Why NHD?
High Academic Standards
Students who participate in History Day learn how to:
Pose questions about topics in history
Suggest possible answers and write a thesis
Locate and organize a variety of primary and secondary sources
Use sources to draw conclusions
Present supported findings
Student outcomes include:
Increased engagement with history
Enhanced research skills
Improved literacy
History Day and the Standards
The National History Day program in Montana adheres closely to state standards in historical skills, literacy, research, and writing.
The Research
Studies find that:
NHD students are better writers, who write with a purpose and real voice, and marshal solid evidence to support their point of view
NHD has a positive impact among students who interest in academic subjects may wane in high school
NHD students learn 21st Century college-and career-ready skills. They learn to collaborate with team members, talk to experts, manage their time, and persevere
NHD students are critical thinkers who can digest, analyze, and synthesize information
Other Perspectives
Student & Parent Perspectives
"I really enjoyed my first year in History Day because although I found that it was a lot of work, I had, and still have, a lot of fun being a part of it. I found that even though it was a competition, there was no pressure to be perfect, but you instead encouraged us to learn. Ms. Hibbard always helped us improve our projects. I never felt afraid to ask for help when I needed it, and Ms. Hibbard always provided help and detailed feedback just where I needed it. I enjoyed that you made history club a fun, encouraging, and supportive environment. I remember I and many of the original members of history club recalled being intimidated upon joining history club, but we ended up having so much fun because history club was not intimidating at all, but a place where we could work together and make jokes, and I find that to be a large part of why I enjoy history club so much."
"I found in history club, Ms. Hibbard often asked us constructive questions, which helped us further develop our projects. For instance, she often had us explain why one should care about our topic. I found this has influenced both my NHD projects and how I view history in general because you taught me to draw a conclusion from sources."
-Marisa, Current History Day Student
"The opportunity for my daughter to participate in History Day was one of those experiences that I think she will some day in the future look back upon as a turning point. She’s always been interested in history, but this process introduced her to high-level research and analytic skills that she will carry with her in school and in life."
"She was able to dig into a research topic that she’d been interested in for years, and the focus on primary documents not only took her to the main branch of the New York Public Library (where as a digital native she learned about call numbers and reading rooms), but also added texture and dimension to her understanding of the subject. The opportunity to work closely with Ms. Hibbard, who offered insight, suggestions for research, and endless readings and line by line comments on her paper, not only enhanced the quality of her work, but it taught her valuable skills as a researcher, thinker and writer."
"The History Day Club, as a self-selected group of history buffs, was also an opportunity for middle school kids to connect with people who shared their intellectual interests - and who were often outside of one another’s friend groups - offering a really priceless arena to learn from one another, to collaborate with new people, and to build relationships outside the sometimes stifling social boundaries of middle school."
-Nancy Beiles, Former NHD Parent
"I am writing to express my thoughts on Jonah’s participation in History Day last year with Ms. Hibbard. The experience for him was invaluable. Jonah focused a topic for his paper, independently researched it through primary and secondary sources, and then presented his paper and answered questions on the topic. He was able to choose a topic far outside the school curriculum – how the 1953 Iranian coup ended up harming American interests in the Middle East the long run – and take the time to explore the issues raised through various sources. We could not have been more impressed with the final product, or with Ms. Hibbard’s patience and encouragement in shepherding Jonah and his fellow students through the process."
-Gayle Pollack, Former NHD Parent
Are you a teacher just getting started? Want to be on our email list? Enroll here for more information.
Interested in judging? Sign up here.
(FREE OPI renewal credits for judging)
Thank you to our statewide partners!
