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Kentuckys National History Day 08 09
 

Kentuckys National History Day 08 09

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An introductory powerpoint about Kentucky's National History Day program.

An introductory powerpoint about Kentucky's National History Day program.

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    Kentuckys National History Day 08 09 Kentuckys National History Day 08 09 Presentation Transcript

    • Kentucky’s National History Day
    • What is National History Day?
      • NHD is a project-based education program that engages students in the process of discovery and interpretation of historical topics. It is like a science fair for history.
    • Categories
      • Exhibit
      • Documentary
      • Paper (individual only)
      • Performance
      • Web Site (group and individual combined)
    • Who participates?
      • Students in grades 6-12 (individual or group)
      • Compete in District, State, and National Contests
    • Requirements
      • Each category has rules associated with it.
      • All PROJECTS must have an annotated bibliography with separated secondary and primary sources.
      • All PROJECTS (except Paper) must have a Process Paper.
    • Theme
      • Theme is very general and changes from year to year.
      • This year’s theme is “The Individual in History.” Other themes have been “Taking a Stand in History” and “Triumph and Tragedy”
    • Student Interview
      • Students are interviewed at the contests.
      • Judges are usually history teachers, public historians, or librarians.
      • Judges ask students questions like:
        • Why did you pick this topic?
        • How did you do your research?
        • Why is your topic significant?
    • Rubric --Students can improve their projects between contests.
    • Academic Expectations and Core Content Standards met by NHD
      • Middle School
      • 2.20: Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective.
      • SS-06-5.11, SS-07-5.1.1, and SS-08-5.1.1
      • Students will use a variety of tools (e.g., primary and secondary sources) to describe and explain historical events and conditions and to analyze
      • the perspectives of different individuals and groups (e.g., gender, race, region, ethnic group, age, economic status, religion, political group) in
      • U.S. history prior to Reconstruction.
      • SS-07-5.1.2 and SS-08-5.1.2
      • Students will explain how history is a series of connected events shaped by multiple cause-and-effect relationships and give examples of those
      • relationships.
      • SS-8-HP-U-2
      • Students will understand that U.S. History can be analyzed by examining significant eras (Exploration as it relates to the settlement of America,
      • The Great Convergence, Colonization and Settlement, Revolution and the New Nation, Expansion and Reform, Civil War) to develop
      • chronological understanding and recognize cause-and-effect relationships and multiple causation.
      • SS-8-HP-S-1
      • Students will demonstrate an understanding of the interpretative nature of history using a variety of tools and resources (e.g., primary and
      • secondary sources, Internet, timelines, maps)
      • High School
      • 2.20: Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective.
      • SS-HS-5.1.1
      • Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group,
      • nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History
      • (Reconstruction to present).
      • SS-HS-5.1.2
      • Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present.
      • SS-HS-5.2.1 through SS-HS-5.2.7— History of the United States
      • SS-HS-5.3.1 through SS-HS-5.3.6—History of the World
    • District Contests
      • District 1, Murray State University, March 14
      • District 2, Kentucky Wesleyan College, March 21
      • District 3, University of Louisville, TBA
      • District 4, Western Kentucky University—not until 2010
      • District 5, Eastern Kentucky University, March 21
      • District 6, Georgetown College, February 28
      • District 7, Morehead State University, March 7
      • District 8, Southeast Community and Technical College, March 20
    •  
    • State and National Contests
      • State
        • Thomas D. Clark Center for Kentucky History, Frankfort
        • April 18, 2009
      • Nationals
        • College Park, Maryland
        • June 14-18, 2009
    • History Day Project
      • It is not a book report, students will have to think about their topics, ask questions, find answers, and develop their own conclusions.
      • Students must “do history,” instead of just read about in a textbook. Students discover topic, instead of being told about their topic.
    • Selecting a Topic
      • Students should choose a topic that…
        • INTERESTS them
        • Relates to the THEME
        • Has a NARROWED FOCUS
      • Topics can be…
        • Local, State, U.S. History, or World History
        • Try to pick topic at least 25 years old.
    • Doing Research
      • Students need both primary and secondary sources.
      • Secondary sources are not created first-hand.
      • History Textbook
      • Encyclopedias
      • Books or articles written by scholars about a topic
      • Primary sources are materials directly related to a topic by time or participation.
        • Letters
        • Speeches
        • Diaries
        • Newspaper or magazine articles from the time
        • Oral History Interviews
        • Manuscripts/Paper collections
        • Songs and Hymns
        • Photographs and artifacts
        • Court Proceedings
        • Government records, including census data
    • Where Should Students Do Research?
        • Libraries (school, public, and University)
        • Historical societies and/or museums
        • Contact college professors
        • Archival Collections at organizations (i.e. corporations, YMCA, etc.)
    • Going Beyond the Book Report
      • NHD projects do more than tell a story, they make a point about a topic. A thesis statement makes an argument about the historical impact of the person, event, pattern, or idea you are studying. Often, it answers historical questions.
      • Questions like:
        • Why is my topic significant?
        • Has my topic influenced anything else of historical importance?
        • What changed as a result of my topic?
        • What causes led up to my topic?
    • Benefits for Teachers
      • Project-based teaching tool
      • Appeals to various learning styles
      • Can be incorporated into class (theme is always very general)
      • Teaches history core content (primary sources, secondary sources, timelines, and artifacts are used to interpret history and historical perspective)
      • Teaches literacy (research, reading, and writing)
      • Teaches students to analyze and think critically.
      • Helps teachers integrate the study of history with other disciplines, including writing and the arts.
    • Benefits for Students
      • Makes learning about history fun!
      • Shows students that history is alive and relevant to their lives.
      • Lets students be creative and not just learn about history through a textbook. It’s hands-on.
      • Students learn important life skills and research skills that will help them in high school and college
      • Engages all kinds of learners. 
      • Encourages students to use their community’s resources.
      • Gives incentives to do well: Special Prizes/Scholarships at all levels of competition.
      • Chances to improve their work and compete at three levels of competitions.