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/