History Day Sources!

A variety of sources are essential to a top notch History Day project...  But just what is considered a source?  What is a primary source?  What about secondary? What is meant by a variety?

A Guide to Historical Research Through the National History Day Program defines a source as:

Any provider of information used to interpret a topic. 

Examples of sources can include, but are not limited to:

• Written documents (diaries, letters, books, articles, certificates, journals)
• Artifacts (Physical remains, maps, photographs, art, tools, furniture, other objects from everyday life that have historical significance).
• Recordings (Video, film, audio recordings)
• Personal interviews (In-person discussions, discussions over the phone, or via email)

The guide defines primary and secondary sources this way:

Primary Source - A piece of information about a historical event or period in which the creator of the source was an actual participant in or a contemporary of a historical moment.  A primary source can be a written document created by someone in the past.  A primary source can be an object, place, song, or other cultural artifact created during the historical period you are studying.

Secondary Source - A source that was not created first-hand by someone who participated in the historical era.  Secondary sources are usually created by historians, but based on the historian's reading of primary sources.  Secondary sources are usually written decades, if not centuries, after the event occurred by people who did not live through or participate in the event or issue.

To sum it up, primary sources are sources that come from someone that was actually experienced it (first hand) and a secondary source is from someone that heard about it "second".  

So why would you want a variety?

To prove that you have researched all information and sides of the topic you have selected.  Analyzing what eye witnesses thought and what historians found out, will give you "the BIG picture".  It is also important that you include different types of sources (newspapers, books, websites, magazines, interviews, etc).  When looking at your History Day project, judges will want to know that you spent time researching and learning about your topic (not just surfing the web).

Sources:
Vandenberg-Daves, Jodi. "Chapter 2." Making History: A Guide to Historical Research through the National History Day Program. Santa Barbara, CA: ABC-CLIO, 2006. N. pag. Print.

Parent's Role in History Day

Can you believe that we are in the 5th week of school???  Time is flying by and students are starting to get into the groove of all things History Day.  Last week we dove into this year's History Day theme (Exploration, Encounter, and Exchange in History) and this week students are starting their research.  Students have joined my History Day Google Classroom and have their Noodle Tools accounts set up.  They are well on their way to creating great projects.

So parents, you might be wondering... What is your role in History Day?

Making History: A Guide to Historical Research Through the National History Day Program lays it out like this:

• Provide encouragement, support, and guidance.
• Make sure your child feels it is his or her project.  Make sure the work is the work of the child.
• Make sure your child is doing a project that interests and excites him or her.  Make sure it is your child's topic.
• Realize the main goal of a National History Day project is to help your child use and strengthen the skills she or he has learned and developed.  The main goal should not be the medal or prize.
• Assist your child or children as he or she conducts research.  Adults can help students locate materials, but students should take notes, conduct interviews, and generally take responsibility for completing the research.
• Provide transportation for research trips to libraries, museums, universities, and similar places that can help your child find project information.
• Learn about your community with your child.  Find out what kinds of museums and historical sites are in your area.  Get involved in your child's learning process and share this experience.
• Help your child plan a mutually agreed on timeline to prevent a last-minute project.  Talk with your child's teacher to find out the timetable for completing a National History Day project.
• Discuss and reinforce the good social and communication skills your child needs to have to work with a partner.  As much as possible, allow your child to deal with situations that may arise with his or her partner.  Working with a partner is part of the learning experience.
• Help at your local school or district National History Day contests.  Contact your child's teacher or your National History Day district coordinator to volunteer.

If I were to summarize the parent's role in NHD, this is what I would say:

• Follow this blog.
• Get your child to log in and show you our Google Classroom for History Day.
• Get your child to show you their Noodle Tools account and progress.  I will grade sources from this account.
• Give ideas for topics, but let your child pick the topic that is most interesting to them. Otherwise, you will spend a lot of time asking "why haven't you completed your work for Mrs. McFarlain?"  And you will be surprised just how much you can learn from their topics.
• Talk to your child about what they are accomplishing with their project at school.  I give a lot of class time for NHD research and project creation, so most of their "work" should be done at school. (They will learn time management through this project).
• Question your students about their topic/play the devil's advocate.  (Have you thought of this?  Why do you think this happened?  Do you think everyone agrees?  How did it change history?).  Make them prove to you that their topic changed history.
• Check my website for important deadlines and information.  
• Know that sometimes frustration and tears are followed up by some of the best projects. Students are learning and creating at a very high level, BUT THEY CAN DO IT!!!  Don't let them quit because something is difficult.  
• Email me with any questions or concerns.

I hope this information helps and gives you an idea on how you can encourage your child through what I believe is one of the greatest learning experiences at LISD.  We are in this together and we will strive to help them be successful.  

PS, They have online homework tonight that requires your attention and approval.  

Sources:

Vandenberg-Daves, Jodi. "Ch 7: Running a History Day Contest." Making History: A Guide to Historical Research through the National History Day Program. Santa Barbara, CA: ABC-CLIO, 2006. N. pag. Print.

Every Day, History Day!

Welcome to my new blog, LJH History Day.  This blog is designed to help parents stay connected to what is going on with LJH GT History Day, but can be followed by anyone.  Some of you are new to this program and I am hoping that this blog along with my website and facebook posts will be beneficial.  Students will receive information through Google Classroom, but will be encouraged to follow this blog also.  If you are curious about their assignments and daily progress, please have them log in and show you.

So here we go!

Parents,

Thank you for allowing your child to sign up for the exciting journey also known as GT Social Studies and History Day!   History Day, also known as National History Day (NHD), is a co-curricular program that encourages young people to analyze a historical subject related to an annual theme.

This year's theme is Exploration, Encounter, and Exchange in History.  Click here to read the NHD official explanation of this theme.  Students should remember that their topic must be historical (rule of thumb is at least 20 years old) and meet all three "E's".

While researching their topic and preparing their projects, students are required to follow several rules.  These rules can be found in the NHD Contest Rule Book (English/Spanish).  I highly recommend reading through these rules and browsing through other information on the NHD Contest Website.  I will read through the rule book, theme sheet, and other information with all 6th graders and will "refresh" the 7th and 8th graders.

Deadlines are posted to my website, but are subject to change.  I base these deadlines on previous years' experience as well as class progress.  There are times when technical difficulties and other disruptions require us to change these dates.

Students will go to Lamar University on February 11, 2016, to complete at the regional level.  They will be interviewed by college professors as they present their projects.  You can check out last year's projects here.

I hope this post will get you excited about what your child will learn through History Day!  Each week I will try to post new pieces of information to help you help your child(ren) with History Day.  If you have any questions, please don't hesitate to contact me.  Thanks in advance for your support.

Make History Every Day!  Every Day is History Day!