Northeastern Wisconsin National History Day Contest

2026: Revolution, Reaction, Reform in History

National History Day® (NHD) Rulebook

Curriculum Standards & Benchmarks

These rubrics help guide students as they research and develop their NHD projects (courtesy of Jim DeBroux, Random Lake High School).

National History Day Timeline

September-October

• Introduce National History Day to students
  • Discuss annual theme
  • Discuss categories
• Develop rubrics for your individual circumstances
• Assist students with preliminary topic identification
• Begin exploring secondary resources
  • Get the basic facts about a topic
• Brainstorm potential primary sources

November - January

• Visit our Resources tab and schedule a research field trip with us!
• Students conduct research on their own, or with the help of their teachers, librarians, local historical societies.

February

• Teacher and Student Registration completed via our Register tab.
• Keep an eye on our Contest tab for important updates!

March

Northeastern Wisconsin Regional National History Day Contest

• The Northeastern Wisconsin Regional Contest will be held at UW-Green Bay on Saturday, March 1st, 2025.
• The program and schedule will be available to prior to the contest day on our Contest tab.

April/Early May

State Contest

• Coordinated by the Wisconsin Historical Society on the University of Wisconsin campus in Madison. Finalists from every category advance to the National Contest. For more information on the State contest, visit the Wisconsin Historical Society.

Late May/Early June 

National Contest

• National Contest held at University of Maryland in College Park, Maryland.
• For more information on the National Contest, visit National History Day.

Theme Resources

Category Rules

Category Evaluation Forms

School Fairs

School fairs for National History Day can serve several important purposes. A school event can be a culminating activity in which all students participate. School events can showcase the academic accomplishments of students to the community, parents, and school administration. You can also use this event to narrow down the number of entries that you are allowed to send to the Regional level of competition. 

Before the event

Select a date and timeframe for the event. Selecting a date for your event will depend not just on your classroom calendar, but also on the date of your Regional competition. You will want to select a school event date that will give your Regional qualifiers enough time to register and revise their projects. Registration materials for regional competitions are generally due two weeks before the contest.

In selecting a timeframe for your event, you will have to decide if you want a school-day event or an afterschool competition. There are advantages and disadvantages to each.

• Afterschool events will give you greater access to facilities, more judges will be available after work hours, and parents may be more likely to attend. Afterschool events may also compete with other activities and returning to school may be challenging for students. 
• School-day events means that students will already be present, however access to facilities or judges who may be at work could be more limited. 

Reserve spaces, tables, and technology. You will need several different types of spaces to host a National History Day event.

• Judge room: Judges will need a space separate from students and the public to listen to an orientation and confer about the results. You will need seating for the judges as well as tables for them to write their comments.
• Exhibits: A large space, like a gymnasium or library, will work best for displaying Exhibits. Depending on the room, you may need to reserve or order tables. Exhibits can be up to 40 inches wide, so calculate the number of tables you will need based on this number as well as the length of the tables to which you will have access.
• Documentaries: Documentary rooms will need to have technology to play and Documentary the projects as well as seating for the judges and audience.
• Websites: If possible, it’s great to show Websites in technology-enabled rooms, such as a projector or Smartboard display. If not, judges should have access to a laptop or computer to look at Websites, especially if the website judges have not seen the projects in advance. 
• Performances: Performance rooms should have a large space at the front to serve as a stage and seating for the judges and audience. No other special considerations are required.
• Hangout area: If your event takes place during an afterschool time, you will want to designate an area for students to congregate, such as a cafeteria or gymnasium.

Invite parents and community members. Once you have a date set, be sure to notify parents and get the event on the school calendar.

Recruit judges. The number of judges you are going to need is going to depend on the number of projects you have to be judged. Even though you may not have a final schedule, start recruiting judges early. You can rough out a number based on the following factors:

• You will want your judges to work in teams of two.
• Judges will need 15 minutes to look at each exhibit and website. 20 minutes is ideal for Performance and Documentaries. 
• Consider the total number of projects you will have at your event and the timeframe in which you are hosting it. If your even is limited to a short time-frame, you will need more judge panels, which will look at fewer numbers of projects each. If you have a longer timeframe, you will need fewer judge panels who will have the time to look at additional projects. 
• Consider asking members of your school board, PTA or school administration to be judges. Parents can also make good judges, provided that you are able to schedule them without conflicts of interest. Other teachers or library staff may be able to judge. If you have a local library or area historical society, they also may be interested in helping out. 
• Confirm with judges. As judges confirm their attendance, send them more information on what to expect at the event. Considering sending event details, the theme sheet, and a description of the judging process.

Make a schedule. Once you know how many projects you will have in each category, you can begin to draft a schedule. If you are holding an afterschool event, you will want to ask parents if there are scheduling conflicts with other activities so you can schedule students earlier or later in the event. See the sample schedule on the following pages for ideas. 

• Placing judges: You will want two to three judges per panel. If you have experienced judges, try to spread them out so they can help the newer judges.
• Keep judges looking at projects in the same category: When possible, keep the judges looking at projects in the same category (e.g. only Junior Individual Exhibits). If there aren’t enough projects in a category to fill a judge team’s schedule, try to keep them looking at the same type of project (e.g. looking at Junior Individual Performances and Junior Group Performances). If combining categories, be sure to remind judges that projects in different categories do NOT compete against each other. 
• Time allotments: Judges will need 15 minutes to look at each Exhibit and Website. If possible, judges should have 20 minutes for Performances and Documentaries.
• Papers and websites in advance: If possible, Paper and Websites judges should get copies of the projects (or links to the URLS) in advance of the competition. Viewing projects and interviewing students within a limited time interval can be challenging.
• Allow for a break: Keep in mind that if judges have a long day, they will need to break to eat, use the restroom, or catch up on writing comments.
• Final rounds: If you have multiple panels of judges looking at the same category of projects (e.g. three first round teams looking at Junior Individual Exhibits), you may need to consider Final-Rounds. First-Round panels usually select their top entries. First-Round panels will then confer and share their top entries. After discussing all First-Round projects, the judges will select which entries will move on to the Regional competition. For school level contests, some teachers prefer that First-Round teams pass their nominations onto the teachers, who will make the final decision. The choice is up to you.

Prepare materials for judges. You will need to make copies of comment sheets (one per judge per entry), judge instructions, theme sheets, sample questions, results sheet, and the presentation schedule. If you have Paper and Website entries at your event, you should try to get the judges copies of the papers or URLs in advance. Performance judges will need stopwatches. Exhibit judges will need clipboards. 

Food and drink: If your event is over the lunch hour or dinner hour, you will want to think about providing your judges with something to eat. This doesn’t have to be an elaborate meal, but will be appreciated by your volunteers. 

During the event

Set-up a welcome station. Especially when judges are unfamiliar with your school, it’s helpful to have a welcome station set-up near the main entrance to direct them to the right room. You can also direct students here as main area for questions and help.

Put up signage. You’ll need signage directing people to the judge room and to various judging locations. Also consider posting a judging schedule outside of each room, so people know which presentations will be coming up.

Present a judge orientation. You will need to provide a judge orientation that describes the schedule for the event as well as the National History Day judging criteria. Consider using the orientation on the following pages as a basis for your orientation.

Results. You will need to know your school’s allotment numbers for your Regional competition to figure out how many projects your judges will be able to advance. If you are holding an afterschool event, it may be best to wait to announce the winners until the next day. You can order school recognition ribbons from Minnesota History Day or create certificates on your own.

After the event

Thank judges and donors. If you can time your thank you note to judges after your Regional competition, you should thank them for their assistance as well as let them know which projects might be moving on to State. Keep this list of contacts for next year’s judge recruitment!

Notify the media. Community newspapers may be interested in hearing about your event as well as those students who are moving on to the next level of competition.

Get ready for the next level of competition. Provide your Regional qualifiers with information and registration materials so they can prepare for the next level of competition. Students are allowed and encouraged to improve their projects between competitions. 

Wording borrowed and modified from the Minnesota Historical Society.

Research Field Trips

For area schools, the UWGB Archives and Libraries host a limited amount of research field trips for National History Day® (NHD) students. During a field trip, students are given the opportunities to use primary sources, specialized subject database of first-hand accounts and a vast array of print publications.

During the visit, we also provide guidance about topic development, using primary sources, category best practices, and finding valuable research materials.

Research Field Trip Steps

• Read information provided here about NHD research field trips and determine if they will be of value to your school and students
• Complete survey regarding logistics such as available dates, number of students, etc.
• Receive assigned date from us
• Submit student topics by deadline (generally one month before scheduled trip)
• As needed, respond to communications with NHD team about proposed student topics
• Confirm field trip logistics one week prior to visit
• Support students during the research field trip

Research Field Trip FAQs

What field trip dates are available this year?

• November 8, 15, 22
• December 6, 9, 11, 12, 13
• January 9, 10

How many students can you accommodate at once?

We are able to accommodate sixty students at a time for research field trips. Groups larger than that should be split into two field trip days. Smaller groups (1-8 students) may be accommodated outside of scheduled research dates. The NHD team will be work with you about these logistics.

How long should we plan on staying?

Each school has different visions and needs for their NHD research field trip. From our experience, we strongly encourage you to plan approximately a half day here. Less time makes it difficult for the students to benefit from the research experience and leaves everyone frustrated about missed research opportunities.

What do I need to do to prepare my students for the field trip?

Topic Development: More than ever, we need your cooperation in helping students develop fairly specific topic proposals before they are submitted to us. We will not have time or staff for extensive communicating back and forth about topic details. For example, we should not be receiving Berlin Wall as a topic. Rather we should be receiving the tearing down of Berlin Wall as the topic. Or, we should not be receiving Women’s Suffrage as a topic. Rather it should be a specific suffragette, organization or protest. Time spent chasing down topic details such as these is time that we won’t be able to use to identify resources for the students.

Please verify topics with the students about two weeks before the research trip. In the past, we had a record number of students who changed their topics prior to the field trip. These students apparently didn’t tell their teachers and/or teachers forgot to tell us. In these instances, we spent unnecessary time, labor, and resources gathering materials for a topic they never researched.

Please know we appreciate all you do to help students with their topic development and know that together we can make an even stronger research field trip experience for your NHD students!

Knowledge of topic basics: Have the students familiarize themselves with the important information regarding their topic, e.g. names, dates. It is important for a successful research trip that students know the basic about their topics. Not having this information will just take away valuable research time.

Identify potential secondary sources: We strongly encourage students to research their topic in your school’s library and UWGB Library catalog for secondary sources before your visit. Students should identify secondary sources they may want to use during their visit. We strongly encourage students to come with call numbers and titles of resources to allow for streamlining and maximizing their research time.

What happens on the research field trip day?

• Once you arrive on the UWGB campus, a staff member from the UWGB NHD team will meet you and your students to give a general overview of the day. From there, students are divided between two floors of the UWGB Library. The students are split based on the types of resources they will be using and available space.
• Staff members on each floor will provide information about available resources; guidance for using, citing, and copying/scanning materials.
• Students will conduct research in archival materials, print publications, and online databases.
• Students, with the aid of staff members, will retrieve printed materials for the use by students.
• Staff and volunteers aid students in understanding their sources, even interpreting cursive writing!
• Field trips are always a chaotic but gratifying experience for all involved!

Logistics

1. No materials may be checked out until all research visits are complete for the year. Teachers will be notified towards the middle of January when check-outs may begin. Materials may be obtained by using Interlibrary Loan services at the local school library or local public library. Individuals 18 and older may obtain a NEW ERA card from our library and check out materials. This must be done in person. NOTE: some of the materials used during research field trips are non-circulating and thus would not be available to borrow.

2. If your school has a laptop with wireless capabilities, please bring it with you on your research day. We are asking this to expand the number of computers available for your students. The computers available in the Library and Archives are limited. In order that the students may access our databases with their laptops, they must use the UWGB Guest wireless access.

To connect to the UWGB Guest network, follow these steps:

• From your list of available wireless networks, select UWGB Guest. You will connect to the unsecured network automatically.
• Open your browser and you'll be redirected to the Guest Access page.
• Enter a valid email address and select Log In.
• Then you will have Internet access via the UWGB Guest wireless network!

3. Students who might download materials should bring a saving device such as a flash drive for downloading information. Highly recommended.

4. Students will have the capability to e-mail materials (full text articles) to their own e-mail address while on campus. Encourage students to have their own e-mail addresses available. Most databases allow this capability, but there are a few that do not allow non-campus users to send the text via e-mails.

5. Students will also have the capability of photocopying or printing materials while at UWGB. There is a small fee for doing so (ten to twenty cents).

6. If your school will be here for a longer period of time, you will want to consider arrangements for a lunch break. Options available include an all you can eat lunch buffet; a grill; and/or bringing your own lunches. If you have this need, please let us know and we can connect you with Dining Services on campus.

Important Dates

Request Deadline for Field Trip: October 7, 2024

Sign up for a research field trip. You will be asked to rank your date choices and provide other information. We will do our best to make logistics work out for everyone as we host multiple schools across the region.

Student Topic Deadlines

• November and December field trips must have student topics to us thirty days ahead of time.
• January field trip must have topics to us by December 2nd because of the holidays and winter breaks.
• If these deadlines are not met, we cannot guarantee relevant research materials will be available on the day of the research field trip.

Contest Registration Deadline: Monday, February 10, 2025

Also the deadline for submitting papers and websites!

Northeastern Wisconsin NHD Regional Contest: Saturday, March 1, 2025

2026: Revolution, Reaction, Reform in History

National History Day® (NHD) Judging Process and Tips

Wording borrowed and modified from the Minnesota Historical Society

The goal of National History Day is to provide young learners with an amazing experience, regardless of whether or not they advance to the next contest. We want all students to have a positive time sharing their project with the judges and receiving meaningful feedback. To provide feedback to the students, you will be interviewing each student or group of students about their project and research.

As a judge, you are the face of National History Day to our participants. It is important that the interview and judging be fair and consistent. Converse with students in a way that allows them to feel proud of the work they have done.

Greet

• Introduce yourself. A smile goes a long way!
• Give students a brief explanation of the judging process and set them at ease.
• For the Documentary and Performance categories, request a copy of their paperwork (process paper and bibliography). Exhibit students have generally placed a copy of their process paper with the exhibit. If they did not, ask them for a copy. Website and Paper judges have already viewed this and can start the interview.

Read

• Skim the written materials and review the project. You may not have time to completely read the entire document. Focus on the annotated bibliography. You do not want to hold up the interview for a deep reading of the process paper.
• You will keep one copy for your judging team. You can refer back to the student’s written materials when you return to the judge room.

View

• Exhibit judges will have time set aside for preliminary viewing of the exhibit without students present. During the exhibit viewing time, make preliminary notes on your judging forms. You will be able to expand on these later. Remember, the students should not give you an oral presentation about their work.
• Performance and Documentary judges should give the signal to begin. Make sure the students introduce themselves and the title of their presentation. As you view entries, make preliminary notes on your judging forms. You will be able to expand on these later.
• Website and Paper judges have already seen the project. The student may refer to the website or paper during the interview, but should not present it for the judges.

Interview

• At the end of each presentation, you will have the opportunity to ask students questions about their entries. Students are excited about the opportunity to talk with you, but may be extremely nervous. Make sure you ask them at least three to five questions. Try to ask all groups a similar amount of time worth of questions.
• Ask the student(s) questions about their project, research, or topic. The interview is a chance for students to share their understanding of their topic and process. Student answers should not weigh heavily in your overall evaluation.
• Do not offer suggestions for improvement during the interview. Take notes! You will be able to include comments in your written feedback, which will be given to students after the contest.
• Thank the student(s) and keep one copy of their paperwork.

Rank

• Return to the judging room to make your decisions on the top-ranking projects. Judge teams must agree on the entries they select to move forward. Follow the instructions provided during the volunteer orientation for submitting your rankings. Final ranking submission is the responsibility of the Team Captain.
• National History Day staff will let you know the specific number of projects you are selecting for each category.

Write

• Each judge will write their own comments. Written feedback is the most valuable for student learning. Checkmarks in column ratings do not need to be identical, but should be similar to your co-judges.
• Please make sure to provide comments in addition to the checkmark rankings. Your comments are what the students find most helpful. Make sure the comments are couched in positive language (e.g. you might want to…rather than you should…).

Final Checklist for Judging a National History Day Entry:

• Does this student’s work demonstrate historical research and scholarship?
• Does the student make a strong argument, connected to the annual theme? Remember: Student views and perspectives on a particular topic may differ from your own.
• Does the student use the project to support and prove their argument?
• Is this student communicating their ideas in an organized and effective way?

Interview Questions

Wording borrowed and modified from the Minnesota Historical Society

Appropriate Questions

• What was a helpful source?
• How does this topic fit the theme?
• What was a challenging part of your History Day experience?
• Is there anything you would like to tell us that we haven’t asked about?

Inappropriate Questions

• Where do you go to school?
• How much money did you spend developing your project?
• Is this topic in line with your own religious/cultural beliefs?

Sample Questions

Begin by asking students an easier question and build their confidence:

• How did you choose this topic?
• How does your project relate to this year’s theme?
• Why did you select the Exhibit/Documentary/Performance/Website category?

Move on to more challenging questions:

• Which research sources did you find the most valuable and why?
• How did you find primary sources?
• Did using primary sources help you learn anything that you didn’t know before?
• What was a helpful primary source? Why?
• How did your thesis change from the time that you started your project to now?
• Why is your topic important in history?
• If the student has a topic in a content area with which you are familiar, you may ask other appropriate questions not listed on this sheet.

End the interview with a question that allows the student to bring up any other information:

• Is there anything else you wanted to talk about that we haven’t asked you yet?

Remember: The interview is the student’s chance to demonstrate their knowledge. We respect the content knowledge of our judges, but please make sure all questions are focused on helping the student show their knowledge.

Theme Book

Category Rules

Category Evaluation Forms

Things to know for each Category