1 2016-2017 History Day Packet 8th Grade Honors’ Classes Taking a Stand in History http://www.jymshd.org/ General Information JYMS History Day website: http://www.jymshd.org/ This year, we have a History Day website set up with information and links. You can get copies of the theme sheet, see examples of winning projects in different categories, find links to great resources, keep track of deadlines, see important updates, and more by making use of the page. Individual or Group Students will decide if they want to work individually or in a group with another student (preferably someone in your class ~ but not necessarily). Groups may consist of up to five students and MUST be approved by your teacher. If you choose to work in a group you need to choose your partners wisely! You may not quit a group once it has been formed and approved by your teacher. Type of Project You will then decide what type of project you will be doing. You can complete a project in one of the following nine categories (examples of each are linked from the JYMS History Day Website): Individual paper, Individual or group exhibit (similar to a museum exhibit), Individual or group performance (a dramatic portrayal of the topic), Individual or group documentary (a documentary using video or movie making software such as iMovie or Windows Movie Maker: movie-making software is highly advised) Individual or group website (Go through NHD site to build site through Weebly.) Grading Your History Day project will be a large part of your grade for the second and third grading periods. Meeting deadlines acceptably is crucial. Meeting deadlines, using class time effectively, staying on task, your actual project grade and you presentation score will all be calculated together for your grade. Even though we will be going to the computer lab & library several times throughout the course of the project, you will be expected to spend a significant amount of time on your project outside of the classroom.
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2016-2017 History Day Packet
8th Grade Honors’ Classes
Taking a Stand in History
http://www.jymshd.org/
General Information
JYMS History Day website: http://www.jymshd.org/ This year, we have a History Day website set up with information and links. You can get copies of the
theme sheet, see examples of winning projects in different categories, find links to great resources, keep
track of deadlines, see important updates, and more by making use of the page.
Individual or Group
Students will decide if they want to work individually or in a group with another student (preferably
someone in your class ~ but not necessarily). Groups may consist of up to five students and MUST be
approved by your teacher. If you choose to work in a group you need to choose your partners wisely! You
may not quit a group once it has been formed and approved by your teacher.
Type of Project
You will then decide what type of project you will be doing. You can complete a project in one of the
following nine categories (examples of each are linked from the JYMS History Day Website):
Individual paper,
Individual or group exhibit (similar to a museum exhibit),
Individual or group performance (a dramatic portrayal of the topic),
Individual or group documentary (a documentary using video or movie making software such as iMovie
or Windows Movie Maker: movie-making software is highly advised)
Individual or group website (Go through NHD site to build site through Weebly.)
Grading
Your History Day project will be a large part of your grade for the second and third grading periods.
Meeting deadlines acceptably is crucial. Meeting deadlines, using class time effectively, staying on task,
your actual project grade and you presentation score will all be calculated together for your grade. Even
though we will be going to the computer lab & library several times throughout the course of the
project, you will be expected to spend a significant amount of time on your project outside of the
Process Paper - Required of all History Day Projects except Historical Papers.
The Process Paper is NOT a summary of your topic!!!!!!!!!!!
Section 1: Explains how you chose your topic.
Section 2: Explains how you conducted your research.
Section 3: Explains how you selected your presentation category and created your project.
Section 4: Explains how your project relates to the NHD theme.
Typically, each section is one paragraph.
Your paper should be no longer than 500 words and no shorter than 300 words.
Requirements for Annotated Bibliography
Requirements (An annotated bibliography is required for all categories.)
● You need at least 20 quality sources. Of those:
o at least 10 must be non-internet sources.
o at least 10 primary sources
● The annotations for each source must explain
o how the source was used.
o how the source helped you understand your topic.
o if primary, why you categorized that particular source as primary.
o “defense” of source’s authority (be able to explain why the author or site is credible)
● In addition to written materials used in researching and completing your project,
annotated citations must be in your bibliography for sources of visual materials & oral interviews.
● List only those sources that you used to develop your entry.
● You will need to separate the primary sources from the secondary sources. Put a heading for Primary
Sources and then for Secondary Sources. Alphabetize sources in each section.
● Primary Sources: This year, we are requiring a minimum of 10 quality primary sources.. For some
subjects, particularly in ancient history, finding 10 quality primary sources can be very difficult. In those
cases, an allowance MAY be made. Be sure to check with your teacher if you do not think you can come
up with 10 quality primary sources. The judging form used in NHD competitions evaluates the use of
“available primary sources,” so your bibliography will be evaluated based on what is available for your
topic.
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Annotated Bibliography Format
1 line between citation and annotation and 2 lines between different citations
Easiest way to format:
In Word: Go to the “Hanging Indent” and drag to ¼ or ½ inch.
In Google Docs: Drag indents in to ½ inch and drag the first line indent back to ¼ inch
Type in your citation (or paste from Citation Machine or Easy Bib).
Hit “Shift-Enter” twice. This will start your annotation in the correct space.
Type in the annotation.
Hit “Enter” three times and you are ready for next citation.
Sample of Formatting for Annotated Bibliography.
Examples of annotated sources are shown below to illustrate format and expectations. --------------------------------------------------------------------------------------------------------------------------------------------------------------
Annotated Bibliography
Primary Sources
Bates, Daisy. The Long Shadow of Little Rock. 1st ed. New York: David McKay Co. Inc., 1962. Print.
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.
Burr, William. "Nixon's Trip to China." The National Security Archive. George Washington University,
This website contains declassified documents of the actual conversations Nixon had with the Chinese
leaders from the time leading up to Nixon’s trip. It is important because I can easily look at exactly
what they discussed. It also has quite a bit of other information in addition to the declassified
documents. (The documents were declassified in 2003)
Secondary Sources
Frost, Bob. "Chairman Mao: Picture of a Dictator as He Rallied the Chinese Peasants and then Ravaged
Them." Biography. Aug. 1998: 88-94. Print.
This article describes Mao Zedong leading the Communists in the Long March. It also has information
on the Chinese Civil War, the Korean War, and Mao’s treatment of his people. From this article, I better
understood the totalitarian nature of the Chinese government.
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What Is a Primary Source?
Primary sources are materials directly related to a topic by time or participation. These materials include
letters, speeches, diaries, newspaper articles from the time, oral history interviews, documents, photographs,
artifacts, or anything else that provides first-hand accounts about a person or event. Check out the Research
Roadmap (http://ne.nhd.org/images/uploads/AResearchRoadmap.pdf ) for more guidance.
Some materials might be considered primary sources for one topic but not for another. For example, a
newspaper article about D-Day (which was June 6, 1944) written on June 8th, 1944 was likely written by a
participant or eyewitness and would be a primary source; an article about D-Day written in June 2001
probably was not written by an eyewitness or participant and would not be a primary source. Similarly,
Lincoln's Gettysburg Address, delivered soon after the 1863 battle, is a primary source for the Civil War,
but a speech given on the 100th anniversary of the battle of Gettysburg in 1963 is not a primary source for
the Civil War. If, however, the topic was how Americans commemorate the Civil War, then the 100th
anniversary speech might be a primary source for that topic. If there's any doubt about whether a source
should be listed as primary or secondary, you should explain in the annotation why you chose to categorize
it as you did.
Here are some common questions about primary sources:
Are interviews with experts primary sources? Generally speaking, no. An interview with an expert (a professor of Civil War history, for example) is not a
primary source, HOWEVER, if that expert actually lived through and has first-hand knowledge of the
events being described, it would be a primary source.
If I find a quote from a historical figure in my textbook or another secondary source and I use the
quote in my project, should I list it as a primary source? No, quotes from historical figures which are found in secondary sources are not considered primary sources.
The author of the book has processed the quotation, selecting it from the original source. Without seeing the
original source for yourself, you don't know if the quotation is taken out of context, what else was in the
source, what the context was, etc.
Should I list each photograph or document individually? You should handle this differently in notes than in the bibliography. When you are citing sources for
specific pieces of information or interpretations, such as in footnotes or endnotes, you should cite the
individual document or photograph. In the bibliography, however, you would cite only the collection as a
whole, not all the individual items. You should include the full title of the collection (i.e., Digges-Sewall
Papers or the Hutzler Collection), the institution and city or city/state where the collection is located (i.e.,
Maryland Historical Society, Baltimore). You can use the annotation to explain that this collection provided
7 photographs which you used in your exhibit or that collection provided14 letters which were important in
Building Historical Context and Conducting Research
I have my topic and I know how it is connected to the NHD theme. Now what?
Build historical context by reading different types of sources... (From http://www.nhd.org/ConductingResearch.htm) Nothing in history happens in a vacuum. To understand the connections between your topic & the time period, begin
reading about the time period and as you read ask yourself questions: why did my topic happen at this particular time and
in this particular place? What were the events or the influences that came before my topic? How was my topic influenced
by & how did it influence the economic, social, political, & cultural climate of the time period? All of these questions
will help you to build the story of your topic and grasp the historical significance. While you are researching a topic for an NHD project, you will read different types of sources: tertiary sources, secondary
sources, and primary sources.
Primary Sources
A primary source is 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. The purpose of primary
sources is to capture the words, the thoughts and the intentions of the past. Primary sources help you to interpret what
happened and why it happened. Examples of primary sources include documents, artifacts, historic sites, songs, or other written and tangible items created
during the historical period you are studying.
Secondary Sources
A secondary source is 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. The purpose of a secondary source is to help build the story
of your research from multiple perspectives and to give your research historical context. An example of a secondary source is Battle Cry of Freedom: The Civil War Era by James M. McPherson, published in
1988. They are a great starting point in helping you see the big picture. Understanding the context of your topic will help
you make sense of the primary sources that you find. The primary and secondary sources McPherson used are listed in
the bibliography. Another researcher might consult these same primary sources and reach a different conclusion.
Tertiary Sources Tertiary sources are based on a collection of primary and secondary sources and may or may not be written by an expert.
Tertiary sources should never appear in your bibliography but are only used as exploratory sources, to give you ideas
about what to research.*
Wikipedia is not a reliable source and should not be utilized or appear in your bibliography.
Examples are dictionaries, encyclopedias, fact books, and guidebooks. From National History Day Website at http://nhd.org/ConductingResearch.htm#annobibs *Note: For History Day local, 2 encyclopedia sources are allowed. However, these sources should not still be in
bibliography for regional, state, or local competitions.