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2019-2020
NationalHistory Day
TABLE OF CONTENTS
Your History day experience is divided into four parts: Research, Analysis, Presentation, and Formatting Your Research Paper.
FACS DUE DATES .......................................................................................................................... 3 CONTACT US ................................................................................................................................... 4
Part One: Research Research is the most important part of creating a History Day entry.
2020 THEME NARRATIVE ............................................................................................................5-6
SELECTING A TOPIC ......................................................................................................................... 7
NARROWING TOPIC ......................................................................................................................... 8WORKSHEET: NARROWING FUNNEL ................................................................ 8
FINDING INFORMATION ..................................................................................................................... 9PRIMARY AND SECONDARY SOURCES ............................................................................................10ADDITIONAL RESOURCES: LOC, NATIONAL ARCHIVES, GALE RESOURCES........................................11 RESEARCH QUESTIONS ..................................................................................................................12
WORKSHEET: RESEARCH STRATEGY ............................................................12
HISTORICAL CONTEXT GRAPHIC ORGANIZER................................................................................13-14
Part Two: Analysis Once you've located your materials, it's time to figure out what it all means.
ANALYSIS OVERVIEW .....................................................................................................................15 THESIS STATEMENTS..................................................................................15HISTORICAL CONTEXT ................................................................................15
Part Three: Presentation Once you have completed your research you need to design an effective
entry for your category.
CHOOSING A CATEGORY ................................................................................................................16CATEGORY: EXHIBIT ................................................................................................................. 17-18
WORKSHEET: PLANNING YOUR EXHIBIT .........................................................19CATEGORY: DOCUMENTARY ...........................................................................................................20
WORKSHEET: DOCUMENTARY ORGANIZATION .................................................21CATEGORY: PERFORMANCE ............................................................................................................22
CATEGORY: WEBSITE ............................................................................................................... 23-24WORKSHEET: WEBSITE ORGANIZATION ........................................................25
CREDITS REQUIRED FOR VISUAL SOURCES IN EXHIBITS AND WEBSITES ..............................................26CATEGORY: RESEARCH PAPER .......................................................................................................27EVALUATING HISTORY DAY PROJECTS .............................................................................................28PROCESS PAPERS AND BIBLIOGRAPHIES .........................................................................................29BIBLIOGRAPHIES MADE EASY ..........................................................................................................30ALL ABOUT ANNOTATIONS...............................................................................................................31
Part Four: Formatting Your Research Paper Guides and examples to help you format and properly cite your paper.
8TH
EDITION MLA STYLE BASICS: CITATION FORMAT.. .........................................................................328
TH EDITION MLA STYLE BASICS: IN TEXT CITATIONS ......................................................................... 33
REFERENCES ................................................................................................................................34
2020 National History Day Theme
BREAKING BARRIERS IN HISTORY
August 30, 2019
September 27, 2019
November 15, 2019
December 6, 2019
January 17, 2020
February 29, 2020
Topic Due
Annotated Bibliography Due
Rough Draft Due
Final Draft of Research Paper Due
FACS History Day
West TN History Day at the University of Memphis
Contact Us Sherrie Hopper – [email protected]
History Department Chair
World History, Honors World History, DE Government, Government
Joey Lowe – [email protected]
Social Studies 7, 8
Jonathan Moody – jmoody@facsmemphis,org
World Geography, Honors World Geography
Joe Newman – [email protected]
U.S. History, AP U.S. History, DE U.S. History
Dana DeLisle – [email protected]
NHD Support
Carrie McDaniel – [email protected]
Library Director
Linda Wong – [email protected]
Library Assistant
Cindy Winston – [email protected]
Economics
2020 Theme Narrative: Breaking Barriers in History Cathy Gorn, Ph.D., Executive Director, National History Day®
We have a new theme for National History Day (NHD) 2020— Breaking Barriers in History. At frst glance it seems fairly straightforward; however, sometimes things are not always what they seem. Your frst task is to think carefully and critically about what “breaking barriers” means before you choose a topic to research.
The Merriam-Webster Dictionary defnes a barrier as “something material that blocks or is intended to block passage.” What comes to your mind when you think of physical barriers? Why are barriers built in the frst place? Who builds them and what do they hope to accomplish?
Merriam-Webster also defnes a barrier as “a natural formation or structure that prevents or hinders movement or action.” What natural barriers come to mind that made movement by people difcult? Rivers, mountains, oceans, deserts, jungles, and more have been barriers in history. How did people come up with ways to break, or perhaps more likely hurdle, such barriers? Why was that important and what were the consequences? How did breaking such barriers infuence the development of your community?
The Dictionary also explains a barrier as “something immaterial that impedes or separates.” How is something a barrier if it is not a physical barrier? Think about ideas as barriers. In what ways might legislation create or break barriers? Consider the history of your community. How did legal decisions decide questions about social or racial barriers? Were such barriers broken? How and why?
For a barrier to be broken, it must exist in the frst place—either naturally like a mountain or created by humans and societies. For example, why was the Berlin Wall built? To protect people? From what? To control people? Why? What impact did it have locally? How about globally? Why did the Berlin Wall come down—why was it broken apart? What impact did that have on people in Berlin and around the world?
So, barriers can be physical, natural, or ideological. When you think of barriers, it is common to assume a barrier is a negative thing—created by people and societies, keeping them from the freedom to move or think for themselves. But are all barriers negative? Let us turn this upside down.
What barriers have had positive consequences in history? How about barriers against the spread of disease? Against pollution? Think about the Constitution of the United States. Did the Founders include barriers to protect democracy? Why did they feel it was necessary? The Founders were careful to consider historical context and understood that they could not predict
the future. Did they create a process to break barriers withinthe document or add new ones? How and why? How did this process infuence the course of the history of the United States?
Think about life in rural areas. How and why was barbed wireused in some places? How did it change the way in which people thought of private versus public property? Were there long-term consequences? If so, what were they?
“Firsts” might come to mind when you hear the theme for 2020. For example, the frst to break the sound barrier. Why was it useful to break that barrier? What impact did that have on the history of fight? Of engineering? Of time? Was being frst the most important message in this case, or was it the breaking of the barrier that transformed engineering and scientifc opportunities and created change? A perennial favorite topic for NHD has been Elizabeth Blackwell, the frst woman admitted to medical school in the United States. Did she break a barrier or did she put a crack in it?
2020 marks the one hundredth anniversary of women’s sufrage. The Nineteenth Amendment to the U.S. Constitutiongave women the right to vote. But women (and their male supporters) had been fghting for this right for decades, so why did male politicians pass and ratify the amendment in 1920? What was diferent from other attempts? Did you know that women in the Wyoming Territory gained the right to vote in 1869? Was this done because men in Wyoming believed women were their equals and thus should have the same privileges? Or was there another, more expedient reason? To understand this question, you must examine it (as you must with any topic) by placing it into historical context.
Can you think of breaking barriers in world history? What kind of a barrier was feudalism in Medieval Europe and for whom? How did it structure society? Why? How long did it last and why was it fnally broken? Can you think of political barriers and their consequences in China? In the Soviet Union? What were these barriers designed to achieve? Why? Can you explain how and why political barriers might be overcome?
Rarely is it one individual who breaks a barrier on his or her own; often it takes groups or movements to break barriers. In the year 1215, King John of England was forced to sign theMagna Carta. Why? By whom? What was the document and how did it infuence the history of democracy?
Some barriers are theoretical, like state or national boundaries, and many boundaries are redrawn over time. These might be the result of war, treaties, or exploration. How were suchboundaries decided? Why? What impact did they have on the
NATIONAL HISTORY DAY 2020 5
course of history—locally, nationally, or globally? For example, before 1871 Germany was not unifed; instead, it was made up of numerous states. What brought these German states together? Why? How did German unifcation afect Europe and the world? What were the consequences?
Attitudes can be barriers. Some people have experienced physical or mental barriers. Historically, people with disabilities were often considered unft for society. Today, we are more welcoming and accommodating to people with physical or mental issues. What happened to change such attitudes? What barriers were overcome and how? What was the Americans with Disabilities Act? What were the consequences for individuals and the communities in which they lived? Did attitudes related to race, poverty, or education cause people to create barriers. How? Why? Or how about barriers related to language and communication?
Do not forget about topics related to science and technology. How were attitudes regarding religion sometimes barriers to science? Consider the debate between Galileo and the Catholic Church. Or, you might think about the technological developments that broke barriers. What barrier did the invention of the printing press overcome? What changed as a result? What signifcance did this invention have in the short and long terms?
Why is historical context important? Considering the time and circumstances in which your topic took place is critical to drawing conclusions about your topic’s signifcance in history. It is not enough to describe what happened; you must explain why your topic was important in history. Why and how did something happen? Most signifcantly, what were the consequences and how did your topic infuence the course of history? This is what historians do and the year 2020 reminds us that our job is to see into the past. We do not have perfect 20/20 vision, but we do have the advantage of hindsight and the ability to conduct research and look at multiple perspectives. And historians have time and distance to examine change, consequences, and signifcance.
As you consider possible topics related to the theme, check out the essay in this book by Dr. Susan O’Donovan about the steps to researching and creating your NHD project.
Regardless of your topic, whether you chose from local, national or world history, no matter what time period, do not forget to answer the most important question:
SO WHAT?
TO ACCESS MORE THEME RESOURCES, GO TO NHD.ORG/THEMEBOOK.
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2020: Breaking Barriers in History
Many people will think of topics related to war and politics after hearing about this year’s National History Day theme. With a little more creativity, you can connect far more topics to this year’s theme.
Start with the definitions. There are a few ways you can think of barriers. Consider the different types: Something that prevents or blocks movement or access Something immaterial that impedes or separates A law, rule, or problem, that makes something difficult or impossible
Things to Consider Point of View: Think about multiple points of view when researching your topic. Breaking a barrier for
one person may put up a barrier for another. Why is this important to know? Many Ways to Break Barriers: There are many ways to break different barriers. You could be the first
to accomplish something, change laws or ideas, or physically move through a barrier. You will have to decide how your topic broke a barrier.
Positive or Negative Consequences: Just like you need to look at your topic from multiple points ofview, you may also find that breaking a barrier might not always bring positive change. Are there ways that a barrier can break that lead to negative consequences?
PART ONE RESEARCH
The key to an effective History Day entry is the combination of a good topic with good research. Here are some characteristics to think about in selecting a topic for History Day this year.
Make sure it fits the theme. Your topic needs to have a connection to the History Day theme.You may need to do some preliminary research to figure this out.
You are interested in this topic. You will be spending a lot of time researching. It helps if youare interested and want to learn more. If you’re working in a group, all members should agree on the topic.
There is research out there about your topic. Do some preliminary searching to figure out ifthere are a variety of primary and secondary sources you can find about your topic.
Your topic has significance. In a successful History Day project, you need to be able to make anargument about how your topic was important in history. This doesn’t mean you need a world-famous topic. Even local history topics had an impact in history.
Your topic is historic. If you select a topic that’s toorecent, you’re going to have a hard time discussing your topic’s long-term significance in history. Selecting a topic that took place at least 20 years in the past will help to ensure you’re not focusing on current events.
Tip: Like your topic. You will be spending a
lot of time with it!
SELECTING A TOPIC
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Once you know your interest, the next step is to narrow your general ideas into a more focused topic. Why? History Day projects aren’t huge. If you pick a topic that’s too big, you’re not going to have enough space or time to include all the information you want in your project.
Consider this example. Your group is interested in racial equality movements, but realizes that this topic needs to be narrowed down. Because it is an election year you decide to research “U.S. Civil Rights Movement.” However, this topic is still too broad. You have not defined the “where” and “when” for your study.
At this point one of your group members decided it would be best to focus on Martin Luther King Jr.’s involvement in civil rights in the United States.
After doing some research, you read about his work to fight segregation in Birmingham, Alabama. This would be a great, narrow topic to focus on for History Day!
Your narrowing won’t stop there. As you dig into this topic you will come up with research questions. What was happening in Birmingham? What sort of opposition did they face? How did their actions change history?
NARROWING YOUR TOPIC
Conflict and Compromise in History
Racial Equality
U.S. Civil Rights Movement
Montgomery Bus Boycott
Research Questions
Theme
General Interest
Broad Topic
Narrow Topic
Thesis
Conflict and Compromise in History
WORKSHEET: THE TOPIC NARROWING FUNNEL Using the funnels below, try narrowing down two of your general interests into more focused topics.
Breaking Barriers in History
Breaking Barriers in History
Breaking Barriers in History
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FINDING INFORMATION
Research Strategy As you start to gather information it is important to have a research strategy. Your strategy has two parts:
1. Finding sources of information2. Keeping track of notes and sources
Where should I start? The best place to begin your search for sources on your topic is in your school or local library. An encyclopedia is a good place to find basic information about your topic. Searching the Internet may also lead to some primary and secondary sources. It is important to find other sources of information and not depend only on encyclopedias and the Internet.
How can I find more sources?Once you have collected the basic information and sources on your topic, you may want to try to locate some unique sources. Consider looking for primary sources and more scholarly secondary sources at:
Municipal, County, or College Libraries: These libraries have more resources than schoollibraries. They are especially helpful because they have primary sources, such as old newspapers.
Historical Societies: If your topic is on Minnesota history, a historical society may be helpful.State and local historical societies specialize in collecting information about Minnesota. Some historical societies and archives also have specialized collections that relate to national topics.
Interviews: If people connected to your topic are still living, you can conduct oral historyinterviews with them. Contact your interview subject to set up a time and place to meet. Write your questions in advance and be prepared to take notes or record the interview. If you cannot meet in person you can send them questions in the mail, by e-mail or over the phone. Make sure to remember to send a thank you note to them afterwards!
Talk To a Librarian: One of the best resources for finding information on your topic is a librarianor media specialist. These people are professional information-gatherers and are helpful in answering your research questions.
Tip: Books containing footnotes or a bibliography
can provide you with listings of many other sources that the author used for their research, both primary and secondary,
relating to your topic.
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PRIMARY & SECONDARY SOURCES When historians study a topic, they try to gather a wide variety of sources during their research. Historians use sources like a lawyer uses evidence. Both need information to "make their case." But not all sources are the same. Historians classify their sources in two categories: Primary and Secondary. You will be required to use both types of sources for a successful History Day project.
Secondary Sources Secondary sources are usually published books or articles by an author who makes a personal interpretation about a topic based on primary sources. The writer is not an eyewitness to, or a participant in, the historic event. Most books, encyclopedias, and websites are secondary sources. Secondary sources are useful because they provide important background information about your topic. The footnotes and bibliographies of secondary sources will also lead you to primary sources.
Primary Sources Primary sources are materials directly related to a topic by time or participation. They provide a first-hand account about a person or an event because they were written or produced in the time period you are studying, are eyewitness accounts of historic events, are documents published at the time of specific historic events, or are later recollections by participants in historic events.
Examples of Secondary Sources:
Biographies History textbooks Books about the topic Articles about the topic
Encyclopedias Media documentaries Interviews withscholars/experts
Websites
Examples of Primary Sources:
Historic objects Government records Photographs
Manuscript collections Newspapers from the era Music of the era
Interviews with participants Letters Original film footage
Autobiographies
Using the Internet for History Day Research The Internet is an extraordinary resource for research of all kinds, but it is not the answer to all your History Day research challenges. What the Internet can do for you…
Along with reference books at your school library, the Internet is a great place to start yourresearch. Find basic information about your topic or even figure out ways to narrow a topic.
The Internet can even make your research trips to libraries more efficient! You can save valuableresearch time at the library by finding the library’s available resources before you go.
There are a growing number of sites that provide web access to primary sources. Once younarrow your topic, check to see if there are any primary sources available online.
Caution! Caution! Caution! Beware of questionable Internet sites. Remember, anyone can post information on the web! A
site hosted by the Library of Congress is more likely to have accurate information than a site hosted by “Jane the Civil War buff.” Think about the credibility of Internet sites just as you would other types of sources.
Only a small percentage of source material is available on the Internet. Online research should bedone in combination with more traditional historical research, not instead of it.
Often students complain that they are finding the same information on each website they visit.Books often offer a deeper level of analysis than websites. Going offline can broaden your understanding of your topic.
Additional Resources
Library of Congress The Library of Congress has digitized hundreds of thousands of primary source
documents.
https://www.loc.gov/collections
http://www.loc.gov/pictures/
https://www.archives.gov/
https://www.galepages.com/tel_k_frstassemc
National Archives The National Archives houses records dating back to 1775.
Gale Resources Our subscription to Gale includes a general database with full text articles
covering a wide range of academic topics, along with several history specific
databases.
http://www.loc.gov/teachers/usingprimarysources/finding.html
Plan a strategy for your History Day research, including what to search for and where to look.
WORKSHEET: RESEARCH STRATEGY
Encyclopedia Interview with Scholar
Website
1. What are some important words, dates, or people related to your topic? These words will help you tosearch for sources. Remember to check spelling!
________________________
________________________
________________________
________________________
________________________
________________________
2. What types of secondary sources might exist about your topic? Circle the types of sources you think youcould find about your topic
3. What types of primary sources might exist about your topic? Circle the types of sources you think youcould find about your topic.
Diary
Interview with Participant
Government Records
Photographs
Letters
Historic Objects or Site
Original Film Footage Music of the Period Newspaper from the Time Period
RESEARCH QUESTIONS Successful research involves more than just finding all the information out there about a topic. You will never be able to find—or read—all this information. Having a narrow topic will help you to keep their projects to a manageable size, but you can focus your research and project even more by developing research questions.
Writing Research Questions Good historical research questions will allow you to investigate issues of cause and effect, change over time, differences in perspective, etc. What were the causes of past events? What were the effects? How did past decisions or actions affect future choices? What has changed?
Research questions are different than information-seeking questions. Information-seeking questions
help you to understand the basic facts about your topic. When was the 19th amendment passed? Who was the first president of the United States? How does a bill become a law? You will likely answer these questions just by reading an encyclopedia article about your topic.
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Book
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Video Documentary
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PART TWO ANALYSIS
Now that you’ve done your research, it’s time to figure out what it all means. In this phase of History Day, you are going to be making an argument about the significance of your topic in history. This argument, also called your thesis statement, is the central focus of your entire History Day project!
Thesis Statements Your thesis statement is the essential element of your History Day project. It will be the centerpiece of any project. It should be clearly included in your website or exhibit. Your thesis should be woven into the beginning and the end of your performance or documentary script. The thesis should make an appearance within the first two paragraphs of a research paper.
Using your thesis as a guide, you will decide what information you need to include in the rest of your project as supporting information and evidence. Everything you include in your project should directly support to your thesis.
Writing a thesis statement can be hard work. You should go through several drafts of your thesis. Don’t expect it to be perfect the first time. The worksheet on the following page will give you a few ideas about how to get started.
Remember when we talked about research questions? They can also come in handy when writing your thesis statement. The answer to well-written research questions can form the basis for a good thesis statement. Check out the example below about Rosa Parks.
Remember Your Theme Connection As you are thinking about developing your thesis statement, it’s important to revisit your theme connection. The strongest History Day projects will weave the central ideas of the theme into the thesis, as well as the project itself.
Try to include the idea of a breaking barrier in your thesis. Look for ways to include the theme words in your section heading or text. This will help to show the judges your theme connection.
Historical Context Nothing in history happened in isolation. Every topic was influenced by people, ideas, or events that came before it. The impacts of every topic went on to influence other people, ideas, and events. This relationship of a topic to the environment surrounding it is called historical context.
Research Questions Sample Thesis Why did Rosa Parks refuse to give up her seat on the bus? What other events were going on in the Civil Rights Movement? What impact did her actions have on the Civil Rights Movement?
Rosa Parks was arrested in Montgomery, Alabama when she refused to give up her bus seat to a white passenger in 1955. The following year-long bus boycott and Supreme Court battle broke the barrier of segregation on public transportation, opening doors for other civil rights movement victories through non-violent protest.
PART THREE PRESENTATION
The third part of this guide offers ideas on how to present your research in one of the following History Day categories, including planning projects and category tips.
RESEARCH PAPER EXHIBIT DOCUMENTARY PERFORMANCE WEBSITE
Remember, the research paper category is only open to individual entries. Exhibits, Documentaries, Performances, and Websites may be created as individual or group entries. Ask your teachers for rules about how many members you can have in a group. The suggestions presented here are not complete. These ideas are only a starting point, and you are encouraged to create your own strategies for developing your project.
Choosing a Category When selecting a category it is important to consider the following:
Which category best fits your interests and skills (or the talents of group members)? Will you have access to the equipment or materials you need to present your entry? This is
especially important for documentaries and websites! Does your research fit one category better than another? For example, do you have enough
pictures and illustrations for a documentary?
Once you have selected a category, try to look at examples created by other students. Go to https://www.nhd.org//project-examples for example projects. This may help give you ideas about the best way to present your topic. Your own creativity, in combination with good research, will make your presentation stand out.
The History Day Contest Rule Book After choosing your category be sure to consult the History Day Contest Rule Book for complete information on the rules that relate to your entry. The Contest Rule Book will also describe the judging criteria for evaluating History Day entries. You can download a Contest Rule Book by going to https://www.nhd.org/sites/default/files/Contest-Rule-Book.pdf
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CATEGORY: EXHIBIT Exhibits are visual representations of your research and analysis. They are easy to understand and attractive, similar to exhibits in a museum. To be successful, an exhibit must create an effective balance between visual interest and historical explanation.
Size Requirements The overall size of your exhibit when displayed for judging must be no larger than 40 inches wide, 30 inches deep, and six feet high. Measurement of the exhibit does not include the table on which it rests; however, it would 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.
Word Limit There is a 500-word limit that applies to all text created by the student that appears on or as part of an exhibit entry. This includes the text you write for titles, subtitles, captions, graphs, timelines, media devices (e.g., video or computer files), or supplemental materials (e.g. photo albums, scrapbooks, etc.) where you use your own words. You must give a brief credit for each visual on your board, these do not count towards your word limit. If you use a media device, you are limited to three minutes of audio or video.
Common Exhibit Types
Three-Panel Exhibit The most common style of exhibit entry is a three-panel display. This style is the least complicated to design and build, but is still a very effective way to present your information.
Be sure your title is the main focus your project. Try to use the center panel to present your thesis. Remember that you read from left to right, so your exhibit should
be in a logical order, beginning with the left panel.
Artifacts or other materials may also beplaced on the table between the side panels. Make sure they relate directly to your topic.
Three-Dimensional Exhibit A three-dimensional exhibit is more complicated to construct but can be especially effective for explaining themes where change over time is important. Like the three-panel display, one side should contain your title and main theme. As you move around the exhibit the development of your topic can be explored. It is not necessary for the project itself to be able to spin. You may set it on a table (or the floor) so people can walk around it.
HEART OF THE STORY
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Planning Your Exhibit A successful exhibit entry must be able to explain itself. The judges shouldn’t need to depend on your interview to understand your argument. It is important that you design your exhibit in a way that your photographs, written materials, and illustrations are easy to understand and to follow.
Avoiding Clutter It is always tempting to try to get as much onto your exhibit as possible, but this usually makes for a cluttered and confusing display. Try to select only the most important items for your exhibit. If your panels look like this , there’s too much stuff!
Plot it Out Advance It’s important to plan out your exhibit in advance. Each section should be labeled. These labels for your title and main ideas are very important because they direct the viewer’s eye around your exhibit. Figure out what you want in each section, including drafts of your text and ideas for quotes, photos, and other illustrations. Be sure to lay everything out BEFORE you glue it down.
Exhibits Must Include Credits for All Visual Sources Students must include a brief credit, on the exhibit itself, for all visual sources (e.g. photographs, paintings, charts, graphs, etc.). They must also fully cite these sources in their annotated bibliography.
Keep in mind that a credit will be much briefer than a full citation. For example: The creditbelow includes the organization where this picture can be found (Library of Congress), but does NOT include the details that are part of the bibliographic citation.
Students may consider including these credits in a smaller font, below the image on the exhibit,similar to how a credit appears in a book.
These brief credits do NOT count toward the student-composed word count.
Alic
e P
aul,
1918
, Lib
rary
of
Co
ngre
ss
Alice Paul was responsible for the
campaign for women’s suffrage
and the introduction of the Equal Rights
Amendment.
A brief, factual credit is required and does not count toward the 500-word limit.
Consider including your credit in a smaller font either below or along the side of the image.
A student-written caption does count toward the 500 word limit.
A caption is not required, but is sometimes a good idea to help show how the image supports your argument.
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ion.
W
ho a
re t
he m
ain
pla
yers
and
wha
t ar
eth
ey d
oin
g t
o p
rep
are
for
the
mai
n ev
ents
of
your
to
pic
?
Wha
t ar
e th
e ev
ents
lead
ing
up
to
the
mai
n ev
ent(
s)?
W
hat
was
life
like
bef
ore
the
mai
nev
ent(
s) o
f yo
ur t
op
ic?
The
“H
eart
of
the
Sto
ry”
or
“Mai
n E
vent
s” d
escr
ibe
the
key
det
ails
of
your
to
pic
.
G
ive
the
maj
or
det
ails
ab
out
the
mai
nev
ent(
s) in
yo
ur t
op
ic. W
hat
actu
ally
ha
pp
ened
?
Incl
ude
spec
ific
det
ails
ab
out
the
mo
stcr
itic
al p
eop
le a
nd e
vent
s re
late
d t
o
your
to
pic
.
Thi
s se
ctio
n g
ener
ally
co
vers
a s
mal
ler
tim
e p
erio
d (
seve
ral m
ont
hs t
o s
ever
al
year
s).
Fo
cus
on
wha
t ha
pp
ened
sho
rtly
af
ter
the
mai
n ev
ents
of
your
to
pic
.
W
hat
are
som
e o
f th
e re
acti
ons
to
the
mai
n ev
ent,
sho
rtly
aft
er it
ha
pp
ened
? B
e su
re t
o c
ons
ider
bo
th
po
siti
ve a
nd n
egat
ive
reac
tio
ns.
Did
any
thin
g c
hang
e ri
ght
way
? N
ewla
ws?
New
way
s o
f th
inki
ng?
W
ho w
as a
ffec
ted
by
the
even
t?
Wer
e th
ere
inte
nded
/uni
nten
ded
cons
eque
nce
s?
Tak
e a
step
bac
k an
d t
hink
ab
out
th
e hi
sto
rica
l sig
nifi
canc
e o
f yo
ur
top
ic. B
e su
re t
o c
onn
ect
this
bac
k to
yo
ur t
hesi
s!
H
ow
are
thi
ngs
diff
eren
t b
ecau
se o
fyo
ur t
op
ic?
W
hat
is t
he lo
ng
-ter
m s
igni
fica
nce?
D
id y
our
to
pic
infl
uenc
e o
ther
hist
ori
cal e
vent
s?
W
hy is
thi
s to
pic
imp
ort
ant
in h
isto
ry?
Th
eme
Co
nnec
tio
n: T
here
is n
o r
equi
rem
ent
for
whe
re y
ou
sho
uld
dis
cuss
“B
reak
ing
Bar
rier
s” in
yo
ur p
roje
ct Y
ou
sho
uld
try
to
wo
rk t
hese
idea
s in
to y
our
pro
ject
inth
e se
ctio
ns w
here
it m
akes
the
mo
st s
ense
, bas
ed o
n yo
ur t
hem
e co
nnec
tio
n an
d t
hesi
s st
atem
ent.
19
CATEGORY: DOCUMENTARY In the documentary category you will create a ten-minute film like the ones on PBS or the History Channel. Two popular technologies used for documentaries are computer-generated slide presentations and digital video presentations. Whichever technology you choose, keep the following in mind:
Make a storyboard of the types of images you want to use to explain your topic. Collect a large number of images to avoid too much repetition. You’ll need about 100 images for
a ten-minute documentary. Use appropriate music as an important addition to your recorded script. Write your script or narrative first and then add images. Make sure that the script fits with the image on the screen. Preview early and re-edit at least once.
Video Presentations Here are some suggestions for video presentations:
Remember: Students must operate the camera and the editing equipment. Stay organized. Draw up a storyboard of the scenes you will be shooting. Present a variety of panning shots, interviews, original footage, and still photographs. Appropriate music is an effective addition to your soundtrack, but remember that the music
must match your presentation. Do not let it overshadow the verbal presentation. Watch professional documentaries for ideas. At events, be sure to test the available equipment so that your DVD works correctly. If you are burning your documentary to a disc, make sure you burn the whole video, not just the
file!
Computer-Generated Slide Presentations Computer slide-show software programs, such as PowerPoint, provide excellent tools for combining the audio and visual aspects of a documentary. When using computers to develop slide shows, don’t rely on screen after screen of text to tell your story. Images driven by a recorded audio track are much more effective than bullet points or text pages. If you plan to run your slide show from a computer, be sure to bring all the necessary equipment with you to the History Day event. They are less common than video presentations.
Storyboards Regardless of what type of documentary you decide to create, a storyboard is a great tool that helps you combine the audio and visual elements of your project. It will also save you time when you go to create your final product.
You can make a storyboard form by creating a three-column table similar to the one shown on the right. Label the columns Notes, Visual and Audio. Use the Visual and Audio columns to match your narrative with the images you intend to use to illustrate your points. Use the Notes column to add any information about the section that will help you during the production stage.
20
THE
DO
CU
ME
NTA
RY
RO
LL
Titl
e (1
5 se
c.) Th
esis
(1
min
ute)
Ab
out
50
wo
rds
In
corp
ora
teth
eme
wo
rds
D
on’
t ha
ve t
ola
bel
“th
esis
” o
r p
ut o
n sc
reen
Rem
emb
er, i
t’s
the
road
map
to
yo
ur p
roje
ct
Bac
kgro
und
/B
uild
up
(2 m
in. 3
0 s
ec.)
Pla
ce y
our
to
pic
inhi
sto
rica
l co
ntex
t
Wha
t in
form
atio
n d
ow
e ne
ed t
o k
now
to
he
lp u
s un
der
stan
d
your
to
pic
?
Wha
t o
utsi
de
peo
ple
,id
eas,
or
even
ts w
ere
go
ing
on
to in
flue
nce
your
to
pic
?
Who
are
the
mai
np
laye
rs a
nd w
hat
are
they
do
ing
to
p
rep
are
for
the
mai
n ev
ents
of
your
to
pic
?
Wha
t ar
e th
e ev
ents
lead
ing
up
to
the
m
ain
even
t?
W
hat
was
life
like
bef
ore
the
mai
n ev
ents
of
your
to
pic
?
Mai
n E
vent
(2
min
. 30
sec
.)
M
ajo
r d
etai
ls a
bo
ut t
hem
ain
even
ts in
yo
ur t
op
ic
In
clud
e sp
ecifi
c d
etai
lsab
out
the
mo
st c
riti
cal
peo
ple
and
eve
nts
rela
ted
to
yo
ur t
op
ic
T
his
sect
ion
gen
eral
lyco
vers
a s
mal
ler
tim
e p
erio
d (
seve
ral m
ont
hs
to s
ever
al y
ears
)
End
Tit
les/
Cre
dit
s (1
5 se
c.)
C
red
it t
he m
ain
sour
ces
of
aud
io a
nd v
isua
l so
urce
s
Tha
nk p
eop
le,
org
aniz
atio
ns,
and
lib
rari
es
who
hel
ped
or
cont
rib
uted
to
yo
ur p
roje
ct.
Co
nclu
sio
n (1
min
ute)
Res
tate
yo
urth
esis
Fo
cus
on
the
mai
n p
oin
ts
you
wan
t yo
ur
aud
ienc
e to
ta
ke a
way
So
wha
t?
Why
is t
his
top
ic
imp
ort
ant
in
hist
ory
?
Inco
rpo
rate
them
e w
ord
s
Sho
rt a
nd L
ong
-Ter
m
Imp
act
(2 m
in. 3
0 s
ec.)
Wha
t ar
e so
me
of
the
imm
edia
te r
eact
ions
to
the
mai
n ev
ent,
sh
ort
ly a
fter
it
hap
pen
ed?
W
hat
chan
ged
? N
ewla
ws?
New
way
s o
f th
inki
ng?
W
ho w
as a
ffec
ted
by
the
even
t?
H
ow
is t
he w
orl
dd
iffer
ent
afte
r th
e m
ain
even
ts o
f yo
ur
top
ic?
Wha
t is
the
long
ter
msi
gni
fica
nce?
Whe
re t
here
inte
nded
/uni
nten
ded
co
nseq
uenc
es?
D
id it
infl
uen
ce o
ther
hist
ori
cal e
vent
s?
Hea
rt o
f th
e St
ory
Trac
k 1:
Stu
den
t-re
ad n
arra
tio
n an
d o
ral h
isto
ry in
terv
iew
s
Trac
k 2:
His
tori
cally
ap
pro
pri
ate
mus
ic a
nd s
oun
d e
ffec
t
21
CATEGORY: PERFORMANCE The performance category allows you to create a historical argument using acting. It will be a dramatic portrayal of your topic’s significance in history. Entries in this category must have dramatic appeal, but not at the expense of historical information.
Basic Rules No longer than 10 minutes Must be an original production You must set up the props before your performance by yourself
Research Comes First Don’t jump right in and start writing a script. Do good research first. This is the foundation for your entire project!
Develop a Thesis Even in the performance category, it’s important that you are discussing the significance of your topic in history. After you’ve done your research, develop your thesis before you start planning your performance.
Brainstorm Scenarios Once you have a thesis, it’s your chance to figure out which characters and scenarios will best help you to discuss this for your viewers. Be creative! Consider not just the major players in your topic. What people were connected to this topic that might provide an interesting point of view on the issue? Remember: You want to avoid presenting an oral report on a character that begins with when they were born and ends with when they died. Become the historical figure and write your script around an important time or place that will explain your ideas.
Write the Script The average script for a ten-minute performance is four to five double-spaces pages. Make sure your thesis is clear in your performance, ideally incorporated into the beginning and ending of your performance. Make sure your script contains references to the historical evidence, particularly the primary source material you found in your research. Using actual dialogue, quotations, or taking excerpts from speeches are good ways to put historical detail into your performance.
Practice! Once you have a solid script you can begin practicing. This will include blocking, memorizing, costumes and set design. Often times the more simple props and costumes are the better. Good costumes help make you convincing, but be sure they are appropriate to your topic. Consult photographs or costume guides if you are unsure about appropriate dress. See examples of historical plays to get ideas about stage movements, use of props, etc.
Remember What’s Important Don’t get carried away with props! Content is the most important factor in your performance and any props you use should be directly related to your theme. Props should help you to emphasize the key concepts of your performance. Remember, you only have five minutes to put up and take down your props.
22
23
The website category allows you to create an interactive, educational website. The key to the website category is a strong historical argument and evidence supported by clear organization, simple navigation tools, and interactivity without glitz.
The NHD Website Editor Students creating a website must build their site using the NHD Website Editor, a free, online web-building tool. You can access this at http://nhd.org/categorywebsite.htm
Students can save and edit their website throughout the History Day year, though you will be locked out of editing your website while judging is taking place.
General Technical Specs No more than 1,200 visible, student-composed words. This doesn’t count words you don’t write
(such as quotes or words in primary sources). It also does not count recurring menus and titles in the navigational structure of your site.
Sites can be no larger than 100 MB. The NHD Website Editor will limit you to this amount. Your use of multimedia clips may not exceed 4 minutes. It’s up to you if you do multiple short
clips, or a few longer ones. You may not narrate audio/video clips. All visual and multimedia material must include a brief credit on your website as well as be
included in your annotated bibliography. These do not count towards your word limit. Your process paper and bibliography must be included as an integrated part of your website.
They do not count towards your total website word limit. See the National History Day Contest Rule Book for complete rules. Make sure to publish your website as you make changes!
Research and Planning out Your Website First It may be tempting to begin using the NHD Website Editor right away, but actually building your website is one of the final steps in your process. You will want to do your research and develop a thesis first. Once you have an idea of what you want to say, plan your website out on paper. Decide on the pages you need, how they will be organized, and what sort of supplemental media content you might want to use.
Consider Including... The most successful websites are more than just a paper on a computer screen. This category gives you the opportunity to share your ideas in a variety of engaging formats, including multimedia clips, images, and primary sources within your website. As you decide which elements to include, remember to only include those that relate most directly to your argument.
Competing with Websites After your website is built, be sure to test it on a number of
browsers (Internet Explorer, Safari, Firefox, Chrome) to ensure that it has the visual impact you desire.
Keep track of your project’s assigned web address as youwill need this to register.
CATEGORY: WEBSITE
24
Organizing Your Pages Once you’ve decided which pages you need on your website, there are several different ways to think about organizing and linking them together. No matter which approach you select, it’s important that it makes sense and isn’t confusing to viewers.
Website Rule Reminders!
Website: Multimedia is Limited to No More than Four Minutes for Entire Website A website may contain multimedia, audio, video, or both, but the grand total for all multimedia used within the website may total no more than four minutes. Students have a grand total of four minutes to divide up at their discretion. It is the student’s decision to divide up this overall media limit to best provide supporting evidence in their website.
Please note that any music or song that plays after a page loads is included in this total. A website could include many, smaller clips or include fewer, longer clips. The choice is up to
the student.
Website: Quotes and Visual Sources Must Be Credited Within Website Students must include a brief credit, in the website itself, for all VISUAL and WRITTEN sources (e.g. quotes, photographs, paintings, charts, graphs, etc.). They must also fully cite these sources in their annotated bibliography.
Keep in mind that a credit will be much briefer than a full citation. These brief credits do NOT count toward the student-composed word count.
The entire site, including all multimedia, may use no more than 100 MB of file space.
WORKSHEET: WEBSITE ORGANIZATION
Title Brainstorm a creative title for your website and write it here.
Begin planning out the pages you need in your website. Each page should directly support your thesis statement. Remember: These are just some beginning ideas. You may want to include more pages, fewer pages, or create subpages on your website. Just keep in mind the ease of navigation for your viewer.
Home
Process Paper & Bibliography
Thesis Statement You will want to include your thesis on your homepage, but do not have to
label it “thesis”. Write your thesis here and use it as a guide to decide which pages you want to include on your website.
Navigation Think about which pages would best
support your thesis statement and write them below. Remember—you can add as many or few pages as you want as long
as you’re organized.
25
26
The process of the research paper is similar to the writing of articles and books by college professors. Throughout your schooling, you will be expected to write research papers.
A research paper requires three basic steps: 1. Collection of information2. Organization of information3. Presentation of the topic in an interesting way
There are many books available on how to write research papers and you may find it helpful to look at one or more of them before you begin. Ask your history or English teacher to suggest some useful guides. Here are some of the most common questions about research papers:
How long does this paper have to be? History Day papers are 1,500 to 2,500 words in length (approx. 6-10 pages). Each word or number in the text counts as one word. The word limit does not apply to: notes, annotated bibliography, illustration captions, and supplemental appendix materials.
Must the paper be typed? No, but typing is always best, and you may have someone type your paper for you.
Be sure to refer to your Contest Rule Book for more information about title pages, footnote style, and entry requirements.
CATEGORY: RESEARCH PAPER
What is a citation?A citation is the evidence that you have done research. Citations link your reader to the sources that informed your thinking and show that you are participating in a scholarly conversation. Offering a citation gives your readers and other scholars access to your information sources if they wish to follow-up, or find more information on your topic.
Why should I cite my sources?To demonstrate you have considered others' researchTo direct readers to additional informationTo establish credibility as a careful researcherTo show professional honesty and courtesyTo avoid issues with plagiarism
What about common knowledge? Are those cited?Common knowledge includes facts that are known by a lot of people and can be found in many sources. An example might be the boiling or freezing temperature of water.Common knowledge can vary between subject fields, so think about your audience.If you have doubts about whether something is common knowledge, ask your instructor or another expert in the discipline.When in doubt ... cite!
27Lane Community College Library
At all levels of History Day competitions, judges are looking at the following criteria, which heavily focuses on the history behind your project. • 60% Historical Quality: Historical accuracy, analysis
and interpretation, historical context, wide research,uses available primary sources, research is balanced.
• 20% Connection to Theme: Clearly relates topic totheme, demonstrates significance of topic in history,draws conclusions.
• 20% Clarity of Presentation: Uses the categoryeffectively to explain ideas.
• Rules Compliance: Project follows general guidelinesfor History Day as well as category-specific rules.
Evaluating History Day Projects
28
All students must create and submit additional supporting materials with their projects. All categories must submit an annotated bibliography. All categories except papers must submit a process paper as well.
Title Page The title page includes the following information. Do not include any additional information or illustrations on the title page.
Title of the entry Name(s) of the student(s) who developed the entry Age division and category of the entry Word count
Exhibit: Include the student-composed word count for the exhibit and the total wordcount in the process paper
Documentary and Performance: Include the total word count in the process paper Paper: Include the total word count in the paper. Website: Include this information on the homepage of your website. Include the student-
composed word count for website and the total word count in the process paper
It is important to come up with a good title for your entry. A good title will quickly introduce your topic, but also adds wording that helps the viewer understand your point of view.
Process PaperStudents creating entries in the exhibit, documentary, performance, and website categories must also write a process paper. It is important to do a good job on this part of your entry because it is the first thing that people look at when evaluating History Day entries. The research paper category requires a title page and annotated bibliography, but does not include a process paper.
The process paper is not a summary of the topic, but an essay that describes the process of how the students developed the entry. This paper is no longer than 500 words, usually 4-5 paragraphs addressing:
How did you get the idea for this topic? Where did you go for your research? What types of sources (newspapers, documents,
interviews, etc.) did you use? How did you put your presentation together? What skills did you learn? How does your topic relate to the theme? Why is this topic important in history?
Annotated Bibliography A bibliography is an alphabetized list of the sources used in developing a historical project. An annotated bibliography not only lists the sources, but also gives a short description of each source and how you used it in your entry. A History Day bibliography should be separated into primary and secondary sources.
PROCESS PAPER AND ANNOTATED BIBLIOGRAPHY
Title
Name Junior Division Historical Paper
Paper Length: 2,234 words
Title
Names Junior Division Group Exhibit
Student-composed Words: 489 Process Paper: 410 words
Title
Name Senior Division
Individual Performance Process Paper: 425 words
Title
Name Senior Division
Individual Documentary Process Paper: 410 words
29
HANDOUT: BIBLIOGRAPHIES MADE EASY! Bibliographies are required for all entries. Your bibliography is a reflection of the depth of your research, making it a crucial part of your project. We know that they can be one of the most frustrating and difficult parts of the History Day process! With the invention of online reference and citation websites, the process has been made far less painful. Below are tips to make the process easier.
For each source you find…
Record When you find a new source, write down all required information for each source. Keep track of this in the
same place for all your sources. The information is slightly different for different types of sources. See the examples below for more information. Remember: You can use MLA or Turabian format for your citations.
Don’t wait until the last minute. Bibliographies can be time-consuming, detailed work. It is much easier tocomplete citations for each source as you go along
Don’t cite Google or Ask.com as sources. These are search engines. It would be like citing the librarywhere you found a book as the author
Reflect As you use each source, make some notes about how the source was useful to you and what it
contained. It’s easier to write it down as you use it, rather than trying to remember later. Use annotations wisely. Make sure to note sources that were extremely helpful. This is also your
opportunity to explain less well-known sources, especially websites.
Review As you start to prepare your bibliography, group your sources into different sections: Primary Sources and
Secondary Sources. Keep a separate section for images and pictures/illustrations. Alphabetize your source within the Primary and Secondary source categories. Don’t number your sources
in your bibliography. When done, polish your annotations and make sure each annotation explains what it was and how it was
useful to your research.
Sample MLA (8th Edition) Citation Formats
Books (Print): Last Name, First Name. Title of Book. City of Publication, Publisher, Publication Date.
Newspaper Article (Print): Last Name, First Name. “Article Title.” Newspaper Name, Day Month Year Published, page(s).
Photograph, Painting, Sculpture: Last Name, First Name. Title of Work. Year, Institution Where Item is Housed, City of Institution.
Websites: Last Name, First Name. Name of Site. Name of Institution/Organization affiliated with Site, Date of Resource Creation, URL. Date of access.
Accessed 10 May 2006.
For More Information: Easy Bib: www.easybib.com
Purdue Online Writing Lab: https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html
Bibme: http://www.bibme.org/
30
HANDOUT: ALL ABOUT ANNOTATIONS Annotations are brief descriptions (two to three sentences) of how each source contributed to your understanding or to the project. They generally include the following elements:
A brief description of what the source was (the format of source or what it contained). An explanation of how it was useful in shaping your understanding or how it was used in your project. Optional: An explanation of why you categorized the source as primary or secondary – only if it would be
unclear or confusing to the judges.
Example Annotations
Annotation Sentence Starters Try not to use “this source…” to start each annotation. Change it up by trying any one of the following. Remember: If you are working in a group, your annotations should use words like “we” and “our.” If you are working alone, your annotations should use words like “I” and “my.”
This book helped me / us to understand… This document was important to my/our topic because… After reading this newspaper article I / we …. I / We used this speech to… This website was… I / We found out that… This memoir provided me / us with… I / We learned that… This manuscript showed me/us that… I / We had a new perspective on the topic after reading this source because… This interview talked about… This book helped me / us to understand our topic better because…
Stuck? Feel like you’re repeating yourself? Pretend that you’re describing the book to your teacher. Try describing the author’s point of view in the
source. Did this source surprise or shock you? Tell us more. Was this one of your favorite sources? Describe why. Be specific. Was there one particularly important part of the source?
“This source helped me understand what role the Interim
Committee (a group of distinguished scientific, industrial, and political figures) played in the decision of the bomb. It helped me
understand their reasoning for dropping the atomic bomb. The Interim Committee advised the President on nuclear energy.”
“We used this book to learn more about recent events in the Israeli-Palestinian conflict, especially the war. It also contained some maps in it, which we used to get a better
picture of the partition.”
“This book was a collection of the letters that Joe Kennedy
wrote from 1914 until his disabling stroke in 1961.
Although there were not letters speaking of Rosemary receiving the lobotomy, Joe did write of his
concerns for his daughter and the prospect of getting her the
operation.”
31
Lane Community College Library Revised 02/19/2019 CD/lmc (508)
8th ed. MLA Style – The Basics
Citation FormatBOOKS and EBOOKS
Lastname, Firstname. Title of Book. Publisher, year.
One author and two authors Kingsolver, Barbara. The Lacuna: a Novel. Faber, 2009. Gillespie, Paula, and Neal Lerner. The Allyn and Bacon Guide to Peer Tutoring. Allyn and Bacon, 2000.
3 or more authors or editors Wysocki, Anne Frances, et al. Writing New Media: Theory and Applications for Expanding the Teaching of
Composition. Utah State UP, 2004.
ESSAYS OR CHAPTER IN A BOOK OR ENCYCLOPEDIA
Article in a reference book Havrenek, Carrie. "Patti Smith." Women Icons of Popular Music: the Rebels, Rockers, and Renegades. Vol. 2,
Greenwood Press, 2009, pp. 419-438.
ARTICLES (FROM DATABASES OR NEWSPAPER/JOURNAL/MAGAZINE WEBSITES)
Lastname, Firstname. "Article Title." Journal/Magazine Title, volume, issue, year, pp. (pages). Database Name. Day month year accessed.
Lastname, Firstname. "Article Title." Newspaper Title, day month year, pp. (pages). Database Name. Day month year accessed.
Online magazine/journal articles Forte, Paul. “Introduction, Transformed Volumes: exhibition of artists’ bookworks.” Numero Cinq, vol. 4, no. 6,
2013. Accessed 8 Feb 2015.
Online newspaper article Leonhardt, David, Ian Prasad Phillbrick, and Stuart A. Thompson. “Thoughts and Prayers and N.R.A. Funding.” New York Times.
4 October 2017. Accessed 9 Oct 2017.
WEB PAGES
Include as much of the following as possible: author or editor's name, title of page, title of website, sponsoring organization, last updated day month year, URL. Accessed day month year.
Culligan, John, editor. "Biofuels and University Economics." School of Natural Sciences, University of Western Oregon, Oct. 2008. www.wou.edu/natscience/research/culligan.html. Accessed 20 Aug 2015
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Lane Community College Library Revised 02/19/2019 CD/lmc (508)
In Text Citations in the body of the paper
Direct Quotes
A direct quote is a word for word copy of text. The quote is enclosed in quotation marks. Include the author's last name, date of publication, and page numbers if available.
Examples Joseph Conrad writes of the company manager in Heart of Darkness, "He was obeyed, yet he inspired neither love nor fear, nor even respect" (87).
"The red tree vole is a crucial part of the spotted owl's diet" (Moone 15).
Block Quotes
The block quote is used for direct quotations that are longer than 4 lines. Indent the entire quote 1 inch or 12-16 spaces.
Example At the conclusion of Lord of the Flies, Ralph and the other boys realize the horror of their actions:
He gave himself up to them now for the first time on the island; great, shuddering spasms of grief that seemed to wrench his whole body. His voice rose under the black smoke before the burning wreckage of the island; and infected by that emotion, the other little boys began to shake and sob too. (186)
Paraphrase/Summary
A paraphrase is a quotation rewritten in your own words. A summary is a condensed version of a longer passage. Both require citations. Include the author's name and the page number.
Example Oregon salmon populations have dramatically declined in the past decade (Lenz 27). Kafka describes the insecurities of his youth and his rocky relationship with his father (44-46).
Indirect Quote
When possible, cite information directly. If you must cite a source that was cited in another source, name the original source in your signal phrase. Include the secondary source in parentheses with the abbreviation "qtd. in" (quoted in). Include the indirect source in your works cited list.
Example Jackson stated that... (qtd. in Johns 14). In this example, Johns should appear in your works cited list.
Multiple Authors
1-2 Authors Studies have shown that more teachers are changing careers. (Posamentier and Jaye 55). 3+ Authors Stutts el al. argue for the impact of language development on the brain (339).
NEED MORE INFORMATION?
MLA Handbook in the LCC Library at LB2369 .G53 2016
NoodleTools and other LCC citation resources online https://library.lanecc.edu/find/citing
Or ask a librarian for help!
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References
library.lanecc.edu/sites/. Accessed 15 Aug 2019.
Minnesota Historical Society. "Introducing National History Day 2020." Minnesota
Historical Society, education.mnhs.org/historyday/sites/default/files/
Curriculum_2020IntroducingHD.pdf. Accessed 11 Aug 2019.
Gorn, Cathy. "2020 Theme Narrative: Breaking Barriers in History." National History Day.
nhd.org/sites/default/files/NHD_2020ThemeBook_web%20version-pages-7-8.pdf.
Accessed 15 Aug 2019.
"MLA Formatting and Style Guide." The Purdue OWL, Purdue U Writing Lab. Accessed 15
Aug 2019.
All materials used with permission. Some information has been adapted to correspond
with FACS National History Day Requirements.
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“8th ed. MLA Style - The Basics." Lane Community College Library, 2 Feb 2019,
