To:Frederick County Public Schools National History Day Advisors

To:Frederick County Public Schools National History Day Advisors

Joanne Coates-Hunter, Friends Meeting School

Lori Sylvia, New Life Christian School

Greg Ross, History Department Chair, St. John's Catholic Prep

From:Michael G. Bunitsky, Curriculum Specialist for Secondary Social Studies, and

Mary Mannix, Maryland Room Manager, C. Burr Artz Library

Date:October 10, 2013

Re:National History Day Program

Each year the Maryland Humanities Council, the History Channel, the Maryland State Department of Education, Columbia Gas of Maryland, school systemsand public libraries across the State join together to encourage students in their love of history. Each spring we hold local National History Day (NHD) contests, judged by professional educators and historians. The top two individuals or groups in each category will advance to the state NHD contest at the University of Maryland, Baltimore Campus, in April. As a winner of the Maryland NHD contest, students will be eligible to exhibit at the National History Day Contest at the University of Maryland at College Park in June. This is where the best National History Day projects from across the United States, American Samoa, Guam, International Schools and Department of Defense Schools in Europe all meet and compete.

This year the theme is Rights and Responsibilities in History.

National History Day motivates students to discover history by:

• cultivating interest: students research a topic of their choice
• developing research skills: students act as historians discovering how to uncover primary sources, build historical context and form historical interpretations
• becoming experts on their research topic: presenting their research to teachers, students, and historians
• achieving success
  -the shy student gains confidence when speaking about a topic he/she has researched
  -the apathetic student gains passion by choosing a topic of personal interest
  -the high achieving student increases his/her ability to articulate their learning through presentation

Please follow the enclosed guidelines to assist us in creating a quality learning experience for our students. Timelines, applications, websites, procedures, rules, etc. are all included. The orientation for advisors will be held at the C. Burr Artz LibraryCommunity Room, 110 East Patrick Street, Frederick, Maryland, October 22, 2013, from 12:00 PM to 2:30 PM. All advisors and interested teachers are encouraged to attend.

cc:Dr. Theresa Alban

Jason Anderson

George Seaton

Larkin Hohnke

Thomas Saunders

Michael Doerrer

Middle and High School Principals

Middle and High School Social Studies Chairs

File

FCPS NHD Packet 2013-2014

•All eligibility requirements for extracurricular activities apply.

•Use these materials to prepare for participation in the local Frederick area History Day Competition.

•Material, guides and other information may also be obtained by visiting the website

•To learn more about getting started and conducting research go to . Information about each of the categories: paper, exhibit, performance, documentary and website may be found here.

•From this site also, download a copy of the NHD Rule Book with detailed information about all aspects of the program, including how entries are judged at

•The theme for 2014 is “RIGHTS AND RESPONSIBILITIES IN HISTORY.” Atheme sheet, sample topic and the NHD Theme Book can all be downloaded at

•Classroom connections, NHD in the curriculum, teacher resources, historical research and more can be accessed at

•Please follow the timeline for submission of papers, entry forms, and URLs.

•Entry forms, papers, URLssubmitted beyond the due date WILL NOT be considered and students’entries for the competition will not be accepted.

•FCPS will provide computers and projectors at the competition site, but cannot guarantee compatibility. Students should be prepared with their own equipment including speakers for documentaries as they will need to be supplied by the student at both the state and national level should the student move forward.

•If there are any questions please contact

-your school NHD advisor,

-Mary Mannix, Maryland Room Manager, C. Burr Artz Public Library at 301-600-1368, or

-Michael Bunitsky, Curriculum Specialist for Secondary Social Studies at 301-644-5265.

STATE CONTEST

• The 2014 State Contest date is Saturday, May 3, 2013 at UMBC.
• Deadline for online registration: TBD
• Deadline for receipt of projects in the paper category and for closing access to website projects: TBD
• Since the registration deadline falls during the time that most students will be on spring break, it is essential that each district send us a complete list of student advancers and project titles by the end of March in order for us to schedule judging times and prepare the list of participants for the contest program. Student advancers who will be away during spring break must be made aware that they must register before they leave and, if they are in the paper category, must mail 4 copies of the paper to arrive at the Maryland Humanities Council.
• Additional information will be posted on the Maryland History Day Facebook page:

NATIONAL CONTEST

• The 2014 National contest will be held June 15-19 at the University of Maryland, College Park.
• The online registration for NHD date,the student registration fee and the teacher fee have not been posted at the time of this publication.

Local Time Line

October 10, 2013Packet sent to interested parties.

October 22, 2013Organizational meeting for advisors. Rules and regulations, time lines, advisor expectations will be reviewed. C. Burr Artz Library, Community Room 12:00 PM to 2:30 PM.

At this meeting advisors will be asked to sign up for the duties below.

Anyone NOT ATENDING should contact Mary Mannix to sign up for a duty.

1-To be at the school on Friday evening to move tables from the cafeteria to the gym. Put up the appropriate signs on the tables and signage on the rooms.

2-Two shifts or three, of teachers to man the front desk to sign students in and assist with directions during the day.

3-Teachers to assist with the awards ceremony.

4-Teachers to clean up after, take down the signs, replace cafeteria the tables, etc.

March 7, 2014Deadline for Project Entry Forms, papers and web site URLs – Close of business. No exceptions.

March 28, 2014Set up for exhibits at Crestwood Middle School.

5:30 PM to 6:30 PM

March 29, 2014Set up exhibits from 7:30 AM to 9:00 AM. Any exhibits not set up by 9:00 AM will not be judged.

Students are expected to sign in at least 30 minutes prior to their assigned time slot for judging.

March 29, 2014Judging between 9:00 AM and 12:30 PM. Awards assembly and special presentation begin at 1:30 PM in the cafeteria of Crestwood Middle School.

FCPS NHD Packet 2013-20141

Frederick County Maryland History Day

Entry Form

Due date March 7, 2014 – close of business – NO EXCEPTIONS

PLEASE PRINT NEATLY

Student Name:

Address:

Telephone: Student E-mail:

Parent/Guardian Name:

Advisor Name: Ellen Georgi Advisor E-mail:

Advisor Telephone Number: Principal Name: Michelle Concepcion

School: Urbana Middle School

School Address: 3511 Pontius Court, Ijamsville, MD 21754

Final Entry Information

Title of Entry:

Circle your grade & division:Junior678

Senior9101112

Category (Check one):

I.Paper (Individual only)______Word Count: ______

Papers must be submitted with this form

II.Web Site:Individual______Group______

URL of web site: ______

III.Exhibit:Individual______Group______

IV.Performance:Individual______Group______

V.Media:Individual______Group______

Describe needs for any media presentation below.

Students should be prepared to supply their own computers and projectors.

______

______

Names and phone numbers of other group members: (if a group entry)

Each member must turn in their own entry form.

1.

2.

3.

4.

5.

I affirm that the entry submitted for competition was researched and developed during this school year according to the rules outlined in the National History Day Contest Guide. I understand that violation of these rules may result in the disqualification of my/our entry. I understand that the Maryland Humanities Council, Frederick County Public Schools, and Frederick County Public Libraries will not be responsible for personal injury or loss of damage to exhibits or personal property during the Frederick County Maryland History Day activities. I understand that the decision of the judges is final. I also agree that any photos of me or my participation at History Day may be used for non-commercial purposes.

Student Signature Date

Parent/Guardian Signature Date

Ellen GeorgiMarch 7, 2014

NHD Advisor-Teacher Signature Date

Must be postmarked or time stamped if e-mailed or faxed, or received if delivered by hand, C. Burr Artz Library, C/O Mary Mannix by 4:00 PM, March 7, 2014

No entry will be considered if not complete including signatures, contact information and accompanying documentation.

Frederick County Maryland History Day

c/o Mary Mannix, C. Burr Artz Library

110 East Patrick Street, Frederick, MD 21701

E-mail: fax: 301-600-2905

(Papers and website URLs must be promptly delivered following entry forms.)

Make a copy of this form for yourself. There is no entry fee.

For questions or information, please call Mary Mannix at 301-600-1368,

or Michael Bunitsky at 301-644-5265.

NATIONAL HISTORY DAY ACTIVITY

STUDENT PARTICIPATION GUIDELINES

ROLE

The student creates a project within the chosen category, representative of their learning within the theme of that current year’s topic. Student will attend the presentation day with the mindset of a historian, an expert in their researched area. He/she will participate in all preliminary work, presentation day and accepting of the opportunity to advance.

RESPONSIBILITIES

1.Be prepared to discuss their chosen topic within the theme to the best of their ability.

2.Submit the required papers and other materials that exhibit quality research on the topic and theme.

3.Prepare for the presentation individually or with the group to ensure a smooth presentation to the judges, including software setup, costume development, discussion of individual contributions.

4.Develop an understanding of the study of history and working procedures of a historian.

ATTENDANCE and other REQUIREMENTS

Students will be expected to fulfill ALL of the following:

1.Meet all deadlines – any entries faxed or received after the deadline date and time will not

be considered.

2.Submit the entry information on the entry form and prepare three hard copies of all

materials and annotated bibliographies.

3.Register with the History Day Advisor or designated teacher-advisor in your school

or building.

1. Work professionally with your teacher advisor and other person(s) who assist with

your research.

1. Attend the local History Day competition.
2. Deport yourself in a manner that is appropriately serious befitting the occasion.
3. Appropriate business attire is expected, as educational/social functions such as this

require appropriate attire.

1. Provide costumes, computers, projectors, speakers, papers, any and all materials to complete the exhibit, performance, documentary, etc.

FCPS NHD Packet 2013-20141

National History Day 2014 Theme

Rights and Responsibilities in History.

FCPS NHD Packet 2013-20141

This year’s theme, Rights and Responsibilities in History, is broad. Thismeans you can choose a topic that allows you to explore your owninterests, whether it’s science, politics, the arts, education—you name it.Inspiration can come from most any place: local history, your textbooks,or perhaps recent headlines, TV shows or even the latest Twitter feed. Asa student, it’s your right to find a topic that you want to find out moreabout, but you also have responsibilities: to choose carefully and developyour NHD project in ways that best use your talents and abilities. Listedbelow are some examples of different kinds of projects that address thisyear’s theme.

Let’s think about this year’s theme. What are rights? Are responsibilitiesalways attached to rights? Are there times when rights protect somewhile disenfranchising others—and is thatfair? Do we have economic rights? Are civilrights upheld at the same level for everyonein the United States? What are our rightsas global citizens? And what about animalrights—do humans bear responsibility fornon-humans? These are just a few questionsyou might ask as you begin your research.

Rights have taken many different forms.America’s founders believed that individuals had certain fundamentalrights, simply by virtue of being human, but slaves did not share those“unalienable” rights. In other societies, rights depended on beinga member of a group or class. The castes of Brahmin India and thearistocracy in England are examples of societies where birthrightpredetermined an individual’s role. Human institutions—governments,churches, corporations and other entities—have also enjoyed rights,sometimes bestowed on them by their constituents, and sometimesself-bestowed.

With rights come responsibilities, whether they involve exercising rightswithin specified limits or ensuring the rights of others. You might find ittempting to focus mostly on rights in your project, but remember thatthis year’s theme also encompasses responsibilities. Learning aboutand explaining the correlation between rights and responsibilities mightin fact help you become a better researcher and writer, in addition todeepening your understanding of your topic.

To explore a topic’s historical importance, you have to answer thequestion, “So what?” You must address questions about time and place,cause and effect, change over time, and impact and significance. Alwaystry to do more than just describe what happened. Draw conclusionsabout how the topic affected individuals, communities, other nationsand the world as a whole. This helps give your research historical context.

Science and technology provide abundant topics. The conflict betweenthe rights and responsibilities of scientists could be illustrated by aperformance of Galileo’s experience with the Roman Inquisition in 1633or a documentary about J. Robert Oppenheimer and other ManhattanProject scientists who worried about thefuture of atomic and nuclear weapons.How has technology such as the printingpress and television changed our views onour rights and responsibilities?

If you find politics intriguing, you mightchoose to explore the origins and impactof key documents related to rights. Youcould write a paper investigating England’s Bill of Rights in 1689—orthe American version, written a century later. Students interested in localhistory might create an exhibit examining the development of their stateconstitutions or town charters, to discover the rights and responsibilitiesof people and governments and how they have changed over time.

Great thinkers have often deliberated the rights and responsibilities ofindividuals and society. A performance might analyze the origins andimpact of Mary Wollstonecraft’s feminism, while a documentary couldexplore the relationship between the Industrial Revolution and KarlMarx’s views of the rights and responsibilities of workers and owners.What other thinkers or philosophers have influenced rights in history?

Specific rights can make excellent topics. A performance might probe theevolution of freedom of the press in America and the ethical obligationsrequired of journalists. A documentary couldanalyze the origins of the right to receive afree elementary education, found in theUN’s Universal Declaration of Human Rightsof 1948, which implies a governmentalresponsibility to provide free education.How did the legal right of slaves to buy theirfreedom affect Latin American societies?

You might choose to research the rights and responsibilities conferred bycitizenship. A website could compare the meaning of citizenship in theancient Greek City states of Athens and Sparta. The evolution of incometax in America would make an excellent exhibit, while a documentarycould explore the duty of military service in a society such as Meiji Japan(1868-1912) or 20th-century Israel.

Perhaps you’re interested in the rights and responsibilities of familymembers. A paper could analyze the practice of suttee, a customformerly practiced in India in which widows were burned along withtheir husband’s bodies, while an exhibit might discuss the developmentof married women’s property rights in 19th-century America. How havethe rights and obligations of parents and children changed over time inAmerica and China?

Students can also examine the experience of different groups. A performancemight analyze how economic and political changes affected the obligationsand rights of lords and vassals in medieval Europe, while a documentarymight explore the development of affirmative action in the United States. Anexhibit could evaluate the consequences for Sri Lanka of the different rightsof the Sinhalese and Tamil people while it was a British colony.

Many powerful projects could come from studying the denial of rightsand the struggle to gain rights. An exhibit might analyze the role ofdifferent women’s organizations such as the National Woman’s Party inwinning female suffrage, while a documentary could explore the impactof a key individual such as Mohandas Gandhi in earning India’s politicalfreedom. What events in the American Civil Rights Movement could bedramatized in performances?

Nations and governments also haverights and responsibilities.

How did theextraterritoriality rights of Europeansaffect 19th-century China? A paper mightexamine how the idea of the “WhiteMan’s Burden” affected Americanforeign policy early in the 19th century.The changing views of the Americangovernment’s responsibilities for the poorin the 20th century might make a good website.

You might choose to research topics related to religion. An exhibit couldinvestigate the relationship between the Mexican Revolution and theprivileges the Catholic Church enjoyed in Mexico. What impact did thenotions of religious duty have on the Crusades? A dramatic performancecould recount the conflict between Ann Hutchinson’s idea of religiousfreedom and governmental responsibility to enforce orthodoxy in 17thcenturyMassachusetts.

The economy provides excellent topics. Compelling documentariesor performances could focus on events such as the Homestead or thePullman Strikes of the 1890s, in which workers and owners struggledover rights. A paper could look at the development of corporate rightsin America, perhaps focusing on court cases such as the Charles RiverBridge case of 1837 or the conflict between corporate rights andgovernment responsibility in the antimonopoly struggles of the late 19thand the early 20th centuries. A website might analyze the battle for landreform in a Latin American country such as Nicaragua, which pitted therights of peasants against the rights of wealthy landowners.