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Greeley/EvansSchoolDistrict6MiddleGrades(6,7,&8)CoreExtensionElectiveCurriculumGuide

NationalHistoryDay:PuttingthePastinPerspective Timeline:12weeks

EnduringConcept:Studentswillunderstandtheimportanceofhowspecificpeople,ideas,andeventsalteredhistoryandchangedhowthemodernworldandcultureoperates

ColoradoStateStandards

READING,WRITING,ANDCOMMUNICATING 91.1OralExpressionandListening:Oralpresentationsrequireeffectivepreparationstrategies 94.1ResearchandReasoning:Informationalmaterials,includingelectronicsources,needtobecollected,evaluated,and

analyzedforaccuracy,relevance,andeffectivenessforansweringresearchquestions.

SOCIALSTUDIES 711History:Seekandevaluatemultiplehistoricalsourceswithdifferentpointsofviewtoinvestigateahistoricalquestionandto

formulateanddefendathesiswithevidence 722Geography:Concludehowdifferentregionshavedifferentissuesandperspectives

811History:Formulateappropriatehypothesesabouthistorybasedonavarietyofhistoricalsourcesandperspectives 841Civics:AnalyzeelementsofcontinuityandchangeintheUnitedStatesgovernmentandtheroleofcitizensovertime HS11History:Usethehistoricalmethodofinquirytoaskquestions,evaluateprimaryandsecondarysources,criticallyanalyze

andinterpretdata,anddevelopinterpretationsdefendedbyevidencefromavarietyofprimaryandsecondarysources HS12History:Analyzethekeyconceptsofcontinuityandchange,causeandeffect,complexity,unityanddiversityovertime

EvidenceOutcomes

Studentswillbeableto: Formallyproposeaprojectinwritingbasedonhistoricalinquiry Evaluatethecredibilityandhistoricalcontextofprimaryandsecondaryresources Thoroughlyresearchatopicwithanfocusonpropercitation,credibility,andcontributiontotheproject Planandcreateanoriginalperformancebasedpresentationonahistoricaltopic Understandtheimpacthistoricalfigures,ideas,andeventscanhaveoncontemporarycultureandsociety

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GeneralVocabulary

annotated bibliography: a list of source citationswithshort paragraphs explainingwhat the source is, how itcontributed to your research, and how you know thesourceiscredible

artifact:aculturalobjectofhistoricalsignificance

bias: unfair prejudice in favor of or against one thing,person,orgroupoverothers

citation:areferencetoacrediblesource

contribution:howasourcehelpstoansweraquestion

credibility:thequalityofbeingtrustworthy

legacy:anitem,usuallyanamountofmoneyorproperty,lefttoapersonorgroupbyapredecessor

primarysource:textsorartifactsfromaperiodinhistory

proposal:aplanputforwardforconsiderationbyothers

secondary source: texts or artifacts about a period inhistory

thesis:astatementthatistobemaintainedorproven

text:writtensources

ProjectSpecificVocabulary: cinematography(documentary):theartofframing,lighting,

andeditingfilm

costume(presentation):anyitemacharacterwearsexternallyonthebody

embeddedcontent(website):multimediathatmustaccessanotherwebsitetoplayorengage

footnote(essay):anadditionalpieceofinformationprintedatthebottomofapage.

hyperlink(website):aportaltoanotherweblocationactivatedbyclickingonahighlightedwordorimage

property[prop](presentation):objectthatishandledbyanactoratsomepoint

PDF(website):auniversalfileformatfordocuments

replica(exhibit):ahistoricallyaccuratemodel

sitemap(website):agraphicshowingallthelinkedpagesconnectedtoawebsite

storyboard(documentary):asequenceofdrawingswithdirectionsanddialoguethatrepresenttheshotsplannedforafilmedproduction

StudentInquiryQuestions:1. Howcanapersonoreventchangethetideofhistory?2. Whatcanhistoricalresearchrevealaboutthepresent?3. Howcanahistoricaltopicbepresentedtoanaudienceinanengagingmanner?4. Whyisitimportanttouseavarietyofbothprimaryandsecondarysourceswhenexploringahistoricaltopic?5. Whatislegacy?Howisitcreated?Doesapersonorgroupreallyhavecontroloverthelegaciestheyleave?

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Assessments

SummativeProjectOptions(ONEisrequired): Anessayonthehistoricaltopic(individualonly) Anexhibitonthehistoricaltopic(individualorgroup) Adramaticpresentationwithstudentsplayingarole(individualorgroup) Avideodocumentarydepictingthehistoricaleventorchange(individualorgroup) Awebsitedevotedtothetopic(individualorgroup)

RequiredSummativeAssessments: ProcessPaper AnnotatedBibliography ProjectReflection

FormativeAssessmentCheckpoints:Tokeepstudentsmovingthroughtheprojectatasuccessfulpace,therearecheckpointsthroughouttheclasscalendar.Studentsmaynotmoveonuntiltheypasseachcheckpoint: Studentssubmitaformalresearchproposal Instructorchecksthequalityofstudentresearchnotesduringresearch Studentssubmitadraftoftheannotatedbibliography Studentssubmitaplanfortheirproject Teacherasksstudentswhatadditionalresourcesareneededandmonitorsprogress

SupportDocuments: StudentProjectGuidelinesandRubrics ProcessPaperGuidelinesandRubric AnnotatedBibliographyGuidelines&Rubric TopicProposalGuidelines ResearchandCitationBasics ResearchNotesOutline StoryboardOutline ProjectReflectionSheet

OnlineResources: nhd.org(NationalHistoryDaywebsite) archives.gov/education/historyday/(NationalArchivesNHDpage) nhdarchives.pbworks.com/(NHDArchiveswiki) www.nationalhistorydayincolorado.org(ColoradoNHDwebsite) ucdenver.edu/academics/colleges/CLAS/Centers/ColoradoHistoryDay/

Documents/NHD%20Playbook_For%20Print.pdf(NationalHistoryDayTeachersPlaybook,createdbytheUniversityofColoradoDenver)

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CourseWeekataGlance

WEEK1

IntroduceclassandthemeModel/showendprojectsCreatedigitalportfolioandprojectnotebookDiscuss:Whydowestudyhistory?

WEEK2

ClassreadingsanddiscussionsonthemeTeachprimaryandsecondarysourcesGeneratebackgroundforlatertopicselection

WEEK3

ClassreadingsanddiscussionsonthemeNarrowandchoosetopicSelectgroupsforgroupprojectsCHECKPOINT:PROJECTPROPOSAL

WEEK4

Teachhowtoresearch/ThreeCsTeachresearchnoteformatHavestudentsresearchtopicandtakenotes

WEEK5ResearchallweekCHECKPOINT:RESEARCHNOTES WEEK6

FinishresearchTeachannotatedbibliographyformLearnspecificrulesandrubricsforprojectCHECKPOINT:THESISCREATION

WEEK7

PlanprojectCHECKPOINT:PROJECTPLAN

Essay:FormalOutlineExhibit:PaperPosterPerformance:DramaticOutlineDocumentary:StoryboardWebsite:SitemapOutline

WEEK8WorkonprojectCHECKPOINT:ANNOTATEDBIBLIOGRAPHYDRAFT

WEEK9

ReviewProcessPaperguidelinesWorkonprojectandprocesspaperCHECKPOINT:TEACHERCHECKIN

WEEK10Finishprojectandprocesspaper

WEEK11

Peereditprocesspaperandann.bibliographySTARTPRESENTATIONS

WEEK12

FINISHPRESENTATIONSFINALPROCESSPAPERANDANN.BIBLIOGRAPHYStudentspostprojecttodigitalportfoliosStudentsreflectonproject

TEACHERSGUIDE NationalHistoryDayResearchProjects

NHDResearchProjectBackground

Eachyear,morethanhalfamillionstudentsparticipateintheNationalHistoryDay(NHD)academicprogram.Studentschoosehistoricaltopicsrelatedtoathemeandconductextensiveprimaryandsecondaryresearchthroughlibraries,archives,museums,oralhistoryinterviews,andhistoricsites.Afteranalyzingandinterpretingtheirsourcesanddrawingconclusionsabouttheirtopicssignificanceinhistory,studentspresenttheirworkinoriginal papers, websites, exhibits, performances and documentaries. These products are entered intocompetitions in the spring at local, state, and national levels,where they are evaluated by professionalhistoriansandeducators.In addition to discovering the excitingworld of the past,NHD also helps students develop the followingattributesthatarecriticalforfuturesuccess:

criticalthinkingandproblemsolvingskills researchandreadingskills oralandwrittencommunicationandpresentationskills selfesteemandconfidence asenseofresponsibilityforandinvolvementinthedemocraticprocess

FromtheNHDWebsite

NHDEightStepsofHistoricalResearch

ThefollowingisexcerptedfromAGuidetoHistoricalResearchThroughtheNationalHistoryDayProgram,whichwasassembledbyateamoftenveteranteachersprovidetheirbestpracticesinhistoricalresearch. Step1:DevelopingapaperworkmanagementsystemOrganization is a key factor in successful research.During the firstweek of class, you need to develop apaperworkmanagementsystemforthestudents.Provideeachstudentabinderdividedintofoursections:

ProjectGuidelines:Studentswillplaceallinstructionalsheetsinthissection HistoricalReadings:Studentswillplaceallprintedsourcetextsinthissection ResearchandBibliography:Studentswillplaceallresearchnotesandbibliographiesinthissection ProjectandProcess:Studentswillplaceallplanningandprocesspaperdraftsinthissection

Step2:BackgroundReadingforHistoricalContextBeforeyoubegin,downloadthecurrentyearsNHDThemeSheetfromnhd.org/AnnualTheme.htm.ALLclassworkshouldfitinsidethistheme,andstudentswilleventuallyselectatopicrelatedtothisannualtheme.Before topic selection can begin, teach students to identify the difference between primary sources andsecondarysourcesusingsomeexample textsyouselect that fit intoa theme.Primarysourcesare textsorartifactsfromaperiodinhistory,whilesecondarysourcesaretextsorartifactsaboutaperiodinhistory.Toteachstudentshowtogatherinformationfromprimaryandsecondarysources,youwillselectavarietyofbothtexts(writtensources)andartifacts(othersources)ontheannualthemeandspendthefirstcoupleofweeksdiscussingandanalyzingthesesourcesasaclassandinsmallgroups.Textsyoucanprovidecanincludenewsarticles,expositoryarticles,oralhistories,interviews,narrativestories,andevenliterature;artifactsyoucanprovidearepictures,video,music,artwork,andtechnology.

Step3:SelectingaTopicSelectingaNationalHistoryDaytopicisaprocessofgraduallynarrowingtheareaofhistory(periodorevent)that intereststhestudents.Startbyhavingstudentsbrainstormhistoricaltopicsthat interestthemandfindhowtheirinterestsmaycrossintothetheme.Forexample,ifthestudentisinterestedinNativeAmericansandthethemeisRightsandResponsibilitiesinHisto