TICONDEROGA-Middle and high school students from the North Country won top prizes at North Country History Day at Ticonderoga's Deborah Clarke Mars Education Center March 12.
Winners will advance to compete at New York State History Day in Cooperstown on April 29.
"It's really gratifying to see students in junior high and high school excited about history," said Rich Strum, Fort Ticonderoga's director of education and regional coordinator for New York State History Day. "These students have invested a great deal of time in historical research and pulling together compelling projects about debate and diplomacy in history. It's great to see their creativity unleashed in this way."
"Debate and Diplomacy: Successes, Failures, Consequences" is the 2011 theme for National History Day.
Champlain National Bank helped support the North Country History Day Regional Contest, a regional program coordinated by Fort Ticonderoga.
Winners in the North Country Region include:
- Jonathan Brassard, Cole Gaddor, Kyle Gifaldi, Megan Maloy, and Dylan Scozzafava from Moriah Central School, who took first place in the senior group website category with their website "The Great Debate."
- Nathan Wilhelm from Edison Home School, who took first place in the junior individual website category with his website "The Panama Canal: A Land Divided / A World United."
- Emily Powers and Mackenzie Strum from Ticonderoga Middle School, who took first place in the junior group exhibit category with their exhibit "Who Really Discovered DNA?"
- Makayla Holt and Amanda Hurlburt from St. Mary's School, Ticonderoga, who took second place in the junior group exhibit category with their exhibit "The Salem Witchcraft Trials."
A report released earlier this month by the American Association for State and Local History found that student participation in the National History Day program "had a marked impact on their knowledge of history." The report found that the program instilled an interest in both historical events and issues, taught students how to dig deeper into historical issues, and motivated them to ask questions and analyze historical evidence.