Below is a sample timeline to assist teachers in creating an NHD plan for their classroom. This example is designed to span from 5 to 12 weeks, depending on the amount of time that can be devoted to the program. Each step can be further divided into additional weeks if time allows. Resources such as videos, hand-outs, and worksheets are hyperlinked within each step.

NHD 5-12 Week Classroom Plan with Resources

Tab/Accordion Items

  • Introduce NHD program and classroom expectations. 
    • Give and overview on NHD.  
    • Provide students with project timeline, deadlines, and parameters.
    • Explain the competition option to students if you are giving them the possibility to compete.
  • Introduce the Annual Theme 
    • Explore the NHD annual theme and possible ways students can approach it. 
    • Explain importance to not just pick a topic that connects to the theme, but to show that connection in the project.
  • Provide Overview of Project Categories 
    • Introduce the project categories students can choose from and the main rules for each. 
    • Discuss how to pick a topic and a category that fit together. For instance, a topic with a lot of visuals may fit best with a very visual category such as exhibits, documentary, or websites. 
    • Have them start thinking if they would like to work individually or in a group (2-5 students).
    • They do not need to pick their project category until closer to the project creation step, but you want them to be thinking about it as they pick topics, decide about group work, and begin research. 
  • Rules & Requirements
    • Introduce the official NHD Rule Book and how to use it.  Empower students to be responsible for following the rules by using the book themselves as they move through the process.
    • Introduce the two supporting documents required for every project:

During this step you want to have students decide if they are working individually or as a group, their topic, and introduce them to research. The goals of this step are to:

  • Lead students in choosing a topic that fits the annual theme and is a manageable size.
  • Introduce primary and secondary resources and how to find them.
  • Introduce notetaking skills and importance of keeping them during research.
  • Lead a guided research session to model how it is done. 
  • Go over creating source citations, if they should use MLA or Chicago Manual Style format, and how to build their bibliography as they work in the research stage.

Step 2 was designed to get students set-up for this step where they will start their main research. During this stage you want students to understand:

  • How to create and use research questions to help them find information.
  • How to evaluate a source for credibility and bias.
  • How to begin to build a historical argument.
  • Continue learning notetaking and building bibliography.

During this phase students will write a thesis statement, pinpoint supporting evidence, and draft a project outline. This is the stage where they should also decide their project category if they have not already. The main goals for this step are to:

  • Model how to write a thesis statement and have them write a first draft of theirs. Keep them focused on connecting their topic's thesis to the annual theme.
  • How to identify the evidence from their research that supports their thesis.
  • Draft an outline for their project. No matter which category they choose, they should all begin with the same outline that introduces the historical context of their topic, the main event, the short-term impacts, and the lasting impact.

This stage is mainly done on their own or in their groups. It is a great benefit if teachers can build in classroom time or afterschool opportunities to work on projects. The objective of this stage is for them to create a project in their chosen category that:

  • Presents their historical argument and supports it with evidence from their research.
  • Demonstrates their topic's connection to the annual theme.
  • Shows their topic's historical significance.
  • Finalize their Process Papers and Annotated Bibliographies.

If students are preparing to compete, they should also:

  • Do one last rule check to make sure their project is rules compliant.
  • Format their project for submission based on contest guidelines.
  • Register for their assigned regional contest.