Step by Step NHD

Research Central

Below is a list of links designed to help students, teachers, parents, administrators, and visitors in a variety of ways. Note that NHD does not maintain or necessarily endorse any of these sites, and is not responsible for their content. Every effort is made to ensure this list is current; some sites, however, may be temporarily down or go out of service unexpectedly.

****Please remember to ALWAYS EVALUATE a web site as you would any other source of information. While every effort has been made to ensure that these are reliable sites, you should always test sites for yourself, especially if you are using them as sources for your research. Check out Robert Harris's article, Evaluating Internet Research Sources. ****

NHD appreciates your help in keeping our research links up to date. If you encounter a broken link, please email NHD and tell us the name of the link and the page that it is on.

Information on Conducting Research from the Society of American Archivists

Exciting News!

The Society of American Archivists NHD Committee is happy to announce the "opening" of a new, online toolkit with step by step help for NHD students conducting research in an archives.

Visit the site at: http://nhdarchives.pbworks.com

You will find:

• A short video introducing and welcoming students to archives

• Information on how to find and contact archives about primary sources on specific topics

• An introduction to using primary sources

• Information and examples of what to expect when you visit an archives

• Links to gateways to help find reliable sites for online primary sources

• Links to great information about teaching students how to work with primary sources

It includes information about NHD for archivists to help them understand how to work with student researchers. This site puts educators, students, and archivists on the same page in helping students learn.

Building Historical Context and Conducting Research

I have my topic and I know how it is connected to the NHD theme. What do I do next? Build historical context by reading different types of sources...

Nothing in history happens in a vacuum. To understand the connections between your topic and the time period, begin reading about the time period and as you read ask yourself questions: why did my topic happen at this particular time and in this particular place? What were the events or the influences that came before my topic? How was my topic influenced by and how did it influence the economic, social, political, and cultural climate of the time period? All of these questions will help you to build the story of your topic and grasp the historical significance.

While you are researching a topic for an NHD project, you will read different types of sources: tertiary sources, secondary sources, and primary sources.

Primary Sources

A primary source is a piece of information about a historical event or period in which the creator of the source was an actual participant in or a contemporary of a historical moment. The purpose of primary sources is to capture the words, the thoughts and the intentions of the past. Primary sources help you to interpret what happened and why it happened.

Examples of primary sources include documents, artifacts, historic sites, songs, or other written and tangible items created during the historical period you are studying.

Secondary Sources

A secondary source is a source that was not created first-hand by someone who participated in the historical era. Secondary sources are usually created by historians, but based on the historian's reading of primary sources. Secondary sources are usually written decades, if not centuries, after the event occurred by people who did not live through or participate in the event or issue. The purpose of a secondary source is to help build the story of your research from multiple perspectives and to give your research historical context.

An example of a secondary source is Battle Cry of Freedom: The Civil War Era by James M. McPherson, published in 1988. They are a great starting point in helping you see the big picture. Understanding the context of your topic will help you make sense of the primary sources that you find.

The primary and secondary sources McPherson used are listed in the bibliography. Another researcher might consult these same primary sources and reach a different conclusion.

Research Central

Citations/Bibliographies

To record the information the two acceptable styles of writing for NHD projects are Turabian and MLA. Historians use Turabian but we know that many classes in middle school and high school teach the MLA style. It does not matter which of these two styles you use, but it is important to be consistent. For help with questions of citations, you can check out Turabian or MLA guides from your local library.

Annotated Bibliography

An annotated bibliography is required for all categories. The annotations for each source must explain how the source was used and how it helped you understand your topic. You should also use the annotation to explain why you categorized a particular source as primary or secondary. Sources of visual materials and oral interviews, if used, must also be included.

List only those sources that you used to develop your entry. An annotation normally should be only 1-3 sentences long.

Source (example): Bates, Daisy. The Long Shadow of Little Rock. 1st ed. New York: David McKay Co. Inc., 1962.

Annotation (example): Daisy Bates was the president of the Arkansas NAACP and the one who met and listened to the students each day. This first-hand account was very important to my paper because it made me more aware of the feelings of the people involved.

Read more...

Classification of primary or secondary source. You should use the annotation to explain why you categorized a particular source as primary or secondary, If that is likely to be at all controversial. Historians do sometimes disagree and there's not always one right answer, so justify your choice to the judges.

Secondary sources which include primary materials. You also may use the annotation to explain that a book or other secondary source included several primary sources used for the paper. Examples: "This book included three letters between person X on the frontier and person Y back in New England, which provided insight into the struggles and experiences of the settlers." "This book provided four photos of settlers on the Great Plains and their homes, which were used on the exhibit." Please note that the materials included in secondary sources, like your text book, are not primary in this instance because they have been taken out if their original context. For example, an image of a painting may have been cropped, or a letter may be missing sentences.

Fuller explanation of credits for documentaries. You are supposed to give credit in the documentary itself for photos or other primary sources, but you can do this in a general way, such as by writing, "Photos from: National Archives, Ohio Historical Society, A Photographic History of the Civil War" rather than listing each photo individually in the documentary credits, which would take up too much of your allotted 10 minutes. You then must use the annotation in the bibliography to provide more detailed information.

Develop a Thesis Statement

NHD projects should do more than just tell a story. Every exhibit, performance, documentary, paper and web site should make a point about its topic. To do this, you must develop your own argument of the historical impact of the person, event, pattern or idea you are studying. The point you make is called a thesis statement. A thesis statement is not the same as a topic. Your thesis statement explains what you believe to be the impact and significance of your topic in history.

As you read�Write it down now!

To be a responsible researcher you must give credit to your source of information in a bibliography. For now, however, it is important to collect the critical information from each source you will use: the author's name, titles, publishers, and date of publication, and page number for quotes.

The webinar for the explanation of this year's theme is on the nhd.org website. It is highlighted in kind of an orange 1/3 of the way down the page. This will help "conflict and compromise" make more sense to you.

They will soon be adding a resource webinar and others within a short amount of time.

Students will compete at Graceland College in Lamoni on a date to be determined (usually March).

We met our goal last year of having at least one group or individual make it to Nationals. This year our goal is to have at least 2 groups make it to Nationals at the University of Maryland in June of 2019.

Minnesota You Tube Help VIdeos

Check out these helps from across the country

State Director: Vania.Boland@iowa.gov

State Website for NHD

2017/18 DEADLINES FOR PROJECTS:

• Thesis statement & Title shared with Mrs. Vanden Bosch by no later than Thanksgiving Break.

• On-going bibliography shared with Mrs. Vanden Bosch. Should have minimum of 20 primary and 20 secondary sources. Annotations should be with your sources.

• All Titles must be finalized by end of January for registration submission.

• These should be separated by primary and secondary.

• Make sure you have a variety of "media" (books, journals, interviews, letters, etc.)

• Project completion Feb 28th.

• Process paper should be shared with me as you complete it and done by Feb 28th.

• Competition date is March 21, 2018 at Graceland College in Lamoni.

• State competition will be April 30th, 2018 at the Iowa Events Center.

• National Competition will be held June 10-14th at the University of Maryland.

THIS IS A HIGH LEVEL PROGRAM THAT REQUIRES A LOT OF DEDICATION AND INDEPENDENT WORK. IT IS TEACHER FACILITATED, BUT STUDENT LED. You ABSOLUTELY MUST keep a running bibliography and annotations. If you are unwilling to do so, you should not participate.

You MUST read the entire NHD.org website to make sure you understand the rules and the process before you make a commitment. Those students who read the website, and understand it is the student's job to research and create the project, are the students who excel and usually qualify for State NHD.

Website Google Hangout X

Google Hangouts for all Categories X

• These are you tube videos and discussions held by top NHD experts.

• Don't forget there are several more on-line done by others who have participated.

• Don't forget to look at the Judges' Evaluation forms for your category.

Remember that you are not just reporting the past, but you are investigating, searching, digging deeper into the research to thoroughly understand the historical significance of your topic and support your thesis. You will need to ask questions about time and place, cause and effect, and change over time, as well as impact. To truly grasp your topic, think about not just when and how events happened, but why they happened and what effect they had. Your project should be able to answer the all-important question of “So what?” Why was your topic important, and why should we study or understand its effects today? Answers to these questions will help guide you as you conduct your research and decide how to present your information.

Step by step help: !!!!!!!!!!!!

Citation Site (E-Bib) If you are using Google Docs you may use the citation tool right on the side of your document. If you choose this you may keep your annotations right with it.

Citation Process for Websites:

Copy URL, Paste on E-Bib site

Create Citation, Continue Creating Citation

Copy and Paste the Citation to your document

DIGITAL PUBLIC LIBRARY OF AMERICA

NHD Process

Chicago NHD Planning Downloads X

Refer to the New Handouts from the State Director.

Webinar Help from NHD

Additional Help from the National Archives

Primary vs Secondary

What does the National Archives have to offer

Thesis Statement Help

Thesis Statement Prezi (newest)

Thesis Statement Prezi (2)

Thesis Statement Prezi

Thesis Statement Weebly

Thesis Statement Development Worksheet

How to Create a Process Paper Video

How to Create an Annotated Bibliography Video, pt 2

Check out You Tube for a variety of videos to explain all parts of the NHD Process if you are having a difficult time understanding the process.

Information received from the Iowa Director: (NEW POST! 11/18)

Information received from the National Director:

MEETING TIMES: 7:15 A.M. ON TUESDAY FOR 6-8TH GRADE . (*NHD Information & Links)

Tentative Deadline Dates and Parent/Student Introduction

Welcome to the NHD Process

I thought I would share some of the latest research that has been done on students that have participated in the National History Day project:

National History Day Works: National Program Evaluation

The first national evaluation of National History Day (NHD) finds that students who participate in the program perform better on high-stakes tests, are better writers, more confident and capable researchers, and have a more mature perspective on current events and civic engagement than their peers. Participants also show a greater ability to collaborate with peers, manage their time and persevere – all skills employers say are lacking in today's workforce.

"This research confirms what those of us who work with National History Day students have seen anecdotally for years. This program not only helps students improve academically, it can also change their lives. Students who are 'slipping through the cracks' of our education system find their way back and get on track to succeed in school while participating in NHD." – Cathy Gorn, NHD Executive Director

Some of the important findings include:

• NHD students outperform their non-NHD peers on state standardized tests, not only in social studies, but in reading, science and math as well.

• NHD students are better writers, who write with a purpose and real voice, and marshal solid evidence to support their point of view.

• NHD students are critical thinkers who can digest, analyze and synthesize information.

• NHD students learn 21st century skills. They learn how to collaborate with team members, talk to experts, manage their time and persevere.

• NHD has a positive impact among students whose interests in academic subjects may wane in high school.

Check out more information on the National History Day website.

This is a pretty large project that students will need to be working on for at least six months. During that time, there are a lot of things parents need to know about deadlines, expectations, and how they can make this learning experience more enjoyable and less stressful.

Parents' Role

Parents and teachers play an important role in helping National History Day students complete the process of researching and developing projects. Some points to remember when working on a project with your child:

• Give encouragement, support and guidance.

• Make sure your child feels it is his or her project. Make sure the work is the work of the child.

• Realize the main goal of a National History Day project is to help your child use and strengthen the skills they have learned and developed. The main goal should not be a contest, medal or prize.

• Assist your child or children as they conduct research. Adults can help students locate materials, but students should take notes, conduct interviews, etc.

• Encourage your child to explore resources beyond the Internet. Only a faction of available primary source documents can be found online.

• Learn about your community with your child. Find out what kinds of museums and historical sites are in your area. Your child may even want to do a project on your family history. Get involved in your child’s learning process and share this experience.

• Help at your local school or district NHD contests. Contact your child’s teacher or your NHD district coordinator to volunteer.

Finishing an NHD project is a huge accomplishment. Let your child know how proud you are.

All projects should be complete by February 27, 2015. If your child’s project is not complete it may prevent them from participating in judging, both locally and at the regional contest. We will have established deadlines that the child will receive for competition. These will also be posted on my website. Parents must also sign the waivers established by the National Competition prior to the due date in order for the student to participate.

September

•History Day materials handed out. Student registration sheet due by September 29^th.

•Teachers introduce primary and secondary sources and assist students with developing research skills

•Students select general topic and conduct secondary research by September 29^th.

•Students narrow topic based on the annual theme

BIBLIOGRAPHY AND ANNOTATIONS SHOULD BE ON-GOING!!!!!

October

•Students select individual or group project by October 13^th (turn in to Mrs. Vanden Bosch)

•Students select project format (exhibit, documentary, paper, performance, or website) by October 20 (turn into Mrs. Vanden Bosch).

Students should have a minimum of five (5) primary and five (5) secondary sources by October 26.

November

If you are doing an exhibit board you must tell me by November 3^th if you are going to design your own or if you will need to order one through the school. You are responsible for $12.00 if you want to order one through the school.

•Students conduct primary and secondary research

•Students prepare rough draft of process paper and turn in current bibliography by November 10^th.

A thesis statement should be submitted to teacher for review by November 17^th.

December

On-going research. By the end of break, you should have 20 primary and 20 secondary.

January

•Students construct exhibit, rehearse performance, review paper, produce documentary

•Students complete entry

Official title of your project should be submitted by January 26. This must be done so that teacher can register your project for the regional competition.

2012-13 SCHOOL YEAR - TURNING POINTS IN HISTORY

9/11

• Handed out 2013 theme packets and information

• READ THROUGH THE NHD.ORG WEBSITE IF YOU HAVEN'T DONE SO!!!!!! VERY IMPORTANT

9/18

• Handed out parent permission slip

• Talked about bibliography citations

• All sources should be cited on a word document. As you are researching you should take notes on that word document. You should also save pictures on that document so that you know where all of your pictures came from. As you are saving pictures, write down information about that picture so that you have an analysis for it when you get ready to use it on your board or in your documentary. You should also save quotes on this document if you find it in this source.

• Make sure you have a variety of media....not just the internet...can you interview someone, can you go to a place to find information...can you get a flyer or pamphlet .... can you get letters or government documents to back up your topic...etc.

• You should have a flash drive for your research and every person in your group should have the same information on their flash drive.

• If you have a gmail account, you can save information on your google docs or drive.

9/25

• Researching...for a topic that is of interest to you or your group. If you are not interested in what your group is researching try finding another group or work on a project as an individual.

• Make sure your topic is historically significant. It must have changed "history" in some way. Make sure it answers the "so what" question.

• Make sure your topic has enough "sources" and that if it is regional that it has changed history in more than just the region.

• What makes this topic personal for you and your group.... is it worth researching for 7 months....can you eat, sleep, and breathe your topic....

10/2 & 10/16

• Students spent their time researching for a topic.

• Many students have given me their topics now and as well have decided what type of project they are going to do.

• Many have their groups all set up and finalized.

• Look at the guidelines below.

TIMELINE GUIDELINES:

OCTOBER 23RD DEADLINE REQUIREMENTS:

• TOPIC CHOSEN

• GROUP MEMBERS CHOSEN

• TYPE OF PROJECT CHOSEN

• PARENT PERMISSION SHEETS TURNED IN AND SIGNED

• YELLOW STUDENT REGISTRATION SHEET TURNED IN

Starting first Tuesday of November we will be going T & Th. mornings.

10/23

• Information collected from students who had everything ready.

• Showed a Prezi on research. Check it out on the my main website page.

• PLEASE get to know your topic inside and out.

• Cite EVERYTHING you look at.

Nov-Dec. 3

• Research time

• Handed out process paper outline

• Talked more about Bibliography

Dec. 3

• Showed a Prezi on website on the steps to making a good project

• Reminded them about the bibliography

• Rough draft of thesis statement should be done by Dec. 18th

Dec 11

• Rough draft of thesis statement should be done by Dec. 18th

• Ideas for projects (what boards could look like-how to construct-what type of board design)

January

• Students have been pressed for "bibliography" information

• Reinforced that they must be working on their process paper and bibliography and annotation

• Analysis is a must with every photo and document that they used

• Students need to make sure they are looking for quotes that support and oppose

• Students should look at the primary resource sites provided such as Library of Congress, American Memory Collection, etc.

• Timelines should appear on the exhibit board but should be analyzed

• Type of board should be known at this time and matting of photos and information should be worked on....not saved until the last minute.

• New to NHD students should know the rules and process by now.

February 5 & 12

• Students are to be making sure that they are getting pictures matted.

• Students should make sure they have all the "points" for their exhibit that they need. Template was handed out earlier, was posted on the board for review.

• Students should have their exhibit board nearly complete by the end of February.

• All information for registrations should be accurate as registration will take place next week.

• All students who wish to exhibit on March 23rd must have a "complete" board. We will not take exhibits that are not "complete" or do not represent the school positively.

• Title of your board should be finalized by February 19th so that they can be accurate on the registration.

February & March

• Work times, after school time available on Tues & Thurs. Other times as needed, students just need to let me know.

• All projects need to be done by Thurs., March 21st.

MARCH 23RD: REGIONAL COMPETITION

_________________________________________________________________________________________________________________________________

YOU MAY WANT TO READ THROUGH LAST YEAR'S MORNING MEETING NOTES TO SEE WHERE YOU SHOULD BE HEADED FOR WORK DONE.

2011-12 SCHOOL YEAR

10/11-Morning Meeting:

• Students received:

• Parent information if parents didn't pick up last evening.

• Source Packet-to be used as a resource. More copies may be attained if needed (flash drive storage would be must better).

10/18-Morning meeting

• Students received:

• Two packets simplifying choosing a topic and research.

• Students were shown from this site, how to cite a source.

• They were reminded about process paper.

• Several students relayed topic information and project type.

10/25-Morning meeting

• No new handouts

• Went over the new link on the national website that gives great instructions on primary source researching. It also gives a place for online storage.

• Checked with students on topics.

• Went over process paper information. Stressed again the importance for keeping daily records and updating bibliography.

• Talked about the availability of getting plywood for exhibit boards. These may be purchased at Akins, they will do the board cuts for free. Make sure you know what your dimensions should be and what you want them to be. There is no requirement of a header board. Just remember that if you want a header board you must allow that height into your measurements.

• Topics must be selected by October 28th. Topics should be narrowed down by the 2nd week of November

• Students must have their groups established by October 28th.

• Students should have what type of project they are doing by October 28th so that supplies can be gotten.

11/1 Morning meeting

• Students were shown the following Prezi's as listed on my website - no handouts...everything is on website.

• Organization- what should be on the board, why the topic sheet should be filled out to see if your topic meets the theme, things to be researching, what questions should be answered, etc.

• Thesis statements - what does it have to do with the organization of your research -

• Researching - where can you look for information...don't forget to cite, record in your process paper each time you work on your project, look for interviews of people that know about your topic (ancestors of those involved), inter-library loan from the public library, Gilder Lehrman, Hoover Library, Truman Library (Independence, MO), Iowa State Library, ...if doing medical or science look at the Iowa City Medical Library or Mayo Clinic Library, go to the source, either place or person...where did it happen

• Obtained any missing project types, groups, and topics that were not recorded.

• Deadlines: Topic should be narrowed down by Nov. 22. First thesis draft should be done on November 29th.

11/8 Morning meeting

• Students are to report to me which type of board they wanted by Mon., Nov. 14. Some groups gave that info. right away.

• We went through the types of research they should be looking for...interviews, letters, primary source documents that they can put on their board. Where should they be looking?

• Local-national-global

• Thesis statements should be roughly written by Thanksgiving. This tells students what will be included in the board. The board should tell a story....and answer the question "so what?" Why is this so important to history...what impact did it have...what is your view...analyze, analyze...

• Again reminded students to look at the Prezis on my website...research, thesis statements, board breakdown...

11/15 Morning meeting

• The following were questions that were asked of students:

• What type of board (wood or cardboard)?...I MUST know if you plan on getting it yourself or whether I need to. ...otherwise you will not have the board to start on.

• What do you have for research? Do you have it saved/cited?

• Do you have equal primary sources and secondary sources...should have at least 10 sources by now...eventually you should have more primary. Make sure you have a variety of media for sources: newspapers, books, websites, video, etc.

• What does your process paper look like so far? Are you documenting what you are doing? How you decided to narrow your topic? How you decided what type of board you were going to use? Etc.

• Do you have a rough draft of your thesis statement? THIS SHOULD BE DONE BY NOV 22nd.

• What type of documents are you still looking for? Where will you find them? Once you have your topic as narrow as you want I will help you find additional sources if needed and/or give you suggestions as to where you could find more information. Don't forget about writing or emailing places for information.

• What will you tell the judges that will show that you have analyzed each document and that you have come to the conclusion about the reform based upon the "revolution" or "revolt"?

11/22 Morning meeting

• Students received information on thesis statements.

• Students were to come up with a draft of their thesis statement so that they know which direction they were going

• Students again were asked about exhibit boards. If they do not give me the type of board that they want they will be responsible for getting their own and/or making their own!!!

• A couple of groups need to decide what direction they are headed or switch their topic to make it easier to research.

11/23 Morning meeting

• Students received a "How to think like a historian" graphic organizer.

• Again...reminded of a draft thesis statement...what photos or primary source documents do they have already.

• ...are you working on the process paper

• ...are you saving primary source documents

• What questions do you have?

• You need to be able to answer the following on your exhibit board.

  • What factors contributed to the revolution?

  • Why did the event happen?

  • What impact did the event have?

  • Was there a need for reform?

  • Why did this event cause a reaction?

  • Draw conclusions…do you have an opinion?

  • How did it affect:

  • Individuals

  • Communities

  • Nations

• WorldInclude: Timeline of some type, photos, letters, interviews...that show that you have researched primary documents.

12/6 Morning meeting

• Students were asked where they were at with their process.

• Students were to ask questions today in reference to anything they still had questions over...ranging from where they could find information, etc. They were also reminded of their thesis statement. This statement should be very concrete by Christmas break. This statement should generate ideas of what should be displayed on the board.

12/13 Morning Meeting

• Students were asked for a copy of their thesis statement and confirmation of their type of "exhibit board".

• They received another copy of the "prezi" for project organization. We also went over it on the overhead....do they have what they need? Could you start organizing it today?

• They were told that their thesis statement should be concrete by next Tuesday. It can be changed but they need to know what direction they are headed for information and what they need yet.

• "Draft" of project should be complete by the end of January so that they have a month to fine tune what they are going to leave and make permanent on their board.

1/11

• The process paper was reviewed and a handout was given to make sure everything you need is within the paper. It is a three column paper to take notes on . The layout of the board was given out as well and explained. Students were asked to make sure that by the last week of January they are ready to start laying it out.

1/16

• A display was set up with what should be on the board...much like is on the "prezi" on the home page of this website. ...ideas with sticky notes are also place on the board. Examples of "nationals" and "state" and "regional" boards were also shown on a slide show. Students should well be on their way to lay out their board by the last Tuesday of January.

1/23

• Students were given "date" information for deadlines. They were asked to fill out "paper" registration forms so that I can register them. These are due no later than Tuesday of next week. When these are all handed in I will register the students on the website. Parents must then "ok" their child's registration and give permission for them to compete at the regional competition in Council Bluffs on March 24.

• Students also were given information on their bibliography (oral) and annotations. We also talked about what is analysis and they were also shown more examples of what "national" boards look like. Everything should be ready to lay out next Tuesday in "rough draft" form. (black and white pictures, etc.) I will print out any colored pictures that they may need. They need to have these on a flash drive. ...and I also asked for questions....

2/6

• Boards must be constructed and painted by March 1st! No later. We will continue to meet Tuesday and Thursday mornings.

• We will start meeting Wednesday and Thursday until 4:30 after school.

• Other times need to be arranged in advance.

• We will paint only on Thursdays.

• We will start printing out colored photos on February 14th

• All student registrations will be posted on-line by February 10th.

• Parents will have until February 24th to confirm registration on-line. Failure to do so will result in your child not being able to compete on March 24th.

• Please notify me if you have questions. We need to start pulling everything together so that we are not rushed at the end.

2/14

• Worked on registration. Parents should finalize all registrations by no later than Thursday evening 2/16. Pictures should be ready to print and placement on board should begin later this week.

2/21

• Students received an information packet in which one of the sheets should be signed by parents and returned. This sheet gives contest information, etc. We reviewed "basics". Displayed on the wall outside my room are items that will help them finalize their board...what should be on it...what will the judges ask...layout...etc.

2/28

• Talked with students again about "the wall". Some are finishing letters. All boards, except one are painted and together...YEAH...we met the deadline. When students have all their pictures ready that they want me to print they should turn in. These should be on a flash drive so that I can transfer them to my computer so I can print at various times. All projects should be complete by March 16th so that student can present on Monday, March 19. 7/8 students should plan on presenting to rest of group on March 20th. All papers (process/bibliography) should be to Mrs. Vanden Bosch by March 22.

MARCH: Work time, questions, picture printing, etc. Remember all papers are due by March 22. If you want them evaluated before that's great.