Workshop Wednesdays

1. Workshop Wednesdays Implementing National History Day into your classroom using a workshop model

2. Why use a workshop model? Teach 21st Century Skills Use class time efficiently Combine classroom curriculum with the NHD project Utilize the flexibility offered with the workshop model

3. Designed for Flexibility 20 lessons=20 once a week workshops 20 lessons=10 twice a week workshops 20 lessons=3 weeks everyday combine lessons

4. Designed for Flexibility choose which lessons to teach add work days where needed use your own classroom curriculum for examples or use the ones provided digital and print options

5. The Curriculum 1. Introduction to National History Day Students will view sample projects and complete a web quest 2. Working with a theme Students will learn about working with a theme and complete a word study of key terms in the NHD annual theme 3. Narrowing a topic and writing a preliminary thesis Students will consider the topic for their project and begin preliminary research Students will write a working thesis statement

6. The Curriculum 4. Note taking skills   Students will be exposed to several methods of taking notes which they will implement in the coming weeks 5. Understanding source types   Students will learn to discriminate between primary, secondary and tertiary sources 6. Evaluating and analyzing secondary sources   This lesson can be done as a library field trip Students will begin their research using secondary sources

7. The Curriculum 7. Discovering and analyzing primary sources  Students will discover how secondary sources can lead to primary sources They will continue researching using primary sources. Using the internet as a research tool Students will learn to use the Annotated Resource Set (ARS) as a system for tracking internet research Students will learn to evaluate the credibility of websites and use tools such as Google for research purposes.

8. The Curriculum 9. Evaluating maps and pictures Students will use a political cartoon and a map to learn tools for analysis. 10. Evaluating primary source writing   Students will analyze a letter and a newspaper article 11. Evaluating Historical Cause and Context Students will learn about historical cause and context. They will create a timeline for their project and its place in history.

9. The Curriculum 12. Writing a thesis statement   Students will identify poor and good thesis statements and revise their working thesis for their project 13. Outlining and writing a thesis paper   Students will organize their research thus far into an outline Students will incorporate both informative and argumentative writing into a preliminary essay using research they have gathered

10. The Curriculum 14. Conducting an Interview   Students will learn to conduct an interview to gain historical information 15. Choosing a format and creating a project   Students will evaluate the format options for their project and choose a format. Students will begin working on their actual project. (This step will be on-going) 16. Organizing the NHD project   Students will complete a graphic organizer or other layout for their project

11. The Curriculum 17. Work week—Mid-project evaluation Teachers will conference with students and offer feedback on the project 18. Writing a process paper and Creating your annotated bibliography Students will learn the requirements of the process paper and begin writing Students will examine a properly created annotated bibliography and begin to organize their own

12. The Curriculum 19. Work week—Quality Control Teachers will proof projects and require revisions where necessary 20. Project Presentation and Contest Preparation   Students will present and evaluate projects Students will practice answering judge interview questions

13. Highlights Online resources for teachers and students at www.greaterdenvermetronhd.org Pre-assessment at www.greaterdenvermetronhd.org Online activities on www.greaterdenvermetronhd.org Research field trip opportunity The Googler’s Guide NHD Research Writing element for all students Interview 101

14. Sample Lesson Workshop 5—Identifying Source Types A look at the lesson Primary and Secondary Source handout Mini-lesson, Work time, Homework

15. Battle of Gettysburg • Think about the Battle of Gettysburg. • What do you think the battleground looked like? • What did it smell like? • What were the sounds? • How can we know for sure if your ideas are right or • wrong? • Pretend you are a history detective. • What could prove or disprove your ideas? • Where could you look for that proof?

16. Battle of GettysburgPrimary Sources Alexander Gardener photo

17. Battle of GettysburgPrimary Sources We slept upon the field, and no sound was audible, except continuous din of the enemy's tools, and the awful groans of the wounded and dying. The next sun brought the fatal 3rd. day of July. Everything remained quiet 'till about 12 1/2 P.M. (by the watch I saw) when we began shelling their positions. On both sides I think there must have been between 350 and 400 guns in action. Captain Joseph Graham, letter to his father July 30, 1863

18. Battle of GettysburgPrimary Sources

19. Battle of GettysburgPrimary Sources Abraham Lincoln’s Gettysburg Address Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we can not dedicate -- we can not consecrate -- we can not hallow -- this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us -- that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion -- that we here highly resolve that these dead shall not have died in vain -- that this nation, under God, shall have a new birth of freedom -- and that government of the people, by the people, for the people, shall not perish from the earth.

20. Battle of GettysburgPrimary or Secondary? Gettysburg Cyclorama • Do you think this is a primary source? • painted by French artist Paul Philippoteaux in 1883

21. Primary Sources Interpretation Secondary Sources

22. Battle of GettysburgSecondary Sources

23. Battle of GettysburgSecondary Sources

24. Battle of GettysburgSecondary Sources

25. Battle of GettysburgSecondary Sources

26. Primary Sources Interpretation Secondary Sources Interpretation Tertiary Sources

27. Tertiary Sources • Wikipedia • Wikipedia has it’s place • Great as a beginning point • Gives basic details • Gives information about what to look for • Sometimes provides bibliographical information • Information found on Wikipedia should be • triangulated with other sources • But… • Do not list it on your bib • NHD recommends using primary and secondary • sources • A demonstration of the fluidity of Wikipedia

28. Thank you Best of Luck!