Last Saturday I was invited to participate in History Day, wherein students put together historical projects — papers, documentaries, museum exhibits, websites, you name it — based on extensive research and interviews. The projects are then judged and the winners are awarded something — what, I’m not sure. Towards that goal, the Fairfield Museum and History Center collected a bunch of historians and invited kids from around southwest Connecticut to ask us, one-on-one, for advice and direction.

I’m flattered to have been asked to help out, especially because I was only one of two historians present who didn’t have a PhD after his or her name. Most of the kids were middle-school aged and I was amazed at how deeply some of them had leapt into their subjects, but after the original shock — this was my first experience with History Day — I realized I could provide something the other historians probably couldn’t, namely guidance on finding interviewees and resources like images and how to structure their narratives.

I’ve been asked before to write articles or columns on writing advice. I always decline, mainly because I feel every writer’s methods and path are too particular to be much use to anybody else, and also because I often feel too lost at sea myself to advise others how to navigate. That said, as I sat and talked with the students there were four recurring suggestions that popped up over and over, and maybe it’s helpful to repeat them here in case you, my noble reader, find yourself or your offspring working on something similar.

Make it personal. I felt afterwards that my experience as a parent played a bigger part than my work as a writer or historian. You know how it is: your kid comes home with some grandiose idea for a school project, but when it comes time to sit and do the project with him, the ellipsis between Point A and Point Z becomes abundantly clear. Many of the attendees at History Day simply needed help drilling down to what their end product would be and how they would present it. To that end I recommended identifying a specific person or point in time — or, if the project was biographical, an episode in the person’s life — that is illustrative of the overall history or arc. One young woman was doing her project on the Radium Girls and I advised her to highlight one of the girls in particular. Readers or viewers naturally empathize with individuals and by showcasing one girl’s experience, the student could communicate the broader phenomenon.

Prioritize your content. In research, you always wind up with more information than is germane to your project. All projects have limits, whether it’s a word count or a maximum running time for a documentary or skit, and limits are good because they help structure your narrative. For example, in Smedley I left out a lot of info about Smedley’s post-war merchant trade. To the internal completist it seems a shame to leave stuff out but throwing in everything will get you, and your reader, lost in the weeds. You have to prioritize what to include, and in doing so you give the project an architecture. A zillion biographies have been written about what made Hitler be Hitler. They all work from the same pool of facts but each historian places emphasis on a different aspect: one thinks Hitler was the way he was because he was a failed art student, while the next thinks Hitler was Hitler because of his experiences in World War I, and so on. Each writer arrives at her conclusions by emphasizing or prioritizing episodes or sets of facts over others. Use the scissors. The good news is that the stuff you cut often shows up in other projects. Especially blog posts.

Pick up the phone. Free lunch was included in History Day, which was certainly an inducement for me to attend. As we sat munching, the grown-ups chuckled over how reluctant the kids were *to call* someone on the phone. One young man I spoke to was researching early Fords and how they changed American culture; another pair was doing a project on the Black Sox scandal; and still another couple of students was making a doc about cannibalism at Jamestown. Yet none of them had actually contacted Ford or the White Sox or Historic Jamestowne. I told them that big longstanding companies or franchises like Ford and the White Sox will often have dedicated historians and archives, and places like Historic Jamestowne, whose whole mission is public outreach, will likewise have staff happy to answer questions (especially from kids). It’s always worthwhile to contact a company or group directly to see what they have. Go to their website and look for their media or PR office. Or, worst case, just call their direct number and ask the voice on the other end.

Use your network. The line between history and journalism thins the closer the horizon reaches the present. There are no ancient Egyptians left to interview but if you’re writing about the Beatles as one group of girls was, then you’re in luck — as I told them, not only are there fifty years of interviews they can mine, there are still people around who’ve met the Beatles (including a couple of actual Beatles). Journalists use their contacts and networks to find and write stories — stories that others can’t write because they have different networks. Mrs. Kuhl’s dad and uncles, who sell sailboats, once sold a boat to John Lennon and even accompanied him on his 1980 cruise to Bermuda, making for some of the best stories I’ve ever heard around a Thanksgiving dinner table. If you’re writing about something that happened within the recent past, ask your family and your network about it. Even if they don’t have any direct contact with the person or event in question, they may be able to direct you toward someone or someplace that does.