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Special Feature
National History Day 2001 Prize Essays*
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NATIONAL HISTORY DAY is an annual, yearlong program in which students
learn historical research, analysis, and communication skills. Using
both primary and secondary sources, students in grades six through
twelve research topics related to an annual theme. Working individually
or in groups of up to five students, they present their findings
in creative museum-like exhibits, dramatic performances, or in multimedia
documentaries. Entrants in the research paper category work individually,
producing a scholarly paper accompanied by an annotated bibliography.
Students compete in district or regional contests, with the top
winners advancing to the state competitions. Each year the competition
culminates with the National History Day finals, held in June at
the University of Maryland. At each level, groups of judges evaluate
the entries and provide students with positive feedback. The judges
are usually history professionals: educators, public historians,
and archivists. The 2001 contest focused on the theme: "Frontiers
in History: People, Places, Ideas." |
1 |
| During
the 2001-2002 school year, National History Day invites students
to research topics related to the theme, "Revolution, Reaction,
Reform in History." The theme is broad enough in scope to encourage
investigation of topics ranging from local to world history. To
understand the historical importance of their topics, students must
ask questions of time and place, cause and effect, change over time,
and impact and significance. They must ask not only when events
happened but also why they happened and what impact they had. What
factors contributed to their development? Regardless of the topic
selected, students must not only present a description of it, but
also draw conclusions about how their topic affected individuals,
communities, nations, or the world. |
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| Students
investigating this year's theme should think of it in broad terms,
as the distinctions among revolutions, reactions, and reforms may
be blurred. Revolutions and reforms are themselves often reactions
to particular situations or events, and they in turn inspire reactions.
According to the American Heritage Dictionary, the word revolution
means "the overthrow of one government and its replacement with
another" or "a sudden or momentous change in a situation." It defines
reform as an "improvement" or "action to improve social or economic
conditions without radical or revolutionary change." Whether revolutionary
or gradual, such changes often inspire opposition, as some people
seek to slow or even to reverse them. Consequently, some topics
will warrant students focusing on revolution, reaction, and reform,
while other topics may allow them to focus on just one or two aspects
of the theme. Students should cover all aspects of the theme relevant
to their topics. |
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| The
theme is a broad one, so topics should be carefully selected, and
developed in ways that best use students‚ talents and abilities.
Then students may create documentaries, exhibits, papers, and performances
for entry into National History Day competitions. |
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| History
professionals around the country provide archival research ideas
and assistance to teachers and students. Local and state historical
societies, as well as state offices of the National History Day
organization, are excellent starting places. Teachers and students
should also consult the National History Day web site for further
information about this year's theme as well as for potential topic
ideas. The web site may be found at http://www.nationalhistoryday.com/02_contest/2002_theme.htm
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| The
History Teacher congratulates all participants in the National History
Day contests. We are pleased to publish the prize-winning essays
of the Senior and Junior individual paper categories, chosen as
finalists in the 2001 National History Day competition. |
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| *Editor's Note:
The History Teacher publishes annually the Senior and Junior
Division prize-winning essays chosen in the National History Day
competition. |
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