NHDStudentIntroNevadaPPT
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This document provides an introduction to National History Day for students. It explains that NHD allows students to research historical topics that interest them. Students can work individually or in groups to research a topic related to an annual theme, analyze its significance, and present their findings through a project in one of several categories, such as a paper, performance, documentary, exhibit, or website. The document provides guidance on choosing topics, conducting research, developing a thesis statement, and competing at various levels of the NHD competition. It outlines the judging criteria and encourages students to ask questions.
![Why do National History Day?
“NHD is not about memorizing
dates but more about doing
research and expressing what
you have learned. These skills
are more important after school
in the real world.”
“[History Day] ROCKS! Not
only do I actually pay attention
in history class... I actually
want to learn more!"](https://image.slidesharecdn.com/studentintroductiontonationalhistoryday-101123165115-phpapp01/85/NHDStudentIntroNevadaPPT-5-320.jpg)
NHDStudentIntroNevadaPPT
- 1. Student Introduction to National History Day Creating Student Historians Presented by Your Name from the Your Organization
- 2. Why History? Why NHD? History is the original reality series. With NHD, you can research real people, living real lives, having real experiences.
- 3. What if you could research what YOU wanted to? National History Day allows you to explore endless topic possibilities!!
- 4. Everything has a history. Politics, Fashion, Science, Media, Sports, Music... Social Movements, Technology, War/Peace, Art...
- 5. Why do National History Day? “NHD is not about memorizing dates but more about doing research and expressing what you have learned. These skills are more important after school in the real world.” “[History Day] ROCKS! Not only do I actually pay attention in history class... I actually want to learn more!"
- 6. How does NHD work? • Work alone or in a group • Select a topic connected to annual theme • Complete your own research • Analyze the significance of topic in history • Present your ideas through a creative project • Compete in series of regional, state, and national competitions (optional)
- 7. 2011 Theme: Debate & Diplomacy in History: Success, Consequences, Failures
- 8. What is debate? A discussion involving opposing points; an argument. Deliberation; consideration What is diplomacy? The art or practice of conducting international relations, as in negotiating alliances, treaties, and agreements. Tact and skill in dealing with people.
- 9. Topic Brainstorm What topics can you think of related to Debate and Diplomacy? • Actual debates? • Debates over issues or ideas? • Social movements? • Foreign relations? • Military history? • Politics or government?
- 10. Is your topic too new? Avoid current event topics... Contemporary debates over immigration to the United States.
- 11. ...but delve into a part of the history. 1924 Immigration Quota and the American Debate of Who is American
- 12. Is your topic too broad? Narrow in by time period, people affected, event, or geographic area... The entire history of the United Nations
- 13. ....and look at something specific related to the broad topic. A New Path to Diplomacy: The Forming of the United Nations
- 14. Find a topic that's just right! The Constitutional Convention of 1787 and the Debate over Slavery The best NHD topics will fit the theme, be narrow in scope, have available research, and be INTERESTING for you to study.
- 15. The NHD Process Research Analyze Present The Three Hats of the Historian
- 16. Getting Started • Once you pick a topic, you need to find information • The research process can be: o Exciting o Confusing o Mysterious o Frusterating o All of the above! • Where do you look? • What can you find? • How do you find it?
- 17. Imagine: You are the Topic! It is 2010, a historian is going to write a biography about your life. Write down anything the historian could use to find information about you! What sources could the historian use?
- 18. Imagine: You are the Topic! It is 2010, a historian is going to write a biography about your life. Write down anything the historian could use to find information about you! What sources could the historian use? • Yearbooks • Newspaper articles • Birth Certificate • Interviews • Report Cards • Diary • Journal • Photographs • Videos • Sound recordings • Letters/e-mails
- 19. Imagine: You are the Historian! Imagine you're researching Susan B. Anthony. What types of information might you find about her?
- 20. Imagine: You are the Historian! All these sources fall into two big categories of information: primary or secondary sources. Imagine you're researching Susan B. Anthony. What types of information might you find about her? • Letters • Books • Web pages • Diary • Newspaper Articles • Magazine • Photographs • Biographies • Auto-biography • TV documentary • Oral histories • Journal
- 21. Primary vs. Secondary Sources Secondary Sources Created after the fact and analyzes primary sources to create a historical narrative. Primary Sources Created at the time of the event or by someone who witnessed the event.
- 22. Where can you find information? • Visit a library: School, public, university or college • Look in an archives (online or in real life) • Conduct an interview with an expert or participant • Look on the Internet (and evaluate each source you find) • Visit a historical society or museum
- 23. Search Smarter Create a web of search terms
- 24. What do you do with all this information? • Read it • Analyze and think about it • Make an argument (your thesis)
- 25. Primary source to analyze with students. Use different sources for different grade levels or different audiences
- 27. Research Questions Begin by thinking of research questions: • A question to guide your research and define your topic. Sample Questions • How did the television debate between Nixon and Kennedy change political campaigns in the United State? • What are were the long term consequences of the 3/5 compromise at the 1787 Constitutional Convention?
- 28. What is a thesis statement? A Thesis Statement is one sentence that: o States the writer’s main idea; o Forms the backbone of the project; o Ties all your project information together
- 29. The Thesis Statement Key Facts Theme Relation Importance in history
- 30. Evaluating Your Thesis Thesis 1: The debate over slavery during the 1787 Constitutional Convention was a failure.
- 31. Thesis 1: The debate over slavery during the 1787 Constitutional Convention was a failure. Thesis 2: During the 1787 Constitutional Convention, the debate over slavery had consequences that led to years of further debate in the new nation. Evaluating Your Thesis
- 32. Thesis 1: The debate over slavery during the 1787 Constitutional Convention was a failure. Thesis 2: During the 1787 Constitutional Convention, the debate over slavery had consequences that led to years of further debate in the new nation. Thesis 3: The slavery debate during the 1787 Constitutional Convention ended in a compromise that had significant consequences in politics and policies from that time through the Civil War. Evaluating Your Thesis
- 33. How do you tell the world? • Paper (Individual Only) • Performance • Documentary • Exhibit • Web Site
- 34. Paper • 1500-2500 word essay about historical topic • Includes cover page, annotated bibliography, sometimes illustrations or images • Include YOUR conclusion • Great category for aspiring writers • Individuals only - no group entries
- 35. Performance • Up to 10-minute original performance • Uses sets, props, music, costumes, blocking…. • Includes process paper and annotated bibliography • Great category for any type of performer: Singers, dancers, actors...
- 36. Documentary • Up to 10-minute media presentation • Similar to something you’d see on the History Channel • Includes process paper and annotated bibliography • Best for topics with available media, images or interviews
- 37. Exhibit • Similar to a Science Fair project • Up to 6-feet tall • Uses text, images, interactives, objects, and graphics to make an argument • 500 student-composed words maximum
- 38. Exhibit: A Closer Look
- 39. Web Site • Web-based project • Uses images, text, graphics, video, sound • 1200 visible student composed words • 100MB of file space • Created ONLY with NHD Web Editor • Available free online
- 40. NHD Competitions • At a competition you will: o Share your project o Be interviewed by judges o Get feedback on your work • You can advance between levels: o School Event o State Event o National Contest
- 41. Judging and Evaluation The same criteria are used at all levels of NHD competitions: • 60% Historical Quality: Accuracy, analysis, interpretation, historical context, and the quality of research. • 20% Connection to Theme: Have you connected the topic to the theme in the project itself? • 20% Clarity of Presentation: How clearly have you used the project to convey your argument and evidence? Includes spelling, organization, etc. • Rules Compliance: Have you violated any major rules for the category or NHD?
- 42. School History Day Pictures and information about school level events
- 43. Beyond School • State • National
- 44. Due Dates • Major milestones for your state/school program.
- 45. Sample Projects • Example Paper (Internet required) • Example Performance 1 (Internet, flash required) • Example Documentary 1 (Internet, flash required) Example Documentary 2 (Internet, YouTube) • Example Website (Internet required)
- 46. Questions? Find NHD on the web: • www.nhd.org • statewebsite Talk to: • Your teacher • Your librarian • Me! o Email o Phone Number
Editor's Notes
- #2: Introduce yourself, and why you work in the history field or why you love history.
- #3: This may be a good time to ask students to define history. Explain that history is not just the past, but the understanding or interpretation of the past, which means that someone has to research the information and put together a narrative. You can ask things like: "Does your text book tell the entire story of history?" You can come back around to this idea of interpreting history when you talk about the types of projects.
- #11: Graphically represent the change of topics
- #14: Show how it is a good topic connected to theme and model
- #27: Ask students what they see going on in this source through pure observation. How do they know what this source is about? What else would they like to know? How could you get more information? What is the historical context (the fight for women's suffrage)
- #30: There are three elements to a successful History Day thesis statement- key facts that identify your topic, how it relates to the theme, and why it is important in history.
- #35: Checklist of things to look for in a sample