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 Murals
Ppt for 2010 nvhd teacher training
2010 National History Day
Innovation and Change
Nevada Pizza Party on Sunday, June 13, 2010
• Choose a layout…
Junior Group Exhibit Entry
Saville Middle School
NHD State Button Exchange Sarah Niederman
Las Vegas Academy
Senior Individual Performance
Washington DC Group Tour of
Albert Einstein Memorial
NHD 2010 Nevada Participants Meeting with Senator Reid
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
Interest in past and current events
What skills do NHD students gain?
Can they apply those skills?
How do they compare to their peers?
Compared to peers…
• Almost twice as many NHD high school students correctly
identified primary sources (pre, 80% vs. 48%; post, 85% vs.
• NHD students see a wider range of sources—experts,
museums, lecture notes, diaries, journals, films, first-person
• NHD students have a better understanding of how to
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.
• 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.
Interest in History & Civic
Are NHD students more confident,
interested, & engaged?
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).
TEACHING THE THEME: Debate & Diplomacy
This year’s theme is “Debate and Diplomacy in History:
Successes, Failures, Consequences.”
Students MUST select a topic with a connection to the
Projects with weak or non-existent theme connections will
not do well at History Day competitions.
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
Debate: A debate is an argument, dispute or
deliberation. Students can think about picking a topic that
• 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
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
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
The second half of the theme,
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
• Students can look at a current
law and trace it back to the
debate and discussion that led
to the law ~ state & national
DEFINING THE TERMS
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
Resources you may not have considered (for students)
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)
10. NNCSS website resource list (for teacher use):
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
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
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…….
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
Student Website Example
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?