Title: Fundamentals of a Good History Day Project Provided by National History Day in North Carolina Office of Archives and History N. C. Department of Cultural Resources www.nchistoryday.org
1Fundamentals of a Good History Day
ProjectProvided by National History Day in
North CarolinaOffice of Archives and HistoryN.
C. Department of Cultural Resourceswww.nchistoryd
ay.org
2Contents
- Narrative v. Analysis, 23
- Categories, 24
- Papers, 25-26
- Web Sites, 27-29
- Documentaries, 30-32
- Performances, 33-34
- Exhibits, 35-40
- Judging, 41-45
- Key Terms, 46-48
- Contacts, 49
- Basic Information, 3-4
- Getting Started, 5-6
- Developing a thesis, 7-8
- Doing Research, 9-13
- Creating a Bibliography, 14-17
- Creating a Process Paper, 18
- Developing Your Project, 19-22
3Basic Information
- Students will compete in either the junior or the
senior division - Junior Division is grades 6 through 8
- Senior Division is grades 9 through 12
- In all categories except historical papers, which
is only for individuals, you may choose to
participate as an individual or in a group of 2
to 5 people - Students from different grades may work together,
but they must be in the same division
4Basic InformationWorking in Groups
- If you decide to work in a group, you need to
think about whether those you are considering
working with have the same work ethic and similar
study/work habits. (For example some students
like to be ready way in advance while others
prefer working right to the deadline.) - Make sure potential teammates have the same
vision for the project. Will everyone want to
continue to work on the project as long as it
advances to another level or will they quit when
the basic requirements are met?
5Getting Started
- Begin by reading the rules for all categories.
You may download them at www.nationalhistoryday.or
g/images/uploads/2009rulebook.pdf - With approval of your teacher, you may choose a
topic from world, national, state, or local
history - Your topic needs to relate to the annual theme.
You may find theme information at
http//www.nchistoryday.org/themes.html - As you explore topics, make a list of how they
may relate to the theme
6Getting Started
- Begin by doing preliminary research on a topic
that interests you - As an example we will use the Wright Brothers
flight - Examine some secondary sources such as a book
about the Wrights or about aviation - Secondary sources are ones that were written or
created by someone who was not present at the
event. They are important because they provide
context and varied opinions of the event.
7Developing a Thesis
- You need to develop a main idea that will serve
as the point or points you will prove in your
project. The rest of your project will support
your thesis statement. - Your thesis may begin as a question for example,
why was the first flight so significant? - Eventually this question will be made into a
statementyour thesis statement
8On December 17, 1903, Orville and Wilbur Wright
accomplished the first powered flight at Kitty
Hawk, North Carolina. Even though it lasted only
12-seconds, it was the foundation for the
development of aviation as we know it today.
Sample Statement
9Doing Research
- Use both primary and secondary sources
- Use a wide variety of sourcesnot just the
internet - There is no minimum or maximum number of sources
required. You should use as many as you need to
prove your thesis statement and present various
viewpoints. It is important to have some good
primary sources. - Primary sources are ones that were created or in
use during the period being studied. They may
include diaries, documents, oral interviews,
published speeches, photographs, maps, music,
newspapers, magazines, etc.
10Doing Research
- There are many good sources on the internet as
well, but be sure to use reliable sites, such as
those from government (.gov), university (.edu)
or reputable organizations (.org) - Evaluate all web sites, as well as all other
sources, as to their reliability or their bias - Do not rely on unsupervised sites like Wikipedia
11Doing Research
- As you examine your sources, keep track of them
in a notebook or on note cards - Record the information you will need to create a
bibliographic entry - Note whether it is a primary or secondary source
- Write down what important things you learn from
the source
12Doing Research
- Write down questions it raises for you
- Ex Does the author have a bias or a particular
point of view? Does it contradict another source
youve seen? - Write down quotations or main thoughts you might
use in your project, and be sure to include page
numbers - In secondary sources, check the bibliography to
see what other sources the author used that you
might also examine
13Doing ResearchPlaces to Look
- School, public, or college libraries
- Archives
- Museums
- Historic Sites
- Local, State, or National Organizations
- Personal Papers or Photographs
- Personal Interviews
14Creating a Bibliography
- You will create an annotated bibliography using
either MLA or Turabian style guide - Divide your bibliography into primary and
secondary sources - Create an annotation for each sourcethe
annotation should tell how that source was useful
in understanding your project - It should not be an overview of everything in the
source
15Sample bibliography entries
Primary Sources
Edmonston, Catherine. Diary of a Secesh Lady The
Diary of Catherine Ann Devereaux Edmonston.
Raleigh North Carolina Division of Archives and
History, 1979.
From this source I learned how Mrs. Edmonston
viewed slaves on her plantation. It helped me see
how they were viewed as property rather than
people.
Secondary Sources
Franklin, John Hope. From Slavery to Freedom. New
York A.A. Knopf, 1947.
This provided me with a good overview of the
history of African Americans.
16Creating a Bibliography
- Tips
- Provide a complete citation. Someone reading your
bibliography should know where to go and find
that source based on the information you give. - If you pull a primary source document from a
secondary source, the main source should be
listed under secondary sources. Use your
annotation to explain that it included some
primary source items. - Do not list single photographs in your
bibliography. List the source or website where
the photo was found. If you have many instances
of using a single photo and nothing else of
substance from a source, create a separate
section of the bibliography entitled Photo
Sources and list them there.
17Creating a Bibliography
- Tipssample photo bibliographic entry
- The Nineteenth Century in Print. American
Memory, Library of Congress. Online collection.
http//memory.loc.gov/ammem/ndlpcoop/moahtml/mncho
me.html - This source provided a number of primary
source images about 19th- century life that I was
able to use in my documentary. - Photo Sources
- Ku Klux Klan Parade, 1926 http//www.flickr.com/
photos/32912172 - We Serve Whites Only, http//blog.joehuffman.org
/content/binary/WhitesOnly.gif
18Creating a Process Paper
- Your process paper should be stapled to your
bibliography. It should not exceed 500 words and
it should tell - How you chose your topic
- Where you did your research (in general terms).
You might say I started at my school library and
went to a university library, looked on the
internet, etc. - How you put your project together some basic
facts like how you made your exhibit board, how
you designed your props, what editing program you
used, etc. - How your topic relates to the theme
19Developing Your Project
- When you have a good grasp of your subject, and a
sufficient number of good sources, you will
choose how to present that information - You may choose one of 5 categories historical
paper, exhibit, performance, documentary, web
site - In all categories except historical papers, you
may choose to participate as an individual or in
a group of 2 to 5 people. Papers are individuals
only.
20Developing Your Project
- Create an introduction that includes your thesis
statement - The body of your project should include the main
ideas that you learned from your research and
that support your thesis - Demonstrating historical significance requires
you to show change over time - Include context (what the situation was before
the event), describe the event itself, and
explain how history was changed because of the
event
21Developing Your Project
- Demonstrate that you have considered different
views, including opinions that may differ from
your own, about this event. Indicate why you
think they are right or wrong. - Remember to make the connection to the theme
wherever you can without overdoing it. It is not
good enough to mention it only in the
introduction. - Draw a conclusion that re-states the main ideas
from your thesis statement
22Developing Your Project
- Create an interesting title, preferably one that
indicates the connection to the theme - If needed, use a subtitle to further clarify your
idea - Use the body of your project to show the evidence
that supports your thesis
23Narrative vs. Analytical
- Your project must show analysis. It is not
sufficient to just tell that things happen. You
must explain why they are important. - Narrative On December 7, 1941 the Japanese
attacked Pearl Harbor. - Analytical On December 7, 1941 the Japanese
attacked Pearl Harbor, which brought the United
States into the conflict and changed the outcome
of the war.
24Categories
- Tips
- In choosing a category, think about your own
strengths and interests but also think about
which category best suits your topic. For
example, if your topic does not lend itself to
many images, you might want to think about a
historical paper or performance, which do not
need images, rather than documentary, which needs
many. - Once you decide upon a category, read the rules
for that category periodically to make sure you
are following them. Knowing and following the
rules is your responsibility.
25Individual Category--Papers
- Historical papers are for individual
participation only - The title page should have only the title, the
student name(s), and the category and division - Do not put art or other things on the title page,
and do not use a binder
26Individual Category--Papers
- Be sure to include footnotes or citations within
your paper to give credit to the ideas of others - The paper must be no less than 1,500 words and no
more than 2,500 words - Tips
- Proof, proof, proof your paper. Ask others to
read it. - Try reading it out loud to see how it sounds to
you - Be consistent in the tenses you use. Do not
switch between past and present. - See sample http//www.nationalhistoryday.org/Cate
goryPaper.htm
27Individual and Group CategoriesWeb Sites
- May contain no more than 1200 student composed
words - Quotations, illustrations, charts, etc. not
created by the student are not included in the
word count - Create the web site using the web site editor
accessed at the NHD web site - Home page should include student name(s), title,
category, division, and a menu that directs the
viewer to other parts of the project
28Individual and Group CategoriesWeb Sites
- All pages must be connected with hypertext links
automatic redirects are not permitted - The bibliography must be included on the web site
but will not be included in the word count - It may contain multimedia clips
- No clip should be longer than 45 seconds
- Clips should not contain student composed words
29Individual and Group CategoriesWeb Sites
- Tips
- Be sure that the project contains all of the
elements of any good History Day projectthesis
statement, body, conclusion - Use images, charts, interviews, etc. to
illustrate the points you will make using your
1200 words - Organize your web site so people may go to any of
the tabs and still understand your pointin other
words, they dont have to go in a particular
order to understand it - See sample http//www.nationalhistoryday.org/Cate
goryWebsite.htm
30Individual and Group CategoriesDocumentaries
- Documentaries may be no longer than 10 minutes
- Your thesis statement should be obvious in the
presentation. It should also have all the
elements of any good History Day project. - Include a brief list of sources at the end of the
project - Tips
- Create a story board that shows what
illustrations will be used with each part of your
script
31Individual and Group CategoriesDocumentaries
- Tips
- The strongest documentaries will have a voice
narration and will make good use of documentary
photographs and film clips (like those
documentaries you see on PBS or History Channel) - It is good to incorporate interviews with people
who experienced the event or with experts - However, use only as much of a clip as you need
to support your point. The judges want to know
what you know. - Use all the time allotted to you. A 10-min
documentary will have more info than an 8-min one - See samplehttp//www.nationalhistoryday.org/Categ
oryDocumentary.htm
32Sample Story Board
Sketch or Describe scene Opening shot of a bird in flight Outline script or voiceover For hundreds of years man dreamed of being able to soar like the birds Production Notes Fade to next shot
Sketch or Describe scene Outline script or voiceover Production Notes
Sketch or Describe scene Outline script or voiceover Production Notes
Sketch or Describe scene Outline script or voiceover Production Notes
Sketch or Describe scene Outline script or voiceover Production Notes
33Individual and Group CategoriesPerformances
- Performances may not be longer than 10 minutes in
length - Students are responsible for writing the script
and creating any backdrops - Tips
- Plan movements for each part of your play. Know
where you will be standing, sitting or stooping
for each part of the script. Think about facial
expressions and gestures. You may want to use a
story board similar to the one for documentaries
to track these things.
34Individual and Group CategoriesPerformances
- Tips
- Keep sets (backdrops, props) as simple as
possible. Remember you must be able to set them
up and take them down by yourself. - Costumes can be simple as well. For instance, if
you change characters within your play, you might
use just a hat or a shawl to indicate a new
character. Transitions should be as quick as
possible. - To be successful in performance you must act.
Project your words and show emotion! - See sample http//www.nationalhistoryday.org/Cate
goryPerformance.htm
35Individual and Group CategoriesExhibits
- Exhibits may be no more than 6 ft. high, 40
inches wide, and 30 inches deep. Circular
exhibits may be 30 inches in diameter. - They may not have any more than 500
student-generated words - Brief citations citing sources and direct
quotations from others do not count in the
500-word limit
36Individual and Group CategoriesExhibits
- Tips
- Begin by writing five 100-word paragraphs that
describe the significance of your topic. One
should be your thesis statement, another your
conclusion. The other words can be distributed
among your labels to interpret your project. - Do not use excessive quotations in your exhibit.
Use only those items that will help you make your
point.
37Individual and Group CategoriesExhibits
- Tips
- Do not use large blocks of text. An exhibit is a
visual category, so you use a minimum of words
and good illustrations. - Make sure your exhibit is organized logically to
make it easy to follow
38Individual and Group CategoriesExhibits
- Tips
- Choose words and illustrations carefully. Your
board should not look cluttered. - While tri-fold designs are most often used, you
may use other designs as long as they do not
exceed size limits. - Use all the space allotted to you. A 6-ft exhibit
will allow for more information in an attractive
layout than will a 4-ft board.
39Sample Exhibit Layout(Tri-fold design)
40(No Transcript)
41Judging Projects
- Projects will be reviewed by qualified judges at
each level of competition. Their primary purpose
is to help you continue to learn from your
experience. - They will read your paperwork and view your
project - The judges will ask you questions about your
project. They may ask specific questions about
your topic or they may ask questions such as
What was your most useful source? - The judges will provide feedback to suggest ways
to improve your project
42Judging Projects
- Your project will be judged on the following
criteria - Historical Quality60 of the score
- The project must demonstrate
- Historical Accuracy and Historical Significance
- Analysis and Interpretation
- Historical Context and Perspective
- Balance
- Solid Research using both primary and secondary
sources
43Judging Projects
- Clarity of Presentation20
- Original, creative, well organized, interesting
- Written material is clear and grammatically
correct - Meets criteria for individual categories
- Adherence to theme20
- Clearly demonstrates a relationship to the theme
throughout the project
44Judging Projects
- Tips
- Know your topic well. If you do, you should be
prepared to answer judges questions however,
the project should be able to stand on its own.
Judges should be able to get all the essential
information by looking at your project without
you explaining it to them.
45Judging Projects
- Tips
- Participants in groups should be sure to
contribute equally to the discussion. Dont let
just one group member dominate the conversation.
Judges want to know that all members participated
and learned from the project. - Know the rules and follow them. Points may be
deducted for rules violations. For a copy of the
rules see http//www.nationalhistoryday.org/images
/uploads/2009rulebook.pdf
46Key Terms
- Historical Significancedemonstrates change over
time. In order to know if something is
significant in history, enough time must have
passed for people to evaluate its significance. - Primary Sourcea source that was created or in
use during the time period being studied - Secondary Sourcea source created by someone who
did not experience an event first-hand
47Key Terms
- Bibliographya list of source materials that are
used to research your project. - Annotationan explanatory note that describes how
each source in the bibliography was useful in
learning about your topic. (Note it should not
be a description of the content of the source.) - Thesis Statementdeclares what you believe and
what you intend to prove - Plagiarismusing the works of others without
proper attribution
48Key Terms
- Biasa particular way of looking at things that
prevents unprejudiced consideration. - Perspectivea particular point of view.
Historical works should attempt to look at
multiple perspectives. - Contextbackground information what things were
like before the event took place - Student Composedtext the student has created to
explain the project. Includes titles, subtitles,
captions, etc. It does not include brief
citations showing where an illustation came from
or direct quotations.
49Need Assistance?Contacts
- If you have questions about rules or topics or
need help finding sources, feel free to contact
the state coordinator Jo Ann Williford at
joann.williford_at_ncdcr.gov or by calling 919 807
7284 - Additional information may be found at
- www.nchistoryday.org
- www.nhd.org