Part 4: Significance in History—Describe why this person / event is important—explain the historical significance. Give
three clear reasons why this was important to history at a local, state, national, or international level: What primary source
helped you to establish this significance? How do you know this is a reliable source? What secondary source helped you to
establish this significance? How do you know this is a reliable source?
Part 5: Credibility—What are some credible sources that you can use for your research?
Dimension 2: Connections to disciplinary tools and concepts
In order for students to be sure that their topics are feasible for NHD, they need to engage in basic research and build their
knowledge base. In so doing, they should be assessing the historical significance of the person/event they’re researching. They
will ultimately be using the information they find to validate their inquiry and to fill out Part 4 of the research proposal.
Take the students to the library and get them star ted on some basic research about their topics. Depending on the age and level
of the class, library orientation may or may not be necessary; assess the needs of your class and plan accordingly.
Some tips for researching with students:
• Access and assess your resources. Often a school or local public librarian can be your greatest ally in the NHD research
process. Encourage your students to see this individual as an expert, and frequently model how to ask a librarian for help in
front of the students.
• Teach students how to locate books. Also demonstrate how to access research within a book, how to selectively read relevant
sections and chapters, and how to identify and mark useful facts and quotations for use later.
• Databases can be a great tool to help students find information. Many have advanced search features that can include
newspaper articles, photographs, video, or primary sources.
• Even if you are fortunate enough to have access to a school library, also make contacts at local public libraries, which may
offer have access to a wider selection of database resources. If they don’t already have a library card, encourage your
students to obtain one (it will often provide them a login and remote access to resources).
Supervising students in the library poses its own set of challenges for teachers. Some suggestions for making this research time
productive:
• Set specific expectations for library usage. Be clear about the work that is expected.
• Establish daily research checkpoints to keep students accountable and focused. This can take the form of something that is
due at the end of a period, or having students develop their own to-do lists and then reporting back to you at the end of a
work session (especially helpful for group projects). These assignments can be paper-and-pencil, or they might take the form
of an electronic log (in a Google document shared with you) or a blog posting.
• Use library time to conference with and coach students. Find out where they are stuck, give them feedback, and help them
push through barriers.
• Set clear guidelines for using electronic resources. Gaming on the computer results in use of paper resources only for a
period of time. Set and enforce rules.
While students are working in the library, push them to make sure that they are really interested in the topic. They need to have
a sense of what they will study and how it fits into the historical context.
As students move toward an initial understanding of their topic, they will be practicing an important indicator from Dimension
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