National History Day
From Wikipedia, the free encyclopedia
National History Day (NHD) is a national competition for students in grades 6-12. Students construct entries in one of five categories (see below) and compete at the regional, state, and national contests. The annual national competition is held in Washington D.C., where cash prizes and college scholarships are awarded to the national winners.
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[edit] About National History Day
[edit] National History Day Mission
The mission of National History Day is to provide students with opportunities to learn historical content and develop research, thinking and communication skills through the study of history and to provide educators with resources and training to enhance classroom teaching.
Learn more about NHD by watching NHD's introductory video, reading about its history and programs, or contacting an NHD official in your area.
[edit] What is National History Day?
National History Day (NHD) is a highly regarded academic organization for elementary and secondary school students. For more than 25 years NHD has promoted systemic educational reform related to the teaching and learning of history in America’s schools. The combination of creativity and scholarship built into the organization's programs anticipated current educational reforms, making NHD a leading model of performance-based learning.
Each year, more than half a million students, encouraged by thousands of teachers nationwide participate in the NHD contest. Students choose historical topics related to a theme and conduct extensive primary and secondary research through libraries, archives, museums, oral history interviews and historic sites. After analyzing and interpreting their sources and drawing conclusions about their topics’ significance in history, students present their work in original papers, exhibits, performances and documentaries. These products are entered into competitions in the spring at local, state and national levels where they are evaluated by professional historians and educators. The program culminates in a national competition each June held at the University of Maryland at College Park.
In addition to discovering the exciting world of the past, NHD also helps students develop the following attributes that are critical for future success:
--critical thinking and problem-solving skills
--research and reading skills
--oral and written communication and presentation skills
--self esteem and confidence
--a sense of responsibility for and involvement in the democratic process
More than 5 million students have gone on to careers in business, law, medicine and countless other disciplines where they are putting into practice what they learned through NHD.
[edit] Teaching Critical Skills
The NHD organization teaches critical skills for the 21st century and engages them in the use and understanding of museum and library resources. NHD programs inspire students to study local history, and then challenges them to expand their thinking and apply knowledge of local events to the national, or even worldwide scene. The programs also instruct students to become technologically literate through the use of computer and Internet research methods, and the use of such advanced applications in their presentations.
"The true benefits from participating in National History Day go way past a certificate or medal. The program teaches kids the writing, analytical understanding, and reading comprehension skills that will make them a success in life, no matter what their career." - Parent Susan Moose
[edit] Objectives
National History Day aims to:
- Motivate students through the excitement of competition and through recognition for their work.
- Provide students with the opportunity to work with and analyze historical documents and other primary source material.
- Provide a framework for hands-on, student-centered learning that guides classroom teaching as well as continuous professional development.
- Develop critical thinking and problem-solving skills that will help students manage and use information effectively now and in the future.
- Develop student research and reading skills and to refine student presentation skills in writing, visual projects and performances.
- Encourage students to move beyond the classroom and into the community to investigate history.
- Provide teachers with innovative teaching tools.
- Assist teachers and schools in meeting educational standards by encouraging student participation in portfolio-building and outcome-based learning activities.
- Encourage the study of history by guiding students to express themselves creatively through presentations of historical topics in various formats.
[edit] Categories
There are five categories: Exhibit, Paper, Documentary, Performance, and Website. Each of these is split up into two divisions: Junior Division (grades 6-8) and Senior Division (grades 9-12). It should be noted that the Website category will not be included at the national level until 2008.
[edit] Historical Paper
After a topic has been selected, a research paper involves three basic steps:
--collect information
--organize the information
--present it to the reader in a clear and interesting fashion
The paper should consist of an introduction stating the thesis of the work, a main section addressing the theme, and a conclusion flowing logically from the thesis statement and body. Click here for the complete paper category rules. There are many books available that deal with the writing and documenting of research papers; one that is highly recommended is Kate L. Turabian's A Manual for Writers of Term Papers, Theses, and Dissertations (The University of Chicago Press; sixth edition, 1996).
Read the student contest rule book carefully and follow its guidelines. Particular attention should be paid to the length of a paper: it must be between 1,500 and 2,500 words, or approximately 6 to 10 pages.
Note. Typically, there are 25 lines on a page and 10 words per line, so if the paper runs over 10 pages, it should be shortened.
Writing Essays That Make Historical Arguments is an article that will help you prepare their paper.
Every paper must have an annotated bibliography that is divided into primary and secondary sources. The entries should be in alphabetical order and correct bibliographic form (see Turabian's Manual). Cite only those sources which you actually used in researching the paper. You should not add a lot of extraneous materials unless these are truly relevant to the text and should be careful about using a large number of pictures or maps. If there are too many, the judges may think that you should have chosen a different category.
Papers must include footnotes or endnotes. Footnotes are explanations provided by writers stating that ideas or quotations presented in the paper are not their own. Footnotes not only give credit to the originators of ideas, but also serve as evidence in support of your ideas.
[edit] Exhibit
Exhibits are designed to display visual and written information on topics in an attractive and understandable manner. They are similar to exhibits found in a museum. People walking by should be attracted to an exhibit's main idea and, therefore, stop to learn more about the topic. To be successful, an exhibit must create an effective balance between visual interest and historical explanation.
The most common form of exhibit entry is a three-panel display. This style is the least complicated to design and build but is still a very effective way to present information.
Here are some tips for this style:
- Be sure the title is the main focus of the center panel.
- Use the center panel to present the main ideas.
- The side panels are best used either to compare issues about the topic or to explain related detail.
- Artifacts or other materials may also be placed on the table between the side panels.
Labeling
The labels used for the title and main ideas are very important because they direct the viewer's eye around the exhibit. One way to make labels stand out is to have the writing on a light-colored piece of paper with a darker background behind it. This can be done with construction paper, tag board, or mat board. Dark black lettering makes labels easier to read. Photographs and written materials also stand out more if they are placed on backgrounds.
Writing Effective Labels
Click here to learn how to write strong labels that do the job for your exhibit. Written for beginners, Kenneth DeRoux, Curator of Museum Services, Alaska State Museum, condenses the best tips on writing exhibit labels into a readable two page document. Though not all tips apply to National History Day, it is very worthwhile.
Exhibit Design
Although students will be able to explain their exhibits during the initial judging, a successful exhibit must be able to explain itself. This makes it important to design an exhibit so that the photographs, written materials and illustrations are easy to understand.
It is tempting to put as much onto the panel boards as possible, but this usually makes for a cluttered and confusing display. Students should try to select only the most important items for their exhibit boards. Clarity and organization are the most important goals for an exhibit design.
Three-Dimensional Exhibits
A three-dimensional exhibit is more complicated to construct but can be an effective presentation style. As in the three-panel display, one side should contain the title and main idea. As viewers move around the exhibit the development of the topic can be explored. It is not necessary for the exhibit itself to be able to spin. It may be set on a table (or on the floor) so that people can walk around it.
Word Limit
There is a 500-word limit for student-composed written materials on an exhibit. View examples of how to count words and what constitutes student-composed materials. (Keep in mind that dates such as May 10, 1869 count as one word, not three.)
[edit] Documentary
Constantly changing technology offers students limitless possibilities in developing media-based presentations for the documentary category. Students may create documentaries using slides, film, videos and computers. Whatever presentation format is chosen, students must be able to operate all equipment, both during production and at each level of competition.
The most important aspect of any entry is its historical quality. Students should not get so caught up in the production of a documentary that they lose sight of the importance of the historical quality. Judges are not looking for glitzy productions; rather, they are looking for solid research and a thorough analysis of the chosen topic.
Slide Presentations
Although the use of video and computer-based presentations in the documentary category is growing, slide presentations are still popular and effective. Slides can be either purchased or produced by students. The key to an effective entry is a good combination of visual images and recorded narrative. Here are some things to keep in mind:
--Make a storyboard of the types of images that explain the theme.
--Photograph pictures from books to build a slide collection and avoid too much repetition.
--Music is an important addition to the recorded narrative.
--Make sure the narrative fits with the image on the screen.
Film and Video Presentations
The availability of home video cameras has increased the popularity of this entry category, although movie cameras are still used by some students. If students are able to use editing equipment in their school or elsewhere, this can be an exciting and educational project. Many communities have cable access stations that have video equipment available for public use. Following are some suggestions for film and video entries. Students should:
--Operate all camera and editing equipment.
--Draw up a storyboard of the scenes they will be shooting.
--Present a variety of panning shots, interviews, live action, and still subjects.
--Keep track of the scenes in a notebook or on index cards to make editing easier.
--Include music where appropriate to enhance the narration.
Computer-Based Presentations
The computer has become a very important tool for creating documentaries. Students are using computer technology to create special effects, animation, graphics and other visuals for use in slide or videotape presentations. Students who choose to use the computer to create their entries should have access to computers with multimedia capabilities and should be familiar with at least one type of presentation software. Adobe Premiere, iMovie and Microsoft Power Point are some examples of software packages that are used to create projects. Students should also have access to editing equipment that they can operate themselves.
While most students are using computers as tools to help them to create various aspects of their presentations, some students are using computers as their vehicle for presentation. Keep in mind the following when considering whether to do a computer-based presentation:
--students will have to provide their own equipment
--computer presentations cannot be interactive (judges cannot push buttons, etc.)
--computer monitors are often too small for the judges and the audience to see
--computer presentations often inadvertently focus on the technology behind the presentation rather than providing an in-depth analysis of a historical topic
[edit] Performance
The performance category can be one of the most exciting ways to participate in History Day, because it is the only category in which students present their research live. Entries in this category must have dramatic appeal, but not at the expense of historical information. Creativity is the key here, and students must make effective use of their 10-minute time allowance.
Here are some suggestions for students who are preparing performances:
--Choose a theme-related topic that has personal interest and that will work particularly well as a performance.
--Decide whether the chosen topic will be most effective as a group or as an individual performance.
--Research the topic first. Write important facts or quotes which might be important to the performance; write a thesis statement, supporting statements, and a conclusion, and think about how these might become a part of the performance.
--Prepare a script. Brainstorm about general ideas and the ways they might be presented. If a group is performing, each member should describe different ways that the characters might interact. When writing the script, make sure it contains references to the historical evidence found in the research. Using actual dialogue, quotations or excerpts from speeches are good ways of putting historical detail into the performance. Remember that the script should center on the thesis statement, supporting statements and the conclusion.
--Be careful not to simply present oral reports on individuals which begin when they were born and end when they died. Instead, become the historical figure and write a script around an important time or place that will explain the major ideas.
--Prepare the set. Think about different types of sets which might help in depicting the topic. Is there a prop that is central to the story?
Important. Don't get carried away with props. Content is the most important factor and any props used should be directly related to the theme. Remember that performers have only five minutes to set up and take down their props.
--Prepare the costuming. Use the most authentic costumes possible. Good costumes help make a performer convincing, but be sure they are appropriate to the topic. Consult photographs or costume guides if unsure about appropriate dress.
--Prepare the blocking. To block a performance is to determine where the actors will stand, move, and/or relate to the set. Students should think about these movements when deciding what type of set to design.
--Practice, practice, practice! Work on the delivery, speaking clearly and pronouncing all words correctly. Practice voice projection so that the judges and the audience can hear every word. Practice with the set and full costumes as often as possible.
[edit] Website
The website is the newest of all of the categories, with its rules still being edited and changed. A student must create their own website on a topic of their choice. The websites must be sent in early, similar to papers. Students must make the whole website themselves, but as of now there are not many restrictions on the website category. The website category was introduced in 2006, where it was available only at state level. This year (2007) there is both a regional and state competition. In 2008, it will be introduced at nationals and become a full-fledged category.
[edit] Annotated Bibliography
An annotated bibliography is a list of all primary and secondary sources that a student has used for research. The list is then followed by a short description of each source and how it helps to relate your main topic to the theme of the year for National History Day. Most students have a 20 to 30 source bibliography that utilizes both primary and secondary sources.
[edit] Awards
Students who place first, second, or third at regional competitions receive small trophies and/or medals. First and second place students in each category advance to states, and the third place serves as an alternate if one of the two cannot make it. Students who place first or second at state competitions receive small trophies and/or medals and are allowed to advance to the national competition. Additionally, students may win a large variety of cash awards at state. The awards for first, second, and third place at the national level are much more rewarding: $1000 for first place, $500 for second place, and $250 for third place. The second and third place amounts are rewards for all categories, but the first place reward for a documentary is $5000 dollars instead of $1000, due to a contribution from the History Channel.
