Sample Classroom Curriculum 

Below is a sample timeline with resources for each step to assist teachers with creating an NHD plan for their classroom. This example is designed to stretch from 5 weeks to 12 weeks depending on the amount of time that can be devoted to the program. Each step can be further split into more weeks if time allows. 

One of the easiest ways to build NHD into your curriculum is to weave the through your existing lessons. For instance, if doing a lesson on the American Revolution, model finding strong primary sources on it and the importance of considering multiple perspectives to form a historical argument. Also consider partnerships with other teachers in your school. For instance, Social Studies class focuses on picking topics, primary source research, and setting historical context and significance. ELA class focuses on secondary source research, notetaking, thesis writing, and building a bibliography. 

NHD 5-12 Week Curriculum Timeline with Resources

Tab/Accordion Items

With Step 1 you want to spend one or more weeks introducing NHD to students. Consider inviting the state coordinator to introduce the program to your students (virtually or in person) at the beginning or to hold a Q&A session with students at the end of the step. The objectives of this step are to:

  • Introduce NHD program and classroom expectations. 
    • Provide project timeline, deadlines, and parameters.
    • Explain the competition option if available to students.
  • 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 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 for every project:
      • Process Paper
      • Annotated Bibliography

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.