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.

1. 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

2. 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?

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

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

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

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

7. 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?

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

9. 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?

10. 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

11. 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

12. 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.

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

14. “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]

15. January
21, 1909
Hen
Party

21. 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.

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

33. 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

34. 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

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

37. Key Facts  Theme Relation Importance in history

39. 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

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

41. Approaching the
Topic
Compare and Contrast

42. Approaching the
Topic
Case Study

43. Approaching the
Topic
Multiple Case Study

44. Contact Info
Megan Wood
EMAIL: mwood@ohiohistory.org
Web Site: www.ohiohistoryday.org
MySpace: Ohio History Day Expert
Facebook: mwood@ohiohistory.org
Blog: http://historydayexpert.blogspot.com