Join NHD for an online discussion on the 2009 Contest Theme and Research Questions . ONLY questions about the theme and research will be answered on October 30.

Questions can be submitted by teachers, students, and coordinators.

Dr. Cathy Gorn, Executive Director of NHD, will answer your questions. Katrina Dodro will act as moderator.





WELCOME TO THE CHAT! Katrina: Hello all. I hope you find this chat enjoyable. We'll be typing live and furiously, so you may find lots of typos in the live chat. Please forive. They'll get cleaned up before we archive this. Here's how this works. Send your questions to me: katrina@nhd.org. I'll pass them on to Dr. Gorn, and she'll give me your answers. Hit your refresh key (F5 or Ctrl + R) every few minutes to see updated answers. Your comments about answers are also welcome.

Dr. Gorn: Greetings; welcome to the chat. There are lots of interesting questions, so let's get rolling.First off, quite a few questions came in earlier this week. Since many of the questions were similar, I consolidated them and answered them by suject matter, rather than as individual questions. If you sent a question earlier this week, it is answered here:


The Individual in History : Actions and Legacies
QUESTION: What about doing "The Holocaust Survivor" or "The Civil War Spy" or The American Soldier" and take a group of diaries or journals or other primary sources to build a picture of "an individual in history" that would represent all of the holocaust survivors or civil war spies, etc? Is this a possibility or should students choose one survivor, or one spy, etc to stay within the theme? You can do that, but be careful. You can't "represent all of the holocaust survivors or civil war spies, etc." While the individuals involved shared a lot in common, individual experiences varied. You can still do a composite, but don't say that the composite is the definitive representation, but it can be the general and common representation. "There were many other spies like me….."

One of my students wants to explore the contributions of unique individuals and how their collective efforts worked over time to eventually propel the advancement of African-American civil right in America. I have read over this year's National History Day theme information and I see no reason why this approach would not be acceptable.

Do you mean to look at MLK, Medgar Evers, and other "famous" individuals in one project? Nothing says you can't but be careful about biting off more than you can chew. To keep your entry to the size and time requirements and do justice to the topic, choosing several individuals means you might shortchange them rather than look deeply at one.

Or, do you mean look at freedom riders and their collective efforts? You can do that too. The effort took many individuals to accomplish. But no one individual could have forced change by his or her self.

Several of our students wish to do their NHD projects centered on one person who went through a group event, but use them as an example of the collective experience. i.e. - a 9-11 victim's family, or a rescue worker during 9-11.

OK. Time for a discussion about the theme. The Individual in History: Actions and Legacies OK. Now that we understand a little more about what the study of history is, let's look at the theme.

The theme is about the actions and legacies of the individual—an individual or groups of individuals (like freedom riders, see above). "Actions and Legacies" are key words here. What did they do that helped create some kind of significant change? So, the goal is not biographies. We don't need to know everything about an individual and all of the things they did in life. We want to look at an event in which they participated, or a scientific discovery that they were part of, etc. That's the focus—how did that person's actions contribute to historical legacy—long-term change, impact?

Every year, regardless of the theme, some kids latch on to a topic that they are passionate about whether or not it fits the theme. So, they try to shove it in or stretch the theme itself. It rarely works. Let's go back to 9/11 and the question:

Several of our students wish to do their NHD projects centered on one person who went through a group event, but use them as an example of the collective experience. i.e. a 9/11 victim's family, or a rescue worker during 9/11.

We've already answered part of this question, so let's concentrate on whether or not something like this fits the theme. Not really. Remember that the theme is about actions and legacies of the individual. The victims of 9/11 were just that—victims, as were their families in many ways, but their stories fit the theme "Triumph & Tragedy in History" much better than "The Individual in History." 9/11 changed many things, but did the individual victims?

That brings me to family history. We all have family members of whom we are proud. I'm very proud of my mother. Would her story be appropriate as a History Day topic? No. I can analyze her life within the context of the 20th century and relate some of her experience to others. She lived a long life and accomplished a lot. But can I answer the historical question "So What?" about her life? Can I show that her actions of one sort or another were historically significant (see discussion above)? To me, yes. In history? Not so much.

How about Grandpa who was a foot soldier in the Battle of Normandy in WWII? Now we're getting closer. He by himself did not have the kind of impact we look at when we study the past. But, he along with so many other individual soldiers, did have an impact on the outcome of the invasion and thus the war.

QUESTION: Can the students choose for their project a fictitious individual, i.e., "Rosie the Riveter" or "Uncle Sam"?
Yes, but this is not easy. Did Uncle Sam or Rosie the Riveter "do" anything? Hmm...not exactly. Concentrate on the impact. How did these characters encourage individual Americans to "do their part?"

QUESTION: I was wondering if God would be considered an individual. Since God had such a major effect on the world I would like to research God for the project.
Here's where things get delicate. Remember that the study of history is about human history—changes in human society. A history project should not be about what we personally believe in; it is not an opportunity to profess or further our own religious beliefs. While faith is very important to many people, it is more appropriate for a class on religion rather than history.

You could choose a religious figure and his or her impact in history, like the historical Jesus or Muhammad, a person who actually lived and walked among people. Find historical evidence to support who the individual was, what they did and how other's beliefs about them resulted in huge consequences in world history.


BIBLIOGRAPHY The rules state you should group letters, etc. that are housed in a collection under one entry in your bibliography. What if the letters are to and from various people, who do not share the same opinion of an event? Should they be listed individually? We are working with several students who have visited a university's library and discovered it housed a collection of Civil War letters, to and from various people, with various points of view on several battles. Should they all be listed under 1 entry, and should that entry be titled as the University's collection of Civil War letters, and not ___'s letter to ____.

Check the Turabian style manual. For bibliographies, you should list only the manuscript collection, not individual documents in that collection. If you are using footnotes, then you list the individual document in the particular footnote citation. The confusion here is that footnotes are required only in the paper category. All other categories only submit a bibliography. Students can BRIEFLY explain in their annotations and/or process paper that they used several documents from one collection.

QUESTION: Generally, how to you list researched letters in your bib, if they are to and from different people, and do you need permission from a person to use their name in your performance, even though they are representing an entire group- like one soldier that landed on the beach during D-Day speaking for the whole.

I'm not sure I understand the question. Where are the letters housed? If they are in a repository and there are no restrictions, you probably don't need permission to use the names of people.

QUESTION: The names are public record, but must they gain permission to use an individual's name before they begin to research the collective experience?

If the names are part of the public record, they shouldn't need permission.

Question:In my discussions with students and teachers, several have come up with a question regarding a group performance. What is your take on the best way to have students do "The Individual in History" and have equal participation by all of the performers? Would they need to all be the individual at different stages of his or her life, or could they be different people interacting with the "individual" throughout his/her life? Which will best reflect the theme?

Whatever works best for the topic. There is nothing that states that all students in a group performance must share the dialogue or the stage equally.

QUESTION:Understanding that the emphasis is upon the "individual", what characteristics should students look at besides relating to the National History Day theme?

I'm not sure I understand the question. Personal characteristics? What kind of personal attributes did George Washington have that made him the person he was? Or what elements should an entry have? Remember "Actions and Legacies."

QUESTION: Copyright laws always come up. Please explain so that it's easily comprehensible for students.

Copyright laws protect intellectual property which can be written work, music, photos, films, etc. If Ken Burns wants to use material that is not part of the public record and therefore subject to copyright, he must get permission from the owner/holder to use it and then he must give proper credit.

History Day students do not have to get copyright permission to use material if they conform to the fair use doctrine which states that limited copying for educational purposes is permitted. As long as the students show their documentary in school or at contests, fair use applies. However, if the students have an opportunity to broadcast their documentary on the local cable channel, they must get copyright permission.

And students must give proper credit whether they seek copyright permission or work under fair use.


QUESTION:From Judy in Maryland: How should teachers address the difference between a historical event and a current event? For example, a student would like to do a project on the Kentucky Derby winning horse Barbaro, injured in the Preakness and dying 8 months later, leading to a review of practices of horseracing and breeding. Barbaro died in January 2007 – although several books have been written about Barbaro, there's not been much time for historians to assess the impact Dr. Gorn: I address the issue of history vs. current events above. Barbaro was a horse, not a person. The study of history is about the study of the human past.

QUESTION: The theme, "Individual in History" tends to make a group historical performance a bit more difficult. Any suggestions for the students who wish to do a group performance on an individual?
Dr. Gorn: Individuals do not operate in isolatation. They interact with others. Perhaps the performers could include fellow professionals, or their antagonist. It all depends on your topic.

QUESTION: Dr. Gorn,
In your discussion of the relative likely success of a project about your mother versus one about a WWI soldier grandfather, you seem to suggest that local history and the local figures who shaped it are not appropriate for history fair projects. How far must an individual's fame or influence have spread for a project about her or him to be acceptable by NHD standards?


Dr. Gorn: Local and state history topics are excellent topics for NHD. The example of Grandpa is one that works. Likewise, my example of the Freedom Riders does as well (see above). Grandpa was not famous, but he can be connected to others who together made a huge impact. The individual the student studies doesn't have to be famous, but the individual's actions must in some way be significant. Grandpa's actions were, however, my mother's everyday actions weren't. This is not a negative statement on my mother's life.

QUESTION:I love this year's theme! I want to do more than a biography, focusing instead on how the world was changed by an individual's actions and thus creating his legacy. My concern is the same one I have every year. It seems that the judges on local, state, and national levels are worlds apart on how they interpret the theme. It always feels that I should do a completely different project with a completely different emphasis in order to compete at each different level. When I haven't, I have failed to move on. At the national level it seems that there is more emphasis on the research, interpretation, and significance. At the local and state levels there seems to be greater preference on whether the judges personally liked the topic and whether it is seemed pretty. The exhibit category seems to be about how cutesy your arts and crafts skills are, the performance about the glitz of your props and costumes, and the documentary about the quality of the editing program you use. I've seen projects without thesis statements advance as well as projects that weren't even history but current events instead. I've seen two page bibs rule over a 15 page bibliography. Maybe I am missing something and not understanding this clearly enough, but I think if I interpret the theme as a focus on the legacy instead of the biography I will be penalized. How do I reconcile the differences between the different levels of interpretation by the different judges? Is this year's theme more about biography than legacy? Is reporting the historical facts more important than analyzing those facts?

Dr Gorn: You are correct, this is not a biography. You should include histoircal facts, but you should also be analyzing those facts. As for the judges; as you know, judging history is a very subjective effort. However we try to instruct judges to remember that historical quality and relation to theme are most important. I will be sure to remind all of our coordinators at all levels to stress this to their judges.

QUESTION: What should the judges be looking for with regard to each project's fit within this year's theme? What materials will they be reading that will guide them in their roles as judges? I realize that each judge is an individual and will make a judging decision based on their interpretation of the rules, but it would help to know what guidelines they have been given in their roles as History Day judges.

Dr. Gorn: NHD has created judging instructions that explain how to evaluate student work as related to the historical quality, relation to theme and quality of presentation for each category; these are given to every judge. We also include copies of the theme narrative from the theme book for the year and discuss it during the judges' orientation.

QUESTION: The guidebook for 2009: The Individual in History suggests the following questions regarding project ideas:

"In 1789 George Washington was…selected to be our first president. Why? What traits and talent did he possess to make him a great leader? How did he use his talents…?

"…In 1962 Rachel Carson wrote Silent Spring… Why did she pursue her concern when the wider audience of the nation was unconcerned with pesticides…? What othe obstacles…did she overcome?"

These are my two questions:

If a student chooses an individual earlier in human history, such as 500 – 700 years ago, how would your suggestions be different (than the above)? Obviously, there will be fewer primary sources available focusing on the individual's personal traits and talents.

Also, how much of the project (for example, one third, one half, etc.), would you recommend that the student focus on the individual versus the impact of their actions on a period in history?

Dr. Gorn: The individual's actions and thus impact in history should be the focus. However, it might be necessary, given the topic, to say something about the person's character traits. As stated earlier, it all depends on the chosen topic.
Regarding available primary sources: remember, it's not quantity but quality that counts. There are many sources that can be found in translation, but if you are having trouble finding sources, you might want to think about a different topic (I had to do that when I was choosing a topic for my doctoral dissertation; the first one simply didn't work).

PARTING THOUGHTS AND HELPFUL HINTS

Finding the Formula

There is no formula, at least not in the way many students think. An exhibit doesn't have to have a video in it or lights on the top. A performance doesn't have to have a song (one year, a performance that included singing won first place; the next year, everybody was singing!). The only formula that works is good research and coherent presentation.

We are often asked, "can you tell us how to win?" No. But we can tell you how you can be more successful. Read secondary sources!!! They are crucial to your understanding of historical context which is crucial to helping you draw conclusions about your topic's significance in history.

And when I say "secondary sources" I mean books written by historians, not a few pages off the Internet. You have to understand the big picture in order to analyze the narrow topic. You can't analyze Rosie the Riveter if you haven't read about WWII and the home front and explained the connection.

READ, READ, READ!!! CONTEXT, CONTEXT, CONTEXT!!!

We are sometimes asked, "how many sources do I need; how many primary sources do I have to have?" There is no specific number. Many think that more is better. Not necessarily. You need as many primary and secondary sources as necessary to analyze your topic and provide evidence for what you say. And that depends on the topic. Judges will not be impressed with length as much as quality of sources and the way you use them.

Finding Sources


Starting your research at the school library or on the internet is great, but local human resources are equally, if not more, important. Go to the library and talk to the research librarian; check to see if there are any local museums or historical societies that may have informaiton about your topic. Use the internet to find appropriate museums and archives that aren't local, and then call the research or educational staff for reasearch assistance. Don't forget about professors at colleges and universities who may be experts in your topic, they may be great resources for interviews. The human factor is improtant and vital to a successful project.

A Word About Wikipedia
NO!