Taking a Stand in History:People, Ideas, Events

22nd Annual Siskiyou County History Day 2006

Thursday, March 9, 2006

Siskiyou Golden Fairgrounds

What is History Day?

History Day provides an exciting, history-based learning experience for students to learn about issues, ideas, people and events in history, and apply what they have learned through creative and original productions.

EVERY STUDENT WHO ENTERS HISTORY DAY:

Has the chance to use and showcase his/her unique talents - writing, drama, art, design, technology, and more - to explore a topic and to share publicly, what has been learned.

• Has an opportunity to be interviewed and judged by community members and educators, and to receive recognition for his/her accomplishments.

• Will be eligible to receive awards and a chance to become part of the Siskiyou County History Day State Team!

What is the ‘History’ of History Day?

History Day started in 1974 in Ohio. The next year six other states joined the competition.

California began competing in History Day in 1984. Siskiyou County began competing in History Day

in 1985. More than 10 million students have competed in

History Day! Forty-seven states and the District of Columbia

now participate!

A Good Reason to Participate In History Day:

Meeting State Standards - Producing a successful History Day project does take lots of time, but multiple English-language arts, history-social science, information literacy, technology, visual and performing arts, and even math and science standards can be addressed with a single History Day project.

Who may enter?

Any student in Siskiyou County in Grades 4-12 may enter one of the following divisions…

What are the Divisions?

4th/5th Grade (Posters only)

Junior Division - grades 6-8

Senior Division - grades 9-12

How Does a Student Begin? Begin by choosing a topic that is related to the

theme. Choose a topic that you find interesting! If possible, choose a topic that expands upon

something relating to what you are studying in class.

Limit the scope of your topic so that it is manageable and so that you can research it thoroughly.

What’s Next?

Decide whether you will create an individual entry or if you will work with partners. (Groups can be 2-5 students.)

Decide what category you will be entering.

What Are the Categories?

Historical papers Exhibits Performances Documentaries Historical Websites (California Only) Posters (California Only/ 4th & 5th

graders only!)

HISTORICAL PAPERS A traditional research paper which requires

three basic steps: Collection of information Organization of information Presentation of the topic in an interesting way

This category may be entered by individuals only (no groups).

HISTORICAL PAPERS

Must be 1500-2500 words in length - approximately 6-10 typed pages double-spaced.

This category requires footnotes in the following three situations: Quoting a Primary Source Quoting a Secondary Source Paraphrasing a Secondary Source

(Make sure to check a guide to learn how to properly include footnotes.)

EXHIBITSA museum-type, three-dimensional, exhibit. May be entered individually, or in a group of 2-5 students. Must stay within the size limit of 40” x 30” x 72.” May include a 3 minute media device. No more than 500 student-composed words may be displayed on the exhibit including words written for media.

POSTERSA poster-sized exhibit.

May be entered individually or in a group of 2-5 students.

The poster may be no larger than 40” x 30”.

All objects on the poster must lie flat.

This category may be entered only by

4th & 5th grade students.

No more than 250 student-composed words may be included on the poster.

If you’re doing an exhibit or a poster remember these three important characteristics of a good display:

ORIENTATION: 1) Make sure the title and subtitle of the exhibit are prominent features of the design. 2) Make the main idea or thesis clear to the viewer.

SEGMENTATION: 1) Organize the exhibit into subtopics. 2) Use design elements to make subtopics clear to the viewer.

EXPLANATION: Use clear, concise captions and text to 1) Identify pictures, objects, or documents,2) Interpret information for the viewer.

EXHIBITS

POSTERS

PERFORMANCES

A dramatic presentation (historical play) by an individual or a group of 2-5 students. Must have dramatic appeal - but not at the expense of historical information!Props and costumes are recommended May not be longer than 10 minutes. 5 minutes are allowed for set-up and take-down of the set.

PERFORMANCES Some tips for performers:

Do good research first; content is the most important factor.

When writing your script, be sure to reference historical evidence.

Don’t get carried away with props, but do use them to help emphasize key concepts.

Good costumes help make your performance more convincing; make sure costumes are historically accurate.

Leave enough time to rehearse - A LOT!

DOCUMENTARIESA production presented through visual technology such as video, slides, or computers.

May be entered individually or in a group of 2-5 students.

Students must operate all equipment themselves.

The documentary may not be longer than 10 minutes.

DOCUMENTARIES Some tips for documentary producers:

Make a storyboard of the images you want to use.

Collect a large number of images to avoid repetition.

Write your script or narrative first and then add images.

Preview early, edit, and make sure you can operate all equipment

DOCUMENTARIESMore tips for documentary producers:A good History Day documentary is

similar to a documentary on TV. If possible, include all of the following:

Narration Interviews (“Talking Heads”) Still shots from books Location Shots Film clips Music!

HISTORICAL WEBSITES

An Internet display of graphics and information.

May be entered individually or in groups of 2-5 students.

There is a 1500 word/20-page size limit on your website.

All non-student audio/visuals must be properly credited.

Every student entering History Day must include a title page which shows only:

The title Name(s) of student(s) The division The category

A good title will quickly introduce your topic, but it will also add wording that helps the viewer understand your point of view.

Amelia Earhart:

At the Frontier of Women in Aviation

by

Jane Smith

Junior Division

Individual Exhibit

Every student entering History Day must include an annotated bibliography which is divided between primary and secondary sources.

What is a primary source? A primary source is any piece of historical

information that provides direct evidence of the period being studied such as:

Diaries Letters Newspaper reports Treaties Legal records Some plays, religious writings, and literature Photographs and videos from the time Oral histories of eye witnesses, and more!

What are secondary sources? Secondary sources are usually an interpretation or

synthesis of primary sources such as: Textbooks Encyclopedias Books about people, events, etc. Some magazine and newspaper articles CD-ROMS Internet articles

Bibliography Example-Primary Source

Earhart, Amelia. 20 Hours 40 Minutes: Our Flight on the Friendship. New York: Grosset and Dunlap, 1928.

This is a book Amelia wrote about her first promotional flight. She was the first woman to fly over the Atlantic Ocean. However, she didn’t believe that she deserved any credit, because she was only a navigator. After this flight more women started to join Amelia in the world of aviation…In the book, Amelia stated that she took this flight mainly to help women’s rights.

Bibliography Example-Secondary Source

Butler, Susan. East to the Dawn. New York: Da Capo Press Inc., 1997.

Susan Butler was very descriptive in her book. Her book gave me more information on Amelia’s childhood than any other book that I have read. This helped me understand Amelia’s private side and her social conscience.

Every student entering History Day, except those entering the historical paper category, must write a process paper which includes:

How the topic was chosen (tie to theme) How the research was done Steps to completion Successes and failures (optional) What was learned (conclusion tied to theme 500 words or less

What else should you do?

Research, research, research, to make your entry as accurate and complete as possible.

Questions to answer to guide your research (All of these questions should be answered in your finished project.):

What is the your thesis or claim about your topic? Where and when did the events take place? What was the cause and effect (before and after) of your

topic? What change over time did your topic bring about? What was the impact or lasting influence? How did the topic change the course of events? What effect did it have on a community, society, nation

and/or the world? Why is your topic significant (important)?

STATE HISTORY DAY

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If any of this sounds interesting to you, here are a couple more tips:

READ AND USE YOUR STUDENT RULE BOOK

USE THE HISTORY DAY WEBSITE TO FIND LOTS OF RESOURCES TO SUPPORT YOU: http://www.sisnet.ssku.k12.ca.us/~currftp/histday.html

For more information:

Go to the SCOE website (www.sisnet.ssku.k12.ca.us)

Click on Curriculum Click on Student Events Click on History Day to find lots of

information and resources for History Day

Important dates to remember:

January 9, 2006 - Online registration available February 18, 2006 - Deadline for final

registrations; last day to add or drop entries without penalty charges

February 28, 2006 - Historical Papers due at SCOE by 5 p.m.

February 28, 2006 - Historical Websites e-mailed to SCOE by 5 p.m.

More dates to remember: March 8, 2006 - Early set-up for posters and

exhibits March 9, 2006 - History Day and Awards

Ceremony at Siskiyou Golden Fairgrounds & National Armory

May 11-14, 2006 - State History Day in

Sacramento June 11-15, 2006 - National History Day at

University of Maryland, College Park

Most of all…. Remember to have a good time!

Enjoy all the new things you learn about your topic and about yourself!

Leave enough time to do a project you will be proud of!