A brief introduction to the History Day program, with a discussion of the 2011 theme, "Debate and Diplomacy in History: Successes, Failures, Consequences."

1. National History Day
Program Overview

2. Participation
• Junior Division
– 6th
- 8th
Grade
• Senior Division
– 9th
- 12th
Grade
• Students can work individually or
collaboratively in groups of 2-5.

3. Classroom Implementation
National History Day offers flexibility to fit any
classroom:
• Full classroom implementation
• Elected pull-out program (gifted & talented)
• After-school activity

4. Annual Theme
• 2011: Debate and Diplomacy in History
• 2012: Revolution, Reaction, Reform in History
• 2013: Turning Points in History
• 2014: Geography in History
• 2015: Rights & Responsibilities in History

5. Topic Selection
• World History
• American History
• State History
• Local History
• Family History
• The only requirement is that students identify
their topic’s relationship to the theme

6. In-depth Research
• Students are encouraged to explore their
community resources as a means to
discover their topic.
– Local Libraries
– University Libraries
– Archives
– Historic Sites
– Witnesses

7. Presentation
• Historical Paper (individual only)
• Exhibit
• Documentary
• Performance
• Website
• All categories are required to submit an
annotated bibliography of sources used during
the development of their project

8. Historical Papers
A written demonstration of history based on the most
traditional form of historical presentation: authorship

9. Exhibits A visual presentation of history
based on the work of museum
curators and exhibit designers

10. Documentaries
A multi-media presentation
modeled after the work of
directors like Ken Burns

11. Performances
A live presentation
modeled after living history
interpreters

12. Websites
A computer-based project
modeled after the presentation of
history on the World Wide Web

13. The Contest
Regional Events:
Defined by ECSU boundaries, contests occur
throughout the month of March
State Event:
University of Minnesota, Twin Cities
May 1, 2011
National Event:
Univ. of MD, College Park
June, 2011
School Events:
Take place in individual schools, organized by a lead teacher or
coordinator—generally occur in February

14. Assessment
• At NHD events, students
present before a panel of
judges who are asked to
assess:
– Historical Quality
– Relationship to the Theme
– Clarity of Presentation
• Students receive feedback from judges on their
work following each event
• Those who advance in the competition are highly
encouraged to revisit and revise their work

15. Historical Quality

16. Relationship to Theme

17. Clarity of Presentation
(Paper Sample)

18. Student Benefits
• Skill development in:
– Research/Reading
– Analysis
– Drawing Conclusions
– Writing
– Presentation
– Communication
– Collaboration
– Understanding Historical Context/Perspective
• Scholarships
• College/Workplace preparation
• A greater sense of connection to history and
community

19. Teacher Services
• Curriculum materials
– Curriculum videos
– Sample project videos
– Theme materials
• Program-based workshops
– Introductory sessions
– Advanced category-based training
– Mentor assistance
– National summer institutes
• Online Tools
– Master Teacher Network
http://www.mnhs.org/school/historyday/masterteacher/index.htm
– Sample topic ideas & Research links
http://www.mnhs.org/school/historyday/program/relatedwebsites_2.htm

20. Teacher Services (cont)
• Assistance from the State NHD office
– History Day Hotline
– History Center Library Help Desk
– Classroom visits
– Staff assistance via phone and e-mail
• Free adhesive products

21. Teacher Benefits
An innovative teaching tool that…
• Meets state standards
• Encompasses several skill sets
• Encourages cross-curricular collaboration
• Inspires and motivates young people
• Fosters opportunities to participate in teacher
training
• Recognizes superior teaching at State and
National events

22. Getting Started…
• Visit www.mnhs.org/historyday
– Request Information
• An information request will generate a basic packet of
materials, but does not commit you to active participation.
– Enroll as an active teacher
• Enrolling indicates that you would like to receive program
mailings, intend to participate with students, and are
interested in staff assistance.
• If you are interested in classroom visits
and/or participating in the contest, you
must enroll.

23. Contest Participation
• Participation Survey
– A participation survey will be sent to enrolled
teachers in January requesting the total
number of projects participating in each
category per school.
– Teachers interested in entering projects in the
contest must submit a completed survey in
order to receive registration information.

24. Debate and Diplomacy in
History: Successes,
Failures, Consequences
• Brand-new theme
• Students can choose to focus on debate,
diplomacy or both
– Many topics will have elements of both. Example:
Three-Fifths Compromise
• Encourage students to consider both
debate and diplomacy as they choose
topics

25. Debate and Diplomacy in
History: Successes,
Failures, Consequences
• Debate:
– A discussion involving opposing points, an
argument
– A formal contest in which the opposing sides are
advocated by speakers
• Diplomacy:
– The art and practice of conducting negotiations
between nations, as in alliances and treaties
– The conduct of the relations of one state in
dealing with another by peaceful means

26. Debate and Diplomacy
Interpretations
• Debate
– To be a debate, a topic needs to be more complex than a
disagreement
– Debate implies large issues, long-term discussion of
opposing sides, and impactful consequences
– For example, students and
teachers can disagree about
school dress code, but can
debate about students’ rights
to use dress as a method
of free speech (Tinker v.
Des Moines, 1969)

27. Debate and Diplomacy
Interpretations
• Debate: Modern Debates
– Modern debated issues: Find the origin or similar
topics in the past
– Current debate may become part of the impact, but
define the debate in historical terms
– For example: Gays in the military
• Women in the military, women in combat
• Blacks in the military, segregated regiments
• Compulsory draft, conscientious objectors
• Young people in war, unable to vote
• 1942 ban of homosexuals in military

28. Debate and Diplomacy
Interpretations
• Diplomacy:
– Generally, diplomacy is defined as international
relations. Example: Camp David Accords
– But diplomacy can also be conducted by
sovereign nations, nations
in a civil war, within
governments, or between
defined interest groups
– Define diplomacy as an organized
gathering with a resolution in
mind. Example: Appomattox

29. Cautions About D & D
• This is not the debate team!
– Students are not part of the argument and should not
be projecting opinions (especially difficult with
controversial topics such as abortion and animal
rights)
• It is necessary to address both sides of
the debate
– In order for it to be a debate, there must be two or
more sides. All must be present. Example: the debate
over slavery

30. Significance of D & D
• Each topic should have demonstrable
historical significance
– Product debates (New Coke v. Classic Coke),
celebrity debates (should Childress have waived
Randy Moss) are not necessarily significant
• Use the postscript “Successes, Failures,
Consequences” to determine significance
• National topics can have local significance
and vice versa
– Example: American Indian treaties and policies

31. Thinking Outside the Box
• Students should consider ideological debates instead of
physical debates
– Example: Physical Lincoln/Douglas debates v.
• Debates can take place outside of the
political arena
– Example: Religious debates (birth of
Protestantism); scientific debates (Scopes
Monkey Trial); literary debates (banned books)
• Find a topic that has been debated and
narrow to a specific time or action
– Example: Women’s suffrage, immigration, free
press = suffragette methods, Chinese Exclusion
Act, Zenger trial

32. Topics to Consider…
• Declaration of Independence
• 15th
Amendment exclusion of women
• Brown v. Board of Education
• Indian boarding schools
• 1968 Olympic Games
• Iran Hostage Crisis
• 1920s fashion
• Loving v. Virginia

33. Minnesota Topics
• Minnesota Eugenics Society
• Creation of Chippewa National Forest
• Boundary Waters Canoe Area
• Traverse des Sioux Treaty
• Commission of Public
Safety
• 1934 truckers’ strike
• Rondo and I-94
• The Grange