National History Day Exhibit Project—Due October 22nd/23rd
Theme: Exploration, Encounter, Exchange in History
Dear Parents/Students,
We are to embark on a great journey of discovery! Your student will create a National History Day exhibit
project. The theme is Exploration, Encounter, Exchange in History. The project is due October 22nd/23rd. During the
course of this study, your students will accomplish many objectives. Students will act as historians discovering how to
uncover primary sources, build historical context and form historical interpretations, becoming experts on their research
topic. This assignment is mostly a homework assignment. I will teach the students how to analyze artifacts (primary and
secondary sources), how to write an annotated bibliography, write a thesis statement, and give them time to research their
topic. Students may not plagiarize or print straight from the internet. The student needs to complete their own work and
use their own words. At any time during the NHD process, you want me to read and give you feedback on your project or
give you any idea/help, please don’t hesitate to ask. For more information about NHD, please visit http://nhd.org. I will
be available after school on Tuesday and Thursdays from 4:00 pm to 5:00 pm for NHD project help sessions. Please
email me to arrange for a help session. Please arrange for a ride home to be picked up at 5 pm.
Thank You,
Mr. Tilney
tilneyd@pcsb.org
Objectives:
Students will develop 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. Students will analyze and
interpret artifacts (primary and secondary sources), determine the significance and impact of their chosen historical event,
conduct in-depth research, record accurate historical information, and adhere to the National History Day theme.
Exhibit:
Minimum supplies for Exhibit: tri-fold exhibit board or poster board, paper or paint to cover the board or colored poster
board, and visuals
An exhibit is a visual representation of your research and interpretation of your topic’s significance in history, much like a
small museum exhibit. The analysis and interpretation of your topic must be clear and evident to the viewer. Labels and
captions should be used creatively with visual images and objects to enhance the message of your exhibit. Your exhibit
board needs to have the following:
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labels, captions, and titles, no more than 500 words
quality, not quantity—well-written sentences
visual impact and shows interpretation
clear thesis statement
Great examples of student exhibits can be found at my class website:
http://www.pcsb.org//site/Default.aspx?PageID=11818.
Website:
A website is a visual representation of your research and interpretation of your topic’s significance in history. The
analysis and interpretation of your topic must be clear and evident to the viewer. Labels and captions should be used
creatively with visual images and objects to enhance the message of your website. Your website needs to have the
following:




labels, captions, and titles, no more than 500 words
quality, not quantity—well-written sentences
visual impact and shows interpretation
clear thesis statement
A great example of a student website is http://38653435.nhd.weebly.com/.
Thesis statement:
The thesis statement is usually one sentence that presents an argument about the topic. The headings and captions in an
exhibit then are used to support the thesis using evidence from the research. A good thesis statement:
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
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Addresses a narrow topic
Explains what the researcher believes to be the historical significance of the topic
Connects the topic to the National History Day theme
Annotated Bibliography (Separate Packet):
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Title page is required as the first page of the written material. Your title page must include only the title of your
entry, your name, and your division (Junior Division) and category (Exhibit).
Annotated Bibliography must have at least 5 sources, separated into a list of primary and secondary sources.
Annotated bibliography is required. List only those sources that contributed to the development of your project,
sources that provided usable information or new perspectives in preparing your entry. You likely will include
fewer sources than you actually used. Sources of visual materials and oral interviews must be included. The
annotations for each source must explain how you used the source and how it helped you understand your topic.
Annotations of websites should describe who sponsors the site.
Steps for Success:
You should:
1.) Pick a way to present your topic—website or exhibit.
2.) If you haven’t already done so, please sign up for the online textbook-- History Alive! The Ancient World.
Go to http://student.teachtci.com/student/sign_up. Use my email address to set up your account. My email address is
tilneyd@pcsb.org.
3.) Pick a topic—Topics that are allowed:
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Exploring Sumer—pgs. 44—53 in your Ancient World textbook (Chapter 5)
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Exploring the Mesopotamian Empires—pgs. 54—63 in your Ancient World textbook (Chapter 6)

Egyptianization of Kush: Encounter and Cultural Exchange—pgs. 176—181 in your Ancient World textbook
(Chapter 10)

The Encounter of Foreign Rule and the Jewish Diaspora—pgs. 120—127 in your Ancient World textbook
(Chapter 12)
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Exploring Mohnejodaro—pgs. 148—157 in your Ancient World textbook (Chapter 14)
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Encounter of the Unification of the Mauryan Empire and the Exchange of Buddhism—pgs. 176—181 in your
Ancient World textbook (Chapter 17)
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Exploring Shang Dynasty’s China—pgs. 212—221 in your Ancient World textbook (Chapter 20)
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The Encounters and the Great Wall of China—pgs. 240—243 in your Ancient World textbook
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The Silk Road and the Cultural Exchange—pgs. 254—263 in your Ancient World textbook (Chapter 24)
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The Greek Colonies Exchange—pgs. 270—275 in your Ancient World textbook (Chapter 25)
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Encountering the Rise of Democracy—pgs. 276—281 in your Ancient World textbook (Chapter 26)
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Encounter and Exchange of Athens and Sparta—pgs. 282—293 in your Ancient World textbook (Chapter 27)

Exploration, Encounter, and Cultural Exchange of Alexander the Great’s Empire—pgs. 312—319 in your
Ancient World textbook (Chapter 30)

Encounter of Patricians and the Plebeians and the Creation of the Roman Republic—pgs. 346—351 in your
Ancient World textbook (Chapter 33)

Encounters and Expansion of Rome—pgs. 352—363 in your Ancient World textbook (Chapter 34)
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Encounters of the Origins and Spread of Christianity—pgs. 376—385 in your Ancient World textbook
(Chapter 36)
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Encounters and Exchanges of the Fall of Rome—pgs. 394—405 in your Ancient World textbook (Chapter 38)
4.) Collect primary and secondary sources (pictures, maps, visuals, encyclopedia articles, etc.). Write your annotated
bibliography as you collect sources.
5.) Conduct research to find information about the topic.
6.) Create an essential question that your project is going to answer.
7.) Write your thesis statement answering your essential question.
8.) Conduct research to find information about your topic/thesis statement.
9.) Complete written portion (labels, captions, annotated bibliography) of project.
10.) Neatly organize your exhibit (visuals, labels, captions, and annotated bibliography) and put your exhibit
together.
11.) Turn in your exhibit project by October 22nd/23rd to Mr. Tilney.
Annotated Bibliography Reference Guide
BOOK:
Author’s Name(Last, First). Book Title. City of Publication: Publisher Name, Year Published.
Example:
Loewen, James. Lies My Teacher Told Me. New York: The New Press, 1995.
Explain how you used the source and how it helped you understand your topic here.
WEBSITE:
Author’s Name. “Name of Article on website.” Retrieved April 2, 2007 from
http://www.nameofwebsite.org.
Example:
Doe, John. “My John’s List of Civil War Battles.” Retrieved April 2, 2007 from
http://www.mrjohndoe’slistdoesnotexist.com
Explain how you used the source and how it helped you understand your topic here.
GRAPHIC/PICTURE/PHOTOGRAPH:
Photographer’s Name. “Name of Graphic/Picture.” Retrieved April 2, 2007 from http://www.nameofwebsite.com
Example:
Perry, Matthew. “Civil War Battle.” Retrieved April 2, 2007 from
http://www.cr.nps.gov/hps/abpp/Battles/bystate.htm
Explain how you used the source and how it helped you understand your topic here.
NEWSPAPER/MAGAZINE ARTICLE:
Author’s Name. “Name of the Article.” Title of Newspaper 15 March 2000: Page #.
Example:
Di Rado, Alicia. “Trekking through College: Classes Explore Modern Society Using the
World of Star Trek.” Los Angeles Times 15 March 1995: A3.
Explain how you used the source and how it helped you understand your topic here.
ENCYCLOPEDIA ARTICLE:
Author’s Name. “Title of Article.” Title of Encyclopedia. Year published.
Example:
Doe, John. “Science and Space.” Encyclopedia Brittanica. 1999.
Explain how you used the source and how it helped you understand your topic here.
National History Day Exhibit Grading Rubric
Adherence to the Theme (8 points)
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
The students adhered to the theme.
Scale of 0-8 with 0 being the worst and 8 being the best.
Missing
0
Average
1
2
3
4
Excellent
5
6
7
8
Content Accuracy ( 8 points)


The students obtained accurate information about their topic.
Scale of 0-8 with 0 being the worst and 8 being the best.
Missing
0
Average
1
2
3
4
Excellent
5
6
Grammar and Spelling (5 points)
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
The student used correct capitalization, grammar and spelling.
Scale of 0-5 with 0 being the worst and 5 being the best.
Missing
0
Average
1
2
3
Excellent
4
5
Visual Presentation (5 points)



The student has labels and captions.
The student presented their project neat and organized.
Scale of 0-5 with 0 being the worst and 5 being the best.
Missing
0
Average
1
2
3
Excellent
4
5
7
8
Title (2 points)
 The student wrote a title that is neat, clear and visible.
 Scale of 0-2 with 0 being the worst and 2 being the best.
Missing
Average
Excellent
0
1
2
Annotated Bibliography (5 points)




The student wrote annotations.
The student wrote a title page.
The student wrote correct bibliography format.
Scale of 0-5 with 0 being the worst and 5 being the best.
Missing
Average
0
1
2
Excellent
3
4
5
Used Your Own Words (29 points)





The student wrote in his/her own words.
The student didn’t copy from the internet.
The student didn’t plagiarize.
The student used quotation marks when needed.
Scale of 0-30 with 0 being the worst and 30 being the best.
Missing
Excellent
0
29
Analysis and Interpretation ( 8 points)
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
The students show analysis and interpretation about their topic. (The evidence from (picture/document) proved
this (my thesis statement).)
Scale of 0-8 with 0 being the worst and 8 being the best.
Missing
0
Total:
Average
1
2
/70 points
3
4
Grade:
Excellent
5
6
7
8
Percentage: