Tag Archives: history

Utah History Day Registration

REGISTRATION IS NOW OPEN

1. CHOOSE THE CORRECT CONTEST. Scroll down, looking carefully at the options below. You must select the registration link for the regional contest nearest to where you live.

2. TEACHERS complete one Teacher Registration form per school.

3. STUDENTS complete one Student Registration form per entry. This means that a group project should only be registered one time, and all members of the group must be included in that registration.

4. Remember, registration is free for History Day contests in Utah.

REGIONAL CONTESTS

Cache Regional (Cache & Box Elder Counties):

Castle Country Regional (Carbon & Emery Counties):

Central Utah Regional (Sanpete County);

Duchesne-Uintah Regional (Duchesne & Uintah Counties):

Salt Lake Regional (Salt Lake & Summit Counties):

San Juan Regional (San Juan County):

South-Central Regional (Beaver & Iron Counties):

Utah Valley Regional (Utah County):

Washington County Regional:

Weber Regional (Weber & Davis Counties)**

Davis County School District:

Ogden School District: 

Questions?  

Contact us at UtahHistoryDay@gmail.com. We will be happy to assist you!

Registration Tips

  • Registration closing dates vary. Be sure you register before the deadline for your contest.
  • Website and Historical Paper entries are due before the competition. If you are competing in either of those categories, pay attention to those deadlines. Look them up HERE.
  • If you are not sure which contest serves you, please contact us: utahhistoryday@gmail.com

Instructions for Website Students

  • You need to provide the Weebly URL for your website during registration. It should look like this: https://12345678.nhd.weebly.com.
  • If your URL has words instead of numbers, you’ll need to convert it to NHD Weebly before you register. It’s simple: Go to nhd.weebly.com  and login using your Weebly username and password. Click “Convert” and write down your new URL. If you experience issues converting your website contact nhdsupport@weebly.com.
  • Websites will lock for judging on the date specified for your contest. You will not be able to access your site during the judging period.
  • Websites will unlock after the competition, allowing you time to make revisions before the next competition.

Instructions for Historical Paper Students

  • Judges will read Historical Papers before the day of the contest.
  • You will need to mail four (4) hard copies of your paper to your contest coordinator by the due date listed for your contest in the Registration Schedule.  Please email your regional coordinator if you need their mailing address.
  • Then, plan to attend your regional competition prepared for a 5-minute judges interview about your project.

 

Gardo House: Photo Gallery

 

 

 

The Gardo House in about 1892, when the home was occupied by the Keeley Institute.

The Gardo House in about 1892, when the home was occupied by the Keeley Institute.

 

 

 

 

 

 

 

 

 


In 1916, Harry Shipler, commissioned to photograph the Gardo House, produced sixty images of the house's interior and exterior. Here is his photo of a table set for sixteen in the dining room. His photos here and on the next pages illustrate the elegance and opulence for which the mansion was famous.

In 1916, Harry Shipler, commissioned to photograph the Gardo House, produced sixty images of the house's interior and exterior. Here is his photo of a table set for sixteen in the dining room. His photos here and on the next pages illustrate the elegance and opulence for which the mansion was famous.

 

 

 

 

 

 

 

 

 

 

 

 

 

 


The front hallway, looking toward the doors of the entry vestibule. Note the fine leaded glass windows and elaborate black walnut staircase with its octagonal newel post. In reporting the demolition of the house in 1921, the Deseret News explained that these elements were to be salvaged from the house, but if they were saved, what became of them is unknown. Shipler photo.

The front hallway, looking toward the doors of the entry vestibule. Note the fine leaded glass windows and elaborate black walnut staircase with its octagonal newel post. In reporting the demolition of the house in 1921, the Deseret News explained that these elements were to be salvaged from the house, but if they were saved, what became of them is unknown. Shipler photo.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


The Drawing Room (or Main Parlor), looking toward the Music Room.

The Drawing Room (or Main Parlor), looking toward the Music Room.

 

 

 

 

 

 

 

 

 

 


The Steinway piano, nicknamed the Aida, decorated with scenes from Verdi's famous opera. Shipler photo.

The Steinway piano, nicknamed the Aida, decorated with scenes from Verdi's famous opera. Shipler photo.

 

 

 

 

 

 

 

 

 

 


Shipler identified this room as the Den. On the author's floor plan it is labeled as the "Conservatory" and is looking toward the "Fountain House." The furnishings and decor in this room reflect the popularity of exotic Middle Eastern styles among wealthy Americans in the early part of the century.

Shipler identified this room as the Den. On the author's floor plan it is labeled as the "Conservatory" and is looking toward the "Fountain House." The furnishings and decor in this room reflect the popularity of exotic Middle Eastern styles among wealthy Americans in the early part of the century.

 

 

 

 

 

 

 

 

 

 

 

 

 


The Library (or Office)

The Library (or Office)

 

 

 

 

 

 

 

 

 

 

 

 


The Hallway on the second floor. (Note the photographs of Indians exhibited on the wall. The Holmeses were participants in the popular twentieth-century fascination with fading Native American cultures.)

The Hallway on the second floor. (Note the photographs of Indians exhibited on the wall. The Holmeses were participants in the popular twentieth-century fascination with fading Native American cultures.)

 

 

 

 

 

 

 

 

 

 

 

 


The Billiard Room in the basement of the house, furnished with a billiard table and a card table.

The Billiard Room in the basement of the house, furnished with a billiard table and a card table.

 

 

 

 

 

 

 

 

 

 


Mr. and Mrs. Holmes relaxing in the shade of the southwest porch in July 1916.

Mr. and Mrs. Holmes relaxing in the shade of the southwest porch in July 1916.


The interior of the Art Gallery was lit by large skylights, leaving wall space for exhibiting the Holmeses' art collection. The gallery also included a small stage for performances. Note the large portraits of Susannah and Colonel Holmes on the wall at the left. The exterior view shows the gallery from the north side.

The interior of the Art Gallery was lit by large skylights, leaving wall space for exhibiting the Holmeses' art collection. The gallery also included a small stage for performances. Note the large portraits of Susannah and Colonel Holmes on the wall at the left. The exterior view shows the gallery from the north side.

 

 

 

 

 

 

 

 

 

 

 


The Red Cross moved into the Gardo House in 1917. At the opening reception, Governor Spry delivered a speech from the front porch.

The Red Cross moved into the Gardo House in 1917. At the opening reception, Governor Spry delivered a speech from the front porch.

 

 

 

 

 

 

 

 

 

 


A large flag hung from the tower of the Gardo House during World War I when the Red Cross occupied the mansion.

A large flag hung from the tower of the Gardo House during World War I when the Red Cross occupied the mansion.

 

 

 


A shipment being loaded in front of the Juvenile Instructor office on South Temple, 1914; the LDS Church Historian's Office, the Gardo House, and the Alta Club can be seen in the background.

A shipment being loaded in front of the Juvenile Instructor office on South Temple, 1914; the LDS Church Historian's Office, the Gardo House, and the Alta Club can be seen in the background.


Looking across the front lawn of the Gardo House toward the Hotel Utah, July 1916; the LDS church offices on the right were still were still under construction when this photo was taken.

Looking across the front lawn of the Gardo House toward the Hotel Utah, July 1916; the LDS church offices on the right were still were still under construction when this photo was taken.


 

Construction on the new Federal Reserve Bank, which replaced the Gardo House, in 1926. The commercial district of the city had grown and ultimately swallowed up the mansion.

Construction on the new Federal Reserve Bank, which replaced the Gardo House, in 1926. The commercial district of the city had grown and ultimately swallowed up the mansion.


The completed Federal Reserve Bank. The Eagle Gate Plaza now stands on the site.

The completed Federal Reserve Bank. The Eagle Gate Plaza now stands on the site.

 

 

 

 

 

 

 

 

 


 

UHQ Spring 2016 Web Extras

Figure 7_High-Cut Stump

Tie-hacking and logging sites on the North Slope

Christopher W. Merritt, “Wooden Beds for Wooden Heads:” Railroad Tie Cutting in the Uinta Mountains, 1867–1938

To see the historic tie-hacking and logging sites on the Uinta Mountain’s North Slope, take a guided tour with Christopher Merritt. We also provide a gallery of historic photographs of tie-hacking operations and (forthcoming) a conversation with Dr. Merritt on the tools, methodologies, and insights of historical archaeology.


Mary Stevens’ murder: A conversation with Roger BlomquistCase73_title

Roger Blomquist, “A Most Horrible Crime: The 1908 Murder of Mary Stevens in Orderville, Utah”

We interviewed Roger Blomquist about his research on the murder of Mary Stevens, a young woman from early twentieth-century Orderville, Utah. In our conversation Blomquist shares his perspective on the social dynamics of a close-knit community reeling from a high-profile murder case, details of the case, and what little we know about the short life of Mary Stevens.


Digital copy of James E. Talmage’s diary

Craig R. Smith, “James E. Talmage and the 1895 Deseret Museum Expedition to Southern Utah”

Talmage kept a detailed diary of his explorations during his explorations of southern Utah and northern Arizona geology. This handwritten diary dated July 23, 1894, to December 31, 1895, is located at the L. Tom Perry Special Collections, Harold B. Lee Library, Brigham Young University. Volume 8 of Talmage’s private journal may be found here


 

Mary Stevens’ Murder: A Conversation with Roger Blomquist

 

On April 21, 1908, Joseph Stevens found the body of his eighteen-year-old sister in a side canyon of Orderville, Utah. The murder of Mary Stevens–and subsequent conviction of Alvin Heaton Jr.–stunned and divided the small community. We spoke with Roger Blomquist about the murder and its aftermath, as well as the process of investigating such a heart-breaking and little-recognized story.

Roger Blomquist received his PhD at the University of Nebraska-Lincoln and taught history at both Brigham Young University and Utah Valley University. His South Pass historical fiction series will have a projected five volumes. For more information, go to rogerblomquist.com. In addition to writing and teaching history, he is an accomplished saddle maker.


 

 

 

 

Utah History Day Annual Theme

 397-096_2017_NHD_Theme_Logo_web_FNL-180x180

* Download the 2017 Theme Summary (6 pages, a good handout)
* Download the 2017 Theme Book (expanded content includes lesson plans, classroom activities, and more)
* Go to Topic Ideas

Theme Summary:

For National History Day students, the 2016-2017 academic year will be filled with research related to the theme Taking a Stand in History. The theme is broad to encourage participants to delve into history, whether it be a topic from the ancient world or the history of their own city. Students need to begin research with secondary sources to gain a broader context, then progress to finding primary sources, and finally make an argument about the effects of a topic in history.

What does it mean to take a stand? To take a stand, one must take a firm position on an issue. Historically, people have taken a stand in support of an issue, such as the demonstrators in Tiananmen Square who protested for greater freedom in China. Sometimes taking a stand involves opposing the status quo—for example, Martin Luther’s act of nailing his Ninety-Five Theses to the door of the All Saints’ Church in Wittenberg, Germany. Taking a stand could even involve fighting against a powerful movement, such as Queen Liliuokalani’s fight against annexation to maintain Hawaiian independence. These examples show well-known individuals taking a stand. How did these people defend their position?

When looking at different individuals and groups who took a stand, there are examples of those who used force, words, and economic power to make their voices heard. These people are remembered because they had an impact on history and inspired others to follow them. Remember that there is a difference between opposition and truly taking a stand. What do you think has to happen to move from opposition to taking a stand?

Can a group of people take a stand? Yes. Think back to how the Indian National Congress protested to end British Control of India. Or look even further into the past at the Magna Carta, considered one of the world’s most important documents. It would never have been written if it were not for a group of rebellious English barons who took a stand against an all-powerful King John in 1215. How did American colonists, many of them women, take a stand against King George III? In the more recent past, numerous nations came together to stand up for the rights of individuals after World War II. Why and how did the United Nations agree to the Declaration of Human Rights in 1948? What can be accomplished when nations come together to stand up for individual rights? Perhaps you could explore these questions and more by writing a paper.

Grassroots movements can become something more through the dedication of followers. Think of the Temperance Movement during the Progressive Era. Although the movement for temperance began much earlier, the Progressive Era sparked a revival that led to the 18th Amendment and a 13-year prohibition of alcohol. Why was this issue brought back into the spotlight by the Progressive Era?

Why was this movement successful? As historians, you must look at the lasting legacy of the actions of individuals and groups. What 5 Taking a Stand in History happened because of their stand? What changes occurred in the short-term? How about the long-term? Did they leave the world, their country, or their town better or worse?

Many times those who take a stand emerge as great historical leaders. George Washington was a gifted leader who influenced the lives of many. He took numerous stands throughout his military and political career. Yes, he led the Continental Army in the American Revolution, but Washington also took a stand against disease by inoculating his army against smallpox during a time when many questioned the validity of this procedure. Why did he decide to go against the mindset of the time? How do you think this has shaped his lasting legacy?

Often those who take a stand have to overcome opposition. Like the soldiers of George Washington’s time, many Americans feared Jonas Salk’s polio vaccine in the twentieth century. How did Salk seek to prove the validity of his medicine?

How did his stand help shape the future of medicine? Times of crisis and war often lead to conflicts between the rights of the people and those of the government. Consider the Alien and Sedition Acts of 1798, the suspension of the writ of habeus corpus during the U.S. Civil War, or the internment of Japanese Americans during World War II. Often these situations led to court cases where an individual or group challenged the right of the government to restrict liberties. There are many case studies of people standing up to protect liberties. John Peter Zenger, Lucy Stone, William Lloyd Garrison, Eugene V. Debs, and John Lewis all took stands. How does the judicial process provide an avenue to take a stand?

One of the most visible ways to take a stand is related to military action. Alexander the Great, Charlemagne, Joan of Arc, Napoleon I, and Douglas MacArthur are just a few who have led armies in taking a stand. In contrast, you might consider why an individual might take a stand against military action. For example, how did Siegfried Sassoon, a British soldier in World War I, use poetry to take a stand? What consequences did he face as a result?

Taking a stand does not necessarily need to involve military force or a political enemy. In the late 1800s, a group of French artists rebelled against the Salons, a popular venue for artists to display their work. They felt rejected and unwanted so they put on their own shows and were later known as the Impressionists. What legacy did these artists leave? Do you think the Impressionist Movement inspired later artists and other movements? You might decide to tackle those questions by creating an exhibit or a documentary.

Sometimes the best way to take a stand is to walk away. Russia has always had a wonderful reverence for the ballet world, but the ballet dancers of the Soviet Era felt limited by government policies that restricted creative expression. As a result, some dancers, including Rudolf Nureyev and Mikhail Baryshnikov, defected to other countries. How did their stand influence artist expression? How were they affected as individuals? Perhaps you want to explore this topic through a performance.

Many women have taken a powerful stand in history. Consider Queen Elizabeth I’s stand against marriage or Catherine the Great’s efforts to bring Enlightenment ideas to the Russian Empire. Alice Paul took a stand to push the women’s suffrage movement into the national spotlight in the early twentieth century. How was she able to garner so much attention? How did Eleanor Roosevelt respond when the Daughters of the American Revolution refused to let Marian Anderson perform in their concert hall? Can you think of other examples of women taking a stand throughout history?

What happens when taking a stand fails to result in an immediate change? Often many people and groups must take a stand to bring change to a society. Any movement for social and political change can require years. Ending slavery, establishing child labor laws, and fighting against Jim Crow segregation laws and prohibition took many attempts at change. What part has the media played in such instances? How can a failure later become a success?

Sometimes failure is temporary. In 1892, the People’s Party, or Populist Party, articulated its goals in a document known as the Omaha Platform. While none of its goals (a graduated income tax, direct election of senators) were achieved in 1892, many of the ideas were carried on by Progressive Reformers and enacted in the next 50 years. Looking back through history, are there similar examples where a group might have failed initially?

What happens when someone fails to take a stand? Diplomatic history includes many examples of nations that refused to get involved in events outside their borders. Nations must face challenging decisions of when to intervene in another country’s affairs, and when to be isolationists and stay out.

When deciding on a topic for your NHD project, it is helpful to think outside the box. One way to find such a topic is to look at a well-known historical event, such as the Boston Tea Party, and dig a little deeper. Most of us know about the Boston Tea Party and that the Sons of Liberty were a part of its planning and execution, but have you heard of Ebenezer Stevens? How did he play a role in the rebellion? What were the consequences of his actions? Perhaps you might want to explore this topic by creating a website.

Another way to find a new spin on an old topic is to look to your own backyard. Many of us know that Rosa Parks and Martin Luther King, Jr. played significant roles in the civil rights movement, but are there individuals from your hometown who played a role? How do you think the small town movements influenced these movements at a national level? By digging beneath the surface of many famous historical events, researchers can find a treasure trove of fascinating stories of people and groups who took a stand in history.

Using these questions, students can choose a topic that interests them and has a strong connection to the Taking a Stand in History theme. Happy researching!

 

Next Year’s Theme:  Conflict and Compromise in History

Welcome!

What is Utah History Day?

Utah History Day is Utah’s official National History Day affiliate. Formerly called Utah History Fair, this program has operated continuously in Utah since 1980.  Last year, more than 5,000 Utah students in 4th through 12th grade participated in History Day, learning how to conduct real historical research and then create a final project that showcases their work.  Students present their projects in a series of contests beginning at the school or district level and advancing through regional and state competitions. Utah’s top entries qualify to compete at the National History Day competition in Washington, D.C., each June.

Why History Day?

UHD Home Page PictureHistory Day brings history to life for students as they discover the past by choosing a topic from local, national, or world history, conducting their own research, and drawing reasoned conclusions based on historical evidence. Students who participate in History Day do much more than memorize facts from a textbook, they develop their abilities in reading, writing, critical thinking, and creative presentation. History Day builds a host of college and career ready skills while inspiring students to strive for excellence. 

Learn more about students’ great experiences!   

Utah History Day is operated by the Utah Division of State History at the historic Rio Grande Depot in Salt Lake City, home of the State History Research Center and Collections, the Utah State Historical Society, the Utah Historical Quarterly, and the Utah State Archives. We appreciate your excitement, commitment, and passion for this program! 

UHD Get Started Final 2spaceContact Us: 
Utah History Day
Division of State History
300 S. Rio Grande Street
Salt Lake City, UT 84101
Phone: 801.245.7253
Email: UtahHistoryDay@gmail.com

Thank You to our Statewide Partners!

UHD slcc_logo_color_original UHD- Civic and Character education UHD- Utah Humanities Logo
UHD- Utah State Logo.svg UHD- UVU Logo UHD- Weber State Logo
UHDusu eastern fixed UHD- Snow College

 

National History Day (NHD) is a non-profit education organization that offers year-long academic programs to students around the world. Students enter research-based projects into contests at the local and affiliate levels, where the top student projects have the opportunity to advance to the National Contest at the University of Maryland at College Park.UHD- NHD Logo

Utah History Day in the News!

Utah Students Excel at National History Day Competition, KCSG Television, 17 June 2016. http://www.kcsg.com/view/full_story/27211225/article-Utah-students-excel-at-National-History-Day-competition?

St. George Students Head to National History Competition, St. George Daily Spectrum, 26 May, 2016.  http://www.thespectrum.com/story/news/2016/05/26/st-george-students-head-national-history-competition/84945114/

Utah History Day Showcases student research and presentations, The Pyramid, 14 April, 2016
http://www.heraldextra.com/sanpete-county/news/utah-history-day-showcases-student-research-and-presentations/article_b8c90892-1b8b-5f17-a0dc-b0dea2c6dd63.html

Seven Local Historians Qualify for National Competition, ETV10 News, 26 April, 2016
http://etv10news.com/seven-local-historians-qualify-for-national-competition/ Eight

Carbon High Students Compete at National History Fair, ETV10 News, July 21, 2015
http://etv10news.com/eight-carbon-high-students-compete-at-national-history-fair/

Two Catholic Students Advance to National History Day 
Competition, Intermountain Catholic, May 8, 2015
http://www.icatholic.org/article/two-catholic-students-advance-to-national-history-day-0117806

Layton Students Headed to National History Fair, Ogden Standard Examiner, May 6, 2015
http://www.standard.net/Education/2015/05/08/Students-Headed-to-National-History-Fair.html

Legacy and Leadership at History Fair, 
San Juan Record, March 25, 2015
http://www.sjrnews.com/view/full_story/26539375/article-Legacy-and-Leadership-at-History-Fair?instance=home_news_1st_right

Carbon, Emery, and Grand Students Compete in History Day Fair, ETV10 News, March 19, 2015
http://etv10news.com/carbon-emery-and-grand-students-compete-in-history-day-fair/

Students Ponder Leadership and Legacy in History at Utah History Day Contest in Price, ETV10 News, March 6, 2015
http://etv10news.com/students-ponder-leadership-and-legacy-in-history-at-utah-history-day-contest-in-price/

Local Students Learn, Compete, and Explore at National History Day, ETV10 News, July 1, 2014
http://etv10news.com/local-students-learn-compete-and-explore-at-national-history-day/

Student Competition Takes Historical Look at Rights and Responsibilities, Deseret News, April 24, 2014
http://www.deseretnews.com/article/865601664/Student-competition-takes-historical-look-at-rights-and-responsibilities.html?pg=2

Kaysville Sixth Graders Headed to National History Contest,
Standard Examiner, May 7, 2014
http://www.standard.net/Education/2014/05/12/Kaysville-sixth-graders-headed-to-national-history-contest.html

Utah Students Do Well at National History Day, June 20, 2013
http://www.usu.edu/ust/index.cfm?article=52483

Olivia Baird Selected to Participate in US Freedom Pavilion Grand Opening
Deseret News, March 5, 2013
http://www.deseretnews.com/article/865574930/Orem-ninth-grader-Olivia-Baird-chosen-to-participate-in-US-Freedom-Pavilion-grand-opening.html

Utah History Day on KBYU Eleven Community Connection
Utah History Day is honored to appear on KBYU Eleven Community Connection.  Click here to see the interview.

Utah History Fair Receives Official Citation from the Utah State Legislature
March 8, 2012
http://www.usu.edu/ust/index.cfm?article=50876

Hannah  Anderson takes 1st at the Kenneth E. Behring NHD Contest,  2011
http://news.hjnews.com/news/article_06710dca-9af2-11e0-b04e-001cc4c002e0.html

Mayra Payne takes 9th at the Kenneth E. Behring NHD 
Contest, 2011

http://www.heraldextra.com/news/local/north/alpine/article_8fd85cc0-0cc0-53bf-999c-30281ff4101b.html

Helper Junior High students participate in the Kenneth E. Behring NHD Contest, 2011
http://www.sunad.com/index.php?tier=1&article_id=22152

Midvale Middle School prepares for the Kenneth E. Behring NHD Contest, 2011
http://www.sltrib.com/sltrib/news/51933681-78/competition-courtney-eighth-hansen.html.csp#disqus_thread

History of the Utah History Fair via the Utah Humanities Council’s Beehive Archive, 2011
http://itunes.apple.com/us/podcast/founding-utah-history-fair/id307267067?i=89201907

Great work Natalie Howe and Sadie Topham, 2010
http://www.usu.edu/ust/index.cfm?article=47847

The Utah History Fair and Nicholas Demas receives the Utah Humanities Council’s Human Ties Award, 2010
http://www.usu.edu/ust/index.cfm?article=47108

Utah History Day Results

2017 Results Coming Soon!

UHD Nationals 2015 116

National Contest Results – Utah Delegation

Utah State Contest Results