National History Day Teacher Workshop Presented by the New Mexico Humanities Council National History Day <www.nhd.org> Goals of Workshop To encourage the participants to implement NHD in their classroom/school To provide training through materials, examples of student work and use of primary source documents to facilitate participation To present information that will give teachers a deeper understanding of the components of NHD projects What is NHD? Recognized as the premier history education program for students grades 6-12 Assumes that students learn history by engaging in historical research Provides theme-based curriculum Asks students to use higher-level critical-thinking skills Allows students to participate in the contest or opt out and just do the curriculum Exciting History Education NHD is active /hands on discovery learning integrated curriculum based on student interest working in the higher levels of Bloom’s Taxonomy real world/real audience primary research based NHD is not just a contest, the contest is a vehicle. We can only succeed as teachers if our students actively cooperate in their education. NHD gives students control of their learning. Traits of History Day Learners Persistence students must learn to persevere and be in it for the long haul/stick-to-it! Resilience students learn to deal with failure The most effective learning experiences for students are ones that have…RIGOR, RELEVANCE, PERSONAL RELATIONSHIPS (Bill Gates Educational Study) Resources •History and Language Arts Standards are on the NHD Teacher Workshop CD •Curriculum Guide for Theme •Resource Material Available from NHD 2011 Theme: Debate & Diplomacy in History: Successes, Failures, Consequences The theme gives a central focus to the work of all students, it becomes a common yardstick for the study of history. It provides a focus for content reading, and supports students in making connections across time. What is Debate and Diplomacy? …an argument, a dispute or a deliberation. … the art or practice of conducting international relations, as in negotiating alliances, treaties, and agreements. The Theme in Your Classroom Make sure students understand the theme and what it means. Hammer the theme in all history lessons. Have students give examples of the theme in each topic of history study. Narrow from theme to broad topic to focused topic to specific topic. Title IX Web Successes Girls receive scholarships for college athletics No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance... Failures Equal numbers is not equal opportunity Became all about sports Consequences Abolishing men’s minor sports What is History? Current event versus history Impact and change Time—about 20 years Small Group Activity In groups of three, brainstorm successes, failure, and consequences of a debate or diplomatic event. Create a graphic organizer or web. Share with whole group. Important Questions???? How did this topic have an impact on history? What is the historical significance of this topic? WHY did this happen? WHY is this important? SO WHAT? What conclusions can be drawn? What are the causes and effects of this topic? *Be sure to explain the topics time and place in history. Plagiarism the unauthorized use or close imitation of the language and thoughts of another author and the representation of them as one's own original work. http://dictionary.reference.com/browse/plagia rism Break 10:00 Two sessions (about an hour) Beginner—overview Advanced—navigating library systems Who should incorporate National History Day in their classrooms? Teachers who: Are interested in making history meaningful to their students Are looking for ways to teach research, writing, and presentation skills in an integrated and meaningful fashion Are encouraging students to follow their own interests and become independent learners The Divisions and Categories Junior and Senior Individual or Group Exhibit, Paper, Performance, Documentary, Website Students need to be responsible for the outcome of their learning. But teachers need to be responsible to teach the skills to take them there……. Skill Building…..TEACH How to manage time How to narrow down a topic. How to do research. How to write a thesis statement. How to create a timeline of cause and effect. How to find and use primary resources. How to take notes. How to do bibliographies. How to follow and use the rubric. How to write a conclusion statement. Checkpoints Topic, thesis idea Secondary sources Thesis statement Primary sources More secondary resources Bibliography Outline for script or layout for exhibit Presentation to the class before a contest Group Work Individual or group?????? Self questioning Goals Sails or anchors Contracts Group Organization Research Research should be deep. Research should be balanced. Research should show both sides of a story. Research Guidelines Go to the original source, authors site their research. Most primary research must be done on-site. Do not expect one-stop shopping. Plan to use a pencil. Develop specific questions from secondary research before conducting primary research. Librarians and archivists might assist in how to cite research. Vary the source material. Primary Sources Written or produced in the time period being investigated. Provide first-hand accounts of people or events. Make history come ALIVE for students!!!! Primary Resources Include **Oral history interviews (people with first-hand knowledge) Photographs Maps Diaries or journals Correspondence (letters) **Newspaper and magazine articles Brochures and pamphlets Artifacts Government documents Newsletters and annual reports from organizations Architectural drawings Essays or manuscripts Finding Primary Sources New Mexico Archives and Records website National Archives Library of Congress digital collection American Journeys Analyzing Primary Sources Beliefs, norms and values of the period that created the document need to be considered. Students need to remember that what we consider normal now is not the same as how people viewed the world in the past. Thesis Statement A thesis is a one or two sentence statement that takes a stand on what you think about your topic. A History Day thesis statement should explain why you think your topic fits the theme and your topic’s importance in history. The thesis statement is the main point or argument, it must be supported by your research. Have your students “play” with topics and possible thesis statements. Remember…. 60% is historical quality. All topics should be in historical context. Always the THEME. Research is DEEP and balanced between primary and secondary sources. There are many sides to every story! Checkpoints along the way. Projects need to be refined as they progress in the contest. Make NHD a class tradition! NM NHD CD View folders Questions? Lunch Cafeteria on campus You have an hour—door prize drawing Student video presentation Annotated Bibliography and Process Paper Rule book page 10—Process paper and bibliography info Wikipedia???? OK for resource ideas, but NOT in a bibliography! On-Line Registration Teacher must create a user name and password. Teacher enters all the students’ names and the titles of projects. THEN, have students create their own user name and password. Each student has to have their own email address. Use gmail, hotmail, or yahoo. Bibliography: Does Size Matter? Compare two bibliographies from projects Sessions (about an hour) Beginner: Basic Primary Source Information Advanced: Formula for a Great Project Sessions (45 minutes) Your choice: Teaching Students to Verify Web Information Point of View MONEY??? Have students start earning travel money NOW!!!!!! How to get money???? Grant monies School Contests Each school may send three (3) entries from each category to a regional. Goals of Workshop To encourage the participants to implement NHD in their classroom/school To promote the value of active learning To provide training through materials, examples of student work and use of primary source documents to facilitate participation To present information that will give teachers a deeper understanding of the components of NHD projects. WRAP UP Questions, Evaluations, Certificates Information on categories follow this slide…… PERFORMANCES For students who are kinesthetic learners, who are thespians, and who study details. Should be a mini-play, not a monologue, tell a story in a dramatic way.. An introduction and conclusion, cause and effect, and historical significant should be in the script. Site sources in script, use quotations. Characters should be real people, not fictitious. If it doesn’t add take it out, this applies to MUSIC. PAPERS For students who enjoy language, can build a story through words and like to work alone. Use proper citations, cite them properly. Show both sides of a story. State the theme and its relationship to the topic. Be CLEAN, no typos. Be interesting to read! MUST BE SENT TO JUDGES 2 WEEKS BEFORE A CONTEST! EXHIBITS For students who like to create a story through images, who are concise with language, and who have visual/spatial strength. Theme and its connection well-placed on the exhibit. Is with-in the size requirements, has 3D components. Shows clarity of ideas and different points of view. Multi-sensual, very visual, images should be creative. Make good word choice, text should identify and interpret, short bursts of information that get to the point. Consider shipping when making an exhibit, and make sure it fits ON a table. WEB SITES For students who have technology skills, are highly organized thinkers, and are computer geeks! Student website will be housed on-line and must be done using the Weebly portal ONLY through the NHD site. http://www.nhd.org/ Actively engage the audience. Reflect the ability to use web site design software and computer technology. Answer all the important questions. DOCUMENTARIES For students who can multitask, how can organized information digitally, and who have a knowledge of technology. Should look like a documentary on PBS, it should be exciting. Think …what idea/information do you want the audience to gain???? It should have background music that fits the time period, sound effects and narration. Still pictures no more than three seconds. Show good use and understanding of equipment.