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National History Day Project

Directions Packet 2018-2019

Name__________________________

Period______

Teacher________________________

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Hello Students,

As the final assessment for the historical research unit you will be completing a long term research project

for your American History class. The project will be loosely based on the requirements of National History Day

contest. This project will be used to measure your understanding of how to conduct historical research. If you are

not familiar with National History Day, it is a national level competition open to all students in grades 6-12. Each

year, National History Day has a pre-determined theme; the theme for this year’s competition is: “Triumph and

Tragedy in History”. You will select a topic of your choice which ties into this theme to successfully complete

this assignment.

You will be working on this project both in and out of class while simultaneously completing other units.

After your teacher introduces the project, you will be responsible to set time aside on your own to finish it.

After the projects have been turned in for a class grade, your teacher will be selecting certain projects to

advance to the Arizona National History Day competition. If you are selected, you will have the opportunity to

compete in the East Valley Regional History Day Competition for grades 6-8. If your project places high enough at

Regionals, you can compete in the Arizona State History Day competition, and then even possibly the National level

competition in Washington DC.

You will have the opportunity to choose from five types of projects to show your research. In addition to

the project, you will also have to complete an annotated bibliography listing out the sources you used to research

your topic. You may work individually or in a group of 2-3 people.

Let’s Get Started! 1) Keep a positive attitude and have fun with this project. Think of it as a mystery that you are trying to solve. The

facts and data you collect will help you to support your conclusions.

2) Make yourself the expert on this topic. Don’t just restate or tell what others have said about your topic. Tell

what you think and then support those ideas with the research that you have done.

3) Pick a topic and project category that you are interested in researching and creating. Remember to keep your

topic narrow. Your topic must be older than the last ten years. You can pick a topic from any time period in

history including your own family history.

4) Don’t wait to the last minute to work on the project. Set time aside each week to work on the project. Watch the

due dates.

5) Ask for help. If you don’t understand something or can’t find information, ask your teacher for assistance or

come in during tutoring times.

6) Remember, your goal of this assessment is for you to demonstrate an understanding how to conduct historical

research, and that you have the ability to think critically about a historical topic. The project directions that follow

are merely a guideline to help reach that goal.

Project categories: ***Examples will be shown later***

*** Choose one of the following

Research (Historical) Paper (Individual Only)

Exhibit (Individual or Group)

Historical (Drama) Performance (Individual or Group)

Documentary (Individual or Group)

Historical Website (Individual or Group)

Individual or Groups: You may work individually or in groups (except historical papers which are individual

only). Groups may include 2 to 3 students. If you choose to work in a group, I would prefer that it be with students

from your period. With that being said, I will allow you to work with other students from other class periods if that

is what will help you produce your best work. If you choose to work with other students, be careful whom you

pick to work with on this project. Make sure you pick someone whom you can count on to do his or her share

of the work.

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Parts of the Project

All projects will consist of the two parts.

1) The Main Project (You choose one-exhibit board, documentary, research paper,

website or historical drama performance).

- This is where you display your thesis statement, research and analysis of the topic. The main

part of your project must be divided into the following sections:

- Thesis Statement- Clear state what your research will show or prove.

- Causes and Effects- Fully explain what made your topic happen, and the changes it

brought.

- Historical graph or chart- Display important historical data about your topic.

- Timeline- Give dates of events that directly apply to your topic or important

historical events that occurred when your topic took place.

- Point of View on the topic- Give multiple perspectives on your topic. Look at

your topic from different sides. You can include your own perspective or opinion so long as it is

supported with research.

- Your Conclusions- Analyze and tell how your topic ties into the theme of

“Triumph and Tragedy in History”. The theme can be shown in other sections as well.

2) Annotated Bibliography- This is where you list out the primary and secondary

sources you used to make your project, and explain how you used this information in your

project. See page 8 in the NHD Directions Packet.

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Historical Documentary Directions

What is a Historical Documentary?

NHD documentaries present information about an event, person, place or idea from the past through a

ten-minute presentation that showcases documents, images, photographs, and actual footage of the topic

you are researching. Your documentary needs to have both primary and secondary research but also be an

original production.

Project Requirements

Length: 8-10 minutes- The closer you can get to 10 minutes without going over the better.

- If you are doing a PowerPoint project, it must be set to run automatically, and it must also

have voice narration. There is no set number of slides in the PowerPoint presentation, but, as with a

video, it can’t be over 10 minutes in length when running automatically.

Timeline: You need to have some kind of timeline or some other way to show your topics development

chronologically in the documentary. It must be original, not cut and pasted out of a source.

Graphs, Tables, Charts: You must have at least one (1) of these in your documentary.

You may do more if you like. It must be original, not cut and pasted out of a source.

Thesis statement: Must clearly be stated in the documentary.

Title: Your project must have a title (title slide if doing PowerPoint) with the name of your project and

your name(s).

Sections: All sections need to be addressed in the documentary. Thesis Statement, Timeline, Graph/

Chart, Cause and Effect, Points of View, and Conclusion (see general directions).

Turning in your Project: Turn in on a flash drive or email your project to your teacher. The

bibliography may be turned as a Word Doc, on a flash drive, or emailed to your teacher. See due dates

on page 12.

Helpful Hints:

- Adding background music to your documentary is a great way to add another dimension to your

research. Remember, music from the time period that your topic takes place is considered a source.

-Because of the heavy technical requirements of this category, think about the equipment that you will

need to complete this project.

-Write out a script first that has what you are going to say about your topic, then find pictures that go

along with the script.

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Exhibit Board Directions

What is a Historical Exhibit? Historical exhibition presents information about an event, person, place, or idea

from the past by physically displaying documents, images, or objects. We often see such exhibits at museums, but

they are also presented at many other places such as archives, historic sites, park visitor centers, classrooms, and

even airports and train stations. For your National History Day project, you will tell the story of your research

through historic photographs, maps, drawings and other interesting artifacts or models.

Project Requirements

Board Size: Your exhibit can be no bigger than the following dimensions:

Square Shaped Board- 6 feet high, 40 inches wide, 30 inches deep.

Cylinder shaped board- 6 feet high, 30 inches in diameter.

Word limit- Your exhibit board can have no more than 500 words that are your own. If you are using a newspaper,

document, letters, diary pages, chart, table or graph these words do not count against the 500-word limit.

- All written work needs to be completed in blue or black ink or typed.

Timeline: You need to have some kind of timeline on your board or some other way to show your topic’s

development chronologically. It must be original, not cut and pasted out of a source.

Graphs, Tables, Charts: You must have at least one (1) of these on your exhibit board.

You may do more if you like. It must be original, not cut and pasted out of a source.

Number of pictures, models or artifacts: Altogether you must have at least 20 visual components to your exhibit

board. Each should have a caption that corresponds to it. Remember, this is a visual project - the more visuals the

better.

Audio/Visual Components (optional): (T.V./VCR, CD Player, Computer, Lights) If you are going to use any of

these, it must be able to run continuously or be able to be looped. It can be no longer than 3 minutes.

Title: Give your board a title (and subtitle, if applicable).

Sections: All these sections need to be present and displayed on the board. Thesis Statement, Timeline, Graph/

Chart, Cause and Effect, Points of View, and Conclusion (see general directions). These sections can be displayed

both visually and in written form. You may add additional sections of your own if you like.

Turning in your Project: The final exhibit must be turned in at school. Name on the back of the board, turn in to

your teacher’s room. Annotated bibliography is attached to the back of the board. See due dates on page 12.

Helpful hints: - Use pictures, models, artifacts, graphs, tables, timelines, and audio/visual components to make your project more

visually interesting.

- Section off and organize your board with subheadings. Don’t just haphazardly arrange items on the board. It

should have a logical flow to it when a person is looking at it.

- Keep captions under visual items short and to the point. Let the picture or information you are showing tell the

story behind the topic

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Research Paper Directions

What is a Historical Paper?

History papers present information and analyze an event, person, place or idea from the past in writing.

Although you might attach a map, chart or photograph that you refer to in your paper, you will rely

mainly on words. Writing a paper is a chance to tell what you know and what you think about a part of

the past. This is an individual project only.

Project Requirements

Paper size and written requirements: - 1,500-2,500 words

- Double spaced

- 1-inch margins

- 10-12 font

- If you are hand writing your paper it must be completed in blue or black ink.

Footnotes, Endnotes, Parenthetical Citations: Refer to your class notes from the historical research

unit to help you with this.

- You must make use of these within your paper.

- I would prefer that you use parenthetical citations, because I feel they will be easier for you to use.

(Author’s last name, copyright date) example- (Smith, 1999)

Timeline: You need to have some kind of timeline or some other way to show your topic’s development

chronologically. You can either place the timeline in your paper or have at the end of the paper in an

appendix. It must be original, not cut and pasted out of a source.

Graphs, Tables, Charts: You must have at least one (1) of these in your paper.

You can either place the graphs or charts in your paper, or have it at the end of the paper in an appendix.

You may do more than one if you like. It must be original, not cut and pasted out of a source.

Subheadings: You may use subheadings throughout your paper if you feel it is necessary.

Sections: All sections need to be addressed in the paper. Thesis Statement, Timeline, Graph/ Chart,

Cause and Effect, Points of View, and Conclusion (see general directions).

Bibliography and Process Paper: Attach this to the end of your paper.

Cover sheet: Your paper must have a cover sheet. It should include:

- Title, Your name, Class period, Date

Turning in your Project: Your annotated bibliography should be at the back of your paper. The entire

project may be submitted as a hard copy, emailed to your teacher, or turned in on a flash drive.

See due dates on page 12.

Thesis Statement: Usually the thesis statement is the first or last sentence of your introductory

paragraph.

- Start your paper of with your thesis statement it will help to keep you focused as you write.

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Historical (Drama) Performance Directions

What is a Historical Performance?

A performance is a live, dramatic presentation of your topic's significance in history. You may perform individually

or as part of a group. A performance should be a scripted portrayal based on research of your chosen topic. Your

script should be structured on a thesis statement, supporting statements, and a conclusion. Your performance should

have dramatic appeal, but not at the expense of historical information.

Project Requirements

Length: 8-10 minutes- The closer you can get to 10 minutes without going over the better.

Script: Must be original and written by the students.

Costumes, Props and Sets: All costumes, sets and props must be student-made or actual historical

artifacts. Models and replicas can be used in place of actual artifacts. All of these need to be as

historically accurate as possible. You can find, purchase borrow costumes and props.

Media devices: Such as lights, slides, tape recorders/CD players, or other devices may be used as long as

they are student operated.

Title/ Introduction: Before the start of the performance, the students must introduce themselves and title

of their performance.

Thesis statement: Must be creatively incorporated into the drama performance.

- It is OK to just directly state your thesis, but I would prefer that you incorporate it into the dialogue of

your drama performance.

Timeline: You may use a written timeline as a prop within your performance, but I feel it would be

better if you gave this chronological information about your topic through the dialogue. It must be

original, not cut and pasted out of a source.

Graphs, Tables, Charts: You must have at least one (1) of these in your performance.

Again, like in the timeline, you could show it as a prop, but I feel it would be better to give this statistical

information through your dialogue. It must be original, not cut and pasted out of a source.

Sections: All sections need to be addressed in the drama performance. Thesis Statement, Timeline,

Graph/ Chart, Cause and Effect, Points of View, and Conclusion (see general directions).

Bibliography and Process Paper: Must be turned in on paper separately.

Turning your project in: You may video tape your project, or perform it live. If videotaping your

project, turn in on a flash drive or email the video file to your teacher. Drama performances have the

option to perform the project live. You will need to schedule at time to do this with your teacher. The

bibliography may be turned as a Word Doc, on a flash drive, or emailed to your teacher. See due dates on

page 12.

Helpful Hints:

- If you know of someone who has an artifact that would work with your performance, ask if you can

borrow it.

- You may use pictures, newspapers, magazines, and documents as props within your performance.

- Incorporate music into your drama performance. It is a great way to convey what your topic is about

and when it took place.

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Historical Website Directions

Project Requirements

Size: Size Limit: The overall file size of your web site can be no more than 100MB of file space, including all

multimedia.

Word Limit: Word Limit: The web site may contain no more than 1,200 visible, student-composed words. This

means that all words that you write that are visible to the viewer count towards your word limit. If you didn't write

it, it doesn't count towards the limit. You can use quotations from other sources, and it won't count against your

1,200 words. Words that are not visible to the viewer – citations, code used to build the site, and alternate text tags

on images – do not count against the limit, either. Site content should not "lift" just quotes.

Pictures: Minimum of 15 pictures or visuals. Each visual must have a caption or written component with it.

Hyperlinks: All student created pages must be hyperlinked back to the index/ home page. Automatic redirects are

not permitted.

- You can hyperlink to other historically relevant pages on the Internet that the viewer may find interesting. They do

count against your word limit.

Timeline: You need to have some kind of timeline or some other way to show your topics development

chronologically. It must be original, not cut and pasted out of a source.

Graphs, Tables, Charts: You must have at least one (1) of these in your website.

You may do more if you like. It must be original, not cut and pasted out of a source.

Thesis statement: Must clearly be stated in the website.

Title: Your project must have a title page with the name of your project and your name(s).

Sections: All these sections need to be addressed in the website. Thesis Statement, Timeline, Graph/ Chart, Cause

and Effect, Points of View, and Conclusion (see general directions), bibliography and Process Paper.

Turning in your Project: The final website must be created and turned in on Weebly (see below). On a separate

sheet of paper or email your teacher the address for your website with your user name and password for your

Weebly account. Annotated bibliography will be a tab on your website. See due dates on page 12.

Music and Videos: You can add or download videos clips and music that goes along with your topic. These video

and music clips can be no longer than 45 seconds in length.

Narration: Must be original and student composed.

Building and Viewing Website- Create your website with the NHD Site Editor (Weebly). Go to

http://nhd.weebly.com. to begin the registration process.

What is a Historical Web Site? A historical web site is a collection of web pages, interconnected with

hyperlinks, that presents primary and secondary sources, interactive multimedia, and historical analysis.

Your web site should be an accumulation of research and argument that incorporates textual and non-textual

(photographs, maps, music, etc.) description, interpretation, and multimedia sources to engage and inform

viewers about your chosen historical topic. This project can be completed individually or in a group.

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Annotated Bibliography Directions

All entries must have a bibliography. Your bibliography must contain only those sources where you

found information that you actually used, not just any source that you looked at.

Requirements

Number of Sources: The basic rule on this is to have as many sources as possible. There is no set

number of sources required for the contest. However, if you want to be competitive at the regional and

state competitions the more sources you use to construct your bibliography the better. At a minimum I

require at least 10 sources for the class project. If you are in a group then each person must

contribute at least 10 sources. Ex- 3 people in your group = 30 sources.

Type of sources. You are encouraged to use a variety of sources when making this project. By doing

this, it will encourage you to find information about your topic from a wider and more varied perspective.

However, it is understood that students may not have access or the ability to visit all the libraries and

archives available to them for research. Therefore, it is acceptable for you to use the Internet, and school

library to research your topic and compile your information.

Primary sources: First-hand account of information. A source that comes directly from the historical

topic that you are researching. These can be difficult to find, but are considered a more believable source.

Examples: Artifacts, Interview with a person actually involved with the historical event. Autobiography,

diary, personal letters, actual photographs, magazines (sometimes), newspapers (sometimes).

Secondary Sources: Second-hand information. A source that is interpreted by someone else. These

sources are easier to find, but are not considered as valuable as primary sources.

Examples: textbook, encyclopedia, biography, Internet, paintings, newspapers, magazines, general

reference books.

Format: Use the MLA style guide given to you in your Historical Research Unit packet.

- It may either be typed or written in blue or black ink.

- Remember it needs to be arraigned alphabetically.

- Font size needs to be 10-12, if you are typing.

- 1-inch margins, if you are typing.

Separate Bibliographies for Primary and Secondary Sources.

- Make two separate bibliographies for your project. On one sheet of paper you will write your

primary sources that you used, and on another sheet of paper you will write your secondary sources.

They both use exactly the same format. By doing it this way you will show me that you understand the

difference between the two types of sources, and how you used them in making your project.

Annotated Bibliography- According to the NHD rules, you must complete an annotated bibliography

for the competition. This type of bibliography is exactly the same as a regular bibliography or works

cited page, except now you must add 1-2 sentences under each source stating what the most important

piece of information was that you found from that source.

***All project categories must have an annotated bibliography

Example annotated source entry.

Crowded, Joan. Too Many People. New York: The Viking Press, 1998.

This secondary source was very helpful in giving statistics over the past 50 years on how rapidly the world’s

population has grown, and what this could mean in terms of managing the Earth’s limited natural resources.

NHD Annotated Bibliography

1. Sources are in alphabetical order

2. The Primary and Secondary sources are listed on separated pages. Each list in alphabetical order.

3. Each source must have an annotation (1-2 sentence explaining how the source was used)

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Due Dates

Dates are subject to change

Due Dates

1) Topic and Category Selected 8/20

- You will also tell me if you are working by yourself or in a group.

2) Thesis Statement- Working Thesis 8/27

- You must do some beginning research before writing your thesis.

3) Research Check #1 Deadline to change groups 9/17

- Should have a minimum of 5 sources w/notes. Per person

- You must have properly cited bibliographic information for each source.

- It will be your choice how to submit these. They can be typed on a word

document, written on index cards, or written in a notebook…

4) Research Check #2 9/21

- Should have a minimum of 10 sources total at this point w/notes Per person

- You must have properly cited bibliographic information for each source.

- It will be your choice how to submit these. They may be typed on a word

document, index cards, or in a notebook…

5) Final Project Project may be turned in before the due date. 10/19 - Main Project and Annotated Bibliography

Exhibit Boards- Name on the back of the board, turn in to your teacher’s room. Annotated bibliography is

attached to the back of the board.

Websites- On a separate sheet of paper or email your teacher the address for your website with your user name and

password for your Weebly account. Annotated bibliography will be a tab on your website.

Documentary and Drama- Turn in on a flash drive or email your project to your teacher. Drama performances

have the option to perform the project live. The bibliography may be turned as a Word Doc, on a flash drive, or

emailed to your teacher.

Research Papers- Your annotated bibliography should be at the back of your paper. The entire project may be

submitted as a hard copy, emailed to your teacher, or turned in on a flash drive.

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Grading the Project

To reach mastery, you must receive a 3 or higher on all four learning goals. You will receive a

separate grade for each learning goal. If you fail to reach mastery on any learning goal, you will

have the opportunity to re-do that part of your project. Learning Goal 1: I will be able to construct and interpret, charts, graphs, and timelines by using the historical data researched. - Mr. Furman will be looking at the graphs, timelines or charts in the main part of your project to

grade this learning goal.

Scale:

4 3 2 1

In addition to level 3, student was able to analyze charts, graphs, and timelines using the historical data researched.

Student was able to construct and interpret, charts, graphs, and timelines by using the historical data researched.

Student was able to construct, charts, graphs, and timelines by using the historical data researched.

Student was able to partially construct, charts, graphs, and timelines using the historical data researched.

Learning Goal 2: I will be able to formulate a thesis statement and answer/ prove it through historical research. - Mr. Furman will look at your thesis statement and the main part of your project to grade this

learning goal.

Scale:

4 3 2 1

In addition to level 3, the student was able to show a high level of analysis while answering and proving his/ her thesis statement.

Student was able to formulate a thesis statement and answer/ prove it through historical research.

Student was able to formulate a thesis statement.

Student could only partially formulate a thesis statement.

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Learning Goal 3: I will be able to identify, explain, and use credible primary/ secondary sources to research his/ her topic. - Use of annotations in the bibliography to explain how the sources were used to create the project. - Create a separate list of sources for your primary and secondary sources. - Mr. Furman will use your annotated bibliography to grade this learning goal. Scale:

4 3 2 1

In addition to level 3, student was able to analyze his/her use of primary/ secondary sources to research topic.

Student was able to identify, explain and use credible primary/ secondary sources to research topic.

Student was able to identify and use credible primary/ secondary sources to research topic.

Student could only partially identify, and use credible primary/ secondary sources to research topic.

Learning Goal 4: I will be able to demonstrate critical thinking by explaining/analyzing the topic’s causes and effects while comparing other points of view.

- Have multiple causes and effects that clear have a connection to your topic. - You give multiple points of view that are well explained. - Mr. Furman will be looking at the main part of your project to grade this learning goal.

Scale:

4 3 2 1

In addition to level 3, student was able to draw conclusions to the topic’s causes and effects while comparing other points of view.

Student was able to demonstrate critical thinking by explaining the topic’s causes and effects while comparing other points of view.

Student was able to demonstrate critical thinking by identifying the topic’s causes and effects while comparing other points of view.

Student could only partially demonstrate critical thinking when identifying the topic’s causes and effects while comparing other points of view.

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Consideration for the NHD Contest

After the project has been turned in for a class grade, your

teacher will select some projects to enter the Arizona NHD

contest. If you are not selected, but are willing to undertake

this challenge you may still enter the contest. Just talk to your

teacher if you have an interest in participating in the contest.

Participation in the contest is completely voluntary.

1. Your topic has a strong connection to the theme of

Triumph and Tragedy in History.

2. Projects that have a connection to Arizona history will be

given extra consideration for selection into the contest.

3. You have a strong bibliography with more than the

minimum number of sources. You also have a variety of

credible sources- not just websites.

4. The overall quality of your project is strong, and it has the

potential to be improved for the contest. You followed

the project directions to the best of your abilities.