WELCOME JUDGES!

1. WELCOME JUDGES! 25th Annual Siskiyou County History Day - 2009 JUDGES’ ORIENTATION

2. THIS YEAR’S THEME: The Individual in History: Actions and Legacies

3. This year’s logo - Designed by Lisa Wright, Scott Valley Bank

4. What is History Day? • History Day provides an exciting, history-based learning experience for students to learn about issues, ideas, people and events in history, and apply what they have learned through creative and original productions.

5. Every student who enters History Day… • Has the chance to use and showcase his/her unique talents - writing, drama, art, design, technology, and more - to explore a topic and to share publicly, what has been learned. • Has an opportunity to be interviewed and judged by community members and educators, and to receive recognition for his/her accomplishments. • Will be eligible to receive awards and a chance to become part of the Siskiyou County History Day State Team!

6. History Day Skills are Life Skills Creating a History Day project involves... • Conceptualizing an idea • Planning and organizing all the steps • Doing research - reading, interviewing, recording • Developing skill in the presentation mode • Working with others • Presenting oneself

7. Who may enter? • Any student in Siskiyou County in Grades 4-12 may enter one of the following divisions…

8. THE DIVISIONS • Junior Division - Grades 6-8 • 4th/5th Grade (Posters only) • Senior division - Grades 9-12

9. THE CATEGORIES • Historical Papers • Exhibits • Performances • Documentaries • Historical Websites • Posters (California only / 4th & 5th graders only!)

10. HISTORICAL PAPERS • A traditional research paper which requires three basic steps: • Collection of information • Organization of information • Presentation of the topic in an interesting way • This category may be entered by individuals only (no groups). • Must be 1500-2500 words in length. The Individual in History

11. Historical Web Site Students entering this category use the computer to create a Web site that communicates a significant topic in History.

12. HISTORICAL WEBSITES •An Internet display of graphics and information. • May be entered individually or in groups of 2-5 students. • No more than 1200 student-generated words allowed. • All non-student audio/visuals must be properly credited.

13. Performances • A ten-minute historical play that translates theme into action • The script includes quotations and excerpts from real events

14. PERFORMANCES • A dramatic presentation by an individual or a group of 2-5 students. • May not be longer than 10 minutes. • Five minutes are allowed for set-up & 5 minutes for take-down of the set.

15. Documentaries • Slide Show • Video • PowerPoint • • I Movie

16. DOCUMENTARIES • A production presented through visual technology such as video, slides, or computers. • May be entered individually or in a group of 2-5 students. •Students must operate all equipment themselves. • The documentary may not be longer than 10 minutes (5 min. set-up/take down).

17. Exhibits History Day exhibits are similar to museum exhibits. Exhibits balance visual interest & historical explanation.

18. EXHIBITS • • A museum-type, three-dimensional, • exhibit. • • May be entered individually, or in a • group of 2-5 students. • • Must stay within the size limit of 40” x • 30” x 72.” • • May include a 3-minute media device. • • No more than 500 student-composed • words may be displayed on the exhibit • including words written for media. • Must cite all pictures, quotes, etc., used on board. These words do not count toward word total.

19. Poster This category is for 4th and 5th grade students only. History Day posters are flat (30” x 40”) museum type exhibits.

20. POSTERS • A poster-sized exhibit, no larger than 40” x 30.” All objects on poster must lie flat. • May be entered individually or in a group of 2-5 students. • This category may be entered only by 4th & 5th grade students. • No more than 350 student-composed words may be included on the poster.

21. THREE IMPORTANT CHARACTERISTICS OF A GOOD EXHIBIT OR POSTER: ORIENTATION: 1) Make sure the title and subtitles of the exhibit are prominent features of the design. 2) Make the main idea or thesis clear to the viewer. SEGMENTATION: 1) Organize the exhibit into subtopics. 2) Use design elements to make subtopics clear to the viewer. EXPLANATION: Use clear, concise captions and text to: 1) Identify pictures, objects, or documents; or, 2) Interpret information for the viewer.

25. Every student entering History Day must include a title page which shows only: • The title • Name(s) of student(s) • The division • The category

26. Amelia Earhart: At the Frontier of Women in Aviation By Jane Smith Junior Division Individual Exhibit

27. Every student entering History Day, except those entering the historical paper category, must write a Process Paper which includes: • How the topic was chosen (tie to theme) • How the research was done • Steps to completion • Successes and failures (optional) • What was learned (conclusion tied to theme • 500 words or less A PROCESS PAPER SHOULD NOT BE A RESEARCH PAPER ABOUT THE TOPIC!

28. Citing Sources • Every student entering History Day must include an annotated bibliography divided between primary and secondary sources.

29. Primary Sources: • A primary source is any piece of historical information that provides direct evidence of the period being studied such as: • Diaries • Letters • Newspaper reports • Treaties • Legal records • Some plays, religious writings, and literature • Photographs and videos from the time • Oral histories of eye witnesses, and more!

30. Bibliography Example: Primary Source Earhart, Amelia. 20 Hours 40 Minutes: Our Flight on the Friendship. New York: Grosset and Dunlap,1928. This is a book Amelia wrote about her first promotional flight. She was the first woman to fly over the Atlantic Ocean. However, she didn’t believe that she deserved any credit, because she was only a navigator. After this flight more women started to join Amelia in the world of aviation…In the book, Amelia stated that she took this flight mainly to help women’s rights.

31. Secondary Sources: • Secondary sources are usually an interpretation or synthesis of primary sources such as: • Textbooks • Encyclopedias • Books about people, events, etc. • Some magazine and newspaper articles • CD-ROMS • Internet articles*

32. Bibliography Example: Secondary Source Butler, Susan. East to the Dawn. New York: Da Capo Press Inc., 1997. Susan Butler was very descriptive in her book. Her book gave me more information on Amelia’s childhood than any other book that I have read. This helped me understand Amelia’s private side and her social conscience.

33. History Day Assessment • Scoring guides are performance assessment rubrics • 60% is historical quality • 20% is adherence to theme • 20% is quality of presentation • (See deep lavender or blue handout at the back of your judging envelope.)

34. Historical Quality of Entries (60%): • Entry is historically accurate • Shows interpretation and analysis, not just description • Places topic in historical context • Shows wide research and use of primary sources • Provides evidence of balanced research

35. STUDENT RESEARCH SHOULD ANSWER THE FOLLOWING QUESTIONS: • What is the topic/claim/thesis? • Where and when did the events take place? • What was the cause and effect (before and after) of your topic? • What change over time did your topic bring about? • What was the impact or lasting influence? • How did the topic change the course of events? • What effect did it have on a community, society, nation and/or the world? • Why is your topic significant (important)?

36. Adherence to Theme (20%): • Clearly links topic to theme • Demonstrates significance of topic in history

37. Quality of Presentation (20%): • Presentation of topic is creative and original • Presentation is well-organized • Written material is clear and articulate • Other, category-specific criteria

38. Reaching Consensus • Your job will result in most of the entries being eliminated.The only memory that most students will take home is the kind words you have for their efforts. • Please discuss your evaluations with each other. Try to have your checkmarks in identical or adjacent boxes.

39. Reaching Consensus: • Decide together whether an entry should be designated: • “Superior/Outstanding” - eligible for State • “Excellent” - eligible for State • “Good” - not eligible for State • Some entries will not earn any of these designations • Circle your selection on your score sheets. • Make sure you have made a few comments on the scoring sheet.

40. Reaching Consensus: • If you are judging Exhibits or Individual Posters, designate your “Finalists” on the form found in the Team Captain’s envelope. • Give all Finalist forms to Karen, prior to judging for State Team representatives in these three categories • All other teams should designate “History Day in California” representatives on the Judges’ Consensus Form also found in the Team Captain’s envelope. • Turn your score sheets, Finalist Forms, and ConsensusForms into Heidi in the Armory before you leave.

42. HISTORY DAY JUDGES’ CONSENSUS FORM JUNIOR GROUP EXHIBITS In the boxes below, please write the #, title, and names of students from entries your team has selected to represent Siskiyou County at the State Finals of History Day in California. If your team is making no recommendations, please write in the word “NONE” and sign below: Siskiyou County Team: Siskiyou County Team: Alternate: Judges’ Certification of Consensus After consultation, we agree that the entries named above are our selections to represent Siskiyou County at the State Finals of History Day in California. Name (Print) Signature Judge #1_____________________________ ______________________________ Judge #2_____________________________ ______________________________ Judge #3_____________________________ ______________________________

43. Judging Reminders • Remain objective - Do not let personal bias concerning a topic affect your rating. • Evaluate each entry on its own merit and remember that each student deserves equal attention. • Assume every entry to be the work of the student(s). If you have doubts, use the interview to determine the extent of adult assistance.

44. Interviewing Students • The interview is designed to help you clarify certain points and to provide contact between adults and students. • Begin with a simple question to put students at ease. • Follow-up with an open-ended question to give them the opportunity to share their knowledge with you.

45. REMEMBER: • The entry should be able to stand alone. • Answers to questions should not overshadow the entry. • Honor the rule regarding anonymity. (Please do not ask students about their schools, grade, or teachers.)

46. More Reminders: • Be positive! • Be complimentary: Provide positive comments and constructive criticism to students (verbal and written). • You will be the most important person the students will meet at the competition. • Your encouragement may be the reason students decide to enter again next year,…or to become a more motivated student in general.

47. More Reminders: • You are evaluating the work of young students, not graduate students or adults. • Nevertheless, you should expect quality. • Evaluations should be based on the quality of the work - most importantly on the historical quality. • Be careful not to give “cute points.” • Be careful to avoid being swayed by glitz, but do expect a visually appealing presentation.

48. Last Thoughts: • It is more important to give positive feedback to students who are not “Finalists” or State History Day representatives. • Give most of your constructive criticism and feedback to students who may go on to the next level of competition. • Smile and have a good time! • Enjoy your contact with our young students.

49. Have a great morning! Lunch will be served between 12:00 and 1:00.