RHS Lesson Plan Template
Week Of: 9/12-9/16, 9/19/2011
Focused Standard/Element(s)
Warm-Up Activity (10-15 min)
Teacher: Andy Blackburn
Day One
Introduction to National History
Day
Course/Level: CPA World Hist. /AP European Hist.
Day Two
Introduction to National History
Day
Day Three
National History Day Topic
Selection
SSWH1-21 All state standards in
world history have the potential to
be covered in this unit.
Social Studies Skills 1-12.
Information Processing Skills 1-17.
SSWH1-21 All state standards in
world history have the potential to
be covered in this unit.
Social Studies Skills 1-12.
Information Processing Skills 1-17.
SSWH1-21 All state standards in
world history have the potential to
be covered in this unit.
Social Studies Skills 1-12.
Information Processing Skills 1-17.
Students will have reviewed the
student contest guide for NHD prior
to class as a result of a previous
homework assignment. DiscussionWhat are the presentation options
for National History day projects?
What is the difference between a
research project and a report?
Discussion of the film Generation H.
What were some of the challenges
faced by the students when putting
together their NHD projects? How
did they meet these challenges?
What would you have done
differently? Did they give you any
ideas for your project?
The students will look over an official
judging form for National History Day
Projects. (Attached.) They will then
discuss the following questions: What
are the general areas that are
evaluated on NHD projects?
(Historical quality, relation to theme,
clarity of presentation and rules
compliance.)What are some specific
areas of evaluation? (Analysis,
interpretation, accuracy, wide and
balanced research, use of primary
sources, relation to theme, historical
significance, organization and visual
impact.)
Work-Time Activities
Closure Activity
Graphic Organizer- Using the student
contest guide, construct a chart
showing the similarities and
differences in the requirements
between each NHD presentation
option. Student directed discussion
of findings.
Film: Generation H. This film follows
groups of students from around the
nation as they prepare their projects
for National History Day competition.
It is motivational since the focus is on
the social opportunities involved in
NHD as well as the rewards and what
is learned. Students should note the
challenges faced by the students in
the film.
Group Discussion- Students will be
divided into groups of four to discuss
the reading “Revolution, Reaction
and Reform in History.” This handout
helps the students link the concepts
of Revolution, Reaction and Reform
to historical events as well as provide
them with a list of ideas for possible
topics. The students will then discuss
topic possibilities within their group
using the brainstorming questions
listed.
Presentation of Video
Documentaries- Students will view
examples of student video
documentaries from previous years.
What were the strengths and
weaknesses of these efforts? Do they
give you any ideas for your own
projects?
Individual students will complete the
NHD Topic Selection Worksheet.
(Attached.) What are your general
areas of interest? Can you relate any
of your areas of interest to the theme
“Revolution, Reaction and Reform in
History?” List some preliminary topic
ideas. Make a list of questions that
can be explored in your research of
the topic. Using these questions,
develop a thesis statement that will
drive your research. My History Day
project will
examine/compare/discuss/show…..
Q and A over the NHD presentation
options.
Homework: 1) Be prepared to discuss
the following questions related to the
film. What were some of the
challenges faced by the students
when putting together their NHD
projects? How did they meet these
challenges? What would you have
done differently? Did they give you
any ideas for your project?
2) Read the handout “Revolution,
Reaction and Reform in History.”
Spokespersons from each group will
present the ideas for topics that they
were able to come up with and share
these with the rest of the class. How
do these suggestions relate to the
theme? What is the historical
significance of these topics?
Homework: The students will
complete the Topic Selection
Worksheet. (Attached.)
Ticket Out the Door- Collection of
topic selection worksheets. It is
critical for the instructor to provide
the students with immediate
feedback on their topic choices as
well as their proposed thesis
statements. Some topic choices will
not relate to the theme, some will
have little or no historical
significance. In addition, many
students will have some difficulty
developing a thesis. The instructor
will note any problems and make
suggestions on the topic selection
worksheet.
Focused Standard/Element(s)
Warm-Up Activity (10-15 min)
Day Four
National History Day Category
Selection
Days Five and Six
Beginning the Research Process
(Two days)
SSWH1-21 All state standards in
world history have the potential to
be covered in this unit.
Social Studies Skills 1-12.
Information Processing Skills 1-17.
SSWH1-21 All state standards in
world history have the potential to
be covered in this unit.
Social Studies Skills 1-12.
Information Processing Skills 1-17.
NHD Topic Worksheet Commentary
Discussion. Pass back topic selection
worksheets with teacher
commentary and suggestions. Give
the students time to read and reflect
on the commentary. Discuss
questions related to adherence to
theme, historical significance and
development of thesis statements.
Have the class develop thesis
statements for some generic topics
to provide additional examples for
students struggling with this task.
Discuss the following questions from
the Research Strategy Worksheet:
Students will develop a research
strategy using the research strategy
worksheet. (Attached.) Which
libraries, people and sites will have
information on your topic? What are
some key words, dates, or people
related to your project in a search?
Which people could you write or
interview to learn more about your
topic? What type of primary sources
might be available for your topic?
Additional Notes
Work-Time Activities
Closure Activity
Group or Individual project? Have the
students list the pros and cons of
choosing to do the NHD project as
individuals or as members of a group.
Discuss these ideas with the class.
Category selection. The students will
be divided into groups of four. Using
the list of topic examples from the
NHD packet, the students will choose
five topics and decide the category
that would be best suited for the
topic and share these findings with
the class. Then, each student will be
asked to choose a category for
presenting their project. Why is your
chosen category one of the best ways
to present your project?
Class will be meeting in the Media
Center to initiate the research
process. Have the Media Center
specialists review the use of and
access to document archives such as
JSTOR and data bases such as Galileo.
Demonstrate the use of these
archives and databases. Have the
students look at archives for primary
source documents online such as the
Ancient, Medieval and Modern
History Sourcebooks at Fordham
University. Have the students begin
to compile lists of sources relating to
their topic.
Ticket Out the Door- Collect each
student’s topic selection, category
selection, thesis statement as well as
a list of group members if working in
a group.
Homework: Distribute the Research
Strategy Worksheet (attached).
Students are to complete this prior to
class the following day.
In the last five minutes of class, have
each project group share with the
rest of the class which data bases and
archives have been the most help to
them so far.
Homework: The students will be on
their own after the second “research
day” in the media center. All work on
their projects will be outside of the
classroom until their initial
presentations prior to NHD
competition.