Workshop Wednesdays. Implementing National History Day into your classroom using a workshop model. Why use a workshop model?. Teach 21 st Century Skills Use class time efficiently Combine classroom curriculum with the NHD project Utilize the flexibility offered with the workshop model.
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Implementing National History Day into your classroom using a
Teach 21st Century Skills
Use class time efficiently
Combine classroom curriculum with the NHD project
Utilize the flexibility offered with the workshop model
20 lessons=20 once a week workshops
20 lessons=10 twice a week workshops
20 lessons=3 weeks everyday
choose which lessons to teach
add work days where needed
use your own classroom curriculum for examples or use the ones provided
digital and print options
1. Introduction to National History Day
Students will view sample projects and complete a web quest
2. Working with a theme
Students will learn about working with a theme and complete a word study of key terms in the NHD annual theme
3. Narrowing a topic and writing a preliminary thesis
Students will consider the topic for their project and begin preliminary research
Students will write a working thesis statement
4. Note taking skills
Students will be exposed to several methods of taking notes which they will implement in the coming weeks
5. Understanding source types
Students will learn to discriminate between primary, secondary and tertiary sources
6. Evaluating and analyzing secondary sources
This lesson can be done as a library field trip
Students will begin their research using secondary sources
7. Discovering and analyzing primary sources
Students will discover how secondary sources can lead to primary sources
They will continue researching using primary sources.
Using the internet as a research tool
Students will learn to use the Annotated Resource Set (ARS) as a system for tracking internet research
Students will learn to evaluate the credibility of websites and use tools such as Google for research purposes.
9. Evaluating maps and pictures
Students will use a political cartoon and a map to learn tools for analysis.
10. Evaluating primary source writing
Students will analyze a letter and a newspaper article
11. Evaluating Historical Cause and Context
Students will learn about historical cause and context. They will create a timeline for their project and its place in history.
12. Writing a thesis statement
Students will identify poor and good thesis statements and revise their working thesis for their project
13. Outlining and writing a thesis paper
Students will organize their research thus far into an outline
Students will incorporate both informative and argumentative writing into a preliminary essay using research they have gathered
14. Conducting an Interview
Students will learn to conduct an interview to gain historical information
15. Choosing a format and creating a project
Students will evaluate the format options for their project and choose a format.
Students will begin working on their actual project. (This step will be on-going)
16. Organizing the NHD project
Students will complete a graphic organizer or other layout for their project
17. Work week—Mid-project evaluation
Teachers will conference with students and offer feedback on the project
18. Writing a process paper and Creating your
Students will learn the requirements of the process paper and begin writing
Students will examine a properly created annotated bibliography and begin to organize their own
19. Work week—Quality Control
Teachers will proof projects and require revisions where necessary
20. Project Presentation and Contest Preparation
Students will present and evaluate projects
Students will practice answering judge interview questions
Online resources for teachers and students at www.greaterdenvermetronhd.org
Pre-assessment at www.greaterdenvermetronhd.org
Online activities on www.greaterdenvermetronhd.org
Research field trip opportunity
The Googler’s Guide NHD Research
Writing element for all students
Workshop 5—Identifying Source Types
A look at the lesson
Primary and Secondary Source handout
Mini-lesson, Work time, Homework
Alexander Gardener photo
We slept upon the field, and no sound was audible, except continuous din of the enemy\'s tools, and the awful groans of the wounded and dying. The next sun brought the fatal 3rd. day of July. Everything remained quiet \'till about 12 1/2 P.M. (by the watch I saw) when we began shelling their positions. On both sides I think there must have been between 350 and 400 guns in action.
Captain Joseph Graham,
letter to his father
July 30, 1863
Abraham Lincoln’s Gettysburg Address
Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.
Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.
But, in a larger sense, we can not dedicate -- we can not consecrate -- we can not hallow -- this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us -- that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion -- that we here highly resolve that these dead shall not have died in vain -- that this nation, under God, shall have a new birth of freedom -- and that government of the people, by the people, for the people, shall not perish from the earth.
Best of Luck!