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Heart of Texas Regional History Fair (HOTRHF)

Handbook Fall 2014 – Spring 2015

SECTIONS

1. Introduction

2. Current Year

3. Rules For All Categories

4. Additional Rules For Specific Categories

5. Category Checklists

6. Judging Procedures and Criteria

7. Bibliography and More

8. Forms and Registration Information

2

Table of Contents

Section 1: Introduction to HOTRHF ............................................................................................................... 5

HOTRHF Board of Trustees ....................................................................................................................... 6

Acknowledgements ................................................................................................................................... 7

General Information ................................................................................................................................. 8

How do I use the HOTRHF Handbook? ..................................................................................................... 9

What Is the History Fair?......................................................................................................................... 10

How do I enter the Regional History fair?............................................................................................... 11

Section 2: Current Year Information ........................................................................................................... 13

Fair Dates ................................................................................................................................................ 13

Entry Fee ................................................................................................................................................. 13

Important Notices ................................................................................................................................... 13

Important Notices for 5th Grade Students .............................................................................................. 15

Changes from Last Year........................................................................................................................... 16

Annual Theme Narrative ......................................................................................................................... 20

HOTRHF Notes on the Annual Theme ................................................................................................. 23

Sample Topics and Suggested Sources ................................................................................................... 24

HOTRHF Research Tips ........................................................................................................................ 24

HOTRHF Suggested Sources ................................................................................................................ 24

Awards .................................................................................................................................................... 27

Regional Awards ................................................................................................................................. 27

Regional Special Awards ..................................................................................................................... 27

The Ada Margaret Smith Award ......................................................................................................... 28

The Ruben Santos Memorial Scholarship Award to Baylor University ............................................... 29

The Calvin B. Smith Award .................................................................................................................. 29

3

Texas History Day .................................................................................................................................... 30

National History Day ............................................................................................................................... 30

Tentative Schedule of Events .................................................................................................................. 34

Section 3: Rules for All Contestants ............................................................................................................ 36

A. General Rules for All Categories ......................................................................................................... 36

B. Required Written Materials for All Categories ................................................................................... 38

C. Contest Participation .......................................................................................................................... 40

D. Contest Overview (HOTRHF addition) ................................................................................................ 41

E. Definitions ........................................................................................................................................... 41

Section 4: Additional Rules for Specific Categories .................................................................................... 44

A. Paper (Historical Papers) .................................................................................................................... 44

B. Exhibit ................................................................................................................................................. 46

C. Performance ....................................................................................................................................... 52

D. Documentary ...................................................................................................................................... 55

E. Website ............................................................................................................................................... 59

Section 5: HOTRHF Checklists ..................................................................................................................... 67

All Categories .......................................................................................................................................... 67

Paper (Historical Paper) .......................................................................................................................... 67

Exhibit ..................................................................................................................................................... 67

Performance ........................................................................................................................................... 68

Documentary .......................................................................................................................................... 69

Website ................................................................................................................................................... 70

Section 6: Judging Procedures and Criteria ................................................................................................ 71

Judging Procedures for all Categories ..................................................................................................... 71

Judge Sheets for Each Category .............................................................................................................. 72

4

Section 7: Bibliography and Process Paper ................................................................................................. 78

Annotated Bibliography Sample ............................................................................................................. 78

Process Paper and Samples .................................................................................................................... 80

Process Paper ...................................................................................................................................... 80

Sample Process Papers ....................................................................................................................... 80

Organizational Outline ............................................................................................................................ 87

Triangle – How To Develop a Quality Project ......................................................................................... 88

Section 8: Forms and Registration Information .......................................................................................... 90

Online Entry Registration Information .................................................................................................... 90

Special Forms and Entry Fee Payment Instructions ................................................................................ 91

Baylor University Scholarship Instructions ............................................................................................. 92

Baylor University Scholarship Form .................................................................................................... 93

Ada Margaret Smith Award Information ................................................................................................ 96

Ada Margaret Smith Award Form ....................................................................................................... 96

Letter to Sponsors on Important Fair Information ................................................................................. 99

Entry Information and HOTRHF Website .............................................................................................. 101

Section 1: Introduction to HOTRHF 5

Section 1: Introduction to HOTRHF The Heart of Texas Regional History Fair began in 1986 under the sponsorship of the Strecker

Museum at Baylor University. Since then, the fair has grown as more schools within the region have

become aware and involved. For the first eight years the Strecker Museum sponsored the fair, believing

in its value as an educational experience for all students and teachers who participate. The fair is held at

the Bill Daniel Student Center at Baylor University.

The HOTRHF Board of Directors, staff, judges, contributors, volunteers, and awarding institutions and

organizations that make this event possible hope you will enjoy and benefit from their efforts.

Heart of Texas Regional History Fair

Mailing address:

Baylor University ∙ One Bear Place # 97186

Waco, Texas ∙ 76798‐7186

Physical Address of Office:

1429 South 5th Street (The office is located inside The Texas Collection at Carroll Library on the

Baylor University campus.)

Office phone: (254) 710‐3783

Office hours:

8:00 am – 5:00 pm Monday through Friday

[email protected] (Staff)

[email protected] (Board President)

Web Site:

http://www.baylor.edu/historyfair

Rules in this handbook are reproduced with the permission of National History Day.


HOTRHF Board of Trustees

EXECUTIVE BOARD MEMBERS

Mrs. Karen Brown, President

Dr. Karon LeCompte, Vice President

Mrs. Jenice Long, Secretary

Mr. Tom Lindsey, Controller

Mr. Jay Belew

Mr. Ashley Cruseturner

Dr. Julie deGraffenried

Mrs. Julie Holcomb

Judge Matt Johnson

Mr. Jeremy Lehman

Mr. David Lintz

Ms. Eula McKown

Mrs. Lois Myers

Dr. Stephen Sloan

Mr. Rick Strot

Mr. Thomas Grusendorf, Scottish Rite Liaison

Mrs. Kathy Hinton, Financial Officer

EMERITUS MEMBERS

Mrs. Joan Branyon

Mr. Kent Keeth

Mr. Calvin Smith

IN MEMORY OF

Mr. Ruben Santos

HOTRHF Board Member & Director 1986 – 2008

OFFICE STAFF

Mr. Brian Simmons


Acknowledgements

The Board of Trustees and Staff extend our thanks and gratitude to the following organizations

who make the Heart of Texas Regional History Fair possible through their financial support and

donations of service and equipment:

Baylor University

Bill Daniel Student Center, Baylor University

Department of Curriculum and Instruction, School of Education, Baylor University

Department of History, Baylor University

Dr Pepper Museum

Educators Credit Union

Historic Waco Foundation

Information Technology Center, Production

Services, Baylor University

Institute for Oral History, Baylor University

Mayborn Museum Complex

The Texas Collection, Baylor University

Texas Sports Hall of Fame

Waco Scottish Rite Bodies


General Information

What is the Heart of Texas Regional History Fair?

The Heart of Texas Regional History Fair (HOTRHF) in association with National History Day and

Texas History Day is an exciting way for students to study history and learn about issues, ideas, people,

and events. Students are encouraged to choose any topic in local, national, or world history and

investigate its historical significance and relationship to the theme by conducting extensive primary and

secondary research. After analyzing and interpreting their information, students present their findings in

papers, exhibits (similar to a museum exhibit), performances (dramatic portrayal of the topic),

documentaries (slide show, video, or non‐interactive computer program), or Web sites (using computer

technology) that are evaluated by historians and educators.

Students will acquire useful historic knowledge as well as develop critical thinking and problem‐

solving skills that will help them now and in the future. At the competitions students will have the

opportunity to meet students from other schools, exchange ideas, and demonstrate the results of their

work. Their success in researching and producing a HOTRHF entry can lead to the state and national

contest.

Who is eligible to participate?

Any student in grades 5‐12 who attends a public, private, charter, parochial, military, or home

school within the following 14 counties is eligible to enter the HOTRHF: Bell, Bosque, Coryell, Falls,

Freestone, Hamilton, Hill, Lampasas, Limestone, McLennan, Milam, Mills, Navarro, and Robertson.

HOTRHF encourages a local history fair prior to entering the regional fair. This local fair can take place in

classroom time or be a separate planned event in the school or with other schools, it is the teacher’s

choice. Note: contact the HOTRHF office if your student is not attending a regional school, or if your

student’s regional school is not competing at HOTRHF, for qualification rules.

What are the divisions?

HOTRHF has three divisions based on school grade:

Fifth Grade Division: Grade 5 (Individual or Group Exhibits only)

Junior Division: Grades 6, 7, and 8

Senior Division: Grades 9, 10, 11, and 12

Entries in each division are judged separately at all levels of competition. Texas History Day

(THD) and National History Day (NHD) do not sponsor fifth grade participation.

What are the contest categories?

Students may enter one of nine categories. Groups require a minimum of 2 to a maximum of 5:

Individual Exhibit

Individual Performance


Individual Documentary

Individual Web Site

Group Exhibit

Group Performance

Group Documentary

Group Web Site

Historical Paper (individual only)

Where and when are the fairs held?

The HOTRHF is a two‐day event with the date scheduled in February on the Baylor University

campus in Waco, Texas. Texas History Day is held in May at the University of Texas in Austin, Texas.

National History Day is held in June at the University of Maryland in College Park, Maryland.

How do I use the HOTRHF Handbook?

1. How do I, the student, find just the information I need for my project?

Begin by deciding which category you would like to enter a project in. For a quick overview of

what each category requires look at Section 5 for each category’s “checklist”.

Historical Paper Checklist

Exhibit Checklist

Performance Checklist

Documentary Checklist

Web Site Checklist

You might want to print a copy of your specific category for future reference.

Afterwards, decide if you want to do an individual or group project. All the categories offer individual

entries. Group projects are limited to Exhibits, Performances, Documentaries and Web Sites.

2. Is there a part of each category section that is more important than other parts?

Yes. The RULES (both the general rules for all categories and the specific rules in your chosen

category) are all mandatory. You must follow each rule in the category you select or your project will

lose points when it is judged.

The CHECKLIST of each category gives you a list of exactly what your project requires and when you

need to have things taken care of. EACH CHECKLIST IS DIFFERENT according to each category’s specific

requirements.

3. What are all the other topics in this handbook? Do I need to pay attention to them?

Yes. The other topics in each category will tell you about HOTRHF, when and where it is and how

to participate; help you with research, organization of your ideas; and understand how you will be


judged. Although the other topic material is not mandatory like the Rules and Checklist, it will help you

have a better understanding of what your project involves and how you will present it at the regional

fair.

4. What about the rest of the Handbook? What else would apply to me, the student?

All projects must create projects using the Theme‐of‐the‐Year instructions and the Rules.

You need to read and pay attention to the following:

SECTION 2 Current Year Information (dates, deadlines & fees)

Important Notices

The Theme of the Year – this tells you “how to” relate your topic to the theme

SECTION 3 General Rules for all categories (see Section 4 for additional specific rules)

SECTION 4 ‐ Specific Rules for each category View your project category for additional rules.

NOTE: For the Web Site Category it is MANDATORY that all Web Site projects USE ONLY the

provided NHD home‐page secure on‐line Weebly program from the beginning of creation at their

local level. This can be found by going to http://www.nationalhistoryday.org. Look for and select

“Creating an Entry”; Look under “categories” for the “Web Site” bullet; Select the “Web Site”

bullet line. When you first open your project account, be sure to answer the question “can this be

published” as “YES”. Being published applies only to NHD – if you answer “no” it will block all

outside access to judge your project. Also, DO NOT “password protect” your Web site. This also

blocks judges from viewing your project.

5. What else would help me, the student, with my project?

HOTRHF offers a Web site with extensive information and links to various research organizations and

historic sites for creating your project. Please visit HOTRHF at: http://www.baylor.edu/historyfair

What Is the History Fair?

What is the Heart of Texas Regional History Fair (HOTRHF)?

A scholastic event that aids teachers and students with historical research, formation of outlines

and bibliographies, and ultimately produce a historical project based on his/her information.

How big is it?

HOTRHF has been gaining recognition throughout our 14‐county regional area as an educational

vehicle to teach required basics, not only for testing, but also building writing and reasoning capabilities,

art design, drama production and advanced skill in electronic technology for junior and senior high

school students.


Can students advance past regional level?

Yes. The first and second place contestants from the HOTRHF advance to the Texas state level

competition. They compete in May against twenty‐one other regional or district Texas history fairs.

Winners from Texas state level competition can advance to National level in June.

Does HOTRHF ever have students who advance to National level?

Yes. The HOTRHF has sent students to National competition starting in 1989. Since 1998 the

HOTRHF has been represented every consecutive year by one, two, three and even six projects at

National History Day. The HOTRHF has had a 1st place winner for four straight years from 2003 to 2006

and a 3rd place winner in 2005 and again in 2007. The 2014 Heart of Texas Regional History Fair was

represented at National History Day by three students entering two different projects.

What sort of awards do National winners receive?

First‐place wins a gold medal and a cash award of $1000. Second‐place wins a silver medal and

a $500 cash award. Third‐place wins a bronze medal and a $250 cash award. Special Award

organizations also recognize students. Some Special Awards may range from a trip to Europe for two, or

a new laptop computer, to various other monetary and material awards from over thirty organizations.

Are there any other benefits from students and teachers participating in the history fair?

Yes. Local media (newspapers, magazines, television, etc.) not only cover the HOTRHF annual

history fair, but often follow up on students in their area. Often Special Award organizations invite

students to present their winning projects to the organization members and further reward the student

with additional monetary or material awards. Students who advance to Texas History Day competition,

along with their teachers, are recognized by area politicians and I.S.D. school boards at public meetings

or ceremonies. HOTRHF students advancing to National History Day, along with their teachers and their

school administrators, are recognized by the Texas State Board of Education and various politicians at

public meetings or ceremonies.

How do I enter the Regional History fair?

(All questions and answers apply to individual and group projects.)

1. How do I, the student, enter a project in the Heart of Texas Regional History Fair (HOTRHF)?

Since you are interested in entering a project in the HOTRHF, and do not know whether your

school participates in the HOTRHF, please ask your History or Social Studies teachers in your school if

they help their students to enter.


First: In case your teachers do not already know about the HOTRHF, but are interested in helping

you by becoming your sponsor, please give them our Web site http://www.baylor.edu/historyfair. All

the information they need is on the HOTRHF Web site, or they can call our office at (254) 710‐3783.

Second: Once you have a sponsor, you will have to complete your project before our HOTRHF entry

registration starting December 1 and ending with the entry deadline date of January 12, 2015. You

should also have it reviewed by several other adults or students who can give you tips on how to make it

better. If your school participates in the HOTRHF you may have to win one of your category’s top three

places in your local school fair to advance to the regional fair.

Third: If your teachers are not interested in sponsoring you then we suggest you try the following

steps before contacting our office:

Ask your school counselor if they would be your sponsor.

Ask your other school administrators if they would be your sponsor or find you a sponsor.

If you are now in a high school that does not participate, but the middle school does, ask the

middle school teacher if he/she would be your sponsor. You would still be representing your

high school, but the middle school teacher would act on your behalf. If you cannot find a

sponsor in your school I.S.D., please contact our office and we will help you find a sponsor.

NOTE: You cannot enter the HOTRHF as an individual student with a sponsor outside of your school

when your school is already participating in the HOTRHF. Schools are limited to the number of entries

that are allowed to be submitted in each category from each division.

2. What if I, the student, am the only person from my school interested in entering the HOTRHF? How

do I “have a local fair” that meets the HOTRHF requirements?

A local level fair is strongly encouraged not only by the HOTRHF, but by Texas History Day and

National History Day also. A local level fair can consist of showing your project to your peers, other

teachers or other adults who can give you tips on how to make your project better. They should have a

copy of the rules for your category and a sample judge sheet (available on our Web site). This also gives

you a chance to become accustomed to other people viewing your project and making comments about

it. At the HOTRHF not only will the judges be viewing your project, but the public will also. This can be

intimidating to the first‐time competitor. Changes to enhance your project are allowed between all

levels of competition as you advance.

3. What is a Sponsor?

A sponsor acts on behalf of the student for all coordination with the HOTRHF, THD and NHD.

The sponsor opens a “registration” home page and enters the students’ basic information. The sponsor

collects and pays all student fees to HOTRHF. They receive all fair information and make sure it is

passed to the student. The sponsor follows up to make sure the student attends the history fair when

they are scheduled to set up their project and be judged. The sponsor is usually a teacher, but can be

another if the need arises – contact the HOTRHF office if there are questions regarding sponsors.

Section 2: Current Year Information 13

Section 2: Current Year Information

Fair Dates

HOTRHF – February 19‐20, 2015

Texas History Day – May 1‐2, 2015

National History Day – June 14‐18, 2015

On‐Line Registration for Student Entries & Registration for all participating Teachers:

On‐Line Registration opens: December 1, 2014

Entry Deadline: January 12, 2015

The deadline for receipt of all on‐line entries is midnight January 12, 2015. Registration will close to public access at midnight. Late entries will not be accepted. On‐line

registration must be properly completed by answering all requested information in red‐print questions;

black‐print questions can be disregarded. Division and category must be indicated. Carefully check all

red‐print questions for accuracy in answers before “saving”, then exiting the system. Do not attempt to

alter content after closure.

Entry Fee

$6 per student (NOT per entry form or group), DO NOT PAY ON‐LINE.

Payment is made separately and sent or brought directly to HOTRHF. If mailing, please pay by

check or money order. Your payment must be received no later than open‐of‐business, Thursday,

January 12, 2015. Drop all cash payments at the office. Please LIST ALL students paying entry fees.

Separate checks, money orders or cash are accepted. Checks should be made out to "Heart of Texas

Regional History Fair" or "HOTRHF." No refunds will be given.

T‐shirt payment at $10.00 each may be included with the entry fees. Please indicate adult size as

SM, MED, LG, XL, 2X, or 3X for each t‐shirt. Please note that t‐shirts cannot be ordered through the on‐

line registration system. T‐shirts will be available for pick up at the event on Friday, February 20.

Contact the HOTRHF office or see the website for more information regarding t‐shirt orders and optional

mail delivery.

Important Notices

Contest Participation: LIMIT 3 projects per category, per division, per school

The local school or school district is responsible for selecting the projects it will send to the

regional fair competition. Each school may bring to the regional fair up to three (3) entries in each of


the nine categories for each division. Each school therefore may enter up to 27 projects in each division,

Junior and Senior. There is no minimum number of projects required per school. Exception for 5th

Grade ONLY: Each school may bring up to five (5) entries. The 5th Grade projects can be all individual, all

group, or a combination of individual and group.

Exhibits: Set‐Up Requirements

JUNIOR EXHIBITS: Registration and set‐up for Junior Exhibits is required on Thursday, February

19, between 3:00 and 5:30 p.m. Students must set up their exhibits and leave the exhibit area by

5:30 p.m. Preliminary judging of Junior Exhibits begins Thursday evening at 5:45 p.m. This is

mandatory for all Junior Division Exhibits.

SENIOR EXHIBITS: Senior Exhibits may register and set up on Thursday, February 19, between

3:00 and 5:30 p.m. OR Friday morning, February 21, between 8:00 and 10:00 a.m. Late check‐in

entries MUST have HOTRHF approval.

ALL EXHIBIT PARTICIPANTS MUST RETURN for Friday judging according to the schedule provided at

registration. During the scheduled Friday judging period, students—and only students (no

family/friends/or sponsors)—will stand by their projects to be interviewed by the judges. Exhibits set up

on Thursday evening remain in place overnight and through the Friday judging period. The History Fair

cannot assume liability for any items left overnight in the exhibit area. All exhibits must be removed by

7:00 p.m. on Friday evening.

Performances and Documentaries: Possible Thursday Night Judging

All schools, sponsors, and students should be prepared to bring their performances and

documentaries on Thursday night, February 19, if the number of entries in these categories

necessitates extended judging time. Entries required to perform, or show documentaries, on

Thursday night will be selected by school. Sponsors of the selected schools will be notified two

weeks prior to the regional fair. Students judged on Thursday night will remove all equipment

and props after they are judged; there are no overnight storage areas available.

Historical Papers: EARLY project deadline, January 12 ‐ MONDAY

Students entering historical papers must deliver four (4) printed copies of their papers and

bibliographies along with their entry fee to the History Fair office by 5:00 p.m., Monday, January

12, 2015. Papers are judged before the fair. All students who have entered historical papers

MUST REGISTER at the fair during the designated check‐in registration time or FORFEIT all

eligibility for HOTRHF awards, including Special Awards.

See Section 8 for drop‐off or mailing details.

Web Sites: EARLY project deadline, January 12 ‐ MONDAY

On‐line registration completed along with project 8‐digit URL assigned automatically at the time

the category is chosen, plus $6 entry fee for each student to the History Fair office. Web sites


are judged before the fair. The process paper, and an annotated bibliography will be included

within the on‐line Web Site project. No print copies are required for 2015. All students who

have entered Web sites MUST REGISTER at the fair during the designated check‐in registration

time or FORFEIT all eligibility for HOTRHF awards, including Special Awards.

See Section 8 for entry fee drop‐off or mailing details.

Inclement Weather Cancellation

In case inclement weather causes the closure of Waco ISD, the History Fair is automatically

cancelled and rescheduled. For delayed openings the HOTRHF will open 2 hours later than

Waco ISD. Waco ISD closures and delays are announced on most TV and radio stations.

Notification of a rescheduled date for the fair will be sent to schools and sponsors as soon as

possible.

Lost and Found

During the fair, report all items lost or found to the Fair Information Desk. After the fair, please

contact the HOTRHF office at (254) 710‐3783 to report any items lost and not found. The Office

Staff will make every effort to return found items.

Learn more at the Heart of Texas Regional History Fair Online Workshop!

What: Teacher Workshop and Student/Parent Workshop

When: Online available now

Where: The HOTRHF Web site at http://www.baylor.edu/historyfair/

The online workshops for teachers, students, and parents have been developed to provide step‐by‐step

instruction in how to create successful history fair projects, from choosing a topic to submitting a

finished entry for judging. Online quizzes help you test your understanding while FAQ lists and e‐mail

links provide opportunities to get further help. At this time, HOTRHF does not anticipate holding a live

workshop open to the public this fall of 2014. If you need more assistance with the online workshop

material please contact our office at (254) 710‐3783 or e‐mail [email protected].

Important Notices for 5th Grade Students

Sponsors, please send the following information home to the parents of each participating 5th grade student.

Contest Participation

Fifth Grade students are invited to participate in HOTRHF for the learning experience. There is

no advancement for Fifth Graders to the state or national fair and these students are not eligible

for HOTRHF awards.


Fifth Grade students can only enter the Individual or Group Exhibit categories.

There is a limit of five (5) exhibit entries per school for the Fifth Grade Division.

Please note that this limitation is not on the number of students, but on the number of exhibit

entries. Up to five students can combine efforts for a single Group Exhibit. It is the school’s

choice for individual and/or group entries or a combination of both individual/group entries to

encourage greater participation. The local school or district is responsible for selecting the final

entries to compete at the regional fair.

Awards Ceremony

Each Fifth Grade participant is recognized individually during the HOTRHF Awards Ceremony

on Friday afternoon.

At the ceremony, immediately after the opening remarks, the HOTRHF Director will read the

individual names of the Fifth Grade participants and ask them to come to the stage to accept

their Certificate of Participation from their teachers.

The HOTRHF invites parents and students to remain for the rest of the Awards Ceremonies, if

they wish.

Judging of Exhibits

All judging for the Fifth Grade Exhibits will take place on Friday, February 20, from 9:00 a.m. to

11:00 a.m.

All Fifth Grade students are requested to stand by their exhibits during this judging period. The

student will be asked questions about their exhibit as it is being critiqued. This is an important

part of the learning process.

Project Removal

Fifth Grade students unable to attend the Awards Ceremony or unable to remain for the rest of

the Awards Ceremony may dismantle and remove their exhibits starting according to the posted

schedule for Friday, February 20. Student ribbons not picked up will be sent to the school’s

sponsor.

All projects must be removed no later than 7:00 p.m. on Friday.

Projects left at the Bill Daniel Student Center will be moved to the HOTRHF office if possible. If

your project remains in the BDSC after the close of the fair at 7:00 p.m. HOTRHF cannot

guarantee your project will be moved to the HOTRHF office. Pick up can be arranged by calling

the office to set up a date and time.

Changes from Last Year

Once a category has been selected ALL rules for that category MUST be followed. This includes

ALL of the General Rules plus the rules for the specific category. This is a National History Day

requirement.


REMINDERS: Web Sites and Project Portal

It is MANDATORY to create a Web Site project using the NHD Portal, not public domain web site

programs. The National History Day Web Site Portal gives the student a secure, encrypted

program that protects their individual safety. To find the Web Site Portal icon go to

http://www.nhd.org.

Web Site projects now have a “PASSWORD PROTECT” option but DO NOT LOCK your Password.

DO NOT USE the Password Protect option. This option locks out the judges.

Web Site projects created in the public domain now have the capability to transfer their web

site projects into the National History Day encrypted weebly. However, this should NOT be used

unless absolutely necessary. Some loss of created materials could be lost in the transfer.

VERY IMPORTANT NOTE: The National History Day Contest Rule Book has been revised for the 2014‐

2015. All participants are advised to download and read the updated rule book available from the

National History Day website at http://www.nhd.org/images/uploads/RuleBook14.pdf. The following

two pages were provided by National History day to highlight some of the major changes for this year.




Annual Theme Narrative

National History Day 2015 Leadership and Legacy in History

During the 2014—2015 school year, National History Day invites students to research topics

related to the theme Leadership and Legacy in History. Examples of leadership can be found almost

anywhere—in the military, politics, government, communities, social movements, or in fields such as

science, the arts, education, religion and economics. Topics can come from any geographic area or time

period. Local history and world history make equally good sources of NHD topics, and you can explore

your interests from ancient history to more recent events. Try browsing your textbooks, flipping through

TV channels, talking with teachers and parents, or even scrolling through Facebook or Twitter for topics

that interest you. Just remember, your topic must relate to Leadership and Legacy. And do not forget

the “in history” part of the theme—your topic must be historical, not a current event.

What is leadership and what is legacy? In broad terms, leadership is the act of leading: providing

motivation, guidance or direction, usually from a position of authority. Leadership also implies the ability

to lead—possessing the skills necessary to articulate a shared vision and inspire others to embrace and

achieve that vision. Leaders often personify other admirable values such as courage, selflessness,

ingenuity and patriotism. Certain traits like ego and confidence are important in a leader; however, such

traits may be seen as negative qualities if he or she becomes overzealous or too headstrong. How do

you evaluate the legacy of overzealous leaders like Saddam Hussein or Joseph Stalin? Were they leaders

or tyrants? Is balance an important aspect to good leadership?

Leadership takes many forms. You might immediately think about presidents and kings as

leaders, but what about local community representatives and organizers? How about religious leaders,

governors, mayors, or business owners? Some leaders are elected, others are appointed, and some seize

a position of authority. When it comes to monarchies, some leaders inherit their positions. Of course,

leadership requires followers, who follow either by choice or due to coercion.

Leadership is not limited to the political sphere. Often leadership can begin on a much smaller

scale. Consider the leadership that it takes for a small group of people to come together to accomplish a

common goal. Students might consider the impact of Lech Walesa and Poland’s Solidarity movement,

fighting for workers’ rights, social change, and ultimately political control in the 1980s and 1990s. Other

examples could include Emmeline Pankhurst’s leadership of the Women’s Social and Political Union in

Great Britain, Cesar Chavez’s National Farm Workers Association, or Mother

Theresa’s Missionaries of Charity.

The impact of a leader does not have to be global. You can find examples of great leadership in

one neighborhood, one school, or one city. Consider the history of your state, hometown, or family. You

might consider the leadership of those who built schools or founded universities—everyone from John


Harvard to Booker T. Washington to Leland Stanford. You also could examine leadership in a small event

within the larger context of the whole, greater event. Many people have heard of Martin

Luther King, Jr. and Alice Paul, but what about Bayard Rustin or Mary Church Terrell? World War II

brought leadership opportunities for Bernard Montgomery and Dwight D. Eisenhower, but what about

the war experiences of Charity Adams, King George VI, or Anna Mae Hayes?

Sometimes a leader emerges because he or she happens to be in the right place at the right

time. Local circumstances and background context offer important clues when we examine why a leader

chose to act when and how he or she did. Who and what were his or her influences, and in turn, who

and what did he or she influence? What experiences led abolitionists like Sarah and Angelina Grimké to

oppose slavery? In what ways did the European leader Charlemagne influence art and architecture in

Europe? Why did George Washington choose to step down after two terms as president of the United

States? What was he attempting to model about leadership in a democracy?

Sometimes people are active agents, but other times individuals are thrust into situations where

they are obligated to make choices and act. Reactions to a social event, a natural disaster, an oppressive

government, or other situation often show leadership. In wartime, many people find themselves forced

by circumstances to do things they could never have imagined. Consider British, French, German, and

American soldiers on the front lines of World War I. There are many examples where leaders have

emerged unexpectedly. During the Normandy campaign in World War II, General Theodore Roosevelt,

Jr. (the son of the president) landed with his infantry battalion on Utah Beach, more than a mile away

from his intended location. He is famously quoted as saying “We’ll start the war from right here!”

How did his leadership make a difference?

Leaders often arise because they have new ideas about how something should be done or

redone, built or rebuilt. They see a situation and want to change it, convinced that their vision will

improve an element of life or change their community for the better. Consider great American

entrepreneurs that historian H.W. Brands labeled as “masters of enterprise”—leaders such as Roy Kroc,

Bill Gates, Mary Kay Ash, Cornelius Vanderbilt, or John Rockefeller. Leaders dare to ask difficult

questions and are passionate about resolving issues.

Of course, not all first ideas are good ones. A leader and his or her supporters may revise and

change ideas in the process of moving toward a goal. This is particularly evident when they run into

obstacles. Leaders like Mahatma Gandhi, Nelson Mandela, and Ellen Johnson Sirleaf were forced to

make adjustments on their path to leadership. As leaders they pushed through challenging situations,

and found solutions to overcome the hurdles in their way. Can other leaders, or even followers, become

obstacles?

Looking carefully at the impact on society and change over time, you will also need to think

about the leader’s legacy. Legacy is what is handed down to us from our ancestors or predecessors.

More broadly, legacy is what is left behind for future generations—such as ideas and accomplishments.


Legacies sometimes cannot be understood until long after a leader has passed away. Often reformers

were considered radicals in their time. Abolitionists, socialists, anarchists, and civil rights activists around

the world have seen changes in the world. What change or objective did they set in motion? How did

they set out to change the world? Did they succeed? What are the legacies of John Brown, Guy Fawkes,

or Karl Marx?

Sometimes a legacy depends on perspective. Not all legacies are positive ones. What happens

when leadership goes awry? Legacies also can be controversial. Events can lead one group of people to

feel that a leader was a great and moral influence who facilitated a positive outcome, while a different

group of people believe exactly the opposite. Consider the history of Martin Luther, Sir Thomas More,

Francisco Franco, the Irish Republican Army, or the Palestine Liberation Organization. Examining both

sides of the story is important to understanding your topic.

It often happens that new leaders pick up where previous leaders left off, which also adds to the

legacy. Followers and supporters will frequently carry the torch, moving forward and working together

to maintain the pursuit or accomplish the goal. What role did Bella Abzug, Gloria Steinem, and Lilly

Ledbetter play in the 20th‐century feminist movement? How can the tragic death of a leader like

Mahatma Gandhi, Robert Kennedy, or Benazir Bhutto inspire others to continue the fight for their

political, social, or economic goals?

How important is the relationship between a leader and supporters or followers? Great leaders

typically have a great network of supporters. These people agree with what the leader stands for and

play a part in helping him or her succeed. Mao Zedong led a massive revolution in China. Why did it

succeed? How did he use his leadership to convince people to follow him? Followers are inspired by the

leader and feel a sense of duty to the cause. Some supporters, of course, are faithful to a leader no

matter what questionable actions he may take. Do you see examples of followers turning a blind eye to

certain events because of their extreme loyalty?

When leadership goes awry, leaders can become destroyers. There are instances throughout

history where leaders abused their power. Are there differences in leadership strategies for a destroyer?

And can a follower or supporter influence the destruction? Consider the leadership of Nero in ancient

Rome, Mobutu Sese Seko in the Congo, or Mohammad Reza Pahlavi in Iran. Are other nations

responsible for removing leaders from power?

Just because something happened and someone did something, however, it does not necessarily

mean a legacy was created. The key is to think about a leader’s significance in history. So what? Does

this person really matter? Was there real change that occurred because of his or her leadership? What

was the impact on people, society, economics, or government? How did it affect what people thought or

did, or maybe how people think or act today? Consider both the short‐term and long‐term impact.

Remember that examining the context and historical significance of your topic is a crucial part of the

research process that also will help you strengthen and support your thesis.


In considering the theme Leadership and Legacy in History, keep in mind that it is important to

address both elements. Highlighting both the leadership and the legacy of your chosen subject will help

you clearly explain the relation of your topic to the theme. Successful researchers look at available

primary and secondary sources and draw conclusions from the information. Your analysis of the

evidence and presentation of the information to support your thesis is a critical part of your project. Use

these primary sources and let the individuals speak for themselves. In thinking about your topic, ask

yourself, “what is so important about my topic and what do I want people to understand after viewing

my project?” Your answers to these key questions will help guide you as you decide how to present your

information.

HOTRHF Notes on the Annual Theme How to create a quality project related to the theme

HOTRHF has bolded, italicized or underlined words and sentences in National History Day’s

statement on the 2015 theme to help the reader find important points of interest quickly and

understand how to research topics related to the theme of Leadership and Legacy in History.

Paragraph 1:

You can choose a topic that allows you to explore your own interests. It could be related to the

military, politics, government, communities, social movements, or in fields such as science, the

arts, education, religion and economics. It’s your choice!

Inspiration can come from most any place. It could come from local history, your textbooks,

recent headlines, TV shows or even the latest Twitter feed.

Paragraph 2 & 3:

These paragraphs give suggestions for what questions to ask about the theme.

Paragraph 4, 5 & 6:

You might find it tempting to focus mostly on legacy in your project, but remember that this

year’s theme also encompasses leadership.

Last Paragraph:

Whether you are focusing on a well‐known event in world history or a little‐known individual

from a small community, you should place your project into historical perspective, examine its

significance in history, and show development over time.

All studies should include an investigation into available primary and secondary sources, analysis

of the evidence, and a clear explanation of the relationship of the topic to the theme.

For more information about this year’s theme, please visit National History Day’s Annual Theme page

at http://www.nhd.org/AnnualTheme.htm and download their 2015 Theme Book.


Sample Topics and Suggested Sources

Both National History Day and Texas History Day create sample topic lists related to the annual theme.

The National History Day list can be found at:

http://www.nhd.org/images/uploads/2014_Sample_Topics.pdf

The Texas History Day list can be found at:

http://www.tshaonline.org/sites/default/files/images/2015texastopics.pdf

These lists are not inclusive but provide a starting point for teachers and students to begin

brainstorming ideas for research and presentation as National History Day entries. Some of the most

exciting and interesting topics are local in nature and students should be encouraged to look for topics

in their own communities. Whether students choose to create papers, exhibits, performances, websites

or documentary presentations, they must be sure to place their topics into historical perspective and

context and analyze the significance and impact of their topic in history.

HOTRHF Research Tips

Topic Selection:

When selecting topics for your national History Day Project: Many present day events come to

mind, however they are too recent to understand the impact on coming generations. The general rule

of thumb is don’t choose a topic less than twenty‐five years old or until one generation has passed.

Time gives historical perspective.

Topic Talks:

As a way to introduce the students to the theme, do “Topic Talks.” Each day the teacher tells or

assigns students to tell the story of three to five topics off the list. Discuss with students how the topics

presented connect with the theme. Brainstorm a list of where students would go to begin their research

on the presented research topics.

HOTRHF Suggested Sources

Resources at Baylor University:

Institute for Oral History

Researchers of twentieth‐century topics often find gaps in the historical record that can

only be filled by the testimony of eyewitness participants. Oral history is a method of

interviewing people with first‐hand experience, recording those interviews, and

preserving the recordings as documentation of lived historical experience. On

the Institute's Web site, students can learn about oral history methods from the


extensive Workshop on the Web. Students can also learn how to search the database

of Baylor's oral history collection for oral histories pertaining to their research

topic. Learn more at http://www.baylor.edu/oralhistory/.

Baylor University Libraries

Baylor University houses has multiple libraries on campus that could be used to source

information for projects. Central Libraries serves as the main research library on campus

and several specialized libraries and archives are devoted to specific areas of research.

Visit the Baylor Libraries website at http://www.baylor.edu/lib/ for more information.

Also available is the Electronic Library which holds Baylor’s digital collections and can be

accessed anywhere. Visit the Electronic Library at http://www.baylor.edu/lib/el/.

The Texas Collection

This is the host office for the HOTRHF and one of Baylor’s specialized institutions that is

a special library and archival research center. It collects, preserves and provides access

to materials documenting the history, heritage and culture of Texas. The Texas

Collection houses a wide variety of materials that could be used for projects including

books, periodicals, Texas State Library depository documents, microforms, audiovisual

materials, manuscripts, archival collections, photographs, maps, and more. The Texas

Collection is located inside Carroll Library on the Baylor campus. For more information

please visit the website at http://www.baylor.edu/lib/texas/, call (254) 710‐1268 or

send an e‐mail to [email protected].

W. R. Poage Legislative Library

The W. R. Poage Legislative Library is another one of Baylor’s specialized institutions. It

houses the Baylor collection of political materials including the papers of 12 former U.S.

congressmen, several Texas legislators, Lt. Gov. Bob Bullock, and several other

collections. In addition, the library has an excellent display for public viewing. For library

hours, call (254) 710‐3540 or visit http://www.baylor.edu/lib/poage/.

Other Resource Suggestions:

Texas History Day (Texas State Historical Association)

Texas History Day is sponsored by the Texas State Historical Association (TSHA) and the

Center for Texas Studies at the University of Texas at Austin. It is an affiliate of National

History Day. For more information on TSHA's educational offerings, including History

Day, Junior Historians, and History Awareness Workshops, visit

http://www.tsha/utexas.edu/education. TSHA also offers the researcher vast amounts

of information on Texas history through the Handbook of Texas Online, available at

http://www.tshaonline.org/about/welcome/moving.html.


Texas Archive of the Moving Image Video Library

The Texas Archive of the Moving Image Video Library (TAMI) contains hundreds of

Texas‐related moving images that can be accessed and used by educators for free via

the TAMI online library. Hard copies of the films can be provided to educators for

classroom use or for Texas History Day projects. For more assistance e‐mail

[email protected], call (512) 485‐3073 or view their website at

http://www.texasarchive.org. Visit TAMI at 501 N. IH‐35, Suite 204, Austin, TX, 78702

Chronicling America Chronicling America is an initiative that National Endowment of Humanities (NEH, http://www.neh.gov/) has developed. It makes many of newspapers available and searchable beginning back in the 1800s. This is a great tool for researchers. Visit their website at http://chroniclingamerica.loc.gov/.

The Library of Congress National Digital Library

Regardless of whether you live on an isolated farm or in a small town far from any

historical institution or in a big city or college town with excellent libraries, you now

have access to an astounding abundance of primary sources thanks to the National

Digital Library of the Library of Congress (NDL). The NDL has already digitized vast

collections of manuscripts, photographs, audiotapes, films, and other sources and is

putting more material on‐line every day. No matter what the topic, especially in

American history, the NDL probably has sources for you! Visit their website at

http://www.loc.gov/library/libarch‐digital.html.

American Memory Project

This is the largest and best‐known part of the National Digital Library. The Project

includes more than 90 collections. For the full list of collections, see the Project's web

site at http://memory.loc.gov/.

The Library of Congress’ Teacher Resources

This is a companion to the Library of Congress’ website and provides lesson ideas and

activities to incorporate primary sources into courses. View the available resources at

http://www.loc.gov/teachers/.

National History Day

The National History Day (NHD) program is a year‐long education program that

culminates in a national contest every June. The NHD Web site offers information about

the fair, how to select and prepare a project, and links to various resources. Visit NDH at

http://www.nhd.org/.


Historic Waco Foundation

The Historic Waco Foundation (HWF) preserves Waco's cultural and architectural

heritage. The foundation is a repository of Victorian objects and artifacts housed in four

accredited historic house museums in downtown Waco. The house museums are open

for interpretive tours from 2‐5 p.m. Saturday and Sunday. Additionally, East Terrace is

open Tuesday through Friday 11 a.m.‐3 p.m. For special tours and information please

call 753‐5166 or visit http://www.historicwaco.org.

Waco History Project

Waco History Project (WHP) is a joint effort to provide a resource base on Waco history

and to generate curricula and other learning resources for teaching local history in the

Waco and surrounding communities. The website contains information from the Heart

of Texas Regional History Fair, the Texas Collection, Waco Tribune‐Herald and more.

Visit the WHP at http://www.wacohistoryproject.org/.

Awards

Regional Awards The HOTRHF offers ribbons or medals for first, second, third and honorable mention in all

categories of the Junior and Senior divisions. Fifth Grade division entrants receive participation ribbons

and certificates.

Regional Special Awards Special awards, donated by local organizations and businesses, have included the following:

Ada Margaret Smith Award for the Most Promising Young Historian

Baylor University:

‐ Scholarship for the best applicant

‐ Department of History Award for the advisor of the school that earns the most

points based on 1st, 2nd, & 3rd place finishes

‐ Institute for Oral History Award for best use of oral history

‐ Law School Award for the best entries related to law

‐ The Texas Collection Award for the paper that makes the best use of primary

sources

‐ Calvin B. Smith Award for the most outstanding teacher

Colonial Dames of the XVII Century, Peter Folger Chapter Award for the best entry on

Colonial history

Dr Pepper Museum & Free Enterprise Institute offers the W.W. “Foots” Clements Free

Enterprise Award for the best example of benefits of the free enterprise economic

system.


Heart of Texas German Society Award for a historical paper or individual exhibit that

recognizes the part that German history, tradition, and culture played in Texas history

Historic Waco Foundation Award for an outstanding historical paper, web site or exhibit

Jewel Moorman Memorial Award to recognize the best project which exemplifies

contribution of Native Americans to growth and development of the United States

Museum Association of Waco Award for best use of exhibit design and display

National Society Colonial Dames of America in Texas – Waco Town Committee Award

for the best entry pertaining to colonial history

National Society Daughters of the American Revolution, Elizabeth Gordon Bradley

Chapter Award for an individual quality project on the Revolutionary War period

National Society Daughters of the American Revolution, Henry Downs Chapter Award

for projects pertaining to the American Revolution times in the 18th century

Red Men Museum & Library Award for best entry demonstrating American patriotism

The Links, Inc. – Waco Chapter Award for historical impact of women or persons of

African descent on America or other countries

Waco History Project Award for projects that explore the theme‐of‐the‐year through the

lens of Waco area history

Waco Scottish Rite Bodies offers financial assistance for HOTRHF students advancing to

National competition and donates all 1st (gold), 2nd (silver) and 3rd(bronze) Place regional

medals

The Ada Margaret Smith Award The Ada Margaret Smith Award is named in memory of a long‐time Cameron teacher and historian

because of her love for and commitment to students and history. This award is presented to the most

promising young historian at HOTRHF.

Previous Winners of the Ada Margaret Smith Award:

1989 Ronald Meador West High School

1990 Stephanie Brown St. Louis School

1992 Luke Barbin St. Louis School

1993 Carrie Trice Lorena High School

1995 Wylie DeWalt Reicher High School

1996 Matt Hartley St. Louis School

1997 Greg Borchardt Lorena Middle School

1998 Branson Heinz St. Louis School

1999 Karen Petree Lake Air Middle School

2000 Chris Lemley Lorena High School

2001 Nicholas Steger Midway Middle School

2001 Corley Sims Lake Air Middle School

2002 Whitney Brewton Lorena High School


2003 Brittany Anderson A. J. Moore Academy

2005 Stevie Walker‐Webb A. J. Moore Academy

2006 Lindsay Liles C.H. Yoe High School

2007 Whitney Gafford Lorena High School

2008 Karl Lockhart Midway High School

2009 Katherine Parker Tennyson Middle School

2009 Taylor Gersbach Waco High School

2010 Corey Roberts Waco High School

2011 Joshua Conatser Riesel High School 2012 Reed Cooper Waco High School

2013 Nathan Wells Waco High School

2014 Tarean Stotts Waco High School

The Ruben Santos Memorial Scholarship Award to Baylor University Students in their junior or senior year of high school who have qualified for entry in any category of

HOTRHF may apply for this award. This Award provides $1,000 tuition to Baylor University.

Previous Winners of the Baylor University Scholarship Award:

1998 Hector Sabido University High School

1999 Nina Hathi Robinson High School

2000 Hollis Henley A. J. Moore Academy

2000 Cherise Wesley A. J. Moore Academy

2003 Brittany Anderson A. J. Moore Academy

2004 Belinda Herrera University High School

2005 Stevie Walker‐Webb A. J. Moore Academy

2009 Kaitlyn Wooley Riesel High School

2010 Jennifer Clendening Riesel High School

2011 Alan Hoeft Riesel High School

2012 Thomas A. Pendleton Waco High School

2013 Reed Cooper Waco High School

2014 Noah Jones Riesel High School

The Calvin B. Smith Award The Calvin B. Smith Award is named in honor of the first director of HOTRHF, who revived the history fair

for the region in 1986. This award is presented to the most outstanding participating teacher at

HOTRHF.

Previous Winners of the Calvin B. Smith Award:

1995 Virginia Babb Lorena Middle School

1996 Cindy Britt Lake Air Middle School

1997 Louise Powell Waco Ninth Grade Center

1998 Pearline Halsell St. Louis School


1999 Greg Blanchard Lorena High School

2000 Helen Matthews Mexia Jr. High School

2001 Greg Blanchard Lorena High School

2002 Jenice Long Lake Air Middle School

2003 Karen Brown A. J. Moore Academy

2004 Pat Browder Lorena Middle School

2005 Larry Havard Lorena Middle School

2006 Toni Lafferty C.H. Yoe High School

2007 Dee Anne Reaves St. Mary’s Catholic School – West

2008 Leaslie DeVille Midway Middle School

2009 Courtney Copas Waco High School

2010 William West Riesel High School

2011 Steve Harralson West Middle School

2012 Courtney Copas Waco High School

2013 Leaslie DeVille Midway Middle School

2014 Mary Duty Atlas Academy

Texas History Day

The state history fair, originating in 1980, is held annually in Austin, Texas. First and second

place winners from HOTRHF in each of the eight categories (grade 6‐12 only) will be eligible to

participate in the state contest. The HOTRHF will provide entry information and hotel reservation forms

to winners at the regional fair. All entries must meet state qualifications. Regular awards at the state

level include 1st, 2nd, and 3rd place for each category, an "Outstanding Entry from Each District" award,

and "Superior" stickers for the top ten entries in each category.

Learn more at http://www.tshaonline.org/education/students/texas‐history‐day/home

National History Day

The top two state level winners in each category qualify for national competition. First place

receives $1,000 plus a gold medal, second place receives $500 plus a silver medal, and third place

receives $250 plus a bronze medal. To be named a Finalist in the top fourteen is an exceptional

accomplishment. Previous National History Day participants from HOTRHF: ("place" in italics signifies

winner level at NHD)

1989 Individual Media Ronald Meador West High School

1992 Individual Media Luke Barbin St. Louis School

1993 Historical Paper Wylie DeWalt St. Louis School

1994 Group Exhibit Wylie DeWalt St. Louis School

Drew DeWalt


1998 Individual Performance Branson Heinz St. Louis School

8th place – Junior Division

Individual Media David Levy Lake Air Middle School

Group Exhibit Candace Haney St. Louis School

Becky Kunkel

Baxter Steakley

1999 Individual Exhibit Clint Detlefsen Lake Air Middle School

Historical Paper Laura Hartman St. Louis School


2000 Historical Paper Aaron Borsellino St. Louis School

Individual Exhibit Nicholas Steger Midway Middle School

Group Exhibit Baxter Bosche St. Louis School

Nate Beal

4thplace – Junior Division

2001 Individual Performance Joseph Cullar Lake Air Middle School


Group Performance Wren Gafford Lorena Middle School

Carrie Norwood

Katie Blackwell

Emily Baker

Nicole Shubiak

Group Performance Jenny McClain Midway Middle School

Alec Warren

Philip Grace

2002 Individual Exhibit Thomas Miller Lake Air Middle School

2003 Individual Performance Colin Powell Lake Air Middle School

1st place – Junior Division

Individual Exhibit Thomas Miller Lake Air Middle School

Group Performance Amber Essary Lorena Middle School

Shawn McCully

Whitney Gafford

2004 Group Performance Amber Essary Lorena Middle School

Shawn McCully

Whitney Gafford


Individual Performance Robert Bradfield Lake Air Middle School

2005 Individual Performance Whitney Gafford Lorena Middle School


Individual Documentary Karl Lockhart Midway Middle School

3rd place – Junior Division

Individual Documentary Amber Essary Lorena Middle School

2006 Historical Paper Lindsay Liles C. H. Yoe High School


Special Award – Jamestown/ 400th Anniversary

Individual Performance Collin Cresson Lorena Middle School


Individual Performance Whitney Gafford Lorena High School

7th place – Senior Division

2007 Individual Performance Whitney Gafford Lorena High School

3rd place – Senior Division

Individual Exhibit David Miller Lake Air Middle School


Historical Paper Corey Robert Lake Air Middle School

Group Exhibit Alex Warren Lorena Middle School

Emmy Dickson

Kaitlyn Wallace

Lizzie Lamar

2008 Individual Documentary Calley Powell Lake Air Middle School

Individual Documentary Karl Lockhart Midway High School

Individual Exhibit Erin Bradley C. H. Yoe High School

2009 Historical Paper Corey Roberts Lake Air Middle School


Historical Paper Ashley Kaul Home School‐McGregor

Web Sites Katherine Parke Tennyson Middle School


Group Exhibit Austin Gorham Tennyson Middle School

Joshua Owens

Individual Exhibit Kennedy Sam Tennyson Middle School

Individual Exhibit Melvin Wall Tennyson Middle School

2010 Individual Exhibit Veronica Morgan Midway Middle School

Individual Documentary Matthew Johnson Tennyson Middle School


2011 Individual Documentary Ben Martinsen Waco Baptist Academy


Group Performance Stephan White Waco High School

Reed Cooper

Kristen Chapman

Jordan Blair

Texas Teacher Mrs. Shelby Milam Midway Middle School

of the year

NHD Nominee for National Teacher of the year

2012 Historical Paper Corey Roberts Waco High School

Individual Documentary Tanner Haney Lake Air Intermediate School

2013 Individual Performance Zane McDurham Waco High School

Individual Documentary Gloria Conatser Atlas Academy


Group Documentary Paige DuPuy Atlas Academy

Scott DuPuy

2014 Individual Performance Haley Miller Waco High School

6th place –Senior Division

Group Performance Paige DuPuy Atlas Academy

Brigitte Eichenberg

3rd place – Junior Division

Texas Outstanding Teacher for 2014 (Texas History Day special award)

Mr. Patrick Browder, Lorena Middle School

Mr. Browder was awarded a trophy and a monetary prize from Texas History Day, along with joining

teachers from across the nation to compete for National History Day Teacher of the Year. National

History Day June 15 – 19 at the University of Maryland in College Park, Maryland.


Tentative Schedule of Events

NOTE: This tentative schedule will change according to the requirements of the fair.

For firm schedule please call the HOTRHF office.

Thursday, February 19, 2015

3:00 – 5:30 p.m. Registration of all Junior Division exhibits. Group exhibits may be registered

(Please DO NOT and set up at this time by one group member, but the other members MUST

come early. We register for themselves no later than Friday morning.

cannot start to

register until Registration of papers, Web sites, performances, and documentaries may be

3 p.m.) done if convenient for the student/parent. Do NOT bring props or costumes;

there is no storage available overnight.

3:00 – 5:30 p.m. Setup of all Junior Division exhibits.

5:15 – 5:45 p.m. Orientation – light dinner. HOTRHF Regular Category Judges only.

(no Special Award Judges). Gregory Room.

5:45 – finish Preliminary judging of all Junior Division exhibits.

(finish around Students are not required to be present and must leave by 5:45 p.m.

9:00 or earlier) Judging of selected performances and documentaries, if necessary.

Friday, February 20, 2015

7:30 – 8:15 a.m. Orientation – continental breakfast. HOTRHF Regular Category Judges only

(no Special Award Judges). Gregory Room.

8:30 –10:00 a.m. Registration. Registration is mandatory for each student who did not register on

Thursday, including Historical Paper and Web Site students. Every entrant

MUST register for herself or himself with HOTRHF or be subject to forfeit all

awards.

8:30 – 4:00 p.m. Judging of exhibits, remaining performances, and documentaries.

Performances and documentaries will present according to schedule.

9:00 –11:00 a.m. 5th Grade judging starts 9:00 a.m. / 5th Grade students must be present.

12:00 – 1:00 p.m. Sponsors meeting and luncheon. Loessin Room

12:00 – 1:00 p.m. Regular Category Judges luncheon. Gregory Room

1:00 – 3:00 p.m. Judging of all Exhibits. Students must be by Exhibits during this time.

CLOSED to public viewing for Exhibits, Papers, and Web Sites.


3:45 – 4:00 p.m. Dismantle Exhibits 3:45 – 4:00 p.m. Awards Ceremony, Barfield Room BDSC

5:00 – 6:00 p.m. Awards Ceremony** held in the Bill Daniel Student Center, Barfield Room

Students and Teachers should attend and remain for the entire program unless

excused by the HOTRHF President.

6:00 – 6:30 p.m. Winners orientation follows directly after ceremony. Entry information packets

for the state contest will be distributed to all first and second place winners in

each category.

**Judging callbacks may delay the start of the awards ceremony. This schedule is subject to change.

The public is invited to view Performances and Documentaries at times scheduled.

Exhibits, Web Sites & Papers closed 1‐3 pm Friday.

Section 3: Rules for All Contestants 36

Section 3: Rules for All Contestants NOTE: The National History Day rules have been included in the HOTRHF has a convenience. All

participants are strongly encouraged to download and read the official NHD Contest Rule Book available

at http://www.nhd.org/images/uploads/RuleBook14.pdf. These rules are known as “Part III” or “Part 3”

of the official NHD Contest Rule Book and referenced throughout the rules. HOTRHF notes an additions

are not part of the official rules and labeled. They are provided only as helpful hints and do not override

the official rules.

A. General Rules for All Categories

Rule 1: Annual Theme

Your entry must relate clearly to the annual theme and explain your topic’s significance in history.

Rule 2: Contest Participation

You may participate in the research, preparation, and presentation of only one entry each contest year.

You may share research with up to four other students who are fellow participants in your group entry.

You may not create a common pool of research from which several entries are developed.

Rule 3: Individual or Group Entries

A paper, individual exhibit, individual performance, individual website, or individual documentary must

be the work of only one student. A group exhibit, group performance, group website, or group

documentary must be the work of two to five students. All students in a group entry must be involved in

the research and interpretation of the group’s topic. Once a group project enters a competition

(regional or affiliate), additional students may not be added or replaced at that or subsequent

competitions within a contest year.

Rule 4: Development Requirements

Entries submitted for competition must be original and have been researched and developed in the

current contest year. Revising or reusing an entry from a previous year—whether it is yours or another

student’s—will result in disqualification. The contest year begins each June, following the National

Contest.

Rule 5: Construction of Entry

You are responsible for the research, design, and creation of your entry. You may receive help and

advice from teachers and parents on the mechanical aspects of creating your entry, such as typing your

paper and other written materials. You may seek guidance from your teachers as you research and


analyze your material, but your conclusions must be your own. You may have reasonable help preparing

your project.

Examples of reasonable help include:

a teacher instructs you in how to use an editing software program

a parent uses a cutting tool to cut the exhibit board or performance prop that you

designed

a teacher offers editing suggestions on your historical paper

a parent assists in sewing costumes that you have designed

a teacher shows you or your group how to build an NHD website

you have photographs commercially developed

NOTE: Objects created by others specifically for use in your entry violate this rule. Examples include a parent editing a documentary or an artist drawing the backdrop for your exhibit or performance. You may receive reasonable help in carrying and placing props and exhibits.

Rule 6: Tampering with Another NHD Entry

You may not tamper with, deface, or alter another student’s or group’s entry. Doing so will result in your

project’s disqualification.

Rule 7: Contest Day Setup

You are responsible for setting up your own exhibit, equipment, or props at the contest. You may have

reasonable help carrying them, but setup must be completed by you (and/or your group members).

Rule 8: Supplying Equipment

You are responsible for supplying all props and equipment at each level of competition. All entries

should be constructed with transportation, setup time, size, and weight in mind (e.g., foam board versus

solid oak for an exhibit, folding table versus antique desk for a performance, etc.). You must provide

your own equipment, including computers and software, unless the contest coordinator has specified

that certain equipment will be provided at the contest venue. Projection screens for documentaries and

performances may be provided, if requested. Check with your contest coordinator about available

resources at all contest levels. Be prepared.

HOTRHF NOTE: For documentaries, projection screens, TV, VCR and DVD players are provided. For performances,

screens are provided upon request. Pianos and Internet access are not provided. Bring extension cords if needed.

Rule 9: Discussion with Judges

You should be prepared to answer judges’ questions about the content and development of your entry

and to explain the design, research, and creation of your entry. Judges need to know that your entry is

the result of your own work. However, you may not give a formal, prepared introduction, narration, or

conclusion. Let the judges’ questions guide the interview. Ultimately, your entry should be able to stand

on its own without any additional comments from you.


Rule 10: Costumes

You are not permitted to wear costumes that are related to the focus of your entry during judging,

except in the performance category.

Rule 11: Prohibited Materials

Items potentially dangerous in any way—such as weapons, firearms, animals, organisms, plants, etc.—

are strictly prohibited. Such items will be confiscated by security personnel or contest officials. Replicas

of such items that are obviously not real are permissible. Contact your teacher and contest coordinator

to confirm guidelines before bringing the replica to a contest.

Rule 12: Title

Your entry must have a title that is clearly visible on all written materials.

B. Required Written Materials for All Categories

Rule 13: Written Material

Your entry must include the following written material in the order presented below:

1. A title page as described in Rule 14;

2. A process paper as described in Rule 15 (process papers are not required for paper entries);

3. An annotated bibliography as described in Rule 16.

These materials must be typed or neatly printed on plain white paper, and stapled together in the top

left corner. Do not enclose them in a cover or binder.

Exhibit, performance and documentary categories – you must provide three copies of these

materials, bringing along an extra set for your own reference.

Website category – you must include these required materials within the site.

Paper category – You must include the title page and annotated bibliography with your paper.

Rule 14: Title Page

A title page is required as the first page of written material in every category. Your title page must

include only the title of your entry, your name(s), the contest division and category in which you are

entered, and applicable word counts. Please see Figure 2 (provided below) for examples of required

elements for the paper, exhibit, performance, and documentary categories. Details of requirements for

a website’s home page can be found in Rule E3.


NOTE: The title page must not include any other information (pictures, graphics, borders, school name, or grade) except for that described in this rule.

Rule 15: Process Paper

All categories, except historical paper, must include a process paper with the entry. It must describe in

500 or fewer words how you conducted your research and created your entry. The process paper must

include four sections that explain:

1. how you chose your topic;

2. how you conducted your research;

3. how you selected your presentation category and created your project; and

4. how your project relates to the NHD theme.

You can view sample process papers at http://www.nhd.org/CreatingEntry.htm.

Rule 16: Annotated Bibliography

An annotated bibliography is required for all categories. List only those sources that contributed to the

development of your entry, i.e., sources that provided usable information or new perspectives in

preparing your entry. Sources of visual and audio materials and oral interviews must be included. Bundle

photos or other materials from the same collection in a single citation. The annotations for each source

must explain how you used the source and how it helped you understand your topic. Your annotated

bibliography is not included in the word count.

For example:

Bates, Daisy. The Long Shadow of Little Rock. New York: David McKay Co. Inc., 1962.

Daisy Bates was the president of the Arkansas NAACP and the one who met and listened to the students

each day. This firsthand account was very important to my paper because it made me more aware of

the feelings of the people involved. NOTE: Oral history transcripts, correspondence between you and experts, questionnaires, and other primary or secondary materials used as sources for your entry should be cited in your bibliography but not included as attachments to your bibliography.


Rule 17: Separation of Primary and Secondary Sources

You are required to separate your bibliography into two sections: one for primary sources and one for

secondary sources.

NOTE: Some sources may be considered as either primary or secondary. Use your annotations to explain your reasoning for classifying any sources that are not clearly primary or secondary. Listing a source under both primary and secondary is inappropriate.

Rule 18: Style Guides

Style for citations and bibliographic references must follow the principles in a recent edition of one of

the following style guides.

1. Kate L. Turabian, A Manual for Writers of Research Papers, Theses and Dissertations:

Chicago Style for Students and Researchers

2. Joseph Gibaldi, MLA Handbook for Writers of Research Papers

Regardless of which manual you use, the style must be consistent throughout all written material.

HOTRHF IMPORTANT NOTE: When using automated citation tools, be sure to use one that allows you to select a

specific style guide. Some tools, like EasyBib, assign a combination of styles and may result in documentation not

being in compliance with Rule 17.

Rule 19: Plagiarism

You must acknowledge in your annotated bibliography all sources used in your entry. Failure to credit

sources is plagiarism and will result in disqualification.

C. Contest Participation

Rule 20: Entry Procedure

At each contest level you must register online or by submitting paper entry forms (check with your

contest coordinator for the required format), meet specific deadlines, and follow any procedures

established by that contest’s coordinator. You are responsible for knowing and meeting the deadlines.

Rule 21: Entries to National Contest

Each affiliate is limited to two entries per contest category in the National Contest. Ties at affiliate

contests must be resolved at the affiliate level.

Rule 22: National Contest Attendance

Individual students and groups must be present for an entry to be judged at the National Contest. All

members of a group entry must register for the National Contest.


D. Contest Overview (HOTRHF addition)

Theme

Each year a broad theme is selected by National History Day. You may select a topic on any

aspect of local, regional, national or world history. Regardless of the topic chosen, your presentation of

your research and conclusions must clearly relate to the annual theme. Be careful to limit the scope of

your topic to make the research and interpretation of your topic manageable. In other words, narrow

your topic to focus on an issue that can be explained and interpreted within the category limits of size.

Topics

Effective HOTRHF entries not only describe an event or a development, they also analyze it and

place it in its historical context. You should ask questions about the topic's development over time and

its impact in history. Your answers to such questions will help you draw conclusions about your topic's

significance in history. Ask yourself the following questions about your topic:

How is my topic important?

How is my topic significant in history in relation to the yearly theme?

How did my topic develop over time?

How did my topic influence history?

How did the events and atmosphere (social, economic, political, and cultural aspects) of my topic's time period influence my topic in history?

E. Definitions

AFFILIATE

An NHD program organized by a coordinator and recognized as such by the national office; usually

designated by a geographical name (e.g., Iowa, Guam, South Korea, etc.). In many affiliates, students

qualify for the affiliate contest by placing at a regional contest, while other affiliate contests have open

enrollment. Please check with your affiliate coordinator at http://www.nhd.org/Coordinators.htm to see

what model your affiliate follows.

ANNOTATED BIBLIOGRAPHY (HOTRHF addition, not part of the official NHD rule book)

A standard bibliography with added explanatory notes under each citation, explaining how the source

was used and how it helped you understand your topic.

REGION

An NHD program, usually one of several within an affiliate, organized by a regional coordinator and

recognized as such by the affiliate office; usually designated by a geographical name (e.g., western

Pennsylvania) or a number (e.g., Texas region 1) and often the first level of competition. Consult your

affiliate’s website for details on the regional contest in your geographical area.


CONTEST YEAR

The time immediately following the National Contest awards ceremony through the next year’s National

Contest awards ceremony. You may begin working on a project for competition after the conclusion of

the previous contest year in June.

ENTRY:

One project entered once within a contest year. You may only enter one regional and/or one affiliate

contest with one project. Multiple entries (in any form), as well as reusing research from a previous

year’s project, will result in disqualification from the contest.

FAIR USE

The use of copyrighted material for your project falls under the Fair Use doctrine, which identifies

educational use for non‐commercial purposes as acceptable with certain limitations. You should not

place your project in a non‐academic public setting, such as a commercial Internet site, without

obtaining permission from the copyright owner. Read more here:

http://www.copyright.gov/fls/fl102.html.

PLAGIARISM

Presenting the work or ideas of others in ways that give the impression that they are your own (copying

information word‐for‐word without using both quotations and citations, paraphrasing an author’s ideas

without proper attribution, or using visuals or music without giving proper credit). Plagiarism in any

form will result in disqualification from the contest.

RULE INFRACTION

A violation of any of the rules stated in this Contest Rule Book. Judges will take any rule infractions into

consideration in their final rankings. Failure to comply with the rules will count against your entry but

will only result in disqualification as delineated below. Any rule infractions should be corrected before a

winning entry competes in the next level of competition.

DISQUALIFICATION

Removal of an entry from competition. A project may be disqualified from the contest on three grounds:

1. Plagiarizing all or part of the NHD project. Please note that failing to give proper credit is

plagiarism.

2. Reusing, individually or as a group, a project (or research from a project) from a

previous year, or entering a project in multiple contests or entry categories within a

contest year.

3. Tampering with any part of the project of another student.


HISTORICAL CONTEXT

The appropriate settings in which to understand your subject’s time period. Settings might include

relevant physical, economic, intellectual, and/or socio‐cultural characteristics of the place and time.

HISTORICAL PERSPECTIVE

Understanding a topic’s development over time and its influence.

PRIMARY SOURCE

Something that was written or produced in the time period you are investigating (letters, speeches,

diaries, newspaper articles from the time, oral history interviews of people from the time, documents,

photographs, artifacts, and anything else that provides firsthand accounts about a person or event). This

definition also applies to primary sources found on the Internet. A letter written by President Lincoln in

1862 is a primary source for a student researching the Civil War era. An article about the Vietnam War

published in 2001 and not written by an eyewitness or participant about his or her experience is not a

primary source. An interview with an expert (such as a professor of Vietnamese history) is not a primary

source UNLESS that expert actually lived through and has firsthand knowledge of the events being

described. Primary materials such as quotes from historical figures or photographs of historical events,

when found in secondary sources, can be used effectively in NHD projects; however, these are not

considered primary sources. Figure 1 provides a comparison of primary material found in a textbook

(secondary source) and the original document.

NOTE: Check out the “Conducting Research” page in the Contest section on the NHD website at http://www.nhd.org for additional help on primary sources.

SECONDARY SOURCE

A source by an author who was not an eyewitness or a participant in the historical event or period.

Secondary sources are interpretations of primary sources, research, and study. Secondary sources

provide context for a historical event. For example, high school history textbooks and history books

about a particular topic are secondary sources; so are biographies and reference sources such as

encyclopedias. This definition also applies to descriptive articles or information found on the Internet.

YEARLY THEME (HOTRHF addition, not part of the official NHD rule book)

The broad topic selected each year by National History Day. Any aspect of local, regional, national, or

world history must clearly relate to the theme.

Section 4: Additional Rules for Specific Categories 44

Section 4: Additional Rules for Specific

Categories

A. Paper (Historical Papers)

A paper is the traditional form of presenting historical research. Various types of creative writing (e.g.,

fictional diaries, poems, etc.) are permitted, but must conform to all general and category rules. Your

paper should be grammatically correct and well written. Part 3, Rules for all Categories (except for Rule

15), applies to papers.

A1. Length Requirements

Historical papers must be between 1,500 and 2,500 words.

Each word or number in the text of the paper counts as one word. This includes student‐

composed text as well as quotes from primary or secondary sources.

2,500‐word limit does not apply to notes, the annotated bibliography, illustration captions, and

appendix material. Appendix material must be referenced in the text of the paper. Extensive

supplemental materials are inappropriate. Use of appendices should be very limited and may

include photographs, maps, charts, and/or graphs only.

NOTE: Oral history transcripts, correspondence between you and experts, questionnaires, and other

primary or secondary materials used as sources for your paper should be cited in your bibliography but not

included as attachments/appendices to your paper.

A2. Citations

Citations—footnotes, endnotes, or internal documentation—are required.

Citations are used to credit the sources of specific ideas as well as direct quotations.

Refer to Part III, Rule 18, for citation styles. Please note that an extensively annotated footnote

should not be used to get around the word limit.

A3. Preparation Requirements

Papers must be typed or computer printed on plain, white 8.5 x 11‐inch paper with 1‐inch margins on all sides.

Pages must be numbered consecutively and double‐spaced with writing on one side and in 12‐point font.

Papers must be stapled in the top left corner and should not be enclosed in a cover or binder. Refer to Part III, Rule 14, for title page requirements.

See Figure 3 (in the official NHD rule book, provided below) for an example of a properly

formatted page.


A4. Number of Copies

Four copies of the paper and annotated bibliography must be submitted prior to the contest, via

the appropriate registration process, by the deadline established for the contest.

Winning papers sometimes are published by contest officials; you must be prepared to give

permission for such publication.

You must bring a copy of your paper and annotated bibliography to the contest for your use.

HOTRHF Tips for Creating Papers

RESEARCH: Research is the critical and extensive investigation of a subject. The aim is to discover new

facts, to interpret them correctly, and to reach a conclusion.


THESIS: The simple statement of opinion which the entire work is designed to support. You need to

decide how you will approach the topic. The more narrow your subject, the easier it is to stay focused

and adequately support the thesis.

A research paper is not a simple narration or the dry listing of facts. It presents its thesis in a

strong introductory paragraph. It supports the thesis with a clear logical flow of ideas that flow. Then, a

strong conclusion draws together or summarizes all the facts that support this proposition. This may also

include an evaluation of the conclusion considering the facts that have been presented.

B. Exhibit

An exhibit 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

exhibit. Part III, Rules for all Categories, applies to exhibits.

B1. Size Requirements

The overall size of your exhibit when displayed for judging must be no larger than 40 inches

wide, 30 inches deep, and 6 feet high.

Measurement of the exhibit does not include the table on which it rests; however, it does

include any stand that you create and any table drapes.

Circular or rotating exhibits or those meant to be viewed from all sides must be no more than 30

inches in diameter. See Figure 4 (from the official NHD rule book, provided below) for

illustration.

B2. Word Limit

A 500‐word limit applies to all student‐composed text that appears on, or as part of, an exhibit

entry

This includes the text that you write for titles, subtitles, captions, graphs, timelines, media

devices, or supplemental materials (e.g., albums, scrapbooks, etc.) where you use your own

words.


Brief factual credits of the sources of illustrations or quotations included on the exhibit do not

count toward the 500‐word limit. A date (January 1, 1903) counts as one word. See Figure 5

(from the official NHD rule book, provided below) for additional explanation.

NOTE: Be careful that your message is clear on the exhibit itself. Extensive supplemental material is inappropriate. Oral history transcripts, correspondence between you and experts, questionnaires, and other primary or secondary material used as sources for your exhibit should be cited in your bibliography, but not included as attachments to your bibliography or exhibit.

B3. Media Devices

Media devices (e.g., DVD players, tablets, mp3 players, video monitors, computers, etc.) used in

an exhibit must not run for more than a total of three minutes.

Quotes from another source (e.g., clip from a documentary, primary source music, etc.) are

considered quotes. Any student‐composed questions, narration, or graphics incorporated within

a media are subject to the 500‐word limit (Rule B2).

Viewers and judges must be able to control media devices. Any media devices must fit within

the size limits of the exhibit.

Any media devices used should be integral to the exhibit—not a method to bypass the

prohibition against live student involvement.

B4. Crediting Sources

All quotes from written sources must be credited on the exhibit.

All visual sources (e.g., photographs, paintings, charts, and graphs, etc.) must be credited on the

exhibit and fully cited in the annotated bibliography.


Brief, factual credits do not count toward the word total. See Figure 6 (from the official NHD rule

book, provided below) for an example of the difference between a credit and a caption.

B5. Required Written Materials

Three copies of your title page, process paper, and bibliography should be presented to the

judges for review. Be sure to bring an additional copy for your own reference. Refer to Part III,

Rules 16‐18, for citation and style information.

HOTRHF Tips for Creating Exhibits

Five Elements of a Quality Exhibit

1. EXCELLENT RESEARCH

For a top quality exhibit, consult and use a wide variety of research materials (books,

magazines, newspapers, interviews, correspondence, etc.). Most important are primary

sources. The bibliography should have a balance between primary and secondary

sources.

2. ANALYSIS OF TOPIC

In a top quality exhibit, analysis of the topic should be evident. The exhibit should be

more than just retelling of history; it should show cause and effect, change, and/or the

impact of the topic in history. It is important to place the topic in its historical

perspective.

3. VARIETY OF DISPLAY MATERIALS


Use a wide variety of methods to visualize your topic. These might include photographs,

maps, charts, diagrams, timelines, models, and artifacts from the time period. Be careful

not to put too much on the exhibit.

4. CONCISE LABELING

Writing labels can be one of the most difficult things on an exhibit. You need to make

the depth of your research obvious while staying within the word limit.

5. ORIGINALITY AND CREATIVITY

You need to use imagination and creativity to prepare an exhibit. This does not

necessarily mean you have to be artistic. You need to create a mood through the use of

color, texture, and materials (for example, barbed wire with a ranching theme).

Backboard Guidelines

A good exhibit is more than just a collection of objects. It is a way of telling a story by using

labels, pictures, photographs, maps, graphs, and objects. Remember, you will be displaying your exhibit

in a large room and will be surrounded by other exhibits, so you want to be visible.

Your exhibit should be visually attractive.

You should have a plan for your exhibit and make that plan immediately clear to the judges. You

will do this through your use of titles, subtitles, color, arrangement, etc.

Assume that the viewer knows nothing about your exhibit and that you are going to teach him.

You are arranging your exhibit for human beings, creatures with a definite range of physical and

mental powers and a short attention span. So, do not have a cluttered and confusing board. Let

a minimum of material tell the story.

Make the title of your exhibit prominent. Be sure that you make a clear connection between

your exhibit and the year’s theme.

Information should be presented visually:

‐ Follow an outline from your research. Making rough sketches of your board on a

smaller scale and planning your board in sections can save time and effort.

‐ You are telling a story. It is best to go left to right, from top to bottom. If your

exhibit has two sides and a back, divide and organize your exhibit into three distinct

areas. Use subtitles, labeling and spacing to do this.

‐ Remember, the human eye is lazy and usually looks only ahead and down, with little

upward motion. That is why your main title/subtitle needs to be prominent.

‐ Do not arrange monotonous rows of things or pictures. Instead, use variety by

changing size, shape, texture, etc.

‐ Arrange and rearrange to find the most appealing visual effect for your display.

Remember, you want to have an eye‐catching focal point in the center board.

‐ Have some objects or labels sticking out further from the board’s surface, rather

than having everything lying flat.

‐ You may group certain items, but do not crowd the overall surface.


‐ Compose your display in three dimensions, using asymmetrical balance as much as

possible.

‐ Avoid unsightly eye‐catchers like shiny tacks, cracks, rips, etc.

There are many styles of lettering. Pick one that fits your topic, like old‐fashioned lettering for a

frontier theme and high‐tech lettering for an outer space theme. Avoid lettering that is too

fancy, though, because it may be hard to read. Stencil or “press‐type” lettering can also be used.

A good board reflects a mood. Limit your colors to two main ones, with a possible third color

used as a highlight. The color of the background should be thought out carefully. Is this a sad,

serious, or cheerful topic? A person walking up to your exhibit should immediately “feel”

something. Examples: use black for an “Underground Railroad” topic and yellow for a “Yellow

Fever” topic.

You do not need to spend a lot of money to make a good exhibit. The more advance planning

you do, the less it can cost. You might save by buying a quantity of something and splitting the

cost with others who are doing an exhibit.

Limit your type styles (fonts) to two. Use one for all your titles and subtitles and another for all

the captions and body copy. Keep your type consistent. That means setting all the captions in

the same style and size of type, and the same for the subtitles.

Titles, Subtitles, and Captions:

‐ Use the titles and subtitles to “walk” the viewer thought the exhibit.

‐ Labels should be clear, brief, and large enough to be easily read.

‐ Every visual should have a caption, unless it is very obvious why an item is used.

‐ Make sure captions relate the item or person to your topic and to the theme. Always

keep in mind that you are to show the impact on history.

‐ Proofread.

‐ Any quoted material in captions should be in quotation marks with the source cited.

Poor‐quality photocopied pictures can detract from your display. If possible, take photos of

visuals yourself and have them printed, or take photos of visuals from books or magazines.

Things that cannot be cut can be color‐copied.

Tools are important for mounting and labeling:

‐ Use rubber cement or spray adhesive like 3M Spray Mount, not Elmer’s Glue.

‐ Use Velcro when appropriate.

‐ There are many different kinds of two‐sided mounting tapes at office supply stores. Be

careful not to damage special photographs, etc. with the wrong kind of tape.

‐ Matte knives and Exacto knives are only as good as the blades. The blades dull quickly,

so have plenty of replacements and change the blade often.

‐ Use a T‐square to draw or cut straight lines and a triangle to be sure all corners are at

90‐degree angles.

Materials come in a wide variety of sizes, textures, colors, thicknesses, etc. Shop at your local

craft store and art supply store and ask for assistance in choosing the right items. A great

material is foam board ‐ it is easy to cut into shapes and comes in colors. The thickness gives


dimension and a finished look to mounted items. Do not use anything that reflects too much

light, it is distracting.

You may want to light your display. A simple and inexpensive clip‐on lamp will work, or you can

make a light using a cord with a socket and a tin can (painted). Be mindful of electrical needs

and extension cords.

Make use of the table space defined by the three sides of your display board. It is a great place

to put a model, heavier or larger objects, and other items not appropriate for attaching to the

board.

To locate your area's office and art suppliers, look under "Art Supplies”, "Office Supplies", and

"Copying and Duplicating Services" in the yellow pages of your local telephone directory.

Many frame shops have scrap matte board and foam board. Ask if they will give some to you.

Remember, you will be transporting your exhibit. Try to design your backdrop so it can fold or

be dismantled easily. Make large signs detachable with grooves or Velcro.

Backboard Checklist

Follow the theme. Always keep your objective in mind. Personal topics work best. You want to

pick a topic that will keep your enthusiasm and interest. Be sure that you will have plenty of

sources.

Use a catchy title if possible. (i.e. "Don’t Fence Me In," "Spear Today, Gone Tomorrow," "Black

Gold, Texas Tea")

Focus on one major idea. Take an unusual approach to your subject, but be sure that it is clearly

tied to the year's theme. Example: If you choose to research a person and how his work

impacted history, you do not need to focus on his personal life unless it relates to what impact

he had.

Follow all rules regarding size, word length, etc.

Do your own research and your own work. Your bibliography will be examined and you will be

questioned about your work. In your bibliography, list only the sources that were helpful and

that you actually used.

Gather research and material first. Then decide what you need. Do not be afraid to discard

unhelpful information.

Proofread. Correct all spelling, grammar, and typographic errors. An excellent way to proofread

is to read backwards, starting with the last word and page and going forward. Also, have

someone else proofread it.

Use a variety of visual effects. Examples: Photographs, maps, chart, graphs, cartoons, textures,

black and white, and color.

Assume the viewer knows nothing about your topic. Remember, you are teaching something.

Check your facts. Be sure that your information is historically accurate.

Written materials should incorporate smooth transitions and correct writing style. Do not switch

tenses.

Notebooks and binders are not allowed in the display.


The information in your exhibit should reflect the number of sources that you have used and

listed in your bibliography.

C. Performance

A performance is a dramatic portrayal of your topic’s significance in history and must be an

original production. It should be scripted based on research of your chosen topic and should have

dramatic appeal, but not at the expense of historical information. Part III, Rules for all Categories,

applies to performances.

C1. Time Requirements

Performances may not exceed ten minutes in length. Timing starts at the beginning of the

performance following the announcement of the title and student name(s).

You will be allowed five minutes to set up and five minutes to remove any props needed for

your performance.

NOTE: You should allow several empty seconds in your performance to account for unplanned pauses (e.g.,

applause, forgotten lines, etc.).

C2. Performance Introduction

The title of your entry and the names of the participants must be the first and only

announcements prior to the start of the performance.

C3. Media Devices

Use of slides, mp3 players, computers, or other media within your performance is permitted.

You must provide and run all equipment and carry out any special lighting or sound effects.

Only those student(s) listed as entrants may participate in the production.

C4. Script

The script for the performance should not be included with the written material presented to

the judges.

C5. Costumes

You may have assistance in producing your costume, but the design, choice of fabrics, etc., must

be your own. Or, you may rent a costume. Remember: simple is best.

C6. Required Written Materials





HOTRHF Tips for Performances

PREPARING PERFORMANCES

Participating in a performance, whether individual or group, can be one of the most exciting

ways to enter the HOTRHF competition. It is the only category in which you present your research

live. The performance must verbally and visually depict your major thesis and its adherence to the

national theme.

Before beginning your research, decide whether you would like only one performer or if your

project will be more effective with a group. Remember that an individual performer will have to

produce the entire performance alone. You must be able to memorize your entire script and be able

to determine the number and type of characters needed to communicate your major ideas. As you

begin your research, you may find that some characters will assume more importance than others.

Keep in mind that you must keep some balance among your characters and the amount of time they

are actively involved on stage.

1. Choose a topic – Choose one that interests you and will work well as a performance. Can you

imagine how one or more characters could communicate the major idea of your topic?

INDIVIDUAL PERFORMANCE – Can you envision how one person can communicate your ideas?

GROUP PERFORMANCE – Can you visualize how two or more persons can communicate your

ideas? Can you find others who will have stage presence and will be able to perform live before

an audience? Does the topic interest the others who might want to work with you?

2. Research the topic – Use the best primary and secondary resources available. Using note cards,

write important facts or quotes which you feel might be important to your performance. Be sure

to include all bibliographic information on your cards. Write your thesis statement, supporting

statements, and conclusion. Imagine how these might become part of your performance.

3. Prepare a script – Brainstorm how the theme should be presented in the performance. If in a

group, have each member describe different ways that necessary characters might interact.

Remember that your performance must reflect your thesis statement, support ideas, and

conclusion. Everything that the judges see will be live and must relate to the theme. They will not

be able to review a project backboard to determine how you depicted the theme.

Write several drafts, experimenting with different action or characters. When you have chosen

the best approach, run though the script to see that you have made the best use of your allotted

time. Remember to plan for audience reaction which can affect your timing.

4. Prepare your set – Brainstorm the different types of sets that might assist you in creating a mood

or depicting your theme. Is there a prop that might be integral to your story? Keep in mind that

some productions can be very effective without lavish sets. Also, remember that you will be

traveling with your set and placing it on the stage yourself.


5. Prepare your costuming – Determine the type of costuming which will enhance the mood you

are creating. Make the costuming as authentic as possible. You need to be able to move easily in

whatever you choose. Keep in mind that some productions can be very effective without fancy

costumes.

6. Prepare your blocking – To block a performance is to determine where you or your group will

stand, move, and the type of set you will design.

Again, brainstorming all the various types of movements on stage can be helpful. Begin to

experiment with different actions as you read your script aloud. Be sure that your actions support

the mood you are creating and are not distracting. Keep in mind that some performances can be

quite striking with little or no movement. There is no need to “swing from the chandeliers”.

7. Practice, practice, practice – Work on your delivery. Speak clearly and pronounce all words

correctly. Practice projecting your voice(s) so that your audience can hear every word. No one

will be able to judge how you have met the theme if they cannot hear or understand you.

Practice with your sets and full costume as often as possible.

8. Videotape your performance – Watch for problems in your delivery and in how you move

around your set. If you are in a group, watch to see that you are working together and not

detracting from one another’s lines with unnecessary movement. Look for problems such as

walking in front of one another when one performer is talking.

This is a good time to ask a teacher to view the performance with you. Constructive critiques can

be very helpful.

9. Finalize your process paper – Check for grammar. Spelling, length, bibliography, and title page.

You are in the only “live” category of the completion. You must make a lasting impression in your

allotted time. Be sure that you have communicated your thesis and its relation to the theme in

your allotted time. Your research must be evident. The most dramatic performance or best

comedic timing are not enough if your underlying research is weak. As you can see, this category

can be one of the most challenging, as well as the most rewarding.

Speech and Lecture Guidelines

Introduction

Attention getter

Show significance to audience

Present thesis/central idea

Preview areas

Body

Divide into clear areas (preferably three)

Provide clear transitions to each area ("Now that we have examined…let's explore…")

Cite all sources (plagiarism is against the rules and illegal)


Conclusion

Provide a transition ("In the last few minutes…")

Review your main areas

Close with memorable words

Delivery

Use direct eye contact

Practice using gestures (choreograph your movement)

Speak clearly

Vary speaking rate

Use pauses

Move for emphasis and transitions

Vary pitch

And the rest

Don't let a flub ruin your performance (there is no such thing as a perfect speaker)

Make your audience care (Stories are wonderful ‐ your audience wants to feel)

Talk to the audience (not at the audience)

Audio/videotape yourself

Get honest feedback

Practice, practice, practice

D. Documentary

A documentary should reflect your ability to use audiovisual equipment to communicate your

topic’s significance. The documentary category will help you develop skills in using photographs, film,

video, audio, computers, and graphic presentations. Your presentation should include primary source

materials and also must be an original production. To produce a documentary, you must have access to

equipment and be able to operate it. Part III, Rules for all Categories, applies to documentaries.

D1. Time Requirements

Documentaries may not exceed ten minutes in length.

You will be allowed five minutes to set up and five minutes to remove equipment.

Timing begins when the first visual image appears and/or the first sound is heard. Audio and

visual leads will be counted in the time limit.

Timing ends when the last visual image or sound of the presentation concludes (including

credits).

NOTE: Use your setup time to prepare your documentary for presentation, adjust volume, etc.

D2. Introduction

You must announce only the title of your presentation and names of participants.


Comments prior to or during the presentation, including live, are prohibited.

D3. Student Involvement and Operation

You must be able to run the program within the ten‐minute time limit.

You must provide and be able to run your own computers, software, and other equipment while

presenting your documentary to the judges.

Interactive computer programs and web pages in which the audience or judges are asked to

participate are not acceptable; judges are not permitted to operate any equipment.

Internet access may not be available.

D4. Student Production

All entries must be student‐produced.

You must operate all equipment, including all editing equipment used in the production of your

presentation.

You must provide the narration, voice‐over, and dramatization. Only those student(s) listed as

entrants may participate in the production.

Only you/your group and the subjects of your interviews (participants in a historical event or

experts) may appear on camera.

Your entry must be an original production.

Using material created by others specifically for use in your entry is prohibited.

D5. Entry Production

You may use professional photographs, film, recorded music, etc., within your presentation.

However, you must give proper credit in the credits at the end of your presentation and in your

annotated bibliography.

NOTE: Remember that different equipment may affect how your documentary appears on the screen. You

should test equipment provided at competitions beforehand, bring back‐up copies of your documentary in

different formats, and/or bring your own equipment. There is no penalty for displaying your documentary on a

laptop computer, and many students use them successfully as a backup measure.

D6. Credits

At the conclusion of the documentary, you must provide a list of acknowledgments and credits

for ALL sources. These credits should be brief—not full bibliographic citations and not

annotated.

You are not required to credit individual images or video clips while the documentary is playing;

that is the purpose of the credits at the end.

All sources (e.g., music, images, film/media clips, interviews, books, websites, etc.) used in the

making of the documentary must be properly cited in the annotated bibliography.

The list of credits counts toward the ten‐minute time limit and should be readable by viewers.

See Figure 7 (from the official NHD rule book, provided below) for an example.


D7. Required Written Materials




HOTRHF Tips for Creating Documentaries

Creating a Documentary

Documentaries for HOTRHF can be an exciting and innovative way of sharing historical research.

Although you may accept documentaries as an everyday part of life, you are not always aware of the

steps necessary to create a good, finished project. Documentaries for HOTRHF must follow certain rules

that are outlined in this booklet. It is essential that you be familiar with these before beginning your

project.

BEGINNING THE PROJECT

In choosing a topic, it is important that the subject fit the History Day theme for that year. One

technique is to brainstorm or pool your ideas about possible subjects. The topic should be specific

enough so that it can be researched for the information and whatever visual effects will be needed.

Once a topic is chosen, the research may begin. Research skills can be sharpened in school or public

libraries. You may become involved with historical societies, research libraries, and other key resources

of your community. Your knowledge of what history is takes on new meaning as it becomes very

personal.

As you continue to research your topic, discuss with your teacher the direction in which you see

your project going. About halfway through, you should have a good idea of the medium your project will

use. When this decision is made, your project will take on new excitement.


THINGS TO KEEP IN MIND

Use a medium that your teacher or someone else in the school is willing to teach you.

Find a documentary format that fits your topic; look at the available research material, memorabilia topic, and available audio‐visual equipment.

STORYBOARDING

Storyboarding is an important part of the documentary process. This is a technique used by visual

arts writers and directors in helping them decide which picture will best suit the script.

When you have done your research and have written a good script, divide the script into segments

with appropriate slides, video segments, etc., drawn in. This is essential as it lets you see which visuals

fit best, what still needs to be created, what songs need to be recorded, or what costumes, signs, etc.

need to be made.

FINALIZING THE DOCUMENTARY

When final scripting is done and the visuals and sound are ready, the HOTRHF project is nearing

completion. In a slide/tape documentary, several trial runs need to be made. This will help eliminate any

bugs that may have been missed previously. When reviewing your documentary, look for:

too much narration

music that doesn't match the slide or narrative

not enough change in pictures

not enough variety in pictures

too much fluff and not enough historical research

Remember, this is a history competition, not a film festival. The quality of the historical research

must be the essence of your documentary. Before the final product is ready, share it with some

outsiders and have them critique it. Ask for constructive criticism and their overall feelings about it, as

well as comments on the historical content in particular. Their comments can help to finalize your

production.

SOME PROBLEMS TO SOLVE

Video presents another problem: editing. Storyboarding can help eliminate this, but it is very easy

to overshoot or cut short a scene. When replaying the recording, watch for the following:

repetitious scenes

poor lighting

panning too fast

fuzzy focus

not enough variety of shots (long, medium, close‐up)

Again, critiquing by someone else is really necessary. What you know and understand about the

topic may not come across to the audience as clearly as you think. The narration is the essential part of

the documentary. The voice should be clear and pleasant, with all the words correctly pronounced. If

music is used in conjunction with the documentary, make sure it is not louder than the voice.


The process paper that is handed in to the judges should reflect the enthusiasm and research that

went into the documentary. Be sure to include the relationship of the topic to the theme, some

discoveries that were made while doing the research, why the topic was chosen, and an annotated

bibliography. This last item can be another way of showing the uniqueness of the research and the

importance the materials played in the investigation of the topic.

One last issue that needs to be addressed is that of the copyright laws. When you write a term

paper, you must acknowledge the references you used. The same goes for the documentaries when

writing or producing something for HOTRHF. Check with your local school district, county audio‐visual

director, or school librarian as to the specific problems that may arise concerning the issue.

Outline for Preparing a Documentary

1. Choose a topic – one that interests you and will show well as a documentary

2. Research the topic

use primary and secondary sources

take notes (be sure to include all bibliographic information)

write thesis statement, supporting statements, and conclusion 3. Prepare outline of areas you want to be covered, photographed, drawn, input into a computer,

etc. 4. Prepare a script – keep it reasonable in length and in line with available visuals 5. Prepare a storyboard

scene‐by‐scene with script text for each

keep track of songs, costumes, artifacts, signs, etc. that will be used 6. Draw pictures, gather materials to be photographed, shoot films, recordings 7. Run through pictures with script, time the documentary, make sure pictures and script make

sense together 8. Make the recording or do voice‐over on recording. If background music will be used, have it

recorded ahead of time. 9. Review completed documentary, keeping in mind the following:

the match of music, voice, and visuals

the length of time one picture remains on the screen

the historical quality of your documentary

the HOTRHF rules for a documentary 10. Correct any problems 11. Share finished product with outsiders for a constructive critique 12. Finalize process paper, checking for correct grammar, spelling, length, correct form of

bibliography, and title page

E. Website

The website category is the most interactive of all NHD categories. A website should reflect your ability to use website design software and computer technology to communicate your topic’s significance in history. Your historical website should be a collection of web pages, interconnected by hyperlinks, that presents both primary and secondary sources and your historical analysis. To engage and inform viewers, your website should incorporate interactive multimedia, text, non‐textual


descriptions (e.g., photographs, maps, music, etc.), and interpretations of sources. To construct a website, you must have access to the Internet and be able to operate appropriate software and equipment. Part III, Rules for all Categories, applies to websites.

E1. Entry Production

All entries must be original productions constructed using the NHD website editor, beginning at

the school level: http://nhd.org/CategoryWebsite.htm

You may use professional photographs, graphics, video, recorded music, etc., within the site.

Such items must be integrated into the website, and credit must be given within the site and

cited in the annotated bibliography.

You must operate all software and equipment in the development of the website.

NOTE: Using objects or content created by others for specific use in your entry violates this rule. For example,

adding viewer comments or using a graphic that others produced at your request is not permitted; however,

using graphics, multimedia clips, etc., that already exist is acceptable.

E2. Size Requirements

Website entries may contain no more than 1,200 visible, student composed words.

Code used to build the site and alternate text tags on images do not count toward the word

limit.

Also excluded are words found in materials used for identifying illustrations or used to briefly

credit the sources of illustrations and quotations; recurring menus, titles, and navigation

instructions; required word count notifications; words within primary documents and artifacts;

and the annotated bibliography and process paper, which must be integrated into the site. The

process paper is limited to 500 words.

The entire site, including all multimedia, may use no more than 100MB of file space.

E3. Navigation

One page of the website must serve as the home page. The home page must include the names

of participants, entry title, division, number of student‐composed words in the website, number

of words in the process paper, and the main menu that directs viewers to the various sections of

the site. See Figure 8 (from the official NHD rule book, provided below) for an example.


All pages must be interconnected with hypertext links.

Automatic redirects are not permitted.

E4. Documents and Multimedia

The website may contain documents (e.g., newspaper articles, excerpts from written text, etc.),

but the documents must be contained within the website.

The website may contain multimedia clips (audio, video, or both) that total no more than four

minutes (e.g., use one four‐minute clip, four one‐minute clips, two two‐minute clips, etc.).

Included in the four minute total is any music or songs that play after a page loads.

You may record quotes and primary source materials for dramatic effect, but you may not

narrate your own compositions or other explanatory material.

If you use any form of multimedia that requires a specific software to view (e.g., Flash,

QuickTime, Real Player, etc.), you must provide on the same page a link to an Internet site

where the software is available as a free, secure, and legal download.

You may not use embedded material or link to external websites, other than described in the

preceding bullet.

Judges will make every effort to view all multimedia content, but files that cannot be viewed

cannot be evaluated as part of the entry.

E5. Crediting Sources

All quotes from written sources must be credited within the website.


All visual sources (photographs, videos, paintings, charts, and graphs) must be credited within

the website. See Figure 9 (from the official NHD rule book, provided below) for an example.


Brief, factual credits do not count toward the student‐composed word total. See Figure 6 (from

the official NHD rule book, provided below) for an example.

All sources must be properly cited in the annotated bibliography.

E6. Required Written Material

The annotated bibliography and process paper must be included as an integrated part of the

website. They should be included in the navigational structure. They do not count toward the

1,200‐word limit. Refer to Part III, Rules 16‐18, for citation and style information.

E7. Stable Content

The content and appearance of a page cannot change when the page is refreshed in the

browser. Random text or image generators are not allowed.

E8. Viewing Files

The pages that comprise the site must be viewable in a recent version of a standard web

browser (e.g., Microsoft Internet Explorer, Mozilla Firefox, Apple Safari, Google Chrome).

You are responsible for ensuring that your entry is viewable in multiple web browsers.

Entries may not link to live or external sites, except to direct viewers to software plug‐ins, per

Rule E4.

E9. Submitting Entries for Judging


You must submit the URL for the site in advance by the established deadline, after which you

will be blocked from editing your site to allow for judging.

Because all required written materials from Part III, Rule 13, are integrated into the site, NO

printed copies are required.

For access to the NHD website editor and up‐to‐date submission procedures, please visit

http://nhd.org/CategoryWebsite.htm.

IMPORTANT HOTRHF NOTE: Web Site projects now have a “PASSWORD PROTECT” option. DO NOT LOCK your

Password. DO NOT USE the Password Protect option. This option locks out the judges.

HOTRHF NOTE: to find the NHD Weebly PROJECT PORTAL go to http://www.nhd.org Look for and select “Creating

an Entry” ‐ Look under “categories” for the “Web Site” bullet – Select the “Web Site” bullet line” ‐ Look for the

portal icon OR link and select. When the student enters the portal they will be asked various questions to set up

their Web Site account. Included in the questions is whether it is allowed “to be published” – the answer is YES

and applies only to the National History Day portal program. Once you open your Web Site account your URL

should look like this http:://73844141.nhd.weebly.com ONLY the 8 number digits will change, everything

else in this URL should look exactly the same

IMPORTANT HOTRHF NOTE: Do not post your website on the internet or any other live program. This is against

National History Day rules and can result in immediate disqualification from all history fairs for 2015.

HOTRHF Tips for Creating Websites

Websites for HOTRHF can be an exciting and innovative way of sharing historical research.

Although you may accept Web sites as an everyday part of life, you are not always aware of the steps

necessary to create a good, finished project. The Website format for HOTRHF must follow certain rules

that are outlined in this booklet. It is essential that you are familiar with these rules before beginning

your project.

BEGINNING THE PROJECT

In choosing a topic, it is important that the subject fit the History Day Theme for that year. One

technique is to brainstorm or pool your ideas about possible subjects. The topic should be specific

enough so that it can be researched for the information and whatever visual effects will be needed.

Once a topic is chosen, the research may begin. Research skills can be sharpened in school or public

libraries. You may become involved with historical societies, research libraries, and other key members

of your community. Your knowledge of what history is takes on new meaning as it becomes very

personal.

As you continue to research your topic, discuss with your teacher the direction in which you see

your project going. About halfway through, you should have a good idea of the medium your project will

use. When this decision is made, your project will take on new excitement.


STORYBOARDING

Storyboarding is an important part of the Web site process. This is a technique used by visual

arts writers and directors in helping them decide which picture will best suit the script.

When you have done your research and completed written material, divide the work into page

segments with appropriate pictures, diagrams, etc., drawn in. This is essential as it lets you see which

visuals fit best, which still need to be made, what audio segments need to be recorded, or what

graphics, automations, or other elements need to be included.

FINALIZING THE WEB SITE

When final scripting is done and the visuals are ready, as well as any sound accompaniments,

the HOTRHF project is nearing completion. In a Web site, several trial runs need to be made. This will

help eliminate any bugs that may have been missed previously. When reviewing your Web site, look for:

‐ problems opening the Web site, particularly on computers other than the one used to

create your project

‐ too many pages, or too many levels of links

‐ audio that doesn’t match the visuals or written material

‐ not enough change in visuals

‐ not enough variety in visuals

‐ too many distracting animations and special effects, and not enough historical research

Remember, this is a history competition, not a computer graphics festival. The quality of the

historical research must be the essence of your Web site.

Before the final product is ready, share it with some outsiders and have them critique it. Ask for

constructive criticism and their overall feelings about it, as well as comments on the historical content in

particular. Their comments can help to finalize your production.

SOME PROBLEMS TO SOLVE

Creating effective Web pages requires both restraint and creativity. Restraint is necessary to

ensure that the site works well with a variety of Web browsers and types of Internet connections. In

addition, there is a dazzling array of special effects and animation tools available, and the temptation

can be great to use too many of them. Creativity is necessary so that Web page elements enhance the

historical message of the project and do not distract from it.

‐ make sure your site is easy to navigate; provide links on every page back to the home page

‐ make sure that your links are relevant and are appropriately placed on the page

‐ avoid including information that you do not analyze and interpret or that does not contribute

directly to your thesis

‐ create a cohesive style for all of your pages; make it clear to viewers that the pages all belong

together

‐ limit the number of colors and of font styles and sizes and learn to use only those supported by

most browsers


Again critiquing by someone else is really necessary. What you know and understand about the

topic may not come across to the audience as clearly as you think. The home page is the essential part of

the interpretive Web site. It should be clear and pleasant to look at, with all entry levels clearly

indicated. If audio is used in the conjunction with the Web site, make sure it is not too loud.

The final project that is viewed by the judges should reflect the enthusiasm and research that

went into the Web site. Be sure to include the relationship of the topic to the theme, some discoveries

that were made while doing the research, why the topic was chosen, and an annotated bibliography.

This last item can be another way of showing the uniqueness of the research and the importance the

materials played in the investigation of the topic.

One last issue that needs to be addressed is that of the copyright laws. When you write a term

paper, you must acknowledge the references you used. The same goes for the Web site when writing or

producing something for HOTRHF. Check with your local school district, county audio‐visual director, or

school librarian as to the specific problems that may arise concerning the issue.

SUGGESTION from HOTRHF:

If the student finds some or all of their SAVED WEB SITE MISSING – CALL OR E‐MAIL THIS

OFFICE IMMEDIATELY. If it was saved correctly our computer techs can find it and re‐install it into your

project. You DO NOT HAVE TO RE‐CREATE your missing work. However, Students should find a way to

keep a computer copy of their Web Site work as they create each page and/or update each page. This

includes your bibliography and process paper.

It may be impossible to download a complete copy of your work from the encrypted National

History Day Web Site Weebly program. However, the student can copy each page and place it into a

Word Document – pictures and banners may be lost – but the written material can be retained.

NHD Weebly has experienced various problems since it began several years ago. Because of the

problems, HOTRHF believes it is in the best interest of the student to find a way to keep a copy of as

much of their Web Site projects, Bibliography and Process Paper as possible throughout the creation of

their project.

Section 5: HOTRHF Checklists 67

Section 5: HOTRHF Checklists The following checklists are a quick overview of requirements. They are not substitutes for

reading and following the rules in the 2015 NHD Contest Rule Book.

All Categories

Entry to HOTRHF is through your school. Your school is allowed to enter 3 projects for each

category in the Junior Division and 3 projects for each category in the Senior Division. A teacher (or

teachers) in your school will be your sponsor and coordinate with the HOTRHF. You cannot enter the

HOTRHF as an individual student with a sponsor outside of your school when your school is already

participating in the HOTRHF. You must have your school’s permission and coordinate with them to

adhere to the project entry limits per category for that school.

Paper (Historical Paper)

Individual only

Make sure ALL rules described in Section 3, Rules for all Categories and Section 4, Specific Rules

for Historical Papers have been followed

1,500‐2,500 words, excluding notes, annotated bibliography, illustration captions and title page

Title page with only the required information

Annotated bibliography, separated into primary and secondary sources

Historical Paper should address the current NHD theme

Citations – footnotes, endnotes or internal documentation

4 copies (plus an extra one for you)

Organization shows clear focus and progression

On‐line registration completed and SAVED, then mail or drop off at HOTRHF office entry fee,

plus 4 print copies of papers by deadline date

Check‐in registration at the Fair MUST be completed by each individual student for himself or

herself or the project is subject to forfeit all awards

Exhibit

No larger than 40 inches wide, 30 inches deep, and 6 feet high (includes any stand or table

drapes you create

Individual and Group (2‐5 Students)

Make sure ALL rules in Section III, Rules for all Categories and Section IV, Specific Rules for

Exhibits have been followed


4 copies (plus one for you) of the following written materials, stapled together on top left

corner:

‐ Title page with only the required information; title, name, division, category &

exhibit board word count

‐ Process paper ‐ 500‐word description of the research methods used

‐ Annotated bibliography, separated into primary and secondary sources

(Judging team may retain one copy for review) Copies will be placed on the table area in front

of the exhibit

Exhibit addresses the theme

Labels, captions, and titles include no more than 500 words

Has visual impact and shows interpretation

Prepare to answer judges' questions at the contest (Remember that a formal narrative is not an

appropriate response to a question)

On‐line registration completed and SAVED, then mail or drop off at HOTRHF office entry fee by

deadline date (judging of exhibits takes place at the fair February Thursday and Friday – see

schedule)

HOTRHF REGIONAL RULE: ALL Junior Exhibits MUST be brought to the Bill Daniel Student

Center/Barfield Room and set up on THURSDAY afternoon, February 20. Junior Exhibits have

ONLY a Preliminary judging round, WITHOUT the students present, on Thursday evening.

Students check in between 3:00 & 5:30 on Thursday afternoon. Set up their exhibits, lay out

their four copies of their Process Paper & Bibliography, and LEAVE until Friday. FINAL JUDGING is

held for all Exhibits on Friday according to the regional history fair schedule


herself or the project is subject to forfeit all awards. Posted registration times should be

observed on both Thursday and Friday. Bring your exhibits with you for set‐up

Performance

Individual and Group (2‐5 students)

Make sure all rules in Section 3, Rules for all Categories and Section 4, Specific Rules for

Performance have been followed

10 minute maximum for performance

Maximum 5 minutes to set up and 5 minutes to take down

4 copies (plus one for you) of the following written materials, stapled together on top left

corner:

‐ Title page with only the required information

‐ Process paper ‐ 500‐word description of the research methods used


(Judging team may retain one copy for review.)

Performance addresses the theme


All props and equipment are student‐supplied

Only student entrants run equipment and are involved in the performance

Extra supplies and materials in case of emergency

Prepare to answer judges' questions at the contest. (Remember that a formal narrative is not an

appropriate response to questions.)

Be present at your assigned room 30 minutes prior to your assigned performance schedule.

EXCEPTION ‐ The first two performances on the day’s schedule should be at least 20 minutes

early. If there are cancellations due to no‐shows the judges may move the performance

schedule forward and ask all following performances to present early

Be prepared to present your performance on Friday at your scheduled time unless notified you

are scheduled to present on Thursday evening


deadline date



observed on both Thursday and Friday. Bring your props with you for your scheduled

presentation time ONLY

Documentary

Individual and Group (2‐5 students)

Make sure ALL rules in Section 3, Rules for all Categories and Section 4, Specific Rules for

Documentaries have been followed

10‐minute maximum for presentation

Maximum 5 minutes to set up and 5 minutes to take down

4 copies (plus on for you) of the following written materials, stapled together on top left corner:

‐ Title page with only the required information

‐ Process paper – 500 word description of the research methods used


(Judging team may retain one copy for review)

Documentary addresses the theme

Live student involvement limited to giving names(s) and title and to operation of equipment

Extra supplies and materials in case of emergency (See Technical Equipment Difficulties Note

below)

Prepared to answer judges’ questions at the contest (Remember that a formal narrative is not

an appropriate response to a question.)

Be prepared to present your documentary on Friday at your scheduled time unless notified you

are scheduled to present on Thursday evening

Be present at your assigned room 30 minutes prior to your assigned documentary schedule.

EXCEPTION ‐ The first two documentaries on the day’s schedule should be at least 20 minutes


early. If there are cancellations due to no‐shows the judges may move the documentary

schedule forward and ask all following documentaries to present early


deadline date



observed on both Thursday and Friday. Bring your entries and equipment with you for your

scheduled presentation date ONLY

TECHNICAL EQUIPMENT DIFFICULTIES IMPORTANT NOTE: Screens and TVs will be available in all

Documentary rooms, in addition to a VCR and DVD player. HOTRHF provided electrical DVD player

equipment has been found to often be outdated or unable to display certain types of newer

programs burned on DVDs and Copy DVDs. If a DVD is being used HOTRHF suggests the student

bring their own DVD player if available. If the student does not have a personal or school DVD player

they can bring, HOTRHF suggests a VHS tape be prepared as a backup in case there are technical

problems with provided DVD player equipment and DVD compatibility.

Website

Individual and/or Group (2‐5 students)

Make sure all rules in Section 3, Rules for all Categories and Section 4, Specific Rules for Web

Sites have been followed

1,200 or less words, student composed words

All pages are interconnected with hypertext links

Total 100MB of file space or less for all information contained in entry

The content is stable and does not change when the refresh button is hit

Annotated bibliography, separated into primary and secondary sources

Process paper – 500 word description of the research methods used

Web site addresses the theme

Required written materials are an integrated part of the web site

Make SURE you HAVE NOT activated your “password protect” option

On‐line registration completed, including the 8‐digit URL, and SAVED. Mail or drop off at

HOTRHF office entry fee by deadline date

Check‐in registration at the fair MUST be completed by each individual student for herself or

himself or the project is subject to forfeit all awards. Posted registration times should be

observed on both Thursday and Friday.

Section 6: Judging Procedures and Criteria 71

Section 6: Judging Procedures and Criteria

Judging Procedures for all Categories

Who are the judges?

Historians, educators, and others interested in history and education serve as judges at the

HOTRHF competition.

How does the judging process work?

Each separate division and category is usually judged as a whole by a team of three judges. Time

constraints, due to the number of entries, often require that some categories must be judged initially by

several teams of judges. Run‐offs then become necessary. In such cases, the entries judged best by each

team of initial judges are judged by a new team of judges to determine the winning entries in the

category. The number of entries in a run‐off and procedures for run‐off judging vary by contests and

categories to question students about their entries and to write comments on the judging forms.

Consensus Judging

Judges will not assign a numerical score to each entry, but will rank the entries in their group.

Judges are required to consult with each other in determining individual rankings. Judges are allowed to

review the results of their category upon completion of the judging in order to ensure accuracy of the

judging process. As a final step, the judges will assign each entry an overall rating.

The Subjective Nature of Judging

Judges must evaluate certain aspects of your entry that are objective (e.g. were primary sources

used; is the written material grammatical and correctly spelled). Also, judges must evaluate interpretive

aspects of your entry, which are qualitative in nature (e.g. analysis and conclusions about the historical

data). Remember, you must explain your topic's significance in history. Historians often reach different

opinions about the significance of the same data. It is, therefore, crucial for you to base your

interpretations and conclusions on solid research. Judges will check to determine whether you used

available primary sources and if you were careful to examine all sides of an issue and present a balanced

account of your research and presentation. Your annotated bibliography is critical to this process.

The Decision of the Judges is Final

You, your parents, and your teacher should realize that inadvertent inequities might occur in

judging. HOTRHF officials want to be informed of any problems, but the decisions of the judges are final.

Judging Criteria

Historical Quality (60%)


The most important aspect of your entry is its historical quality. You should ask yourself the

following questions to help you focus on your historical analysis:

‐ Is my entry historically accurate?

‐ Does my entry provide analysis and interpretation of the historical context?

‐ Does my entry demonstrate an understanding of the historical context?

‐ Does my annotated bibliography demonstrate wide research?

‐ Does my entry demonstrate a balanced presentation of materials?

‐ Does my entry demonstrate use of available primary sources?

Clarity of presentation (20%)

Although historical quality is most important, your entry must be presented in an effective

manner. You should ask yourself the following questions to help you focus on your presentation:

‐ Is my entry original, creative, and imaginative in subject and presentation?

‐ Is my written material clear, grammatical, and correctly spelled?

‐ Is the visual material I present clear?

Relation to Theme (20%)

Your entry must clearly explain the relation of your topic to the annual History Day theme. You

should ask yourself the following question to help you focus your topic on the theme and its

significance:

‐ How does my topic relate to the theme?

‐ Why is my topic important?

‐ How is my topic significant in history relation to the History Day theme?

‐ How did my topic influence history?

‐ How did the events and atmosphere (social, economic, political, and cultural aspects) of

my topic's time period influence my topic in history?

Rule Compliance

Judges will take into consideration in their final rankings any rule infraction. Failure to comply

with the rules will count against your entry. Rule infractions should be corrected before a winning entry

competes in the next level of competition.

Judge Sheets for Each Category

The next few pages contain samples of judge sheets for each category. They are not the exact

forms that will be used to judge entries for the 2015 HOTRHF.


Paper

Superior Excellent Good

Historical Quality (60%) Historical Quality Comments:

Entry is historically accurate

Shows analysis and interpretation

Places topic in historical context

Shows wide research

Uses available primary sources

Research is balanced

Relation to Theme (20%) Relation to Theme Comments:

Clearly relates topic to theme

Demonstrates significance of topic

in history and draws conclusions

Rules Compliance Yes No Rules Compliance Comments:

Maintains length requirement

(1500‐2500 words) Includes annotated bibliography

Other

Overall Rating: Superior Excellent Good

Clarity of Presentation (20%) Clarity of Presentation Comments:

Paper, written material is original, clear,

appropriate, organized, articulate

Text is clear, grammatical and

spelled correctly, entry is neatly

prepared.


Exhibit






Show wide research








Maintains size requirement (40" x 30 "x 72")

Includes annotated bibliography

Media device observes time limit

(3 minutes) Maintains word limit (500 words)

Other:



Exhibit and written material are

original, clear, appropriate, organized,

articulate Exhibit is organized, has visual impact,

correctly uses maps, photos, etc.


Performance






Shows wide research








Maintains time requirement (10 minutes)


All equipment, effects are student run

Other:



Project, written material is original,

clear, appropriate, organized,

articulate Performers show good stage

presence; props, costumes historically

accurate


Documentary






Show wide research








Maintains time requirement (10 minutes)


All equipment student run

Other:



Presentation, written material is

original, clear, appropriate, organized,

articulate Entry is organized, visual impact/

media category is appropriate to topic


Website






Shows wide research



Relation to Theme (20%)

Relation to Theme Comments:





Maintains word limit (1,200 words)

Maintains size limit (100 MB)

Multimedia clips maintain time limit (45 sec)


Other:



Written material is original, clear,

appropriate, organized, articulate Site has visual impact, uses multimedia

effectively, actively involves viewers

Section 7: Bibliography and Process Paper 78

Section 7: Bibliography and Process Paper NOTE: These samples may or may not match your citation style. Consult your chosen style guide for accurate

citation methods.

Annotated Bibliography Sample

The following sample annotations were adapted, with some changes, from a process paper that

accompanied an exhibit in the 1998 Texas History Day. The theme for the 1998 fair was "Migration in

History" and the topic of the exhibit was Vietnamese refugees, or "boat people."

Primary Sources

Huong, Thu. "The Long Journey." Magazine of the Houston Post. 8 January 1985.

Thu Huong was a student at Texas A&M University when she wrote this essay about her family's

escape from Vietnam as part of the migration of the boat people. Her story made me aware of the

hardships on the journey and problems and successes in resettlement in a new country.

Huynh, Trang. Personal interview. 31 December 1997.

I met Mr. Huynh at the Indochinese Cultural Center in Houston. He spoke to me through an

interpreter. Mr. Huynh was the captain of a small boat that carried forty‐eight people to Thailand in

1980. On the way they were attacked twice by pirates who took their money and valuables. In Thailand,

they had to give up the rest of their belongings. Mr. Huynh spent three months in a refugee camp in

Thailand before coming to Texas. He showed me the seriousness of the situation in Vietnam when he

told me that people knew that boat journey was dangerous, but they had reached the point where they

would rather die at sea than suffer at home.

Kohl, Larry. "Plight of the Boat People." National Geographic. February 1991.

The photographs of the refugee camps that illustrate this article helped me understand the

misery experienced by Vietnamese waiting in the camps. I used some of the photographs in my exhibit.

Lum, Loan. Letter to Jane Doe. 11 February 1997.

Mrs. Lum and her family escaped from Vietnam by boat in 1975, when she was fifteen years old.

After stops in the Philippines, Guam, and Camp Pendleton, they ended up in San Mateo, California,

where Loan became a student at the high school and was tutored in English by my grandmother, Jane

Doe. In this letter describing her migration from Vietnam, Loan wrote, "Perhaps I've learned to accept

the fact that I don't really belong to any one place, that the only refuge I will truly find, if I ever find it, is

in my own heart – where there will be peace – someday." I used this quote as a caption in my exhibit.

Weiss, Stephen, et al. A War Remembered: The Vietnam Experience. Boston: Boston Publishing

Company, 1986.


This book is a collection of first‐person accounts by people involved in the Vietnam War. Cuong

Van Nguyen, who was Deputy Province Chief of Lam Dong Province in Vietnam, described how he

organized an escape by boat for himself, his wife, and their seven children. He said, "Everybody tries to

get out at night, so I decided to get out in the daytime. I had decided that we would all either be free or

die." I used this quotation and some photographs from this book in my exhibit.

Secondary Sources

Beckett, Ian. Southeast Asia from 1945: Conflict in the Twentieth Century. New York: Franklin Watts,

1986.

This book provided me good background information for my project. The maps helped me

understand why the boat people landed mainly in Thailand, Hong Kong, Malaysia, and the Philippines.

Doyle, Edward, and Terrance Maitland. The Aftermath. The Vietnam Experience. vol. 17. Boston: Boston

Publishing Company, 1985.

This book was very helpful because it gave a detailed analysis of the migration of the boat

people, including personal accounts by several refugees. The map and several photos used in my exhibit

came from this source.

Dudley, William. Immigration: Opposing Viewpoints. San Diego, CA: Greenhaven Press, 1990.

I was especially interested in this author's discussion of political and economic refugees. How do

we decide who is a refugee? The question is important to the boat people because political refugees

have an easier time than economic refugees finding a country to accept them. The different viewpoints

presented in this book made me realize that there are no easy solutions to the problem of refugees.

Perrin, Linda. Coming to America: Immigrants from the Far East. New York: Delacorte Press, 1980.

Linda Perrin quotes two poems written by boat people, and I used lines from these poems for

two of the captions in my exhibit. One poem describes the miserable conditions the refugees faced on

the boat: "We are the foam floating on the vast ocean. We are the dust wandering in endless space. Our

cares are lost in the howling wind." Another poem was written by a refugee from a camp in Thailand:

"We left Vietnam because life there was not fit for human beings. But life here is not much better. We

live like animals. No one wants us. No one cares."

Rodriquez, Lori. "Appreciation for America: La family Leads Vietnamese Community in Giving Thanks."

Houston Chronicle. 24 November 1995.

The La family are Vietnamese boat people who migrated to Houston and started several

successful restaurants call Kim Son. To express their thanks to the city, they organized a special "Thank

you, America" Celebration. This article helped me understand how hard work and family cooperation

helped a refugee family become successful in their new homeland.

Sowell, Thomas. Migrations and Cultures: A World View. New York: Basic Books, 1996.

This is a long book about migration all over the world. The chapter on "The Overseas Chinese"

discusses the role of the ethnic Chinese in Vietnam who were persecuted because of differences in


people and places helped me relate the story of the boat people and helped me understand how

someone about my age may have felt having to leave behind everything familiar for an unknown future.

HOTRHF IMPORTANT NOTE: When using automated citation tools, be sure to use one that allows you to select a

specific style guide. Some tools, like EasyBib, assign a combination of styles and may result in documentation not

being in compliance with Rule 17.

Process Paper and Samples

Process Paper

A description of no more than 500 words explaining how you conducted your research and

created and developed your entry. You must conclude your description with an explanation of the

relationship of your topic to the contest theme.

A title page is required as the first page of written material in every category. Your title page

must include only the title of your entry, your name(s) and the contest division and category in which

you are entered.

Suggested Process Paper:

‐ All pages should be one‐sided only, no front‐to‐back printing.

‐ First section should explain how you chose your topic.

‐ Second section should explain how you conducted your research.

‐ Third section should explain how you selected your presentation category and created your

project.

‐ Fourth section should explain how your project relates to the NHD theme.

Sample Process Papers

The following three samples have been provided for reference only. They have been based on

prior HOTRHF entries. Please make sure your process paper follows all rules in the 2015 NHD Contest

Rule Book.


{SAMPLE 1}

Martin Luther and the Reformation

(Exhibit Board Word‐Count)

Catherine Norbeck

Junior Division

Individual Exhibit

(Exhibit Board, student‐composed, word count for EXHIBITS ONLY)


Last year, I researched Johann Gutenberg which led me to learn about the Renaissance and the

Reformation. After going to the state competition, I did additional research on the influence of the

printing press in contributing to the Reformation and learned about Martin Luther. Luther and his

influence seemed very interesting and I wanted to learn more. Also, since I had a good knowledge of

the early history of Europe from my Gutenberg project, I decided to build on that and chose to research

Martin Luther and the Reformation.

First I went on the Internet at school. I then consulted a librarian at my school and got two very useful

books. I took notes on those sources. I then outlined my ideas on large flip‐chart paper. After doing

that I learned that I needed much more information to continue. I went to the electronic encyclopedia

on my computer at home and printed out every topic I needed more information on. I went to a public

library. I also conducted an interview with our minister to be able to discuss my developing ideas. Next,

I interviewed a research librarian at the Oliff School of Theology and acquired primary sources. There

were a lot of these. They helped me understand why Luther's impact on society was so great. I

immediately started my annotated bibliography so it would not be left until the last minute. Again, but

with much more information now, I laid out key ideas on flip charts and started planning my exhibit.

I prepared one flip chart that outlined events before Martin Luther, another that outlined events after

Luther, and the last one, events that occurred during the lifetime of Luther. I then made a draft of the of

the timeline, text and picture captions that I was going to use on my board. Then I typed up the text and

printed it out in the size and font I needed for the exhibit. I experimented with different boards, and

found one that would be wonderful. I laid everything out on my board as a "draft". I condensed the

information down so everything would fit, tell the story I wanted to tell and meet the criteria for NHD.

Finally, I glued everything down. I then outlined my oral presentation and practiced it in front of my

parents.

My project relates to the theme in several ways. My project focuses on Martin Luther ‐ a person, yet,

when you learn about Luther, it is directly tied in with an event ‐ posting the 95 Theses, and the

Protestant Reformation – an idea. It is also a turning point in history. If Martin Luther and other

reformers had taken action, there might not be all of the different religions we know today. The primary

religion in Europe and in the New World might still be Roman Catholicism.

(Process Paper word count)


{SAMPLE 2}

Dr. Spock:

Turning the Road in Parenting

Hannah Debelak

Senior Division




I spent a few days last August skimming sources about influential people in history. Initially I was

interested in either the revolutionary ideas of great thinkers and psychologists, or the groundbreaking

discoveries in medicine. Eventually, I found Dr. Spock and his revolutionary book, Baby and Child Care.

Dr. Spock was the first to synthesize pediatrics and psychology. When I read quotes such as, "first in his

field," "father of behavioral pediatrics" and "changed the paradigm," I knew I had a fitting and

interesting topic.

After researching local libraries, I went to the Allen Medical Library at Case Western Reserve

University because Spock had taught there. In order to establish a research trail, my primary goal was to

discover when and where Spock was educated. I sent out letters to medical schools, pediatricians, and

historians. I formulated a survey that I sent to pediatricians and mothers in the 1950's. Helpful

information came from the Mayo Clinic and Case archives (he worked at both places) and from Syracuse

University, which contains the Spock special collection. I interviewed several of this colleagues as well as

his son. I spent much time at the Cleveland Library viewing microfilms of periodicals.

After the research stage I categorized the key information that would be essential to my script and

made an outline. With a twenty‐page outline, I assessed which information was crucial, would best

illustrate the turn, and would show a balance between the negative and positive aspects of this turn. I

had large amounts of research on Spock, the histories of pediatrics and psychology, and society's need.

The task was to fine focus and hone this information into a well‐formed and poignant ten minutes.

I spent car rides to and from school memorizing, and grabbed any spare time at home to

Choreograph the performance. During this time I brainstormed different ideas for a set. I wanted it to

illustrate clearly Dr. Spock bringing together the two roads, Pediatrics and Psychology that met society's

need at a point in time. I wanted to portray the information in a creative way. I toyed with the idea of a

mother telling the story, but I decided a baby would work well and would add pizzazz to my

performance.

On the pediatric road, it wasn't until the end of World War II that critical issues in childhood diseases

and nutrition were solved. The profession could re‐direct its energies to psychological aspects. Dr.

Spock was at this turning point as the catalyst. The ideas of psychologists and thinkers needed to be

synthesized and turned to the healthy emotional and mental growth of children. Spock stepped in at

this point to join the two fields. Concurrently, with a move away from the extended family and

advancements in medicine, parents looked for professional help in raising their children. They turned to

Spock's book and called it their "Bible." Parenting turned from a rigid uniform approach to a

commonsense, intuitive approach. Dr. Spock changed parenting.



{SAMPLE 3}

Michigan:

A State Divided No More

Ellen Kuhn

Junior Division




On vacation every year, when my sisters and I were younger, we would always fight for the seats in

the car for the first glimpse of the Mackinac Bridge towers. Once we reached the bridge, we would stop

at a small beach near the foot of the bridge, take pictures and gaze at the incredible beauty of the

structure. This forty‐three year old engineering marvel has forever changed life in Michigan. It was

while visiting the Mackinaw City Bridge Museum that I began to consider preparing my project on this

structure for it has certainly proved to be a turning point in history.

I purchased three videos that were key secondary sources for my project. These three sources

helped me to understand what life was like in the two peninsulas before the bridge, and how that way

of life was altered by the construction of the Mackinac Bridge. Additional secondary sources were found

on the internet, at Washington Pennsylvania's library, the Washington and Jefferson College Library of

Pittsburgh.

Through my efforts, I located my most important primary source, Lawrence A. Rubin, the original

Executive Secretary of the Mackinac Bridge Authority. Mr. Rubin is the foremost, living authority on the

Mackinac Bridge, and he helped me understand the many turning points that the bridge facilitated, such

as better medical services and education for the Upper Peninsula. Numerous articles and books dealing

with the Mackinac Bridge and written by its designer, David B. Steinman, were extremely helpful. They

provided me with insights into the aerodynamic stability of the bridge and turning points that bridges

have brought about. Additionally, I visited the State Library of Michigan for many more important

primary sources.

I chose to present my findings in the form of a performance because I love to act. In my drama, I

portray a man waiting for the ferries, in order to catch a glimpse of what life was like before the bridge

and to assess the event that was a turning point in history. I then portray Dr. Steinman to examine his

revolutionary ideas in bridge building design. Finally, I depict Mr. Lawrence A. Rubin to analyze the

numerous benefits for the Upper Peninsula and the people that were crucial to the building of the

Mackinac Bridge.

The completion of the Mackinac Bridge clearly is an important turning point in history. This

structure provided the first permanent connection of the two peninsulas of Michigan. The residents of

the Upper Peninsula will never again feel isolated and their quality of life is improved. Trade, travel, and

tourism have boomed, thanks to the bridge. From an engineering viewpoint, this was the first

suspension bridge in the world to become safer and longer. In reflection on the potential impact of his

achievements, David B. Steinman stated, "In human hearts was born the plan: a bridge of peace, uniting

man. Our sons will have the span we wrought: the world the dream for which we fought."



Organizational Outline

Step 1: Review the sources available for research:

(1) GENERAL LIBRARY

(a) books

(b) articles

(c) newspapers and magazines

(d) encyclopedias

1. general – Britannica, Collier's, etc.

2. special – The Encyclopedia of World Art, Encyclopedia of American History, etc.

(e) Remember that local libraries can borrow from a network of libraries if they do not

have a book you need. Ask the librarian for help.

(f) There are many local, private libraries. (Lee Lockwood Library, Red Men Museum

and Library, Art Center, Waco V.A. Library, etc.)

(g) Libraries at M.C.C., T.S.T.C., Baylor University (such as The Texas Collection,

Armstrong Browning Library, Collection of Political Materials, and Moody Library) and

other university libraries in our fourteen county region are open for research.

(2) SPECIAL COLLECTIONS

(a) books

(b) manuscripts

(c) documents

(d) oral history (interviews you conduct or published ones)

(e) newspapers

(f) photographs

(g) biographical aids (Who's Who in America, American Men and Women of Science,

Dictionary of American Biography, etc.)

(3) MUSEUMS

(4) FAMILY RECORDS

(5) INTERVIEWS – public officials, business people, teachers, etc.

(6) COURTHOUSE AND BUSINESS RECORDS

(7) PERSONAL CORRESPONDENCE

(8) VIDEOS (documentaries, etc.)

(9) WRITE LETTERS REQUESTING SPECIFIC INFORMATION if source is not local

Step2: Select a topic. Read a general article or two about the subject. Make sure that there are

enough available sources to support your research.

Step 3: Formulate a temporary thesis to be the central and controlling idea of your paper. Prepare a

list of questions to be answered in the paper.

Step 4: Prepare a preliminary outline.


Step 5: Research the subject. As you research, record your bibliography information on 3" x 5" cards

and your notes on 4" x 6" cards, or create documents on your computer with lists or tables

for your notes and bibliographic information.

Step 6: Assemble the data by organizing your note cards in a workable order. Make sure your original

thesis is supported by the facts. If not, rework your thesis to conform to the information you

have gathered.

Step 7: Construct a final outline.

Step 8: Write a rough draft using your outline as a guide.

Step 9: Proofread, revise, and correct the rough draft.

Step 10: Give extra attention to writing a strong introduction and conclusion.

Step 11: Fill in footnotes on the draft. Give full credit to sources.

Step 12: Write the final, revised draft.

Step 13: Complete your bibliography. Make sure that it is annotated and separated into primary and

secondary sources.

Step 14: Double‐check your work, both for accuracy and appearance.

HINT: Let each source lead to the next one. Check the back of each book to see what sources the author used, or

ask each person you consult if he/she knows of someone else who might be helpful.

Triangle – How To Develop a Quality Project

Form the triangle to develop a quality project.

THE EVENT

WHAT WAS IT LIKE BEFORE THE EVENT? BECAUSE OF THE EVENT, WHAT IS IT

LIKE NOW?

WHAT MIGHT IT HAVE BEEN LIKE?


Topics

Effective HOTRHF projects not only describe an event or a development, they also analyze it and

place it in its historical context. You should ask questions about the topic’s development over time and

its impact in history. Your answers to such questions will help you draw conclusions about your topic’s

significance in history. Ask yourself the following questions about your topic:

How is my topic important?

How is my topic significant in history in relation to the yearly theme?

How did my topic develop over time?

How did my topic influence history?

How did the events and atmosphere (social, economic, political, and cultural aspects) of my topic’s time period influence my topic in history?

NOTE: Do not share research with other students unless you are members of the same group and creating one

entry together. It is not acceptable to have a common pool of research from which several entries are created.

Section 8: Forms and Registration Information 90

Section 8: Forms and Registration

Information

Online Entry Registration Information

Basic History Day Registration Procedures

Registration opens December 1, 2014 / Registration closes January 12, 2015

Before accessing the online registration system a registrant needs to know the name of the regional

competition in which they will be participating. Be sure to select the correct region. Information

about the Texas program and its regional contests can be found at

http://www.tshaonline.org/education/thd/index.html

This region is the HEART OF TEXAS REGIONAL HISTORY FAIR

Step One‐Teachers – Select the HEART OF TEXAS REGIONAL HISTORY FAIR

1. Teacher proceeds to online registration system at http://tx.nhd.org/ud/templates/register.php

2. Teacher selects the appropriate regional contest. (HOTRHF) 3. Teacher completes his/her personal contact information and assigns him or herself a

username and password. 4. Teacher completes remaining contact information. 5. Teacher selects the schools with which they are affiliated. 6. Teacher sets up basic records for the students with which they are associated, assigning each

one a username and password. 7. Teacher sets up initial information about the entries with which they are associated. 8. Teacher can now nominate student’s project for special awards – match award criteria 9. Teacher can make or acquire payment information for their students’ entries as their

individual situation dictates.

NOTE: this statement applies to Texas History Day / National History Day ONLY: The students must complete their individual registrations before the teacher can make a group payment. HOTRHF fees are PAID DIRECT TO OFFICE ‐ NO online payment.

NOTE: For Heart of Texas Regional History Fair Ada Margaret Smith Award and Baylor University

Scholarship nomination see next page for forms, instructions, and entry fee payment information

Step Two‐Students ‐ Select the HEART OF TEXAS REGIONAL HISTORY FAIR

1. Student proceeds to online registration system at http://tx.nhd.org/ud/templates/register.php.

2. Student selects the appropriate regional contest. (HOTRHF) 3. Student logs in using the username and password set up and provided by the teacher. 4. Student completes remaining contact information.


5. Student completes statements of originality. 6. Student has parents/guardians complete parent registration section. 7. Student updates information about their project. 8. Student can now nominate their project for special awards – match award criteria 9. Student completes steps to pay fees or contacts teacher about how fee payment will be made.

It is the student’s responsibility to verify that fee payment is made.

NOTE: See next page for entry fee payment information – Regional Fees are paid direct to HOTRHF

Step Three‐Student Advances to Next Round of Competition ‐ Texas History Day competition

1. Student returns to online registration system and completes the same steps identified in the above steps for students.

Note: Online payment will be available at both the state and national levels.

For questions regarding your registration, please contact:


Office e‐mail: [email protected]

Office Phone: (254) 710‐3783

Office Hours: 8:00 a.m. ‐ 5:00 p.m., Monday through Friday

Special Forms and Entry Fee Payment Instructions

SPECIAL AWARD FORMS – see next few pages

ADA MARGARET SMITH – JUNIOR & SENIOR DIVISION ONLY

BAYLOR UNIVERSITY SCHOLARSHIP – 11TH & 12TH GRADE STUDENTS ONLY

If you need HOTRHF to supply forms call us at (254) 710‐3783.

ENTRY FEE PAYMENT

All due by or before deadline date.

ENTRY FEES: $6 per student, NOT per entry or group

PAPERS: (4 print copies) to HOTRHF Office

WEBSITE: 8‐digit URL included with on‐line entry registration, by school sponsor

Optional T‐shirt fee ($10.00 per t‐shirt)

Bring or mail all Entry Fees, Historical Papers and T‐shirt money to the HOTRHF office. Please allow time

for delivery before the deadline date.

MAILING ADDRESS


Baylor University


One Bear Place #97186

Waco, Texas 76798‐7203

PHYSICAL LOCATION of the HOTRHF OFFICE

1429 South 5th Street

The HOTRHF office is located inside The Texas Collection at Carroll Library on the Baylor campus in

Waco. Normal office hours are 8 a.m. to 5 p.m., Monday through Friday. See the website for additional

details regarding on campus delivery of HOTRHF fees and materials.

Baylor University Scholarship Instructions

Students in their junior or senior year of high school who have qualified for entry in any category

in the 2015 H.O.T. Regional History Fair may apply for the Heart of Texas Regional History Fair Baylor

University Scholarship award. The scholarship provides $1,000 tuition to Baylor University. One student

may be nominated per school.

Application Procedure:

The student should complete the attached application form and mail it and two letters of

recommendation and a writing sample—all in one envelope—to the Heart of Texas Regional

History Fair office. The application and accompanying materials must be in the HOTRHF office

by noon February 3, 2015.

Applications for the scholarship will be screened by a panel of Baylor faculty, and the top three

applicants will be invited to an interview with the scholarship selection committee during the

Regional History Fair at Baylor on Friday, February 20, 2015. The students who will be

interviewed will be notified by or before noon Thursday, February 19, 2015, of the time and

place of the interview.

The scholarship recipient will be announced at the annual HOT Regional History Fair Awards

Ceremony that follows the History Fair on the scheduled Friday.

In addition to the information on the application form, the selection committee will consider:

‐ the applicant’s academic record in high school

‐ recommendations written by his/her History Day sponsor and high school principal or

counselor, and

‐ demonstrated interest in becoming a Baylor University student.

Scholarship Information:

The $1,000 scholarship is limited to tuition remission only and does not cover books, housing, or

fees.


The student must meet all the qualifications necessary to be accepted into Baylor, must apply

for admission to Baylor through regular procedures, must be accepted into Baylor, and must

register for Baylor classes before the scholarship goes into effect.

The student should report receipt of the scholarship in any application for a financial aid

package at Baylor University.

Baylor University Scholarship Form

The form consists of the following two pages. Both pages are required. The entry deadline is

February 3, 2015, at noon.


Application for Heart of Texas Regional History Fair

Baylor University Scholarship

Please complete this form with ink or typewriter. Note additional requirements and deadline at bottom of form.

Name (Last, First, M.I.):

Mailing address:

Home Phone Number:

Grade in School: Age: High School Grade Average:

Name of School:

School Address:

School Phone Number:

Name of School Principal:

Name of History Fair Sponsor:

History Fair Sponsor’s Phone number:

2015 HOTRHF entry title and category:

Have you participated in the HOTRHF in previous years? _______ If so, please give the category of your entry, the year, and the name of any awards won.


Have you participated in other regional academic contests (such as science fair, UIL contests, music competitions)? If so, please list them, the dates, and any awards won.

List your other school activities:

Activities outside school (volunteer work, employment, special interests):

Student’s signature:

History Fair Sponsor’s signature:

This signed application must be accompanied by: 1) Letters of recommendation from: a. your History Fair sponsor b. your high school principal or high school counselor These letters should explain your eligibility for the scholarship based on the above criteria and should include any other information about your qualifications for the award. 2) A writing sample, in which you explain: a. ways you think participation in the History Fair program benefits students b. your reasons for wanting to attend Baylor University The writing sample may be typewritten or neatly handwritten, but it should not exceed two pages in length (if typewritten) and should contain at least 150 words but not more than 500 words. Send application, letters of recommendation, and writing sample in one envelope to: Scholarship Heart of Texas Regional History Fair Baylor University One Bear Place # 97186 Waco, TX 76798‐7203 Or drop off at the HOTRHF office DEADLINE February 3, 2015 at 12:00 noon


Ada Margaret Smith Award Information

NOTE: This award is open to only Junior and Senior divisions.

The Ada Margaret Smith Award is named in memory of a long‐time Cameron teacher

and historian because of her love for and commitment to students and history. This award is

presented to the most promising young historian at HOTRHF. Interested students must submit

to HOTRHF a completed nomination form and a letter of recommendation from the nominating

teacher by the entry deadline of February 3, 2015. One nomination is accepted per school.

Application Procedure:

The student should complete the attached application form and mail it and a letter of

recommendation from their nominating teacher – all in one envelope – to the Heart of Texas

Regional History Fair office. The application and accompanying letter must be in the HOTRHF

office by or before the date of February 3, 2015.

Applications for the award will be screened by the interviewing HOTRHF representative.

If accepted, the applicant will be invited to an interview during the Regional History Fair at

Baylor on Friday, February 20, 2015. The students being interviewed will be notified by noon

Thursday, February 19, 2015, of the time and place of the interview.

The award recipient will be announced at the annual Heart of Texas Regional History

Fair Awards Ceremony that follows the History Fair on the scheduled Friday.

Sponsor’s Letter Information:

Sponsors should select their very best entry for this award.

The letter should be no longer than one page in length.

It should be a narrative background of the student, his or her involvement with the

community as well as with other students, and his or her interest in and dedication to

history.

Award Information:

A brass and wood plaque will be presented in recognition For The Most Promising Young

Historian with the student's name and the year.

Ada Margaret Smith Award Form

The form consists of the following two pages. Both pages are required. The entry deadline is

February 3, 2015.




Letter to Sponsors on Important Fair Information

HEART OF TEXAS REGIONAL HISTORY FAIR INFORMATION HOTRHF Office is located at 1429 South 5th Street (Corner of 5th Street & Speight Avenue)

Phone (254) 710‐3783

TO: All History Fair Sponsors ‐ If you have any questions, please call the office.

FROM: HOTRHF Office ‐ HOT REGIONAL HISTORY FAIR FEBRUARY 19TH & 20TH, 2015

Check‐in Registration will be on the 2nd floor of Bill Daniel Student Center (BDSC) beginning

Thursday from – 3:00‐5:30 p.m. for all Jr. Division exhibits and any selected performances and

documentaries selected for judging on Thursday. Other students are allowed to register on

Thursday, if more convenient. Exhibits ONLY will be allowed to set up on Thursday–Performance and

Documentary, there is no storage available for equipment, props, or costumes or they can register

Friday morning from 8:30 – 10:00 a.m. Late registration must be approved by HOTRHF.

Check‐in REGISTRATION IS MANDATORY for all students in all categories once the fair begins.

On‐line Entry Registration completed for each division according to school level, and entry fees

($6 per student) must be in the HOTRHF office by Monday, January 12, 2015 ‐‐ NO exceptions.

If you cannot use the on‐line registration system, please call the HOTRHF office immediately.

Historical Papers ‐ Four copies of each historical paper must be submitted with the entry fee to the

HOTRHF office, plus On‐line registration completed by the entry deadline. Judging for Historical

Papers begins immediately after the deadline date of Monday, January 12, 2015.

Websites – Each project’s 8‐digit URL will be forwarded ON‐LINE by their school, at time of

registration, by or before 5:00 p.m. Monday, January 12, 2015. Judging for Web sites begins

immediately.

Maximum allowable entries are 27 in each division per school, limit as follows:

5th Grade Junior Division Senior Division

Exhibit entries

only.

Total of 5 exhibit

entries maximum

per school.

3 papers.

3 individual exhibits

3 group exhibits (2‐5 members)

3 individual performances

3 group performances (2‐5

members)

3 papers.

3 individual exhibits

3 group exhibits (2‐5 members)

3 individual performances

3 group performances (2‐5

members)


Can be individual,

group or a

combination of

individual and

group exhibits.

3 individual documentaries

3 individual websites

3 group websites (2‐5 members)

3 individual documentaries

3 individual websites

3 group websites (2‐5 members)

Parking for buses will be at the Ferrell Center. Directions for dropping off and picking up students

will be forwarded to participating schools two weeks prior to the fair. All other vehicles can park in

visitor parking directly behind Bill Daniel Student Center (BDSC); most parking lots on the Baylor U.

campus host parking areas with some designated visitor’s spaces and there are several parking

garages – look for VISITOR’s spaces. EXCEPTION ‐ the parking garage closest to BDSC is student

parking only.

One student per division/per school may be nominated for the Ada Margaret Smith Award for the

Most Promising Young Historian. Application/nomination for this award must be received in the

HOTRHF office by February 3. Call the HOTRHF the week of the fair for the assigned interview time.

One student per school in his or her junior or senior year of high school may apply for the Baylor

University Scholarship Award. Applications for this award must be received in the HOTRHF office by

February 3, 2015. Call the HOTRHF the week of the fair for the assigned interview time.

Please refer to the schedule of events in your current rulebook for tentative dates and times of all

events. Students in the historical paper and web site categories must register during designated

times on February 19th & 20th or be subject to forfeit all awards. A firm schedule will be sent to your

school approximately two weeks prior to the fair.

T‐shirt orders will be accepted beginning in November of 2014 Payment of $10.00 in cash, check or

money order is required prior to the order being placed. Please indicate size (adult sizes available

only in S, M, L, XL, 2X and 3X) and total number of t‐shirts ordered. Please see the HOTRHF Web site

for t‐shirt information at http://www.baylor.edu/historyfair/. The on‐line registration process for

each student and teacher does NOT include t‐shirt ordering at this time. Orders must be placed

direct with the HOTRHF office.

HOTRHF invites all sponsors to a luncheon in their honor and a brief meeting at 12:00 noon on

Friday, February 20th in the Loessin Room at the back left‐side of the Barfield Room where the

Exhibits are displayed. Sponsors, please RSVP for lunch and plan for your students to be supervised

during that time.


Entry Information and HOTRHF Website

ENTRY FORM INFORMATION & HOTRHF WEBSITE

Official entry on‐line registration instructions are available in this book

(see Section 8)

Note to all teachers:

HOTRHF ONLINE

Registration opens December 1, 2014

Registration closes January 12, 2015

Thank you

You are invited to visit the HOTRHF Web Site

To view the HOTRHF Handbook of Rules and much more.

For the 2014‐2015 HOTRHF FAIR

www.baylor.edu/historyfair

2015 Theme of the Year

Leadership and Legacy in History


Mailing address:

Baylor University ∙ One Bear Place # 97186

Waco, Texas ∙ 76798‐7186

Physical Address of Office:

1429 South 5th Street

(The office is located inside The Texas Collection at Carroll Library on

the Baylor University campus.)

Office phone: (254) 710‐3783

Office hours:

8:00 am – 5:00 pm Monday through Friday

[email protected] (Staff)

[email protected] (Board President)

Web Site:

http://www.baylor.edu/historyfair

T E A C H E R S ‐ PLEASE CONTACT HOTRHF OFFICE IF YOUR SCHOOL WILL BE PARTICIPATING IN OUR

2015 REGIONAL FAIR.

THIS WILL ENSURE YOUR SCHOOL IS ON OUR CURRENT MAILING LIST FOR ENTRY INFORMATION.