The History Day 2011 theme is…



STUDENT PACKETHistory Day 2021 CHARLES COUNTY PUBLIC SCHOOLSWhat is History Day?History Day is the school-wide affiliate of National History Day, an innovative nationwide program to help schools invigorate history education in the secondary grades. Students, working individually or in small groups, research historical topics of their choice and create projects that reflect their insight and ideas. Project presentations can be in a wide variety of formats: research papers, museum-type exhibits, dramatic performances, or multi-media documentaries and websites. Each student receives constructive feedback from history and social studies professionals at the school. Winning students in the district competition may move onto Maryland History Day, the state competition, and the top two entries in each category and division at the state contest are eligible to represent our state at the National Day contest.How is Participating in History Day Beneficial?History Day program provides an excellent way for teachers to incorporate educational standards and learning goals into their classrooms. It can also be an excellent process toprepare students for AP level analysis of primary and secondary sources.The History Day students will: Demonstrate their understanding of an historical event related to an annual theme, with respect to its relationship to other events.Understand what is meant by historical context and be able to relate their projects to events that occurred before and after.Develop alternatives to traditional problem-solving methods.Explore creative ways of presenting historical material related to their topics.Become more comfortable using library and other historical resources.How is the History Day Project Evaluated?The historical investigation involved in creating a History Day Project is a journey and not a destination. As a result, the project is evaluated in the form of status reports at various stages of the project development. All History Day students are to complete and submit the required status reports on the dates assigned by their teacher. These status reports will be graded and returned to the students throughout the historical investigation process. At the end of the process, the final project will also be evaluated and a given a separate grade as well.In each of the first three quarters of the school year, the History Day project will count as 10% of the overall grade for students enrolled in the Grade 7 enrichment social studies course. Extra credit is available to other middle and high school students who create a History Day project that meets all requirements and deadlines.2021 Theme Narrative: Communication in History: The Key to UnderstandingDuring the 2020-2021 academic year, National History Day (NHD) students will explore topics relating to the theme Communication in History: The Key to Understanding. This theme asks students to consider how people exchange information and interact with each other. Students have the chance to explore how the methods and modes of communication have changed over time, and how they have shaped the present. Major inventions like the telephone, the telegraph, and the television stand out in our minds as obvious examples of how communication has changed over time. Yet, communication is more than just these inventions. It is about how words, thoughts, or ideas are exchanged throughout history. Merriam-Webster defines communication as “a process by which information is exchanged between individuals through a common system of symbols, signs, or behavior.” History is filled with stories about people, groups, or nations either communicating or failing to communicate with each other. Before we can understand these stories, we must go beyond common definitions of communication and recognize the many ways people communicate. Only then can we begin to investigate the impact communication has had on social and political changes throughout history. Let us look at written communication. Johannes Gutenberg invented the printing press in the 1400s, making it easier to mass-produce the written word. Before that, manuscripts had been written by hand and were only available to the elite. How did the mass production of books and other printed materials help to shape society? Or, consider telecommunication. Students interested in global history might look to the spread of telecommunication lines across the globe. For instance, the development of Australia’s first international telecommunication system linked them to Asia in 1872. How did this development shape international diplomacy? Students can also research the importance of the radio in the United States during the 1920s and 1930s. The radio provided a more accessible and less expensive way to get updates on popular culture, weather, and daily news. Some students might examine the radio’s role in promoting jazz in the 1920s. Others might explore President Franklin Delano Roosevelt’s fireside chats. How did President Roosevelt use the radio to communicate with the American people? Why was it important that he did so? Conventions, exhibitions, movements, and other public gatherings help people communicate ideas and opinions with each other. For instance, World’s Fairs (also known as World Expositions), in which nations showed off their most recent advancements, exploded in the 1800s. Visitors came from all over the world. Why might countries want to communicate their achievements? What specific ideas and information did the nations show the world, and why might that be important? Language is a key way we communicate with each other. Immigrants to the United States often lived and worked in communities alongside others who spoke their native language. Why might they have chosen to do so? Did their language barrier make it harder for immigrants to communicate effectively and adjust to life in the United States? Language does not always involve the physical act of speaking. Developed in the early nineteenth century, American Sign Language (ASL) helped deaf individuals communicate. What barriers did hearing-impaired individuals experience before the use of ASL? Similarly, the written language of Braille has helped the blind community communicate. Who invented it, and why? Did it break barriers or create more challenges? On a more personal level, students might explore letter writing. How were letters used as a means of communication? What did people write about in letters? Did they write to the government, family, or friends? How does the tone change based on the recipient or the topic? Students might explore letters written by women during the American Civil War and investigate what they wrote about. What was the purpose of the letters? To whom did they send these letters? Why did they feel the need to voice their thoughts during the American Civil War? Others might explore open letters like the one written by ?mile Zola to protest the Dreyfus Affair in France (1894-1906). What consequences did Zola face? How did the event affect the country of France? Students might also look at other key ways imagery has communicated opinions or feelings. The invention of the television changed how we communicate and learn about different events. The Vietnam War (1955-1975) divided American public opinion for over 20 years. How was press coverage of the Vietnam War different from that of previous wars? What images of the war did Americans see daily on their television screens? How did photographs and film footage inspire anti-war protests in the United States and abroad? Other students might compare and contrast the footage of the 1968 Democratic and Republican Conventions. How did those broadcasts influence the vote? What was the overall impact on Republican Richard Nixon’s victory over Democratic Vice President Hubert Humphrey? Communication, in and of itself, is defined by the exchange of ideas, news, or information. Yet, there is another side to communication. Do we understand what is told to us? American journalist Sydney J. Harris wrote, “The two words ‘information’ and ‘communication’ are often used interchangeably, but they signify quite different things. Information is giving out; communication is getting through.” Information is extremely important, but if we fail to get our point across or miscommunicate the information, it often leads to unintended results. What happens when we do not understand the intended message? How has miscommunication or failure to communicate shaped history? History is riddled with examples of miscommunication that resulted in unwanted consequences. The events at Wounded Knee (1890) between Native Americans engaging in their ancestral ghost dance and U.S. soldiers led to a violent encounter between the two groups. Why? Did both sides understand what the other was doing, or did a lack of understanding lead to violence and chaos? The act of communicating with other people, communities, or nations is often taken for granted. Yet, communication and our ability to understand what is being conveyed is a much more complicated story. In order to understand the role communication plays in history, students will have to understand the historical context of what is being talked about during the period. All communication happens as part of a larger story. In order to understand, we need to know what is motivating people to talk, write, and communicate with each other in the first place.For more information click on this video link about the 2021 History Day Theme on Communication in History.TIMELINE FOR HISTORY DAY IN THE CLASSROOMQuarter 17th Grade Enrichment CoursesExtra Credit Students?History Day materials (curriculum book, theme sheet, teacher resource guide, rule book) available from the Maryland History Day office or from district History Day coordinators ?Teachers introduce History Day skills in the Historical Investigation Unit of Study ?Students submit Status Reports #1- #4 as part of the Historical Investigation Unit of Study?History Day materials (curriculum book, theme sheet, teacher resource guide, rule book) available from the Maryland History Day office or from district History Day coordinators ?Teachers make student packet materials available to interested students?Students complete and submit Status Reports #1- #4Quarter 27th Grade Enrichment CoursesExtra Credit Students?Students continue conducting primary and secondary research ?Students prepare initial drafts of projects, process paper, and bibliography and submit for review?Students submit Status Reports #5-#10?Students continue conducting primary and secondary research ?Students submit Status Reports #5-#10Quarter 37th Grade Enrichment CoursesExtra Credit Students?Students finalize primary and secondary research ?The final project will factor into students’ third quarter grades.?Students finalize primary and secondary research ?The final project will factor into students’ third quarter grades.Quarter 47th Grade Enrichment CoursesExtra Credit Students (optional)?Students complete the Self-Assessment assignments.?Students complete the Self-Assessment assignments. History Day Program – All Students?Students complete county registration forms and submit to teachers?Teachers submit registration forms to school History Fair Coordinators on Friday, January 29, 2020?School History Day coordinators digitally submit all registrations by 4:00 pm on Friday, February 5, 2020 ?Charles County HITS Expo on March 20 at St. Charles H.S.?State Workshop for 1st and 2nd place winners on at Davis Middle School on Wednesday, March 24, 2020?Maryland History Day competition on Saturday, May 1, 2020 at UMBC?National History Day competition at the University of Maryland, College Park in June 2020Historical InvestigationsWhat is the Difference between a Primary and a Secondary Source? The basic definition of a primary source is: material written or produced by a participant in, or an eyewitness to the event that the students are investigating.An example of this is:Lincoln’s Gettysburg AddressLetters written by any historical figurePictures from actual eventsA secondary source is a book or article written by an author who is not an eyewitness or a participant in the historical event.An example of this is:Reference bookPeriodical literatureHistory textbooksMonographsJournal articlesWorking with Primary Sources: Time and Place/ BiasTime and Place:To judge the quality of a primary source, historians use the “Time and Place Rule.” This rule says the closer in time and place a source and its creator were to an event in the past, the better the source will be.Bias:The historian’s second rule is the “Bias Rule.” It says that every source is biased in some way. Documents tell us only what the creator of the document thought happened, or perhaps only what the creator wants us to think happenedQuestions to consider:Did the recorder wish to inform or persuade others? Did she/he have reasons to be honest or dishonest?Was the information recorded during the event, immediately after the event, or after some lapse of time? How large a lapse of time?Was the recorder a neutral party, or did he/she have opinions or interest that might have influenced him/her?Where Can Students Find Primary and Secondary Sources?School, public an college/university librariesLocal historical societies, local and state archivesOrganizationsArt MuseumsAround the communityNational archives and Records AdministrationInternetBy starting at the National History Day website at , students can connect to great online resources, including many online primary sources. Within the National History Day home page are links to:The National Archives and Records AdministrationThe Library of CongressThe Smithsonian InstitutionHistory Education ResourcesU.S. Holocaust MuseumColonial WilliamsburgSites for Maryland history:Maryland Humanities Council’s “Interesting and Useful Links”()Maryland State Archives (mdarchives.state.md.us)Maryland Historical Society Library ( )Sites devoted to history research: - Women’s HistoryPrimary Source Materials: – collection of U.S. history documents * Wikipedia is not a reliable source for History Day research and should not be used.What is a Footnote?Footnotes are used in Historical Papers only. Footnotes explain to readers that ideas or quotations presented in the paper are not original to the writer. Footnotes not only give credit to the originators’ ideas, but also serve as “evidence” in support of students’ ideas. Usually, footnotes occur in three situations:Quoting a Primary Source: An example of this would be a selection from a speech or interview.Quoting a Secondary Source: If a student takes a direct quotation from someone’s books s/he must footnote it.Paraphrasing a Secondary Source: Even if the student changes the author’s ideas into his/her own words, s/he must footnote where s/he found this information.Students may choose to use end notes rather than footnotes, following the MLA style. BE SURE TO CHECK THE NATIONAL HISTOR DAY WEBSITE FOR RULES AND REGULATIONS FOR ALL PROJECTS!!Category DescriptionsHistorical Paper Information SheetHistorical papers should be no fewer than 1,500 words and no more than 2,500 words. This does not include notes, annotated bibliography, illustration captions and supplemental/appendix materials.Appendix materials must be directly referred to in the paper. Extensive supplemental materials are not allowed.Appendices should be limited and only include photographs, maps, charts, or graphs.Citations should be included as footnotes, endnotes, or internal documentation and are required for the historical paper.Citations must be in either Turabian or MLA style. Papers must be typed on 8.5 x 11 white paper. The paper should have 1 inch margins on all sides.The pages should be numbered and double-spaced with writing only on one side of the paper. Type size should be no more than 12-point and no smaller than 10 point font and should be stapled in the top left corner. They should not be in any type of binder or cover. The title page should not have any illustrations.After receiving access coded information, a copy of your paper and bibliography must be submitted digitally.8382009398000Exhibit Information SheetNo larger than 40 inches wide, 30 inches deep, and 6 feet highCircular or rotating exhibits are fine, but cannot be more than 30 inches in diameter.There is a 500-word limit on all exhibits. Any student-created text that is part of the exhibit is included. This includes the title, subtitles, captions, graphs, timelines, media devices or supplemental materials such as photo albums or scrapbooks where the student uses their own words. (PRIMARY SOURCES ARE THE ONLY PART THAT IS NOT COUNTED)Media devices can be used but cannot be more than 3 minutes and are part of the 500-word limit.You must bring 4 copies of your process paper and 4 copies of your annotated bibliography with you to the county competition.124396524638000Exhibit Projects – Suggested FormatProject TitleBackground InformationGive background information about some of the big ideas that lead into your main event.Build UpMore specific information people will need to understand your thesis. Include events in the weeks and months before your main event.Thesis1-3 sentences that argue a main point and includes all or most of the 5 W’s, the significance of your topic in history and connect to the theme.Main ArgumentThe heart and center of your project. Focus on the main event, how it happened, who was involved and why.ImpactGive the short term impact of the main event. What happened in the weeks and months after?“So What?”/LegacyWhat is the long term impact? Why do we still talk about this today? This is a good place to include something about how your topic ties to today.Use labels for the title and subtitle (if you have one), as well as other main ideas. When in doubt, put a label!Use construction paper, tag board, mat board to make subtitles stand out.Dark black lettering makes things easier to read.Do not clutter your backboard – things should be neat and organizedA successful exhibit has to be self – explanatory. Photographs, written materials, and illustrations should be easy to understand and follow. Captions help with this! Think about it this way – if you look at something and don’t immediately understand it, you are probably going to keep moving on to something else.Remember, this project is a historical investigation so make sure you include analysis of your topic (when in doubt, look at each part of your backboard and ask yourself “SO WHAT?” If you have answered that question throughout your backboard, you should be good to go!Performance Information SheetMay not be longer than 10 minutes.Timing starts at the beginning of the performance after the group or performer has been introduced and the title has been given.Performances will be given 5 minutes to set up and 5 minutes to take down any props needed for the performance.Media devices can be used in the performance.Students must run all the equipment, special lighting or sound effects.The script should not be included in the written material given to the judge.You must bring 4 copies of your process paper and 4 copies of your annotated bibliography with you for the county competition.43116520637500Documentary Information SheetMay not be longer than 10 minutes.Documentaries will have 5 minutes to set up and 5 minutes to take down equipment.Timing starts when the first visual image appears or the first sound is heard.Timing will end when the last visual image or sound is concluded. (This will include any credits that you have.)Students are responsible for running all of the equipment. (This means all documentaries should be self-running.)Live narration or comments are prohibited before or during the documentary. If the documentary does not have narration built into it, you cannot add it during the presentation.Only the students in the group may have their voices on the documentary or participate in the documentary.The documentary must be an original production that the students created. It can have professional photographs, film, slides, recorded music, etc., but these items must be integrated into the presentation. A list of credits should be given at the end of the documentary. This should be a brief list and not a full annotated bibliography. All sources including music, images, film clips, interviews and books or websites using in the documentary should be cited properly.There can be no added visuals or exhibits to enhance your documentary.The documentary should not be interactive in any way. A copy of the documentary must be submitted digitally by the History Day Coordinator by the registration deadline.21958304318000Web Site Information SheetStudents must use the NHD Web Central format to create and save their web site projects.Cannot have more than 1,200 words that are student created. Citations, code used to build the site, and alternate text tags on images do not count toward the word limit.Citations that describe illustrations do not count towards the word count.Cannot exceed 100 MB of space, including all multimedia.One page must be a homepage. The home page must include participant(s) name, the title of the entry, student(s) age division, and a main menu that directs viewers to the various sections of your site.All pages must be interconnected with hypertext links. Automatic redirects are not permitted.The content and appearance of the page cannot change when refreshed. Random text or image generators are not allowed.Multimedia clips must not last longer than 45 seconds. Entry must be an original production by the student. Any sources used must be cited in the website. Footnotes, endnotes, and internal documentation are required for these citations. The NHD web site editor has a full suite of site-building tools available, however the use of third-party tools is allowed. Any items constructed with third party tools (Dreamweaver, I Web, and MS Expression) must be portable to and function correctly within the NHD website editor. The process paper and annotated bibliography are submitted as part of the website.20745459715500Status ReportsName: ______________________________________________________________________________ Due Date: _____________________ Block/Period: _____________Status Report #1Choosing Your Topic and Historical ContextWhat is this year’s History Day theme?Possible Topic #1Possible Topic #2Possible Topic #3Historical ContextHistorical ContextHistorical ContextWho are the people involved?Who are the people involved?Who are the people involved?What happened?What happened?What happened?When did it happen?When did it happen?When did it happen?Where did it happen?Where did it happen?Where did it happen?Why did it happen?Why did it happen?Why did it happen?How does it relate to the theme?How does it relate to the theme?How does it relate to the theme?Name:__________________________________________________________________________________ Due Date:________________ Period:_______________Status Report #2 (Pre-assessment)What does “Communications in History” mean? ________________________________________________________________________________________________________________________________________________________________________________What is your topic? ________________________________________________________________________________________________________________________________________________________________________________How is your topic an example of this year’s theme?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Why does this topic interest you? What do you want to learn about your topic? Do you have any questions about your topic?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Circle the format of your History Day project. Individual Category:Group Category: ExhibitExhibit DocumentaryDocumentary WebsiteWebsite PerformancePerformance Historical PaperGroup members: _____________________ _____________________ _____________________Parent Signature: I approve of my child’s topic selection, format, and category he/she has chosen for the National History Day Project. _____________________________________________________ ________________ Parent/Guardian’s SignatureDateName: ____________________________________________________________________________ Due Date: _____________________ Block/Period: ___________Status Report #3Historical ContextMy Topic: Historical Time PeriodMain Events Which Occurred Right Before My TopicKey PeoplePolitical Climate(Who are the Government Leaders?)CountryWorldEconomic Conditions(What was the HDI, GDP, Employment %, Literacy Rate?)CountryWorldSocial & Cultural Climate of the Time Period(Popular Music / Attire?)Science & Technology(Any new Inventions during this time?)Arts, Entertainment, Literature, Athletics(Identify popular Artists / Entertainers?)**On the NEXT page, identify the sources that you used to find the above information**Sources for Historical ContextSource Type?(Circle one)?Primary Source?Secondary Source?Letter?Diary?Newspaper?Photograph?Political Cartoon??Speech?Autobiography?Other: _______________________?Textbook?Website?Biography?Expert Opinion?Documentary?Encyclopedia?Other: ________________________?Title???Author???Publisher/Web Address (URL)???Copyright Date???Date Used???Purpose for Using the Source (To be used in annotated bibliography)????Source Type?(Circle one)?Primary Source?Secondary Source?Letter?Diary?Newspaper?Photograph?Political Cartoon??Speech?Autobiography?Other: _______________________?Textbook?Website?Biography?Expert Opinion?Documentary?Encyclopedia?Other: ________________________?Title???Author???Publisher/Web Address (URL)???Copyright Date???Date Used???Purpose for Using the Source (To be used in annotated bibliography)????Name:_______________________________________________________________________________________________ Due Date:________________ Block/Period: ______________ Status Report #4?Claim and Essential Question?What is this year’s History Day theme??????????What is your topic??????????Write a sentence combining this year’s theme and your topic.??????????Revise the sentence you wrote above.? This will become your claim.?????????Create a question using your sentence from above.? This will become your essential question.??????????Name:_______________________________________________________________________________________________ Due Date:________________ Block/Period: ______________ Status Report #5?Evidence to Support Claim??Directions: Use your essential question to find three pieces of evidence to support your claim.?Evidence #1Copy your essential question from Status Report 4.????Evidence #1?Answer your essential question.?????????Identify the source used to find the above information.?Source Type?(Circle one)?Primary Source?Secondary Source?Letter?Diary?Newspaper?Photograph?Political Cartoon??Speech?Autobiography?Other: _______________________?Textbook?Website?Biography?Expert Opinion?Documentary?Encyclopedia?Other: ________________________?Title???Author???Publisher/Web Address (URL)???Copyright Date???Date Used???Purpose for Using the Source (To be used in annotated bibliography)???Evidence #2Copy your essential question from Status Report 4.??????Evidence #2Answer your essential question.????????????Identify the source used to find the above information.?Source Type?(Circle one)?Primary Source?Secondary Source?Letter?Diary?Newspaper?Photograph?Political Cartoon??Speech?Autobiography?Other: _______________________?Textbook?Website?Biography?Expert Opinion?Documentary?Encyclopedia?Other: ________________________?Title???Author???Publisher/Web Address (URL)???Copyright Date???Date Used???Purpose for Using the Source (To be used in annotated bibliography)???Evidence #3Copy your essential question from Status Report 4.??????Evidence #3?Answer your essential question.????????????Identify the source used to find the above information.?Source Type?(Circle one)?Primary Source?Secondary Source?Letter?Diary?Newspaper?Photograph?Political Cartoon??Speech?Autobiography?Other: _______________________?Textbook?Website?Biography?Expert Opinion?Documentary?Encyclopedia?Other: ________________________?Title???Author???Publisher/Web Address (URL)????Copyright Date???Date Used???Purpose for Using the Source (To be used in annotated bibliography)???????Counterclaim?There are two sides to every argument.? A counterclaim is the opposite of a claim.? Counterclaims are also provable and supported by reasons and evidence.? When you are planning an argument, you need to know what the counterclaim might be so that you can make sure that you disprove it with you reasons and evidence.?Counterclaim?Copy your essential question from Status Report 4.??????Find an answer that does not answer your essential question.?????????Identify the source used to find the above information.?Source Type?(Circle one)?Primary Source?Secondary Source?Letter?Diary?Newspaper?Photograph?Political Cartoon??Speech?Autobiography?Other: _______________________?Textbook?Website?Biography?Expert Opinion?Documentary?Encyclopedia?Other: ________________________?Title???Author???Publisher/Web Address (URL)????Copyright Date???Date Used???Purpose for Using the Source (To be used in annotated bibliography???????Name:_______________________________________________________________________________________________ Due Date:________________ Block/Period: ______________ Status Report #6?Final Thesis Statement?Write a few sentences combining your claim, supporting evidence, and counterclaim.??The claim can be found on Status Report 4?The supporting evidence and counter claim can be found on Status Report 5????????????Revise your sentence from above.??????????Reword and rewrite your sentence one more time.??This is your thesis statement.????????????Name:_______________________________________________________________________________________________ Due Date:________________ Block/Period: ______________ Status Report #7?Explanation of Evidence?Directions: Explore your evidence deeper.? Find a document that explains in detail your evidence.?Evidence 1 (Take from Status Report 5)?????Text Support??????Explain how this text supports your argument???????Identify the source used to find the above information.?Source Type?(Circle one)?Primary Source?Secondary Source?Letter?Diary?Newspaper?Photograph?Political Cartoon??Speech?Autobiography?Other: _______________________?Textbook?Website?Biography?Expert Opinion?Documentary?Encyclopedia?Other: ________________________?Title???Author???Publisher/Web Address (URL)???Copyright Date???Date Used??Purpose for Using the Source (To be used in annotated bibliography)?????Evidence 2 (Take from Status Report 5)?????Text Support??????Explain how this text supports your argument?????????Identify the source used to find the above information.?Source Type?(Circle one)?Primary Source?Secondary Source?Letter?Diary?Newspaper?Photograph?Political Cartoon??Speech?Autobiography?Other: _______________________?Textbook?Website?Biography?Expert Opinion?Documentary?Encyclopedia?Other: ________________________?Title???Author???Publisher/Web Address (URL)????Copyright Date???Date Used???Purpose for Using the Source (To be used in annotated bibliography)???????Evidence 3 (Take from Status Report 5)?????Text Support??????Explain how this text supports your argument?????????Identify the source used to find the above information.?Source Type?(Circle one)?Primary Source?Secondary Source?Letter?Diary?Newspaper?Photograph?Political Cartoon??Speech?Autobiography?Other: _______________________?Textbook?Website?Biography?Expert Opinion?Documentary?Encyclopedia?Other: ________________________?Title???Author???Publisher/Web Address (URL)????Copyright Date???Date Used???Purpose for Using the Source (To be used in annotated bibliography)?????????Counterclaim (Take from Status Report 5)?????Text Support??????Explain how this text supports your argument?????????Identify the source used to find the above information.?Source Type?(Circle one)?Primary Source?Secondary Source?Letter?Diary?Newspaper?Photograph?Political Cartoon??Speech?Autobiography?Other: _______________________?Textbook?Website?Biography?Expert Opinion?Documentary?Encyclopedia?Other: ________________________?Title???Author???Publisher/Web Address (URL)????Copyright Date???Date Used???Purpose for Using the Source (To be used in annotated bibliography)???????Name:_______________________________________________________________________________________________ Due Date:________________ Block/Period: ______________ Status Report #8Topic ImpactHow is the country different because of the topic?How is the world different because of the topic?Is the country better off because of the topic? And how?Is the world better off because of the topic? And how?What significant event(s) have occurred because of the events or issues in your thesis statement?Who was affected by the topic? And how?**On the NEXT page, identify the sources that you used to find the above information**Source Type?(Circle one)?Primary Source?Secondary Source?Letter?Diary?Newspaper?Photograph?Political Cartoon??Speech?Autobiography?Other: _______________________?Textbook?Website?Biography?Expert Opinion?Documentary?Encyclopedia?Other: ________________________?Title???Author???Publisher/Web Address (URL)???Copyright Date???Date Used???Purpose for Using the Source (To be used in annotated bibliography)??????Sources for ImpactSource Type?(Circle one)?Primary Source?Secondary Source?Letter?Diary?Newspaper?Photograph?Political Cartoon??Speech?Autobiography?Other: _______________________?Textbook?Website?Biography?Expert Opinion?Documentary?Encyclopedia?Other: ________________________?Title???Author???Publisher/Web Address (URL)???Copyright Date???Date Used???Purpose for Using the Source (To be used in annotated bibliography)????Name:_______________________________________________________________________________________________ Due Date:________________ Block/Period: ______________ Status Report #9: Writing the Annotated BibliographyThe annotated bibliography lists each source used during research and provides a paragraph explanation in which you explain how you used each source. Creating your Annotated Bibliography: Use the form below to record information from your resources that you will use in your final project. Be sure to write your “annotation” for each source when you type the annotated bibliography. *Remember that your Annotated Bibliography rough draft and final draft MUST be typed & separated into primary and secondary sources!MUST be typed: Utilize your Office 365 accountSave your document!! You will make revisions to the document before you submit the final project.Use MLA format for all citations Setting your Annotated Bibliography document: Include the heading (First and Last name, block/period, teacher name, & date) in the upper right hand cornerTitle your document “Annotated Bibliography”. Include your topic on the next line.Each citation must be listed in hanging format. (See you the paragraph setting on your Word document)Each annotation must be indented like a normal paragraph. Use a 10, 11, or 12 point font and readable font type The bibliography must be separated in to TWO categories: Primary Sources: A minimum of 3 primary sources is required. The primary sources, along with accompanying annotation, must be listed in alphabetical order by author’s last name.Secondary Sources: A minimum of 3 secondary sources is required. The secondary sources, along with accompanying annotation, must be listed in alphabetical order by author’s last name.EXAMPLE Annotated Bibliographies:Trail of TearsAnnotated Bibliography Fleischmann, Glen. The Cherokee Removal, 1838. New York: Franklin Watts, Inc., 1971I learned about what happened to the Cherokee Indians before and after they were forced on the “Trail of Tears”. I also learned about several important people from that time period. This was a great source.Mulligan, Elizabeth. “Grandpa was an Indian Chief.” The St. Louis Post-Dispatch. 18 01. 1970: 4.This interview about different accounts of the Cherokee “Trail of Tears” taught me about one of the families who experienced its horrors, but who also continued to maintain its proud cultural identity. Rutledge, Michael J., “Samuel’s Memory”. 1995. 23 10 2009.I learned about how difficult it was for the Cherokees to be forced to go on the “Trail of Tears” and how families were uprooted and mistreated. This was a very worthwhile source.Annotated Bibliography Reference & ExamplesList below are instructions on how to create a citation for the listed formatsComputer Based Citation Creators: Microsoft Word: Book:Author’s name, last name first. Full book title. [underlined or in italics] City of publication: Publisher’s name, year of publication.Ex: Berg, Karlyn. The Wolves of Yellowstone. New York: Cahill, 2007.Website:Author’s name, last name first. [if given] “Article title.” Title of database or website. [italics] Publication date or last update. Place of access. Date of access, <URL>.Ex: Beasley, Maurine H. “Roosevelt, Eleanor.” World Book Online Reference Center. 2008. John Adams High School Library. Chicago, IL. 20 January 2008 <’s name, last name first. “Article title.” Publication title [italics] complete date of publication, edition [if given], section letter or number: page numbers.Ex: Attlee, Laurie. “Prehistoric Sea Reptile Remains Found.” Chicago Tribune 4 December 2007, final ed., sec. 1: program:“Episode or segment title.” Program title. [italics] Name of the network. Call letters, city of local station [if any]. Broadcast date.Ex: “One Laptop per Child.” 60 Minutes. CBS. 2 December 2007.Interview:Interviewee’s name, last name first “Title of Interview.” Type of interview (telephone, email, personal, etc.). Date of interview.Ex: Schmidt, John. “Living in a Concentration Camp.” Telephone interview. 22 April 2010.Photograph:Photographer’s name, last name first. Photograph title. [italics]. Name of collection or museum, city of collection or museum. Name of website or title of book found [italics]. Date of access. <URL>.Ex: Jones, Mark. Marines Sitting on a Tank. 1967. National Archives and Records Administration, Washington, D.C. National Archives. Web. 22 April 2014. <>.Record any additional sources that you find in the space below: Source Type?(Circle one)?Primary Source?Secondary Source?Letter?Diary?Newspaper?Photograph?Political Cartoon??Speech?Autobiography?Other: _______________________?Textbook?Website?Biography?Expert Opinion?Documentary?Encyclopedia?Other: ________________________?Title???Author???Publisher/Web Address (URL)???Copyright Date???Date Used???Purpose for Using the Source (To be used in annotated bibliography)????Source Type?(Circle one)?Primary Source?Secondary Source?Letter?Diary?Newspaper?Photograph?Political Cartoon??Speech?Autobiography?Other: _______________________?Textbook?Website?Biography?Expert Opinion?Documentary?Encyclopedia?Other: ________________________?Title???Author???Publisher/Web Address (URL)???Copyright Date???Date Used???Purpose for Using the Source (To be used in annotated bibliography)????Source Type?(Circle one)?Primary Source?Secondary Source?Letter?Diary?Newspaper?Photograph?Political Cartoon??Speech?Autobiography?Other: _______________________?Textbook?Website?Biography?Expert Opinion?Documentary?Encyclopedia?Other: ________________________?Title???Author???Publisher/Web Address (URL)???Copyright Date???Date Used???Purpose for Using the Source (To be used in annotated bibliography)????Source Type?(Circle one)?Primary Source?Secondary Source?Letter?Diary?Newspaper?Photograph?Political Cartoon??Speech?Autobiography?Other: _______________________?Textbook?Website?Biography?Expert Opinion?Documentary?Encyclopedia?Other: ________________________?Title???Author???Publisher/Web Address (URL)???Copyright Date???Date Used???Purpose for Using the Source (To be used in annotated bibliography)????Name:_______________________________________________________________________________________________ Due Date:________________ Block/Period: ______________ Status Report # 10: Writing the Process PaperDirections: You are required to write a 500-word process paper describing your project and the work you have done. Answer the four important questions below to compose your process paper – each question should equal one paragraph! Below are a few things to remember: The process paper MUST be typed. Setting your Annotated Bibliography document: Include the heading (First and Last name, block/period, teacher name, & date) in the upper right hand cornerTitle your document “Process Paper”Each paragraph must be indented like a normal paragraph OR have a space in between each paragraph. Use a 10, 11, or 12 point font and readable font type Remember there is a 500-word limit for the essay. This means that your essay should not exceed 500 words. Aim for somewhere in between 450-500 words. Question 1 What is your topic? Why and how did you choose your topic?This paragraph should also include a statement of your thesis. (This should be a brief paragraph to serve as an introduction to the rest of your essay).Question 2 How did you research and develop your topic (project)? What project format did you choose and why? (This is also a brief paragraph giving an overall explanation of the work you have done – gone to the library, used the Internet, gone to museums, changes made etc.)Question 3 How does your topic relate to this year’s theme? (This paragraph should go into detail explaining the evidence you found that either proves or disproves your thesis statement.)Question 4 What is the importance of your topic today? How has your topic changed history or life today? (This paragraph should be in detail. You are analyzing why your topic is important – giving specific details and examples.)Paragraphs 1 and 2 should be relatively short (no more than 4-5 sentences!), and paragraphs 3 and 4 should be longer, including all of the analysis you need to prove your thesis and complete your project.Judges are looking for interpretation and analysis of your topic – not just a rewriting of the information you researched.**Don’t forget to attach a final copy of your annotated bibliography to your process paper.**Historical Paper Information Sheet45624755270500Historical papers should be no fewer than 1,500 words and no more than 2,500 words. This does not include notes, annotated bibliography, illustration captions and supplemental/appendix materials.Appendix materials must be directly referred to in the paper. Extensive supplemental materials are not allowed.Appendices should be limited and only include photographs, maps, charts, or graphs.Citations should be included as footnotes, endnotes, or internal documentation and are required for the historical paper. Citations must be in either Turabian or MLA style. The paper MUST be formatted according to the following: Typed on 8.5 x 11 white paper1 inch margins on all sides.Cover page with title, first and last name, and date (title page should not have any illustrations)The pages should be numbered Double-spaced with writing only on one side of the paper Type size should be no more than 12-point and no smaller than 10 point font Stapled in the top left cornerShould NOT be in any type of binder or cover. The final project is to be submitted in two forms: 1. Printed copy, 2. USB drive with the documents FINAL Check List: _______ A FINAL draft of the Historical Essay _______ FINAL draft of Annotated Bibliography _______ USB drive with both documents Exhibit (Backboard) Information SheetNo larger than 40 inches wide, 30 inches deep, and 6 feet highCircular or rotating exhibits are fine, but cannot be more than 30 inches in diameter.There is a 500-word limit on all exhibits. Any student-created text that is part of the exhibit is included. This includes the title, subtitles, captions, graphs, timelines, media devices, or supplemental materials such as photo albums or scrapbooks where the student uses their own words. (PRIMARY SOURCES ARE THE ONLY PART THAT IS NOT COUNTED)Media devices can be used but cannot be more than 3 minutes and are part of the 500-word limit.You must include a FINAL copy of the process paper and the annotated bibliography. EXAMPLE Exhibit FormatProject TitleBackground InformationGive background information about some of the big ideas that lead into your main event.Build UpMore specific information people will need to understand your thesis. Include events in the weeks and months before your main event.Thesis1-3 sentences that argue a main point and includes all or most of the 5 W’s, the significance of your topic in history and connect to the theme.Main ArgumentThe heart and center of your project. Focus on the main event, how it happened, who was involved and why.ImpactGive the short term impact of the main event. What happened in the weeks and months after?“So What?”/LegacyWhat is the long term impact? Why do we still talk about this today? This is a good place to include something about how your topic ties to today.Helpful Hints Use labels for the title and subtitle (if you have one), as well as other main ideas. When in doubt, put a label!Use construction paper, tag board, mat board to make subtitles stand out.Dark black lettering makes things easier to read.Do not clutter your backboard – things should be neat and organizedA successful exhibit has to be self – explanatory. Photographs, written materials, and illustrations should be easy to understand and follow. Captions help with this! Think about it this way – if you look at something and don’t immediately understand it, you are probably going to keep moving on to something else.Remember, this project is a historical investigation so make sure you include analysis of your topic (when in doubt, look at each part of your backboard and ask yourself “SO WHAT?” If you have answered that question throughout your backboard, you should be good to go!FINAL Check List: _______ A completed Exhibit board/project _______ FINAL draft of Annotated Bibliography _______ FINAL draft of Process Paper Performance Information SheetMay not be longer than 10 minutes.Timing starts at the beginning of the performance after the group or performer has been introduced and the title has been given.Performances will be given 5 minutes to set up and 5 minutes to take down any props needed for the performance.Media devices can be used in the performance.Students must run all the equipment, special lighting, or sound effects.A successful Performance includes: A dramatic presentation based on a well-written script Creative use of props Costumes You must include a FINAL copy of the process paper and the annotated bibliography If you are asked to move on to the county competition, the script should not be included in the written material given to the judgeFINAL Check List: _______ FINAL draft of the Performance script _______ FINAL draft of Annotated Bibliography _______ FINAL draft of Process Paper 122872520764500Documentary Information SheetMay not be longer than 10 minutes.Documentaries will have 5 minutes to set up and 5 minutes to take down equipment.Documentaries can be created using iMovie, a cell phone camera, tablet, etc. Students are responsible for running all of the equipment. (This means all documentaries should be self-running.)Documentary Requirements: Must be an original production that the students created. You may include professional photographs, film, slides, recorded music, etc., but these items must be integrated into the presentation. Timing starts when the first visual image appears or the first sound is heard.Timing will end when the last visual image or sound is concluded. (This will include any credits that you have.)The documentary must include pre-recorded narration. Only the students in the group may have their voices on the documentary or participate in the documentary. (Live narration or comments are prohibited before or during the documentary. If the documentary does not have narration built into it, you cannot add it during the presentation.)A list of credits should be given at the end of the documentary. This should be a brief list and not a full annotated bibliography. All sources including music, images, film clips, interviews and books or websites using in the documentary should be cited properly.There can be no added visuals or exhibits to enhance your documentary.The documentary should not be interactive in any way. The final project is to be submitted in two forms: 1. Printed copy, 2. USB drive with the documentaryFINAL Check List: _______ Completed documentary saved on a USB drive _______ FINAL draft of Annotated Bibliography _______ FINAL draft of Process Paper 244348019748500Web Site Information SheetStudents MUST go through the National History Day website ( ) or (nhd. ) and access the NHD weebly website editor to create their projects. THEY CANNOT GO DIRECTLY TO ( ) as it will NOT be transferable to the NHD weebly website. Cannot have more than 1,200 words that are student created. (Citations, code used to build the site, and alternate text tags on images do not count toward the word limit. Citations that describe illustrations do not count towards the word count.)Cannot exceed 100 MB of space, including all multimedia. The NHD web site editor has a full suite of site-building tools available, however the use of third-party tools is allowed. Any items constructed with third-party tools (Dreamweaver, I Web, MS Expression) must be portable to and function correctly within the NHD website editor. Website Requirements: One page must be a homepage. The home page must include participant(s) name, the title of the entry, student(s) age division, and a main menu that directs viewers to the various sections of your site.Multimedia clips must not last longer than 45 seconds. Entry must be an original production by the student. All pages must be interconnected with hypertext links. Automatic redirects are not permitted.The content and appearance of the page cannot change when refreshed. Random text or image generators are not allowed.Any sources used must be cited in the website. Footnotes, endnotes, and internal documentation are required for these citations. The process paper and annotated bibliography are submitted as part of the website.The final project is to be submitted on a USB drive with website listed. FINAL Check List: _______ Completed website address saved on a USB drive _______ FINAL draft of Annotated Bibliography _______ FINAL draft of Process Paper 223647014668500History Day Culminating ActivityQuarter 4Part 1 – Reflection ResearchDirections: Below are the instructions for the CCPS History Day Reflection Research Assignment. Each student is required to complete this final research component on a separate sheet of paper. The Reflection Research Assignment can either be hand-written or typed. Please see your social studies teacher if you need clarification or help.Identify below three additional resources that were not used for your History Day project – but would provide important additional information about your topic.Resource #1:Resource #2:Resource #3: Select one of the resources above. Summarize the information in the resource below.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Explain below the reasons why this resource is an important addition to your research. Provide text examples from the resource as evidence.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Describe whether these additional resources would or would not change your conclusions about your History Day topic._____ Yes, they would change my conclusions._____ No, they would not change my conclusions.Explanation: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________History Day Culminating ActivityQuarter 4Part 2 - Self AssessmentDirections: Below are the instructions for the CCPS History Day Self-Assessment. Each student is required to complete this self-assessment on a separate sheet of paper. The self-assessment can either be hand-written or typed. Some sentence starters are provided to help guide you through the writing process. Please see your social studies teacher if you need clarification or help.1st Paragraph: Summarize what you did in this project.“In this project, I…”“The purpose of choosing this topic for History Day is…”2nd Paragraph: What did you learn from this History Day project? Describe this in detail.“I learned that when conducting historical research…”“The History Day experience can be described as…”“I experienced….____________...by participating in the History Day program.”3rd Paragraph: What would you change about your project if you had to do the project again? Why?“If I could do this project over again, I would…”“I would change…___________...in my History Day project. The reason for this is…”“A big improvement to my project would be…”4th Paragraph: Any suggestions on improving History Day? Explain your reasoning for this.“Benefits of the History Day process to students are…”“The History Day process could be improved by…”History Day ReflectionScoring RubricTeacher Name: ________________________________________Student Name: ________________________________________CATEGORY 4 3 2 1 Summarizing the Project Student completely summarizes the project with specific details Student summarizes the project with some details Student summarizes the project with only a few details Student writes a one sentence summary What Did You Learn Explanation Student completely describes the research process, the experience, and what was learned with specific details Student describes the research process, the experience, and what was learned with some details Student describes the research process, the experience, and what was learned with only a few details Student describes only one or two of the components of this paragraph with little or no detail Changes Student completely describes appropriate changes that could improve the project Student describes appropriate changes that could improve the project Student describes the changes with only a few details Student provides little information about changes or all changes cited are inappropriate Improvements for History Day Student completely describes student benefits and appropriate changes that could improve the History Day Program Student describes student benefits and appropriate changes that could improve the History Day Program Student describes only a few student benefits and changes that could improve the History Day Program Student provides little information about benefits or program changes, or information provided is inappropriate ................
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