NHD Theme Introduction & Beginning Historical Research NHD Eee ie eeeoe NATIONAL HISTORY DAY Amy Boehning Behring Teacher Fellow, National History Day® National Board Certified Teacher, Social Studies Mililani High School, Hawaii teacherfellow@nhd.org For additional Information Lynne O’Hara National History Day Programs Director lynne@nhd.org* Historical Research Process Professional Development & C3 Pe Exploring the Theme & Developing Questions ‘¢ What is the purpose of the topic or theme? ¢ Why ate driving questions essential to a successful product? : Developing Questions & Planning Inquiries Theme Sheet Exploring Questions Content Topic List ‘© What is a good topic? Why does the right topic selection make all the difference’? Theme Into PPT ‘Sample Topic List Topic Scavenger Hunt: Deconstructing a Topic © How the topic fit with the theme? PCC re Nu tal a aa kere Research Strategies & Finding the Right Sources ‘* What type of resources are needed to answer the questions? ‘¢ Where can the best resources be found? Topic Scavenger Hunt Topic Selection cao ‘What Are Sources Research Strategies Skills of Citing Sources ‘© What type of source is it? ¢ What information is needed to cite the source? Bibliography Cards Note Taking Skills ‘© What type of evidence is it? * How does the evidence collected answer the questions? eoeerenes : Note Cards Handout Social Studies Lens: Categorizing with SPICE ‘© What is the terminology and vocabulary of each SPICE characteristic? SPICE Characteristics Historical Context & Researching Questions ‘¢ What historical people events and ideas influenced the topic? Evaluating Sources » How do you tell iit is primary or secondary? ‘* How can you tell of the source is credible? Big C Little ¢ Historical Context Chart eae Secondary Sources & Primary Sources Sample ‘Analyzing Primary Sources ‘» What are the steps fo analyzing a primary source? SOAPSTone & Rubric ‘Source Analysis Sheets Sorting of Note Cards }* What piles are the pieces of evidence sorted into? Je What is done when evidence is missing? (See Noodle Tools or sort by web circles) Organizing a Topic Web J> What are the main ideas? Topic Web Topic Web Sample Creating a Thesis J* How do the answers to the questions become a thesis? Create A ThesisOutlining The Argument ‘Outline Worksheet |e How do you identified ideas become sentences? Citing Evidence Inttext Citation Je How is the evidence is note form incorporated to support the argument? [Writing the Paper ‘* What is the format and requires for the typing final paper? How do you make the ideas of the paper flow? Annotated Bibliography ¢ What are the requirements for an annotation? What is the purpose of an annotation? Product Assessment ‘© What are the criteria for assessing a product? ¢ What is the agreed upon standard for each criteria? ‘https://ow! english purdue.e Research Paper Format Using Transition Words Historical Paper Evaluation RubricHISTORY DAY Taking a Stand in History: Action & Change Use these questions to focus your note taking for all sections of your paper. You are free to add additional questions that arise through research. The number of notes per paragraph are suggested. You may need additional notes to explore both sides of the issues and gain a deeper understanding. You will cite this collected evidence in your paper & project. Paragraph 2 (HISTORICAL CONTEXT) 15 Note cards What key factors influenced or CAUSED the stand in history? ‘© Who were key influential people that caused the problem or were role models for those taking a stand? * What main events happened before which caused the issue? ‘¢ What are key ideas of the time period that influenced beliefs, behaviors, and or policies? ‘© What is the historical significance or the area, region, state, or country? ‘© What were the unique social standards of the time? '* What major laws or policies were key factors before? What issues arose from these laws or policies? ‘* Were there any economy (money) problems that contributed to the issue or topic? ‘* What were environmental problems issues leading to issues or confict? Paragraph 3 (MAIN TOPIC) 10 Note cards Describe the topic (issue) and what leadership taken to address it? (5Ws) ‘© Who or whom initiated the stand in history? ‘© What issues was being addressed by the stand in history? © When and where did the stand in history take place? ‘© What did the person or group want to accomplish by taking a stand? ‘> What intial action was made to address the Issue? Paragraphs 4, 6, & 6 (SHORT TERM EFFECTS) 30 Note cards (10 for Each Action) What were the 3 types of ACTIONS? Choose 3 of the following to focus on or 1 for in-depth research. What key actions immediately occurred while taking a stand? ‘© Social: roles, behaviors, beliefs, practices, views, interactions, status. * Political: governments, laws, enforcement, participation, war. # Intellectual/Technological: academic, inventions, products, access, ability ‘+ Culturall Religious: beliefs, practices, traditions, morals. © Economic: businesses, trade, jobs, pay, currency, benefit. * Environmental: dangers, limitations, supply, protection Paragraph 7 (LONG TERM EFFECTS) 15 Note cards What significant CHANGES occurred? What was the LEGACY of leadership? © What key (SPICE) factors were changed after the stand? ‘© What are examples of change? ‘© What are both postive and negative effects of the change? ‘¢ How are individuals, communities, nations, or the world different today because of the decisions? + Are there still changes occurring because of the actions? ‘© What is the a continuing legacy found today?SPICE: The Characteristics of Civiliza ANSWER KEY FOR WORD IDENTIFICATION: Keys words defining the five characteristics. & ocial Characteristic + Class “ Family Structure Population © Community Family Roles > Rank + Discrimination > Gender Roles + Nationality Ethnicity ‘ Interaction “ Segregation Alliance + Enforcement * Power Citizenship © Government Rights ‘Communism & Laws Voting Democracy % Leaders © Warfare “Education “Communication ‘Advancements ‘Theories % Written Records © Tools % Documentation % Knowledge + Discoveries % Technology Inventions % Modernization Quiture Characteristic & art % Ideas “% Practice % Behaviors % Language Restrictions Customs & Dress Literature © Traditions + Dance > Music > Values Economic Characteristic Money + Inflations Production + Business Investment ‘Supply & Demand + Capital % Labor % Stock % Exchange System © Market + Trade Goods & Services © Money “© Unemploymentpeice HISTORY DAY Selecting a History Day topic is a process of gradually narrowing down the area of history in which you are interested and focusing on a manageable subject. Keep in mind the following when selecting a general topic and when narrowing your topic The topic shouid be of interest to you. Make sure the topic fits the theme. (Consult with your teacher). The topic should be significant and important enough that everyone should know about it. The topic should be in-depth and narrow in scope. tis better to focus on one issue in detail than to cover many lssues superficially. © The topic should reflect the availabilty of primary and secondary resources. A local topic is often a good choice, since primary documents are more likely to be available in the community in which an event occurred or in which a person lived. ANTEREST Stee x Siena ee To start out, you should think about the factors above which will determine the type of topic you can choose to research. Next, your area of interest, type of project chosen, class curriculum requirements, and the theme will narrow your choices automatically. Answer the following questions: 1. My personal general interests include: (circle 5 interest subjects) Adventure Culture Famous People Labor Issues Social Groups Agriculture Dance Film Literature Social Issues Architecture Ecology’ Food Migration Sports Arts Economy Gender Issues Music Travel Children Education . Geography Nature Technology Cities Environment Governments Poiitical Issues | Theatre | Conflicts Exile Human Interest. | Oral History War & peace Constitution | Explorers Human Rights Religion ‘Womens’ Issue Controversy _| Experimental Indigenous people | Science The traditional form — | A visual Ause of images A dramatic portrayal_| A technological for presenting representation ofa | such as video, of a topic & its visual representation historical research | topic. Photographic _| photos, interviews, | significance in of a topic focusing and interpretation. images, quotes, & and voice-overs to | history. It should be | on the use of objects should present a topic. original & creative, | various digital creatively to enhance not an oral report. | medias. the message. 1am interested in completing a project during 2” semester because 2. Lam currently enrolled in the Social Studies course ‘The courses time period begins and ends 3. Historical events or periods of most interest me in my current social studies class include? Why? (List 3) .You then focus on the annual theme to see if there are subject areas that fit their ideas. 5. This year's History Day Theme is: Find and write the definition of each word of the theme: Next make a list of topics you are interested in which relate to the theme. 6. Topic ideas of interest me include: (List 4 topies of personal interest) 7. My preliminary topic idea is: A textbook description of the topic states: 8. The topic is related to (the theme) because Take another step in the narrowing process by selecting a specific issue within the topic. 9. The key person, event, or movement | plan to focus on is because Your topic selection is: Interest: Content: Topic: Issue:“Topic Scavenger Hunt ee HISTORY DAY2017 National History Day® Theme Taking A Stand in History Significant Leader Elevator Pitch ‘Answer the following questions based on the leader you were provided. Pweg ies R crcl CANA Ea OC can ote lrs 4. What were long lasting changes that occurred due toPATS PEE SC) HISTORY DAY Use this worksheet to develop ideas on the types and locations of sources you can use in your research. These ideas will be helpful when you discuss your research with a reference librarian, archivist, historian or other advisor. 1. List research centers you think will have information on your topic. (libraries, archives, museums, etc.) ‘What type of information would you like to look for at these places? (documents, photos, newspapers, etc.) 2. What are 10 keywords, dates, people, and/or events, relate to your topic that will help you find information ina general reference text, a book index, a computer search or a card catalog? 1 5. 9. 2 6. 10. 3. 7. 1. 4 8. 12, 3. Make a list of the types of primary sources you think might exist for your topic. (photos, video, documents...) ‘What type of information do you think these resources could provide? . 4. Make a list of people you could interview, or write, to learn more about you topic. (Make a note after each name if they would be a primary or secondary source.) Why would you contact this person? . 5. List 3 Intemet sources could be useful for research and primary sources. Why would this site be useful? leNoodleTools for National History Day What is NoodleTools? As a result of an exclusive partnership between National History Day and NoodleToo!s, enrolled teachers can provide NoodleTools to student applicants working on NHD projects. Designed by educators, Noodle Tools is an online platform that promotes authentic research and original writing. Integrated tools for note-taking and outlining, source evaluation and citation support students’ critical and creative thinking. Mentor-teachers can monitor student progress and provide targeted feedback. How can you and your students use NoodleTools for National History Day? © Teacher feedback: As the primary mentor, you can monitor students’ progress in real-time and provide in-context feedback. You may also wish to invite the librarian or other faculty to review and comment on student work. © Note-taking and outlining: NoodleTools notecards are specifically designed to make connections, record and develop original ideas, articulate arguments, and avoid accidental plagiarism. The Notecard Tabletop contains organizational features like tagging, labeling and piling that support logical and inspired writing. © Annotated bibliography: Students can create an accurate annotated bibliography in MLA or Chicago/Turabian style, grouped into primary and secondary sources according to National History Day requirements. They can choose from a broad range of source options, including legal citations based on The Bluebook. Pop-up help and dynamic citation templates are embedded at points of need, The student's polished bibliography can be exported to Googie Drive or any word processor. * Source evaluation: Research shows that all students find source identification and evaluation to be especially challenging aspects of the research process. "Show Me" online teaching modules guide students in identifying source types, including primary sources, and in assessing the relevance and credibility of information, © Group collaboration: For an exhibition, performance, documentary or website project, student teams can work simultaneously on the group's notecards and citations and view each other's changes in real time. __® Differentiated levels: Students have an option to select either the Junior or Advanced/Senior level of NoodleTools based on their self-assessed proficiency and their National History Day division. Each level includes appropriate help for identifying, evaluating and citing sources. Should Junior-ievel students find that they are using advanced source types, they can seamlessly move up to the Advanced level. What does it cost? As the selected research platform for National History Day, NoodleTools is offered without charge to NHD participants, for the specific and sole purpose of creating National History Day projects during the NHD season, How do J sign up to use Noodle Tools with students? Ifyou are a teacher or librarian working directly with a group of students on a National History Day project, you may request access at hitp//noodle,to/nhd. Only one NoodleTools account should be requested per school. If several teachers at the schoo! are mentoring NHD projects, one request should be made to cover those teachers. Access will typically be granted within 24 hours, and an email will be sent to the requester with instructions on how to access the account and get started. Questions? Please contact National History Day directly with questions about the annual contest. if you have questions about NoodleTools, you can submit a ficket to the NoodleTools Support Center.‘As you gather materials for your research, you MUST document every source you take notes from. Keep a record of all you sources and resources on index cards. The time spent will save headaches in developing the bibliography. You should keep list of the following information: (if applicable) @ Title of book, magazine, newspaper, or document. © Author(s), complete name(s), as fisted on the source, © Copyright date or date written. © Date published for newspaper, magazines © Publisher. ® City where published. ‘* Name of person(s) interviewed. © Date of interview List the pages (that you actually used. © If you have other information, keep it. It might prove useful Sample Bibliography Card G. Py 214-226, 456, 589-500, 4. Categorize source. 2. Identify type of source. 3. Label with identification letter. 4, Cite bibliographical reference. 5, Annotate source. 6. Identify pages used. itis very important that you provide an annotation for each source used. An annotation describes the source and what you learned or gained from it. The annotation should also evaluate the source. The following questions may be helpful: 1. What type of reference is it? Is it very specific or a broad overview? Doss it discuss just one person or just one part of an incident or topic? 2. How did you use this source in researching and preparing your entry? Did you use this for your paper? How did this source help you understand your topic and support your thesis?‘As you read the source, take notes on individual ideas relate to your topic. Use the ‘Questions to Explore’ and questions to created to guide your not taking. These notes answers the questions directly from the theme. 1 2 3. 4. 5. 6. Place a descriptive title to highlight the main idea. Select the source from which you are taking your note from. (Include URL and/or Page in applicable) Type ONE main idea/quotation on a card. Create tag(s) to identify the SPICE category and sub SPICEE categories, In the ‘Original Thinking’ section, type the question being answered. In the ‘In Your Own Words’ answer the question using information from the quoted evidence. Newrotecrd Tate [ive Pe UR uy cine ” 2 oP PRE Gc pes aot any 7 Direct qvottion| 2 Praphratecenemnary ? BHETHE ES kes aS &eerys Boron + ue AB: B fom + sm - and ann in your own words gcse in Cee ¥ Miriam ’ G@@arvegs «kee AO B fm + sme i thinking here Direct Quote: Use a source's exact word when they include essential information, when the source's language is unique or distinctive, and when the source is considered an expert on the subject. Put this information in quotation marks, Summarize: ‘Summarize (in your own words) as you take notes unless there is good reason to retrace the thinking of a source. When you summarize, you narrow or reduce what you have read to a few important points. Paraphrase:Paraphrasing is restating in your own words what you have read. It is a helpful note-taking technique when you are trying to retrace the thinking of one or your sources directly.2017 National History Day® Theme Taking A Stand in History “Big C, Little c” Historical Context Graphic Organizer 1, What historical events and ideas influenced the topic? “Big C” context “Little c” context 2. What are 2 to 3 questions you would need to answer through research to understand what was happening before and during a stand in history? 3. What are 2 to 3 questions you would need to answer through research to understand why a person or ‘group took a stand in history?How did history influence the issue? action -was taken to address the issue?SOAPSTone Primary Source “Think” Sheet Document: Reviewers: Speaker ‘Think about the occupation, gender, religion, nationality, and class of the creator of the document. Who created the document? How do you know? ‘What position or ttle did he or she hold? Is this person an insider or an outsider? How do you know? ‘Whose voice is not represented in the document? ‘Why do you think that voice was let out? Oceasion and Audience ‘What type of document is it? 1D Newspaper oo Poster 3 Letter Advertisement Drawing Diary entry DB Leaflet co Map © Memorandum Flyer © Photograph c Legal record 0 Other ‘What are the unique physical qualities? Handwritten 9 Typed © Signature Picture,symbol 0 _ Seal(s) 1D Notations Letterhead 5 Stamps D_ Caption Official stamp: i, date, “RECEIVED,” “PAID” Other. Support each answer with document evidence: Who was the intended audience? ‘When was the document created or circulated? Purpose Why do you think this document was created? What specific evidence in the document helps you know why it was created? ‘What does the document convey about life in the world at the time it was created? ‘What questions does the document raise? Subject Think about the information the document conveys. Form an overall impression and then examine individual items or specific parts: What is the general topic? ‘What are three things the author said that you think are important? Tone Attitude of the creator: Is the tone light-hearted or deadly serious? Mischievous or ironic? How does the tone give evidence of the authors true point of view? “Réspied 2006 by Nera Tacks Fea “Wien Dotan’ Anaya WoHlsine” Eoscation Salk Nana’ Arcives and Records Administration, Washington, DC 20408Written Document Analysis Worksheet TYPE OF DOCUMENT (Check one): Newspaper C Map C Advertisement © Leter Telegram CC Congressional Record © Patent Press Release © Census Report © Memorandum: Report C Other ‘UNIQUE PHYSICAL CHARACTERISTICS OF THE DOCUMENT (Check one or more): FF Interesting Letterhead Notations [Handwritten [7 "RECEIVED" stamp I typed P other Tr seals | DATE(S) OF DOCUMENT: ‘AUTHOR (OR CREATOR) OF THE DOCUMENT: POSTION (TITLE): FOR WHAT AUDIENCE WAS THE DOCUMENT WRITTEN? DOCUMENT INFORMATION (There are many possible ways to answer A-E) AA List three things the author said that you think are important: B. Why do you think this document was written? C. What evidence in the document helps you know why it was written? Quote from the document. D. List wo things the document tells you about ife in the United States at the time it was written, | E. Write a question to the author that s left unanswered by the document: Designed and developed by the Education Staff, National Archives and Records Administration, Washington, DC 20408TOPIC WEB Ceo Se eed Taking A Stand in History: Event, Actions, Changes P7) CHANGES (P7) LJ TD ) ACTION #2 (P5) ( ) ACTION #3 (P6) ( ) ACTION #4 (P4)After you have chosen a topic, completed your note cards by researching, and sorted the cards into categ showing cause and effect; you are ready to write a thesis statement. BRAINSTORM 4. Think of the questions dealing with the theme that you answered in your research. State the facts that address the parts of the theme. ‘© What was a stand in history? (Include the 5Ws) © What were the 3 types of actions that occurred to address the issue? © What changes occurred due to the actions taken? WORKING THESIS 2. Now, combine tt question and answer into 2 to 3 sentences. This is your Thesis Statement. It will be the focus of your research paper and your history day project. Use the key words from this year's theme in your thesis statement. Find out what others have said about this event or issue and focus your research either to prove or disprove their arguments. Be open to new ideas as you research.OUTLINE WORKSHE HISTORY DAY Taking A Stand in History Name Period Working Title Paragraph 1: INTRODUCTION AND THESIS Hook: Quote a person andlor saying from that time period which describes the impact of the event |. Overview: When and Where: Gives time and place of topic in history with contibuting facts. (Summary of P2) Thesis: A statement explaining the impact of the topic, Must include all key words of the theme. Paragraph 2: HISTORICAL CONTEXT OF STAND (CAUSE OF ISSUE) Il. Topic Sentence: Create a statement about the key causes of the stand, Cause: What ideas, people, 8/or events influenced the rights violation. Explain why they were important, A. Supporting Point: B. Supporting Point: Evidence C. Supporting Poi Evidence:Paragraph 3: STAND IN HISTORY Ill, Topic Sentence: Create a statement about whal the turning point was about and its’ place in history. A. What Happened?: A description of the main points of the event. (Include the 5 Ws) B. Who took a stand & how was if taken?: C. Impact of Stand: Who felt impact? What immediate impact did it have? Quote Facts: Paragraph 4: FIRST ACTION (What immediate action occurred?) IV. Topic Sentence: Create a statement about a type of action and its effects. ‘A. Supporting Point: Evidence, B. Supporting Point: Evidence: C. Supporting Point: EvidenceParagraph 5: SECOND ACTION (What immediate action occurred?) V. Topic Sentence: Create a statement about a type of action and its effects. A. Supporting Point: Evidence: C. Supporting Point: Evidence Paragraph 6: THIRD ACTION (What immediate action occurred?) VI. Topic Sentence: Create a statement about a type of action and its effects. ‘A. Supporting Point: Evidence, B. Supporting Point: Evidence: C. Supporting Point: EvidenceParagraph 7: CHANGES (After the actions, what changes occurred? Positive &/or Negative) VL. Topic Sontonce: What changes occurred afterwards? A. Type of Change 1: Evidence from research to prove change. 1. 2 B. Type of Change 2: Evidence from research to prove change. 1. 2 ©. Type of Change 3: Evidence from reseatch to prove change. 1 2 Paragraph 8: CONCLUSION A. Restate Thesis: A statement explaining what was proven about the topic in different words. (Actions Explained) B. Significance of Topic: Tell of importance of the topic and how it affected indviduals/community/nationstworld Change Explained) Quote: Quote a person and/or saying from the time period that describes the importance of the topic.Ce rei DESCRIPTION “ LEAKS) | Each entry must be accompanied by: 4 copies of a title page, a research description report, and annotated bibliography for the judges and teacher. TITLE PAGE This should include only the following (any other information could cause loss of points): Title of Entry (24 point font) Student Name(s) or Entry Number (18-point font) Division (Junior or Senior) (18-point font) Category (Historical Paper, Media, Performance or Display Project) (18 pint font) "Rosa Parks Sparks Don't use any graphics, borders or other designs on the the Exploration of Title Page or binders, folders, or cover slips of any kind! Civil Rights OA fent) + Centered ‘Name of Pacts + 41-inch margins ee + White paper Sei Dison + Black ink Danny Pret ‘tia RESEARCH _DESCRIPTION ‘a 2-page typed description (no more than 500 words) of the way in which you researched and developed your project, Here is an outline with the questions to help you write this report: Introduction: (Paragraph 1) * What is your entry about? (Present your thesis statement) = How did you get the idea for your topic? = How did you end up participating in History Day? Research Description: (Paragraph 2) + Where did you go to find research sources? + What were your most valuable sources? + How did your ideas about your topic change as you did your research? + What choices did you make about what information to include in your entry? + How did you put your entry together? + What were some problems you overcame? Conclusion (Paragraph 3) * How does your topic relate to the national History Day theme? * You might also conclude with a response to such questions as: * Why is it important to study your topic? How does it relate to change in history? * What conclusions have you drawn from your research? * How has this been a valuable learning experience for you? ‘Some more hints for typing your description + Type on only one side of the page Type and print the document with double-spacing Make sure all copies are completely legible and in paragraph form Use only black or blue ink in the document Staple document in the upper left hand cornerPLE ERe)s 4 AeA a ‘An Annotated Bibliography is required for all projects. The project can not be tumed in for a grade or ‘compete in the competition without one. The student would be cited for plagiarism. Citations: * Put “Annotated Bibliography” centered at the top. * Separate your sources into “Primary Sources” and “Secondary Sources” + Use MLA format + List the sources in alphabetical order under these headings. List by the authors or photographers last name if unknown, list of the first word in the tile of the source + Use 4 inch margins, 12 point font * Single space the citation and double space between each citation + Ifa citation continues onto the next page, move the whole citation to that page. Annotations in Citations: (Describing your work) Briefly annotate your source undemeath each citation. Be sure to write in complete sentences. Answer the following questions for each source. 1. What type of source it is and what information was used from the source? 2. How did you use the source in your project and how did the source support your thesis? Optional Photo Credits: (Display and Media Projects Only) ‘You may choose to make a separate section by extracting our visuals from the two groups. * List as “Photo Credits" and alphabetize. + Number each source and use those numbers to cite the items in your project. EXAMPLE OF AN ANNOTATED BIBLIOGRAPHY Annotated Bibliography Primary Sources Commager, Henry Steele, ed. Documents of American History. New York: Meredith Corporation, 1968 ‘Two important documents were used: part of Jefferson's letter to Livingston, America’s minister to France, with instructions for negotiating the purchase of New Orleans and the Florida; and the treaty between France and the United States for the purchase of the Louisiana Territory. Both theses documents were placed on the project. Historical Maps on File. New York: Facts on File Publication, 1984. ‘An historical map series with maps showing the exploration of the Mississippi River and North America in 1783, and western lands in 1802 and 1803. These maps were used on the project to show the growth of the U.S. and who claimed other parts of North America. urces Tallant, Robert, The Louisiana Purchase. New York: Random House, 1952 This book presents detailed information on the events in Spain, France, England, and America which led up to the purchase of Louisiana. This book showed me why Jefferson was concemed about who controlled Louisiana, and the effect that control had on the rest of the country.