2014 Theme

Rights and Responsibilities in History

*History Day 2014

*How Entry will be Judged

*Historical Quality= 60%

*Relation to theme= 20%

*Clarity of Presentation= 20%

*Getting your students started

*Relate to the History Day

theme!

*The biggest mistake students make is not relating their project to the theme.

*Last Year’s theme was Turning Points. Many students project were indeed turning points but within their project they failed to address why their project was a turning point in history.

*History Day Theme

*Since 20% of judging is based on students’ project relating to the theme, time needs to be devoted to the THEME!

*Rights and Responsibilities in History

*Brainstorm and Define………..

*What are rights?

*Are responsibilities always attached to rights?

*Rights and Responsibilities

*With rights come responsibilities, whether they involve exercising rights or ensuring the rights of others.

*Don’t forget to explain the correlation between rights and responsibilities.

*Examples: Developing the Atomic Bomb-

*Did the U.S. have the right to develop and use?

*What were our responsibilities as a nation?

*Student’s must connect rights with responsibilities!

*Developing a topic

*Focus of theme-*Think local, state, national or global history

*Hint- local or state history gives western states a better chance

*Narrow topic-

*Civil Rights movement is too broad.

*Brainstorm….Civil Rights and a narrow topic

*Handout: Graphic Organizer

*Developing a topic

*The topic is the key to the success for students!

*Provide topic ideas or provide classroom time to explore topics.

*This year’s theme is easily applied to topics in:

*Science and technology

*Politics

*The arts

*Education

*Religion

* Now Brainstorm: Find a partner and come up with topics for each of the categories.

*Developing a Topic

*Spend time with students developing topics

* or

*Provide a list of topics for them to choose from

*Once a topic has been decided…..turn it into a question or claim

*See handouts:

*History fair topic selection sheet

*Developing a topic

*How to write a Thesis Statement

*Thesis Checklist

*Presentation #2

*Nuts and Bolts of

History Day

*Relate to the History Day

theme!

*The biggest mistake students make is not relating their project to the theme.

*Last Year’s theme was Turning Points. Many students project were indeed turning points but within their project they failed to address why their project was a turning point in history.

*History Day Theme

*Since 20% of judging is based on students’ project relating to the theme, time needs to be devoted to the THEME!

*Rights and Responsibilities in History

*Brainstorm and Define………..

*What are rights?

*Are responsibilities always attached to rights?

*Rights and Responsibilities

*With rights come responsibilities, whether they involve exercising rights or ensuring the rights of others.

*Don’t forget to explain the correlation between rights and responsibilities.

*Examples: Developing the Atomic Bomb-

*Did the U.S. have the right to develop and use?

*What were our responsibilities as a nation?

*Student’s must connect rights with responsibilities!

*Rules for All Categories

*All entries must have a :

*Title page

*Process paper in 500 words or less describing how the research was conducted and process of creating project

*Annotated bibliography-each source must explain how source was used and how it helped to understand the topic.

*Primary and secondary sources must be separate in the bibliography

*Proper citation format and consistent

*Process Paper

*As a judge, this is the first thing I looked at to help me understand the student’s project.

*Limit of 500 words.

*Should have 4 sections.

*1st: Explain how they choose the topic

*2nd: How they conducted their research

*3rd: How they selected their presentation category (exhibit, paper,) and created the project

*4th: Explain how their project relates the NHD theme

*Annotated Bibliography

*As a judge, the bibliography was extremely important as it gave me a clue about the extent of their research.

*As a judge, I wanted to see:

*A variety of sources: internet, books, oral interviews

*Both primary and secondary

*Annotated Bibliography requires students to be organized with their research.

*Annotated Bibliography

*All entries required an annotated Bibliography

*An annotation summarizes the source and describes how that source was useful to the project.  Keep a working annotated bibliography during the research process. Lack of annotations can significantly damage a student's evaluation in the competition.

*Students must include both secondary and primary sources in their research.

*Have students use Easybib.com to create annotated bibliography

*Handout- History Fair Notes….

*Primary and Secondary Sources

*The annotated bibliography requires students to distinguish between primary and secondary sources.

*See handouts:

*Stuff history is made of….

*Worksheet for ID

*Finding Primary sources online

*Analyzing a secondary source

*Oral Interview with Judges

*Provide time for students to speak in front a several people about their project.

*Have students shake hands and look people in the eye when they speak.

*Questions the judges might ask:

*Why did you select this topic?

*What was the most valuable resource?

*What was the most interesting thing you learned while completing your project?

*resources

*Chicago History Day http://www.chicagohistoryfair.org/

*Bibliography/citations

*http://easybib.com/

*http://www.bibme.org/

*http://citationmachine.net/index2.php

*Nevada History Resources

*http://www.onlinenevada.org/

*http://nevadaculture.org/

*https://knowledgecenter.unr.edu/materials/specoll/