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Cheverus National History Day (NHD) Information
The following is a summary of information concerning Cheverus’ participation in National History Day.
For complete information, link to:
Key Dates
| Project Statement Due | December 3, 2001 |
| Preliminary Papers Due | December 18, 2001 |
| Cheverus NHD Contest and Fair | March 19, 2002
(Papers due on March 7).
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| Maine NHD Contest 2002 | April 4, 2002
Jewett Hall, University of Maine – Augusta |
| National History Day 2002 | June 9-13, 2002
University of Maryland, College Park, Maryland |
About National History Day
The National History Day program is an exciting way to study history and learn about issues, ideas, people, and events that interest you. National History Day lets you express what you have learned through creative and original performances, documentaries, papers, or 3-dimensional exhibits.
Through National History Day you will learn the skills and techniques of the historian and will discover new insights. At the competitions you will have the opportunity to meet students from other schools, exchange ideas, and demonstrate the results of your work.
Theme
2002 Theme: Revolution, Reaction and Reform
History is in large measure the story of how people have responded in the past to their social and physical circumstances. These responses can be dramatic and rapid, or slow and gradual. They can be deliberate or hasty. Revolution typically refers to a violent overthrow of a government, or more generally to a sudden or momentous change in social circumstances. Reforms are typically more gradual measures to improve society or its institutions. Revolutions or reforms invariably inspire opposition, or they may have unintended, undesirable consequences, and in either case cause a backlash or reaction when some try to slow or undo changes that have been implemented. Revolution, reform and reaction are often thought of in terms of government and politics, but the terms can apply to almost any area of human endeavor: religion, fashion, ethics, science, law, technology, education, economic organization, and family life. The themes apply not only to national and world history, but to local history as well.
The theme is a broad one, so topics should be carefully selected and developed in ways that best use students’ talents and abilities. Whether a topic is a well-known event in world history or focuses on a little-known individual from a small community, students should be careful to place their topics into historical perspective, examine the significance of their topics in history, and show development over time. Studies should include an investigation into available primary and secondary sources, analysis of the evidence, and a clear explanation of the relationship of the topic to the theme, "Revolution, Reaction, Reform in History." Then, students may develop papers, performances, documentaries, and exhibits for entry into National History Day competitions.
Sample Topics
For a list of sample topics having to do with this year’s theme, go to: www.thehistorynet.com/nationalhistoryday/02_contest/02.html
Contest Categories
You may enter one of seven categories:
- paper (individual only)
- individual exhibit
- group exhibit
- individual performance
- group performance
- individual documentary
- group documentary
Each category in each division is judged separately. Groups may include 2 to 5 students.
Choose a category in which you can make the best use of your own special abilities, talents, and interests. Be careful to choose the most suitable category in which to present your research and conclusions and take into consideration the availability of equipment and resources.
Effective National History Day entries not only describe an event or a development, they also analyze it and place it in its historical context. Ask yourself the following questions about your topic:
How is my topic important?
How was my topic significant in history in relation to the National History Day theme?
How did my topic develop over time?
How did my topic influence history?
How did the events and atmosphere (social, economic, political, and cultural aspects) of my topic's time period influence my topic in history?
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Contest Guide
For a complete student guide to National History Day projects, including rules for all entries and for specific categories, link to:
www.thehistorynet.com/nationalhistoryday/02_contest/02.html
Process Paper Requirement
Note that entries in each category except papers must include three copies of a “process paper” meeting the following requirements:
- A title page (see Contest Guide, General Rule 11).
- A description of no more than 500 words explaining how you conducted your research and created and developed your entry. You must conclude your description with an explanation of the relationship of your topic to the contest theme.
- An annotated bibliography in proper bibliographic format and separated into primary and secondary sources (see Contest Guide, General Rules 12 and 13).
An annotated bibliography is required for all categories. It should contain all sources that provided usable information or new perspectives in preparing your entry. You will look at many more sources than you actually use. You should list only those sources that contributed to the development of your entry. Sources of visual materials and oral interviews must be included. The annotations for each source must explain how the source was used and how it helped you understand your topic.
For example:
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Bates, Daisy. The Long Shadow of Little Rock. New York: David McKay Co. Inc., 1962.
Daisy Bates was the president of the Arkansas NAACP and the one who met and listened to the students each day. This first hand account was very important to my paper because it made me more aware of the feelings of the people involved.
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These materials must be typed or neatly printed on plain white paper and stapled together in the top left corner. Do not enclose them in a cover or binder.
Judging Criteria
Historical Quality (60%)
The most important aspect of your entry is its historical quality. You should ask yourself the following questions to help you focus on your historical analysis:
- Is my entry historically accurate?
- Does my entry provide analysis and interpretation of the historical data rather than just a description?
- Does my entry demonstrate an understanding of the historical context?
- Does my annotated bibliography demonstrate wide research?
- Does my entry demonstrate a balanced presentation of materials?
- Does my entry demonstrate use of available primary sources?.
Clarity of Presentation (20%)
Although historical quality is most important, your entry must be presented in an effective manner. You should ask yourself the following questions to help you focus on your presentation:
- Is my entry original, creative, and imaginative, in subject and presentation?
- Is my written material written material clear, grammatical, and correctly spelled?
- Is my entry well-organized
- Do I display stage presence in a performance?
- Is the visual material I present clear?
- Do I understand and properly use all my equipment?
Relation to Theme (20%)
Your entry must clearly explain the relation of your topic to the annual National History Day theme. You should ask yourself the following questions to help focus your topic on the theme and its significance:
- How does my topic relate to the theme? Why is my topic important?
- How is my topic significant in history in relation to the National History Day theme?
- How did my topic influence history
- How did the events and atmosphere (social, economic, political, and cultural aspects) of my topic's time period influence my topic in history?
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