For Judges and Other Volunteers

Help us promote research skills and a love of learning in students throughout Maryland!

As they progress through competitions at the school, district, state, and national levels, students rely on volunteers like you to evaluate their projects and help them to improve their skills that they have developed throughout the process.

While most judges include humanities scholars, teachers, librarians, and museum professionals, anyone who wants to support students in this exciting learning experience may judge. You can play an important role by volunteering as a History Day judge – reviewing student projects, interviewing contestants, selecting the winners to advance to the national contest, and providing constructive feedback.

The Role of Judges

Maryland History Day judges review student projects, interview students, rank projects and provide feedback through the rubric forms. Judges impact every part of History Day, by being the main point of contact for the students during their contest experience. For their time, judges gain a connection with young historians, learn about new History topics, and serve their community.

Judges can volunteer at the Maryland State contest in May, at one of the district competitions in February & March, and at the National Contest in June. Judges are responsible for going through a short training process, reviewing materials, and showing up for the interview times.

Judging Resources

Judge Toolkit
Do you want to know more about judging? Head to our Maryland Judge Toolkit, updated each year with interview tips, instructions, and training materials. The training module for each year will be added to the drive.

2021 Contest Rule Changes

2021 New Evaluation Forms

  • “The excitement of the research was wonderful for my students’ academic progress. They now feel capable of doing any research paper that may be assigned in college!”

    Maryland History Day 2019 Teacher
  • “I think the continual process of improving her research and presentation through the various levels of competition has been incredibly valuable. It has caused her to dig deeper in her research and build upon and refine her work and presentation.”

    ​Maryland History Day parent
  • “The students are now far more prepared for the high level of scholarship and achievement that will be expected of them in future years. MHD also elevated many other skills too. These include public speaking, the use of technology, learning to collaborate.”

    ​Maryland History Day teacher
  • “I had never done anything like this before so it was a totally new experience to write a paper, be interviewed, and defend my positions. I now really know how to do research and it has improved my writing skills.”

    ​Maryland History Day student
  • “The researching and communicating skills have made me a more confident person in all academic endeavors. These are skills that will last me a lifetime.”

    ​Maryland History Day student participant
  • “[My son] became a real expert in his topic and, he says, developed a life-long love of history, especially the history of music. I cannot thank you enough for this rare and incredible opportunity.”

    Andrea LeWinter, parent of Maryland History Day participant
  • “By using a variety of sources, I was able to get angles on my topic that I wasn’t able to before. Also, I learned so much about a topic near and dear to my heart that will enrich my learning later in life.”

    Maryland History Day 2015 Student
  • I’ve loved judging! It’s exciting to see the passion the middle schoolers have put in their projects. I hope that my critiques have helped strive for excellence throughout their lives.

    Dee Krasnansky, Maryland History Day Judge
  • “It provided an opportunity for my child to learn through experiential opportunities. He had interviews and tours that were relevant to his topic that helped the history come alive and create unforgettable memories.”

    Maryland History Day 2015 Parent
  • “[The students] learned a variety of ways to present their material and they could focus on what they wanted to learn about. The students had a choice in their learning. It was about their learning NOT what someone else felt they need to learn.”

    ​Maryland History Day teacher
  • “My students went deeper with primary and secondary sources than ever before. They used critical thinking skills and applied the transfer goals and essential questions on a deeper level than they could have in class. It challenged them to think deeper and defend their findings.”

    Maryland History Day 2019 Teacher
  • “MHD illustrated the applicability of the study of history to contemporary issues and current events. It was very motivating to converse with the students about their historical topic and observe how they applied it to current events and their own life circumstances.”

    ​Maryland History Day parent
  • “The thing that had the most impact were the skills that I got from this project. I developed better hunting skills in terms of looking for reliable sources and I also learned to work hard and not procrastinate to achieve something great.”

    Maryland History Day student participant
  • “Maryland History Day challenged my daughter to go deeper, deeper in research analysis and presentation. It took her to a whole new level academically.”

    ​Maryland History Day parent
  • “My students became more competent researchers, and took ownership of their work. They had total free reign to choose their topic, direct their research, and create their final project.”

    ​Maryland History Day 2015 Teacher
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Maryland Humanities is a statewide, educational nonprofit organization that creates and supports educational experiences in the humanities that inspire all Marylanders to embrace lifelong learning, exchange ideas openly, and enrich their communities.
Maryland Humanities
108 West Centre Street
Baltimore, Maryland 21201-4565
(410) 685-0095
(410) 685-0795 fax
info@mdhumanities.org
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