This document provides information about National History Day in Minnesota. It discusses the philosophy and goals of History Day, which aims to have students research historical topics and create projects to demonstrate their learning. Students can create research papers, exhibits, performances, documentaries, or websites. History Day involves local, regional, and state competitions. The document provides guidance for students and parents on choosing topics, conducting research, creating projects, and participating in the contest. The overall goal is to improve students' skills in areas like research, critical thinking, and communication.

1. National Histor y Day in
Minnesota
Program Basics

2. History Day Philosophy

3. History Day Philosophy

4. History Day is…
An Applied Learning Program

5. Where students
become Historians!

6. History Day Philosophy
Applied Learning Program
Student as Historian
Inter-disciplinary

7. History Day Philosophy
Applied Learning Program
Kid as Historian
Inter-disciplinary

8. Meeting State Standards
Core skills

9. Core skills in the ELA Standards
Research
Higher Level:
Thinking
Writing
Reading
Organization
Collaboration

10. Balancing Content and Skills Standards
History Day Requires
Deep Content
Knowledge

11. Balancing Content and Skills Standards
History Day Requires
Deep Content
Knowledge
Teachers Can Keep
Topics Within
Curriculum Content

12. History Day Evaluation by the
Numbers…
70
64
60

13. 70%
Students who report that their
research skills “improved greatly”

14. 64%
Teacher who report that “Below Average”
students receive higher grades for
History Day

15. 60%
Parents who reported that their child
had to read more than usual for their
History Day project

16. Phases of History Day
Nuts and Bolts
Introducti
on
Research and
Analysis
Project
Creation

17. Phases of History Day
Nuts and Bolts
Introducti
on
- Topic
choice –
based on
theme
- Category
- Group or
Individual
Research and
Analysis
Project Creation

18. Phases of History Day
Nuts and Bolts
Introduction
- Topic choice
– based on
theme
- Category
- Group or
Individual
Research and
Analysis
-Not a report
-Thesis
-Connection to
theme
Project Creation

19. Phases of History Day
Nuts and Bolts
Introduction
- Topic choice
– based on
theme
- Category
- Group or
Individual
Research and
Analysis
-Not a report
-Thesis
-Connection to
theme
Project
Creation
-5 categories
-Different skills
require for
each

20. Category Basics
Research Paper
A written
demonstration of
history based on the
most traditional form
of historical
presentation
Limit of 1500-2500
student composed
words

21. Category Basics
Exhibit
A visual presentation
of history based on
the work of museum
curators and exhibit
designers
500 Student
composed word limit
Illustrated with images,
quotes, graphs, maps,
etc.

22. Category Basics
Performance
A live presentation of a
student composed
script
10 minutes

23. Category Basics
Documentary
A media presentation
with recorded narration
illustrated by images,
graphics and video
10 minutes
Can integrate music
and interviews

24. Category Basics
Website
A computer-based
project
Weebly – through NHD
1200 student
composed words,
images, videos, music,
quotes.

25. It All Begins with the Theme…
2009 – The Individual in History: Actions and Legacies
2010 – Innovation in History: Impact and Change
2011 – Debate and Diplomacy: Successes, Failures,
Consequences
2013 – Turning Points in History

26. It All Begins with the Theme…
 2009 – The Individual in History: Actions and Legacies
 2010 – Innovation in History: Impact and Change
 2011 – Debate and Diplomacy: Successes, Failures, Consequences
 2012 – Revolution, Reaction, Reform In History
 2013 – Turning Points in History
 2014 – Rights and Responsibilities in History

27. 2014 NHD Theme – “Rights and Responsibilities in History”
Defining Rights:
-Different from a privilege
-Establishment of a right
-Denial of rights
Defining Responsibility:
- What does it mean to be responsible
-What happens if someone fails to act
responsibly?
Looking at the relationship between
rights and responsibilities
20+ years old for topics

28. The Contest
School Events:
Take place in individual schools, organized by a lead teacher or
coordinator—generally occur in February - 30,000 student participation

29. The Contest
School Events:
Take place in individual schools, organized by a lead teacher or
coordinator—generally occur in February - 30,000 student participation
Regional Events:
Defined by ECSU boundaries, 13 contests occur throughout the month
of March – 4500 students participate at colleges and universities.

30. The Contest
School Events:
Take place in individual schools, organized by a lead teacher or
coordinator—generally occur in February - 30,000 student participation
Regional Events:
Defined by ECSU boundaries, 13 contests occur throughout the month
of March – 4500 students participate at colleges and universities.
State Event:
University of Minnesota, Twin Cities
May 4, 2013

31. The Contest
School Events:
Take place in individual schools, organized by a lead teacher or
coordinator—generally occur in February - 30,000 student participation
Regional Events:
Defined by ECSU boundaries, 13 contests occur throughout the month
of March – 4500 students participate at colleges and universities.
State Event:
University of Minnesota, Twin Cities
May 3, 2014
National Event:
Univ. of MD, College Park
June, 2014

32. 5 Elements of a good project
Topic
Connection to theme
Narrow and focused
Historical significance

33. 5 Elements of a good project
Topic
Thesis Statement
Arguing a point
Uses theme words
States impacts

34. 5 Elements of a good project
Topic
Thesis Statement
Organization
Easy to follow
Appropriate colors
Incorporates primary and secondary
sources

35. 5 Elements of a good project
Topic
Thesis Statement
Organization
Impact/Significance
Choosing a topic with clear/strong
impacts
Proving significance with primary
sources
Proof of change after a Turning Point

36. 5 Elements of a good project
Topic
Thesis Statement
Organization
Impact/Significance
Research
Primary and secondary sources
Variety of sources
Validity of sources
Quality vs. quantity

37. Assessment
- Historical Quality

38. Assessment
- Connection to the Theme

39. Assessment
- Clarity of Presentation

40. What is my role as the
parent/guardian?
Selecting a Topic and
Doing Research
 Be a sounding board for your child’s ideas as
they work on selecting a topic.
 Are there any interesting local topics of family
connections that your child may not know about?
 Encourage your child to explore resources
beyond the Internet. Help your student access a
wider variety of resources by providing
transportation to a local library or Hullabaloo
 Adults can help students locate materials, but
students should take notes, conduct interviews,
decide on a source’s potential usefulness for
their entry, etc.

41. What is my role as the
parent/guardian?
Selecting a Topic and
Doing Research
Creating a Project
 The final project must be the work of the student. You
can do things with the student but not for them unless
it would be dangerous for the student to complete the
task themselves. Students are responsible for the
design, construction, and presentation for their
entries.
 Students may need help and advice about the
mechanical aspects of creating their entry, using
certain software for example, but the students are
responsible for using that knowledge to put the project
together themselves.
 Performance students may have costumes produced
for them, but the design, choice of fabrics, etc. must
be their own
 Be supportive of your student as they complete a long-
term project. Assist them with creating a project
timeline and help them manage deadlines.

42. What is my role as the
parent/guardian?
Selecting a Topic and
Doing Research
 Help at your local school or regional contest. Consider
volunteering as a judge!
 Calm nervous students and help them make sure they
Creating a Project
have all necessary materials for the competition
 Students are responsible for setting up their own
NHD Competitions
exhibits and props and for running their own
documentary equipment at competitions.
 Remind your student that creating a NHD project is a
huge accomplishment and to be proud of this
regardless of the result of the competition cycle.

43. As a parent, why should I
support this project?
College readiness
Meet Social Studies and ELA
standards
Looks good on college applications
Interview/communication skills
Reading/writing skills
Research skills
Responsibility and time management

44. Tips for Parents
 Help students choose a solid topic
 Reinforce the important skills learned throughout the process
 Stay involved with due dates and check-in points provided by teacher
 Don’t go spend $100 on exhibit board materials. Expensive does not
equal quality!
 If you notice something at an event, find someone in a bowling shirt right away
 Don’t get caught up in the competition
 Remember judging is subjective
 Volunteer to judge to gain a new perspective