History Day 2014

1. History Day 2014 2014 Theme Rights and Responsibilities in History

2. Historical Quality= 60% • Relation to theme= 20% • Clarity of Presentation= 20% How Entry will be Judged

3. Getting your students started

4. The biggest mistake students make is not relating their project to the theme. • Last Year’s theme was Turning Points. Many students project were indeed turning points but within their project they failed to address why their project was a turning point in history. Relate to the History Day theme!

5. Since 20% of judging is based on students’ project relating to the theme, time needs to be devoted to the THEME! • Rights and Responsibilities in History • Brainstorm and Define……….. • What are rights? • Are responsibilities always attached to rights? History Day Theme

6. With rights come responsibilities, whether they involve exercising rights or ensuring the rights of others. • Don’t forget to explain the correlation between rights and responsibilities. • Examples: Developing the Atomic Bomb- • Did the U.S. have the right to develop and use? • What were our responsibilities as a nation? • Student’s must connect rights with responsibilities! Rights and Responsibilities

7. Focus of theme- • Think local, state, national or global history • Hint- local or state history gives western states a better chance • Narrow topic- • Civil Rights movement is too broad. • Brainstorm….Civil Rights and a narrow topic • Handout: Graphic Organizer Developing a topic

8. The topic is the key to the success for students! • Provide topic ideas or provide classroom time to explore topics. • This year’s theme is easily applied to topics in: • Science and technology • Politics • The arts • Education • Religion • Now Brainstorm: Find a partner and come up with topics for each of the categories. Developing a topic

9. Spend time with students developing topics • or • Provide a list of topics for them to choose from • Once a topic has been decided…..turn it into a question or claim • See handouts: • History fair topic selection sheet • Developing a topic • How to write a Thesis Statement • Thesis Checklist Developing a Topic

10. Nuts and Bolts of History Day Presentation #2

11. The biggest mistake students make is not relating their project to the theme. • Last Year’s theme was Turning Points. Many students project were indeed turning points but within their project they failed to address why their project was a turning point in history. Relate to the History Day theme!

12. Since 20% of judging is based on students’ project relating to the theme, time needs to be devoted to the THEME! • Rights and Responsibilities in History • Brainstorm and Define……….. • What are rights? • Are responsibilities always attached to rights? History Day Theme

13. With rights come responsibilities, whether they involve exercising rights or ensuring the rights of others. • Don’t forget to explain the correlation between rights and responsibilities. • Examples: Developing the Atomic Bomb- • Did the U.S. have the right to develop and use? • What were our responsibilities as a nation? • Student’s must connect rights with responsibilities! Rights and Responsibilities

14. All entries must have a : • Title page • Process paper in 500 words or less describing how the research was conducted and process of creating project • Annotated bibliography-each source must explain how source was used and how it helped to understand the topic. • Primary and secondary sources must be separate in the bibliography • Proper citation format and consistent Rules for All Categories

15. As a judge, this is the first thing I looked at to help me understand the student’s project. • Limit of 500 words. • Should have 4 sections. • 1st: Explain how they choose the topic • 2nd: How they conducted their research • 3rd: How they selected their presentation category (exhibit, paper,) and created the project • 4th: Explain how their project relates the NHD theme Process Paper

16. As a judge, the bibliography was extremely important as it gave me a clue about the extent of their research. • As a judge, I wanted to see: • A variety of sources: internet, books, oral interviews • Both primary and secondary • Annotated Bibliography requires students to be organized with their research. Annotated Bibliography

17. All entries required an annotated Bibliography • An annotation summarizes the source and describes how that source was useful to the project.  Keep a working annotated bibliography during the research process. Lack of annotations can significantly damage a student's evaluation in the competition. • Students must include both secondary and primary sources in their research. • Have students use Easybib.com to create annotated bibliography • Handout- History Fair Notes…. Annotated Bibliography

18. The annotated bibliography requires students to distinguish between primary and secondary sources. • See handouts: • Stuff history is made of…. • Worksheet for ID • Finding Primary sources online • Analyzing a secondary source Primary and Secondary Sources

19. Provide time for students to speak in front a several people about their project. • Have students shake hands and look people in the eye when they speak. • Questions the judges might ask: • Why did you select this topic? • What was the most valuable resource? • What was the most interesting thing you learned while completing your project? Oral Interview with Judges

20. Chicago History Day http://www.chicagohistoryfair.org/ • Bibliography/citations • http://easybib.com/ • http://www.bibme.org/ • http://citationmachine.net/index2.php • Nevada History Resources • http://www.onlinenevada.org/ • http://nevadaculture.org/ • https://knowledgecenter.unr.edu/materials/specoll/ resources