Dimension 4: Communicating Conclusions and Taking Informed Action
In order to receive final approval from the teacher and begin the full-scale research process, students should not only turn in
their formal proposal, but should also present their proposal to their peers and their teacher.
It is important for the teacher to model the process for the class. Use a topic that the class has been studying (not necessarily
someone’s research topic). Start with a bad pitch—something like “Rosa Parks was a really brave woman and great civil rights
leader. So I’m interested in civil rights and want to study her.” Then illustrate the process of developing a strong proposal that
answers the question “So what?”
When students reach the presentation phase of their research proposal, ask them to make an “elevator pitch” of their claim. They
should have a limit of 30 seconds in which they need to explain to their audience what they will be researching, briefly touching
on all five parts of their written proposal. This is where they need to explain what they want to study and, more important, why
this topic is worth their time and energy over the upcoming weeks and months. They need to convince their peers and their
teacher that this is worthwhile topic.
The key to a good elevator pitch is practice. Encourage students to practice with their peers, and model in a round-robin style in
class. Also encourage students to practice at home—and then email their parents and let them know to expect this. Encourage
them to practice in the cafeteria at lunchtime—and show up in the cafeteria to listen in (the look on their faces will be an added
bonus). Then have students present their elevator pitch to a group of adults. It might include teachers, librarians, regional NHD
coordinators, administrators, guidance counselors, substitute teachers—any interested adult. The goal is to be able to make
their perspective and argument clear to a group of interested adults who may or may not know anything about their topic.
The C3 Framework stresses that teachers should give students opportunities to adapt arguments and explanations (D4.3.9-12).
Students’ research proposals are a unique type of argument. The proposal, of course, is not the product of the ultimate inquiry,
but it is still an argument, and it is worth spending time to have students establish its importance.
This lesson sequence is designed make use of the inquiry arc to set in motion a larger NHD research project. Students who start
with a carefully developed and manageable topic that falls within their area of interest will be more productive in their research
and better prepared to develop a thesis and presentation of their work in a professional manner.
Once students master their topic proposals, they will be ready to launch into their research and go onto developing their NHD
project. They can choose between writing a historical paper, producing a documentary, developing a museum exhibit, acting in a
performance, or building a website.
Happy researching!
NATIONAL HISTORY DAY 2015
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