09 OCLRE Conference Presentation
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This document summarizes the National History Day program in Ohio. It discusses that National History Day is an annual competition for students in grades 4-12 where they research and develop projects on historical topics and themes. In Ohio, students participate in local and state competitions leading up to the national competition in June. The 2010 theme was "Innovation in History." The document provides examples of project categories and guidelines teachers use to integrate the program into their curriculum, such as required timelines and due dates for students to turn in research and drafts. It also lists some highlighted online resources available to students for their research.
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09 OCLRE Conference Presentation
- 1. Innovation in History: National History Day 2010 Megan Wood, National History Day in Ohio 2009-2010 School Year www.slideshare.net/meganwood
- 11. THEME Innovation in History: Impact and Change Innovation- something new or different introduced; OR the act of innovating; introduction of new things or methods; OR A change effected by innovating; a change in customs; something new, and contrary to established customs, manners, or rites. Eli Whitney’s patent for the cotton gin, NARA, www.archives.gov
- 12. Innovation in History: Law Related Topics Innovation in: Rights? Policy? Elections? Law? (http://www.landmarkcases.org/) WHAT ELSE?
- 14. Approaching the Topic Compare and Contrast
- 15. Approaching the Topic Case Study
- 16. Approaching the Topic Multiple Case Study
- 18. Highlighted Resources INFOhio - Username: INFOhio Password: Explore: http://www.infohio.org/ Internet Archive : www.archive.org History Day Expert Blog : http://historydayexpert.blogspot.com Purdue Online Writing Lab : http://owl.english.purdue.edu/ American Memory : http://loc.gov/ammem Cornell Making of America : http://cdl.library.cornell.edu/moa FBI Freedom of Information Act Reading Room : http://foia.fbi.gov
- 19. Questions? Contact Information: Megan Wood- Ohio Historical Society www.slideshare.net/meganwood 614.297.2343 [email_address] www.ohiohistoryday.org Blog: ohiohistorydayexpert.blogspot.com
Editor's Notes
- Introduce myself. Go over information in packet Ask about past experiences with History Day Why do I do this? I loved history growing up, but I didn’t want to teach in a traditional classroom setting so I majored in Public History, which means I took history in addition to Museum Studies, Archives, Historic Preservation and Local History. I got an M.A. in Museum Studies in Upstate NY, focusing on museum education. I interned with the New York State History Day Coordinator and took over that position while I was still in graduate school. In May 2006 I moved to Columbus to be the Ohio History Day Coordinator, so here I am. Trying to make history fun for students and teachers. I have a presentation prepared, but I am here to help you, so please stop and ask me lots of questions. My goal for this presentation is to help you understand effective methods of implementing the program into the classroom and to get you excited about this project’s potential.
- National History Day started in 1974 at Case Western Reserve University by the history department because they felt history wasn’t given enough attention in the schools. In 1980, with an NEH grant, the program went national and the national offices moved eventually to the University of Maryland outside of Washington DC. In 1995, the Ohio Historical Society became the state sponsor of the program. The program is for students in grades 6-12 officially and we are inviting 4 th and 5 th grades to submit half size exhibits to Ohio History Day. Students do research based on an annual theme and create projects. There is a competition portion of the program. We have local district events in March that feed into Ohio History Day, which is April 26, 2008 and the top projects qualify for National History Day in June. This year’s theme is Conflict and Compromise in History, so you can see that the themes are very broad and can almost fit any topic.
- All projects have to have an annotated bibliography and process paper (except papers) Students take their research in primary and secondary sources and can do one of five types of projects. Papers are 1500-2500 word essays. Exhibits can be done in a group or individually (like all the categories except papers) and are up to six foot tall and are much like science fair projects. (show exhibit slide show) Performances are up to ten minute, original dramatic plays on the topic. Documentaries are up to 10 minute media presentations that are much like something that you’d see on the History Channel or PBS (show clip). Websites are new this year and we have an example from last year (show example)
- Hand out Bridget’s syllabus and time spent in class There are an infinite number of ways to implement History Day into the classroom. One teacher in Dayton who’s done this project for five years has narrowed it down to the least amount of in-class time. In November she goes over the theme several times in class, getting the students to thinking about the topics. By December, students have to start research. She has stopped giving a lot of in-class time for research because the students tend to be less focused on her time vs. the work they have to do on their own time. January is time to finish research and start creating the project and she sets the final deadline for February.
- Go over “How much classroom time?” Using History Day as a choice in a school academic fair
- Two teachers at Columbus Public Schools manage the project in an ELA/Social Studies block. This may not be viable in all situations, but if both teachers are already requiring research projects, History Day could be a good outlet for the students. They can combine work, as can the teachers, and also have the chance to be recognized outside the classroom.
- Sometimes starting out, it helps to start with a small group of motivated students. I strongly believe that all students can do some version of this program and learn about research and project creation, and even teamwork, but as a teacher, it may help to start with students who either self select or are in an advanced class. We have a lot of teachers that start this way, even after school. We also offer information on our website about starting a History Day Club that can be more student led. Let me know if you’d like more information on the History Day Club.
- Show the Teacher Resource CD and what kinds of materials it contains
- I’m going to go over three ways for students to approach their History Day projects. History Day asks students to move beyond reporting and actually interpret and come to a conclusion about their project.
- Taking two viewpoints on one subject, be it people, places, ideas or events to talk about a larger topic. Ralph Wallenburg helped thousands of Jews escape the Holocaust. Adolf Eichman was a Nazi who was responsible for planning the shipment of people into the ghettos and eventually to concentration camps. Looking at these two individuals can tell you about the good and evil involved in this horrific event. Take copies of the blank outlines
- A case study takes one aspect of the topic to examine the larger event. This can really help students focus and narrow their topics. For example, a student is interested in the Great Depression. The CCC had a separate diviion for Native Americans that helped young men get work with public works projects. Native Americans can be used as the entry point to look at the effects of the Great Depression.
- In a multiple case study, students can take several components of a topic to reflect on the larger issue. In this case, looking at the different work relief programs during the great depression. It can show some of the attempts to heal the country’s economic problems.
- As students are developing their projects, they should think about my patented Three C’s of History Day. Content: Content or research should be balanced between primary and secondary sources. It should also be balanced between viewpoints or sides of an issue. Context: A project should have some recognition of what else is going on in the world surrounding a topic. What happened before or after the topic that affected or was affected by it. Conclusion- Student derived thesis based on research.
- In reality, a lot of students will do as much as they can on the internet. I wanted to highlight some sources that can help you, even if you don’t do History Day with your students. INFOhio Core Collection Annals of American History - Search “women suffrage” Click on “1848 Seneca Falls Declaration on Women’s Rights” Internet Archive Prelinger Archive (no copyright, open source video) -Search “Ohio” Show “Signal” from the Ohio Highway Patrol (right next door) History Day Expert Blog Show where old posts and links can be found and leave a comment Purdue Online Writing Lab (for thesis, bibliographies, papers) - Search “Thesis Statements” Home - Search “Bibliography” American Memory Browse Women’s History Women Suffrage Scrapbook 1897-1911 - Search “anti-suffrage” second entry- “National Anti-Suffrage League Organizing Meeting” Show image View Text Home - general Search “anti-suffrage” Cornell Making of America (good for industrial topics) Search - Search “Women suffrage*” (talk about truncation) First entry click on page # FBI Freedom of Information Act Reading Room (CIA also has a reading room, really fun info on flying saucers) Home Browse Reading Room - Search “Lennon, John” 1 st Entry Part 01 Read 3 rd paragraph on Page 4 Back Famous Persons List Click on Charles Lindbergh