LESSON: INTRODUCTION TO HISTORY DAY THEME 2018: CONFLICT AND COMPROMISE IN HISTORY Essential Questions: 1. What do we mean by Conflict and Compromise in History? Why do we have a theme? Objective: At the end of this lesson students will understand the basics of the National History Day theme in relation to completing their project. Grade Level: 6 12 Time Needed: 50 minutes or more Materials: White board, markers, notebook paper, National History Day in Minnesota Theme Narrative, National History Day Theme Narrative, Contest Rule Book, questions to consider Procedure Before Class: To gain understanding of the National History Day theme for 2018, Conflict and Compromise in History, discussion in the form of a Socratic Seminar is encouraged. Socrates encouraged his students to continue asking questions and often relayed to them that he did not always know the answer. The discussion modeled below is built around the concept that we do not know the answer to how all topics relate to the theme, but we need to continue researching and ask questions to find the answer. Possible questions to consider for the board: 1. What do we mean by conflict? 2. Can conflict take place outside of war? 3. What do we mean by compromise? 4. What happens to a compromise when one group or individual comes into a discussion with more power? 5. Any other questions you would like to consider? 1. Outline the goals for the day. What do we want to get out of this conversation? We need to understand what the theme means before selecting topics. In the end, we are going to be looking for History Day topics that have connections to the theme. The theme is a lens by which we view topics. We need to understand what these words mean in order to see how these ideas played a part in history. 2. As a group, students will share a goal they have for the day. One person shares, than the next person will share their goal, and make a connection between the goal they just heard and their own or something related in their classroom. This will hopefully build a shared desire for participation. Throughout the sharing, the facilitator will record the goals on the board next to the other questions already prepared. 3. Explain the Socratic Seminar method. With your knowledge of the National History Day program, we are going to have an open conversation to keep you thinking about the use of the theme and the program. A Socratic Seminar is based on Socrates and his students having conversations and constantly bringing up more questions to consider. With this method, we are going to set goals of what you would like to achieve and share responses. After setting goals, we will look at the questions and add anything else you would like to consider. We will set ourselves in a circle to welcome conversation. I do not have the answers to these questions. This is a time for us to all explore the theme and History Day further to benefit your classroom. 4. After explaining the process, read the National History Day in Minnesota Theme Narrative. You could also choose to use the National History Day Theme Narrative. Instruct students to underline, highlight, and write down questions they have regarding the reading they have done. The Guided Notes for Conflict and Compromise may be helpful to younger students in breaking down the essential elements of this year s theme. 5. After the reading the narrative, ask students to write down some synonyms of the theme words and jot a few notes to the questions below. When they are complete, start the discussion by asking a question and having a student answer it. The questions will likely either be about the History Day process or about the definitions of the words below. Questions to consider (on the board): National History Day in Minnesota 21
Theme Connection and Process 1. Do you have to use the theme words in your project? 2. What makes a strong theme connection? 3. What does in history mean? 4. Will local, United States, and world history topics work with this theme? 5. Other questions? Theme Words and Key Ideas 1. What is the definition of conflict? 2. What is the definition of compromise? 3. Does it have to be about a famous person in history? 4. Other questions? 6. With about 15 minutes left of class, or assigned for homework, ask: What questions were answered? Which were not? What other questions did the discussion generate for you? 7. Following the conversation, create a list of possible topics to study and to be added to throughout the next few lessons while choosing topics. Lesson Extension/Alternative Out-of-Class Assignment: Have the students read the theme narratives either the day before in class or as homework. Have them underline key words and write down key points they would like to remember. Have them answer the questions that will be on the board and come up with questions of their own. Small Group Responses: Consider having the students write answers to the questions after the reading and working in small groups or pairs instead. Theme Connection Ideas: Have students review the narratives and provide basic definitions for the ideas. Once they understand the definitions, students should be encouraged to think about how these ideas play a role in different topics. Using the samples provided or selecting samples from relevant course content show examples of successful theme connections. Remind students that they may not know the answers to these ideas when they pick their topic, but should look for these ideas early on in their research process. Group Question Generation: Read the theme narrative prior to the lesson. Mark places in the reading where questions from your students may occur. In class, explain that you are going to create a class list of questions for discussion based on the History Day theme. Read the theme narrative with your students, stopping to generate a list of questions on the board. This should include any questions that students come up with and any questions that you anticipated but did not come up during the reading. After reading the theme narratives, lead a class discussion to try to answer the questions. For each question you answer, see if you can create another question to add to the list. This can be based on the information from the question just answered, or just a general question about the theme. Essentially, you are modeling the process of generating research questions students will need to use during the research portion of the project. Explain that new information should generate more questions. Before the end of class, have students write a summary of what they understand the theme means to them. Lesson Bibliography Socratic Seminar: http://www.studyguide.org/socratic_seminar.htm Additional Resources: http://www.facinghistory.org/resources/strategies/socratic-seminar National History Day in Minnesota 22
2018 THEME NARRATIVE: CONFLICT & COMPROMISE IN HISTORY Amanda Hendrey, Programs Assistant, National History Day Lynne O Hara, Director of Programs, National History Day National History Day (NHD) students will spend the 2017 2018 school year delving into a topic based on the theme Conflict & Compromise in History. You will ask questions that lead you down the path of discovery of not just what occurred, but how it occurred and, most important, why it happened and what the consequences were. As you set out to research your topic, you will discover the basic facts first, but then you will need to look deeper. You will go on to examine the factors that contributed to the development of your event, its influence on history, and the effect it had on the community, society, nation, and the world. Each year National History Day uses a theme to provide a lens to study history. The theme is always broad enough so that you can select topics from any place (local, national, or world history) and any time period. Once you choose your topic, you investigate historical context, historical significance, and the topic s relationship to the theme by conducting research in libraries, archives, and museums; through oral history interviews; and by visiting historic sites. This year s theme, Conflict & Compromise in History, requires you to view history through multiple perspectives. Compromise can sometimes prevent a conflict, but what happens when it does not? If a conflict occurs, how can compromise help to end the conflict? What happens if a failed compromise leads to an even larger conflict? Throughout this academic year, you will need to ask yourself these questions and more. How can compromise prevent future conflict? Is compromise simple to reach? Compromise has been used to prevent future conflict, but that does not mean it was easy. Consider First Lady Eleanor Roosevelt s work to create the Universal Declaration of Human Rights. Or look further back to the Constitutional Convention, when the Founding Fathers created the Connecticut Compromise to balance the needs of larger and smaller states. How did the individuals involved work together to create compromise? Were they able to ensure that these compromises would lead to continued peace? What did they need to give up in order for these compromises to occur? What happens when a compromise lasts for only a short time? Many times a compromise works only for a short time, until the conflict bubbles to the surface again. In the years leading up to the American Civil War, there are many examples of the U.S. government working to compromise and prevent conflict. Think of the Three-Fifths Compromise or the Missouri Compromise. Do you believe the leaders felt that the peace they achieved through those compromises would last? Was war inevitable, or could those compromises have been more successful? Sometimes a compromise leads only to a pause in the larger conflict. Consider the actions of British Prime Minister Neville Chamberlain; did the compromise he proposed, known as appeasement, lead to World War II? Would that conflict have taken place even without appeasement? Did appeasement delay or hasten the onset of the war? National History Day 2018 7
What happens when groups or individuals fail to reach a compromise? Does that always lead to conflict? Look to Australian history to see an example of what happens when a group fails to compromise. When British settlers first arrived in Australia, they happily traded and coexisted with the Aboriginal community. How long did that peaceful scenario last? What conflicts arose when the 1861 Crown Lands Act was established? Or consider Queen Mary I of England, a devout Catholic who refused to allow her subjects to worship as Protestants. How did her lack of compromise lead to conflict? How does history remember her today? What happens when an attempt at compromise brings about a conflict? Sometimes an attempt to compromise can lead to a conflict. Mahatma Gandhi is remembered as one of history s most famous peaceful protesters. Did a conflict ever result from his actions? The Salt Marches, led by Gandhi in 1930, began as a peaceful protest against British rule of India, but how did they end? Did that demonstration lead to conflict, and did the protesters manage to negotiate a compromise? Consider the fight by women in Great Britain for the right to vote. The three organizations led by women, the National Union of Women s Suffrage Societies, the Women s Social and Political Union, and the Women s League, all had very different views on how to achieve the vote. What conflicts did they have with each other, and how did they use compromise to work together to achieve their goal? What happens when neither side is willing to compromise? Compromise often results from conflict, but sometimes those involved in a conflict are unwilling to compromise. George Washington faced many conflicts, some of which were resolved through compromise, while others were not. The first conflict within the new United States of America was a risky uprising in 1794 by western Pennsylvania farmers rebelling against the liquor tax. What was Washington s reaction to this revolt? Did he compromise with the Whiskey Rebels? Consider the Haitian Revolution, which began in 1791. What effect did this anti-slavery and anti-colonial insurrection have on the institution of slavery in the Americas and beyond? How can compromise resolve an ongoing conflict? How has compromise been used to end conflict throughout history? Consider the peace treaties that typically end wars. How are such treaties created? What kinds of compromises must be forged to negotiate peace after a conflict? Think of the Potsdam Agreement. How did the Allied Powers of World War II work together to control Germany? How did that agreement end the conflict in Europe? How did that compromise affect international relations during the following years? Students interested in labor history will encounter conflicts in the form of strikes. The Pullman Strike of 1894, for example, pitted the Pullman Company and the U.S. government against the American Railway Union. What conflicts arose out of that strike? How did the government attempt to compromise once the strike ended? Another example is the conflict between factory owners and groups fighting for better working conditions for workers, as well as higher wages and shorter working hours. Muller v. Oregon was a landmark case in gaining shorter working hours for women. Were all the parties involved happy with that decision? Which group had to compromise in order to allow women the right to shorter work hours? What causes conflict between people? Throughout history, differences in gender and race have resulted in numerous conflicts. The 15 th Amendment was ratified in 1870, giving African American men the right to vote. Women sought suffrage as well; how did they compromise at that point in their struggle? What conflicts resulted throughout the nation? The American Civil Rights Movement was a long and difficult battle for equal rights for African Americans. Education was just one element. The Brown v. Board of Education decision ended segregation in schools. How did the courts compromise with both parties? How has that decision affected schools around the nation? Religion has often led to conflicts. The Crusades were religious wars that involved numerous nations for hundreds of years. How did that conflict begin? How was it resolved? The conflict between French Catholics and French Protestants during the late 1500s disrupted the peace and unity of France. King Henry IV signed the Edict of 8 Conflict & Compromise in History
Nantes in 1598 to help restore unity. How did that edict help the French people? Were both sides satisfied with the compromise? Why or why not? Artists have created paintings, plays, and literature to depict the world around them throughout history. At times, their work sparked conflict by drawing attention to existing issues. Think of Upton Sinclair s novel The Jungle, a groundbreaking work that opened people s eyes to ethical issues within the food industry. How did the government react to the resulting outrage? What did officials create to appease both the people and the food industry? No matter which topic you decide to research, be sure to place it within its historical context. Examine the significance of your topic in history and show development over time. Begin by reading secondary sources, and then move on to seek out available primary sources. Using your research skills, you should be able to clearly explain the relationship of your topic to the theme, Conflict & Compromise in History. Based on that understanding, you can develop quality papers, performances, exhibits, websites, and documentaries for National History Day. WHITE HOUSE HISTORY THROUGH OUR Digital Library Containing thousands of images of the White House and its related history, our Digital Library is a fantastic academic resource for students and teachers alike, whether conducting project research, writing lesson plans, or simply exploring history. Create your FREE account today: Download low resolution images for free Create and share albums Share to your own social media White House Historical Association EXPLORE THE COLLECTION WhiteHouseHistory.org/Library National History Day 2018 9
National History Day in Minnesota 2018 Conflict & Compromise in History This year s National History Day theme, Conflict & Compromise in History, will inspire a variety of topics. As you think about your interests - politics, art, community, military history, or something else - remember that your topic must connect to the theme. Both theme words are nouns and verbs. This means you have many definitions to consider. Any of the definitions would be a good way to connect your topic to the theme. Conflict Noun: a fight, a disagreement a mental struggle Verb: to fight or battle to disagree to feel mentally torn between ideas Compromise Noun: a way of reaching agreement where a person or group gives up something they wanted in order to end the disagreement a change that makes something worse Verb: to give up something that you want in order to reach agreement; to accept standards that are lower than desirable to expose something to risk or danger; damage, or weaken Definitions adapted from Merriam Webster English Language Learner s Dictionary When selecting a topic, think beyond military conflicts or politics. For example: Parental Advisory Labels were introduced in 1985 by the Recording Industry of America to make consumers aware of explicit lyrics and content, which some felt were inappropriate for young listeners. Some saw this as censorship, putting the interests of concerned parents in conflict with artists, resulting in artists having to compromise their music by releasing edited versions. Tommie Smith and John Carlos refused to compromise with the 1968 Olympic policies against political protest in order to raise awareness about the ongoing conflict for racial equality in the United States. You may focus on conflict or compromise for your project. If a topic includes both ideas, however, you need to talk about both in your project. If you discuss both ideas, they do not need to be equal. One idea be may more important to your topic. At first, it may be easier to figure out a connection between your topic and the idea of conflict. This is a good place to start, but don t stop there. Keep looking for how compromise may appear. You could discuss either theme connection before, during, or after the main events of your topic. There s no magic formula for success with this year s theme. The theme is flexible and can connect to any conflict or compromise that had a significant impact in history. You should try to include conflict or compromise in your thesis statement. If your topic connects to both, you can include both in your thesis, but that s not required by History Day. History Day students will need to pay attention to point of view when researching and presenting their topic. The ideas of conflict and compromise both involve two or more perspectives. It s important for you to understand what all sides wanted and why, even if you don t agree. These different opinions could happen between groups or individuals, or there could be different opinions within a group. For example: By the early 1900s, women had been actively fighting for the right to vote for decades. Alice Paul and the National Woman's Party came into conflict with other factions of the suffrage movement when they advocated more aggressive tactics to gain attention and support for the movement. Good luck and Happy History Day!
Name Class Guided Notes for Conflict and Compromise in History Minnesota Theme Sheet 1. What are the definitions of the theme words? Conflict Compromise 2. Do you need to connect your topic to both conflict and compromise? Check one. Yes No 3. If your topic includes both conflict and compromise, do you need to talk about both in your project? Check one. Yes No 4. Where should you include your theme connection in your project? 5. Why is point of view important in a History Day project? 6. In history. We recommend that students pick topics that are at least 20 years old. The news, however, is full of topics to inspire you! For each of the current events listed below, think of a topic that took place in the past that you could research for History Day. Current Event In History Current Event In History Example: Police brutality and excessive use of force Example: Miranda v Arizona (1966) and Miranda Rights, which require the police to inform people who are under arrest of their rights. Mexico Border Wall Your Example: Current Event In History Current Event In History Transgender Bathroom Lawsuits Your Example: Dakota Access Pipeline Your Example: National History Day in Minnesota 2017