National History Day® 2025: Rights and Responsibilities in History

Establishing Definitions and Topic Exploration Teacher Instructions

Lesson Preparation

• Printed guided notes -or- copies of the note slides placed in learning management software
• Definition slides, either printed and posted around the room -or- ready to be projected
• Printed copies of the sources if your chosen procedure uses physical stations
• Large graph drawn on board -or- anchor chart, similar to what is seen on page 5

Lesson Procedure

• To establish common definitions either:
• Work through slides together as a large group, having students take notes while facilitating conversation
• Have students work in small groups, writing down definitions viewed on slides while discussing any questions
• Create stations around the room by taping the definitions to the wall, having students move independently to fill in their note pages. Modified sheets available for students who need assistance with completing the entire definition
• Answer any questions students have about their definitions. Some questions may be answered once they see them applied to a historical event
• Placing it in context:
• Model the first topic together. Read through the source, discuss what you read, and mark all the categories that the event relates to in the graph. Show students how these ideas overlap
• Next, either let students work in groups through all of the sources or assign one source to each group to work through. If you are assigning sources, direct students to write a brief summarization of the topic. Encourage them to use context elements like time and place in their writing. After they have all worked through their assigned resource, have them take turns presenting, directing students not presenting to fill in the graph and reasoning for each presented topic
• As a large group, fill out the graph on page 5 with final decisions on how each topic fits into the rights and responsibilities listed
• Lastly, have students answer the Wrap-Up questions. Revisit these in your next class period, specifically the patterns they noticed, what types of sources they will need (as this relates to Wide Research and Multiple Perspectives), and remaining questions

Suggested Modifications

• Use the attached guided definition notes for students who need support in getting notes completed.
• Point out online or physical access to definitions for students that need extra time.
• Extension: To take the activity further, have students select a topic and find primary sources of different types, writing a brief description. Have students present their topics in their small groups or to the large group.

For students to engage with the NHD theme in a meaningful way–incorporating it into their projects fluidly and speaking about it with understanding–establishing a common definition from the beginning is extremely valuable. Use the following large group activity to facilitate a group discussion and common understanding of the theme “Rights and Responsibilities in History.” Suggested modifications included. Please note - this activity is designed to be adaptable to any content area. Replace the linked resources in the second activity to meet the needs of your curriculum.

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ALASKA HISTORY DAY, ADAPTED FROM TENNESSEE HISTORY DAY

National History Day 2025:

Rights and Responsibilities in History

Rights are freedoms or privileges that individuals possess as human beings or as citizens of a society.

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Civil Rights -

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Political Rights -

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Social Rights -

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Economic Rights -

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Human Rights -

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Defining Rights and Responsibilities: There are many different types of rights and responsibilities and they often overlap. Define each right or responsibility below.

Name: Date:

Class:

1

ALASKA HISTORY DAY, ADAPTED FROM TENNESSEE HISTORY DAY

Responsibilities are expectations of individuals as members of society. These include laws, social norms, or ethical principles designed to promote the wellbeing of society as a whole.

Legal Responsibilities -

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Civic Responsibilities -

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Social Responsibilities -

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Ethical Responsibilities -

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Now that we have established common definitions, what questions or thoughts do you have about these ideas so far?

Name: Date:

Class:

2

ALASKA HISTORY DAY, ADAPTED FROM TENNESSEE HISTORY DAY

Antidiscrimination Act of 1945

Unangax^ Evacuation During World War II

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Alaska National Interest Lands Conservation Act (ANILCA) - 1980

The Theme in Context of History

Let’s practice using these terms with historical topics. Below you will find links to events, places, and people in history.

1. Quick read the article
2. Mark on the chart ALL the relevant rights or responsibilities to which this topic connects
3. Select two of the boxes you checked. Write two to three sentences explaining your reasoning. Reference the article at least once.

Name: Date:

Class:

3

ALASKA HISTORY DAY, ADAPTED FROM TENNESSEE HISTORY DAY

Alaska Constitutional Convention - 1955-56

Shoup Women Suffrage Bill -1913

Name: Date:

Class:

4

ALASKA HISTORY DAY, ADAPTED FROM TENNESSEE HISTORY DAY

Using your graphs from each source, mark each right or responsibility that the topics covered.

Wrap-Up

1. What rights and/or responsibilities did you find most interesting? Why?

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• What patterns do you notice?

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• What types of topics weren’t covered in the selected articles? What identities, locations, events, etc. are missing?

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• Think about the topic you found most interesting. What types of sources would you need to find to research it, keeping in mind all the perspectives related to it?

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• What questions do you have?

Name: Date:

Class:

5

ALASKA HISTORY DAY, ADAPTED FROM TENNESSEE HISTORY DAY

National History Day 2025:

Rights and Responsibilities in History

Rights are freedoms or privileges that individuals possess as human beings or as citizens of a society.

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Civil Rights - non political rights of ________ that their governments have to protect. This includes: freedom of _________, freedom of _________, freedom of _________, freedom of _________, and freedom of the _________.

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Political Rights - the rights of _________ to participate in their government. This includes the right to _______ and run for public _______.

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Social Rights - the rights that establish a _____________________________ and well-being for all __________ of a society.

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Economic Rights - the rights that allow people to _______________ in their ___________. These can include the right to ____________________, work, and _________________.

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Human Rights - the rights that apply to _______________________, no matter who ___________ them. They are considered _________________, because they belong to everyone regardless of nationality, ____________, gender, or other identity of affiliation.

Defining Rights and Responsibilities: There are many different types of rights and responsibilities and they often overlap. Define each right or responsibility below.

Name: Date:

Class:

1

ALASKA HISTORY DAY, ADAPTED FROM TENNESSEE HISTORY DAY

Responsibilities are expectations of individuals as members of society. These include laws, social norms, or ethical principles designed to promote the wellbeing of society as a whole.

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Legal Responsibilities - the duty to maintain _________ and _________ within a society. They include obeying the law, paying ________, and respecting the ___________________.

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Civic Responsibilities - the obligation to participate in the ______________ of a government. They can include ____________, staying informed about political ___________, and engaging in _______________ activities.

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Social Responsibilities - the commitment to treat others respectfully and ____________ and to help those ______________. Examples include volunteering in the ______________ or establishing ____________________ that support others.

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Ethical Responsibilities - the charge to make morally sound ___________ and decisions – even when driven by personal values and _____________ rather than being demanded by ___________ – making decisions between ___________________________.

Now that we have established common definitions, what questions or thoughts do you have about these ideas so far?

Name: Date:

Class:

2