What is National History Day?
National History Day in North Dakota is a project-based learning program that emphasizes critical reading and thinking skills, research, analysis, and the drawing of meaningful conclusions. Students compete in either the junior (grades 6-8) or senior (grades 9-12) division. They can complete their projects either in groups or as individuals
Keys to a good History Day project
It’s history—It happened at least 15 years ago.
It’s significant—It fits the annual contest theme.
It’s got sources—There are plenty of primary and secondary sources available.
It demands interpretation—It was important when it happened and remains relevant today.
It’s got soul—You care enough about it to focus on it for a semester or two.
1. Formulate a Research Question
All historical research begins with a question. Research questions remind us what it is we are trying to find out or discover. Before we can dig for treasure, we need a map to guide us to the right spot. If the research question is our map, the topic we choose is the X that marks the spot that helps us know where to start digging.
2. Looking for Information (Research)
Once we find the X on our map, our research topic, we can finally start digging or doing the actual research. The narrower the focus of our topic, the more likely we are to strike gold. With the help of the primary and secondary sources available at libraries and archives in your community, around the state, and online, you are sure to find the materials that provide the evidence to answer your research question. Make sure to organize the information you find chronologically, take notes, and keep track of your sources with a bibliography.
If the research question is our map, and our topic of choice is the X that marks the spot, the annual theme is the compass that helps guide us to the right spot on our map. The National History Day theme for 2020 is Breaking Barriers in History. What does “breaking barriers” mean? Is a barrier human-made, like the Berlin Wall, or natural, like the Atlantic Ocean? Is it physical, like barbed wire, or ideological, like the Iron Curtain? Are barriers always negative, or can they be a positive influence—like antibiotics as a barrier to spreading disease? Always keep the annual theme at the back of your mind, like a compass pointing to true north, to make sure your research stays on track.
3. Analysis, or Making Sense of the Evidence
Now that you’ve dug up lots of good information, the third step is to make sense of it all. Construct some meaning form your sources. Consider all the important questions and factors that contributed to your research topic. What was the context of the time period you’re researching? What happened? Who was involved? Where and when did it occur? Why did it happen? Have you looked at multiple perspectives? What else was going on? Most importantly, ask yourself, "so what?" What was the impact? How did it affect the culture, lives, or environment of a community or the world? What were the short- and long-term outcomes? Why is this topic important, and why must we understand its effects today? By this phase of the project, you should have a rough idea of your thesis statement. A thesis statement summarizes the main point, the main idea, of your project.
4. Adding It Up (Drawing Conclusions)
Now that you have done the research and analyzed it, what conclusions can you draw? This is where you take the clues that the evidence is pointing toward to decide the “who did it” or “what happened” part of your history mystery. What is the answer to your overall initial research question from step one? Does your reasoning fit the evidence? Finalize your thesis statement.
5. Package Your Product
This is where you finally get to decide what presentation category your project best fits into. The choices include:
Paper (individual only)
Projects tend to fit into some categories better than others for a variety of different reasons. For example, if you are researching a person of a different race or ethnic background, it might not be very sensitive to try to portray them in a performance. If you found a lot of audio-visual material for a topic, it might make a great website or documentary. Maybe you really enjoy the writing process and prefer to submit a traditional paper. Every topic is different and choosing a category should come after you have already done some research.
When you decide what category you’ll use to present your research, make sure you know the contest rules, especially for your specific category.
Learn more here National History Day.
The teachers at your school will determine the process by which entries will be eligible to move on to the next contest round. If your school does not participate in the History Day program, you may be able to enter a regional or state contest as independent students. There are regional contests in Fargo and Dickinson, usually held in March. Regional winners compete at the state contest in April at the North Dakota Heritage Center & State Museum in Bismarck. First and second-place state winners are eligible to compete in the national contest at the University of Maryland, College Park in June.
Staff at the State Historical Society are here to help. We can meet with educators, students, parents, and administrative officials to help share the value of the program, how to get started, and what to do next. Contact the state coordinator, Danielle Stuckle, at firstname.lastname@example.org or 701-328-2794.