educator’s handbook - connecticut history day2018 connecticut history day educator’s handbook...

Connecticut History Day 2017-18

Educator’s Handbook

2018 Connecticut History Day Educator’s Handbook

Connecticut History Day www.historydayct.org 2

Connecticut History Day

is led by

the Connecticut Public Affairs Network

With support from:

Curriculum Pack:

Developed by Nicole Sousa

Materials may be copied for educational purposes.



Background and Introductory Information

Connecticut History Day promotes the study of history in schools and home schools to create a

higher degree of appreciation for the value of historical thought in the students, educators

and community members who participate. The spirit of History Day is not based upon

winning and losing; it is based on the encouragement of achievement, the recognition of

excellence and the positive critical evaluation of every student participant.

Connecticut middle and high school students choose a topic based on a yearly theme,

complete historical research, and create projects of their own choosing for one of six

Regional Contests. Students placing in the top three at the Regional Contests participate in

the State Contest, held at Central Connecticut State University. Judges and program

officials, always appreciative of student effort, serve to encourage academic achievement

and the building of positive self-esteem.

Student projects are evaluated by judging teams at regional, state, and national levels.

Students present their projects, are asked questions by the judges, and receive evaluation

sheets with constructive feedback. History Day entries, like history, are evolutionary in nature

and it is the goal of the program to empower students with research skills, critical thinking

skills, and outlets for creative expression, which will enhance their academic abilities in all

areas of study.

Students in grades 6-8 participate in the Junior Division; students in grades 9-12 are in the

Senior Division. Students may choose to work alone or in a group of 2-5 students. Papers are

the only one of the five categories in which students must work alone. Within each Division are

9 separate judging categories (Paper, Individual Exhibit, Group Exhibit, Individual Performance,

Group Performance, Individual Documentary, Group Documentary, Individual Website, Group

Website).



History Day Contests

There are three levels of competition: regional, state and national.

Regional Contests

Connecticut is divided into six History Day Regions:

Fairfield

Hartford

Torrington

Manchester

New Haven

Mansfield

Specific towns are assigned to each Regional Contest. That information can be found on the

Regional Contest page of the Connecticut History Day website

http://www.historydayct.org/regional-contests.html

Exemptions may be granted to students with valid schedule conflicts who are unable to

participate in their assigned Regional Contest. Permission to switch Regional Contests must be

secured from the State Coordinator.

The Regional Contests typically take place in March. Students who place 1st, 2nd or 3rd in

each category at a Regional Contest are invited to participate in the State Contest.

Students are encouraged to improve upon their work, using the comments from judges, prior to

the State Contest. Over 1,500 students participate annually in the Regional Contests.

State Contest

Connecticut History Day is held in late April at Central Connecticut State University in New

Britain. The top two winners in each category are eligible to enter National History Day with 3rd

place winners serving as alternates. In addition, many special awards are given each year for

entries in a variety of historical subject areas. Organizations such as the Harriet Beecher Stowe

House, New England Air Museum, the Association for the Study of Connecticut History, the

Connecticut Supreme Court Historical Society and the National Maritime Historical Society are

but a few of those sponsors.

National Contest

National History Day is held on the campus of the University of Maryland, just outside

Washington, D.C., where more than 2,500 students from around the country gather for five days

to present their work. In addition to the History Day event, students have many opportunities to

visit the historic sites in and around Washington. The event is usually held the third week of

June. Monetary prizes, scholarships and special awards are presented to national award-

winners. The Connecticut History Day staff plans activities, including a guided tour of

Washington, D.C.




Note: Prior to the Regional Contests, some schools hold school events to showcase student

work. It also provides an opportunity for students to receive valuable feedback from peers prior

to a contest.

Connecticut History Day

Regions

Students should participate in the Regional Contest that is located closest to their school.

Questions? Call the State Coordinator at (860) 368-0738



Suggested Connecticut History Day Calendar for 2017-18

September Download the Theme Book from the National History Day website and review it at https://nhd.org/sites/default/files/2018themebook.pdf

Brainstorm possible project topics using the suggested list of Connecticut topics at http://www.historydayct.org/educator-resources.html

Set a calendar of assignments & deadlines for registrations and project submissions. Dates can be found at http://www.historydayct.org/regional-contests.html

Print out all needed materials

Review the National History Day rule book found at http://www.historydayct.org/educator-resources.html

Print out copies of the Student Guide for all participating students

Contact Connecticut Public Affairs Network (CPAN) at [email protected] to schedule a History Day 101 workshop at your

school

October Use Lesson One: Introduction to National History Day

Use Lesson Two: Understanding the Theme – Taking a Stand in History

Sign up for the free, day-long Kick-Off Workshop. The afternoon is educators only. Refreshments and materials provided.

Encourage students to attend the morning session (9:30 a.m. - noon) of the Kick Off Workshop. Students are welcome for this part of the workshop!

Use Lesson Three: How to Pick a Topic

Develop a paperwork management system to coordinate research assignments and other materials

Students should begin initial topic research

November Use Lesson Four: Researching Your Topic

Students should be researching and narrowing their topics

December Encourage your students to attend any winter CHD workshops! Details TBD and will be announced on CHD website and Facebook page.

Use Lesson Five: Writing for History Day

Make sure all students have an appropriate working thesis statement

Registration for the Regional Contests opens in December and closes five weeks prior to the specific contest. To find registration deadlines and contest dates, go to this link: http://www.historydayct.org/regional-contests.html

https://nhd.org/sites/default/files/2018themebook.pdf

http://www.historydayct.org/educator-resources.html





mailto:[email protected]





January Students continue researching using primary and secondary sources

Students should begin to assemble projects

Have students submit a rough draft of their Process Paper

Encourage your students to visit a library, archive or museum as part of their research.

February Registration deadlines for Regional Contests begin on a rolling basis depending on the Contest being attended.

Students should continue researching using primary and secondary sources

Students should continue to assemble projects

March Students should be putting finishing touches on projects

Websites and Papers are due two weeks before the Regional Contest – students in these categories must still attend the contest

Regional Contests take place throughout Saturdays in March. Please check the Connecticut History Day website for specific dates

April Encourage students to use Judges’ feedback to improve projects

Registration for State Contest closes Friday, April 11, 2018 at 11:59pm. The State Contest is open to students who placed in the top three at a Regional Contest

Papers and Websites are due Friday, April 14, 2017 for the State Contest

State Contest is on Saturday, April 28, 2018 at Central Connecticut State University in New Britain

May Registration for the National History Day contest in Maryland closes in early May; check the National History Day website for details

Encourage students to use Judges’ feedback to improve projects

Going to Nationals Workshop Date and location TBD

June National Competition in College Park, Maryland

Look for emails and a brochure detailing activities for CT delegation during the National Contest



Connecticut History Day Coordinators

Connecticut State Coordinator

Rebecca Taber-Conover Connecticut Public Affairs Network

21 Oak Street Hartford, CT 06106

(860) 368-0738

[email protected]

Regional Coordinators

Manchester Ryan Jones Manchester High School 134 East Middle Turnpike Manchester, CT 06040 860.647.5088 ext. 20099 [email protected]

New Haven Amy Durbin New Haven Museum 114 Whitney Avenue PO Box 208206 New Haven, CT 06510 203.562.4183 [email protected]

Fairfield Tony Andrade 11 Sunflower Avenue Stratford, CT 06614 203.386.9147 [email protected]

Torrington Louis Bucceri Upper Housatonic Valley National Heritage Area 24 Main St, Salisbury, CT 06068 860.318.1808 [email protected]

Mansfield Jennifer McMunn Mansfield Middle School 205 Spring Hill Road Mansfield, CT 06268 860.429.9341 ext. 112 [email protected]

Hartford Rebecca Taber-Conover





https://www.bing.com/local?lid=YN154x205485436&id=YN154x205485436&q=Upper+Housatonic+Valley+Nha&name=Upper+Housatonic+Valley+Nha&cp=41.9819831848145%7e-73.4224166870117&ppois=41.9819831848145_-73.4224166870117_Upper+Housatonic+Valley+Nha&FORM=SNAPST




Educator Workshops

Friday, October 13, 2017 9:45 a.m.- 2:00 p.m. FREE Location TBD Concerned about leaguing your students through the

History Day experience? Join Tim Hoogland, aka “Mr.

History”, the longtime Minnesota History Day

Coordinator and State Coordinator Rebecca Taber-

Conover for an in-depth training session on the 2018

NHD theme of Conflict and Compromise in History, a suggested classroom schedule, along with

tips and strategies about the CHD process and the five categories.

To register, call (860) 368-0738 or email [email protected] Kick Off Workshop: October, 14 2017 9:30 a.m. - 4 p.m. FREE Location TBD Delve into History Day with this day-long educators’ workshop filled with practical advice and

hands-on activities. Participants receive free materials; breakfast and lunch will be provided.

Learn how to lead your students through the History Day experience and explore the 2018 NHD

theme of Conflict and Compromise in History. The workshop will be led by Tim Hoogland, aka

“Mr. History”, the longtime Minnesota History Day Coordinator, State Coordinator Rebecca

Taber-Conover, and CHD Teacher Ambassador Sharon Wlodarczyk.

To register, call (860) 368-0738 or email [email protected]

Educator Workshop: Connecticut in World War I

Tuesday, October 10, 2017, 4-6pm.

Fee: $15; Free for teachers in Bridgeport and Norwalk

Fairfield Museum and History Center

370 Beach Road, Fairfield, CT

203-259-1598

Take this opportunity to tour the Fairfield Museum’s exhibit and learn valuable tools for teaching

World War I from a Connecticut perspective. Enjoy a guided tour of the exhibit, Uncle Sam

Wants You: Fairfield in World War I, which focuses on how people in the Fairfield/Bridgeport

region experienced the war. Rebecca Furer,Teach It Program Consultant with Connecticut





Humanities, will discuss local and online resources available for teaching about Connecticut in

World War I—both the home front and warfront experiences—and will model some of the

primary source-based inquiry activities focusing on World War I. Rebecca Taber-Conover, State

Coordinator for Connecticut History Day, will discuss the 2017/18 History Day theme, “Conflict

and Compromise,” and how that pertains to the study of World War I. Learn something new and

walk away with ideas, tools, and resources that you can use right away in your classroom.

Recommended for grades 8-12. For more information and to register, contact Christine Jewell,

Director of Education via email [email protected] or call 203-259-

1598.

Student Workshops

In-Class Workshops: History Day 101

Get your students excited and prepared to participate

in Connecticut History Day! Discover the many

opportunities for student choice and exploration by

hearing from past student participants and viewing

projects from previous years. Included in the

workshop will be a brief discussion of this year’s

National History Day theme.

FREE. Workshop generally lasts 45 minutes

To schedule, call (860) 368-0738 or email [email protected]

Please note: A DVD player, computer, and projector are required to be in the classroom for this

workshop.

In-Class Workshops: History Day 102: Project Check-In

Are your students on track with their projects? Do they need suggestions for improving their

research and project creation? A History Day educator will come to your classroom and meet

with students, providing suggestions and strategy for their CHD journey.

FREE. Workshop generally lasts 45 minutes

To schedule, call (860) 368-0738 or email [email protected]






Choosing a Connecticut Topic

Encourage your students to consider exploring a Connecticut topic related to the 2018 Theme. Connecticut’s museums, heritage societies, libraries, and other cultural attractions are eager to welcome you and your students.

Why choose a local topic? o It’s easier to find sources o Students can visit places associated with their topic o Studying local history excites students about the place where they live o Students can view national history through a local lens

There is a list of potential CT topics related to the annual NHD theme available on the www.historydayct.org Educator Resources page. There are many CT resources available to your students and you can find information on the Places to go to Research page on the website.

Here are some good Connecticut-focused resources to start with:

ConnecticutHistory.Org https://connecticuthistory.org/

Connecticut Explored Magazine: https://ctexplored.org

Association for the Study of Connecticut History http://asch-cthistory.org/

The Connecticut Network http://www.ctn.state.ct.us/

http://www.historydayct.org/

https://connecticuthistory.org/

https://ctexplored.org/

http://asch-cthistory.org/

http://www.ctn.state.ct.us/



Lesson One: Introduction to National History Day

I. Objective: Students will understand the National History Day program and what is involved

in participating by watching the Connecticut History Day introductory video, reviewing the possible categories of participation, browsing the “Getting Started” page on the NHD website and reading the rulebook

II. Procedures

a. Start of Class: Students will be posed the question as an entire class: “What do you know about National History Day?”, to get a feel for their understanding of the program and what their prior knowledge about participating is

b. Students will watch the Connecticut History Day promo video (5 minutes) to see and hear about the History Day experience from students, teachers, and coordinators

c. Students will begin to explore on their own the National History Day program by navigating to the National History Day Official Website and the “Getting Started” page, the possible categories for projects, and the 2015 National History Rulebook (most recent)

III. Materials

a. Computers/Internet either for groups or the class b. Category information and NHD infographics c. NHD Rulebook

IV. Evaluations

a. Participation in class discussion about National History Day b. Active research and inquiry into the National History Day program

GOAL: Students will understand the National History Day program and what is involved in participating in National History Day



GOAL: Students will understand and define the 2017 National History Day theme Taking a Stand in History

Lesson Two: Understanding the Theme Taking a Stand in History

I. Objective: Students will understand and be able to define the 2018 National History Day

theme Conflict and Compromise in History by participating in a discussion about what the terms mean, begin researching different moments in history where people have compromised and/or been in conflict, and complete a writing assignment about the theme

II. Procedures:

a. Start of Class: Students will begin class with a discussion about the 2018 National History Day theme Conflict and Compromise in History

Begin by asking questions like: “What does it mean to be in conflict?”, “What does it mean to compromise? “ “Does conflict always lead to compromise?” “Can compromise lead to conflict?” “Can compromise avoid conflict?”

b. Students will browse through suggested local, state, United States, and World history topics for Conflict and Comprise in History compiled by Connecticut History Day and National History Day

c. Either in class or for homework, students will write a response to the question, “What would you take a stand for or against?” and bring to class the next day

III. Materials:

a. 2018 National History Day Theme Book b. 2018 Conflict and Compromise in History Connecticut topic lists

IV. Evaluations:

a. Active participation in discussions b. Participation in inquiry lesson on NHD topics c. Completion of written response



Lesson Three: How to Pick a Topic

I. Objective: Students will pick a category and topic for their Connecticut History Day and National History Day project by researching periods in history that are of interest to them as a group or individually

II. Procedure

a. Start of Class: Students will discuss their writing assignment from the previous day about taking a stand for or against an issue

b. Using their writing assignment or other topic of interest, students will begin to research different historic time periods and moments in history that are of interest to them to see if they can find a topic

NHD allows students to create projects as a team or individually, and students will need to decide how they would like to create their projects - if there are multiple students in class who have an interest in the same topic, they may want to work together

Students can use the 4 C’s Graphic Organizer worksheet from National History Day to see if their topic fits the theme

c. Once students narrow down their topic, they will have to decide their category

NHD has five different categories, and students may choose one format to create their project: Paper, Exhibit, Documentary, Performance, or Website

Use NHD’s infographics about the categories and the Rule Book to help students decide

d. Students will fill out their Connecticut History Day Project worksheet to indicate their topic, why they chose that topic, how it fits the theme, the category in which they wish to create their topic and who they are working with if they are creating a group project

e. If students are creating a group project for Connecticut History Day, they will fill out the Connecticut History Day Group Project Contract Agreement

GOAL: Students will pick a category and topic for their Connecticut History Day and National History Day project



III. Materials a. Taking a Stand Writing Assignment b. NHD Category info graphs c. NHD Rule Book d. NHD Category information e. 4 C’s Graphic Organizer worksheet f. Connecticut History Day Project worksheet g. Connecticut History Day Group Project Contract Agreement

IV. Evaluations a. Participation in writing assignment discussion b. Participation and completion of NHD topic research c. Completion of Connecticut History Day Project worksheet



Name:____________________________ Date:______________________

Connecticut History Day Project Worksheet 2017 –Conflict and Compromise

Topic: ____________________________________________ Category: _________________________________________ Individual or Group: _________________________________ How does your topic fit the theme Conflict and Compromise in History? ________________________________________________________________________

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Connecticut History Day Group Project Contract Agreement

Name: _______________________________________________________________

Theme: ______________________________________________________________

Group Topic: __________________________________________________________

Project Due Date: ______________________________________________________

Group Team Leader: ___________________________________________________

Choose your group carefully. The group agrees to share equally in all work and expenses. Money may not be spent unless all group members are consulted. Each member of the group will receive the same grade for this project. Only those students named on this form are considered group members. All members must turn in a copy of this form signed by a parent or legal guardian to participate as a group. The Group Team Leader will be responsible for adding the project entry to the NHD Registration System.

List of other group members, if any:

I have reviewed the National History Day rules and regulations and understand all of the requirements of the event.

Student Signature: Date: _____________

I have noted the names of the students in the group and am aware of the project due date. I understand that all students in this group will receive the same grade for this project. I consent to my child participating in this group.

Parent/Guardian Signature: Date: _______



Lesson Four: Researching Your Topic

I. Objective: Students will be able to define the National History Day 2018 theme Conflict and

Compromise in History and how it relates to their chosen topic by conducting research through inquiry and investigation

II. Procedures

a. Start of class: Students will review the 2018 National History Day theme Conflict and Compromise in History and their respective topics

b. Students will participate in a discussion about primary and secondary sources, and what the difference is

What is a primary source? What is a secondary source? How can you tell the difference? What counts as a primary or secondary source?

Students can explore teachinghistory.org and their resources on the difference between primary and secondary sources

c. Students will learn about NHD annotated bibliographies and how to build an annotated bibliography using the NHD website

https://nhd.org/annotated-bibliography d. Students will begin to research their chosen topic and how it pertains to the theme using

one of the research formats listed below or a preferred note taking method

Connecticut History Day Research Worksheet

Connecticut History Day Notecard Research format

Connecticut History Day Note Taking format

III. Evaluations a. Participation in discussion about primary and secondary sources b. Completion of annotated bibliography c. Continuous research on NHD topic

IV. Materials

a. Teaching History Primary vs. Secondary Sources interactive poster and descriptions http://teachinghistory.org/historical-thinking-poster-2 http://teachinghistory.org/best-practices/using-primary-sources/19079 http://teachinghistory.org/best-practices/using-primary-sources/19080

b. Connecticut History Day Research Worksheet c. Connecticut History Day Notecard Research format d. Connecticut History Day Note Taking sample format

GOAL: Define the National History Day 2018 theme Conflict and Compromise in History and how it relates to your chosen topic

http://teachinghistory.org/

https://nhd.org/annotated-bibliography

http://teachinghistory.org/historical-thinking-poster-2

http://teachinghistory.org/best-practices/using-primary-sources/19079

http://teachinghistory.org/best-practices/using-primary-sources/19080



Research Worksheet

Name: _____________________________ Date: __________________________

Information from Source

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

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Directions: Use this worksheet to guide your research on your topic for National History

Day’s 2018 theme Conflict and Compromise in History

Source Information

Name of Source:

____________________________________

______________________________

Type of Source:

□ Book □ Newspaper □ Website

□ Artifact □ Photograph □ Video

□ Interview □ Other

Thesis Statement

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

______________________________

NHD Topic: _________________________________________________________



Sample Research Notecards

Washington and Rochambeau Book 1

Washington and Rochambeau had their first meeting during the ______

Revolutionary War on the current grounds of Connecticut’s Old ______

State House – then known as Meeting House Square – in 1780________

_______________________________________________________________

___________________

Directions: Use the following sample of a research notecard to guide you through taking

notes

On the top left of the notecard, write

the subject of the information you

are taking notes on. This should not

be your overall topic for National

History Day.

On the top right of the notecard,

write the source the information has

come from. Be sure to include page

numbers for future reference.

On the lines of the notecard, record your notes on the

topic listed on the top left. If you are using a direct quote

from a source, be sure to use quotation marks and record

the source information on the top right.



Lesson Five: Writing for History Day

I. Objective: Students will understand how to write a thesis statement and process paper for Connecticut History Day by participating in writing exercises to hone their writing skills

II. Procedures

a. Start of Class: Students will begin class by discussing what they know about thesis statements

What is a thesis statement? What is the goal of a thesis statement? What should a good thesis statement include?

b. Students will use the NHD website for examples of thesis statements and guidance on how to begin writing

c. Students will draft a thesis statement based on their research and have classmates peer-review

Does the thesis statement define the topic and stance? Is there a clear argument to the thesis statement? What do you like about this thesis? What can be changed to improve the thesis?

d. Students will begin working on a process paper for their NHD project, if needed (not every category requires a process paper - consult the NHD Rule Book for details) using the NHD Rule Book as a guide

https://nhd.org/sites/default/files/Contest-Rule-Book.pdf - Rule 15 III. Evaluations

a. Participation in discussion about thesis statements b. Completion of thesis statement activity c. Participation in peer review d. Completion of a Process Paper

IV. Materials

a. NHD Rule Book b. NHD Website

GOAL: Understand how to write a thesis statement and process paper for Connecticut History Day

https://nhd.org/sites/default/files/Contest-Rule-Book.pdf

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