fundamentals of a good national history day project

Fundamentals of a Good History Fundamentals of a Good History Day ProjectDay Project

Provided by National History Day in North CarolinaProvided by National History Day in North CarolinaOffice of Archives and HistoryOffice of Archives and History

N. C. Department of Cultural ResourcesN. C. Department of Cultural Resourceswww.nchistoryday.orgwww.nchistoryday.org

ContentsContents Basic Information, 3-4Basic Information, 3-4 Getting Started, 5-6Getting Started, 5-6 Developing a thesis, 7-Developing a thesis, 7-

88 Doing Research, 9-13Doing Research, 9-13 Creating a Creating a

Bibliography, 14-17Bibliography, 14-17 Creating a Process Creating a Process

Paper, 18Paper, 18 Developing Your Developing Your

Project, 19-22Project, 19-22

Narrative v. Analysis, Narrative v. Analysis, 2323

Categories, 24Categories, 24 Papers, 25-26Papers, 25-26 Web Sites, 27-29Web Sites, 27-29 Documentaries, 30-32Documentaries, 30-32 Performances, 33-34Performances, 33-34 Exhibits, 35-40Exhibits, 35-40

Judging, 41-45Judging, 41-45 Key Terms, 46-48Key Terms, 46-48 Contacts, 49Contacts, 49

Basic InformationBasic Information Students will compete in either the junior or Students will compete in either the junior or

the senior divisionthe senior division Junior Division is grades 6 through 8Junior Division is grades 6 through 8 Senior Division is grades 9 through 12Senior Division is grades 9 through 12 In all categories except historical papers, In all categories except historical papers,

which is only for individuals, you may which is only for individuals, you may choose to participate as an individual or in a choose to participate as an individual or in a group of 2 to 5 peoplegroup of 2 to 5 people

Students from different grades may work Students from different grades may work together, but they must be in the same together, but they must be in the same divisiondivision

Basic InformationBasic InformationWorking in GroupsWorking in Groups

• If you decide to work in a group, you need to If you decide to work in a group, you need to think about whether those you are considering think about whether those you are considering working with have the same work ethic and working with have the same work ethic and similar study/work habits. (For example: some similar study/work habits. (For example: some students like to be ready way in advance while students like to be ready way in advance while others prefer working right to the deadline.)others prefer working right to the deadline.)

• Make sure potential teammates have the same Make sure potential teammates have the same vision for the project. Will everyone want to vision for the project. Will everyone want to continue to work on the project as long as it continue to work on the project as long as it advances to another level or will they quit advances to another level or will they quit when the basic requirements are met?when the basic requirements are met?

Getting StartedGetting Started Begin by reading the rules for all Begin by reading the rules for all

categories. You may download them at categories. You may download them at http://www.nhd.org/images/uploads/RuleBook14.pdf. http://www.nhd.org/images/uploads/RuleBook14.pdf.

With approval of your teacher, you may With approval of your teacher, you may choose a topic from world, national, state, choose a topic from world, national, state, or local history.or local history.

Your topic needs to relate to the annual Your topic needs to relate to the annual theme. You may find theme information at theme. You may find theme information at http://www.nhd.org/AnnualTheme.htm.http://www.nhd.org/AnnualTheme.htm.

As you explore topics, make a list of how As you explore topics, make a list of how they may relate to the themethey may relate to the theme

Getting StartedGetting Started Begin by doing preliminary research on a Begin by doing preliminary research on a

topic that interests youtopic that interests you As an example we will use the Wright As an example we will use the Wright

Brothers flightBrothers flight Examine some secondary sources* such as Examine some secondary sources* such as

a book about the Wrights or about aviationa book about the Wrights or about aviation

*Secondary sources are ones that were written or created by *Secondary sources are ones that were written or created by someone who was someone who was not not an eyewitness or a participant in the an eyewitness or a participant in the historical event or period. They are important because they historical event or period. They are important because they provide context and varied opinions of the event.provide context and varied opinions of the event.

Developing a ThesisDeveloping a ThesisYou need to develop a main idea that You need to develop a main idea that

will serve as the point or points you will will serve as the point or points you will prove in your project. The rest of your prove in your project. The rest of your project will support your thesis project will support your thesis statement.statement.

Your thesis may begin as a question: for Your thesis may begin as a question: for example, why was the first flight so example, why was the first flight so significant?significant?

Eventually this question will be made Eventually this question will be made into a statement—your thesis statementinto a statement—your thesis statement

On December 17, 1903, Orville On December 17, 1903, Orville and Wilbur Wright accomplished and Wilbur Wright accomplished the first powered flight at Kitty the first powered flight at Kitty

Hawk, North Carolina. Even Hawk, North Carolina. Even though it lasted only 12-though it lasted only 12-

seconds, it was the foundation seconds, it was the foundation for the development of aviation for the development of aviation

as we know it today. as we know it today.

Sample Statement

Doing ResearchDoing Research Use both primary* and secondary sourcesUse both primary* and secondary sources Use a wide variety of sources—not just the Use a wide variety of sources—not just the

internetinternet There is no minimum or maximum number of There is no minimum or maximum number of

sources required. You should use as many as sources required. You should use as many as you need to prove your thesis statement and you need to prove your thesis statement and present various viewpoints. It is important to present various viewpoints. It is important to have some good primary sources.have some good primary sources.

*Primary sources are ones that were created or in use during *Primary sources are ones that were created or in use during the period being studied. They may include diaries, the period being studied. They may include diaries, documents, oral history interviews with people from that time, documents, oral history interviews with people from that time, published speeches, photographs, maps, music, newspapers, published speeches, photographs, maps, music, newspapers, magazines, etc.magazines, etc.

Doing ResearchDoing ResearchThere are many good sources on the There are many good sources on the

internet as well, but be sure to use internet as well, but be sure to use reliable sites, such as those from reliable sites, such as those from government (.gov), university (.edu) or government (.gov), university (.edu) or reputable organizations (.org)reputable organizations (.org)

Evaluate all web sites, as well as all Evaluate all web sites, as well as all other sources, as to their reliability or other sources, as to their reliability or their biastheir bias

Do not rely on unsupervised sites like Do not rely on unsupervised sites like WikipediaWikipedia

Doing ResearchDoing ResearchAs you examine your sources, keep As you examine your sources, keep

track of them in a notebook or on note track of them in a notebook or on note cardscards

Record the information you will need to Record the information you will need to create a bibliographic entrycreate a bibliographic entry

Note whether it is a primary or Note whether it is a primary or secondary sourcesecondary source

Write down what important things you Write down what important things you learn from the sourcelearn from the source

Doing ResearchDoing Research Write down questions it raises for youWrite down questions it raises for you

Ex: Does the author have a bias or a particular Ex: Does the author have a bias or a particular point of view? Does it contradict another point of view? Does it contradict another source you’ve seen?source you’ve seen?

Write down quotations or main thoughts Write down quotations or main thoughts you might use in your project, and be sure you might use in your project, and be sure to include page numbersto include page numbers

In secondary sources, check the In secondary sources, check the bibliography to see what other sources the bibliography to see what other sources the author used that you might also examineauthor used that you might also examine

Doing Research—Places to Doing Research—Places to LookLook

School, public, or college librariesSchool, public, or college librariesArchivesArchivesMuseumsMuseumsHistoric SitesHistoric SitesLocal, State, or National OrganizationsLocal, State, or National OrganizationsPersonal Papers or PhotographsPersonal Papers or PhotographsPersonal InterviewsPersonal Interviews

Creating a BibliographyCreating a BibliographyYou will create an annotated bibliography You will create an annotated bibliography

using either MLA or Turabian style guideusing either MLA or Turabian style guideDivide your bibliography into primary and Divide your bibliography into primary and

secondary sourcessecondary sourcesCreate an annotation for each source—Create an annotation for each source—

the annotation should tell how that the annotation should tell how that source was useful in understanding your source was useful in understanding your project project It should not be an overview of everything in It should not be an overview of everything in

the sourcethe source

Edmonston, Catherine. Diary of a Secesh Lady: The Diary of Catherine Ann Devereaux Edmonston. Raleigh: North Carolina Division of Archives and History, 1979.

Secondary Sources

Franklin, John Hope. From Slavery to Freedom. New York: A.A. Knopf, 1947.

Primary Sources

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.

This provided me with a good overview of the history of African Americans.

Sample bibliography entries

Creating a BibliographyCreating a Bibliography TipsTips

Provide a complete citation. Someone reading your Provide a complete citation. Someone reading your bibliography should know where to go and find that bibliography should know where to go and find that source based on the information you give.source based on the information you give.

If you pull a primary source document from a If you pull a primary source document from a secondary source, the main source should be listed secondary source, the main source should be listed under secondary sources. Use your annotation to under secondary sources. Use your annotation to explain that it included some primary source items.explain that it included some primary source items.

Do not list single photographs in your bibliography. Do not list single photographs in your bibliography. List the source or website where the photo was List the source or website where the photo was found. If you have many instances of using a single found. If you have many instances of using a single photo and nothing else of substance from a source, photo and nothing else of substance from a source, create a separate section of the bibliography create a separate section of the bibliography entitled “Photo Sources” and list them there.entitled “Photo Sources” and list them there.

Creating a BibliographyCreating a BibliographyTips—sample photo bibliographic entryTips—sample photo bibliographic entry

““The Nineteenth Century in Print.” The Nineteenth Century in Print.” American Memory, Library of Congress. American Memory, Library of Congress. Online collection. Online collection. http://memory.loc.gov/ammem/ndlpcoop/moahtml/mnchome.htmlhttp://memory.loc.gov/ammem/ndlpcoop/moahtml/mnchome.html

This source provided a number of primary source images about This source provided a number of primary source images about 1919th-th- century life that I was able to use in my documentary. century life that I was able to use in my documentary.

Photo SourcesPhoto Sources ““Ku Klux Klan Parade,” 1926Ku Klux Klan Parade,” 1926 http://www.flickr.com/photos/32912172http://www.flickr.com/photos/32912172 ““We Serve Whites Only,” http://blog.joehuffman.org/content/binary/WhitesOnly.gifWe Serve Whites Only,” http://blog.joehuffman.org/content/binary/WhitesOnly.gif

Creating a Process PaperCreating a Process Paper Your process paper should be stapled to your Your process paper should be stapled to your

bibliography. It should not exceed 500 words bibliography. It should not exceed 500 words and it should tell:and it should tell: How you chose your topicHow you chose your topic Where you did your research (in general terms). Where you did your research (in general terms).

You might say “I started at my school library and You might say “I started at my school library and went to a university library, looked on the internet, went to a university library, looked on the internet, etc.”etc.”

How you put your project together: some basic How you put your project together: some basic facts like how you made your exhibit board, how facts like how you made your exhibit board, how you designed your props, what editing program you designed your props, what editing program you used, etc.you used, etc.

How your topic relates to the themeHow your topic relates to the theme

Developing Your ProjectDeveloping Your Project When you have a good grasp of your When you have a good grasp of your

subject, and a sufficient number of good subject, and a sufficient number of good sources, you will choose how to present sources, you will choose how to present that informationthat information

You may choose one of 5 categories: You may choose one of 5 categories: historical paper, exhibit, performance, historical paper, exhibit, performance, documentary, web sitedocumentary, web site

In all categories except historical papers, In all categories except historical papers, you may choose to participate as an you may choose to participate as an individual or in a group of 2 to 5 people. individual or in a group of 2 to 5 people. Papers are individuals only.Papers are individuals only.

Developing Your ProjectDeveloping Your Project Create an introduction that includes your Create an introduction that includes your

thesis statementthesis statement The body of your project should include the The body of your project should include the

main ideas that you learned from your main ideas that you learned from your research and that support your thesisresearch and that support your thesis

Demonstrating historical significance Demonstrating historical significance requires you to show change over time requires you to show change over time Include context (what the situation was before Include context (what the situation was before

the event), describe the event itself, and explain the event), describe the event itself, and explain how history was changed because of the event how history was changed because of the event

Developing Your ProjectDeveloping Your Project Demonstrate that you have considered Demonstrate that you have considered

different views, including opinions that different views, including opinions that may differ from your own, about this may differ from your own, about this event. Indicate why you think they are event. Indicate why you think they are right or wrong.right or wrong.

Remember to make the connection to the Remember to make the connection to the theme wherever you can without theme wherever you can without overdoing it. It is not good enough to overdoing it. It is not good enough to mention it only in the introduction.mention it only in the introduction.

Draw a conclusion that re-states the main Draw a conclusion that re-states the main ideas from your thesis statementideas from your thesis statement

Developing Your ProjectDeveloping Your ProjectCreate an interesting title, preferably Create an interesting title, preferably

one that indicates the connection to one that indicates the connection to the themethe theme

If needed, use a subtitle to further If needed, use a subtitle to further clarify your ideaclarify your idea

Use the body of your project to show Use the body of your project to show the evidence that supports your the evidence that supports your thesisthesis

Narrative vs. AnalyticalNarrative vs. AnalyticalYour project must show analysis. It is Your project must show analysis. It is

not sufficient to just tell that things not sufficient to just tell that things happen. You must explain why they are happen. You must explain why they are important.important.Narrative: On December 7, 1941 the Narrative: On December 7, 1941 the

Japanese attacked Pearl Harbor.Japanese attacked Pearl Harbor.Analytical: On December 7, 1941 the Analytical: On December 7, 1941 the

Japanese attacked Pearl Harbor, which Japanese attacked Pearl Harbor, which brought the United States into the conflict brought the United States into the conflict and changed the outcome of the war.and changed the outcome of the war.

CategoriesCategories TipsTips

In choosing a category, think about your own In choosing a category, think about your own strengths and interests; but also think about strengths and interests; but also think about which category best suits your topic. For which category best suits your topic. For example, if your topic does not lend itself to example, if your topic does not lend itself to many images, you might want to think about a many images, you might want to think about a historical paper or performance, which do not historical paper or performance, which do not need images, rather than documentary, which need images, rather than documentary, which needs many.needs many.

Once you decide upon a category, read the Once you decide upon a category, read the rules for that category periodically to make rules for that category periodically to make sure you are following them. Knowing and sure you are following them. Knowing and following the rules is your responsibility.following the rules is your responsibility.

Individual Category--PapersIndividual Category--PapersHistorical papers are for individual Historical papers are for individual

participation onlyparticipation onlyThe title page should have The title page should have onlyonly the the

title, the student name(s), and the title, the student name(s), and the category and division and applicable category and division and applicable word counts. (See the rule book for word counts. (See the rule book for more information.)more information.)

Do not put art or other things on the Do not put art or other things on the title page, and do not use a bindertitle page, and do not use a binder

Individual Category--PapersIndividual Category--Papers Be sure to include footnotes or citations within Be sure to include footnotes or citations within

your paper to give credit to the ideas of othersyour paper to give credit to the ideas of others The paper must be no less than 1,500 words The paper must be no less than 1,500 words

and no more than 2,500 wordsand no more than 2,500 words TipsTips

Proof, proof, proof your paper. Ask others to read it.Proof, proof, proof your paper. Ask others to read it. Try reading it out loud to see how it sounds to youTry reading it out loud to see how it sounds to you Be consistent in the tenses you use. Do not switch Be consistent in the tenses you use. Do not switch

between past and present.between past and present.See sample: See sample:

http://www.nationalhistoryday.org/CategoryPaper.htmhttp://www.nationalhistoryday.org/CategoryPaper.htm

Individual and Group CategoriesIndividual and Group Categories—Web Sites—Web Sites

May contain no more than 1200 May contain no more than 1200 student student composedcomposed words words Quotations, illustrations, charts, etc. not created Quotations, illustrations, charts, etc. not created

by the student are not included in the word countby the student are not included in the word count Create the web site using the web site editor Create the web site using the web site editor

accessed at the NHD web siteaccessed at the NHD web site Home page should include student name(s), title, Home page should include student name(s), title,

category, division, number of student-composed category, division, number of student-composed words in the website, number of words in the words in the website, number of words in the process paper, and a menu that directs the process paper, and a menu that directs the viewer to other parts of the projectviewer to other parts of the project


All pages must be connected with hypertext All pages must be connected with hypertext links; automatic redirects are not permittedlinks; automatic redirects are not permitted

The bibliography must be included on the web The bibliography must be included on the web site but site but will notwill not be included in the word count be included in the word count

The website may contain multimedia clips (audio, video, or both) that total no more than four minutes (e.g., use one four-minute clip, four one-minute clips, two two-minute clips, etc.). Included in the four-minute total is any music or songs that play after a page loads. Clips should not Clips should not contain student composed wordscontain student composed words


Tips Tips Be sure that the project contains all of the Be sure that the project contains all of the

elements of any good History Day project—thesis elements of any good History Day project—thesis statement, body, conclusionstatement, body, conclusion

Use images, charts, interviews, etc. to illustrate Use images, charts, interviews, etc. to illustrate the points you will make using your 1200 wordsthe points you will make using your 1200 words

Organize your web site so people may go to any Organize your web site so people may go to any of the tabs and still understand your point—in of the tabs and still understand your point—in other words, they don’t have to go in a particular other words, they don’t have to go in a particular order to understand it.order to understand it.

See sample: See sample: http://www.nationalhistoryday.org/CategoryWebsite.htmhttp://www.nationalhistoryday.org/CategoryWebsite.htm

Individual and Group CategoriesIndividual and Group Categories—Documentaries—Documentaries

Documentaries may be no longer than 10 Documentaries may be no longer than 10 minutesminutes

Your thesis statement should be obvious in Your thesis statement should be obvious in the presentation. It should also have all the the presentation. It should also have all the elements of any good History Day project.elements of any good History Day project.

Include a brief list of sources at the end of Include a brief list of sources at the end of the projectthe project

TipsTips Create a story board that shows what illustrations Create a story board that shows what illustrations

will be used with each part of your scriptwill be used with each part of your script

Individual and Group CategoriesIndividual and Group Categories—Documentaries—Documentaries

TipsTips The strongest documentaries will have a voice narration The strongest documentaries will have a voice narration

and will make good use of documentary photographs and will make good use of documentary photographs and film clips (like those documentaries you see on PBS and film clips (like those documentaries you see on PBS or History Channel)or History Channel)

It is good to incorporate interviews with people who It is good to incorporate interviews with people who experienced the event or with experts experienced the event or with experts

However, use only as much of a clip as you need to However, use only as much of a clip as you need to support your point. The judges want to know what support your point. The judges want to know what youyou know.know.

Use all the time allotted to you. A 10-min documentary Use all the time allotted to you. A 10-min documentary will have more info than an 8-min one.will have more info than an 8-min one.

See sample: See sample: http://www.nationalhistoryday.org/CategoryDocumentary.htmhttp://www.nationalhistoryday.org/CategoryDocumentary.htm

Sample Story BoardSample Story BoardSketch 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




Individual and Group CategoriesIndividual and Group Categories—Performances—Performances

Performances may not be longer than 10 Performances may not be longer than 10 minutes in lengthminutes in length

Students are responsible for writing the Students are responsible for writing the script and creating any backdropsscript and creating any backdrops

TipsTips Plan movements for each part of your play. Plan movements for each part of your play.

Know where you will be standing, sitting or Know where you will be standing, sitting or stooping for each part of the script. Think stooping for each part of the script. Think about facial expressions and gestures. You about facial expressions and gestures. You may want to use a story board similar to the may want to use a story board similar to the one for documentaries to track these things. one for documentaries to track these things.

Individual and Group CategoriesIndividual and Group Categories—Performances—Performances

TipsTips Keep sets (backdrops, props) as simple as possible. Keep sets (backdrops, props) as simple as possible.

Remember you must be able to set them up and Remember you must be able to set them up and take them down by yourself.take them down by yourself.

Costumes can be simple as well. For instance, if you Costumes can be simple as well. For instance, if you change characters within your play, you might use change characters within your play, you might use just a hat or a shawl to indicate a new character. just a hat or a shawl to indicate a new character. Transitions should be as quick as possible.Transitions should be as quick as possible.

To be successful in performance you must To be successful in performance you must actact. . Project your words and show emotion!Project your words and show emotion!

See sample:See sample: http://www.nationalhistoryday.org/CategoryPerformance.htmhttp://www.nationalhistoryday.org/CategoryPerformance.htm

Individual and Group CategoriesIndividual and Group Categories—Exhibits—Exhibits

Exhibits may be no more than 6 ft. Exhibits may be no more than 6 ft. high, 40 inches wide, and 30 inches high, 40 inches wide, and 30 inches deep. Circular exhibits may be 30 deep. Circular exhibits may be 30 inches in diameter.inches in diameter.

They may not have any more than They may not have any more than 500 student-generated words500 student-generated wordsBrief citations citing sources and direct Brief citations citing sources and direct

quotations from others do not count in quotations from others do not count in the 500-word limitthe 500-word limit


TipsTipsBegin by writing five 100-word Begin by writing five 100-word

paragraphs that describe the paragraphs that describe the significance of your topic. One should be significance of your topic. One should be your thesis statement, another your your thesis statement, another your conclusion. The other words can be conclusion. The other words can be distributed among your labels to distributed among your labels to interpret your project. interpret your project.

Do not use excessive quotations in your Do not use excessive quotations in your exhibit. Use only those items that will exhibit. Use only those items that will help you make your point.help you make your point.


TipsTipsDo not use large blocks of text. Do not use large blocks of text. An exhibit is a visual category, so An exhibit is a visual category, so you use a minimum of words and you use a minimum of words and good illustrations.good illustrations.

Make sure your exhibit is Make sure your exhibit is organized logically to make it organized logically to make it easy to followeasy to follow


TipsTipsChoose words and illustrations carefully. Choose words and illustrations carefully.

Your board should not look cluttered.Your board should not look cluttered.While tri-fold designs are most often While tri-fold designs are most often

used, you may use other designs as long used, you may use other designs as long as they do not exceed size limits.as they do not exceed size limits.

Use all the space allotted to you. A 6-ft Use all the space allotted to you. A 6-ft exhibit will allow for more information in exhibit will allow for more information in an attractive layout than will a 4-ft board.an attractive layout than will a 4-ft board.

Sample Exhibit LayoutSample Exhibit Layout(Tri-fold design)(Tri-fold design)

The sis Sta te m e nt

C o nc lusio n

Section HeaderSection Header

Photos, pictures,documents,

newspaper headings,etc.with labels that

provide context.W hat were things like leading

up to the event?


newspaper headings,etc . w ith labels

describing the historical event.


newspaper headings,etc.w ith labels explaining

how th ingschanged as a result of the

event. M entioncurrent issues if

applicable.

This panelT his panel

Judging ProjectsJudging Projects Projects will be reviewed by qualified judges Projects will be reviewed by qualified judges

at each level of competition. Their primary at each level of competition. Their primary purpose is to help you continue to learn from purpose is to help you continue to learn from your experience.your experience.

They will read your paperwork and view your They will read your paperwork and view your projectproject

The judges will ask you questions about your The judges will ask you questions about your project. They may ask specific questions project. They may ask specific questions about your topic or they may ask questions about your topic or they may ask questions such as “What was your most useful source?”such as “What was your most useful source?”

The judges will provide feedback to suggest The judges will provide feedback to suggest ways to improve your projectways to improve your project

Judging ProjectsJudging ProjectsYour project will be judged on the Your project will be judged on the

following criteria:following criteria:Historical Quality—60% of the scoreHistorical Quality—60% of the score

The project must demonstrate:The project must demonstrate:Historical Accuracy and Historical SignificanceHistorical Accuracy and Historical SignificanceAnalysis and InterpretationAnalysis and InterpretationHistorical Context and PerspectiveHistorical Context and PerspectiveBalanceBalanceSolid Research using both primary and secondary Solid Research using both primary and secondary

sourcessources

Judging ProjectsJudging ProjectsClarity of Presentation—20%Clarity of Presentation—20%

Original, creative, well organized, Original, creative, well organized, interestinginteresting

Written material is clear and Written material is clear and grammatically correctgrammatically correct

Meets criteria for individual categoriesMeets criteria for individual categoriesAdherence to theme—20%Adherence to theme—20%

Clearly demonstrates a relationship to Clearly demonstrates a relationship to the theme throughout the projectthe theme throughout the project

Judging ProjectsJudging ProjectsTipsTips

Know your topic well. If you do, you Know your topic well. If you do, you should be prepared to answer should be prepared to answer judges’ questions; however, the judges’ questions; however, the project should be able to stand on project should be able to stand on its own. Judges should be able to its own. Judges should be able to get all the essential information by get all the essential information by looking at your project without you looking at your project without you explaining it to them.explaining it to them.

Judging ProjectsJudging Projects TipsTips

Participants in groups should be sure to Participants in groups should be sure to contribute equally to the discussion. Don’t let contribute equally to the discussion. Don’t let just one group member dominate the just one group member dominate the conversation. Judges want to know that all conversation. Judges want to know that all members participated and learned from the members participated and learned from the project.project.

Know the rules and follow them. Points may be Know the rules and follow them. Points may be deducted for rules violations. For a copy of the deducted for rules violations. For a copy of the rules see rules see http://www.nhd.org/images/uploads/RuleBook14.pdf.http://www.nhd.org/images/uploads/RuleBook14.pdf.

Key TermsKey Terms Historical Significance—demonstrates change Historical Significance—demonstrates change

over time. In order to know if something is over time. In order to know if something is significant significant in historyin history, enough time must have , enough time must have passed for people to evaluate its significance.passed for people to evaluate its significance.

Primary Source—a source that was created or Primary Source—a source that was created or in use during the time period being studiedin use during the time period being studied

Secondary Source—a source created by Secondary Source—a source created by someone who did not experience an event someone who did not experience an event first-hand first-hand

Key TermsKey Terms Bibliography—a list of source materials Bibliography—a list of source materials

that are used to research your project. that are used to research your project. Annotation—an explanatory note that Annotation—an explanatory note that

describes how each source in the describes how each source in the bibliography was useful in learning about bibliography was useful in learning about your topic. (Note: it should not be a your topic. (Note: it should not be a description of the content of the source.)description of the content of the source.)

Thesis Statement—declares what you Thesis Statement—declares what you believe and what you intend to provebelieve and what you intend to prove

Plagiarism—using the works of others Plagiarism—using the works of others without proper attributionwithout proper attribution

Key TermsKey Terms Bias—a particular way of looking at things Bias—a particular way of looking at things

that prevents unprejudiced consideration.that prevents unprejudiced consideration. Perspective—a particular point of view. Perspective—a particular point of view.

Historical works should attempt to look at Historical works should attempt to look at multiple perspectives.multiple perspectives.

Context—background information; what Context—background information; what things were like before the event took placethings were like before the event took place

Student Composed—text the student has Student Composed—text the student has created to explain the project. Includes created to explain the project. Includes titles, subtitles, captions, etc. It does not titles, subtitles, captions, etc. It does not include brief citations showing where an include brief citations showing where an illustation came from or direct quotations. illustation came from or direct quotations.

Need Assistance?Need Assistance?ContactsContacts

If you have questions about rules or If you have questions about rules or topics or need help finding sources, feel topics or need help finding sources, feel free to contact the state coordinator Jo free to contact the state coordinator Jo Ann Williford at Ann Williford at [email protected] or by calling [email protected] or by calling (919) 807-7284.(919) 807-7284.

Additional information may be found at:Additional information may be found at:www.nchistoryday.orgwww.nchistoryday.orgwww.nhd.orgwww.nhd.org

fundamentals of a good national history day project

Education