Teacher Workshop

Report
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.

similar documents