This document provides an introduction to National History Day for students. It explains that NHD allows students to research historical topics that interest them. Students can work individually or in groups to research a topic related to an annual theme, analyze its significance, and present their findings through a project in one of several categories, such as a paper, performance, documentary, exhibit, or website. The document provides guidance on choosing topics, conducting research, developing a thesis statement, and competing at various levels of the NHD competition. It outlines the judging criteria and encourages students to ask questions.
This virtual presentation focuses on censorship in a library context. Aimed at 13- to 15-year-olds, the presentation is designed to be held via Zoom in a remote learning situation, however it could easily be adapted for face-to-face outreach to schools or class visits to a library during Library and Information Week.
Researching for Sources & Gathering Supporting Material for a Public SpeechWafi Badji
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Presented by Adjabi D.R., Badji W., Brahmia R., and Zerdoudi R.
University of 8 Mai 1945 - Guelma
Department of English
This session covers Writing for Print Journalism. Yes, print still exists and is thriving despite numerous ill-managed newspapers folding. Good stuff in this session that can be adapted to any marketing plan.
This virtual presentation focuses on censorship in a library context. Aimed at 13- to 15-year-olds, the presentation is designed to be held via Zoom in a remote learning situation, however it could easily be adapted for face-to-face outreach to schools or class visits to a library during Library and Information Week.
Researching for Sources & Gathering Supporting Material for a Public SpeechWafi Badji
Communication Practices Presentation
Topic: How to search for sources and gather supporting material for different types of public speaking.
Presented by Adjabi D.R., Badji W., Brahmia R., and Zerdoudi R.
University of 8 Mai 1945 - Guelma
Department of English
This session covers Writing for Print Journalism. Yes, print still exists and is thriving despite numerous ill-managed newspapers folding. Good stuff in this session that can be adapted to any marketing plan.
Presentation to the second LIS DREaM workshop held at the British Library on Monday 30th January 2012.
More information available at: http://lisresearch.org/dream-project/dream-event-3-workshop-monday-30-january-2012/
The Trove database is an excellent tool for family historians, especially its collection of digitised Australian newspapers. Newspapers help you find births, deaths and marriages, while also documenting the social lives of everyday folk through mentions in sporting pages, legal notices, accidents and educational achievements.
Librarian Alex Miller introduces Trove to those who haven’t yet investigated this resource, or who are having difficulty searching this large database.
Updated for the 2009-2010 school year! This is part 2 of a two part series intended for students. The National History Day in Ohio staff uses parts of this presentations for their classroom outreach. For more information about outreach go to www.ohiohistoryday.org.
Presentation to the second LIS DREaM workshop held at the British Library on Monday 30th January 2012.
More information available at: http://lisresearch.org/dream-project/dream-event-3-workshop-monday-30-january-2012/
The Trove database is an excellent tool for family historians, especially its collection of digitised Australian newspapers. Newspapers help you find births, deaths and marriages, while also documenting the social lives of everyday folk through mentions in sporting pages, legal notices, accidents and educational achievements.
Librarian Alex Miller introduces Trove to those who haven’t yet investigated this resource, or who are having difficulty searching this large database.
Updated for the 2009-2010 school year! This is part 2 of a two part series intended for students. The National History Day in Ohio staff uses parts of this presentations for their classroom outreach. For more information about outreach go to www.ohiohistoryday.org.
Objectives:
* Identify the special information needs of creative writers
* Discuss the research process for creative writing and how different source types fit into that process
* Evaluate the usefulness of sources for creative writers based on their information needs
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Why History? Why NHD?
History is the original reality series.
With NHD, you can research real people, living
real lives, having real experiences.
3. What if you could research what
YOU wanted to?
National History Day allows you to explore
endless topic possibilities!!
4. Everything has a history.
Politics, Fashion, Science, Media, Sports, Music...
Social Movements, Technology, War/Peace, Art...
5. Why do National History Day?
“NHD is not about memorizing
dates but more about doing
research and expressing what
you have learned. These skills
are more important after school
in the real world.”
“[History Day] ROCKS! Not
only do I actually pay attention
in history class... I actually
want to learn more!"
6. How does NHD work?
• Work alone or in a group
• Select a topic connected to annual theme
• Complete your own research
• Analyze the significance
of topic in history
• Present your ideas
through a creative
project
• Compete in series
of regional, state, and
national competitions
(optional)
8. What is debate?
A discussion involving opposing
points; an argument.
Deliberation; consideration
What is diplomacy?
The art or practice of conducting
international relations, as in
negotiating alliances, treaties,
and agreements.
Tact and skill in dealing with people.
9. Topic Brainstorm
What topics can you think of related to
Debate and Diplomacy?
• Actual debates?
• Debates over issues or ideas?
• Social movements?
• Foreign relations?
• Military history?
• Politics or government?
10. Is your topic too new?
Avoid current event topics...
Contemporary debates over immigration
to the United States.
11. ...but delve into a part of the history.
1924 Immigration Quota and the American Debate of Who is
American
12. Is your topic too broad?
Narrow in by time period, people affected,
event, or geographic area...
The entire history of the United Nations
13. ....and look at something specific
related to the broad topic.
A New Path to Diplomacy: The Forming of the United Nations
14. Find a topic that's just right!
The Constitutional Convention of 1787 and the Debate over Slavery
The best NHD topics will fit the theme, be narrow in scope,
have available research, and be INTERESTING for you to
study.
16. Getting Started
• Once you pick a topic, you need to find information
• The research process can be:
o Exciting
o Confusing
o Mysterious
o Frusterating
o All of the above!
• Where do you look?
• What can you find?
• How do you find it?
17. Imagine: You are the Topic!
It is 2010, a historian is going to write a
biography about your life. Write down
anything the historian could use to find
information about you! What sources could
the historian use?
18. Imagine: You are the Topic!
It is 2010, a historian is going to write a
biography about your life. Write down
anything the historian could use to find
information about you! What sources could
the historian use?
• Yearbooks
• Newspaper
articles
• Birth Certificate
• Interviews
• Report Cards
• Diary
• Journal
• Photographs
• Videos
• Sound recordings
• Letters/e-mails
19. Imagine: You are the Historian!
Imagine you're researching Susan B.
Anthony. What types of information might
you find about her?
20. Imagine: You are the Historian!
All these sources fall into two big categories of information:
primary or secondary sources.
Imagine you're researching Susan B.
Anthony. What types of information might
you find about her?
• Letters
• Books
• Web pages
• Diary
• Newspaper
Articles
• Magazine
• Photographs
• Biographies
• Auto-biography
• TV documentary
• Oral histories
• Journal
21. Primary vs. Secondary Sources
Secondary Sources
Created after the fact and analyzes
primary sources to create a historical
narrative.
Primary Sources
Created at the time of the event or by
someone who witnessed the event.
22. Where can you find information?
• Visit a library: School, public, university or
college
• Look in an archives (online or in real life)
• Conduct an interview with an expert or
participant
• Look on the Internet (and evaluate each
source you find)
• Visit a historical society or museum
24. What do you do with all this
information?
• Read it
• Analyze and think
about it
• Make an argument
(your thesis)
25. Primary source to analyze with
students. Use different sources
for different grade levels or
different audiences
26.
27. Research Questions
Begin by thinking of research questions:
• A question to guide your research and define your
topic.
Sample Questions
• How did the television debate between Nixon and
Kennedy change political campaigns in the United
State?
• What are were the long term consequences of the
3/5 compromise at the 1787 Constitutional
Convention?
28. What is a thesis statement?
A Thesis Statement is one sentence that:
o States the writer’s main idea;
o Forms the backbone of the project;
o Ties all your project information
together
31. Thesis 1: The debate over slavery during the 1787
Constitutional Convention was a failure.
Thesis 2: During the 1787 Constitutional
Convention, the debate over slavery had
consequences that led to years of further
debate in the new nation.
Evaluating Your Thesis
32. Thesis 1: The debate over slavery during the 1787
Constitutional Convention was a failure.
Thesis 2: During the 1787 Constitutional Convention, the
debate over slavery had consequences that led to years of
further debate in the new nation.
Thesis 3: The slavery debate during the 1787
Constitutional Convention ended in a
compromise that had significant consequences
in politics and policies from that time through the
Civil War.
Evaluating Your Thesis
33. How do you tell the world?
• Paper (Individual Only)
• Performance
• Documentary
• Exhibit
• Web Site
34. Paper
• 1500-2500 word essay about historical topic
• Includes cover page, annotated bibliography,
sometimes illustrations or images
• Include YOUR conclusion
• Great category for
aspiring writers
• Individuals only -
no group entries
35. Performance
• Up to 10-minute original
performance
• Uses sets, props, music,
costumes, blocking….
• Includes process paper and
annotated bibliography
• Great category for any type
of performer: Singers,
dancers, actors...
36. Documentary
• Up to 10-minute media
presentation
• Similar to something you’d
see on the History Channel
• Includes process paper and
annotated bibliography
• Best for topics with available
media, images or interviews
37. Exhibit
• Similar to a Science
Fair project
• Up to 6-feet tall
• Uses text, images,
interactives, objects,
and graphics to make
an argument
• 500 student-composed
words maximum
39. Web Site
• Web-based project
• Uses images, text, graphics,
video, sound
• 1200 visible student
composed words
• 100MB of file space
• Created ONLY with
NHD Web Editor
• Available free online
40. NHD Competitions
• At a competition you will:
o Share your project
o Be interviewed by judges
o Get feedback on your work
• You can advance between levels:
o School Event
o State Event
o National Contest
41. Judging and Evaluation
The same criteria are used at all levels of
NHD competitions:
• 60% Historical Quality: Accuracy, analysis,
interpretation, historical context, and the quality of
research.
• 20% Connection to Theme: Have you connected the
topic to the theme in the project itself?
• 20% Clarity of Presentation: How clearly have you used
the project to convey your argument and evidence?
Includes spelling, organization, etc.
• Rules Compliance: Have you violated any major rules
for the category or NHD?
45. Sample Projects
• Example Paper (Internet required)
• Example Performance 1 (Internet, flash required)
• Example Documentary 1 (Internet, flash required)
Example Documentary 2 (Internet, YouTube)
• Example Website (Internet required)
46. Questions?
Find NHD on the web:
• www.nhd.org
• statewebsite
Talk to:
• Your teacher
• Your librarian
• Me!
o Email
o Phone Number
Editor's Notes
Introduce yourself, and why you work in the history field or why you love history.
This may be a good time to ask students to define history. Explain that history is not just the past, but the understanding or interpretation of the past, which means that someone has to research the information and put together a narrative. You can ask things like:
"Does your text book tell the entire story of history?" You can come back around to this idea of interpreting history when you talk about the types of projects.
Graphically represent the change of topics
Show how it is a good topic connected to theme and model
Ask students what they see going on in this source through pure observation. How do they know what this source is about? What else would they like to know? How could you get more information? What is the historical context (the fight for women's suffrage)
There are three elements to a successful History Day thesis statement- key facts that identify your topic, how it relates to the theme, and why it is important in history.