2010 National History DayInnovation and Change

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2010 Nevada National

History Day Participants

Nevada Pizza Party on Sunday, June 13, 2010

Choose a layout…

Junior Group Exhibit Entry

Matthew Probst

Brandon Franke

Saville Middle School

NHD State Button Exchange Sarah Niederman

Las Vegas Academy

Senior Individual Performance

Washington DC Group Tour of Nevada Participants

Nevada Participants

Albert Einstein Memorial

NHD 2010 Nevada Participants Meeting with Senator Reid

Why NHD??

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 Academic performance Interest in past and current events

Findings: Applied Skills

What skills do NHD students gain?

Can they apply those skills?

How do they compare to their peers?

Research Skills

Compared to peers…

• Almost twice as many NHD high school students correctly identified primary sources (pre, 80% vs. 48%; post, 85% vs. 48%).

• NHD students see a wider range of sources—experts, museums, lecture notes, diaries, journals, films, first-person accounts, biographies.

• NHD students have a better understanding of how to evaluate sources.

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.

Writing Skills• 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.

Findings:Interest in History & Civic

EngagementAre NHD students more confident,

interested, & engaged?

Confidence

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 in History

This year’s theme is “Debate and Diplomacy in History: Successes, Failures, Consequences.”

Students MUST select a topic with a connection to the annual theme.

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 thetheme: Debate: A debate is an argument, dispute or deliberation. Students can think about picking a topic that might be…

• 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

everyday life… 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, “Successes, Failures, 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 this topic?

• Students can look at a current law and trace it back to the debate and discussion that led to the law ~ state & national court cases

DEFINING THE TERMS

http://people.howstuffworks.com/ten-controversial-court-cases.htm

Nevada Topics

1. Nevada Statehood – “Battle Born2. Mining Strikes in Nevada ~ 1881 in Lewis (Lander

County); 1907 in Goldfield3. Yucca Mountain4. Federal ownership of lands in Nevada5. Relocation of Indian tribes6. Indian gaming7. Testing of the atomic bomb in the Nevada desert8. Water rights9. The Moulin Rouge hotel & African American

entertainers in the 1950’s

Resources

Resources you may not have considered (for students)1. ABC-CLIO2. Library of Congress3. National Archives4. Eyewitness to History5. ONE ~ Online Nevada Encyclopedia6. Nevada State Museum Virtual Tours 7. GOOGLE Images (Can do an advanced search)8. Gilder Lehrman Institute of American History9. EDSITEment (for teacher use)

http://edsitement.neh.gov/tab_websites.asp 10. NNCSS website resource list (for teacher use):

http://www.nvsocialstudies.com/resources.html

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

entry form!!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 student.

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 categories2. 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 bigger4. 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 text9. Footnotes, Endnotes, or internal documentation NOT required

Website Category Changes

http://89947171.nhd.weebly.com/

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?