Dear Students and Parents,

This year the 8th and 11th grades will be participating in CCS's 7th History Day Fair. This event is part of a broader program known as National History Day. Each year over 500,000 participate.

I am fully aware of the time and sacrifice this project requires of students, parents and teachers. I am fully convinced however, that it promotes life skills, analytical skills, comparative perspectives and models of critical judgment, essential for work in any field. It allows students to choose a topic of interest to them, discover its historical context and then develop an imaginative exhibit, or historical performance, or research paper, or documentary or web-site.

During the last six years CCS students have participated with great success. Many have qualified to participate in district competition at Case Western Reserve; thirty-nine have been recognized for outstanding achievement advancing to state competition at Ohio State. Twelve of those students have earned honorable mention recognition on the state level. And finally in 2010 for the first time three students were recognized as alternate national finalists and five students won national finalist earning the right to represent CCS in the National Contest!

Students will pick a topic that fits this year’s theme "Revolution, Reaction, Reform in History.” An essay describing this year’s theme, suggested topics and a news release highlighting the findings of an independent study on NHD’s impact on student performance are located on pages 6-9.
This year I am using this STEPS TO COMPLETING AN NHD PROJECT. It provides worksheets and research tips that will help guide your son or daughter through the entire project. Please read through it and use it as you monitor their progress. You can access the booklet in my dropbox folder NHD 2011-12. On the back you can review the contents of the booklet.

A great resource for History Day projects is the National History Day in Ohio website at www.NHD.org; There are areas of the website designed to help students and to provide helpful information for parents. Students should be sure to consult the Contest Rule Book online. Students participating in History Day are encouraged to research their topics in their local public libraries, local historical organizations, and universities. Please do not hesitate to contact me at 330-689-6267or e-mail demchakmj@aol.com if you have any questions.
Sincerely,
Mike Demchak

HISTORY DAY TIME LINE 2011-2012

Revolution, Reaction, Reform in History


August 26 Theme Essay Worksheet is due
September 6 Preliminary investigation sheet and presentation due (20 points)
September 26 Topic Selection Worksheet is due (25 points)
October 17 "Research Strategy" worksheet is due (20 points) Research, Research…..
October 26-28 Thesis Statement is due. It will be a part of a TWO MINUTE PITCH (5% of Quarter grade)

November Outside
reading, Students are to read a book that presents an overview of their topic and then discuss their findings with me following the normal outside reading format. (100 points)
December 5 Research notes are due (100 points)
(Questions to answer as you conduct your research will be provided)
December 12 One primary and one secondary annotated bibliography are due. (Follow the guidelines from the nhd.org site) 20 points A complete list of sources including annotations will be due as a part of your Process Paper on Jan. 4. They should be separated into primary and secondary sources.

Christmas Break: The most important time of your project.
1)During this time you are to be Dec.21-Jan.3 organizing your research and constructing your project, paper, exhibit etc.
2)Complete a copy of a rough draft of your Process Paper and your Annotated Bibliogrphy (a complete list of sources including annotations) will be due on Jan. 4. They should be separated into primary and secondary sources. (100 points)

3) A copy of your URL ex) http://17427217.nhd.weebly.com so I can monitor your progress, or a rough draft of your exhibit, or script is due January 4th. (25points) This does not need to be detailed just an in outline so I can evaluate your progress.

January 19-20, Your Final Thesis Statement is due (25 points)
Be prepared to make a brief presentation of your work to the class.

Thursday
February 2, 2012. Your final Process Paper and Annotated bibliography are to be e-mailed to me by this date. They will be e-mailed to the judges. Web Sites must be finished and posted by this date.

Thursday
February 9, 2012 CCS History Day Fair,
Final draft of your paper/exhibit/documentary/performance is due, including a brief History presentation to the judges. (350 points)

March 24,2012 District NHD at Case Western Reserve
Those students that qualify for Districts will be rewarded bonus points
Web sites and Documentaries are due at District 3 by March 5 and Exhibit Process Papers with Annotated Bibliographies are to be e-mailed to historyday@wrhs.org by Friday March 16, 2012
Those students that qualify for Districts will be rewarded bonus points

April 28,2012 District winners will earn a place at Ohio History Day held at Ohio State University Campus in Columbus. Those students that qualify for States will be rewarded bonus points

June 10-14, 2012 1st and 2nd place winners earn a place at NHD Nationals held at University of Maryland at College Park, MD

Sample Topics

The following list of sample topics is meant simply to give students an idea of the sorts of topics which are possible with this year's theme.

Sample Topics for Ohio can be found at www.ohiohistory.org/historyday >>click on annual theme>>click on Ohio topics

• The Allied Invasion of Russia: Reaction to Revolution
• FDR’S First 100 Days: The Defining Response to the Great Depression
• William Wilberforce: My Mission is to Abolish Slavery
• Revolutionary Response to Communism: The Truman Doctrine
• WPA: The Antidote to the Depression
• John Brown's Revolt against Slavery
• The U.S. Constitution: Reform or Counter-Revolution?
• Emancipation Proclamation: Lincoln’s Revolutionary Attempt at Reform
• Lewis Hine: Reforming Child Labor Laws
• Emily Howland: Abolitionist
• Vietnam Memorial: Healing Response to the Vietnam War
• Dorothea Dix and the Asylum Movement
• Simon Bolivar and Latin American independence
• The Coercive or Intolerable Acts: Britain's Reaction to the Boston Tea Party
• The WCTU and Alcohol in America
• From FDR to Nixon: the Revolution of Presidential Press Coverage
• Birth of Public Housing; Reforming the Injustice in Housing
• The Copernican Revolution: Copernicus, Galileo, and Kepler
• Television: A Cultural Revolution
• The Boxer Rebellion: China's Fight Against Foreign Powers
• The Glorious Revolution and Britain's Bill of Rights
• The Edict of Nantes: A New Approach to Religious Dissent
• Jose Marti and Cuba's War of Independence
• Margaret Sanger: Champion of Birth Control
• The Black Panthers against the Establishment
• Canals and Railroads: The 19th-Century Revolution in Transportation
• Bismarck's Reforms in Germany
• Classical Music: Reaction to the Baroque Era
• Confucius and Civil Service Reform in China
• Aguinaldo and the Philippine Uprising
• The Wesley Brothers and Methodist Reforms of the Church of England
• Hawks and Doves: American Reaction to the Vietnam War
• The Airplane: Revolution in Warfare
• Sit-ins and Freedom Rides: Reformers in Action
• Haymarket Riots: Revolution, Reform, Reaction in Labor
• Martin Luther and the Protestant Reformation
• The Reforms of Sosthenes
• William Wallace: Rebel Against English Oppression
• The Model T. Henry Ford Revolutionizes the Auto Industry
• Fourierism and the Reaction to Industrialization
• The New Deal: Saving Capitalism Through Reform (Look at individual programs
• Oliver Cromwell and the English Civil War
• The Columbian Exchange: An Unexpected Revolution
• Charlotte Perkins Oilman: Revolution of the Domestic Woman
• Jazz: Revolution in Music
• Reaction to Labor Unrest: The Suppression of the Homestead Strike
• The Ayatollah Khomeini and the Iranian Revolution
• The Reign of Terror: Radicalization of the French Revolution
• St. Francis of Assisi: Reform in Monasticism
• Gloria Steinem and Betty Friedan: Leaders of the Women's Movement
• Reconstruction: The Failed Revolution?
• Title IX: Gender Equality in Sports
• The Atomic Bomb: Revolution in Warfare
• The Whiskey Rebellion: Challenge to a Young Government
• The Warren Court as an Agent of Reform
• Reaction to Pearl Harbor: Japanese Internment Camps
• Congress of Vienna: Europe’s Reaction to Revolution
• Steven Jobs and the Personal Computer Revolution
• The Egyptian Pyramids: Revolution in Architecture
• Tecumseh and the Indian Reaction to Western Expansion
• Corrie Ten-Boom: Heroic Reaction to the Holocaust
• Response to Immigration: The Know-Nothings
• The Founding of the Iroquois Confederacy: Revolution and Reform
• Who Lost China?": American Reaction to the Chinese Revolution
• Warsaw Uprising: Desperate or Dignified Reaction
• LBJ and the Great Society
• Toussaint L'ouverture and the Haitian Revolution
• The Meiji Restoration and the Reform of Japan
• Pancho Villa, Mexican Revolutionary
• The Munich Agreement of 1938: A Reaction to Hitler’s demands
• Brown v. Board of Education: Reforming Segregated America
• The Pure Food and Drug Act: Making a Healthier America
• Little Rock Nine; The South’s Reaction to Brown v. Board of Education
• General Topics that can be narrowed down
• Abolitionists reform movement
• Underground Railroad

Thesis Presentation
Two minute presentation should include:
1. Thesis- including
• historical context
• issues at stake in your debate or diplomatic event
• the consequences, successes or failures that result

2. You should also answer some of these questions.

• What was your most important resource and why?
• What is the most important thing you want to convey?
• What are the most important consequences of your debate or diplomatic event and why?

CCS’s 6th History Fair
Thursday, February 3, 2011

Before school 7:30-8:05 Students set up their exhibits and websites in the small gym.

(Parents are welcome to assist students set up)
1st period 8:07-8:50 Students set up exhibits & websites in the small gym

2nd – 3rd prd 8:52-10:20 Students follow regular schedule

9:45-10:30 Orientation for judges in the small gym
Preview the exhibits in the small gym

10:30-11:00 Entries 1-3 are evaluated

11:00-11:30 Entries 4-6 are evaluated

11:30-12:00 Entries 7-9 are evaluated

12:00-12:45 Lunch in Mr. Willis’ office for Judges

12:45-1:15 Entries 10-11 are evaluated


Exhibits and Websites will be on display in the small gym for the remainder of the day


CCS National History Day Fair Schedule
February 3, 2011
Debate and Diplomacy in History: Successes, Failures, and Consequences

10:30-11: 00 # 1 Matt Conrad and Ben Campanella Web Site
11:00-11:30 #4 Jillian Stewart and Stephanie Myers Web Site
11:30-12:00 #7 Weston Lucas and Jack Limpert Web Site
12:45-1:15 #10 Devon Powell and Jordan Nyerges Web Site


10:30-11: 00 #2 Ana Williams Exhibit
11:00-11:30 #5 Heather Smith and Ali Hales Exhibit
11:30-12:00 #9 Daniel Boss Exhibit
12:45-1:15 #11(Perf) Jenelle Strieter-Hannah Schock-Rachal Pshock


10:30-11: 00 #3 Katie Botke Exhibit
11:00-11:30 #6 Savannah Perry Exhibit
11:30-12:00 #8 David Schwartz Web Site
12:45-1:15 #11(Perf) Jenelle Strieter-Hannah Schock-Rachal Pshock

Letter To Parents

Mike Demchak
Demchakmj@aol.com
Dear Parents,

This year the 11th grades will be participating in CCS's six History Day Fair. This event is part of a broader program known as National History Day. Each year over 500,000 participate.

I am fully aware of the time and sacrifice this project requires of students, parents and teachers. I am fully convinced however, that it promotes life skills, analytical skills, comparative perspectives and models of critical judgment, essential for work in any field. It allows students to choose a topic of interest to them, discover its historical context and then develop an imaginative exhibit, or historical performance, or research paper, or documentary or web-site.

During the last five years CCS students have participated with great success. Many have qualified to participate in district competition at Case Western Reserve; thirty-seven have been recognized for outstanding achievement advancing to state competition at Ohio State. Eleven of those students have earned honorable mention recognition on the state level. And finally for the first time three students were recognized as alternate national finalists and five students won national finalist earning the right to represent CCS in the National Contest!

Students will pick a topic that fits this year’s theme "Debate & Diplomacy in History: Successes Failures, Consequences.”

Please make note of the following dates:
CCS History Day Fair, Thursday February 3, 2011

NHD District Case Western Reserve, Saturday March 19, 2011

NHD State Columbus State Community College, Saturday April 30,2011

NHD Nationals University of Maryland in College Park June 12th-16th 2011

This year I will provide instructions, research tips and sites and additional information through my homework blog http://ccsdemchakblogspot.com and the history links on the left of the blog.

A great resource for History Day projects is the National History Day in Ohio website at www.NHD.org ; There are areas of the website designed to help students and to provide helpful information for parents. Students should be sure to consult the Contest Rule Book online. Students participating in History Day are encouraged to research their topics in their local public libraries, local historical organizations, and universities.

Please do not hesitate to contact me at school or at 330-724-3548 or e-mail Demchakmj.aol.com if you have any questions.

Sincerely,
Mike Demchak

HISTORY DAY TIME LINE 2009-10
Debate & Diplomacy in History: Successes, Failures, Consequences

1st Quarter Outside reading, Students are to read a book (approved by Mr. Demchak) that presents an overview of their topic and then discuss their findings with me or Miss Pinkie by the end of the quarter. (100 points)

September 3, Preliminary investigation sheet and presentation due (20 points)

September 20, Topic Selection Worksheet is due (10 points)

October 4, Final selection of topic (10 points)


October 26-28, Thesis Statement is due. It will be a part of a TWO MINUTE PITCH (5% of Quarter grade)

November 1, "Research Strategy" worksheet is due (20 points)

December 6, Research notes are due (100 points)
(Questions to answer as you conduct your research will be provided) I will be checking on your progress periodically during the month of November


Christmas Break, The most important time of your project. During this time you are to be Dec.18-Jan.3
1)organizing your research and constructing your project, web site, exhibit , script for performance etc.

2)A copy of a rough draft of your Process Paper and your Annotated Bibliogrphy (a complete list of sources including annotations) will be due on Jan. 3. They should be separated into primary and secondary sources. (50 points)

3) A copy of your URL ex) http://17427217.nhd.weebly.com so I can monitor your progress, or a rough draft of your exhibit, or script is due January 3rd. (25 points) This does not need to be detailed just an in outline so I can evaluate your progress.

January 19-20, Your Final Thesis Statement is due (25 points)
Be prepared to make a brief presentation of your work to the class.

Thursday January 27, 2011. Your final Process Paper and Annotated bibliography are to be e-mailed to me by this date. They will be e-mailed to the judges. Web Sites must be finished and posted by this date.

Thursday February 3, 2011 CCS History Day Fair,
Final draft of your paper/exhibit/documentary/performance is due, including a brief History presentation to the judges. (350 points)

March 19, 2011 District NHD at Case Western Reserve
Those students that qualify for Districts will be rewarded bonus points
Web sitesare to be posted and Process Papers with Annotated Bibliographies are to be e-mailed to historyday@wrhs.org by Friday March 11, 2011

April 30, 2011 District winners will earn a place at Ohio History Day held at Columbus State Community College