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JUDGING INFORMATION FOR THE FIFTH ANNUAL UNI HISTORY DAY

Theme: Conflict and Compromise in History

Thank you for volunteering to help evaluate Uni student research projects!

OBJECTIVES: The objectives are threefold.  First, recognize the great effort students made to create a rigorous history research project.  Second, provide constructive feedback and encouragement. Third, enjoy learning history and helping students.  Thus the most important qualities for judges are to be supportive, to be good observers and listeners, and to provide clear feedback on the judging forms. 

Since individual judges can only evaluate a few projects, the social studies department will determine the winners.  Classroom teachers cannot provide 25 minutes of interaction and feedback for each project, so your participation in Uni History Day is invaluable to our students.  Your caring and constructive comments have contributed significantly to our growing success at Los Angeles County History Day, where six Uni High projects won awards last year.

THE EVALUATION PROCESS:

Each judging period will begin with a 15-minute orientation that will include directions for completing the California History Day judging form.  Each project will be evaluated by a panel of two or three judges during a twenty-five minute session.  Less-experienced judges will be paired with more-experienced ones.  

During each session, judges are expected to examine the project, to interview students for approximately 15 minutes, and to complete the judging form.  You may initially feel rushed, but you will soon fall into the judging rhythm.  Judging may seem easier if you arrive early enough to preview some projects in the Student Cafeteria. 

Uni History Day winners will go on to compete in county, state, and national 

History Days.  But the greatest reward is the experience and the knowledge 

gained by researching, analyzing, preparing, and presenting an entry.  

INTERVIEWING TIPS:

Put students at ease by greeting them with a comment congratulating them for their efforts.  Ask open-ended questions that allow students to expand on what they know, and on the processes involved in putting the project together. Try to involve every student in the group.  This is not the time to share your opinions or expertise with students.   

Each judge will complete a History Day form for each project.  Remember that the medium is not the message; do not be swayed by glitz!  Notice that much more weight is placed on the “Historical Quality” section.  Look closely for evidence of historical analysis beyond mere historical description (see sample questions on page two of this handout).  Don’t worry about the “Rule Requirement” section; teachers will provide that feedback.  Consider asking students to help complete parts of the judging form as an exercise in self-reflection. 

Although there won’t be enough time to fully evaluate the Process Papers and Annotated Bibliographies for each project, at least one judge per team should flip through them for evidence of rigorous research.  The process paper is a description of how the student(s) chose the topic, how the research was conducted, and how the project relates to the theme.  The annotated bibliography lists the historical sources used for the project, in the proper format.  Annotations explain how the historical source was used.  The quality and breadth of sources is more important than the quantity of sources, but a wide variety of sources provides evidence of rigorous research.  Some students search solely on the internet, and rely on just a few sources, or those that may not be scholarly. 

Students will be eager to share what they have learned, but the judging schedule is very tight, so interviews should last no longer than 15-20 minutes.  If you get backed up in the judging schedule, interviewing time will have to be reduced for other projects.  Close the interview with a thank you for teaching you more about the topic.

After the interview, try to achieve a consensus with the other judges on your team before completing the judging form.  Do not allow students to overhear your discussion.  Teachers will discuss the completed forms with their students.  Since specific comments provide the most valuable feedback, write as many as you can (at least 3-5). 

SAMPLE QUESTIONS:

You are welcome to ask your own questions, but be sure to include the first three bolded questions that focus on the core of their historical research, plus the last question.

What is your thesis? [What are you ARGUING about your topic?}

[Projects should be more than collages of facts and photos.]

What is the significance of this [picture, map, graph, chart, quote, etc.?  [Every piece of the project should explain how it serves as evidence for the thesis.] 

How does your project relate to the theme: “Conflict and Compromise in History”?

Why did you choose this topic? 

What are some other points of view on this topic?

What were some of the preconditions or causes of this event?

What other related events were occurring at this time?

What lasting significance does your topic have in history?

Which information sources were the most helpful?  Why?

What surprised you most in putting this project together?

What was the most challenging aspect of creating this project?

Tell me more about….

Is there anything you would like to share that we have not asked?

An excellent final question for reviewing what the student has learned: “If you had another week to improve this project, what would you change?”

December 5 Judging Schedule:

First Morning Session: 8:40-10:27

Break

Second Morning Session: 10:46-12:33

Lunch

Afternoon Session: 1:16-3:03

December 6 Judging Schedule:

First Morning Session: 8:40-10:27

Break

Second Morning Session: 10:46-12:33

Lunch

Afternoon Session: 1:16-3:03

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