draw your history assignment

Have Students Create Mock Social Media Profiles for Historical Figures!

by Jenna Kimber

Engaging students in the 21st century has created many new challenges for teachers. Competing with technology is no easy task! This is why teachers have found ways to combine the social media world with academics. Rather than assigning a two-page essay on a famous historian or author, educators are now asking students to create mock social media profiles for historical figures.

10 steps to creating mock social media profiles as a history assignment

1. decide which platform students should use to create the profile..

You might consider offering the following options to students:

• Use a paper template. Create your own or use our free printable !
• Have students make a Google Slides presentation with each slide being a new section of a social media profile.
• Students can create their own template using Jamboards, Google Docs, or any other blank online resource.

Download the FREE template!

2. Use information from research to begin filling out the profile.

Begin with a profile picture!

Students search for the photo they think best sums up their subject. For printed versions, students can either hand draw the picture or print out, cut, and glue in a photo.

3. Write a mock status from the point of view of the person.

Ask students to imagine they are writing from the perspective of their historical figure. What would the person have written about on their social media page? Would they have tagged anyone in their update? This is one area of the profile that should be written in complete sentences.

History teacher hack: Connect this part of the profile to a mini-lesson on point of view in writing.

4. Create a mini-timeline of important events in the person’s life.

This might include historic moments in the person’s life, such as wars, awards, elections, marriage(s), kids, or moves.

5. Record personal info about the person.

History teacher hack: Connect this part of the profile to a mini-lesson on character traits

6. List likely Facebook friends and family members of the person.

7. Include other Facebook pages that the person might follow.

For this part of the profile, ask students to think about the person’s interests. What famous things/people/events would this person have wanted to follow?

8. Fill in historical information.

Students should list any places the person lived, including the current or last hometown.

9. Ask for additional information.

If you would like to see more writing samples coming from this project, you may consider assigning students to write a brief 1-2 paragraph explanation of how they created this social media profile. Ask students to explain why they included certain information and cite sources used.

10. Share mock social media profiles!

If created digitally, students can share projects on platforms like Google Classroom or Seesaw for other students to see. Students could also record themselves explaining the profile and just share the recorded explanation with peers. The traditional route would be for students to prepare an oral presentation for the class to share the profile page. For added fun, have students dress as their assigned person!

History teacher hack: Print all projects and create a class book with all of the created mock profiles. This serves as a book of history on amazing people!

Students will love putting together mock social media profiles. This unique project ties together their social media knowledge and emerging academic skills!

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How to write an introduction for a history essay

Every essay needs to begin with an introductory paragraph. It needs to be the first paragraph the marker reads.

While your introduction paragraph might be the first of the paragraphs you write, this is not the only way to do it.

You can choose to write your introduction after you have written the rest of your essay.

This way, you will know what you have argued, and this might make writing the introduction easier.

Either approach is fine. If you do write your introduction first, ensure that you go back and refine it once you have completed your essay. 

What is an ‘introduction paragraph’?

An introductory paragraph is a single paragraph at the start of your essay that prepares your reader for the argument you are going to make in your body paragraphs .

It should provide all of the necessary historical information about your topic and clearly state your argument so that by the end of the paragraph, the marker knows how you are going to structure the rest of your essay.

In general, you should never use quotes from sources in your introduction.

Introduction paragraph structure

While your introduction paragraph does not have to be as long as your body paragraphs , it does have a specific purpose, which you must fulfil.

A well-written introduction paragraph has the following four-part structure (summarised by the acronym BHES).

B – Background sentences

H – Hypothesis

E – Elaboration sentences

S - Signpost sentence

Each of these elements are explained in further detail, with examples, below:

1. Background sentences

The first two or three sentences of your introduction should provide a general introduction to the historical topic which your essay is about. This is done so that when you state your hypothesis , your reader understands the specific point you are arguing about.

Background sentences explain the important historical period, dates, people, places, events and concepts that will be mentioned later in your essay. This information should be drawn from your background research . 

Example background sentences:

Middle Ages (Year 8 Level)

Castles were an important component of Medieval Britain from the time of the Norman conquest in 1066 until they were phased out in the 15 th and 16 th centuries. Initially introduced as wooden motte and bailey structures on geographical strongpoints, they were rapidly replaced by stone fortresses which incorporated sophisticated defensive designs to improve the defenders’ chances of surviving prolonged sieges.

WWI (Year 9 Level)

The First World War began in 1914 following the assassination of Archduke Franz Ferdinand. The subsequent declarations of war from most of Europe drew other countries into the conflict, including Australia. The Australian Imperial Force joined the war as part of Britain’s armed forces and were dispatched to locations in the Middle East and Western Europe.

Civil Rights (Year 10 Level)

The 1967 Referendum sought to amend the Australian Constitution in order to change the legal standing of the indigenous people in Australia. The fact that 90% of Australians voted in favour of the proposed amendments has been attributed to a series of significant events and people who were dedicated to the referendum’s success.

Ancient Rome (Year 11/12 Level)  

In the late second century BC, the Roman novus homo Gaius Marius became one of the most influential men in the Roman Republic. Marius gained this authority through his victory in the Jugurthine War, with his defeat of Jugurtha in 106 BC, and his triumph over the invading Germanic tribes in 101 BC, when he crushed the Teutones at the Battle of Aquae Sextiae (102 BC) and the Cimbri at the Battle of Vercellae (101 BC). Marius also gained great fame through his election to the consulship seven times.

2. Hypothesis

Once you have provided historical context for your essay in your background sentences, you need to state your hypothesis .

A hypothesis is a single sentence that clearly states the argument that your essay will be proving in your body paragraphs .

A good hypothesis contains both the argument and the reasons in support of your argument. 

Example hypotheses:

Medieval castles were designed with features that nullified the superior numbers of besieging armies but were ultimately made obsolete by the development of gunpowder artillery.

Australian soldiers’ opinion of the First World War changed from naïve enthusiasm to pessimistic realism as a result of the harsh realities of modern industrial warfare.

The success of the 1967 Referendum was a direct result of the efforts of First Nations leaders such as Charles Perkins, Faith Bandler and the Federal Council for the Advancement of Aborigines and Torres Strait Islanders.

Gaius Marius was the most one of the most significant personalities in the 1 st century BC due to his effect on the political, military and social structures of the Roman state.

3. Elaboration sentences

Once you have stated your argument in your hypothesis , you need to provide particular information about how you’re going to prove your argument.

Your elaboration sentences should be one or two sentences that provide specific details about how you’re going to cover the argument in your three body paragraphs.

You might also briefly summarise two or three of your main points.

Finally, explain any important key words, phrases or concepts that you’ve used in your hypothesis, you’ll need to do this in your elaboration sentences.

Example elaboration sentences:

By the height of the Middle Ages, feudal lords were investing significant sums of money by incorporating concentric walls and guard towers to maximise their defensive potential. These developments were so successful that many medieval armies avoided sieges in the late period.

Following Britain's official declaration of war on Germany, young Australian men voluntarily enlisted into the army, which was further encouraged by government propaganda about the moral justifications for the conflict. However, following the initial engagements on the Gallipoli peninsula, enthusiasm declined.

The political activity of key indigenous figures and the formation of activism organisations focused on indigenous resulted in a wider spread of messages to the general Australian public. The generation of powerful images and speeches has been frequently cited by modern historians as crucial to the referendum results.

While Marius is best known for his military reforms, it is the subsequent impacts of this reform on the way other Romans approached the attainment of magistracies and how public expectations of military leaders changed that had the longest impacts on the late republican period.

4. Signpost sentence

The final sentence of your introduction should prepare the reader for the topic of your first body paragraph. The main purpose of this sentence is to provide cohesion between your introductory paragraph and you first body paragraph .

Therefore, a signpost sentence indicates where you will begin proving the argument that you set out in your hypothesis and usually states the importance of the first point that you’re about to make. 

Example signpost sentences:

The early development of castles is best understood when examining their military purpose.

The naïve attitudes of those who volunteered in 1914 can be clearly seen in the personal letters and diaries that they themselves wrote.

The significance of these people is evident when examining the lack of political representation the indigenous people experience in the early half of the 20 th century.

The origin of Marius’ later achievements was his military reform in 107 BC, which occurred when he was first elected as consul.

Putting it all together

Once you have written all four parts of the BHES structure, you should have a completed introduction paragraph. In the examples above, we have shown each part separately. Below you will see the completed paragraphs so that you can appreciate what an introduction should look like.

Example introduction paragraphs: 

Castles were an important component of Medieval Britain from the time of the Norman conquest in 1066 until they were phased out in the 15th and 16th centuries. Initially introduced as wooden motte and bailey structures on geographical strongpoints, they were rapidly replaced by stone fortresses which incorporated sophisticated defensive designs to improve the defenders’ chances of surviving prolonged sieges. Medieval castles were designed with features that nullified the superior numbers of besieging armies, but were ultimately made obsolete by the development of gunpowder artillery. By the height of the Middle Ages, feudal lords were investing significant sums of money by incorporating concentric walls and guard towers to maximise their defensive potential. These developments were so successful that many medieval armies avoided sieges in the late period. The early development of castles is best understood when examining their military purpose.

The First World War began in 1914 following the assassination of Archduke Franz Ferdinand. The subsequent declarations of war from most of Europe drew other countries into the conflict, including Australia. The Australian Imperial Force joined the war as part of Britain’s armed forces and were dispatched to locations in the Middle East and Western Europe. Australian soldiers’ opinion of the First World War changed from naïve enthusiasm to pessimistic realism as a result of the harsh realities of modern industrial warfare. Following Britain's official declaration of war on Germany, young Australian men voluntarily enlisted into the army, which was further encouraged by government propaganda about the moral justifications for the conflict. However, following the initial engagements on the Gallipoli peninsula, enthusiasm declined. The naïve attitudes of those who volunteered in 1914 can be clearly seen in the personal letters and diaries that they themselves wrote.

The 1967 Referendum sought to amend the Australian Constitution in order to change the legal standing of the indigenous people in Australia. The fact that 90% of Australians voted in favour of the proposed amendments has been attributed to a series of significant events and people who were dedicated to the referendum’s success. The success of the 1967 Referendum was a direct result of the efforts of First Nations leaders such as Charles Perkins, Faith Bandler and the Federal Council for the Advancement of Aborigines and Torres Strait Islanders. The political activity of key indigenous figures and the formation of activism organisations focused on indigenous resulted in a wider spread of messages to the general Australian public. The generation of powerful images and speeches has been frequently cited by modern historians as crucial to the referendum results. The significance of these people is evident when examining the lack of political representation the indigenous people experience in the early half of the 20th century.

In the late second century BC, the Roman novus homo Gaius Marius became one of the most influential men in the Roman Republic. Marius gained this authority through his victory in the Jugurthine War, with his defeat of Jugurtha in 106 BC, and his triumph over the invading Germanic tribes in 101 BC, when he crushed the Teutones at the Battle of Aquae Sextiae (102 BC) and the Cimbri at the Battle of Vercellae (101 BC). Marius also gained great fame through his election to the consulship seven times. Gaius Marius was the most one of the most significant personalities in the 1st century BC due to his effect on the political, military and social structures of the Roman state. While Marius is best known for his military reforms, it is the subsequent impacts of this reform on the way other Romans approached the attainment of magistracies and how public expectations of military leaders changed that had the longest impacts on the late republican period. The origin of Marius’ later achievements was his military reform in 107 BC, which occurred when he was first elected as consul.

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Steps for Writing a History Paper

Writing a history paper is a process.  Successful papers are not completed in a single moment of genius or inspiration, but are developed over a series of steps.  When you first read a paper prompt, you might feel overwhelmed or intimidated.  If you think of writing as a process and break it down into smaller steps, you will find that paper-writing is manageable, less daunting, and even enjoyable.  Writing a history paper is your opportunity to do the real work of historians, to roll up your sleeves and dig deep into the past.

What is a History paper?

History papers are driven by arguments.  In a history class, even if you are not writing a paper based on outside research, you are still writing a paper that requires some form of argument.  For example, suppose your professor has asked you to write a paper discussing the differences between colonial New England and colonial Virginia.  It might seem like this paper is straightforward and does not require an argument, that it is simply a matter of finding the “right answer.”  However, even here you need to construct a paper guided by a larger argument.  You might argue that the main differences between colonial New England and Virginia were grounded in contrasting visions of colonization.  Or you might argue that the differences resulted from accidents of geography or from extant alliances between regional Indian groups.  Or you might make an argument that draws on all of these factors.  Regardless, when you make these types of assertions, you are making an argument that requires historical evidence.  Any history paper you write will be driven by an argument demanding evidence from sources.

History writing assignments can vary widely–and you should always follow your professor’s specific instructions–but the following steps are designed to help no matter what kind of history paper you are writing.  Remember that the staff of the History Writing Center is here to assist you at any stage of the writing process.

• Sometimes professors distribute prompts with several sub-questions surrounding the main question they want you to write about.  The sub-questions are designed to help you think about the topic.  They offer ideas you might consider, but they are not, usually, the key question or questions you need to answer in your paper.  Make sure you distinguish the key questions from the sub-questions.  Otherwise, your paper may sound like a laundry list of short-answer essays rather than a cohesive argument. A helpful way to hone in on the key question is to look for action verbs, such as “analyze” or “investigate” or “formulate.”  Find such words in the paper prompt and circle them.  Then, carefully consider what you are being asked to do.  Write out the key question at the top of your draft and return to it often, using it to guide you in the writing process.  Also, be sure that you are responding to every part of the prompt.  Prompts will often have several questions you need to address in your paper.  If you do not cover all aspects, then you are not responding fully to the assignment.  For more information, visit our section, “Understanding Paper Prompts.”
• Before you even start researching or drafting, take a few minutes to consider what you already know about the topic.  Make a list of ideas or draw a cluster diagram, using circles and arrows to connect ideas–whatever method works for you.  At this point in the process, it is helpful to write down all of your ideas without stopping to judge or analyze each one in depth.  You want to think big and bring in everything you know or suspect about the topic.  After you have finished, read over what you have created.  Look for patterns or trends or questions that keep coming up.  Based on what you have brainstormed, what do you still need to learn about the topic?  Do you have a tentative argument or response to the paper prompt?  Use this information to guide you as you start your research and develop a thesis.
• Depending on the paper prompt, you may be required to do outside research or you may be using only the readings you have done in class.  Either way, start by rereading the relevant materials from class.  Find the parts from the textbook, from the primary source readings, and from your notes that relate to the prompt. If you need to do outside research, the UCLA library system offers plenty of resources.  You can begin by plugging key words into the online library catalog.  This process will likely involve some trial and error.  You will want to use search terms that are specific enough to address your topic without being so narrow that you get no results.  If your keywords are too general, you may receive thousands of results and feel overwhelmed.  To help you narrow your search, go back to the key questions in the essay prompt that you wrote down in Step 1.  Think about which terms would help you respond to the prompt.  Also, look at the language your professor used in the prompt.  You might be able to use some of those same words as search terms. Notice that the library website has different databases you can search depending on what type of material you need (such as scholarly articles, newspapers, books) and what subject and time period you are researching (such as eighteenth-century England or ancient Rome).  Searching the database most relevant to your topic will yield the best results.  Visit the library’s History Research Guide for tips on the research process and on using library resources.  You can also schedule an appointment with a librarian to talk specifically about your research project.  Or, make an appointment with staff at the History Writing Center for research help.  Visit our section about using electronic resources as well.
• By this point, you know what the prompt is asking, you have brainstormed possible responses, and you have done some research.  Now you need to step back, look at the material you have, and develop your argument.  Based on the reading and research you have done, how might you answer the question(s) in the prompt?  What arguments do your sources allow you to make?  Draft a thesis statement in which you clearly and succinctly make an argument that addresses the prompt. If you find writing a thesis daunting, remember that whatever you draft now is not set in stone.  Your thesis will change.  As you do more research, reread your sources, and write your paper, you will learn more about the topic and your argument.  For now, produce a “working thesis,” meaning, a thesis that represents your thinking up to this point.  Remember it will almost certainly change as you move through the writing process.  For more information, visit our section about thesis statements.  Once you have a thesis, you may find that you need to do more research targeted to your specific argument.  Revisit some of the tips from Step 3.
• Now that you have a working thesis, look back over your sources and identify which ones are most critical to you–the ones you will be grappling with most directly in order to make your argument.  Then, annotate them.  Annotating sources means writing a paragraph that summarizes the main idea of the source as well as shows how you will use the source in your paper.  Think about what the source does for you.  Does it provide evidence in support of your argument?  Does it offer a counterpoint that you can then refute, based on your research?  Does it provide critical historical background that you need in order to make a point?  For more information about annotating sources, visit our section on annotated bibliographies. While it might seem like this step creates more work for you by having to do more writing, it in fact serves two critical purposes: it helps you refine your working thesis by distilling exactly what your sources are saying, and it helps smooth your writing process.  Having dissected your sources and articulated your ideas about them, you can more easily draw upon them when constructing your paper.  Even if you do not have to do outside research and are limited to working with the readings you have done in class, annotating sources is still very useful.  Write down exactly how a particular section in the textbook or in a primary source reader will contribute to your paper.
• An outline is helpful in giving you a sense of the overall structure of your paper and how best to organize your ideas.  You need to decide how to arrange your argument in a way that will make the most sense to your reader.  Perhaps you decide that your argument is most clear when presented chronologically, or perhaps you find that it works best with a thematic approach.  There is no one right way to organize a history paper; it depends entirely on the prompt, on your sources, and on what you think would be most clear to someone reading it. An effective outline includes the following components: the research question from the prompt (that you wrote down in Step 1), your working thesis, the main idea of each body paragraph, and the evidence (from both primary and secondary sources) you will use to support each body paragraph.  Be as detailed as you can when putting together your outline.

If you have trouble getting started or are feeling overwhelmed, try free writing.  Free writing is a low-stakes writing exercise to help you get past the blank page.  Set a timer for five or ten minutes and write down everything you know about your paper: your argument, your sources, counterarguments, everything.  Do not edit or judge what you are writing as you write; just keep writing until the timer goes off.  You may be surprised to find out how much you knew about your topic.  Of course, this writing will not be polished, so do not be tempted to leave it as it is.  Remember that this draft is your first one, and you will be revising it.

A particularly helpful exercise for global-level revision is to make a reverse outline, which will help you look at your paper as a whole and strengthen the way you have organized and substantiated your argument.  Print out your draft and number each of the paragraphs.  Then, on a separate piece of paper, write down each paragraph number and, next to it, summarize in a phrase or a sentence the main idea of that paragraph.  As you produce this list, notice if any paragraphs attempt to make more than one point: mark those for revision.  Once you have compiled the list, read it over carefully.  Study the order in which you have sequenced your ideas.  Notice if there are ideas that seem out of order or repetitive.  Look for any gaps in your logic.  Does the argument flow and make sense?

When revising at the local level, check that you are using strong topic sentences and transitions, that you have adequately integrated and analyzed quotations, and that your paper is free from grammar and spelling errors that might distract the reader or even impede your ability to communicate your point.  One helpful exercise for revising on the local level is to read your paper out loud.  Hearing your paper will help you catch grammatical errors and awkward sentences.

Here is a checklist of questions to ask yourself while revising on both the global and local levels:

– Does my thesis clearly state my argument and its significance?

– Does the main argument in each body paragraph support my thesis?

– Do I have enough evidence within each body paragraph to make my point?

– Have I properly introduced, analyzed, and cited every quotation I use?

– Do my topic sentences effectively introduce the main point of each paragraph?

– Do I have transitions between paragraphs?

– Is my paper free of grammar and spelling errors?

• Congratulate yourself. You have written a history paper!

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Fun History Project Ideas & Hands-On Activities

• Posted by by Maddie
• October 27, 2020

History lessons can be dry and boring if you rely completely on a dry and boring textbook. But there is a better way!

It’s so easy to make history come alive with the right books and resources. One of the best ways to make your history lessons fun and interesting is with well-planned hands-on history projects.

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No matter the time period you’re studying, there are some activity ideas you can easily include. Hands-on history projects are a wonderful way to make history lessons come alive for your kids. Now, you don’t need to do a hands-on project every day – but a few well-planned projects can make all the difference.

Hands-on history activities and projects can: 

• Give you a better understanding of the time and culture.
• Can help you see historical context and how events and people are related.
• Engage kids in their learning.

It’s so easy to become passive learners – read this, fill out that worksheet… blah… blah… blah… However, when we find ways to engage our kids in their learning, it makes such a difference. You can do this will read aloud, interesting assignments, and of course, hands-on projects and activities.

Engaging the minds (and hands) of our kids makes all the difference in their educational experience. Now that you’re convinced to add some hands-on fun to your homeschool day, how should you do it?

Don’t fill your days with meaningless activities. One well-planned and executed activity each week will go much further than a day filled with boring and mindless activities. Best of all, you don’t need a pile of activity books or resources. With just a handful of ideas that can be applied to any time period or culture will be just as useful.

I’ve put together my favourite ways in which we create hands-on learning experiences for History lessons, but as always I’d love to know yours too – so, if there’s one I’ve missed be sure to leave me a comment.

Learn About The Artists Of The Time

When you’re immersing yourself in the culture or time period, take a look at the art from that era or geographical area. Artists, their lives and artwork give us a glimpse of life during that time – how the people dressed and what was important to them.

• Create art using the same mediums as artists from that time period
• Use artwork as inspiration for your own creations
• Read biographies about the artist

Create A Lap Book

Lapbooks and notebooks are a great way to create a capsule of all the things your kids are learning.

They can create little mini-books and interactive booklets filled with details about the time period, the people, the culture… really, anything that interests them. They are a great choice for research assignments.

Kids can research a specific topic and include the information they find in their lap book or notebook. Best of all, a completed notebook or lap book becomes a great addition to your year-end portfolio – displaying everything your kids have studied and learned that year.

Immerse Yourself In The Time Period & Culture

Well-thought-out activities can really immerse you and your kids in the culture and time period of a certain people.

Confession: I know so much about ancient Egyptian history ( believe me, I knocked it out of the park watching a recent episode of Jeopardy and knew the answer to every question for that category! ).

Why did that happen? Because of how we’ve immersed ourselves in our lessons during that subject – researching maps, making our own fruity mummy, reciting a list of important pharaohs, reading the myths and stories of the people.

No matter the time period or country you’re studying you can apply this in a few different ways:

• Researching and creating costumes
• Making a meal using recipes from that country
• Reading the myths or legends of the country

Play A Game

I love to include games whenever I can – they are such a great learning resource – and who wouldn’t rather play a game than fill out a worksheet?

It can get expensive buying games for every time period you study. Instead, you can opt to find online games or purchase downloadable plans for games that you put together yourself (the bonus being it’s a great craft too!)

Tip: we love to listen to audiobooks while we color, cut out, and assemble our game boards.

Some of my favourite history games available include;

• BBC Interactive Games
• KS3 History Games
• Homeschool Giveaways
• Education.com
• Wonderfilled Days

Of course, this is just the beginning, a quick Google will help you find hidden gems specifically related to the person or time period your studying. For example, we did some work on Rosa Parks recently and simply googled ‘Rosa Parks Games’ you can add on a specific age or grade if you’re looking for something specific.

We had thousands of results and the top ten were more than sufficient to keep us going for a couple of weeks! I also found a whole host of new websites to bookmark and use as resources for the future which was a huge bonus.

Create A Map

Understanding how one country fits into the geography of an area brings a whole new level of understanding about that place. Taking time to study that country – its hills, borders, mountains, and other details – can help you see their culture and life in a new way.

You can look at historical atlases or maps. Alternatively, if you’re looking to incorporate crafts then download and print, then color in or even draw your own map of the area.

Consider taking it to the next level and making it even more hands-on by incorporating salt-dough, cookie dough or play dough. We recently covered the Olympics and how they are incorporated into our history both as a nation and worldwide, to make the learning experience more hands-on we followed this incredible salt dough DIY to make some super fun Olympic medals.

Build A 3D Model

Does the country or historical era you’re currently studying have any interesting buildings or inventions? These could be perfect 3D construction models. Either from pre-made kits available online or as a craft.

For example, the 1930s was the decade in which the Empire State Building was built in New York City. The 102-story Art Deco skyscraper is a fantastic demonstration of the architecture in the 1930s and leads onto a discussion surrounding building materials and skyscrapers / high rise building structures.

This free printable allows you to print off a model of the Empire State Building which can be made into a 3D model. Alternatively, consider using construction blocks such as Lego or Duplo .

Create A Timeline

A history timeline is a wonderful project that every middle school child should create. Seeing how historical events and people fit together gives them a better understanding of historical context and how all those events and people are interrelated.

You can create one large timeline for the whole period you are studying or, if that feels a bit overwhelming, smaller topic-based timelines can be just as useful.

Consider displaying this timeline in your homeschooling room, in a bedroom or storing it safely so you can get it out and reference/add to it as your knowledge of historical events improves. These free history timelines are perfect for getting you started .

You can look to take this to the next level with a family tree or family timeline too. This is a great way to discuss important dates such as the years grandparents were born and what special events happened during that year. Get the children to interview the member of the family about what life was like back then – they could even write a report on what life was like which leads us nicely onto our final history project idea.

Do Some Creative Writing

For those kids who love journaling and creative writing, history is a great place to let their creativity run wild. They can journal as if they lived during that time period, ‘interview’ a famous figure of the time, or create their own writing assignment ideas.

This is a great way for children to also improve on their spelling, grammar, research and more…

For a more long-term creative writing project, consider a newspaper. Publish a report once a week as you move through the years week by week. With 52 weeks in a year, you could cover 52 years and of course, this doesn’t have to start when newspapers started. Instead, you could report as though you’re living in Aztec times if you wanted.

Alternatively, you could adapt the reports depending on the time of year. For example, New Year’s eve in the 1930s, Halloween in the 1970s or Christmas in the 1870s.

If your kids are fond of being in front of the camera, consider getting them to record the report on a video camera instead of writing it down. They could even dress the part too.

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Timberdoodle Homeschool Review

Leonardo da Vinci Art Projects For School Kids

Everything you wrote here is so inspiring! From my experience I know that using games is way more fun than flashcards or worksheets! And, as a bonus, most games require at least the skills of strategy and/or speed, too. Each parent should carefully watch their child and adjust the number of tasks to their abilities. It is better to do less practice than force your child to solve tasks which they no longer want to do and which can. We want our children to develop through play. Chess is the perfect example for this matter. Don’t try to play entire game from the very begining of your chess adventure. Use diagrams like those – net-bossorg/chess-puzzles-for-kids-by-maksim-aksanov. Perfect diagrams for the perfect start 🙂

Thank you for making this.

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Not Your Usual History Lesson: Writing Historical Markers

• Resources & Preparation
• Instructional Plan
• Related Resources

In this lesson, students will develop their understanding of writing and local history by creating their own historical markers. They begin by studying historical markers in their own communities and then draft content for an unmarked historical location.

This lesson was adapted from from a forthcoming book from Pearson by Tim Taylor and Linda Copeland.

Featured Resources

• Sample pictures of historical markers
• Access to resources about local history
• Writing a Historical Marker Assignment & Rubric handouts

From Theory to Practice

Summarizing information is a key skill for students at all grade levels. Repeated practice at summarizing and synthesizing information prepares them for writing assignments in any class as well as for giving presentations, writing research papers, conducting interviews, and keeping journals or logs, for example. NCTE/IRA Standards explicitly refer to conducting research and synthesizing data, emphasizing their importance for good communication practices.

Similarly, researchers describe how summarizing “…links reading and writing and requires higher-level thinking…Summarizing helps students learn more and retain information longer, partly because it requires effort and attention to text” (Dean 19). The more practice students have in younger grades with summarizing, the more successful they will be in various communication contexts later on. The generality of this lesson makes it appropriate for grades 6-8 but may also be tailored to meet standards for grades 9-12.

Further Reading

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
• 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

• Projector or interactive whiteboard to display images of historical markers and students’ work
• Computers with internet access for class research (not needed if using books or textual resources)
• Digital cameras (optional)
• Understanding Historical Markers
• Writing a Historical Marker Assignment
• Taking Notes & Summarizing Information
• Interview Notes
• What is Important about Your Research
• Writing a Historical Marker Rubric

This website provides a catalog of historical markers and information. It showcases photographs, inscription transcriptions, marker locations, maps, additional information and commentary, and links to more information. Viewers can add markers to the database and update existing marker pages with new photographs, links, information and commentary.

This marker is listed as an example in Session 1. This site provides a picture of the historic marker in place and enlarges the content so it is readable by viewers of the site.

This site offers historical marker information organized by city and state for easy searching

Stoppingpoints.com provides travelers with historical marker information as well as other points of interest. It is less comprehensive than The Historical Marker Database or the Historical Marker Society of America, but it may afford some different examples.

In his article, author William Lee Anderson III shares information about the history of historical markers in the United States. This article is a good resource for teachers to learn more about historical markers before the lesson. It may also work well as a class reading for the students.

This site provides a list of important questions to ask when considering creating a historical marker.

Preparation

• Research information and prepare any handouts/overheads showing pictures of a variety of historical markers in your town or greater community.
• Research other historic areas or buildings in your town, noting ones that are historical but that do not already have a marker designating them as such. Select 5-10 to use as class writing practice or for students who have difficulty finding topics of their own. Photocopy, print or record website information for sharing with the class.
• Gather books, articles, and other resources describing the history of your town or community. Collect copies of materials for the classroom, make copies available for student use in the school or town library, and/or prepare a bibliography of web sources and post in the classroom or on a class website.
• Secure cameras (digital or camera phone work best) for students to photograph their historical sites or provide pictures for them (optional).

Student Objectives

Students will…

• conduct research on local historical markers in their communities.
• analyze existing historical markers to determine what information is included.
• interview community personnel about historical information and their historical/personal ties to their community.
• write a historical marker by following class guidelines about what constitutes a good historical marker.

Session One

• Begin with a discussion of students’ past vacations or travels. Ask them what kinds of things they have seen along the road when riding in a car to a destination. Make a list on the board or chart paper. The teacher may do this as a whole class discussion or put students into small groups for discussion.
• What are they?
• Where are they found?
• Why would people like/or not like them?
• What purpose do they serve?
• Who creates them?
• Which ones have they seen?
• Are there markers near where they live?
• Which ones do they find the most interesting?
• In this lesson, students will learn how to break down a historical marker to understand its rhetorical situation, noting the following: audience, purpose, language/word choice, location, and credibility. Give students the Understanding Historical Markers handout.
• Location :  Where is this marker located? What state? What part of the state? Is the marker near any other landmarks? What is the weather like there? Why might we need to consider the weather?
• Audience :  Who is likely to visit this area? Who will read this marker? (For example, age, nationality, education, etc.) Who do you think would not visit this area?
• Purpose :  What does the marker want the reader to know? List at least 3 items and then rank them in order from most important to least important. Is there anything you think the marker did not include that it should have?
• Language/Word Choice : What kinds of words does the marker use? Are there any words you did not know or that were confusing to you? Did the marker have words written in a language other than English? Why is this important to think about?
• Credibility :  Who created the marker? Does the marker name an author or a group/organization that created or funded it? Why is this important to consider?  Were there any errors you noticed on the marker?

Session Two

• The session will begin with a brief review of the information from the Understanding Historical Markers handout.
• Show a picture of a historical marker that is in their town, community, near the school, or so forth. Briefly review it for location, audience, purpose, language/word choice, and credibility (see Understanding Historical Markers handout).
• Ask students to think of other places in their town or community that have markers or that might need a historical marker. Brainstorm this list on the overhead or the board putting information in two columns: Has Marker / Needs Marker. Examples may include an old Victorian house, a park named for a person, a train station, a store in a downtown area, a bridge, a historical neighborhood, a statue, another school, an office building and so forth.
• Each student will pick one location that they may know something about or that they have an interest in. They will conduct research to learn more about that location using different sources, such as websites about local history, books from the school library or others that the teacher has made available in the class. Students will be responsible for taking notes over the information they learned.
• Give students the Writing a Historical Marker Assignment handout and the Taking Notes & Summarizing Information handout and review the assignment. (The teacher will discuss the section on taking notes while discussing interviews in the next session.)  Additionally, introduce the rubric and allow time for students to ask questions about the assignment expectations.
• Use the remainder of class for students to begin conducting research using books or online sources and taking notes over these.

Session Three

• The session will begin with each student sharing what location they are researching and one thing they have learned about it so far.
• Share with students that they will also find one person to interview about this place. This does not need to be an expert; it may be a family member or family friend who is familiar with the place. It may also be a neighbor. Help students think about people they know and would feel comfortable asking questions. Students will brainstorm who they might interview about that location (for example: museum curator or volunteer, parent or grandparent, neighbor, other relative, shop owner, home owner, etc.).
• What do you know about this location?
• Is this location important to you? Why or why not?
• Is this location important to other people as well?
• What memories do you have of this location?
• Did anything good, bad, or important happen here?
• (For a theatre)  What movies do you remember showing here? How much did a ticket cost? Was it a popular place for young people? How did you get to the theatre? How often could you go?
• (For a train station)  Does the station still operate? When did it start and when did it stop running?  Did any famous people travel through town and stop this station? How many people usually rode the train? What stops did it make?
• (For a city park) Who or what is the park named after? Why is it named after that person? Did it always look like this? What else did it have? Why did it change? Are there other parks like it in town? What kinds of things did people do here in the past? Why was this a popular place to go?
• Students will  then draft both general and specific questions about their location. Their assignment is to conduct their interview and write their notes for the next session.  If you wish, interviews may be recorded.

Session Four

• Spend time reviewing the assignment description and then discussing the grading rubric . Help students understand what is important in a good marker and how they can use their information to achieve that.
• Discuss summarizing information. The key to summarizing information is to look at all of the information and discover what a reader must know to understand why that place is important.
• Students will take out their notes from their research and their interviews and review it. Using the What is Important about Your Research handout, they will make a list of the most important information about their location, noting what is important and why.
• Students then draft their historical markers by writing a paragraph for their location, introducing the reader to the place, telling them what is interesting about this location including any names or dates as needed, and telling them what is significant about it for the surrounding area and for history in general.
• Students will turn in a working draft to the teacher at the end of class. The teacher will comment and return to students at the next session.
• For homework, the teacher may assign students to draw a picture of their location or to take a picture of it, depending on access to technology. Students should bring these with them to the next class meeting.

Session Five

• The teacher will return students’ drafts which will have comments about what students did. Share positive elements and offer general suggestions to the class as a whole for revising.
• Students will use the rest of class time to revise their paragraphs: by either writing them out or typing and printing. The goal is for students to have a polished draft of their historical marker that looks professional.  The teacher will move around the room helping students.
• Students will include their picture or drawn image of their location with their finished draft for display.
• The teacher may wish to showcase students’ markers around the room or throughout the school. In addition, the teacher may compile students’ historical markers into a class book using ReadWriteThink’s Profile Publisher or Multigenre Mapper , or by taking students’ writing and binding in another form.
• Teachers will grade students using the Writing a Historical Marker rubric . (Teachers may also assign students to finish their assignments and bring them back the next day.)
• Students may give presentations to the class or others in the school about their locations. They may even choose to dress up as a person from the time the location was famous.
• Teachers may assign students to write historical markers for themselves about a place they lived, played, visited, etc. They may write it as though they became famous and people wanted to know about their lives.
• The class may create a website showcasing their historical markers to others in the community or even sharing with a local tourism bureau to highlight as places of interest.
• Students could write more than one historical marker and then create brochures to advertise these for visitors to their community.
• Students might write their markers as though they would be published on the Historical Marker Database website: http://www.hmdb.org/.
• Profile Publisher may be used to help students draft profiles of historical people or places.

Stapleless Book may be useful for students when compiling notes from historical markers in their state or community while planning ideas for their own.

Character Trading Cards may be another way for students to learn about creating short bits of biographical information based on historical figures and then use that to create their own.

Student Assessment / Reflections

• Historical Marker Assignment Rubric
• Professional Library
• Lesson Plans
• Calendar Activities

The old cliche, "A picture is worth a thousand words" is put to the test when students write their own narrative interpretations of events shown in an image.

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How to Write a History Essay with Outline, Tips, Examples and More

Before we get into how to write a history essay, let's first understand what makes one good. Different people might have different ideas, but there are some basic rules that can help you do well in your studies. In this guide, we won't get into any fancy theories. Instead, we'll give you straightforward tips to help you with historical writing. So, if you're ready to sharpen your writing skills, let our history essay writing service explore how to craft an exceptional paper.

What is a History Essay?

A history essay is an academic assignment where we explore and analyze historical events from the past. We dig into historical stories, figures, and ideas to understand their importance and how they've shaped our world today. History essay writing involves researching, thinking critically, and presenting arguments based on evidence.

Moreover, history papers foster the development of writing proficiency and the ability to communicate complex ideas effectively. They also encourage students to engage with primary and secondary sources, enhancing their research skills and deepening their understanding of historical methodology.

History Essay Outline

The outline is there to guide you in organizing your thoughts and arguments in your essay about history. With a clear outline, you can explore and explain historical events better. Here's how to make one:

Introduction

• Hook: Start with an attention-grabbing opening sentence or anecdote related to your topic.
• Background Information: Provide context on the historical period, event, or theme you'll be discussing.
• Thesis Statement: Present your main argument or viewpoint, outlining the scope and purpose of your history essay.

Body paragraph 1: Introduction to the Historical Context

• Provide background information on the historical context of your topic.
• Highlight key events, figures, or developments leading up to the main focus of your history essay.

Body paragraphs 2-4 (or more): Main Arguments and Supporting Evidence

• Each paragraph should focus on a specific argument or aspect of your thesis.
• Present evidence from primary and secondary sources to support each argument.
• Analyze the significance of the evidence and its relevance to your history paper thesis.

Counterarguments (optional)

• Address potential counterarguments or alternative perspectives on your topic.
• Refute opposing viewpoints with evidence and logical reasoning.
• Summary of Main Points: Recap the main arguments presented in the body paragraphs.
• Restate Thesis: Reinforce your thesis statement, emphasizing its significance in light of the evidence presented.
• Reflection: Reflect on the broader implications of your arguments for understanding history.
• Closing Thought: End your history paper with a thought-provoking statement that leaves a lasting impression on the reader.

References/bibliography

• List all sources used in your research, formatted according to the citation style required by your instructor (e.g., MLA, APA, Chicago).
• Include both primary and secondary sources, arranged alphabetically by the author's last name.

Notes (if applicable)

• Include footnotes or endnotes to provide additional explanations, citations, or commentary on specific points within your history essay.

History Essay Format

Adhering to a specific format is crucial for clarity, coherence, and academic integrity. Here are the key components of a typical history essay format:

Font and Size

• Use a legible font such as Times New Roman, Arial, or Calibri.
• The recommended font size is usually 12 points. However, check your instructor's guidelines, as they may specify a different size.
• Set 1-inch margins on all sides of the page.
• Double-space the entire essay, including the title, headings, body paragraphs, and references.
• Avoid extra spacing between paragraphs unless specified otherwise.
• Align text to the left margin; avoid justifying the text or using a centered alignment.

Title Page (if required):

• If your instructor requires a title page, include the essay title, your name, the course title, the instructor's name, and the date.
• Center-align this information vertically and horizontally on the page.
• Include a header on each page (excluding the title page if applicable) with your last name and the page number, flush right.
• Some instructors may require a shortened title in the header, usually in all capital letters.
• Center-align the essay title at the top of the first page (if a title page is not required).
• Use standard capitalization (capitalize the first letter of each major word).
• Avoid underlining, italicizing, or bolding the title unless necessary for emphasis.

Paragraph Indentation:

• Indent the first line of each paragraph by 0.5 inches or use the tab key.
• Do not insert extra spaces between paragraphs unless instructed otherwise.

Citations and References:

• Follow the citation style specified by your instructor (e.g., MLA, APA, Chicago).
• Include in-text citations whenever you use information or ideas from external sources.
• Provide a bibliography or list of references at the end of your history essay, formatted according to the citation style guidelines.
• Typically, history essays range from 1000 to 2500 words, but this can vary depending on the assignment.

How to Write a History Essay?

Historical writing can be an exciting journey through time, but it requires careful planning and organization. In this section, we'll break down the process into simple steps to help you craft a compelling and well-structured history paper.

Analyze the Question

Before diving headfirst into writing, take a moment to dissect the essay question. Read it carefully, and then read it again. You want to get to the core of what it's asking. Look out for keywords that indicate what aspects of the topic you need to focus on. If you're unsure about anything, don't hesitate to ask your instructor for clarification. Remember, understanding how to start a history essay is half the battle won!

Now, let's break this step down:

• Read the question carefully and identify keywords or phrases.
• Consider what the question is asking you to do – are you being asked to analyze, compare, contrast, or evaluate?
• Pay attention to any specific instructions or requirements provided in the question.
• Take note of the time period or historical events mentioned in the question – this will give you a clue about the scope of your history essay.

Develop a Strategy

With a clear understanding of the essay question, it's time to map out your approach. Here's how to develop your historical writing strategy:

• Brainstorm ideas : Take a moment to jot down any initial thoughts or ideas that come to mind in response to the history paper question. This can help you generate a list of potential arguments, themes, or points you want to explore in your history essay.
• Create an outline : Once you have a list of ideas, organize them into a logical structure. Start with a clear introduction that introduces your topic and presents your thesis statement – the main argument or point you'll be making in your history essay. Then, outline the key points or arguments you'll be discussing in each paragraph of the body, making sure they relate back to your thesis. Finally, plan a conclusion that summarizes your main points and reinforces your history paper thesis.
• Research : Before diving into writing, gather evidence to support your arguments. Use reputable sources such as books, academic journals, and primary documents to gather historical evidence and examples. Take notes as you research, making sure to record the source of each piece of information for proper citation later on.
• Consider counterarguments : Anticipate potential counterarguments to your history paper thesis and think about how you'll address them in your essay. Acknowledging opposing viewpoints and refuting them strengthens your argument and demonstrates critical thinking.
• Set realistic goals : Be realistic about the scope of your history essay and the time you have available to complete it. Break down your writing process into manageable tasks, such as researching, drafting, and revising, and set deadlines for each stage to stay on track.

Start Your Research

Now that you've grasped the history essay topic and outlined your approach, it's time to dive into research. Here's how to start:

• Ask questions : What do you need to know? What are the key points to explore further? Write down your inquiries to guide your research.
• Explore diverse sources : Look beyond textbooks. Check academic journals, reliable websites, and primary sources like documents or artifacts.
• Consider perspectives : Think about different viewpoints on your topic. How have historians analyzed it? Are there controversies or differing interpretations?
• Take organized notes : Summarize key points, jot down quotes, and record your thoughts and questions. Stay organized using spreadsheets or note-taking apps.
• Evaluate sources : Consider the credibility and bias of each source. Are they peer-reviewed? Do they represent a particular viewpoint?

Establish a Viewpoint

By establishing a clear viewpoint and supporting arguments, you'll lay the foundation for your compelling historical writing:

• Review your research : Reflect on the information gathered. What patterns or themes emerge? Which perspectives resonate with you?
• Formulate a thesis statement : Based on your research, develop a clear and concise thesis that states your argument or interpretation of the topic.
• Consider counterarguments : Anticipate objections to your history paper thesis. Are there alternative viewpoints or evidence that you need to address?
• Craft supporting arguments : Outline the main points that support your thesis. Use evidence from your research to strengthen your arguments.
• Stay flexible : Be open to adjusting your viewpoint as you continue writing and researching. New information may challenge or refine your initial ideas.

Structure Your Essay

Now that you've delved into the depths of researching historical events and established your viewpoint, it's time to craft the skeleton of your essay: its structure. Think of your history essay outline as constructing a sturdy bridge between your ideas and your reader's understanding. How will you lead them from point A to point Z? Will you follow a chronological path through history or perhaps dissect themes that span across time periods?

And don't forget about the importance of your introduction and conclusion—are they framing your narrative effectively, enticing your audience to read your paper, and leaving them with lingering thoughts long after they've turned the final page? So, as you lay the bricks of your history essay's architecture, ask yourself: How can I best lead my audience through the maze of time and thought, leaving them enlightened and enriched on the other side?

Create an Engaging Introduction

Creating an engaging introduction is crucial for capturing your reader's interest right from the start. But how do you do it? Think about what makes your topic fascinating. Is there a surprising fact or a compelling story you can share? Maybe you could ask a thought-provoking question that gets people thinking. Consider why your topic matters—what lessons can we learn from history?

Also, remember to explain what your history essay will be about and why it's worth reading. What will grab your reader's attention and make them want to learn more? How can you make your essay relevant and intriguing right from the beginning?

Develop Coherent Paragraphs

Once you've established your introduction, the next step is to develop coherent paragraphs that effectively communicate your ideas. Each paragraph should focus on one main point or argument, supported by evidence or examples from your research. Start by introducing the main idea in a topic sentence, then provide supporting details or evidence to reinforce your point.

Make sure to use transition words and phrases to guide your reader smoothly from one idea to the next, creating a logical flow throughout your history essay. Additionally, consider the organization of your paragraphs—is there a clear progression of ideas that builds upon each other? Are your paragraphs unified around a central theme or argument?

Conclude Effectively

Concluding your history essay effectively is just as important as starting it off strong. In your conclusion, you want to wrap up your main points while leaving a lasting impression on your reader. Begin by summarizing the key points you've made throughout your history essay, reminding your reader of the main arguments and insights you've presented.

Then, consider the broader significance of your topic—what implications does it have for our understanding of history or for the world today? You might also want to reflect on any unanswered questions or areas for further exploration. Finally, end with a thought-provoking statement or a call to action that encourages your reader to continue thinking about the topic long after they've finished reading.

Reference Your Sources

Referencing your sources is essential for maintaining the integrity of your history essay and giving credit to the scholars and researchers who have contributed to your understanding of the topic. Depending on the citation style required (such as MLA, APA, or Chicago), you'll need to format your references accordingly. Start by compiling a list of all the sources you've consulted, including books, articles, websites, and any other materials used in your research.

Then, as you write your history essay, make sure to properly cite each source whenever you use information or ideas that are not your own. This includes direct quotations, paraphrases, and summaries. Remember to include all necessary information for each source, such as author names, publication dates, and page numbers, as required by your chosen citation style.

Review and Ask for Advice

As you near the completion of your history essay writing, it's crucial to take a step back and review your work with a critical eye. Reflect on the clarity and coherence of your arguments—are they logically organized and effectively supported by evidence? Consider the strength of your introduction and conclusion—do they effectively capture the reader's attention and leave a lasting impression? Take the time to carefully proofread your history essay for any grammatical errors or typos that may detract from your overall message.

Furthermore, seeking advice from peers, mentors, or instructors can provide valuable insights and help identify areas for improvement. Consider sharing your essay with someone whose feedback you trust and respect, and be open to constructive criticism. Ask specific questions about areas you're unsure about or where you feel your history essay may be lacking.

History Essay Example

In this section, we offer an example of a history essay examining the impact of the Industrial Revolution on society. This essay demonstrates how historical analysis and critical thinking are applied in academic writing. By exploring this specific event, you can observe how historical evidence is used to build a cohesive argument and draw meaningful conclusions.

FAQs about History Essay Writing

How to write a history essay introduction, how to write a conclusion for a history essay, how to write a good history essay.

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In This Section

• Why Study History?
• Teaching Resources for Historians
• Mapping the Landscape of Secondary US History Education
• Regional Conferences on Introductory History Courses
• Online Teaching Resources
• History Gateways
• Globalizing the US History Survey
• Tuning the History Discipline
• Future of the African American Past
• Digital History Resources
• Extending the Reach of Scholarly Society Work to HBCU Faculty
• AHA Online Teacher Institute in World History

Unessay Assignment Sheet

By Bryan A. Banks Columbus State University

For more information on this assignment, read “ The Unessay: A Creative and Audience-Focused Assignment ,” Perspectives on History , September 2023.

This sample unessay assignment uses Transparency in Learning and Teaching project guidelines . It adopts a three-part structure that stresses first the work’s purpose, which helps students understand the importance of the assignment for their disciplinary development. Placing “criteria” at the end of the document, after “task,” is intended to encourage students to think through the assignment rather than simply defaulting to the basic parameters. 

This assignment is drawn from my World History since 1500 online class, which also introduces students to public history.

Historians (and scholars in other disciplines) regularly have to translate their knowledge for public audiences. Documentaries, historical fiction, TV news programming, magazines, museum exhibitions, board games, video games, and podcasts are just a few examples of the ways that audiences enjoy engaging with historical content. 

For this assignment, you will select between making a podcast, creating a YouTube video, or putting together a pitch for a pop-up exhibition. You should select one of these unessay approaches deliberately, making the most of the format you choose. 

For your unessay, you will need to complete a series of scaffolded steps, which include:

• Develop and submit a proposal, including a description of the format you would like your unesssay to take and how you see your research translating through that medium for your intended audience. 
• Design and create your unessay, like you would a rough draft of an essay. Submit it for preliminary feedback. 
• Submit your final project and make sure that your revised project reflects the feedback you received. (This should include supplementary materials like a bibliography.) 
• In order to reflect on the experience of completing an unessay, you will also need to produce an intentional reflection of your experience. In it, you should identify what challenged you most about the assignment and how you overcame those challenges.

Your project must make a historical argument. Just as a traditional essay would, the unessay must use evidence to inform its design. Your design must also make the most of the medium you choose. 

Examples: 

• For a podcast, you should make an argument and lay out evidence that supports your position. The evidence should be presented in a fashion that speaks to the medium. Incorporate diverse audio clips. Describe necessary documents in great detail for the audience. 
• For a YouTube video, you should make an argument just like a podcast. For this medium, you need to think more intentionally about the visual elements. Do not just record yourself presenting a paper as if you are giving a presentation in class. Incorporate visuals and video. Edit the video to make it more engaging for the viewer. 
• For a pop-up exhibition, you will need to think spatially in order to make your argument. Where will the exhibition go? What will it look like? How will visitors interact with it? How will it weather the elements? What design elements will you incorporate in order to lay out he evidence in a way to leave the visitors with a sense of your argument? Because you will not actually be creating the pop-up exhibition, you have the ability to use your imagination and consider the design from many different vantages. 
• Offers thesis statement: 33%
• Makes use of text throughout the project: 33%
• Mechanics: 33%

I suggest using Cate Denial’s rubric, found here . 

Course Resources

Discussions and assignments.

The assignments in this course are openly licensed, and are available as-is, or can be modified to suit your students’ needs.

If you import this course into your learning management system (Blackboard, Canvas, etc.), the assignments will automatically be loaded into the assignment tool. The assignment pages within each module link to the live assignment page. You can view them below or throughout the course. There is at least one discussion and one assignment ready to be used in every module of the course. We do not recommend assigning them all, however, and recommend selecting those that work best for you.

To make edits or customized versions of the assignments, we recommend copying and pasting the discussion or assignment text directly into your LMS discussion or assignment page in order to make changes.

Capstone Project: Create a Podcast

In addition to the module-specific assignments, the course includes a capstone project, in which students create a podcast. This is divided into three parts (and connected with podcast-related assignments in Module 7). If you choose to utilize the capstone project, we recommend introducing the project early, referencing it often, and providing students several weeks to work on each section, as shown in the outline below.

The capstone project components are shared as assignments that link to Google Documents. You can make a copy of those documents to customize them. To do so, open the Google Doc and choose “File -> Make a copy” to create your own version. Then be sure to update the hyperlink within the assignment page so that it directs to your unique version, or add your new instructions directly to the assignment page within the LMS.

• Capstone Part 1
• Capstone Part 2
• Capstone Part 3

If interested in additional project ideas or generic course-level assignments, this google doc explains options for a primary source paper, visiting a museum, or watching a film .

• Assignments. Provided by : Lumen Learning. License : CC BY: Attribution
• Pencil Cup. Authored by : IconfactoryTeam. Provided by : Noun Project. Located at : https://thenounproject.com/term/pencil-cup/628840/ . License : CC BY: Attribution

History help

We Provide 24/7 History Assignment Help For Students

If you need a professionally written history essay , then look no further! Our team of expert history writers are standing by to help you with your writing needs. Just pick your history essay writer , send your essay topic and we’ll get started right away!

What is History?

History contains a record of past events, including political, economic, social, and cultural events.

There are a number of reasons why learning history might be hard for students. History can be complex, and it can be difficult to keep track of all the information. Additionally, many students may find it difficult to relate to historical events or figures.

Why do we need to learn history?

We need to learn history to understand the present and prepare for the future.

We need to learn history to understand how the world works and how we can make it a better place.

5 Reasons to learn History

• 1. To understand the present
• 2. To prepare for the future
• 3. To develop critical thinking skills
• 4. To learn to communicate effectively
• 5. To appreciate the diversity of human experience

What are the assignments on history?

Assignments in history can vary depending on the instructor and the level of the course. However, they may include writing papers, giving presentations, and taking exams.

Types of history assignments help

• Writing papers
• Giving presentations
• Taking exams

Types of history papers we can help you with:

1. Analytical papers 2. Research papers 3. Argumentative papers 4. Comparative papers 5. History papers on specific topics

Areas of history we can help you with

• Political history
• Economic history
• Social history
• Cultural history
• Intellectual history
• Military history
• World history
• American history
• European history
• Asian history
• African history

Why use HistoryHelp for assistace with history assignments?

There are many reasons to use our service for history help.

This site is a great resource for anyone interested in history. It provides a wealth of information on a variety of topics, and it is easy to navigate.

In addition, historyhelp.org offers a variety of writing features that make it a valuable resource for anyone looking for history help.

One of the most valuable features of historyhelp.org is the ability to search for specific topics. If you are looking for information on a particular event or person, you can use the search feature to find it quickly and easily. This is a great way to save time when you are researching a topic. This feature allows you to narrow down your search to specific topics. For example, if you are interested in the American Revolution, you can click on the “American Revolution” link to find a wealth of information on the topic.

We can help you understand the events that occurred during different periods of history.

Get Your History Assignment Help Today and Enjoy College Time.

101+ Interesting History Project Ideas For Students

Finding a good history project idea can be tricky, but with some help, students of all ages can pick a fascinating, doable, and educational topic. From biographies of influential people to historical events or places, there are many exciting ways to learn about the past. 

This blog post will explore potential history project ideas from different periods, locations, and views. Whether you want to understand your family’s history better, focus on a topic that connects to current events, or satisfy your curiosity about the past, you will find inspiration. 

With the right history project idea, you can gain valuable research skills while diving into a subject you’re passionate about. From Native American culture to the Civil Rights Movement and more, read on for historical project suggestions that will teach and engage you.

Are you struggling with History Assignment Help ? Do you need assistance in getting the best and A+ Quality human-generated solutions? Hire our tutors to get unique assignment solutions before the assignment deadline.

What Are History Projects?

Table of Contents

History projects are assignments, often given in school, where students research and present information about a particular topic or period from history. They typically require students to investigate using libraries, museums, interviews, online sources, and other methods to find useful facts and materials. 

Students then synthesize what they learned into a project that demonstrates their knowledge. Common types of history projects include research papers, exhibits, documentaries, posters, presentations, websites, and more. 

The format allows students to understand history through hands-on learning and exploration. Here are some key reasons history projects are essential:

• Develop research and critical thinking skills
• Gain perspective on how past events shape the present
• Make history come alive through creativity and engagement
• Learn to evaluate and analyze historical sources
• Practice presentation and communication abilities
• Promote an appreciation for the study of history

Here are 103 history project ideas for students, categorized to help you find a topic that suits your interests.

Ancient Civilizations

• The Rise & Fall of the Roman Empire
• Life in Ancient Egypt: Pharaohs, Pyramids, and Daily Life
• Contributions of Ancient Greece to Modern Civilization
• Mesopotamia: The Cradle of Civilization
• Indus Valley Civilization: Mystery of the Lost Civilization
• Ancient Chinese Dynasties: Han, Qin, and Tang

Medieval Times

• Knights and Chivalry: Code of Honor in Medieval Europe
• The Black Death: Impact on Europe in the 14th Century
• Feudalism: Structure of Medieval Society
• Crusades: Holy Wars and Their Consequences
• Vikings: Raiders of the North Sea

Renaissance and Enlightenment

• Renaissance Art and its Influences
• The Scientific Revolution: Changing the Paradigm
• Enlightenment Thinkers: Ideas That Shaped Modern Society
• The Age of Exploration: Discoveries and Consequences
• The Printing Press: Revolutionizing Communication

Also Read:- STEM Project Ideas For Middle School

Colonial America

• 17. Jamestown vs. Plymouth: Contrasting Early American Colonies
• Salem Witch Trials: Hysteria in Colonial Massachusetts
• Founding Fathers: Architects of the United States
• The Triangle Trade: Economic Forces in Colonial America
• Indigenous Peoples and European Contact

American Revolution

• Causes and Effects of the American Revolution
• Revolutionary War Battles: Turning Points and Strategies
• Declaration of Independence: Crafting a Nation’s Identity
• The Role of Women in the Revolutionary Era
• African Americans in the Revolutionary War

19th Century

• Industrial Revolution: Impact on Society and Economy
• Manifest Destiny: Expansion Westward in the United States
• Abolitionist Movement: Struggle for the End of Slavery
• Immigration Waves: Contributions of Immigrants in the 1800s
• California Gold Rush: Boomtowns and Prospecting

Civil War and Reconstruction

• Causes of the Civil War: Sectionalism and Tensions
• Battle of Gettysburg: Explore the Turning Point in the Civil War
• Emancipation Proclamation: Lincoln’s Bold Move
• Reconstruction Era: Rebuilding the United States
• Freedmen’s Bureau: Aid to Former Slaves
• World War I: Causes, Events, and Consequences
• Trench Warfare: Life on the Front Lines
• Treaty of Versailles: Impact on the Interwar Period
• Rise of Adolf Hitler: Factors Leading to World War II
• Holocaust: Remembering the Atrocities

Cold War Era

• The Cuban Missile Crisis: Tensions between the U.S. and Soviet Union
• Space Race: Race for Supremacy in Space Exploration
• McCarthyism: Anti-Communist Hysteria in the United States
• Vietnam War: Causes, Events, and Legacy
• Civil Rights Movement: Struggle for Equality

Post-Cold War

• 47. Fall of the Berlin Wall: Symbol of the End of the Cold War
• Apartheid in South Africa: Nelson Mandela’s Fight for Equality
• The collapse of the Soviet Union: End of the Superpower Era
• Gulf War: Operation Desert Storm
• Rwandan Genocide: Tragedy and International Response

Also Read:- Statistics Project Ideas

Recent History

• 9/11 Attacks: Impact on Global Politics
• War on Terror: U.S. Military Interventions in the Middle East
• Arab Spring: Protests and Political Change in the Middle East
• Brexit: The United Kingdom’s Decision to Leave the EU
• COVID-19 Pandemic: Global Responses and Lessons Learned

Historical Figures

• Alexander the Great: Explore Conqueror of the Ancient World
• Joan of Arc: Explore Heroine of the Hundred Years’ War
• Martin Luther King Jr.: Explore Leader of the Civil Rights Movement
• Winston Churchill: Explore Prime Minister during World War II
• Cleopatra: Queen of Ancient Egypt

Women in History

• Suffragette Movement: Struggle for Women’s Right to Vote
• Eleanor Roosevelt: Explore First Lady and Human Rights Advocate
• Marie Curie: Pioneering Scientist in Radiology
• Rosa Parks: Explore Catalyst for the Civil Rights Movement
• Malala Yousafzai: Advocate for Girls’ Education

Cultural History

• Harlem Renaissance: Cultural and Artistic Flourishing
• Beat Generation: Literary and Cultural Rebellion
• Woodstock Festival: Music and Counterculture in the 1960s
• Mayan Civilization: Art, Architecture, and Culture
• Japanese Tea Ceremony: Tradition and Ritual

Economic History

• Great Depression: Causes and Effects on Global Economies
• 1929 Stock Market Crash: Precursor to the Great Depression
• Keynesian Economics vs. Supply-side Economics
• Gold Rushes: Economic Booms and Busts
• Silicon Valley: Technological Innovation Hub

Social Movements

• LGBTQ+ Rights Movement: Struggles and Achievements
• Environmentalism: Origins and Impact on Policy
• Anti-Apartheid Protests: Global Solidarity
• Occupy Movement: Protests Against Economic Inequality
• #MeToo Movement: Addressing Sexual Harassment and Assault

Military History

• Sun Tzu and the Art of War: Ancient Military Strategy
• Battle of Thermopylae: Spartan Stand Against the Persians
• D-Day Invasion: Allied Assault on Normandy
• Code Talkers: Navajo Language in World War II
• Military Technology Advancements: From Swords to Drones

Historical Artifacts

• Rosetta Stone: Decoding Ancient Egyptian Hieroglyphs
• The Dead Sea Scrolls: Unearthing Ancient Texts
• The Shroud of Turin: Controversy Surrounding the Relic
• The Rosetta Disk: A Modern-Day Rosetta Stone
• The Declaration of Independence: Preserving a National Treasure

Also Read:- Social Studies Fair Project Ideas

Historical Places

• Machu Picchu: Inca Civilization’s Hidden Citadel
• The Acropolis: Symbol of Ancient Greek Civilization
• The Great Wall of China: Construction and Purpose
• The Louvre: Home to Priceless Art and Artifacts
• Auschwitz Concentration Camp: Remembering the Holocaust

Historical Events

• The Great Fire of London: Investigate Destruction and Rebuilding
• The Boston Tea Party: Investigate Prelude to the American Revolution
• The Cuban Revolution: Investigate Fidel Castro and the Rise of Communism
• The Moon Landing: Apollo 11’s Historic Achievement
• The Treaty of Westphalia: Shaping Modern Diplomacy

Historical Science and Medicine

• Hippocrates and the Hippocratic Oath: Foundations of Medicine
• Darwin’s Theory of Evolution: Impact on Biology and Society

These History Project Ideas cover a wide range of historical topics, allowing students to delve into different periods, regions, and themes within history. Students can select projects based on their interests and explore various aspects of human history.

How Do You Plan A History Project?

Here are some tips for planning a successful history project:

• Choose a history topic that interests you and fits the scope of the assignment. Consider a critical event, period, location, historical figure, or cultural phenomenon you want to explore further.
• Research general background information on your topic to help refine and focus your project idea. Determine what’s most important to convey or what questions you want to answer.
• Determine the type of project – will it be a research paper, documentary, website, exhibit, reenactment, or something else? Choose a format that aligns with your topic and allows you to convey what you learned creatively.
• Create a work timeline accounting for research, creating a rough draft, gathering materials, fact-checking, and finalizing the project. Leave time for revisions and editing.
• Locate primary and secondary sources to conduct your research. Use libraries, academic databases, museums, interviews, archives, credible online sources, etc. Evaluate each source for accuracy and credibility.
• Take careful notes and document all sources used, tracking which information comes from each source. This will be important for citations/bibliography later.
• Outline your project and draft a structure before beginning. Use your research to shape the narrative or argument you’ll present.
• Stick to your timeline as you move through the drafting and production process. Review the project requirements and rubric to ensure you meet all expectations.
• Double-check your facts, polish the final product, and practice presenting/explaining your work if required. Revise as needed to create an informative, engaging history project!

How Do You Write A History Project?

Here are some tips for writing a successful history project:

• Craft an introduction that presents your topic and establishes its significance in history. State your central thesis, argument, or purpose for your analysis.
• Provide background context so your reader understands your topic’s setting and circumstances. Give relevant details about time, place, politics, culture, etc.
• Present your research and findings in a logical structure with clear organization. Use sections and headings to divide details and make connections.
• Blend narrative explanation and evidence from sources. Paraphrase, summarize, and directly quote relevant research information to support your points.
• Analyze and interpret your findings to make arguments, draw conclusions, and explain historical significance. Move beyond just restating facts.
• Consider different perspectives and causes when analyzing historical events and figures. Provide context for their motivations and obstacles.
• Use transitions to connect ideas and paragraphs so your writing flows smoothly.
• Define key terms, events, and concepts so readers understand their meaning and historical significance.
• Summarize your main points, emphasize your central argument, and explain why your topic matters.
• Correctly note all sources within the text and in a bibliography using the required citation style.
• Revise your writing to check for clarity, organization, grammar, and spelling before finalizing. Make sure your writing is clear, concise, and compelling.

Final Remarks

In summary, working on a history project gives students an excellent chance to explore the exciting stories of the past. They can build essential skills while exploring different topics that they find exciting. Students can get creative by picking a topic they like, whether it’s for a research paper, a documentary, or a presentation. Being organized, doing careful research, and sticking to deadlines are super important for doing well.

As students learn about ancient civilizations, essential events, incredible people from history, and significant social changes, they understand history better and get better at thinking critically, doing research, and talking to others. History projects make the past feel alive and help us appreciate how history significantly impacts how things are now and what might happen in the future.

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University of Bridgeport News

7 Strategies for Taking Group Projects by Storm

It’s day one of the new semester, and you see it…staring ominously from the syllabus, it lurks in eager waiting…haunting unlit corners of your lecture hall, the beast inches closer every class until one day, it strikes — sinking its teeth in. No silver tokens or wooden stakes will save you now. It’s time for mandatory group projects.

For even the most scholarly students, the mere suggestion of a group project can send shivers down the spine. These projects plague the mind with many questions. What if I get stuck with someone who does nothing? Will communication break down into a chaotic mess of emojis? And, sometimes, above all else, why do I have to do this?

So, fellow Purple Knights, let’s turn that stress into success — equip yourself with these 7 strategies to help you make the most of group assignments.

1. Acknowledge your anxiety and self-assess

Let’s take a moment to commemorate the ghosts of group projects past. Remember that paper from history class? The one on the American Revolution? Your whole team was supposed to write it, yet your group dedicated more time to scrolling through TikTok than typing. Oh, and how about that PowerPoint presentation for your accounting class? You know, the one nobody pulled their weight on, shaving a few precious points off your final grade?

Although you should never begin a group project with the attitude that failure is inevitable, being honest with yourself about any anxiety you feel helps repurpose the stress of past projects into lessons with future applicability.

So, when you see a group assignment on your syllabus, don’t panic. Instead, ask yourself a few questions, such as:

• What were some issues I encountered during previous group projects?
• How could these issues have been avoided or addressed?
• Did I give the project my all and contribute to the best of my ability?
• What did I learn about the subject I was studying?
• What did I learn about working with a group?
• More specifically, what did I learn about how I work with others?

If this self-assessment only serves to raise more questions, consider talking to your instructor or visiting the Academic Success Center . Expressing your concern about group work, and consulting with supportive and experienced professionals, can help you kickstart your collaboration with confidence.

2. Assemble your A-Team

Now that your head is in the game, it’s time to assemble the A-Team! Whether your group is self-selected or pre-assigned, first things first — for a cohesive collaboration, every teammate must cooperate.

Think of it like building a boat. Each crewmate takes on a different, albeit pivotal, role to ensure the ship will stay afloat. While some people lay floor plans and foundations, others gather materials, create sails, or complete safety assessments. Although every team member has their own purview, everyone must cooperate to achieve a common goal. If one person drops the ball, the vessel might not be seaworthy. The same goes for your group project — without joint effort, your crew may flounder in the face of challenges.

To take the helm, create team roles with the project’s guidelines in mind. Weigh the academic expectations with the skills and strengths of your teammates. Does one partner have a head for facts and figures? Group Researcher , reporting for duty! How about the group member with an eye for design? PowerPoint Coordinator may be the perfect fit!

Scenario snapshot

You and your best friend want to be in the same group for an English presentation. They’re a stand-up pal and astute problem-solver, but they often slack off on assignments. Let’s turn procrastination into collaboration. How can you help establish a healthy group dynamic without boxing out your bestie? 

3. Planning is power

Collaborating on an assignment isn’t as simple as casting roles for each group member. You will also need a plan of attack outlining what must be done (and when).

During your initial group meeting, roll up your sleeves to brainstorm ideas and generate timelines for the different components of your project. To keep all the most vital information in an accessible location, utilize project management tools like Google Docs or Trello — providing a clear, shared resource teammates can refer to when working independently.

What would you do?

It’s been two weeks, and one of your group mates still hasn’t opened the shared document outlining their role and the project schedule. They were attentive when your team first met to discuss the presentation, but you’re concerned the assignment has fallen from their radar. How can you address your concerns?

At University of Bridgeport, your personal and professional success is our priority. Learn more about our comprehensive support services today!  

4. keep up communication.

Determining guidelines for group check-ins is essential to success. Whether you’re meeting in person or virtually, it’s critical to establish when, where, and how your team will update one another.

You may even consider setting parameters for your group pow-wows. How long should each check-in last? Should one teammate have the floor during each meeting, or will everyone provide updates? Agreeing on these expectations can facilitate smooth sailing ahead.

Your four-person biology group includes a pair of close friends. Each time your team meets to discuss the project, the duo brings little to the table, filling most of the hour with fits of giggly gossip.

The last group check-in was the biggest bust yet — extending an hour longer than the agreed-upon time due to constant distractions and derailments. The following afternoon, your third partner privately messaged you, expressing the same frustrations you’re feeling. How can you and your partner constructively address this issue with your other teammates?

5. Be fair and flexible…

When collaborating with classmates, it’s crucial to remember that   is difficult. With academic, personal, and professional demands competing for space, everybody has more than one ball in the air. If someone on your team needs an extension for their part of an assignment, show grace and understanding — most people are doing their best to meet all the expectations tossed their way, and a little leniency can go a long way.

6. …but remember to set boundaries

Flexibility may be paramount, but have you ever flexed too far? If you’re always happy to go with the flow, your willingness to bend could cause your group to break. If you and your teammates are always cleaning up after one partner, burnout will ensue — potentially leading to an underwhelming final project.

If you have a teammate who isn’t pulling their weight, it’s time to set boundaries and reiterate your group’s agreed-upon expectations. If you’re uncomfortable breaching the topic, consult with your professor. Even if they expect you to start the conversation on your own, they can offer support and strategies for addressing conflicts in your group. Moreover, communicating these concerns keeps your instructor in the loop about your team’s progress.

Last month, you were randomly assigned to group for your nursing project. You were pleasantly surprised by how well it was going — at least, at first. Over the past few weeks, one of your partners has missed every meeting due to a personal problem. While they didn’t disclose the specifics, they’ve missed three deadlines and have been completely incommunicado.

With the deadline quickly approaching, you and your other teammates are starting to sweat. What could you do to help your team overcome this challenge?

7. Celebrate success

Group projects are full of peaks and valleys alike. When you hit “submit” and the game is over, take some time to acknowledge your dedicated team. Collaborative assignments can present an invaluable opportunity to connect with classmates, learn from each other, and create something truly impressive.

While the anxiety of an impending group project can be overwhelming, don’t let it overshadow the fact that these ventures can be rewarding and, dare we say, enjoyable experiences. Furthermore, in our increasingly interconnected world, nurturing your collaborative aptitude provides you with a career-ready skill — sought after by employers across all industries.

At University of Bridgeport, #UBelong. Begin your UB journey today — learn more about becoming a Purple Knight !

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You wanted more quizzes, and we’ve delivered! Now you can test your wits every day of the week. Each weekday, your host, Ray Hamel, concocts a challenging set of unique questions on a specific topic. At the end of the quiz, you’ll be able to compare your score with that of the average contestant, and Slate Plus members can see how they stack up on our leaderboard. Share your score with friends and compete to see who’s the brainiest.

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Add, find, edit, or delete a contact in Outlook

You can create new contacts from scratch in the People page or add someone as a contact from their profile card. A contact can be as basic as a name and email address, or include more information like a street address, multiple phone numbers, and a profile picture.

Important:  Steps may be different between  new  and classic Outlook for Windows. To determine which version of Outlook you're using, look for  File  on the ribbon. If there's no  File  option, follow the steps under the New Outlook tab. If the  File  option appears, select the tab for Classic Outlook .

In Outlook, you have the option to:

Add a contact

Find a contact, edit a contact, delete a contact.

Note:  If the steps under this New Outlook tab don't work, you may not be using new Outlook for Windows yet. Select Classic Outlook  and follow those steps instead.

You can add a contact from scratch or from someone's profile card.

Add a contact from scratch

On the Home tab, select New contact .

Enter a name and any other details you would like, then select  Save .

Tip:  You can enter additional contact information any time. Select the contact from the list, then select Edit contact , and begin adding more information. 

Add a contact from someone's profile card

In Mail, open an email message in the reading pane, and then select the name of the sender or recipient you want to add to your contacts.

On the profile card that opens, at the bottom of the card, select Add to contacts .

Enter details for the contact.

Select Save .

Select the Search box at the top of the window.

Type the name, phone number, or company name for the contact you are searching for.

Choose the person you want from the search results.

You can add or update a contact's information or photo.

Add or update contact information

Double click the contact you would like to edit.

Add or update the information for your contact.

When you are finished, select Save .

Add or update a contact's photo

Select the contact that you want to add or update the photo for.

Select the camera button.

Select Upload a new photo , choose the file you want to use, and then select Open to upload.

If you want to reposition the photo, click inside the circle and drag the pointer. To zoom in or out, use the slider below the photo.

Select Apply , and then select Done .

Select the contact you want to delete, then you can either select Delete from the ribbon or right-click the contact and select Delete .

Select Delete again to confirm.

On the People page, select New contact from the ribbon.

Add any additional details you want.

Select Save & Close .

Enter details for the contact, then select Save & Close .

Type the name of the contact you are searching for.

When you are finished, select  Save & Close .

Double click the contact that you want to add or update the photo for.

Tip:  For a contact that you previously added a photo for, you can right click the existing photo, and select either Change Picture or Remove Picture .

Choose the file you want to use, and then select Open to upload.

Go to the contact you want to delete, and then you can either right-click the contact and select Delete , or double click the contact and select  Delete from the ribbon.

In Mail , open an email message in the reading pane, and then select the name of the sender or recipient you want to add to your contacts.

Enter any additional details for the contact, then select Save .

Select the contact you would like, then select Edit contact .

Select Edit contact , then select the camera button.

Manage your contacts in Outlook

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No. 11 Manasquan boys lacrosse looking to make history under 1st-year coach

• Published: Apr. 17, 2024, 8:30 p.m.

Brandon Kunz (12) and Parker Harms (14) of Manasquan celebrate after a goal during the lacrosse game between Princeton and Manasquan at Manasquan High School in Manasquan, NJ on April 8, 2024. Richard O'Donnell | For NJ Advan

• Brandon Gould | NJ Advance Media for NJ.com

For the past 25 years, Randolph lacrosse was the only thing John Naslonski knew.

The former Rutgers All-American and captain was a coach in the program since the late 1990s and for the past decade, he was the head man in charge of leading the Rams. His three children grew up and played lacrosse for Randolph, testing themselves against some of the state’s elite teams up in Morris County.

The Naslonskis had become a household name in the town of Randolph.

Five years ago, John Naslonski made the move down to the Jersey Shore though.

He commuted an hour and a half each way to get up to Randolph. The drives were starting to take there toll on him. Then, the job at Manasquan opened up this offseason and for the first time in decades, Naslonski was taking on a new challenge, trading shades of blue as he made the switch from Randolph to Manasquan.

There was an early adjustment for the veteran coach, who brought a North Jersey mentality and a run-and-gun philosophy that took time to pick up. The early results have been eye-catching though. Manasquan, No. 11 in the NJ.com Top 20, opened up with a 9-8 win over No. 19 Eastern, and since then, the Warriors have dominated. Manasquan (6-0) has outscored teams by an averaged of 10 goals in their last five games.

The Warriors are once again an elite team in the Shore Conference and a Group 2 title contender.

“I miss my players up north. They’re great kids and it’s a great program and there’s a great administration at at Randolph,” said Naslonski, who starred in the 1980s at Rutgers. “I live 10 minutes from (Manasquan) now. The commute was a lot, so I put in for this and got the job. I’m having a lot of fun. The administration, the assistant coaches and the kids have all bought in and it’s just a great group. I’m having a blast.”

Naslonski took over the reigns for a program that has been one of the best in New Jersey the last 10 years.

Manasquan became a state power under Sean Cunningham, who had a 145-30 record with the Warriors.

Cunningham was a star player at Christian Brothers in high school and when he took the job at Manasquan, he began building the Warriors into the powerhouse that CBA once was. He led Manasquan to its first-ever Shore Conference title in 2017 and that was the first championship of a 3-peat for the Warriors.

His teams also racked up sectional titles and competed for overall state championships.

Manasquan became a bonafide lacrosse town with Cunningham’s help and the players in the program right now grew up wanting to be a part of that culture. When Cunningham stepped down in the offseason, the program found itself in the need of a new leader and found what seems to be the perfect fit in Naslonski.

“Everyone has been here for so long and I grew up watching Manasquan lacrosse under Coach Cunningham, so we were a little nervous at first,” senior defenseman Kyle Capodanno , a Bryant commit, said of the coaching change in the offseason. “(Naslonski) is a really good coach though and he’s taught us a lot so far. Everyone is working as a team right now and anything is possible for this group. I love my teammates. These are my guys. I’m really excited to attack it with these guys and try to make history.”

Capodanno is a leader for Manasquan on the defensive end, where he teams up with Albany commit Connor Kelly , Villanova commit Parker Harms and Chris Carhart . Kelly is in his second year in the program. He transferred in last year from Bergen Catholic, where he previously played for his father, Kevin.

Kevin Kelly was a longtime coach at Kinnelon as well and is serving as an assistant at Manasquan now.

Junior short-stick middies Patrick Frost and Kai Donahue have supported those long poles on defense.

High Point commit Nick Bounassi is is net and he’s one of the best goalies in the state, using fast twitch and quick reaction times to keep teams off the board. He anchors one of New Jersey’s best defenses.

The offense has been clicking as of late and Lehigh commits Brody Muly and Brandon Kunz lead the team in scoring. That duo paces an attack that is also relying on Ryan Aldi , Joseph and Nick Carabetta and Matthew Schneider . Those guys have found a rhythm early on and Manasquan has ben hard to stop.

The Warriors cannot let up though, especially with Top 20 showdown on the horizon.

Manasquan plays No. 18 Christian Brothers later this month and opens up May against No. 4 Rumson-Fair Haven. The Warriors also have out-of-conference games against Moorestown, Ocean City and Shawnee.

This program is looking to take the next step this season and win its first group title.

Manasquan is also hoping to take back the championship in the Shore Conference.

This schedule will help prepare the Warriors for the end of the year and if Manasquan keeps playing like it’s playing right now, this program and it’s first-year head coach could put together a memorable run.

“I tell these guys all the time that they have a lot of potential, but potential is just a word,” said Naslonski. “You have to perform in practice every day and come back and perform better the next day to keep up with your competition. We’re going to be playing a lot of good teams here coming up on our schedule and if we’re not prepared, it’s not going to work out in our favor. We just have to stay focused and zone in.”

Brandon Gould can be reached at [email protected] . Follow him on X (formerly Twitter) @BrandonGouldHS .

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• Grand Rapids/Muskegon
• Saginaw/Bay City
• All Michigan

Northern Michigan ski lift chairs with cool history to be auctioned for charity

• Published: Apr. 17, 2024, 1:02 p.m.

The Interconnect chairlift at The Highlands at Harbor Springs. The triple chairs, dating to 1963, will be auctioned off for charity ahead of an Interconnect upgrade planned for next season. Photo provided by The Highlands. Boyne Resorts

• Tanda Gmiter | [email protected]

HARBOR SPRINGS, MI - It’s getting easier for Michigan ski enthusiasts to actually have a piece of Up North slope history for their own. As they make upgrades to their ski areas here, Boyne Resorts has started a trend of auctioning off the chairs from the older lifts that are disassembled ahead of each new project.

The chairs are sold to the highest bidders, and a group of community nonprofits reap the rewards.

The latest lift to get this “Chairs for Chair-ITY” approach is the Interconnect Lift at The Highlands at Harbor Springs. The Interconnect is one of the original chairlifts at the resort, which used to be called Boyne Highlands. That chairlift has been operating at one spot or another at the resort since its opening in 1963. It also has a really cool backstory that’s become a bit of Northern Michigan ski lore (see below for all the details).

Here’s what we know about the Interconnect chair auction: All qualifying bids must be submitted by noon on Thursday, April 25. The top 99 bidders over $500 will get a chair. For more information and to place your bid, see the resort’s website here.

• One chair per bidder
• Qualifying bids start at $500
• Seat/pad and stem/basket are included
• Chairs are for personal use only. They are not for resale
• Requests for specific chairs/numbers are not available
• The chairs are 112″ tall, 59″ wide, 26″ deep, and weigh 240 lbs. All chairs are unique and have their own sets of blemishes and imperfections
• Shipping is not available. Chairs must be picked up at The Highlands on May 11 or May 25 from 11 a.m. to 3 p.m. in the Day Lodge overflow parking lot.

The charities benefitting from the proceeds include: Little Traverse Bay Humane Society, Snow Angel Foundation Inc, Harbor Springs Area Historical Society and the Petoskey-Harbor Springs Area Community Foundation.

A rendering of the Interconnect Chairlift to be built at The Highlands of Harbor Springs for the 2024-25 season. Image provided by The Highlands. Boyne Resorts

RELATED: The Highlands at Harbor Springs announces new 3-person high-speed chairlift for next season

More Big Upgrades Coming to The Highlands

So why are the Interconnect chairs being auctioned off? The resort has something a little more high-tech in mind for next winter.

This past season, The Highlands debuted its Camelot 6, the  Midwest’s first six-person bubble chairlift . Looking ahead to the 2024/25 season, the resort plans to replace its Interconnect chairlift and unveil a new Doppelmayr fixed-grip three-person chairlift.

By installing this speedy triple, The Highlands says it will offer better access to its North Peak region - a section known for drawing intermediate-level skiers and boasting family-friendly slope areas. You can see more about the Interconnect upgrade on the resort’s website here.

“We are eager to upgrade our Interconnect lift with a new Doppelmayr fixed-grip design to enhance the experience for guests next winter season,” said Mike Chumbler, president and general manager of The Highlands.  “With improved speed, efficiency, modern conveniences, and safety features, we are confident that this addition will help build on the overall skiing and riding adventures at The Highlands.”

The first bubble chairlift, circa 1963 at The Highlands at Harbor Springs. Photo provided by The Highlands. The Highlands at Harbor Springs

Interconnect chairs were born from a “Ski Dad” moment

The Interconnect chairs being auctioned this month are a sweet bit of history for The Highlands. The original Harbor Highlands ski area was founded by a group of local business people in 1955. But within a few years, the venture was in debt and on the brink of closure. Boyne Mountain founder Everett Kircher saw a great opportunity in buying The Highlands, just a short drive north from his first resort. But during the planning process, he noted his chairlifts were just a little too cozy for his growing family.

The resort tells the story this way: “During planning, Kircher, his wife, and 6-year-old son, John, were squeezed together on a double-place chairlift at Boyne Mountain when Kircher thought, ‘Wouldn’t it be great to have a three-passenger chairlift instead of just a two? A triple?’ And so the phone call was made to chairlift manufacture, Riblet, and they agreed it could be done. When Boyne Highlands opened on December 26, 1963, guests were greeted by not one, but two, of the first triple chairlifts ever built.”

The Interconnect was one of those historic lifts. It’s also seen some changes in the last few decades. Originally named Little John, it once ran between North and South Challenger. It was relocated in the early 1990s as part of the North Peak expansion.

In 2021, Midwestskiers.com took the history lesson a little deeper with this explanation: “To honor his son and the inspiration for the chairlifts, Everett named one of the triple chairlifts ‘Little John.’ Although the lift has since moved from its original position and been renamed, there is a run named ‘Little John’ near the lift’s original location. Over the years the original triples ‘Heather’ and ‘Little John’ were repositioned, some components replaced/upgraded, and were renamed to ‘Interconnect’ and ‘Valley.’ "

The new Interconnect is one of a string of improvements happening as part of The Highland’s Transformational Journey initiative.  In addition to this year’s Camelot 6, these have included upscale renovations to the four-season resort’s hotel rooms , plans for new restaurants and bars, upgrades to its Donald Ross Memorial golf course and this summer’s anticipated opening of the Doon Brae short course.

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