The Documentary

Introduction to the History Day Documentary

Constantly changing technology offers students limitless possibilities in developing media-based presentations for the documentary category. Students may create documentaries using slides, film, videos, and/or computers. Whatever presentation format is chosen, students must be able to operate all equipment on their own, both during production and at each level of competition. IMPORTANT: The most important aspect of any entry is its historical quality. Students should not get so caught up in the production of a documentary that they lose sight of the importance of the historical quality. Judges are not looking for glitzy productions; rather, they are looking for solid research and a thorough analysis of the chosen topic. Drafting a Documentary: Creating a Script or Storyboard A storyboard is a visual display of the script divided into segments, where each segment is represented by an appropriate image (slides, video clips, etc.) for that segment. This technique is used by those involved in media production to help them decide which pictures will best suit the script. It is important because it allows students to see which visuals fit best, which still need to be made, what songs need to be recorded, etc. Students should create a storyboard after they have completed their research and written a good script. Story boarding is an important part of the documentary process. This technique is used to help you decide which pictures, graphics and sound will best suit the narrative script. When you have done your research and written a good script. divide the script into segments with appropriate slides, video segments, etc. drawn in. At this point, the visuals and the sound elements (narratives, music, interviews, etc.) must match up and communicate the basic message of your project -- including a clear statement of your thesis, a coherent documentation of supporting evidence (historical information and interpretation), and a conclusion that points out the historical significance of your program. You can create a storyboard by using index cards or by filling in the boxes on a form (See Documentary Storyboard form at the National History Day web site.) You can also make a written script with two columns. The left column lists and describes the exact images you will use, and the right column shows the narration that matches those images. Use this opportunity to record the bibliographic information for the images so that you wont have to hunt for these details when you write your annotated bibliography. (Your teacher has a model sample documentary script in his or her Washington State History Day Teachers Guide.) Video Presentations The availability of home video cameras, digital equipment, and computer-based editing software has increased the popularity of this entry category. Students use computer

technology to create special effects, animation, graphics, and other visuals for use in their videotape presentations. Following are some suggestions for video entries. Students should: Operate all camera and editing equipment Draw up a storyboard draft and write the narration before they begin shooting images Present a variety of images: panning shots, interviews, live action, and still subjects Keep track of the scenes in a notebook or on index cards to make editing easier Include music as an effective addition to the sound track
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Computer-Based Presentations The computer has become a very important tool for creating documentaries. Students who choose to use the computer to create their entries should have access to computers with multimedia capabilities and should be familiar with at least one type of presentation software. Students should also have access to editing equipment that they can operate themselves. Important: While most students are using computers as tools to help them to create various aspects of their presentations, some students are using computers as their vehicle for presentation. Although doing so is acceptable, there are a number of limitations to using the computer as the presentation device: Computer equipment is not supplied at the various levels of competitionstudents will have to provide their own equipment; computer presentations cannot be interactive (judges cannot push buttons, etc.); computer monitors are often too small for the judges and the audience to see; and computer presentations often inadvertently focus on the technology behind the presentation rather than providing an in-depth analysis of a historical topic. Slide Presentations Although the use of video and computer-based presentations in the documentary category is growing, slide presentations are still popular and effective. Slides can be either purchased or produced by students. One advantage of the slide show is the ability to project a large image that makes an impact on the audience. The key to an effective entry is a good combination of visual images and recorded narrative. Here are some things to keep in mind: Draw up a storyboard draft and write the narration before they begin shooting images Photograph pictures from books to build a slide collection and avoid repetition Music is an important addition to the recorded narrative Make sure the narrative matches the image on the screen, and vice-versa

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Documentary Storyboard
Name(s):________________________________________________________________ _________ Notes Visual Audio

Sample Documentary Script

The following is an excerpt from the first draft of a History Day documentary script (storyboard) about Cesar Chavez. The left column describes images that will be displayed: the right column is the narration text. Primary sources are highlighted and in bold text. (Students were instructed to highlight their primary sources for easy identification.) The total script length was approximately five pages. -Portrait of beasts to be Cesar Chavezthey better. treated with Cesar Chavez once said, "Our workers are not filthy feared. They are not lesser than any one of us, nor are They are human, they are American. They are to be dignity." -Men and women for farm workers pesticide working in fieldsworkers In California during the 1960's, Cesar Chavez took a stand migrant farm workers rights, and fought against low wages, poisoning, and poor living conditions. In 1950, male farm were paid $1.10 an hour, while women were paid even less. -Picture of pretty heavy, Helen Chavez$.85 an hour." -Picture of a farm worker's family-Farm workers working working in the Story fieldsvines but unbearable. Gnats and bugs swarm out from under the leaves. Some workers wear face masks; others, handkerchiefs knotted Helen Chavez recalls, " When the grape harvest was sometimes I'd work 10 hours a day, 5 days a week, for

Often times families were forced to bring their children to work so the family could survive. In addition to low wages, workers suffered inhumane conditions. John Gregory Dunne the author of Delano: The of the Grape Strike said, "The workers hunched over the like ducks, there is no air, making the intense heat all

around their heads to catch the sweat." -Pictures of fields, and contributors bottle of pesticides-Picture of pesticide and bottles and sores Mr. Yuk stickers-Picture of Lori Salinasplantation numerous tumors, a consequence of exposure to lethal pesticides. -Workers on Giumarra California plantation-Pregnant woman on the attention. plantation housingthe In 1964, 12 workers in the Giumarra Vineyards in died after working with high levels of pesticides. These problems were never given sufficient medical The workers couldn't afford any health care benefits and growers refused to give them any. The growers use of pesticides was one of the main to these inhumane conditions. The pesticides captan, dinoseb, methyl bromide, parathion DDT caused tumors, childhood cancer, and rashes or open that covered exposed workers entire bodies. Lori Salinas, a 13 year old farm worker on the McFarland in California, was one of the many children diagnosed with

Entry Checklist Documentary

A documentary media presentation can be an exciting way of sharing historical research. In choosing a topic, it is important that the subject fits the History Day theme and the documentary format fits the topic. The quality of the historical research is the essence of the presentation. Your thesis and its supporting evidence must be communicated to your audience. Documentaries take on new meaning as you become "historical detectives." Documentary entries include videotapes, slide shows or computer presentations (such as PowerPoint) and must be accompanied by the process paper and annotated bibliography. VCRs (for standard VHS tapes) and monitors will be available at the event. Students must supply all other equipment, including slide projectors, video projectors, and screens. For entries using computer formats, please note that television monitors are for VHS setup and may not readily convert to your needs (it is best to bring equipment with which you are familiar to district and state contests). Check entry for compliance with all History Day rules (especially concerning the set up and use of media equipment by students only). Documentaries may last up to ten minutes, with five minutes allowed to set up and five minutes to remove the equipment. Use the following checklist to prepare your documentary presentation: Items to Be Completed Date Completed

1. Write tentative script that outlines the thesis and questions you will be examining and the supporting historical information and analysis. __________ 2. Decide on primary source images, location shots, and interviews, etc. ___________ 3. Develop a draft script or storyboard for the presentation, with images noted. ___________ 4. Seek feedback on your draft script from your advisor, teacher, parents, etc. ___________ 5. Take pictures or videotape. ___________ 6. Write detailed script to go with each visual scene.

___________ 7. Record script (may include music and sound effects). ___________ 8. Synchronize script with music and visuals. ___________ 9. Write 500-word process paper and annotated bibliography. ___________

Contest Checklist 1. Six copies of process paper and bibliography to bring to the event. __________ 2. Title page: name, category, division. (No school or teacher names) __________

Date Completed

3. Annotated bibliography. Separation between primary and secondary sources. __________ 4. Emergency kit to bring to the event. Include extra copy of paper, extra carousel for slides, copy of video tape, copy of sound tape, extension cords, and any other materials that may break or not work. __________