NHD 2013-2014 Letter of
Introduction
Dear
Students and Parents,
This year the 11th grade will be participating in CCS's 9th History Day Fair. This event is part of a broader program known as National History Day. Each year over 600,000 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 eight years CCS students have participated with great success. Last year twenty-seven qualified to participate in district competition at Case Western Reserve; over the course of the last eight years sixty-two have been recognized for outstanding achievement advancing to state competition at Ohio State. On the state level, seventeen of those students have earned honorable mention recognition and six were recognized as alternate national finalists and, fourteen students have earned the right to represent CCS in the National Contest!
This year I am using dropbox.com. It provides access to worksheets, research tips, and guidelines that will help guide your son or daughter through the entire project. It is necessary that you download dropbox.com onto your computer and send me an e-mail address to place into my dropbox folder, NHD 2014-15. You will then, be able to access “Steps to Completing an NHD Project” and all the assigned worksheets students will need to complete the project. Please read through it and use it as you monitor their progress.
In preparation for this year I am asking students to read the attached documents before school begins August 28th and pick at least three sample topics of interest to them.
1) Read the Theme Essay "Rights and Responsibilities in History.”
2) Read through the Sample NHD Topics. And additional explanation of the theme.
This year the 11th grade will be participating in CCS's 9th History Day Fair. This event is part of a broader program known as National History Day. Each year over 600,000 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 eight years CCS students have participated with great success. Last year twenty-seven qualified to participate in district competition at Case Western Reserve; over the course of the last eight years sixty-two have been recognized for outstanding achievement advancing to state competition at Ohio State. On the state level, seventeen of those students have earned honorable mention recognition and six were recognized as alternate national finalists and, fourteen students have earned the right to represent CCS in the National Contest!
This year I am using dropbox.com. It provides access to worksheets, research tips, and guidelines that will help guide your son or daughter through the entire project. It is necessary that you download dropbox.com onto your computer and send me an e-mail address to place into my dropbox folder, NHD 2014-15. You will then, be able to access “Steps to Completing an NHD Project” and all the assigned worksheets students will need to complete the project. Please read through it and use it as you monitor their progress.
In preparation for this year I am asking students to read the attached documents before school begins August 28th and pick at least three sample topics of interest to them.
1) Read the Theme Essay "Rights and Responsibilities in History.”
2) Read through the Sample NHD Topics. And additional explanation of the theme.
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
Please do not hesitate to contact me at 330-689-6267or e-mail demchakmj@aol.com if you have any questions.
Sincerely,
Mike Demchak
National History Day Research Project
A major course requirement is that all students
complete a historical research project using the guidelines of the National History
Day competition. You may choose to
complete a research paper, museum exhibit, dramatic presentation, interactive
website, or documentary. You may complete
a project as an individual or as a group, however, groups agree to accept one
grade.
2014 theme: Rights and
Responsibilities in History
Website: http://www.nhd.org
Introduction- Learn about History Day
and understand the theme. Complete by 9/13
A. Watch a video about National
History Day. After watching the first
video, click on the "Browse Video List" button at the bottom of the
player and watch a few more.
B. Read the History Day
Theme. Complete the Theme Essay Worksheet. Due Date August 29.
C. Examine the 2014
Possible NHD Topics Worksheet closely for topics that interest you.
Step 1-
Select a topic (20 points). You must choose a topic from history approved
by Mr. Demchak. Suggestions will be
discussed in class. There are special
awards for topics dealing with local or state history. You must choose a topic that is historically
important, relates to the theme of the contest, and one in which you have a
genuine interest. Complete the 2-topic proposal form and submit no
later than Friday, September 13, 2013.
Step 2
– Research. This is the longest phase of the project, and
will continue from September through December.
Your research is not complete until you have completed the research
checklist.
A. Read
the NHD Research Guide to understand the differences among primary, secondary
and tertiary sources.
B. Read
the Guide to Successful NHD
Researching to understand the depth and breadth of research that is
expected.
C.
Continue your research using sites from the NHD Primary Sources Page. Visit your local
library. Call ahead and inform them
about your topic before you visit to make sure your visit is worthwhile. Visit a museum, historical society or the
National Archives. Contact an expert to answer in-depth questions.
D. Research
Checklist is due Tuesday Oct. 15, 2013 along with annotated bibliography
phase 1.
E. Research
Analysis Checkpoint 1. Due Nov. 4, 2013
F. Research
Analysis Checkpoint 2 Due December 2, 2013.
F. Read the NoodleBib Database Citation Guide (Previewed
in October). This will help you:
--correctly identify the different types of documents contained in each database
--properly cite URLs
--use NoodleBib to separate your sources into Primary and Secondary.
--correctly identify the different types of documents contained in each database
--properly cite URLs
--use NoodleBib to separate your sources into Primary and Secondary.
Research Analysis Sheets (25 points) There are two research checkpoints built in to the calendar. For each research Checkpoint you are to follow
the instructions and turn in the assignment on the due date. This is an individual assignment. If you are in a group, you need to divide up
the assignment and turn in individual work.
Each sheet needs to contain the appropriate citation and follow the
instructions accordingly. The
requirements shift from checkpoint 1 to checkpoint 2- read the directions
carefully.
First checkpoint (50 points) Annotated Bibliography Phase 2 Monday, November 4, 2013
3 minute
oral presentation to the class Tuesday Nov. 5, 2013 This will include an evaluation of one of your primary sources your
first checkpoint, an explanation of how
your topic fits the theme and your
Thesis Statement.
Second checkpoint (100 points) Monday,
December 2, 2014
Step 3
- Developing an annotated bibliography. This should contain sources available at the
school and community libraries. You are
required to do some research out of school – consider community libraries,
college or community college libraries, or even resources available at the Ohio
Historical Society or any of the local historical societies that feature
resources related to your topic.
Interviews and other “outside of the box” sources are encouraged. Internet sources are legitimate, provided
they can be authenticated. Wikipedia,
about.com, and other “general knowledge” sources are not legitimate
resources. Each source must be correctly
cited and contain an annotation.
Annotations should be 3+ sentences and include. Watch this short video highlighting tips for
creating an annotated bibliography. http://www.nhd.org/TeacherResources.htm
1. is the source primary or
secondary?
2. what parts of the source are
relevant to your topic?
3. how the source is important to
your topic.
Annotated bibliographies: MLA is the proper formatting for annotated bibliographies.
è Tuesday 10/15/13 – Annotated Bibliography – Phase 1 due
è Friday 11/04/13 - Annotated Bibliography – Phase 2 due
è Monday 1/06/14- Annotated Bibliography – final due
Step 4
– Interviews. You need to attempt to get at least three
interviews. Find the contact information
on them and turn in your forms by Monday,
November 4, 2013 (10 points).
Then, try to contact those people.
Proof of an attempt to contact these people is due by Monday, December 9, 2013 (15 points).
Step 5 – December
20- January 6 Building Your Project. Crucial to your success. A. During this time you are to be organizing your research and constructing your project, paper, exhibit etc. Use other Successful NHD Entries located on the nhd.org web site as a model for your project
B. A rough draft of your Process Paper and your Annotated Bibliography will be due on Jan. 6. Sources are to be separated into primary and secondary sources. (100 points)
C. Also due on January 6th, If you are doing a website a copy of your URL ex) http://17427217.nhd.weebly.com is due, if you are doing an exhibit a rough draft of your exhibit is due, if you are doing a documentary or performance a copy of your script is due. (25 points) This does not need to be detailed just an in outline so I can evaluate your progress. Use the final plan worksheet to complete this assignment.
Step 6
– Final product (350 points) Process
Paper, Websites and Documentaries are due Friday Feb. 7 to be submitted to the
judges. The final product must be
submitted Thursday February 13, 2014 during CCS’s History Fair. All components, including process papers, and
final annotated bibliographies, will be scored.
March 15, 2014 District NHD at Case Western Reserve (Tentative)Those students that qualify for Districts will be rewarded bonus points
Web sites and Documentaries are due at District 3 by Feb. 24 and Exhibit Process Papers with Annotated Bibliographies are to be e-mailed to historyday@wrhs.org by Friday March 7, 2014
Those students that qualify for Districts will be rewarded bonus points
H. TBD District winners will earn a place at 2014 Ohio History Day held at Ohio State University Campus in Columbus. Those students that qualify for States earn bonus points
I. June 15-19, 2014 1st and 2nd place winners earn a place at NHD Nationals in College Park, MD
Sample Topics
The following list is intended to provide students with
examples of the sorts of topics which are possible for the theme "Rights
and Responsibilities in History." The first four I strongly recommend you
to consider.
• The Oberlin-Wellington Rescue: A Battle
for the Conscience of a Nation
•
John Brown’s Raid on Harpers Ferry:
Rights and Responsibilities of a Abolitionists
•
Bernard Nathanson’s Internal Struggle
Over the Right to Life
•
Reed vs. Rhodes: Balancing the Right to
an Education and the Responsibility to Integrate Society
•
Busting the Trusts: Progressives and the
Government's Duty to Ensure Competition
• The Elizabethan Poor Law: Rights vs. Responsibilities
• "Jefferson, War, and Embargo": The Embargo Act
of 1807 and the Constitution
• Nazi Germany and the Rights and Responsibilities of a
"Superior" Race
• A. Philip Randolph: Labor and Civil Rights Activist
• "Reaching the Heart of Africa": The Africa
Inland Mission and the Duty to Evangelize
• The FHA, HUD, and Federal Responsibility for Housing in
20th-century America
• The British East India Company: Rights, Responsibilities,
and Profits
• Horace Mann and the State's Duty to Provide Education
• The Geneva Convention and the Rights of POWs
• Eisenhower and the Integration of Central High: Civil
Rights and Federal Responsibility
• Emmeline Pankhurst and the Fight for Women's Suffrage in
England
• Keeping the Workers Quiet: Corporate Welfare in 1920s
America
• No Right to Leave: The Berlin Wall
• The ACLU and the Defense of Liberty in America
• Emilio Aguinaldo: Fighting for Filipino Rights
• Put the Preachers in Jail: The Great Awakening in
Connecticut
• The Inquisition: Enforcing Orthodoxy vs. the Right to
Dissent
• Rights Trampled: Andrew Jackson vs. the Cherokees
• Blacks, Whites, Coloreds, Indians: Competing Rights in
South
• The Wagner Act and the Rights of Labor
• Daniel O'Connell and Catholic Emancipation in 19th-century
Ireland
• Trade Rights during the Napoleonic Wars: Freedom of the
Seas?
• Mormons and Freedom of Religion in Antebellum America
• Truth is a Defense: John Peter Zenger and Freedom of the
Press
• Pure Democracy in Action: The Rights and Responsibilities
of Citizens in Classical Athens
• Married Women's Property Acts in 19th-century America
• Andrei Sakharov and Human Rights in the Soviet Union
• Lonely Voices: Conscientious Objectors in World War II
America
• Nobles, Knights, and Serfs: Rights and Responsibilities of
Different Classes in Medieval France
• The Great Railroad Strike of 1877: Workers' Rights,
Government Responsibilities
• Justifying Rebellion: John Locke and the Right to
Revolution
• A Duty to Protect Children: The Children's Bureau
• Spanish Colonists and the Right to Mita Labor in Colonial
Peru
• "No Taxation without Representation": The Stamp
Act and the Coming of the American Revolution
• No Rights Left: Comfort Women and the Japanese Imperial
Army, 1932-1945
• The American Indian Movement (AIM) and Indian Civil Rights
in 20th-century America
• The Quebecois: Minority Rights in Canada
• Nat Turner's Rebellion and the Rights of Slaves
• The Treaty System: National Obligations and the Origins of
World War I
• The Curt Flood Case: Free Agency for Athletes
• The Mexican Revolution and the Rights of Peons
• The "Praying Indians": Rights and Responsibilities
in Puritan New England
• Changing Ideas of Citizenship in Ancient Rome
• The Scopes Trial and the Right to Teach Evolution in 1920s
America
• Pledged to Mutual Defense: NATO's role in the Cold War
• John Muir and the Duty to Save the Environment America
• Restricting the Rights of Parents: Family Planning in
Communist China
• Mary Church Terrell: Advocate for Women and
African-Americans
• The Platt Amendment: Limits on Cuba's National Rights
• The New York City Draft Riots and the Duty of Military Service
• Bartholomew de las Casas and the Rights of Indians in
Colonial Latin America
• The National Organization for Women and the Struggle for
the Equal Rights Amendment
• Bismarck and the Creation of a Welfare State in Germany
• Development of the West and Water Rights: Struggle over
the Colorado River
• Adam Smith and the Right of Free Trade
• The Regulators: Rights and Responsibilities in the
Carolina Backcountry
• The Treaty of Versailles and National Self-Determination
• Miranda v. Arizona and the Rights of the Accused
• How to Dress: Changing Rights and Responsibilities of
Muslim Women
• Japanese-American Rights and Resettlement in World War II
• The Struggle for Aborigine Rights in Australia
• The Duty of Revenge and the Practice of Adoption Among the
Iroquois in Colonial America
Topics
The Lyndon Baines Johnson Library and Museum provides rich primary source
documentation for your National History Day project. Many of the oral histories
as well as a selection of telephone recordings, photographs, and streaming
media are available on-line. Visit the LBJ for Kids section of the
website at www.lbjlib.utexas.edu/johnson/lbjforkids/main.htm
to access information about the Selma to Montgomery march, the Mississippi
murders of three civil Rights workers, voting rights, and the environment. There are several topics that can be developed using resources from the LBJ Library and Museum. Some suggestions might include:
Government’s Responsibility to Promote the General Welfare through Education, Health Care, and Housing
§ Head
Start
§ Urban
Renewal/Model Cities
§ Community
Action Program
Government’s Responsibility to Ensure the Civil Rights of Its Citizens
§ Civil
Rights Act, 1964 (public accommodations)
§ Selma
to Montgomery March
§ Mississippi
Murders of three Civil Rights Workers
§ Voting
Rights Act, 1965
The Rights and Responsibilities of Participants in the Viet Nam Anti-War
Movement
§ Protests;
anti-war movement; civil disobedience
§ The
military draft; selective service
§ Anti-Communism
The Rights and Responsibilities of the United States in World Affairs*
§ The
Gulf of Tonkin Resolution of 1964 (Vietnam)
§ The
decision to send U.S. combat troops to Vietnam
§ The
Non-Proliferation Treaty (arms control and disarmament)
§ U.S.
response to the seizure of the USS Pueblo by North Korea