Outreach and Professional Development

Are you a relatively new History Day teacher or a veteran in need of a refresher course? The Maryland History Day team is here to help you!

Emmie Schulz is just an email away! She is happy to come visit your class to introduce Maryland History Day, or to help your students sharpen their existing skills. Request a classroom visit by contacting the outreach team through the form below.

Request Maryland History Day Outreach

Department leaders, supervisors, and administrators can also schedule professional development sessions to prepare their teachers for History Day through the link below.

Request Professional Development

Courses

Topic Description Length
Introduction to Maryland History Day Teachers will learn how to implement History Day in the classroom. They will review and discuss basic information on how to use the program. Teachers will also practice analyzing primary sources from the Library of Congress. We can tailor this to your needs – for new teachers, for returning teachers who are looking for inspiration, a deeper dive on specific History Day skills, etc. 45-90 minutes
Analyzing Historical Documents with English Language Learners and Emerging Readers: Using Maryland History Day in the Classroom Join us to learn strategies to ensure your ELs and emerging readers make the most of their time with primary sources. Practice using and creating scaffolds to support instruction with historical images and texts. Discuss what equity looks like for ELs in the social studies classroom. 45-90 minutes
Crafting the Thesis Statement Students struggle with writing thesis statements for history class. Maryland Humanities’ Maryland History Day team offers a thesis-writing formula, so you can model, scaffold, and practice with your students. Will also include materials that can be used for thesis development and tips on what makes a strong thesis statement. 45-90 minutes
Teamwork Makes the Dream Work! Fostering Student Collaboration Through National History Day Group Work 45-90 minutes
Inquire, Analyze, Argue: Three Online Primary Source Teaching Tools Explore and discuss three digital learning resources that enrich your students’ experience of gaining historical thinking skills using Library of Congress primary sources. In Civics! An American Musical, students practice primary source analysis in games centered on historical examples of civic action, where communities united by their common vision of a better country made change happen. Case Maker presents challenges on topics from Japanese internment to workers’ rights, and students must use primary sources to support their claim. Each of the TPS Inquiry Kits explores a moment in history through historical sources, with Research Learning Modules to scaffold deeper engagement. 45-90 minutes
Dismantling Dominant Narratives 45-90 minutes
Primary Documents and Project Based Learning: Special Topics Teachers will analyze Library of Congress primary sources related to one particular subject. They will discuss how to use such sources in their classroom, and how students can create projects based on primary sources. 45-90 minutes
Maryland History Day: Advanced

Explore Maryland History Day in depth with Outreach staff.

Discuss tips for developing topics, research, writing theses, and creating projects.

 45-90 minutes. Also available as an all day workshop.

  • “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

  • “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

  • “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

  • “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

  • “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

  • 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

  • “History Day has taught men how to interpret and effective use primary sources in my writing to create and support claims. Now I am much more likely to explore databases, go to libraries, and explore further external sources for credible and effective sources.”

    Maryland History Day 2019 Student

  • “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

  • “[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

  • “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 2015 Student

  • “The part of History Day that had the most impact on me was seeing all the other entries and entry categories. It was really inspiring to see so many different people of history honored for their leadership and legacy as that was this years theme. You forget that the whole world has a history and there are so many different people and leaders who make up that history. The fact that this day brings together all of us students, our imaginations, our creativity, research skills, and history really reminds you how much of us would be lost if we didn’t remember those who made an impact.”

    ​Maryland History Day student participant

  • “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

  • “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

  • “History Day inspired me to become deeply invested in historical topics which I never thought I’d enjoy. It is an amazing experience that has the ability to make learning fun for everyone, no matter what you’re interested in.”

    Addie Skillman, National History Day Gold Winner

  • “[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
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