Ppt for 2010 nvhd teacher training


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  • Identify specific set of skills students develop. Skills students should acquire: does NHD give them an edge, a better vehicle for developing skills?

    Can they apply those in an independent test?
  • When you ask teachers, they typically first cite research skills, then communication. Tested writing, not oral skills—but those evident in interviews.

    NHD students improved; non-NHD didn’t.

    MS sample was small. Middle-school differences on both were smaller, but still evident.
  • A majority of both groups answered true/false questions about historical research correctly.
    A majority also drew conclusions or selected statements that best summarized a passage.
    Non NHD-students gained ground over the school year, but so did NHD students, scoring100% and 98% compared to 81% and 89% on the post-test.

    Choosing & narrowing topics

    Interviews: how to summarize, synthesize, tackle long passages: not intimidated by challenging texts.

  • 1 rubric point difference, on a 6-pt. rubric
  • 3 sets of scaled items, 4-pt. scale: NHD gives students the opportunity to develop 1) interest in/ knowledge of history; 2) a sense of civic engagement; 3) research skills.
  • Also more confident in presentation software and communication skills, just not a lot more than peers. Same levels of confidence in writing skills (interesting, given performance: NHD may make them sterner critics of their own work)
  • Higher levels in all but using movie/digital software for presentations. Asterisks: statistical significance

    Differences not dramatic: but consistent. we wanted closely matched groups.
  • Debate and Diplomacy are about action, doing, change…
    Debate and Diplomacy are not always face – to – face
    Strategic ~ “70,000 Tons of Diplomacy”
    Tactical ~ using ships to commandeer a position
  • Ppt for 2010 nvhd teacher training

    1. 1. 2010 National History Day Innovation and Change CollegePark,MarylandJune12-17,2010
    2. 2. 2010 Nevada National History Day Participants
    3. 3. Nevada Pizza Party on Sunday, June 13, 2010 • Choose a layout…
    4. 4. Junior Group Exhibit Entry Matthew Probst Brandon Franke Saville Middle School
    5. 5. NHD State Button Exchange Sarah Niederman Las Vegas Academy Senior Individual Performance
    6. 6. Washington DC Group Tour of Nevada Participants Nevada Participants Albert Einstein Memorial
    7. 7. NHD 2010 Nevada Participants Meeting with Senator Reid
    8. 8. Why NHD?? The Research Shows….. NHD Research Study on Applied Skills, Academic Performance, & Interest in History and Civic Engagement • Conducted in 4 sites around the country • Data collection included performance assessments, surveys, and standardized test scores • The study explored students’  research and writing skills  ability to interpret historical information  Academic performance  Interest in past and current events
    9. 9. Findings: Applied Skills What skills do NHD students gain? Can they apply those skills? How do they compare to their peers?
    10. 10. Research Skills Compared to peers… • Almost twice as many NHD high school students correctly identified primary sources (pre, 80% vs. 48%; post, 85% vs. 48%). • NHD students see a wider range of sources—experts, museums, lecture notes, diaries, journals, films, first-person accounts, biographies. • NHD students have a better understanding of how to evaluate sources.
    11. 11. Critical Thinking Skills Compared to peers… • NHD students are better at interpreting information, drawing conclusions, summarizing passages—scoring 10 & 20 percentage points higher than peers. • The more time in the program, the higher their scores.
    12. 12. Writing Skills • NHD students out-scored peers on 2 assessments: • Pre-test means: 3.5 vs. 2.6 • Post-test means: 3.8 vs. 2.9 • Differences: sense of audience, distinct voice, organization, sentence variety, richer vocabulary.
    13. 13. Findings: Interest in History & Civic Engagement Are NHD students more confident, interested, & engaged?
    14. 14. Confidence Compared to peers, NHD students are more confident in… • their knowledge of history (M=2.9 vs. 2.5) • events not studied in school (2.7 vs. 2.5) • ability to develop a research plan (M=2.9 vs. 2.7) • ability to organize a report (3.1 vs. 2.9) • doing internet research (M=3.4 vs. 3.2) & using (3.4 vs. 3.1) & evaluating what they find (3.2 vs. 2.9).
    15. 15. TEACHING THE THEME: Debate & Diplomacy in History This year’s theme is “Debate and Diplomacy in History: Successes, Failures, Consequences.” Students MUST select a topic with a connection to the annual theme. Projects with weak or non-existent theme connections will not do well at History Day competitions.
    16. 16. For this year, topics should be an example of debate AND/OR diplomacy. The topic could be an example of both, but it doesn’t have to be. As you introduce the theme to your students, begin by defining each of the words in the theme: Debate: A debate is an argument, dispute or deliberation. Students can think about picking a topic that might be… • an actual debate— such as the televised presidential debates between presidential candidates or, • a debate over an issue or an idea—such as the reform movement to give women the right to vote. DEFINING THE TERMS
    17. 17. Diplomacy: Diplomacy usually refers to international affairs, negotiating between differing groups, or the use of persuasion to achieve some objective. • Have students start with the small diplomacies of everyday life…  What did they want?  What did they get?  How did they get it?  At what cost did they get what they wanted? • Students could also look at topics on a national or state level, such as treaty rights negotiations, labor strikes, or peace conferences such as the Yalta Conference. • On the international level, this could refer to topics like the Cuban Missile Crisis. DEFINING THE TERMS
    18. 18. The second half of the theme, “Successes, Failures, Consequences,” should give students an idea about the types of questions they can ask about their topic to direct their research. What were some of the short and long term outcomes of this topic? • Students can look at a current law and trace it back to the debate and discussion that led to the law ~ state & national court cases DEFINING THE TERMS http://people.howstuffworks.c om/ten-controversial-court- cases.htm
    19. 19. Nevada Topics 1. Nevada Statehood – “Battle Born 2. Mining Strikes in Nevada ~ 1881 in Lewis (Lander County); 1907 in Goldfield 3. Yucca Mountain 4. Federal ownership of lands in Nevada 5. Relocation of Indian tribes 6. Indian gaming 7. Testing of the atomic bomb in the Nevada desert 8. Water rights 9. The Moulin Rouge hotel & African American entertainers in the 1950’s
    20. 20. Resources Resources you may not have considered (for students) 1. ABC-CLIO 2. Library of Congress 3. National Archives 4. Eyewitness to History 5. ONE ~ Online Nevada Encyclopedia 6. Nevada State Museum Virtual Tours 7. GOOGLE Images (Can do an advanced search) 8. Gilder Lehrman Institute of American History 9. EDSITEment (for teacher use) http://edsitement.neh.gov/tab_websites.asp 10. NNCSS website resource list (for teacher use): http://www.nvsocialstudies.com/resources.html
    21. 21. 1. State Contest Location: UNR Redfield Campus located at 18600 Wedge Parkway off the Mt. Rose hwy 2. On the teacher training CD • Rubric for judging entries • Sample judges questions • 2011 NHD Rulebook 3. Revised Entry Form • Teacher phone number (last 4 digits used for registering for NHD) • URL ~ If a student is entering a website their URL MUST be on the entry form!! 4. Increase in entry fees • In order to “build capacity” for the NVHD program, the NVHD Executive Board has decided to increase entry fees to $10 per student. 5. New NVHD website coming soon!! Through a grant from NHD, we are able to create and sustain a new “stand alone” NVHD website!! Look for it at the beginning of the year! Details, Details, Details…….
    22. 22. 1. Individual and Group are now separate categories 2. Must use the NHD website editor accessed at: http://nhd.weebly.com/ 3. File size ~ still 100 MB; however, no need to check file size as Weebly won’t allow anything bigger 4. Multimedia Usage: • No limit to the number of pieces BUT no clip may be longer than 45 seconds (e.g. background music must be looped) 5. Annotated Bibliography and Process Paper should:  Be a part of the website  Be integrated into navigational structure of the website  NOT be printed and sent in  Is NOT included in the word count 6. DEADLINE: Websites are closed for judging at 5pm on March 18th. 7. Copyrighted music/songs may not be used (unless permission has been granted to do so) ~ recommend that students use websites such as “Limewire” or “Freeplay Music” 8. No narration of student composed text 9. Footnotes, Endnotes, or internal documentation NOT required Website Category Changes
    23. 23. http://89947171.nhd.weebly.com/ Student Website Example
    24. 24. Northern Nevada Competition, Saturday, March 26, 2011 ~ UNR Redfield Campus, 18600 Wedge Parkway off Mt Rose Hwy. Want your teachers and students to get involved?