is based on the “National History Day in Washington State Teacher Guide” and the
“National History Day in Minnesota Teacher Handbook” and has been copied, revised and
appended with permission. Materials used in this handbook were compiled by Paula Cautrell,
Patti Deal, Larry Harper, Cec Harper, Tim Hoogland, Janet Kragen, Randy Schnabel, David
Sherman, Mark Vetter, and others. Washington History Day is coordinated by the Washington
State Historical Society.
Washington History Day
www.washingtonhistory.org/historyday
[email protected]
Revised edition made available by the Washington State Historical Society, 2009. Permission to
reproduce materials in this guide is granted for educational purposes only.
Washington History Day
Welcome
Suggested Timeline of History Day Activities
History Day Contests
In the Classroom
Starting a School History Day
Forming a History Day Club
History Day, Classroom-Based Assessments, and GradeLevel Expectations
The Research: Sources and How to Find Them
Research Strategy Worksheet
Formulating the Thesis Statement
Group or Individual: Help with Choosing
History Day Agreement Form – Individual
History Day Agreement Form – Group
Time Management Log
Research and Interpretation
Compiling a Bibliography
Sample Bibliography
Bibliography Card
Analysis Worksheet for Primary Sources
Bibliography Reference Forms
Constructing the Project
History Day Student Checklist
Completing the Entry: Paper
Completing the Entry: Exhibit
Completing the Entry: Documentary
Completing the Entry: Performance
Completing the Entry: Web Site
The Process Paper
Hints for Checking the Final Project
Washington State Patrol Motorcycle
Source: Washington State Patrol Photographs,
Washington State Archives, State Government
Archives
Evaluation
History Day Evaluation
Classroom Assessment
National History Day Rubrics for Success
A variety of evaluation rubrics are also available at the Washington History Day Teacher Resources page.
Welcome!
History Day is a nationally acclaimed education program that challenges students to become historians,
explorers, investigators and leaders. A highly regarded national academic challenge, more than 700,000
students and 40,000 educators participate in History Day nationwide. History Day promotes the study of
history in schools by engaging students and teachers in the excitement of historical inquiry and creative
presentation. It reinforces classroom teaching by rewarding students of all abilities for their scholarship,
individual initiative and cooperative learning. Students learn history by doing history.
Working individually or in groups, junior (grades 6-8) and senior (grades 9-12) division students select a
topic related to an annual theme. They conduct extensive research using primary and secondary
sources, then analyze and interpret their findings in one of five project formats: museum-style exhibits,
multimedia documentaries, dramatic performances, research papers or websites. Along the way,
students develop research, critical thinking, writing, presentation and social skills, and reflect on the
meanings of citizenship.
After creating their projects, students may choose to be evaluated at a History Day contest. Team of
judges composed of historians, educators and professionals evaluate each project according to set
criteria, and provide constructive feedback at each level of competition. Students selected as finalists at
each event advance to the next level and are encouraged to use their evaluations to improve their
entries. Contests may begin with a school or district History Day fair, from which top entries graduate to
a regional History Day contest, held in February and March around the state. Regional winners advance
to the state contest, held in late April or early May in the Puget Sound region. The top two entries in
each category at state advance to the national contest, held in mid-June at the University of Maryland at
College Park.
Washington History Day has grown from 125 students in 1982 to more than 5,000 in 2009. This growth
reflects the commitment of the Washington State Historical Society and Washington educators to
participate in history education statewide. We encourage you to discover the rewards of participating in
History Day.
About this Handbook
This manual is designed to provide suggested examples of strategies and forms to use when
implementing History Day in the classroom. These materials have been developed by teachers and
historians who have extensive experience with the program, but they should not be considered the only
approaches to be used. Apply the materials to your school calendar, teaching style and classroom
setting. Check the Washington History Day website, blog and social media for frequent updates and new
resources. We welcome your suggestions and materials, too! Please send your comments to the state
office at [email protected]. Most important, have fun. History Day is a transformative
experience for students and teachers alike. Enjoy!
Suggested Timeline of History Day Activities
History Day Contests
Why participate in a contest?
Most History Day students in Washington do not enter a contest. Their participation concludes with the
presentation of the project to their teachers. However, extending involvement beyond the classroom
offers added value. Presenting before a wider audience—particularly one composed of experts in the
field—adds excitement, stimulates revision and improvement, and may motivate students to succeed.
Students often report that participating in History Day was the most memorable experience of their K12
education.
At each level of competition, students are interviewed by a team of judges, who use set criteria to
evaluate their work and provide constructive written feedback (for the most current evaluation forms,
see the Washington History Day website). Although interviews are not the determining factor in project
evaluation, they are vital to the learning process. Depending on the number of entries in each category,
there may be preliminary and final rounds. Final round judging takes place without interviews; the
project must stand on its own merits.
There are up to four levels of Washington History Day contests: preliminary, regional, state and national.
Preliminary History Days
These events range from small exhibitions within individual schools to district-wide events. The goal
here is to create recognition for the work of all participating students and to select the finalists eligible
to participate in the regional event. In many cases this will include every participating student. The
number of entries progressing to the regional in each category will be determined by the regional
coordinator. Preliminary fairs usually take place one to two weeks prior to the regional event. These
fairs provide students with valuable experience on handling the judging process and information for
improving their work.
Regional History Days
The regional events are held in February and March. Contact your regional coordinator for the exact
date and location. Regions are comprised of combined Education Service Districts (ESDs) with some
modifications. Please refer to the map within this handbook and on the History Day website to
determine your region, regional coordinator, and contest date. At the regional events a number of
finalists will be selected in each category to move on to State History Day. The number of finalists from
each region is determined by the state coordinator and is based upon participation numbers. Students
are encouraged to improve upon their work prior to the State History Day.
State History Day
The Washington History Day state contest is a one-day event held in late April or early May in the Puget
Sound area. The top two winners in each category are eligible to enter National History Day, with third
place winners serving as alternates. In addition, many special awards are presented each year for entries
in a variety of historical subject areas. For a current list of awards, contact the state coordinator.
National History Day
National History Day is held on the campus of the University of Maryland, just outside Washington, DC,
where in mid-June more than 2,500 students from around the world gather for five days to present their
work. In addition to the competition, students have many opportunities to tour Washington. Monetary
prizes, scholarships, and special awards are presented to national award winners.
Starting a School History Day
Starting a school History Day Fair is one of the best ways to encourage a History Day program. A school
fair can raise student, parent, and administrator awareness and excitement for history. It gives students
an opportunity to experience History Day rules and judging while on familiar ground, and also provides
them with the guidelines and time necessary to improve their entries for the regional fair. A school fair
is an excellent way to provide positive publicity for the school and demonstrate student achievement.
The following suggestions are intended as guidelines to help teachers with preparing a school History
Day. These guidelines should not be viewed as the best or only ways to institute a school History Day.
1. Contact your Regional or State Coordinator. Let him/her know that you want to start a school
History Day. S/he should be able to provide you with copies of the judging criteria, the number of
students that should graduate to the regional History Day, and other useful ideas and advice.
2. Set the date of your History Day early. School calendars fill quickly. See the administration early to
discuss the program and possible dates. When picking a date, remember to coordinate it with the
Regional History Day contest. You will want to give your students enough time to improve their projects
as a result of the evaluations they will receive.
3. Secure independent judges early. It is important, especially if awards are given, to try and solicit
judges from outside the school. Historical societies and teachers from other districts or buildings are
possible sources. Make sure to send the History Day rules and judging criteria to the judges early, and
to have more judges than you think you will need. Many schools conduct their History Days totally “inhouse” by using faculty colleagues and administrators as judges.
4. Publicize your History Day. To publicize awareness of the school History Day, contact the local media
several weeks before the event. The school newspaper and district newsletter may also want to print
stories about the event. Inform the state History Day office, too. Be sure to follow up on the progress of
students who advance to the regional and state History Day fairs.
5. Outside Assistance. The more the school can involve the community, the better the chance for
success. Historical societies, civic organizations, and businesses may be willing to provide resources for
awards, judges' expenses, etc. Remember, it is important to publicly acknowledge any support received.
Territorial Seal
Source: Washington State Archives, State Government Archives
Forming a History Day Club
If you plan to use Associated Student Body monies or cannot yet fit History Day into your classroom
teaching, it is helpful to form a History Day club. This group may assist in fund-raising, provide support
and help to increase the community's awareness of this activity. One such club's constitution is provided
as an example.
History Day Club Constitution
Section 1.
Section 2.
Section 1.
Article I
The name of this organization shall be the (school name) History Day Club.
The purpose of this club shall be to create an enthusiasm for the study of history, to
promote leadership and involvement in History Day.
Article II
Membership in this club shall be based upon academic initiative, character, attitude and
citizenship.
Section 2.
To be eligible for membership in this club, a student must be currently enrolled at
(school name).
Section 3.
To participate in club activities, members shall maintain the minimum grade-point
average defined by the faculty and school advisers.
Section 1.
Article III
The school principal shall appoint members of the faculty who will serve as the club's
advisers.
Section 2.
All activities of the club shall be subject to the approval of the faculty advisers.
Section 3.
All meetings shall be open meetings and shall be held under the supervision of the
faculty advisers.
Section 1.
Section 2.
Section 1.
Article IV
The officers of the club shall be a president, vice-president, and secretary/treasurer.
Officers shall be elected at a regular meeting in the first quarter of each school year by
the members present.
Article V
This constitution may be amended by a two-thirds vote of the membership, provided
that the proposed amendment has been approved by the advisers.
History Day, Classroom-Based Assessments and Grade-Level Expectations
This area to be completed when bridging documents and lesson plans are approved by OSPI for use.
Both are under construction.
The History Day Research Journey
Topic Selection
Selecting a History Day topic is a process of gradually narrowing down the area of history in which
students are interested and focusing on a specific, manageable subject. Students should pick a topic that
appeals to them, inspires a sense of wonder, and has sufficient sources available for research. To start
out, students should think about activities, events, and subjects which have piqued their curiosity. They
should also consider historical events or periods that most interest them. They should then look at the
annual theme to see if there are subject areas that fit their ideas.
Tips
 The topic should clearly fit the year's theme. To ensure a topic fits the theme, answer the
following question: “The topic is related to [the annual theme] because…?”
 The topic should be narrow enough to be researched thoroughly in the time available.
 The topic should be historically significant. The student should be able to explain why it is
important to know about this topic. Topics in local history often have significance beyond their
locality, illustrating something about the human condition or symbolizing an issue of wider
significance.
 The topic should reflect the availability of primary and secondary resources. A local topic is often
a good choice, since primary documents are more likely to be available in the community in which
an event occurred or in which a person lived.
Choosing Local History Topics
Local history topics often make for outstanding History Day projects. The advantage of a local history
topic is that primary sources, including oral histories, tend to be readily available. And chances are
students will be breaking new research ground; one gold-medal paper from Washington State resulted
in a wholly new interpretation of the San Juan Pig War. If students do choose a local history topic, they
must contextualize it within broader cultural, social, political, economic trends. Washington women’s
suffrage was the tipping point in the national campaign: after Washington women won the vote, other
states quickly followed and the Nineteenth Amendment was adopted within a decade. Local topics must
be placed in context to demonstrate historical significance.
Thanks to the Washington State Archives and Washington State Library, students and teachers can take
advantage of an innovative and useful Washington History Day Topic Guide designed to help with topic
selection and resource location. The Topic Guide includes dozens of Washington history topics, plus
primary and secondary sources housed in repositories around the state. Users can browse by subject,
time period or holdings facility. And, the Washington History Day Topic Guide is a wiki, which means it’s
constantly updated by archivists and librarians. Students can get direct help from the State Library and
participate in the Discussion Forum, too. The Washington History Day Topic Guide is a leading-edge
research tool for students and educators!
Topic Selection Worksheet
Use this worksheet to help select and focus your topic for this year's theme.
History Day Theme: Click here to enter text.
My/our general area of interest is: Click here to enter text.
Preliminary topic idea: Click here to enter text.
Issues or questions to be explored in my/our research: (how to compare, contrast or interpret using
your own ideas): Click here to enter text.
Working title and subtitle: Click here to enter text.
Preliminary Thesis Statement: (my/our project will examine, compare, discuss, prove, show, etc): Click
here to enter text.
The Research: Sources and How to Find Them
What Are Sources?
Documents, buildings, people, recordings or any other provider of information used to interpret a topic
are sources. It is your job to select the most valuable and important sources for your research. A long
list of sources is not valuable unless the historian uses them to explain a point of view. Use your sources
to interpret how and why events occurred. Don't assume that your sources contain the “truth” about
an event. Historians need to be skeptical of information provided. Why was a book written? What was
the purpose of the information? Remember, the interpretation of history and descriptions of events
depend upon the individual. Determine the reason any source was created or its purpose. This will help
you make critical use of the information you gather in your research. Treat all sources as historical
artifacts in their own right. And check the latest edition of the Rule Book for help with source distinction.
Primary Sources
Archival documents, manuscript collections, diaries, personal collections, and photographs are all
primary sources. So are newspaper, magazine, or journal articles of the era if they are firsthand
accounts written or taken at the time of the event. A primary source is information created by the
event, or in the process of the event. The writer must be an eyewitness or participant in the event.
Secondary Sources
Books, articles, interviews, media productions or any other historical source that seeks to explain and
interpret an event after the fact are all secondary sources. The writer is not an eyewitness to, or a
participant in the event.
Example Sources
Newspaper articles of the era.
Magazine/journal articles of era if written by an author who
witnessed the event. Must have by-line (author listed)
Autobiographies
Authorized biographies
Manuscript collections
Archival documents
History textbooks
Classification
Primary
Primary
Primary
Secondary (because it was probably written
with the intent to influence history)
Primary
Primary
Secondary
Collecting Sources
Information may be found in many places. The first place to start is the school or local library. For
Washington history topics, go straight to the Washington History Day Topic Guide, which includes
primary and secondary sources held in repositories statewide. This searchable guide includes
suggestions on where to find sources, compiled by librarians and archivists. The Topic Guide is a great
place to start your research!
Research is like detective work. Good detectives are always looking for clues to help them answer
questions. Your History Day topic is like a mystery needing to be solved. As a historical detective you
will need to gather information and ask questions in order to draw conclusions. You may be surprised
where you find your best information. The key is to keep looking and finding new sources of
information on your topic.
Primary sources may be found in:
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Archives
The Washington History Day Topic Guide
On microfiche and microfilm In major libraries
Museums
Recorded Oral History Interviews
Historical Societies
Governmental Offices
Attics/Personal Collections
Corporations/Businesses
Churches
Interviews
Check Washington History Day’s Research Resources page for more primary source locations
NASA Space Capsule – Seattle World’s Fair Source: Century 21
Exposition Photographs, Washington State Archives, Puget Sound
Regional Archives
Research Strategy Worksheet
Instructions: Use this worksheet to develop ideas on the types of sources you can use in your research
and the places where you might locate these sources.
1. Name of individual(s) involved in this entry: Click here to enter text.
2. What libraries, research centers, archival institutions, museums, or other organizations do you
think will have information on your topic? Click here to enter text.
3. What are some key words, dates or people related to your topic that will help you find
information in an encyclopedia, book index, computer search or a card catalog? Click here to
enter text.
4. What materials will you look at to begin your research? Click here to enter text.
5. What types of primary sources do you think exist for your topic? Click here to enter text.
6. Who might you interview (in person, on the telephone, or in writing) to learn more about your
topic? Click here to enter text.
Formulating the Thesis Statement
Excerpted from the article “A Step-by-Step Guide to Writing a Good History Day Paper” by Martha Kohl. OAH
Magazine of History 6 (Spring 1992). ISSN 0882-228X Copyright (c) 1992, Organization of American Historians
What is a thesis statement?
A thesis is an argument or a hypothesis; it is the point of your project. You will gather evidence in
support of your thesis. You should state your argument in your project in a thesis statement.
Example of a weak thesis statement: “This paper is about the status of blacks after the Civil War.” This
thesis statement is weak because it does not make an argument or answer a question.
Example of a strong thesis statement: “After the Civil War, many of the freed black slaves believed that
their children would have substantially better lives and greater opportunities than they had had as
slaves. However, their hopes for their children were not fulfilled; in the 1880s, the lives of most blacks
were not much better than those of their parents.” The thesis statement “in the 1880s the lives of most
blacks were not much better than those of their parents” makes an argument (readers can agree or
disagree with it). A good thesis statement can be rephrased as a question. In this case, the question is
“Were the children of ex-slaves much better off than their parents?” Or “How much difference did the
Thirteenth Amendment make in the lives of most African Americans?”
How to develop a strong thesis:
Step One: Think of a question that you want to answer. The question should be a “why” question, not a
“what” question. What happened is important, but why it happened is even more so.
Example: I am curious about why there were fewer opportunities for women in the 1950s than during
the 1940s. So, my preliminary research question is “Why were there fewer opportunities for women
after World War II than before?”
Step Two: Engage in preliminary research by reading secondary sources.
Example: As I conduct my research, I realize that other people have looked at this issue. The consensus
of historians is that when male soldiers returned from fighting in World War II, they took back the jobs
that women had been doing in their absence. In the shrinking, post-war economy, tradition gave men
first priority over a limited number of jobs. During the war, women working outside of traditional roles
were seen as patriotic (doing their part for the war effort). After the war these same women were seen
as stealing men’s jobs.
Step three: Refine or reformulate your question on the basis of your findings.
Example: I realize through my reading that the question I chose has already been researched thoroughly
by other historians. I agree with their answers (besides, I realize that the question is too big to answer in
a ten-page paper). However, my reading has made me curious about related questions: “How did
women respond to the shrinking number of work opportunities? How did they feel about returning to
traditional jobs and roles?”
Step four: Use your new question to narrow and focus your topic.
Example: I decided to look at a sampling of women from St. Louis who worked in untraditional jobs (as
riveters, cartridge plant workers, etc.) during the war and who quit work to become housewives or who
took on other traditionally “female” wage-earning jobs after the war. I decide to look at their
experiences to answer the following question: “How did these women feel about leaving the
untraditional jobs they worked at during the war?”
Step five: Continue your research, in an effort to find answers to your questions.
Example: I found letters and diaries of some women who fit my category at my local historical society. I
know some women who worked in the 1940s and became homemakers in the 1950s. I decide to
interview them. I also find published speeches relating to women’s work and some books by historians
who have looked at similar topics elsewhere.
Step six. Develop hypotheses to test with your research. (A hypothesis is a guess about what the
answer to your question will be.) Don’t be afraid to prove your hypothesis wrong or to modify it to
accommodate new evidence.
Example: Before I started interviewing my informants and reading the letters, diaries, and published
information about women in my case study, I hypothesized that they were pushed out of traditionally
male jobs and that they resented it. After learning to my surprise that some of them wanted to be
housewives, I modified my hypothesis. I decided that a woman’s response to leaving a traditionally male
job may have varied depending on the type of job she had held during the war and the options she saw
for herself in the fifties. A woman who worked full-time outside the home at a fairly uninteresting job
and full-time inside the home (doing housework and child care) might have looked forward to having
only one full-time job to do (homemaking). A woman who could not depend on a husband to support
her and who had to work outside the home in the fifties might have resented losing the high-paying,
traditionally male job that she had held.
This hypothesis that women responded in a variety of ways to the change in their work status, and that
their response depended on the options they saw for themselves became the thesis of my paper. It was
a good thesis because 1) it was arguable, 2) it evolved from my research and therefore I had evidence to
support it, and 3) it was clear, focused, and specific.
Hints on thesis statements:
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If you cannot explain your argument in three sentences or less, refine your thesis.
If you cannot phrase your thesis statement in the form of a “why” question, refine your thesis
statement.
One way to come up with a thesis statement is to look at what other people have written about
a subject and argue against them and/or show how your research supports what they
are saying.
Keep your thesis in mind as you conduct your research. Develop a tentative thesis early on and
use it to keep your work focused.
Don’t force the evidence to support your thesis; modify your thesis so that it explains the
evidence.
Who Do I Work With, If Anyone?: The History Day “Ship-on-the Sea” Analogy
You’re about to begin a unique journey called National History Day. Each of you, in a sense, is a "ship" on
this journey. Before you leave the harbor you need to determine what supplies you need.
Some of you will make good choices and bring extra "sails" for your ship. These "sails" are good partners
you choose to work with (2-5 people make up any group project). "Sails" are great to have because they
represent quality people who will work hard and share the load in a way that really makes your ship
faster, more efficient, and enjoyable to travel on.
Others of you will make poor choices and instead of choosing "sails" to bring along, you will carry
"anchors." These "anchors" represent people who often choose to be:
1) Lazy and don't help much, or...
2) Comedians who provide a lot of laughs but little effort, or...
3) Are simply looking for you to carry them through the project.
"Anchors" take up room and slow your ship down. In fact "anchors" can sink your "ship" and then you
will not get your History Day project in on time...if ever! Also, be very careful of "anchors" because they
sometime beg to come on board ship, but once you are out to sea they end up holding you back. Some
"anchors" can magically turn into "sails" on the trip if they are on a quality ship, but that risk is yours to
take. You may offend an "anchor" by leaving him/her behind, but it is oftentimes the best decision to
make. Stand firm, mates!!!
So, should you always avoid "anchors" and gather "sails?" Well, there is another option; you can sail
alone. Sometimes a ship's "sails" can get tangled and not work very well together. If you decide to sail
alone there is only one sail and it sails the boat very easily. It is not complicated and there are few
distractions to impede your progress. A person who works alone on History Day is only accountable to
themselves, so there is no confusion at all. This person knows that the project's success or failure is
totally up to him/her. There is no one else to blame! Sailing alone can be very rewarding and is a very
fine means of travel.
I hope you have enjoyed this analogy. Remember, choosing to work in group or alone is one of the key
elements in managing a quality History Day project. It is one of the first decisions you must make, and it
is certainly one of the biggest. You will be able to choose your group, but in the end you "sail" or "sink"
together. Once you leave the "harbor" all your "sails" or "anchors" will be on board for the entire trip - and you cannot "throw them over the side" once you are underway (once you’re in a group, that group
must work together through the entire project).
Bon voyage & smooth sailing on your History Day journey!
History Day Agreements
Individual Contract
Name: Click here to enter text.
General Topic: Click here to enter text.
Area of Emphasis: Click here to enter text.
Date Project Is Due: Click here to enter text.
I will complete an individual entry in History Day. I understand that along with the freedom and
independence of an individual entry, I will have to complete all aspects of the entry on my own without
help from other students. I also have reviewed the History Day rules and regulations with my
parents/guardians and understand all the requirements of the event.
Student signature:
I have received the History Day rules and regulations and have reviewed them with my son/daughter.
S/he has my permission to enter History Day.
Student signature: _____________________________________________________________________
Parent/guardian signature: ______________________________________________________________
Teacher signature: _____________________________________________________________________
Date: ________________________________________________________________________________
History Day Agreements
Group Contract
(Maximum of 5 students)
Names: Click here to enter text.
General Topic: Click here to enter text.
Area of Emphasis: Click here to enter text.
Date Project Is Due: Click here to enter text.
Students who wish to work in groups must have the contract signed by all students and
parents/guardians involved. Once formed, the group will receive a blanket grade for the entry. No
allowances will be made if one member does not participate fully. Choose your groups carefully.
The group agrees to share equally in all work and in all expenses. Money may not be spent unless all
members are consulted. All prize monies will be split evenly among the students.
We agree to work together to complete our History Day entry. We have reviewed the History Day rules
and regulations with our parents/guardians and understand all the requirements of the event.
Student signature:______________________________________________________________________
Student signature:______________________________________________________________________
Student signature:______________________________________________________________________
Student signature:______________________________________________________________________
Student signature:______________________________________________________________________
I have received the History Day rules and regulations and have reviewed it with my student. S/he has
my permission to enter History Day.
Parent/guardian signature and date: _______________________________________________________
Parent/guardian signature and date: _______________________________________________________
Parent/guardian signature and date: _______________________________________________________
Parent/guardian signature and date: _______________________________________________________
Parent/guardian signature:
___________________________________________________________
Teacher signature and date: ______________________________________________________________
History Day Time Management Log
Name(s): Click here to enter text.
General Topic: Click here to enter text.
Area of Emphasis: Click here to enter text.
Date Project Is Due: Click here to enter text.
Date
Plans For Today
Tasks Completed
Time Spent
Compiling a Bibliography
Keep a record of all your sources and resources in a notebook or on index cards. The time spent will
save headaches in developing the bibliography. You should keep the following information from each
source: (If applicable)
1. Title of book, magazine, newspaper, or document.
2. Author(s), complete name(s), as listed on the source.
3. Copyright date or date written.
4. Date published for newspaper, magazine.
5. Publisher.
6. City where published.
7. Name of person(s) interviewed.
8. Date of interview.
9. List the page(s) that you actually used.
10. If you have other information, keep it. It might prove useful.
Annotations:
It is very important that you provide an annotation for each source used. An annotation describes the
source and what you learned or gained from it. The annotation should also evaluate the source. The
following questions may be helpful:
What type of reference is it? Is it very specific or a broad overview? Does it discuss just one person or
just one part of an incident or topic?
How did this source help you understand your topic?
How credible is this source? What do you know about who created the source? Is there bias you need
to be aware of?
How did you actually use this source in researching and preparing your entry? Be as specific as possible
about what evidence you used in your paper, what images you selected for your exhibit or
documentary, what testimony you included in your performance.
Citation Styles:
Citations and bibliographic references must follow the principles in the most recent edition of the
following reference style guide:
Turabian, Kate L. et al. A Manual for Writers of Research Papers, Theses, and Dissertations, Seventh
Edition: Chicago Style for Students and Researchers. Chicago: University of Chicago Press, 2007.
Modern Language Association. MLA Handbook for Writers of Research Papers, 7th Edition. New York:
Modern Language Association, 2009.
Check the History Day website for more on citation style.
Sample Annotated Bibliography
Primary Sources
Commager, Henry Steele, ed. Documents of American History. New York: Meredith Corporation, 1968.
Two important documents were used: part of Jefferson's letter to Livingston, America's minister to
France, with instructions for negotiating the purchase of New Orleans and the Floridas; and the
treaty between France and the United States for the purchase of the Louisiana Territory. Both
these documents were placed on the project.
Historical Maps on File. New York: Facts on File Publication, 1984.
An historical map series with maps showing the exploration of the Mississippi River and North
America in 1783, and western lands in 1802 and 1803. These maps were used on the project to
show the growth of the U.S. and who claimed other parts of North America.
“Thomas Jefferson's Third Annual Message,” A Compilation of the Messages and Papers of the
Presidents. New York: Bureau of National Literature, Inc., 1897.
I used part of Jefferson's third annual message to Congress where he talks about the Louisiana
Purchase. This helped me understand that Jefferson compromised his beliefs by using his power
to make the treaties acquiring land. He would have preferred to have used the Constitution if it
had had a provision for land acquisition.
Secondary Sources
Carruth, Gordon, Editor. American Facts and Dates. New York: Thomas Y. Crowell Co., 1972.
Brief entry on the Louisiana Purchase giving price paid and acreage purchased. I used this
information for my list of statistics.
DeConde, Alexander. A History of American Foreign Policy. New York: Charles Scribner's Sons, 1963.
The author discussed Jefferson's policies regarding U.S. relationships with Spain, France, and
England during 1800-1803. This helped me to understand Jefferson's third annual message of
October 17, 1803. I used a quote from this author in a caption.
Edwards, Mike W. “Thomas Jefferson,” National Geographic, February 1976.
This article is a pictorial overview of Jefferson's life with a brief mention of the conflict and
compromise of the Constitution about acquiring property. I used three pictures from this article
for my display.
Stokes, George. “Louisiana,” The World Book Encyclopedia, 1981, Vol. 10.
This article was useful for the history of Louisiana. A timeline of the important events was
developed from this article and placed on the project.
Bibliography Card
Developed by Patti Deal, Academy Northwest
Date
Location of source
Citation
Primary
Secondary
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Pages read
Summary
Value of
information
New questions
Who authored this
document?
For what audience?
What is the thesis?
What evidence?
Is evidence
persuasive?
Whose perspective
is presented?
Whose perspective
is not presented?
References
Comparison
Analysis Worksheet for Primary Sources
Developed by Patti Deal, Academy Northwest
1. What exactly does the document mean? What is the literal versus real meaning? What do
the words in the source mean?
2. How well situated was the author to observe or record the events in question?
3. When, how, and to whom was the report made?
4. Is there bias either in the report, or in yourself, that must be accounted for?
5. What specialized information is needed to interpret the source?
6. Do the reported actions seem probable according to the dictates of informed common
sense?
7. Is there corroborating testimony?
Bibliography Reference Forms: Book
Your Name:
Library Number:
Author/Editor:
Title:
City published:
Year published:
Publishing Co.:
Annotations:
Your Name:
Library Number:
Author/Editor:
Title:
City published:
Year published:
Publishing Co.:
Annotations:
Bibliography Reference Forms: Periodical (also magazines, journals, etc.)
Your Name:
Library Number:
Author(s):
Title of article:
Name of periodical:
Pages used:
Date published:
Annotations:
Your Name:
Library Number:
Author(s):
Title of article:
Name of periodical:
Pages used:
Date published:
Annotations:
Bibliography Reference Forms: Newspaper
Your Name:
Library Number:
Title of article:
Author (if given):
Name of newspaper:
Pages used:
Date published:
Annotations:
Your Name:
Library Number:
Title of article:
Author (if given):
Name of newspaper:
Pages used:
Date published:
Annotations:
Bibliography Reference Forms: Interview
Your Name:
Person Interviewed:
Their title:
Permission to quote given?
Date:
Annotations:
Your Name:
Person Interviewed:
Their title:
Permission to quote given?
Date:
Annotations:
Bibliography Reference Forms: Media
Your Name:
Video number:
Director:
Date released:
Name of film company:
Title of video/film:
Annotations:
Your Name:
Video number:
Director:
Date released:
Name of film company:
Title of video/film:
Annotations:
History Day Student Checklist: “How Am I Doing?”
Name: _______________________________________________________________
Instructions: Circle the response which most nearly describes your progress so far.
I work as hard as I can and am making excellent progress.
Yes Sometimes No
I am about where I think I should be.
Yes Sometimes No
I find it easy to locate secondary sources for my topic.
Yes Sometimes No
I find it easy to locate primary sources for my topic.
Yes Sometimes No
I understand my topic.
Yes Partly
No
I can explain how my topic relates to this year’s History Day theme. Yes Partly
No
I understand the issues related to my topic.
Yes Partly
No
I understand the period of history in which my topic takes place.
Yes Partly
No
I understand my topic’s significance in history.
Yes Partly
No
I defined a thesis for my project.
Yes Partly
No
I have several ideas for how I will support or prove that thesis.
Yes Partly
No
I meet my deadlines.
Yes Sometimes No
I am confident I will complete my project on time.
Yes Sometimes No
Instructions: Fill in the blanks for the following items:
I have read or skimmed ____ secondary sources.
I have taken notes or copied excerpts from _____ secondary sources.
I have read ____ primary sources.
I have taken notes or copied excerpts from _____ primary sources.
I have located a total of _____ that pertain to my topic.
I need help on:
Completing the Entry: Paper
Historical papers must be typed (double-spaced) and between 1,500 and 2,500 words. Notes,
annotated bibliography, illustrated captions, and supplemental appendix material do not count in that
total. The paper must be footnoted (or use endnotes). See the rules booklet for exact rules.
Historical papers are typically due about four weeks before the regional and state contests, so that they
may be judged. Check with your regional coordinator and state coordinator for due dates.
In completing a paper, the following checklist may be used:
Item To Be Completed
1. Notecards from primary and secondary sources.
2. Develop outline.
3. Rough draft of paper including:
Interesting title.
Diagrams, charts, or documents footnoted.
Appendix.
4. Final draft of paper.
5. Rough draft of bibliography.
6. Final draft of bibliography.
7. Paper checked for proper margins and rules compliance.
8. Paper and bibliography proofread.
State Event Checklist
1. Four copies of paper and bibliography mailed to Washington History Day
office.
2. Title page lists name, grade, category, division. (No school or teacher
names.)
3. Annotated bibliography.
Date Completed
Completing the Entry: Exhibit
Exhibits include the visual display, a 500-word summary of the research process and the bibliography.
The exhibit may be a display, a reconstruction, chart, or model. Overall size must be no larger than 40
inches wide, 30 inches deep and 6 feet high. See the most recent edition of the Contest Rule Book for
exact rules.
Exhibits should have a title clearly displayed, with sections labeled and in a sequence that is easy to
understand. Use captions under all pictures or visuals, not to exceed 500 student-composed words.
Captions with quotes must be footnoted and artifacts identified. It's a very good idea to make a detailed
drawing of the project before beginning construction.
In completing the project, the following checklist may be used:
Item To Be Completed
1. Rough drawing of project.
2. Selection of construction materials (plywood, foam, etc.).
3. Cut out or buy lettering.
4. If using photos, take pictures and have developed early.
5. Mount pictures / visuals.
6. Write captions for pictures / visuals.
7. Type final draft of captions.
8. Mount visuals on project (allow ample time.)
Event Checklist
1. Seven copies of the title page, process paper and bibliography for event (three
for preliminary round, three for final round, one for emergencies).
2. Title page lists name, grade, category, division (no school or teacher names).
3. Annotated bibliography.
4. Prepare emergency kit for event. Scissors, tape, pens, glue, extra copies of
paper, extension cord, light bulbs, etc.
5. Prepare a cover for the project to protect it while transporting it to the event.
Date
Completed
Completing the Entry: Documentary
Documentary entries include DVD presentations, PowerPoint slide shows and computer programs.
DVDs/ monitors, and projection screens are generally available at the regional and state events.
Students must supply all other equipment. Be sure to check and understand the rules concerning the
use of media equipment by students.
Documentary presentations may last up to ten minutes, with five minutes allowed to set up and remove
the equipment.
In completing the documentary presentation, the following checklist may be used:
Item to be Completed
1. Write tentative script, outline, or storyboard for the presentation.
2. Decide on location shots, interviews, still pictures from books, magazines, etc.
3. Buy recording medium (DVD, jump drive, etc.)
4. Record material.
5. Write script to go with each visual scene.
6. Record script (may include music and sound effects).
7. Synchronize script with music and visuals.
8. Check entry for compliance with all History Day rules. Make sure credits are
readable during viewing.
Event Checklist
1. Seven copies of the title page, process paper and bibliography for event (three
for preliminary round, three for final round, one for emergencies).
2. Title page lists name, grade, category, division (no school or teacher names).
3. Annotated bibliography.
4. Prepare an emergency kit for the event. Include at least one extra copy of
documentary (perhaps recorded in a different format), paper, extension
cords, and any other materials that may break or not work.
Date
Completed
Completing the Entry: Performance
Performances are dramas depicting an event, person, or place. These dramas are written, directed, and
acted by the group members or individual performer. They may be up to ten minutes long, with five
minutes allowed to set up and tear down.
Scenery may be used, with lighting or sound effects, but all extra equipment must be run by the
students in the group.
In completing the performance, the following checklist may be used:
Item to be Completed
1. Write tentative script, or outline of presentation. Include characters, times,
location, thesis statement, supporting ideas and conclusion.
2. Prepare costumes to reflect the time, mood, theme, and place.
3. Prepare setting / scenery.
4. Write dialogue using story outline.
5. Block performance to go with setting and script.
6. Write final draft of script.
7. Record performance to critique entry (a good suggestion).
Event Checklist
1. Seven copies of the title page, process paper and bibliography for event (three for
preliminary round, three for final round, one for emergencies).
2. Title page lists name, grade, category, division. (No school or teacher names)
3. Annotated bibliography.
4. Prepare an emergency kit for event. Include spare script, items that may be
needed to repair the set, extension cords, safety pins for ripped costumes, thread,
and any other breakable items.
Date
Completed
Completing the Entry: Web Site
Web sites are constructed on an externally hosted server that students must access through the
National History Day site. Entries may contain a maximum of 1,200 visible, student-composed words,
and may not be larger than 100MB. No external links are allowed, except to plug-ins required to run
multimedia clips on the site. Check the national website for the most recent rules.
Websites should have a home page with a clear title, names of participants, division and main menu that
directs the user to other pages in the site. All pages must be hyperlinked. The annotated bibliography
must be a separate page within the web site.
Web sites are typically due about four weeks before the regional and state contests, so that they may be
judged. Check with your regional coordinator and state coordinator for due dates.
In completing the project, the following checklist may be used:
Item To Be Completed
1. Rough chart of project.
2. Selection of visual elements (photographs, multimedia, etc.). Make sure no one
element exceeds 45 seconds in length.
3. Write text elements, including captions and link titles.
4. Write annotated bibliography
5. Construction of site through NHD portal (allow ample time for construction,
testing and revisions).
6. Test site from a location different than where you constructed it (your school
library computer, for example). Test in several different browsers (Internet
Explorer, Safari, Firefox, etc.).
7. Verify that all components are given proper credit (music, sounds, etc.) in the
site and bibliography.
Event Checklist
1. Four hard copies of home page, process paper and bibliography mailed to
Washington History Day office by deadline.
2. Title page lists name, grade, category, division (no school or teacher names).
3. Four copies of title page, process paper and bibliography for event (three for
judge interview, one for emergencies).
Date
Completed
i.
The Process Paper
Each entry in the Exhibit, Documentary, Performance and Website categories must be accompanied by a
process paper. The process paper consists of three parts: a title page, research description and an
annotated bibliography. Paper entries do not include a process paper but must include a title page,
footnotes (or endnotes), and the annotated bibliography.
Title Page
This should include only the following (any other information will cause a loss of points!):
 Title of entry
 Category
 Students' name/names
 Division (Junior or Senior)
Research Description
This is a one- to two-page description (no more than 500 words) of the ways in which you researched
and developed your project. Here is an outline with some questions that may help you write this
description:
Introduction
What is your entry about? (present your thesis statement)
How did you get the idea for your topic and how does it relate to the national theme?
How did you end up participating in History Day?
Research Description
Where did you go to find research sources?
What were your most valuable sources?
How did your ideas about your topic change as you did your research?
What choices did you make about what information to include in your entry?
How did you put your entry together?
What were some problems you overcame?
Conclusion (final paragraph)
Why is it important to study your topic? How does it relate to changes in history?
What conclusions have you drawn from your research?
How has this been a valuable learning experience for you?
Annotated Bibliography
Type “Annotated Bibliography” at the top of the first page of the bibliography. Separate your sources
into “Primary” and “Secondary” and list them alphabetically under these headings. Briefly describe how
you used your sources underneath each entry. Be sure to write in full sentences.
Some more hints:




Write on only one side of the page.
Double-space the typed document.
Print only in black ink.
Staple document in the upper left hand corner; don't use binders or any other
cover!
Hints for Checking the Final Product
Complete the following guide by filling in the blanks. Examples are provided in italics. You may want to
use this as a guide to completing your entry.
This year's theme is:
I am not presenting a story of a particular (person/event), but rather an explanation of how and why
(your specific topic) ___________________________________has gained an important place in history.
(your topic) ________________________________________________________ has affected society by
______________________________________________________________________________
The history of (your topic) fits into the larger picture of (your general area)and history by:
Changes that have come about as a result of (your topic) include:
Collect primary and secondary source material to help you answer and analyze these questions.
Remember, what is interesting is not necessarily important. When you are putting your entry together,
keep asking yourself, “Is this important? Will it help people understand the main ideas of my topic?” If
you cannot think of a good answer, you might want to use the space or time for more important
information.
Double-check your product several times. Read your paper, captions, or presentation out loud to a
friend. Can s/he understand it? Are your sentences clear?
Make sure your annotations say something. Do not write, “The book gave me interesting information.”
Instead write, for example, “This author explained the Civil Rights Movement before Martin Luther King
and helped me identify important Black leaders. The book also had pictures I used on my project.”
All pictures, music, documents, ideas, and interpretations that are not developed by students must be
attributed to the source in your bibliography, footnotes, picture credits, music credits, or captions.
History Day Evaluation
Every History Day category has a judging evaluation form specifically designed for that category,
available on the Washington History Day website. Judges are encouraged to comment upon the entry
and make suggestions for improvement. Each category's form is based upon the following general
criteria used by all judges.
Historical Quality: 60% of Total
1. Is the entry historically accurate and authentic, or does it have serious omissions?
2. Does the entry demonstrate a grasp of the subject within the historical context of the era? The
students' knowledge and analysis should extend beyond a very narrow topic to its overall
importance.
3. Does the entry provide an analysis of the historical data, or is it just a description of an
event/topic? Remember, history is not the past, it is the past explained.
4. Is there a wide use of primary and secondary sources? Is the research balanced, does it
demonstrate an analysis of all points of view?
5. Does the presentation demonstrate the balance of viewpoints?
Adherence to Theme : 20% of Total
1. Does the entry clearly relate to the History Day theme? The judges may look at the entry's
content, its title, and the analysis of the event.
Quality Of Presentation: 20% of Total
These criteria are designed for each specific category. In general the judges will look for:
1. Clarity.
2. Organization.
3. Creativity.
4. Appropriateness of historical materials, props, etc.
5. Presentation/performance quality.
6. Clear visuals or sound.
Rule Compliance
See the National History Day Contest Rule Book for a complete set of rules governing History Day
competitions. Judges will take into consideration in their final rankings any rule infraction. Failure to
comply with the rules will count against the entry. Rule infractions should be corrected before a
winning entry competes at the next level.
Classroom Assessment
The amount of work required of the student(s) participating in History Day is deserving of significant
classroom credit. Basing your classroom evaluation on the criteria utilized in History Day contest will
help prepare students for these events. Basing your classroom evaluation on the Classroom-Based
Assessments will help students complete required CBAs. The following three pages are adapted and
expanded versions of History Day judging forms. They are designed to allow the instructor to evaluate
student work across a broad range of criteria. No assumptions are made on the method of scoring to be
used in the grade boxes.
Because History Day projects are often revised as students progress through the various fairs, you may
want to develop means for students to earn extra credit beyond the initial evaluation.
Evaluation Checklist
Historical Quality:
Grade
1. The thesis statement is clearly stated.
2. The entry is organized to support the thesis.
3. The entry is historically accurate and authentic.
4. The entry displays an analysis of historical data rather than a report of the
facts.
5. The entry demonstrates an understanding of historical data.
6. The list of sources consulted (bibliography) demonstrates a wide use of
secondary sources.
7. The list of sources consulted (bibliography) demonstrates a wide use of
available primary sources.
8. The entry demonstrates an evaluation and critical use of available
resources.
9. The entry displays an understanding of the historical context in which the
topic occurred.
10. The entry attempts an original historical interpretation and analysis.
11. The historical quality is demonstrated in the finished product.
Quality of Presentation:
1. The entry clearly identifies the theme.
2. The entry uses maps, photographs, etc., to supplement the presentation
where appropriate.
Grade
3. The entry uses a satisfactory number of primary and secondary sources to
fully investigate the topic.
4. The bibliography is void of errors.
5. The bibliography is annotated to show an understanding of the sources
used.
6. Quotation marks set off any words, phrases, or sentences that have been
copied from a source, and all quotations, documents, or pictures have
been footnoted.
7. The entry is void of word errors: Misspellings, incorrect capitalization,
wrong words, poor verb usage, and omission of words.
8. The entry is void of sentence errors: run-on sentences, sentence
fragments, misplaced modifiers, wordiness, and awkward construction.
9. The entry is void of punctuation errors: comma, semi-colon, colon,
apostrophe, and quotation mark errors.
10. The entry is complete and in a final form.
Originality:
Grade
1. The entry is original and creative.
2. The entry is well organized.
3. The entry is neat and efficient.
4. The entry is clear and precise.
5. The entry contains a literary and/or dramatic style that is attractive to the
viewer.
6. The entry has a visual/dramatic effect which demonstrates completeness.
Adherence To Theme And Rules:
Grade
1. The entry displays a clear relationship to the theme.
2. The entry meets all required written documentation.
3. The entry meets all established standards of time, space, required number
of written words, etc.
4. The entry is in complete and legal form.
In-Class Work/Participation:
Grade
1. The individual/group displayed the use of communication techniques with
each other/the teacher.
2. The individual/group demonstrated a willingness to contribute his/her skills
and gifts to the entry.
3. The individual/group contributed the necessary amount of time and
commitment required by the entry.
4. The individual/group budgeted time and resources for the assignment.
Overall strengths of entry:
Areas for Improvement:
Final Grade:
Superior
Excellent
Good
Needs Improvement
Score: __________
National History Day Rubrics for Success
Paula Cautrell, Sunrise Elementary, 2007-2008
How to use these rubrics:
 The first rubric takes the EALR's in Reading, Writing, Communication, and Study Skills that apply
to History Day, with a breakdown of scores. The school district for which this was developed
operates on a scale of 4.
 The second rubric addresses the "Behaviors that Promote Learning" used on the district’s report
card. Paula repeatedly stresses that there is no "grade" for History Day projects. Student skill
development is measured, and that is what is reflected. Each section gets an independent
grade, based on the progress made over the course of our History Day work. The emphasis is on
process, not product. This also has removed the (sometimes glaring) discrepancies between
judge’s scores and actual student achievement in these areas.
National History Day and the EALRs in Reading, Writing, Communication and Study
Skills Rubric
EALR's
Reading
2, 3
Writing
1, 2, 3
Social
Studies
Study
Skills
4
3
2
1
*Effectively selects
pertinent evidence to
develop project thesis.
*Demonstrates thorough
understanding by
synthesizing information
from a variety of sources to
develop original ideas
*Sources are varied and
reliable.
*Develops the project
thesis in a clear, compelling
manner.
*Supporting details are
effective in communicating
original ideas.
*Successfully applies
knowledge of levels of text
*Conventions are accurate
Communicates accurate,
in-depth knowledge and
analysis of the background,
key events, and
significance of the project
topic.
*Integrates relevant
information about
geography, civics,
economics, and the history
of the topic.
*Successfully selects
evidence to support
project thesis
*Demonstrates an
understanding by
paraphrasing information
from several sources.
* Information provides
clear support for the
project thesis.
*Clearly states and
develops the project
thesis with supporting
detail from research
*Levels of text are
employed
*Writing is generally free
from errors in
conventions.
Communicates accurate
knowledge, and analysis
of the background, key
events, and significance of
the project topic.
*Integrates related
information about
geography, civics,
economics, and the
history of the topic.
*Uses some evidence in
an attempt to support
project thesis
*Demonstrates some
understanding by slightly
modifying text.
*Uses limited sources in
research.
*Presents a thesis without
supporting evidence.
*Demonstrates little or no
understanding of the
research. *Uses text from
limited sources without
modification.
*States the project
thesis.
* Text may refer to the
thesis, however may not
support it.
*Attempts to use levels
of text.
*Several errors in
conventions are present
Communicates some
knowledge of the
background, key events
and significance of the
project topic.
*Includes some
information about
geography, civics,
economics, and/or
history of the topic.
*Widespread research is
used in the development of
the project.
*Choices in layout,
organization, media, and
aesthetic considerations
enhance the
communication of ideas
and information.
*Multiple sources are
used in the development
of the project.
*Choices in layout,
organization, media, and
aesthetic considerations
are appropriate in
communicating ideas and
information.
*Limited sources are
used in the development
of the project.
*Choices in layout,
organization, media, and
aesthetic considerations
are unrelated or distract
from the communication
of ideas.
*Project thesis, if present,
is not stated clearly.
*Support for ideas is
lacking
*Levels of text, do not
follow a logical, or
consistent pattern
*Errors in conventions
cause confusion.
Communicates little or
inaccurate knowledge of
the background, key
events, and significance of
the project topic. *May
refer to information about
geography, civics,
economics, and/or history
of the topic, but
information is either
unrelated, incomplete, or
inaccurate.
*One source, or unreliable
sources used in the
development of the
project.
*Choices in layout,
organization, media, and
aesthetic considerations
interfere with the
communication of ideas.
National History Day and Behaviors that Promote Learning Rubric
Cooperative
Worker
Category
Description
*Cooperates &
interacts positively
*Participates
actively &
appropriately
*Respects the
rights, feelings, &
ideas of others
*Solves problems
with peers
effectively
S
*Consistent
application of skills in
a variety of situations
and peer groupings.
Fully engaged in
classroom activities
Quality
Worker
*Shows
willingness to try
*Shows persistent
*Keeps workspace
& materials
organized
*Writes legibly
*Produces quality
work
*Embraces academic
challenges
*Persistent &
resourceful
*Organized &
conscientious
*Produces neat,
legible work
*Applies a “personal
best” work ethic
SelfDirected
Learner
*Sets goals &
evaluates progress
*Works
independently
*Follows
directions
*Completes
classwork on time
*Returns home
assignments on
time
*Makes
productive use of
class time
*Is prepared with
materials & ready
to work
*Follows school
and classroom
rules
*Reflects on progress
and makes
adjustments to
increase achievement
*Thoroughly follows
directions and meets
deadlines.
*Manages time &
materials effectively
*Adheres to school &
classroom rules
D
*Inconsistent
application of
skills and
engagement.
*Participates in
most, but not all
learning
activities.
*Is sometimes
disrespectful
and/or contrary
in group settings
* Accepts some
academic
challenges and
avoids others.
*Gives up on
some tasks
*Some
organization is
evident
*Handwriting is
sometimes
illegible
*Inconsistent
motivation to
strive for
excellence
*Makes basic
observations
about progress
and makes
attempts to
improve
*Partially follows
directions
*Demonstrates
some skills in
organization
*Follows most
school and
classroom rules.
C
As applied to NHD
*Infrequent
application of
skills.
*Little
participation.
*Disruptive in
group settings,
and/or makes
few if any
contributions
*Shares materials and
resources
*Communicates in a
positive way to others
*Is on task during
work sessions
*Works with others to
effectively reach
solutions to project
challenges
**Avoids most
tasks, particularly
challenging ones.
*Give up easily
*Disorganized
*Handwriting is
often illegible
*Motivation to
produce quality
work is low
*Takes academic risks,
such as going beyond
familiar resources and
approaches to
produce a better
project.
*Does not give up
when a problem
arises, but is able to
work through it
*Organizes NHD
research materials &
project
*Produces a project
that reflects
conscientious effort.
*Timelines,
benchmarks, &
personal goal setting
guides the project
from start to finish.
*Follows project
guidelines & classroom
direction
*Completes
assignments
*Makes efficient use
of time provided for
NHD work
*Brings NHD materials
to school, and takes
what is needed for
continued work home.
*Follows classroom
expectations for
behavior and
equipment use during
NHD work sessions.
*Does not reflect
on progress in a
meaningful way.
*Needs
assistance to
understand &
follow directions
*Struggles to
manage &
organize time &
materials.
*Repeatedly fails
to follow school
and classroom
rules.