teacher handbook - washington state history society
TRANSCRIPT
Washington History Day Teacher Handbook
This manual is based on the “National History Day in Washington State Teacher Guide” and the “National History Day in Minnesota Teacher Handbook” and has been copied, revised and appended with permission. Materials used in this handbook were compiled by Paula Cautrell, Patti Deal, Larry Harper, Cec Harper, Tim Hoogland, Janet Kragen, Randy Schnabel, David Sherman, Mark Vetter, and others. Washington History Day is coordinated by the Washington State Historical Society.
Washington History Day www.washingtonhistory.org/historyday
Revised edition made available by the Washington State Historical Society, 2009. Permission to reproduce materials in this guide is granted for educational purposes only.
Washington History Day Welcome Suggested Timeline of History Day Activities History Day Contests
In the Classroom Starting a School History Day Forming a History Day Club History Day, Classroom-Based Assessments, and Grade-Level Expectations The Research: Sources and How to Find Them Research Strategy Worksheet Formulating the Thesis Statement Group or Individual: Help with Choosing History Day Agreement Form – Individual History Day Agreement Form – Group Time Management Log
Research and Interpretation Compiling a Bibliography Sample Bibliography Bibliography Card Analysis Worksheet for Primary Sources Bibliography Reference Forms
Constructing the Project History Day Student Checklist Completing the Entry: Paper Completing the Entry: Exhibit Completing the Entry: Documentary Completing the Entry: Performance Completing the Entry: Web Site The Process Paper Hints for Checking the Final Project
Evaluation History Day Evaluation Classroom Assessment National History Day Rubrics for Success A variety of evaluation rubrics are also available at the Washington History Day Teacher Resources page.
Washington State Patrol Motorcycle Source: Washington State Patrol Photographs, Washington State Archives, State Government Archives
Welcome! History Day is a nationally acclaimed education program that challenges students to become historians, explorers, investigators and leaders. A highly regarded national academic challenge, more than 700,000 students and 40,000 educators participate in History Day nationwide. History Day promotes the study of history in schools by engaging students and teachers in the excitement of historical inquiry and creative presentation. It reinforces classroom teaching by rewarding students of all abilities for their scholarship, individual initiative and cooperative learning. Students learn history by doing history. Working individually or in groups, junior (grades 6-8) and senior (grades 9-12) division students select a topic related to an annual theme. They conduct extensive research using primary and secondary sources, then analyze and interpret their findings in one of five project formats: museum-style exhibits, multimedia documentaries, dramatic performances, research papers or websites. Along the way, students develop research, critical thinking, writing, presentation and social skills, and reflect on the meanings of citizenship. After creating their projects, students may choose to be evaluated at a History Day contest. Team of judges composed of historians, educators and professionals evaluate each project according to set criteria, and provide constructive feedback at each level of competition. Students selected as finalists at each event advance to the next level and are encouraged to use their evaluations to improve their entries. Contests may begin with a school or district History Day fair, from which top entries graduate to a regional History Day contest, held in February and March around the state. Regional winners advance to the state contest, held in late April or early May in the Puget Sound region. The top two entries in each category at state advance to the national contest, held in mid-June at the University of Maryland at College Park. Washington History Day has grown from 125 students in 1982 to more than 5,000 in 2009. This growth reflects the commitment of the Washington State Historical Society and Washington educators to participate in history education statewide. We encourage you to discover the rewards of participating in History Day.
About this Handbook This manual is designed to provide suggested examples of strategies and forms to use when implementing History Day in the classroom. These materials have been developed by teachers and historians who have extensive experience with the program, but they should not be considered the only approaches to be used. Apply the materials to your school calendar, teaching style and classroom setting. Check the Washington History Day website, blog and social media for frequent updates and new resources. We welcome your suggestions and materials, too! Please send your comments to the state office at [email protected]. Most important, have fun. History Day is a transformative experience for students and teachers alike. Enjoy!
Suggested Timeline of History Day Activities
History Day Contests
Why participate in a contest? Most History Day students in Washington do not enter a contest. Their participation concludes with the presentation of the project to their teachers. However, extending involvement beyond the classroom offers added value. Presenting before a wider audience—particularly one composed of experts in the field—adds excitement, stimulates revision and improvement, and may motivate students to succeed. Students often report that participating in History Day was the most memorable experience of their K12 education. At each level of competition, students are interviewed by a team of judges, who use set criteria to evaluate their work and provide constructive written feedback (for the most current evaluation forms, see the Washington History Day website). Although interviews are not the determining factor in project evaluation, they are vital to the learning process. Depending on the number of entries in each category, there may be preliminary and final rounds. Final round judging takes place without interviews; the project must stand on its own merits. There are up to four levels of Washington History Day contests: preliminary, regional, state and national.
Preliminary History Days These events range from small exhibitions within individual schools to district-wide events. The goal here is to create recognition for the work of all participating students and to select the finalists eligible to participate in the regional event. In many cases this will include every participating student. The number of entries progressing to the regional in each category will be determined by the regional coordinator. Preliminary fairs usually take place one to two weeks prior to the regional event. These fairs provide students with valuable experience on handling the judging process and information for improving their work.
Regional History Days The regional events are held in February and March. Contact your regional coordinator for the exact date and location. Regions are comprised of combined Education Service Districts (ESDs) with some modifications. Please refer to the map within this handbook and on the History Day website to determine your region, regional coordinator, and contest date. At the regional events a number of finalists will be selected in each category to move on to State History Day. The number of finalists from each region is determined by the state coordinator and is based upon participation numbers. Students are encouraged to improve upon their work prior to the State History Day.
State History Day The Washington History Day state contest is a one-day event held in late April or early May in the Puget Sound area. The top two winners in each category are eligible to enter National History Day, with third place winners serving as alternates. In addition, many special awards are presented each year for entries in a variety of historical subject areas. For a current list of awards, contact the state coordinator.
National History Day National History Day is held on the campus of the University of Maryland, just outside Washington, DC, where in mid-June more than 2,500 students from around the world gather for five days to present their
work. In addition to the competition, students have many opportunities to tour Washington. Monetary prizes, scholarships, and special awards are presented to national award winners.
Starting a School History Day Starting a school History Day Fair is one of the best ways to encourage a History Day program. A school fair can raise student, parent, and administrator awareness and excitement for history. It gives students an opportunity to experience History Day rules and judging while on familiar ground, and also provides them with the guidelines and time necessary to improve their entries for the regional fair. A school fair is an excellent way to provide positive publicity for the school and demonstrate student achievement. The following suggestions are intended as guidelines to help teachers with preparing a school History Day. These guidelines should not be viewed as the best or only ways to institute a school History Day. 1. Contact your Regional or State Coordinator. Let him/her know that you want to start a school History Day. S/he should be able to provide you with copies of the judging criteria, the number of students that should graduate to the regional History Day, and other useful ideas and advice. 2. Set the date of your History Day early. School calendars fill quickly. See the administration early to discuss the program and possible dates. When picking a date, remember to coordinate it with the Regional History Day contest. You will want to give your students enough time to improve their projects as a result of the evaluations they will receive. 3. Secure independent judges early. It is important, especially if awards are given, to try and solicit judges from outside the school. Historical societies and teachers from other districts or buildings are possible sources. Make sure to send the History Day rules and judging criteria to the judges early, and to have more judges than you think you will need. Many schools conduct their History Days totally “in-house” by using faculty colleagues and administrators as judges. 4. Publicize your History Day. To publicize awareness of the school History Day, contact the local media several weeks before the event. The school newspaper and district newsletter may also want to print stories about the event. Inform the state History Day office, too. Be sure to follow up on the progress of students who advance to the regional and state History Day fairs. 5. Outside Assistance. The more the school can involve the community, the better the chance for success. Historical societies, civic organizations, and businesses may be willing to provide resources for awards, judges' expenses, etc. Remember, it is important to publicly acknowledge any support received.
Territorial Seal Source: Washington State Archives, State Government Archives
Forming a History Day Club If you plan to use Associated Student Body monies or cannot yet fit History Day into your classroom teaching, it is helpful to form a History Day club. This group may assist in fund-raising, provide support and help to increase the community's awareness of this activity. One such club's constitution is provided as an example.
History Day Club Constitution
Article I Section 1. The name of this organization shall be the (school name) History Day Club. Section 2. The purpose of this club shall be to create an enthusiasm for the study of history, to
promote leadership and involvement in History Day.
Article II Section 1. Membership in this club shall be based upon academic initiative, character, attitude and
citizenship. Section 2. To be eligible for membership in this club, a student must be currently enrolled at
(school name). Section 3. To participate in club activities, members shall maintain the minimum grade-point
average defined by the faculty and school advisers.
Article III Section 1. The school principal shall appoint members of the faculty who will serve as the club's
advisers. Section 2. All activities of the club shall be subject to the approval of the faculty advisers. Section 3. All meetings shall be open meetings and shall be held under the supervision of the
faculty advisers.
Article IV Section 1. The officers of the club shall be a president, vice-president, and secretary/treasurer. Section 2. Officers shall be elected at a regular meeting in the first quarter of each school year by
the members present.
Article V Section 1. This constitution may be amended by a two-thirds vote of the membership, provided
that the proposed amendment has been approved by the advisers.
History Day, Classroom-Based Assessments and Grade-Level Expectations
This area to be completed when bridging documents and lesson plans are approved by OSPI for use. Both are under construction.
The History Day Research Journey
Topic Selection Selecting a History Day topic is a process of gradually narrowing down the area of history in which students are interested and focusing on a specific, manageable subject. Students should pick a topic that appeals to them, inspires a sense of wonder, and has sufficient sources available for research. To start out, students should think about activities, events, and subjects which have piqued their curiosity. They should also consider historical events or periods that most interest them. They should then look at the annual theme to see if there are subject areas that fit their ideas.
Tips The topic should clearly fit the year's theme. To ensure a topic fits the theme, answer the
following question: “The topic is related to [the annual theme] because…?”
The topic should be narrow enough to be researched thoroughly in the time available.
The topic should be historically significant. The student should be able to explain why it is important to know about this topic. Topics in local history often have significance beyond their locality, illustrating something about the human condition or symbolizing an issue of wider significance.
The topic should reflect the availability of primary and secondary resources. A local topic is often a good choice, since primary documents are more likely to be available in the community in which an event occurred or in which a person lived.
Choosing Local History Topics Local history topics often make for outstanding History Day projects. The advantage of a local history topic is that primary sources, including oral histories, tend to be readily available. And chances are students will be breaking new research ground; one gold-medal paper from Washington State resulted in a wholly new interpretation of the San Juan Pig War. If students do choose a local history topic, they must contextualize it within broader cultural, social, political, economic trends. Washington women’s suffrage was the tipping point in the national campaign: after Washington women won the vote, other states quickly followed and the Nineteenth Amendment was adopted within a decade. Local topics must be placed in context to demonstrate historical significance. Thanks to the Washington State Archives and Washington State Library, students and teachers can take advantage of an innovative and useful Washington History Day Topic Guide designed to help with topic selection and resource location. The Topic Guide includes dozens of Washington history topics, plus primary and secondary sources housed in repositories around the state. Users can browse by subject, time period or holdings facility. And, the Washington History Day Topic Guide is a wiki, which means it’s constantly updated by archivists and librarians. Students can get direct help from the State Library and participate in the Discussion Forum, too. The Washington History Day Topic Guide is a leading-edge research tool for students and educators!
Topic Selection Worksheet Use this worksheet to help select and focus your topic for this year's theme. History Day Theme: Click here to enter text.
My/our general area of interest is: Click here to enter text.
Preliminary topic idea: Click here to enter text.
Issues or questions to be explored in my/our research: (how to compare, contrast or interpret using your own ideas): Click here to enter text.
Working title and subtitle: Click here to enter text.
Preliminary Thesis Statement: (my/our project will examine, compare, discuss, prove, show, etc): Click
here to enter text.
The Research: Sources and How to Find Them
What Are Sources? Documents, buildings, people, recordings or any other provider of information used to interpret a topic are sources. It is your job to select the most valuable and important sources for your research. A long list of sources is not valuable unless the historian uses them to explain a point of view. Use your sources to interpret how and why events occurred. Don't assume that your sources contain the “truth” about an event. Historians need to be skeptical of information provided. Why was a book written? What was the purpose of the information? Remember, the interpretation of history and descriptions of events depend upon the individual. Determine the reason any source was created or its purpose. This will help you make critical use of the information you gather in your research. Treat all sources as historical artifacts in their own right. And check the latest edition of the Rule Book for help with source distinction.
Primary Sources Archival documents, manuscript collections, diaries, personal collections, and photographs are all primary sources. So are newspaper, magazine, or journal articles of the era if they are firsthand accounts written or taken at the time of the event. A primary source is information created by the event, or in the process of the event. The writer must be an eyewitness or participant in the event.
Secondary Sources Books, articles, interviews, media productions or any other historical source that seeks to explain and interpret an event after the fact are all secondary sources. The writer is not an eyewitness to, or a participant in the event.
Example Sources Classification
Newspaper articles of the era. Primary
Magazine/journal articles of era if written by an author who witnessed the event. Must have by-line (author listed)
Primary
Autobiographies Primary
Authorized biographies Secondary (because it was probably written with the intent to influence history)
Manuscript collections Primary
Archival documents Primary
History textbooks Secondary
Collecting Sources
Information may be found in many places. The first place to start is the school or local library. For Washington history topics, go straight to the Washington History Day Topic Guide, which includes primary and secondary sources held in repositories statewide. This searchable guide includes suggestions on where to find sources, compiled by librarians and archivists. The Topic Guide is a great place to start your research!
Research is like detective work. Good detectives are always looking for clues to help them answer questions. Your History Day topic is like a mystery needing to be solved. As a historical detective you will need to gather information and ask questions in order to draw conclusions. You may be surprised where you find your best information. The key is to keep looking and finding new sources of information on your topic.
Primary sources may be found in:
Archives
The Washington History Day Topic Guide
On microfiche and microfilm In major libraries
Museums
Recorded Oral History Interviews
Historical Societies
Governmental Offices
Attics/Personal Collections
Corporations/Businesses
Churches
Interviews
Check Washington History Day’s Research Resources page for more primary source locations
NASA Space Capsule – Seattle World’s Fair Source: Century 21 Exposition Photographs, Washington State Archives, Puget Sound Regional Archives
Research Strategy Worksheet Instructions: Use this worksheet to develop ideas on the types of sources you can use in your research and the places where you might locate these sources.
1. Name of individual(s) involved in this entry: Click here to enter text.
2. What libraries, research centers, archival institutions, museums, or other organizations do you
think will have information on your topic? Click here to enter text.
3. What are some key words, dates or people related to your topic that will help you find information in an encyclopedia, book index, computer search or a card catalog? Click here to enter text.
4. What materials will you look at to begin your research? Click here to enter text.
5. What types of primary sources do you think exist for your topic? Click here to enter text.
6. Who might you interview (in person, on the telephone, or in writing) to learn more about your topic? Click here to enter text.
Formulating the Thesis Statement Excerpted from the article “A Step-by-Step Guide to Writing a Good History Day Paper” by Martha Kohl. OAH Magazine of History 6 (Spring 1992). ISSN 0882-228X Copyright (c) 1992, Organization of American Historians
What is a thesis statement? A thesis is an argument or a hypothesis; it is the point of your project. You will gather evidence in support of your thesis. You should state your argument in your project in a thesis statement. Example of a weak thesis statement: “This paper is about the status of blacks after the Civil War.” This thesis statement is weak because it does not make an argument or answer a question. Example of a strong thesis statement: “After the Civil War, many of the freed black slaves believed that their children would have substantially better lives and greater opportunities than they had had as slaves. However, their hopes for their children were not fulfilled; in the 1880s, the lives of most blacks were not much better than those of their parents.” The thesis statement “in the 1880s the lives of most blacks were not much better than those of their parents” makes an argument (readers can agree or disagree with it). A good thesis statement can be rephrased as a question. In this case, the question is “Were the children of ex-slaves much better off than their parents?” Or “How much difference did the Thirteenth Amendment make in the lives of most African Americans?”
How to develop a strong thesis: Step One: Think of a question that you want to answer. The question should be a “why” question, not a “what” question. What happened is important, but why it happened is even more so. Example: I am curious about why there were fewer opportunities for women in the 1950s than during the 1940s. So, my preliminary research question is “Why were there fewer opportunities for women after World War II than before?” Step Two: Engage in preliminary research by reading secondary sources. Example: As I conduct my research, I realize that other people have looked at this issue. The consensus of historians is that when male soldiers returned from fighting in World War II, they took back the jobs that women had been doing in their absence. In the shrinking, post-war economy, tradition gave men first priority over a limited number of jobs. During the war, women working outside of traditional roles were seen as patriotic (doing their part for the war effort). After the war these same women were seen as stealing men’s jobs. Step three: Refine or reformulate your question on the basis of your findings. Example: I realize through my reading that the question I chose has already been researched thoroughly by other historians. I agree with their answers (besides, I realize that the question is too big to answer in a ten-page paper). However, my reading has made me curious about related questions: “How did women respond to the shrinking number of work opportunities? How did they feel about returning to traditional jobs and roles?” Step four: Use your new question to narrow and focus your topic. Example: I decided to look at a sampling of women from St. Louis who worked in untraditional jobs (as riveters, cartridge plant workers, etc.) during the war and who quit work to become housewives or who took on other traditionally “female” wage-earning jobs after the war. I decide to look at their
experiences to answer the following question: “How did these women feel about leaving the untraditional jobs they worked at during the war?” Step five: Continue your research, in an effort to find answers to your questions. Example: I found letters and diaries of some women who fit my category at my local historical society. I know some women who worked in the 1940s and became homemakers in the 1950s. I decide to interview them. I also find published speeches relating to women’s work and some books by historians who have looked at similar topics elsewhere. Step six. Develop hypotheses to test with your research. (A hypothesis is a guess about what the answer to your question will be.) Don’t be afraid to prove your hypothesis wrong or to modify it to accommodate new evidence. Example: Before I started interviewing my informants and reading the letters, diaries, and published information about women in my case study, I hypothesized that they were pushed out of traditionally male jobs and that they resented it. After learning to my surprise that some of them wanted to be housewives, I modified my hypothesis. I decided that a woman’s response to leaving a traditionally male job may have varied depending on the type of job she had held during the war and the options she saw for herself in the fifties. A woman who worked full-time outside the home at a fairly uninteresting job and full-time inside the home (doing housework and child care) might have looked forward to having only one full-time job to do (homemaking). A woman who could not depend on a husband to support her and who had to work outside the home in the fifties might have resented losing the high-paying, traditionally male job that she had held. This hypothesis that women responded in a variety of ways to the change in their work status, and that their response depended on the options they saw for themselves became the thesis of my paper. It was a good thesis because 1) it was arguable, 2) it evolved from my research and therefore I had evidence to support it, and 3) it was clear, focused, and specific.
Hints on thesis statements:
If you cannot explain your argument in three sentences or less, refine your thesis.
If you cannot phrase your thesis statement in the form of a “why” question, refine your thesis statement.
One way to come up with a thesis statement is to look at what other people have written about a subject and argue against them and/or show how your research supports what they are saying.
Keep your thesis in mind as you conduct your research. Develop a tentative thesis early on and use it to keep your work focused.
Don’t force the evidence to support your thesis; modify your thesis so that it explains the evidence.
Who Do I Work With, If Anyone?: The History Day “Ship-on-the Sea” Analogy
You’re about to begin a unique journey called National History Day. Each of you, in a sense, is a "ship" on this journey. Before you leave the harbor you need to determine what supplies you need. Some of you will make good choices and bring extra "sails" for your ship. These "sails" are good partners you choose to work with (2-5 people make up any group project). "Sails" are great to have because they represent quality people who will work hard and share the load in a way that really makes your ship faster, more efficient, and enjoyable to travel on. Others of you will make poor choices and instead of choosing "sails" to bring along, you will carry "anchors." These "anchors" represent people who often choose to be: 1) Lazy and don't help much, or... 2) Comedians who provide a lot of laughs but little effort, or... 3) Are simply looking for you to carry them through the project. "Anchors" take up room and slow your ship down. In fact "anchors" can sink your "ship" and then you will not get your History Day project in on time...if ever! Also, be very careful of "anchors" because they sometime beg to come on board ship, but once you are out to sea they end up holding you back. Some "anchors" can magically turn into "sails" on the trip if they are on a quality ship, but that risk is yours to take. You may offend an "anchor" by leaving him/her behind, but it is oftentimes the best decision to make. Stand firm, mates!!! So, should you always avoid "anchors" and gather "sails?" Well, there is another option; you can sail alone. Sometimes a ship's "sails" can get tangled and not work very well together. If you decide to sail alone there is only one sail and it sails the boat very easily. It is not complicated and there are few distractions to impede your progress. A person who works alone on History Day is only accountable to themselves, so there is no confusion at all. This person knows that the project's success or failure is totally up to him/her. There is no one else to blame! Sailing alone can be very rewarding and is a very fine means of travel. I hope you have enjoyed this analogy. Remember, choosing to work in group or alone is one of the key elements in managing a quality History Day project. It is one of the first decisions you must make, and it is certainly one of the biggest. You will be able to choose your group, but in the end you "sail" or "sink" together. Once you leave the "harbor" all your "sails" or "anchors" will be on board for the entire trip - -and you cannot "throw them over the side" once you are underway (once you’re in a group, that group must work together through the entire project). Bon voyage & smooth sailing on your History Day journey!
History Day Agreements
Individual Contract
Name: Click here to enter text. General Topic: Click here to enter text. Area of Emphasis: Click here to enter text. Date Project Is Due: Click here to enter text. I will complete an individual entry in History Day. I understand that along with the freedom and independence of an individual entry, I will have to complete all aspects of the entry on my own without help from other students. I also have reviewed the History Day rules and regulations with my parents/guardians and understand all the requirements of the event. Student signature: I have received the History Day rules and regulations and have reviewed them with my son/daughter. S/he has my permission to enter History Day. Student signature: _____________________________________________________________________ Parent/guardian signature: ______________________________________________________________ Teacher signature: _____________________________________________________________________ Date: ________________________________________________________________________________
History Day Agreements
Group Contract (Maximum of 5 students)
Names: Click here to enter text. General Topic: Click here to enter text. Area of Emphasis: Click here to enter text. Date Project Is Due: Click here to enter text.
Students who wish to work in groups must have the contract signed by all students and parents/guardians involved. Once formed, the group will receive a blanket grade for the entry. No allowances will be made if one member does not participate fully. Choose your groups carefully. The group agrees to share equally in all work and in all expenses. Money may not be spent unless all members are consulted. All prize monies will be split evenly among the students. We agree to work together to complete our History Day entry. We have reviewed the History Day rules and regulations with our parents/guardians and understand all the requirements of the event. Student signature:______________________________________________________________________ Student signature:______________________________________________________________________ Student signature:______________________________________________________________________ Student signature:______________________________________________________________________ Student signature:______________________________________________________________________ I have received the History Day rules and regulations and have reviewed it with my student. S/he has my permission to enter History Day. Parent/guardian signature and date: _______________________________________________________ Parent/guardian signature and date: _______________________________________________________ Parent/guardian signature and date: _______________________________________________________ Parent/guardian signature and date: _______________________________________________________ Parent/guardian signature: ___________________________________________________________ Teacher signature and date: ______________________________________________________________
History Day Time Management Log Name(s): Click here to enter text. General Topic: Click here to enter text. Area of Emphasis: Click here to enter text. Date Project Is Due: Click here to enter text.
Date Plans For Today Tasks Completed Time Spent
Compiling a Bibliography Keep a record of all your sources and resources in a notebook or on index cards. The time spent will save headaches in developing the bibliography. You should keep the following information from each source: (If applicable)
1. Title of book, magazine, newspaper, or document. 2. Author(s), complete name(s), as listed on the source. 3. Copyright date or date written. 4. Date published for newspaper, magazine. 5. Publisher. 6. City where published. 7. Name of person(s) interviewed. 8. Date of interview. 9. List the page(s) that you actually used. 10. If you have other information, keep it. It might prove useful.
Annotations: It is very important that you provide an annotation for each source used. An annotation describes the source and what you learned or gained from it. The annotation should also evaluate the source. The following questions may be helpful: What type of reference is it? Is it very specific or a broad overview? Does it discuss just one person or just one part of an incident or topic? How did this source help you understand your topic? How credible is this source? What do you know about who created the source? Is there bias you need to be aware of? How did you actually use this source in researching and preparing your entry? Be as specific as possible about what evidence you used in your paper, what images you selected for your exhibit or documentary, what testimony you included in your performance.
Citation Styles: Citations and bibliographic references must follow the principles in the most recent edition of the following reference style guide: Turabian, Kate L. et al. A Manual for Writers of Research Papers, Theses, and Dissertations, Seventh Edition: Chicago Style for Students and Researchers. Chicago: University of Chicago Press, 2007.
Modern Language Association. MLA Handbook for Writers of Research Papers, 7th Edition. New York: Modern Language Association, 2009. Check the History Day website for more on citation style.
Sample Annotated Bibliography Primary Sources Commager, Henry Steele, ed. Documents of American History. New York: Meredith Corporation, 1968. Two important documents were used: part of Jefferson's letter to Livingston, America's minister to
France, with instructions for negotiating the purchase of New Orleans and the Floridas; and the treaty between France and the United States for the purchase of the Louisiana Territory. Both these documents were placed on the project.
Historical Maps on File. New York: Facts on File Publication, 1984. An historical map series with maps showing the exploration of the Mississippi River and North
America in 1783, and western lands in 1802 and 1803. These maps were used on the project to show the growth of the U.S. and who claimed other parts of North America.
“Thomas Jefferson's Third Annual Message,” A Compilation of the Messages and Papers of the
Presidents. New York: Bureau of National Literature, Inc., 1897. I used part of Jefferson's third annual message to Congress where he talks about the Louisiana
Purchase. This helped me understand that Jefferson compromised his beliefs by using his power to make the treaties acquiring land. He would have preferred to have used the Constitution if it had had a provision for land acquisition.
Secondary Sources Carruth, Gordon, Editor. American Facts and Dates. New York: Thomas Y. Crowell Co., 1972. Brief entry on the Louisiana Purchase giving price paid and acreage purchased. I used this
information for my list of statistics. DeConde, Alexander. A History of American Foreign Policy. New York: Charles Scribner's Sons, 1963. The author discussed Jefferson's policies regarding U.S. relationships with Spain, France, and
England during 1800-1803. This helped me to understand Jefferson's third annual message of October 17, 1803. I used a quote from this author in a caption.
Edwards, Mike W. “Thomas Jefferson,” National Geographic, February 1976. This article is a pictorial overview of Jefferson's life with a brief mention of the conflict and
compromise of the Constitution about acquiring property. I used three pictures from this article for my display.
Stokes, George. “Louisiana,” The World Book Encyclopedia, 1981, Vol. 10. This article was useful for the history of Louisiana. A timeline of the important events was
developed from this article and placed on the project.
Bibliography Card Developed by Patti Deal, Academy Northwest
Date Primary
Location of source Secondary
Citation ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________
Pages read
Summary
Value of information
New questions
Who authored this document?
For what audience?
What is the thesis?
What evidence?
Is evidence persuasive?
Whose perspective is presented?
Whose perspective is not presented?
References
Comparison
Analysis Worksheet for Primary Sources Developed by Patti Deal, Academy Northwest
1. What exactly does the document mean? What is the literal versus real meaning? What do the words in the source mean? 2. How well situated was the author to observe or record the events in question? 3. When, how, and to whom was the report made? 4. Is there bias either in the report, or in yourself, that must be accounted for? 5. What specialized information is needed to interpret the source? 6. Do the reported actions seem probable according to the dictates of informed common sense? 7. Is there corroborating testimony?
Bibliography Reference Forms: Book
Your Name:
Library Number:
Author/Editor:
Title:
City published:
Year published:
Publishing Co.:
Annotations:
Your Name:
Library Number:
Author/Editor:
Title:
City published:
Year published:
Publishing Co.:
Annotations:
Bibliography Reference Forms: Periodical (also magazines, journals, etc.) Your Name:
Library Number:
Author(s):
Title of article:
Name of periodical:
Pages used:
Date published:
Annotations:
Your Name:
Library Number:
Author(s):
Title of article:
Name of periodical:
Pages used:
Date published:
Annotations:
Bibliography Reference Forms: Newspaper Your Name:
Library Number:
Title of article:
Author (if given):
Name of newspaper:
Pages used:
Date published:
Annotations:
Your Name:
Library Number:
Title of article:
Author (if given):
Name of newspaper:
Pages used:
Date published:
Annotations:
Bibliography Reference Forms: Interview
Your Name:
Person Interviewed:
Their title:
Permission to quote given?
Date:
Annotations:
Your Name:
Person Interviewed:
Their title:
Permission to quote given?
Date:
Annotations:
Bibliography Reference Forms: Media Your Name:
Video number:
Director:
Date released:
Name of film company:
Title of video/film:
Annotations:
Your Name:
Video number:
Director:
Date released:
Name of film company:
Title of video/film:
Annotations:
History Day Student Checklist: “How Am I Doing?” Name: _______________________________________________________________ Instructions: Circle the response which most nearly describes your progress so far. I work as hard as I can and am making excellent progress. Yes Sometimes No
I am about where I think I should be. Yes Sometimes No
I find it easy to locate secondary sources for my topic. Yes Sometimes No
I find it easy to locate primary sources for my topic. Yes Sometimes No
I understand my topic. Yes Partly No
I can explain how my topic relates to this year’s History Day theme. Yes Partly No
I understand the issues related to my topic. Yes Partly No
I understand the period of history in which my topic takes place. Yes Partly No
I understand my topic’s significance in history. Yes Partly No
I defined a thesis for my project. Yes Partly No
I have several ideas for how I will support or prove that thesis. Yes Partly No
I meet my deadlines. Yes Sometimes No
I am confident I will complete my project on time. Yes Sometimes No
Instructions: Fill in the blanks for the following items: I have read or skimmed ____ secondary sources. I have taken notes or copied excerpts from _____ secondary sources. I have read ____ primary sources. I have taken notes or copied excerpts from _____ primary sources. I have located a total of _____ that pertain to my topic. I need help on:
Completing the Entry: Paper Historical papers must be typed (double-spaced) and between 1,500 and 2,500 words. Notes, annotated bibliography, illustrated captions, and supplemental appendix material do not count in that total. The paper must be footnoted (or use endnotes). See the rules booklet for exact rules. Historical papers are typically due about four weeks before the regional and state contests, so that they may be judged. Check with your regional coordinator and state coordinator for due dates. In completing a paper, the following checklist may be used:
Item To Be Completed Date Completed
1. Notecards from primary and secondary sources.
2. Develop outline.
3. Rough draft of paper including: Interesting title. Diagrams, charts, or documents footnoted. Appendix.
4. Final draft of paper.
5. Rough draft of bibliography.
6. Final draft of bibliography.
7. Paper checked for proper margins and rules compliance.
8. Paper and bibliography proofread.
State Event Checklist
1. Four copies of paper and bibliography mailed to Washington History Day office.
2. Title page lists name, grade, category, division. (No school or teacher names.)
3. Annotated bibliography.
Completing the Entry: Exhibit Exhibits include the visual display, a 500-word summary of the research process and the bibliography. The exhibit may be a display, a reconstruction, chart, or model. Overall size must be no larger than 40 inches wide, 30 inches deep and 6 feet high. See the most recent edition of the Contest Rule Book for exact rules. Exhibits should have a title clearly displayed, with sections labeled and in a sequence that is easy to understand. Use captions under all pictures or visuals, not to exceed 500 student-composed words. Captions with quotes must be footnoted and artifacts identified. It's a very good idea to make a detailed drawing of the project before beginning construction. In completing the project, the following checklist may be used:
Item To Be Completed Date Completed
1. Rough drawing of project.
2. Selection of construction materials (plywood, foam, etc.).
3. Cut out or buy lettering.
4. If using photos, take pictures and have developed early.
5. Mount pictures / visuals.
6. Write captions for pictures / visuals.
7. Type final draft of captions.
8. Mount visuals on project (allow ample time.)
Event Checklist
1. Seven copies of the title page, process paper and bibliography for event (three for preliminary round, three for final round, one for emergencies).
2. Title page lists name, grade, category, division (no school or teacher names).
3. Annotated bibliography.
4. Prepare emergency kit for event. Scissors, tape, pens, glue, extra copies of paper, extension cord, light bulbs, etc.
5. Prepare a cover for the project to protect it while transporting it to the event.
Completing the Entry: Documentary Documentary entries include DVD presentations, PowerPoint slide shows and computer programs. DVDs/ monitors, and projection screens are generally available at the regional and state events. Students must supply all other equipment. Be sure to check and understand the rules concerning the use of media equipment by students. Documentary presentations may last up to ten minutes, with five minutes allowed to set up and remove the equipment. In completing the documentary presentation, the following checklist may be used:
Item to be Completed Date Completed
1. Write tentative script, outline, or storyboard for the presentation.
2. Decide on location shots, interviews, still pictures from books, magazines, etc.
3. Buy recording medium (DVD, jump drive, etc.)
4. Record material.
5. Write script to go with each visual scene.
6. Record script (may include music and sound effects).
7. Synchronize script with music and visuals.
8. Check entry for compliance with all History Day rules. Make sure credits are readable during viewing.
Event Checklist
1. Seven copies of the title page, process paper and bibliography for event (three for preliminary round, three for final round, one for emergencies).
2. Title page lists name, grade, category, division (no school or teacher names).
3. Annotated bibliography.
4. Prepare an emergency kit for the event. Include at least one extra copy of documentary (perhaps recorded in a different format), paper, extension cords, and any other materials that may break or not work.
Completing the Entry: Performance Performances are dramas depicting an event, person, or place. These dramas are written, directed, and acted by the group members or individual performer. They may be up to ten minutes long, with five minutes allowed to set up and tear down. Scenery may be used, with lighting or sound effects, but all extra equipment must be run by the students in the group. In completing the performance, the following checklist may be used:
Item to be Completed Date Completed
1. Write tentative script, or outline of presentation. Include characters, times, location, thesis statement, supporting ideas and conclusion.
2. Prepare costumes to reflect the time, mood, theme, and place.
3. Prepare setting / scenery.
4. Write dialogue using story outline.
5. Block performance to go with setting and script.
6. Write final draft of script.
7. Record performance to critique entry (a good suggestion).
Event Checklist
1. Seven copies of the title page, process paper and bibliography for event (three for preliminary round, three for final round, one for emergencies).
2. Title page lists name, grade, category, division. (No school or teacher names)
3. Annotated bibliography.
4. Prepare an emergency kit for event. Include spare script, items that may be needed to repair the set, extension cords, safety pins for ripped costumes, thread, and any other breakable items.
Completing the Entry: Web Site Web sites are constructed on an externally hosted server that students must access through the National History Day site. Entries may contain a maximum of 1,200 visible, student-composed words, and may not be larger than 100MB. No external links are allowed, except to plug-ins required to run multimedia clips on the site. Check the national website for the most recent rules. Websites should have a home page with a clear title, names of participants, division and main menu that directs the user to other pages in the site. All pages must be hyperlinked. The annotated bibliography must be a separate page within the web site. Web sites are typically due about four weeks before the regional and state contests, so that they may be judged. Check with your regional coordinator and state coordinator for due dates. In completing the project, the following checklist may be used:
Item To Be Completed Date Completed
1. Rough chart of project. i.
2. Selection of visual elements (photographs, multimedia, etc.). Make sure no one element exceeds 45 seconds in length.
3. Write text elements, including captions and link titles.
4. Write annotated bibliography
5. Construction of site through NHD portal (allow ample time for construction, testing and revisions).
6. Test site from a location different than where you constructed it (your school library computer, for example). Test in several different browsers (Internet Explorer, Safari, Firefox, etc.).
7. Verify that all components are given proper credit (music, sounds, etc.) in the site and bibliography.
Event Checklist
1. Four hard copies of home page, process paper and bibliography mailed to Washington History Day office by deadline.
2. Title page lists name, grade, category, division (no school or teacher names).
3. Four copies of title page, process paper and bibliography for event (three for judge interview, one for emergencies).
The Process Paper Each entry in the Exhibit, Documentary, Performance and Website categories must be accompanied by a process paper. The process paper consists of three parts: a title page, research description and an annotated bibliography. Paper entries do not include a process paper but must include a title page, footnotes (or endnotes), and the annotated bibliography.
Title Page This should include only the following (any other information will cause a loss of points!):
Title of entry
Category
Students' name/names
Division (Junior or Senior)
Research Description This is a one- to two-page description (no more than 500 words) of the ways in which you researched and developed your project. Here is an outline with some questions that may help you write this description:
Introduction What is your entry about? (present your thesis statement) How did you get the idea for your topic and how does it relate to the national theme? How did you end up participating in History Day?
Research Description Where did you go to find research sources? What were your most valuable sources? How did your ideas about your topic change as you did your research? What choices did you make about what information to include in your entry? How did you put your entry together? What were some problems you overcame?
Conclusion (final paragraph) Why is it important to study your topic? How does it relate to changes in history?
What conclusions have you drawn from your research?
How has this been a valuable learning experience for you?
Annotated Bibliography Type “Annotated Bibliography” at the top of the first page of the bibliography. Separate your sources into “Primary” and “Secondary” and list them alphabetically under these headings. Briefly describe how you used your sources underneath each entry. Be sure to write in full sentences.
Some more hints:
Write on only one side of the page.
Double-space the typed document.
Print only in black ink.
Staple document in the upper left hand corner; don't use binders or any other
cover!
Hints for Checking the Final Product Complete the following guide by filling in the blanks. Examples are provided in italics. You may want to use this as a guide to completing your entry. This year's theme is: I am not presenting a story of a particular (person/event), but rather an explanation of how and why (your specific topic) ___________________________________has gained an important place in history. (your topic) ________________________________________________________ has affected society by ______________________________________________________________________________ The history of (your topic) fits into the larger picture of (your general area)and history by: Changes that have come about as a result of (your topic) include: Collect primary and secondary source material to help you answer and analyze these questions. Remember, what is interesting is not necessarily important. When you are putting your entry together, keep asking yourself, “Is this important? Will it help people understand the main ideas of my topic?” If you cannot think of a good answer, you might want to use the space or time for more important information. Double-check your product several times. Read your paper, captions, or presentation out loud to a friend. Can s/he understand it? Are your sentences clear? Make sure your annotations say something. Do not write, “The book gave me interesting information.” Instead write, for example, “This author explained the Civil Rights Movement before Martin Luther King and helped me identify important Black leaders. The book also had pictures I used on my project.” All pictures, music, documents, ideas, and interpretations that are not developed by students must be attributed to the source in your bibliography, footnotes, picture credits, music credits, or captions.
History Day Evaluation
Every History Day category has a judging evaluation form specifically designed for that category, available on the Washington History Day website. Judges are encouraged to comment upon the entry and make suggestions for improvement. Each category's form is based upon the following general criteria used by all judges.
Historical Quality: 60% of Total 1. Is the entry historically accurate and authentic, or does it have serious omissions? 2. Does the entry demonstrate a grasp of the subject within the historical context of the era? The
students' knowledge and analysis should extend beyond a very narrow topic to its overall importance.
3. Does the entry provide an analysis of the historical data, or is it just a description of an event/topic? Remember, history is not the past, it is the past explained.
4. Is there a wide use of primary and secondary sources? Is the research balanced, does it demonstrate an analysis of all points of view?
5. Does the presentation demonstrate the balance of viewpoints?
Adherence to Theme : 20% of Total 1. Does the entry clearly relate to the History Day theme? The judges may look at the entry's
content, its title, and the analysis of the event.
Quality Of Presentation: 20% of Total These criteria are designed for each specific category. In general the judges will look for:
1. Clarity. 2. Organization. 3. Creativity. 4. Appropriateness of historical materials, props, etc. 5. Presentation/performance quality. 6. Clear visuals or sound.
Rule Compliance See the National History Day Contest Rule Book for a complete set of rules governing History Day competitions. Judges will take into consideration in their final rankings any rule infraction. Failure to comply with the rules will count against the entry. Rule infractions should be corrected before a winning entry competes at the next level.
Classroom Assessment
The amount of work required of the student(s) participating in History Day is deserving of significant classroom credit. Basing your classroom evaluation on the criteria utilized in History Day contest will help prepare students for these events. Basing your classroom evaluation on the Classroom-Based Assessments will help students complete required CBAs. The following three pages are adapted and expanded versions of History Day judging forms. They are designed to allow the instructor to evaluate student work across a broad range of criteria. No assumptions are made on the method of scoring to be used in the grade boxes. Because History Day projects are often revised as students progress through the various fairs, you may want to develop means for students to earn extra credit beyond the initial evaluation. Evaluation Checklist
Historical Quality:
Grade
1. The thesis statement is clearly stated.
2. The entry is organized to support the thesis.
3. The entry is historically accurate and authentic.
4. The entry displays an analysis of historical data rather than a report of the facts.
5. The entry demonstrates an understanding of historical data.
6. The list of sources consulted (bibliography) demonstrates a wide use of secondary sources.
7. The list of sources consulted (bibliography) demonstrates a wide use of available primary sources.
8. The entry demonstrates an evaluation and critical use of available resources.
9. The entry displays an understanding of the historical context in which the topic occurred.
10. The entry attempts an original historical interpretation and analysis.
11. The historical quality is demonstrated in the finished product.
Quality of Presentation:
Grade
1. The entry clearly identifies the theme.
2. The entry uses maps, photographs, etc., to supplement the presentation where appropriate.
3. The entry uses a satisfactory number of primary and secondary sources to fully investigate the topic.
4. The bibliography is void of errors.
5. The bibliography is annotated to show an understanding of the sources used.
6. Quotation marks set off any words, phrases, or sentences that have been copied from a source, and all quotations, documents, or pictures have been footnoted.
7. The entry is void of word errors: Misspellings, incorrect capitalization, wrong words, poor verb usage, and omission of words.
8. The entry is void of sentence errors: run-on sentences, sentence fragments, misplaced modifiers, wordiness, and awkward construction.
9. The entry is void of punctuation errors: comma, semi-colon, colon, apostrophe, and quotation mark errors.
10. The entry is complete and in a final form.
Originality:
Grade
1. The entry is original and creative.
2. The entry is well organized.
3. The entry is neat and efficient.
4. The entry is clear and precise.
5. The entry contains a literary and/or dramatic style that is attractive to the viewer.
6. The entry has a visual/dramatic effect which demonstrates completeness.
Adherence To Theme And Rules:
Grade
1. The entry displays a clear relationship to the theme.
2. The entry meets all required written documentation.
3. The entry meets all established standards of time, space, required number of written words, etc.
4. The entry is in complete and legal form.
In-Class Work/Participation:
Grade
1. The individual/group displayed the use of communication techniques with each other/the teacher.
2. The individual/group demonstrated a willingness to contribute his/her skills and gifts to the entry.
3. The individual/group contributed the necessary amount of time and commitment required by the entry.
4. The individual/group budgeted time and resources for the assignment.
Overall strengths of entry:
Areas for Improvement:
Final Grade: Superior Excellent Good Needs Improvement Score: __________
National History Day Rubrics for Success Paula Cautrell, Sunrise Elementary, 2007-2008
How to use these rubrics:
The first rubric takes the EALR's in Reading, Writing, Communication, and Study Skills that apply
to History Day, with a breakdown of scores. The school district for which this was developed
operates on a scale of 4.
The second rubric addresses the "Behaviors that Promote Learning" used on the district’s report
card. Paula repeatedly stresses that there is no "grade" for History Day projects. Student skill
development is measured, and that is what is reflected. Each section gets an independent
grade, based on the progress made over the course of our History Day work. The emphasis is on
process, not product. This also has removed the (sometimes glaring) discrepancies between
judge’s scores and actual student achievement in these areas.
National History Day and the EALRs in Reading, Writing, Communication and Study Skills Rubric EALR's 4 3 2 1
Reading 2, 3
*Effectively selects pertinent evidence to develop project thesis. *Demonstrates thorough understanding by synthesizing information from a variety of sources to develop original ideas *Sources are varied and reliable.
*Successfully selects evidence to support project thesis *Demonstrates an understanding by paraphrasing information from several sources. * Information provides clear support for the project thesis.
*Uses some evidence in an attempt to support project thesis *Demonstrates some understanding by slightly modifying text. *Uses limited sources in research.
*Presents a thesis without supporting evidence. *Demonstrates little or no understanding of the research. *Uses text from limited sources without modification.
Writing 1, 2, 3
*Develops the project thesis in a clear, compelling manner. *Supporting details are effective in communicating original ideas. *Successfully applies knowledge of levels of text *Conventions are accurate
*Clearly states and develops the project thesis with supporting detail from research *Levels of text are employed *Writing is generally free from errors in conventions.
*States the project thesis. * Text may refer to the thesis, however may not support it. *Attempts to use levels of text. *Several errors in conventions are present
*Project thesis, if present, is not stated clearly. *Support for ideas is lacking *Levels of text, do not follow a logical, or consistent pattern *Errors in conventions cause confusion.
Social Studies
Communicates accurate, in-depth knowledge and analysis of the background, key events, and significance of the project topic. *Integrates relevant information about geography, civics, economics, and the history of the topic.
Communicates accurate knowledge, and analysis of the background, key events, and significance of the project topic. *Integrates related information about geography, civics, economics, and the history of the topic.
Communicates some knowledge of the background, key events and significance of the project topic. *Includes some information about geography, civics, economics, and/or history of the topic.
Communicates little or inaccurate knowledge of the background, key events, and significance of the project topic. *May refer to information about geography, civics, economics, and/or history of the topic, but information is either unrelated, incomplete, or inaccurate.
Study Skills
*Widespread research is used in the development of the project. *Choices in layout, organization, media, and aesthetic considerations enhance the communication of ideas and information.
*Multiple sources are used in the development of the project. *Choices in layout, organization, media, and aesthetic considerations are appropriate in communicating ideas and information.
*Limited sources are used in the development of the project. *Choices in layout, organization, media, and aesthetic considerations are unrelated or distract from the communication of ideas.
*One source, or unreliable sources used in the development of the project. *Choices in layout, organization, media, and aesthetic considerations interfere with the communication of ideas.
National History Day and Behaviors that Promote Learning Rubric Category
Description S D C As applied to NHD
Cooperative Worker
*Cooperates & interacts positively *Participates actively & appropriately *Respects the rights, feelings, & ideas of others *Solves problems with peers effectively
*Consistent application of skills in a variety of situations and peer groupings. Fully engaged in classroom activities
*Inconsistent application of skills and engagement. *Participates in most, but not all learning activities. *Is sometimes disrespectful and/or contrary in group settings
*Infrequent application of skills. *Little participation. *Disruptive in group settings, and/or makes few if any contributions
*Shares materials and resources *Communicates in a positive way to others *Is on task during work sessions *Works with others to effectively reach solutions to project challenges
Quality Worker
*Shows willingness to try *Shows persistent *Keeps workspace & materials organized *Writes legibly *Produces quality work
*Embraces academic challenges *Persistent & resourceful *Organized & conscientious *Produces neat, legible work *Applies a “personal best” work ethic
* Accepts some academic challenges and avoids others. *Gives up on some tasks *Some organization is evident *Handwriting is sometimes illegible *Inconsistent motivation to strive for excellence
**Avoids most tasks, particularly challenging ones. *Give up easily *Disorganized *Handwriting is often illegible *Motivation to produce quality work is low
*Takes academic risks, such as going beyond familiar resources and approaches to produce a better project. *Does not give up when a problem arises, but is able to work through it *Organizes NHD research materials & project *Produces a project that reflects conscientious effort.
Self- Directed Learner
*Sets goals & evaluates progress *Works independently *Follows directions *Completes classwork on time *Returns home assignments on time *Makes productive use of class time *Is prepared with materials & ready to work *Follows school and classroom rules
*Reflects on progress and makes adjustments to increase achievement *Thoroughly follows directions and meets deadlines. *Manages time & materials effectively *Adheres to school & classroom rules
*Makes basic observations about progress and makes attempts to improve *Partially follows directions *Demonstrates some skills in organization *Follows most school and classroom rules.
*Does not reflect on progress in a meaningful way. *Needs assistance to understand & follow directions *Struggles to manage & organize time & materials. *Repeatedly fails to follow school and classroom rules.
*Timelines, benchmarks, & personal goal setting guides the project from start to finish. *Follows project guidelines & classroom direction *Completes assignments *Makes efficient use of time provided for NHD work *Brings NHD materials to school, and takes what is needed for continued work home. *Follows classroom expectations for behavior and equipment use during NHD work sessions.