History Day 2010-11 Project Requirements

1.      A clear thesis statement that ARGUES a position.

2.      Briefly state how the project connects with the theme.

3.      At least one appropriate map, graph, chart or written source.  The best projects will provide more than one of these.  Maps should include a legend.

4.      At least two relevant quotes.  Try to add other written primary sources.

5.      For each of the above sources, write a brief caption under it, explain how it provides evidence that supports the thesis statement, and cite the source: (last name of author or name of database, and year published).

6.      Uncommon facts within material written by the student must also be cited: (last name of author or name of database, and year published).

7.      A hand-drawn timeline, with an equal space between each unit of time.  The timeline may list five to seven events related to the project.  Too many events diminish the impact of the chronology.  Small visuals enliven timelines.

8.      Include other opinions within the project to balance the presentation.

9.      An explanation of the historical impact (what has changed as a result).

10.  A packet containing a title page, annotated bibliography, and process paper.

11.  The 250-500 word process paper must describe (1) how the topic was chosen; (2) how the research was conducted; (3) how the project was put together; and (4) how the project relates to the 2010-11 History Day theme.

12.  The number and a brief description of the California State History Standard that is most relevant to the thesis statement.

Annotated Bibliography Guidelines

1. Follow the MLA-based Works Cited handout for all source formats.
2. Divide bibliography entries into primary and secondary sources.  Then list entries in alphabetical order by author (if no author, go by the title) [See handouts].
3. Annotate the bibliography by describing in complete sentences, and as specifically as possible, how the source was used in the project; e.g., I found the ___ map that showed how…, the ___ graph [or chart] comparing ___ with ___; the picture of __ showing how/why ___, or the [specific fact] about___.
4. Balance sources evenly among books, reference works, periodicals, personal interviews, and online sites.  All the information can’t come from websites. Quality personal interviews are a BIG plus.  Up to twenty bonus points will be awarded for a transcript of a personal interview.
5. Wikipedia and personal websites cannot be used; they are unreliable sources.
6. Quality is more important than quantity, but assuming that the previous rules have been followed, the following rubric provides a rough grading guide:

Two primary sources and two secondary sources = D

Three primary sources and three secondary sources = C

Four primary sources and four secondary sources = B

Five or more primary sources and five or more secondary sources = A

7. Usually the more sources consulted, the EASIER the project will be to complete successfully.  Note that EACH STUDENT must complete a separate annotated bibliography, with different entries than those of the other group members.