Student Outreach- Part 2 of 2

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Information about Student Outreach- Part 2 of 2

Published on July 2, 2009

Author: meganwood



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

You Become the Historian! National History Day in Ohio Megan Wood, State Coordinator, National History Day in Ohio Part 2 in a two part series

Research Plans: Being prepared 1. What are we looking for? 2. Where to research? 3. Who to talk to? 4. When can we do this? 5. Why use more than the internet?

Thinking like a Historian! 1. Cause and Effect 2. Change and Continuity 3. Turning Points 4. Using the Past 5. Through Their Eyes!

Keeping track of what you find! Information to keep track of: Author Title Type of source Publisher Publication/Creation date Publication location Page #

Writing A Citation Common Book Citation: Last Name, First Name. Title of Source. Publication Location: Publisher, Date.

Papers • 1500-2500 word essay about historical topic • Includes cover page, annotated bibliography • Images •Include YOUR conclusion •Only completed as an individual

Documentaries • Up to 10 minute media presentation • Like something you’d see on the History Channel • Includes process paper and annotated bibliography (more later!) What do you notice about the example?

Performances • Up to 10 minute original performance • Sets, props, music, blocking…. • Includes process paper and annotated bibliography

Exhibits • Much like a Science Fair project • Up to 6 feet tall • Text, images, interactives, objects • 500 student composed words What did you think about the examples?

Websites •Web-based project • Navigate in Explorer • Images, text, graphics, video, sound • 1200 visible student composed words • 100MB of file space •Created ONLY with NHD web editor

What’s this about a process paper and annotated bibliography? Process Paper Annotated Bibliography •500 words •List of all sources •Topic Selection •Separated into primary •Research and secondary •Project Selection •A brief explanation of how the source was used •Theme Relation

Historical Context •The set of facts or circumstances that surround a situation or event; “the historical context” •Wordnet •In history, showing the events leading up to, during or after and event to have a better understanding.

“My quote was taken out of context!” “Our new Constitution is now established, and has an appearance that promises permanency”

“My quote was taken out of context!” “Our new Constitution is now established, and has an appearance that promises permanency; but in the world nothing can be said to be certain except death and taxes.” Benjamin Franklin in Letter to Jean-Baptiste Leroy [Nov. 13, 1789]

January 21, 1909 Hen Party

Context Context- (dictionary definition) The circumstances in which an event occurs; a setting. For History Day: Providing the setting for relevant events going on in the town, state, region, country or world.

What Happened? What happened? December 1, 1941 December 8, 1941

Thesis Statements What is a thesis statement? A Thesis Statement is one sentence that: -State’s the writer’s central idea; - Predicts or values to the main points that from the backbone of the project; - Makes a judgment or interpretation; and

Thesis Statements What is a thesis statement? •A specific argument •Narrow in focus •Based on evidence (primary and secondary sources) •Can be expressed in a few sentences

Thesis Statements For History Day a thesis statement: Key Facts  Theme Relation Importance in history

Key Facts  Theme Relation Importance in history

Thesis Statements Options: 2. After three days of fighting in July of 1863 the Union Army won the Battle of Gettysburg. This was an important turning point in the Civil War. 3. The Battle of Gettysburg took place in 1863. The Union Army wounded or killed thousands of soldiers. 4. The Union’s victory at Gettysburg in July of 1863 was a turning point in the Civil War. Lee’s decision to invade the north was a gamble that his army paid dearly in lives and equipment. After Gettysburg the Confederate began a slow retreat that ended with Lee’s surrender in the Spring of 1864

Approaching the Topic •Compare and Contrast •Case Study •Multiple Case Study

Approaching the Topic Compare and Contrast

Approaching the Topic Case Study

Approaching the Topic Multiple Case Study

Contact Info Megan Wood EMAIL: Web Site: MySpace: Ohio History Day Expert Facebook: Blog:

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