Research Part I: How to “Do History”; Finding Student Strengths, Interests, and Desires; Understanding Historical Themes and Concepts

Day 1 (Wednesday, August 22)

  1. Activities
    1. Introduction of teacher (20-25 mins)
    2. Identity Questions (10-15 mins)
      1. Students can also answer these in a Character Log
      2. Walk around the room to read some of the responses and have short conversations with studdents
    3. Example Letter to Parents (5 mins)
      1. Send as an email, send home with students, or both.
  2. Additional Resources
    1. Icebreakers that help build community
    2. Information for parents
    3. Schedule of History Day events (5 mins)

Day 2 (Thursday, August 23)

  1. Activities
    1. Reminder about identity sheet collection
    2. Classroom Syllabus (U.S. History) (Spanish) (15-20 mins)
      1. Privilege Discussion
    3. Issues with the World Discussion (15-20 mins)
      1. Review the world issues on the board
        1. Will need to define or explain some of them
      2. Students should try to pick at least two issues that they would be interested in reviewing.
      3. Make sure students are reflecting into their Character Log
  2. Additional Resources
    1. Identity Questions
    2. Icebreakers that help build community

Day 3 (Friday, August 24)

  1. Activities
    1. Continued: Issues with the World Discussion (20-25 mins)
      1. 5 minutes Go over yesterday and give time to add to Character Log
      2. 3-5 minutes free write of solutions to problems
      3. 7-8 minutes Using construction paper, create a poster describing solutions to world problems.
        1. Students will probably not finish so collect and hand-out later.
      4. 5-8 minutes Open discussion with students about how they can make their passions fit with a project in history.
        1. Influential Teen list (show if their is time)
    2. Reminder about growth mindset (10 mins)
    3. Classroom Expectations (10 mins)
    4. Describe to students the new shelter in place information (5 mins)
  2. Additional Resources
    1. Identity Questions
    2. Icebreakers that help build community
    3. What type of communicator are you?
    4. Send the Character Log home to parents/guardians and have students talk with their parent/guardian about what they can fill-in.

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Day 4 (Monday, August 27)

  1. Activities
    1. Character Log (5-10 minutes)
      1. Students have computers so they should be given some time to type their character logs and add details. Spend time answering identity questions into Character Log
    2. 16 Personalities Online Test (30-35 mins)
      1. Ask the question: “Why do cliques and groups start when people are teenagers and stop at adulthood?”
      2. Students will take this online test and record their findings.
      3. Give students time to read through their identities.
      4. Have locker plaques ready for students to choose and put on their lockers
      5. Participate with students in their identity work. Students will enjoy seeing who you are as well.
    3. Students sign-up for responsibilities for shelter in place (5 mins)
  2. Additional Resources
    1. Short Answer Questions to Find Strength and Skill
    2. Have History Day projects from last year set-up

Day 5 (Tuesday, August 28)

  1. Activities
    1. Housekeeping activities (10 mins)
      1. Finish any writing assignments or missing work for students
    2. Reflection: Have students read over their personality result (15-20 mins)
      1. What about your results do you agree with?
      2. What about your results do you disagree with?
      3. What are some specific traits or skills that you agree with and can write down?
      4. Have students write in their Character Log
    3. Xello Activities Questionnaire (8-10 mins)
      1. Students will take Xello test.
      2. Some students may have some extra time to read through the test.
      3. Have students write in their Character Log
    4. Reflection: Future goals (any time that remains, will start again tomorrow)
      1. Choose two of the occupations that you received an excellent or good match with; yes, even if you do not find a job that you like. Open the jobs up and read about the skills and characteristics of the job; does this sound like you? Make a list of specific skills and characteristics you can build for a job that fits you.
      2. Have students write in their Character Log
  2. Additional Resources
    1. Short Answer Questions to Find Strength and Skill

Day 6 (Wednesday, August 29)

  1. Activities
    1. Reflection: Future goals (15-20 mins)
      1. Choose two of the occupations from Xello that you received an excellent or good match with; yes, even if you do not find a job that you like. Open the jobs up and read about the skills and characteristics of the job; does this sound like you? Make a list of specific skills and characteristics you can build for a job that fits you.
      2. Have students write in their Character Log
    2. Civics Interest Survey (5-7 mins)
    3. Creating a survey (10-15 minutes)
      1. Example: Google Form Survey
      2. Class makes their own survey
        1. Study hall students could make pie charts from this data
      3. In order to create their own survey questions, students need to reflect on their character log reflection and the discussions from the last few days to create a survey question that they want answered by the class
      4. Have students email the questions. Great way for them to practice emails.
        1. A student could be a manager and help organize these questions. Students could complete questions on paper and students could make a Google Form for you.
    4. Reflection: Strengths (10 minutes)
      1. What skills do you have or want for your future? What our your favorite classes? What skills or topics from those classes could you put into your History Day project?
      2. Have students write in their Character Log
  2. Additional Resources
    1. Xello Activities
    2. Short Answer Questions to Find Interests and Values
    3. National History Day Category List

Day 7 (Thursday, August 30)

  1. Activities
    1. Bellringer: Analyze the results from Civics Interest Survey and write in character log (10-15 mins)
      1. Go over data with students and then give them 10 minutes to write in their character log
    2. How to present history? (Students learn about the five categories of NHD) (15-20 minutes)
      1. National History Day Categories Lecture
        1. Connection between reflection and NHD presentation
        2. Students need time to read through the different categories.
    3. Historical Theme Selection Lesson (10-15 minutes)
      1. Students complete the first page of this doc and put with their Character Log
      2. Ask students to share their ideas with students nearby or entire class
    4. Short Answer Questions to Find Desires (5-7 mins)
      1. Have students write in their Character Log
  2. Additional Resources
    1. Research is everyday life (5-10 minutes)
      1. Students will brainstorm ideas of how they do research individually, in small groups, large groups, with their families.
      2. Examples: elective courses, learning more about your favorite band/musical artist, sports team, or asking questions about where your family comes from.
      3. Make new knowledge, do not repeat something that has been done.

Day 8 (Friday, August 31)

  1. Activities
    1. History Lesson: The myth of Pocahontas (15-20 minutes)
    2. Sourcing Skills Video: The myth of Pocahontas (20-25 minutes)
      1. Have students take notes on the seven sourcing skills as I talk about the tips and tricks of reviewing documents.
      2. Teacher reviews the notes at the end of class
  2. Additional Resources
    1. Short Answer Questions to Find Career Paths and Future Goals

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Day 9 (Tuesday, September 4)

  1. Activities
    1. Assignments for absent students
    2. Common Assessment
    3. Students who finish the Common Assessment
      1. Have students type up their notes from their Character Log
      2. Students should have all of their Xello Activities done
  2. Additional Resources
    1. Short Answer Questions to Find Purpose and Relevance in Work

Day 10 (Wednesday, September 5)

  1. Activities
    1. Review the week (5 mins)
    2. Journal Reflection (5-10 minutes)
      1. Define Triumph and Tragedy
      2. What are the biggest triumphs and tragedies you have had in your personal life? What are examples of triumphs and tragedies from our country the world or in history?
    3. Practice Sourcing a document (20-25 mins)
      1. Practice sourcing a General History-John Smith
      2. Sourcing Information
        1. Go over the RACE strategy with students
        2. Only do number one today
    4. Introduction to the theme Triumph and Tragedy (10-15 minutes)
      1. Reflection over the definition of Triumph and Tragedy
      2. Page 6 and 7 of Triumph and Tragedy Theme Book
  2. Additional Resources
    1. Students making reflection videos for parents/teachers/themselves
    2. Journal Reflection (10 minutes)
      1. Describe triumphs and tragedies of Native American groups or individuals. 

Day 11 (Thursday, September 6)

  1.  Activities
    1. Practice Sourcing a document (20 mins)
      1. Practice sourcing a General History-John Smith
        1. Go through sourcing skills 2 and 3
      2. Sourcing Information
    2. Historical Topic Video (15 mins)
      1. The Truth About Native American before Europeans Arrived
      2. Flipped Classroom and Explorers Interactions, Conflict, and Cooperation with Native Americans
    3. Introduce Google Classroom (5-10 mins)
      1. Students who finish the Pocahontas video should start creating their Google Classroom and exploring it.
      2. Codes will be written on the whiteboard for students to join
        1. Sitting Bull: bokfzq
        2. Harriet Tubman: zi9cc16q
        3. John and Abigail Adams: lio417
        4. Abraham Lincoln: op1i2t
  2. Additional Resources
    1. History Passion: History is everyone’s stories, the whole human panorama of experience. It is not just names and dates, or just wars and presidents. It is how people lived every day: what they valued; what resources; including technologies, they had available; and it is how things changed, and how some patterns continue. Historians study topics that range from the history of family life to the impact of the invention of the automobile, from the development of ancient empires to the interactions of nations in the modern world.
    2. Google Classroom Video

Day 12 (Friday, September 7)

  1. Activities
    1. Go over the first corroboration skill number 1 (5-10 minutes)
    2. Corroboration Skills Video: The myth of Pocahontas (15-20 minutes)
      1. Instruct students to take notes on Pocahontas video. 
    3. Practice Corroborating Two documents: The myth of Pocahontas (15-20 minutes)
      1. Students will analyze and corroborate the two historians that describe the Pocahontas story
    4. Housekeeping
      1. Vocabulary Introduction (5 mins)
      2. Organize character biographies (5 mins)
      3. Does everyone have their Xello quizzes done?
      4. Does everyone have their Google Classroom?
  2. Additional Resources
    1. Inca Fortification: Primary Source Analysis Sheet (15-20 minutes)

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Day 13 (Monday, September 10)

  1. Activities
    1. Review the week (5 mins)
    2. Assignments for absent students
    3. Counselor Discussion
      1. Some individual interviews will be completed at this time.
  2. Additional Resources

Day 14 (Tuesday, September 11)

  1. Activities
    1. Small group interview over interests, passions, and desires. (10 minutes)
    2. Social Studies Professionals Day (40 minutes)
  2. Additional Resources
    1. Advanced Historical Themes and Concepts
    2. Journal Reflection: Why should anyone care about your project/opinion? Finding value in your work. (5-10 minutes)

Day 15 (Wednesday, September 12)

  1. Activities
    1. Review vocabulary on the team website (5-10 minutes)
      1. Abraham Lincoln: September 19 and 21 for retake
      2. All other groups: Mandatory test on September 21
        1. Cut off on October 19
    2. Google Classroom Question (15-20 mins)
    3. Lecture over Sojourner Truth: Triumph and Tragedy (10-20 minutes)
      1. Page 20 is where the lecture starts
      2. How is her story a triumph and a tragedy?
      3. Practice contextualization skill, number 1: Describe a historical moment, person, group, or action
  2. Additional Resources
    1. Give the chance to review the historical topic list for the year’s theme
    2. Review History Topics (5-10 minutes)

Day 16 (Thursday, September 13)

  1. Activities
    1. Go over how to submit work
    2. Co-teaching-Small group discussions
      1. Strengths (12-15 minutes)
      2. Xello Results (12-15 minutes)
        1. Small group or individual reflection with students
          1. How does your personality and test results relate
      3. Historical Interests (12-15 minutes)
        1. Students should have already used the above doc to create a list of what they would like to study. Using the previous list and conversation, have students start brainstorming topics that they would be interested in.
          1. The National History Day resource book has already started generating a list.
      4. Video Lecture (12-15 minutes)
  2. Additional Resources

Day 17 (Friday, September 14)

  1. Classroom substitute
  2. Activities
    1. Video Lecture: Pilgrims or the Mayflower (10-15 mins)
    2. Primary Source Analysis-Creating Questions from Passenger Lists to the New World (15-20 minutes)
      1. Passenger Lists to the New World
    3. The Mayflower Compact: Primary Source Analysis Worksheet (15-20 minutes)
  3. Additional Resources

Additional Ideas

  1. Get students who did history day to come and share their experiences
  2. Need activities that let students see a wide range of different types of history quickly
  3. Show students how to get books from Rawlins and our own library
  4. How will students start showing that they are looking for a topic.
  5. Create a what do you like to read and watch list.
  6. Get parents and friends to fill out a list of strengths for students.
  7. Some kind of personality test for students that parents could answer for them

Teacher Resources

  1. 2016 Teacher Framework-NHD Flexbook 
    1. Contains lessons, worksheets, and ideas for history day lessons.
  2. Student Research Workbook
    1. Contains worksheets to help guide students through the research process
  3. Research Guide
  4. NHD Research Roadmap (Contains detailed descriptions on different types of sources)
  5. NHD Research Guide (Easy to follow guide for students, for students with an IEP)
  6. NHD Resources-Middle School (Teacher Resource)
    1. Contains rubrics with point distributions
  7. NHD Resources-High School (Teacher Resources)
    1. Part 1
    2. Part 2

Standards for Teachers

  1. National History Day and the Common Core
  2. Common Core for Literacy
  3. Common Core for Writing
  4. Inquiry Based Assessment Guide