Categories

toc The following is taken from the [|National History Day] website.

=Documentary=


 * // Creating Documentary Entries //**

Constantly changing technology offers students limitless possibilities in developing media-based presentations for the documentary category. Students may create documentaries using slides, film, videos and computers. Whatever presentation format is chosen, students must be able to operate all equipment, both during production and at each level of competition.

The most important aspect of any entry is its historical quality. Students should not get so caught up in the production of a documentary that they lose sight of the importance of the historical quality. Judges are not looking for glitzy productions; rather, they are looking for solid research and a thorough analysis of the chosen topic.


 * Film and Video Presentations**

The availability of home video cameras has increased the popularity of this entry category, although movie cameras are still used by some students. If students are able to use editing equipment in their school or elsewhere, this can be an exciting and educational project. Many communities have cable access stations that have video equipment available for public use. Following are some suggestions for film and video entries. Students should:


 * Operate all camera and editing equipment.
 * Draw up a [|storyboard] of the scenes they will be shooting.
 * Present a variety of panning shots, interviews, live action, and still subjects.
 * Keep track of the scenes in a notebook or on index cards to make editing easier.
 * Include music where appropriate to enhance the narration.
 * Computer-Based Presentations**

The computer has become a very important tool for creating documentaries. Students are using computer technology to create special effects, animation, graphics and other visuals for use in slide or videotape presentations. Students who choose to use the computer to create their entries should have access to computers with multimedia capabilities and should be familiar with at least one type of presentation software. Adobe Premiere, iMovie and Microsoft Power Point are some examples of software packages that are used to create projects. Students should also have access to editing equipment that they can operate themselves.

While most students are using computers as tools to help them to create various aspects of their presentations, some students are using computers as their vehicle for presentation. Keep in mind the following when considering whether to do a computer-based presentation:
 * students will have to provide their own equipment
 * computer presentations cannot be interactive (judges cannot push buttons, etc.)
 * computer monitors are often too small for the judges and the audience to see
 * computer presentations often inadvertently focus on the technology behind the presentation rather than providing an in-depth analysis of a historical topic

=Exhibits=


 * // Creating Exhibit Entries //**

Exhibits are designed to display visual and written information on topics in an attractive and easily understood manner. They are similar to exhibits found in a museum. People walking by should be attracted to an exhibit's main idea and, therefore, stop to learn more about the topic. To be successful, an exhibit must create an effective balance between visual interest and historical explanation.

The most common form of exhibit entry is a three-panel display. This style is the least complicated to design and build and is a very effective way to present information.

Here are some tips for this style: > about the topic or to explain related detail. > table between the side panels. Labels used for the title and main ideas are very important because they direct the viewer's eye around the exhibit. One way to make labels stand out is to have the writing on a light-colored piece of paper with a darker background behind it. This can be done with construction paper, tag board, or mat board. Dark black lettering makes labels easier to read. Photographs and written materials also stand out more if they are placed on backgrounds.
 * Be sure the title is the main focus of the center panel.
 * Use the center panel to present the main ideas.
 * The side panels are best used either to compare issues
 * Artifacts or other materials may also be placed on the
 * Labeling**

[|Click here to learn how to write effective labels for your exhibit.] Kenneth DeRoux, Curator of Museum Services from the Alaska State Museum, condenses the best tips on writing exhibit labels into a two page document. Thought not all tips apply to National History Day, it is very informative.
 * Writing Effective Labels**

**Exhibit Design** A successful exhibit must be able to explain itself. It is important to design an exhibit so that the photographs, written materials and illustrations are easy to understand.

It is tempting to put as much on the panel boards as possible, but this makes for a cluttered and confusing display. Students should select only the most important items for their exhibit boards. Clarity and organization are the most important goals for an exhibit design.

http://hoover.archives.gov/education/nhd/index.html
 * "HELP! For National History Day Exhibit Projects"** Click on the link below for an exhibit designer's booklet for doing National History Day exhibits produced by the pro's at the Hoover Presidential Library and Museum. Cultivate your inner artist or graphic designer! (After the research and interpretation is completed…).

Two hand-outs illustrate the importance of design in the creation of a National History Day exhibit. [|Orientation, Segmentation and Explanation] addresses overall exhibit design and [|Levels of Text] demonstrates the importance of titles and font size in clear exhibit design. [|Click here for step-by-step instructions on how to cut fomecore or gatorboard.]
 * Exhibit Design Guidelines**

A three-dimensional exhibit is more complicated to construct but can be an effective presentation style. As in the three-panel display, one side should contain the title and main idea. As viewers move around the exhibit the development of the topic can be explored. It is not necessary for the exhibit itself to be able to spin. It may be set on a table (or on the floor) so that people can walk around it.
 * Three-Dimensional Exhibits**

There is a 500-word limit for student-composed written materials on an exhibit. [|View examples] of how to count words and what constitutes student-composed materials.
 * Word Limit**

=Historical Paper=


 * // Creating Historical Paper Entries //**

After selecting a topic, a research paper involves three basic steps: The paper should consist of an introduction stating the thesis of the work, a main section addressing the theme, and a conclusion flowing logically from the thesis statement and body. Click here for the complete paper category rules. Many books are available that deal with the writing and documenting of research papers; one that is highly recommended is Kate L. Turabian's //A Manual for Writers of Term Papers, Theses, and Dissertations// (The University of Chicago Press; sixth edition, 1996).
 * 1) Collecting information
 * 2) Organizing the information
 * 3) Presenting it to the reader in a clear and interesting fashion

Read the student contest rule book carefully and follow its guidelines. Particular attention should be paid to the length of a paper: it must be between 1,500 and 2,500 words, or approximately 6 to 10 pages.


 * //Note://** Typically, there are 25 lines on a page and 10 words per line, so if the paper runs over 10 pages, it should be shortened.

[|Writing Essays That Make Historical Arguments] is an article that will help you prepare your paper.

Each paper must have an annotated bibliography that is divided into primary and secondary sources. The entries should be in alphabetical order and correct bibliographic form (see Turabian's Manual). Cite only those sources which you actually used in researching the paper. You should not add a lot of extraneous material unless they are relevant to the text. Be careful about using a large number of pictures or maps.

Papers must include footnotes or endnotes. Footnotes are explanations provided by writers stating that ideas or quotations presented in the paper are not their own. Footnotes not only give credit to the originators of ideas, but also serve as evidence in support of your ideas.

=Performance=


 * // Creating Performance Entries //**

The performance category can be one of the most exciting ways to participate in History Day, because it is the only category in which students present their research live. Entries in this category must have dramatic appeal, but not at the expense of historical information. Creativity is the key here, and students must make effective use of their 10-minute time allowance.

Here are some suggestions for students who are preparing performances:
 * Choose a theme-related topic that has personal interest and that will work particularly well as a performance.
 * Decide whether the chosen topic will be most effective as a group or as an individual performance.
 * Research the topic first. Write important facts or quotes which might be important to the performance; write a thesis statement, supporting statements, and a conclusion, and think about how these might become a part of the performance.
 * Prepare a script. Brainstorm about general ideas and the ways they might be presented. If a group is performing, each member should describe different ways that the characters might interact. When writing the script, make sure it contains references to the historical evidence found in the research. Using actual dialogue, quotations or excerpts from speeches are good ways of putting historical detail into the performance. Remember that the script should center on the thesis statement, supporting statements and the conclusion.
 * Be careful not to simply present oral reports on individuals which begin when they were born and end when they died. Instead, become the historical figure and write a script around an important time or place that will explain the major ideas.
 * Prepare the set. Think about different types of sets which might help in depicting the topic. Is there a prop that is central to the story?
 * //Important.//** Don't get carried away with props. Content is the most important factor and any props used should be directly related to the theme. Remember that performers have only five minutes to set up and take down their props.
 * Prepare the costuming. Use the most authentic costumes possible. Good costumes help make a performer convincing, but be sure they are appropriate to the topic. Consult photographs or costume guides if unsure about appropriate dress.
 * Prepare the blocking. To block a performance is to determine where the actors will stand, move, and/or relate to the set. Students should think about these movements when deciding what type of set to design.
 * Practice, practice, practice! Work on the delivery, speaking clearly and pronouncing all words correctly. Practice voice projection so that the judges and the audience can hear every word. Practice with the set and full costumes as often as possible.

=Web Site=


 * // Creating Web Site Entries //**

What is a web site? A History Day web site is a computer-based representation of your research and argument that incorporates both textual and non-textual content (e.g. images, songs, interviews, videos, and other media) to engage and inform your viewer about your topic. A web site is more than just an electronic paper or an exhibit on a computer. Through a web site you are able to incorporate nontextual elements with which a viewer can interact.

The web site category is the newest National History Day category. It will make its premier at the national contest in 2008.

Why Should I Choose the Web Site Category? The web site category is great for students who enjoy working with computers and want to work with web design software. If you've ever wanted to learn how to build a web site – now is your chance. While many topics can be effectively conveyed using the web site category, this category is especially suitable for topics that have a variety of non-textual materials (media, photos, documents, timelines, illustrations, newspaper articles, etc.) that can be used to support your argument.

Since this category requires additional equipment and supplies, you should make sure you have access to this equipment before you start. Do you, at home or school, have access to a computer with web design software? If you don't already know how to use the program, is there someone at home or school who can help you as you learn to use it?(Remember, people can help you with the program, but all the work in creating the web site must be done by group members!) Before you begin, it's also important to consider where you will have access to this equipment and where you will do most of your computer work. Discuss the answers to these questions with your parents and teachers.

The Basic Framework > > || Web Sites are About Research As in other History Day categories, good research is the first step and foundation for your web site. After completing your primary and secondary source research, you will have the following pieces of information ready for the web site: Important Resources for the Web Site Category
 * Size Limit: The overall file size of your web site can be no more than 100MB of file space, including all multimedia.
 * Word Limit: The web site may contain no more than 1200 visible, student-composed words. This means that all words that you write that are visible to the viewer count towards your word limit. If you didn't write it, it doesn't count towards the limit. Quotations from other sources won't count against your 1200 words. Words that are not visible to the viewer – citations, code used to build the site, and alternate text tags on images – do not count against the limit, either. Site content should not "lift" just quotes.
 * //Examples of things that count toward your word limit// || //Examples of things that don't count toward your word limit// ||
 * Titles and subtitles
 * Captions
 * Graphs, charts, or timelines that you create yourself
 * Words that you write that appear on your web pages
 * ** Quotations
 * Graphs, charts, or timelines that you don't create yourself
 * Brief citations crediting the source of an illustration, quotation, or piece of media
 * Code used to build the site, and alternate text tags on images ||
 * Be sure to check the [|NHD Contest Rulebook for complete category rules!]
 * Thesis
 * Connection to theme (remember, it's your job to show how your topic connects to the theme!)
 * Project title
 * **[|Interactivity]**


 * **[|Non-Textual Content]**


 * **[|Web Site Organization and Variation]**


 * **[|Ten Tips for Creating a Spectacular NHD Web Site]**


 * **[|History Day Web Site Planning]**


 * **[|A Word on Saving Web Site Files]**


 * Click here for the [|Web Site Judging Evaluation Form (Preliminary)]
 * Click here for the [|Web Site Judging Evaluation Form (Final)]
 * [|Website Category Judging Instructions]