how to write a thesis statement for history

Writing a Thesis and Making an Argument

Almost every assignment you complete for a history course will ask you to make an argument. Your instructors will often call this your "thesis"– your position on a subject.

What is an Argument?

An argument takes a stand on an issue. It seeks to persuade an audience of a point of view in much the same way that a lawyer argues a case in a court of law. It is NOT a description or a summary.

• This is an argument: "This paper argues that the movie JFK is inaccurate in its portrayal of President Kennedy."
• This is not an argument: "In this paper, I will describe the portrayal of President Kennedy that is shown in the movie JFK."

What is a Thesis?

A thesis statement is a sentence in which you state an argument about a topic and then describe, briefly, how you will prove your argument.

• This is an argument, but not yet a thesis: "The movie ‘JFK’ inaccurately portrays President Kennedy."
• This is a thesis: "The movie ‘JFK’ inaccurately portrays President Kennedy because of the way it ignores Kennedy’s youth, his relationship with his father, and the findings of the Warren Commission."

A thesis makes a specific statement to the reader about what you will be trying to argue. Your thesis can be a few sentences long, but should not be longer than a paragraph. Do not begin to state evidence or use examples in your thesis paragraph.

A Thesis Helps You and Your Reader

Your blueprint for writing:

• Helps you determine your focus and clarify your ideas.
• Provides a "hook" on which you can "hang" your topic sentences.
• Can (and should) be revised as you further refine your evidence and arguments. New evidence often requires you to change your thesis.
• Gives your paper a unified structure and point.

Your reader’s blueprint for reading:

• Serves as a "map" to follow through your paper.
• Keeps the reader focused on your argument.
• Signals to the reader your main points.
• Engages the reader in your argument.

Tips for Writing a Good Thesis

• Find a Focus: Choose a thesis that explores an aspect of your topic that is important to you, or that allows you to say something new about your topic. For example, if your paper topic asks you to analyze women’s domestic labor during the early nineteenth century, you might decide to focus on the products they made from scratch at home.
• Look for Pattern: After determining a general focus, go back and look more closely at your evidence. As you re-examine your evidence and identify patterns, you will develop your argument and some conclusions. For example, you might find that as industrialization increased, women made fewer textiles at home, but retained their butter and soap making tasks.

Strategies for Developing a Thesis Statement

Idea 1. If your paper assignment asks you to answer a specific question, turn the question into an assertion and give reasons for your opinion.

Assignment: How did domestic labor change between 1820 and 1860? Why were the changes in their work important for the growth of the United States?

Beginning thesis: Between 1820 and 1860 women's domestic labor changed as women stopped producing home-made fabric, although they continued to sew their families' clothes, as well as to produce butter and soap. With the cash women earned from the sale of their butter and soap they purchased ready-made cloth, which in turn, helped increase industrial production in the United States before the Civil War.

Idea 2. Write a sentence that summarizes the main idea of the essay you plan to write.

Main Idea: Women's labor in their homes during the first half of the nineteenth century contributed to the growth of the national economy.

Idea 3. Spend time "mulling over" your topic. Make a list of the ideas you want to include in the essay, then think about how to group them under several different headings. Often, you will see an organizational plan emerge from the sorting process.

Idea 4. Use a formula to develop a working thesis statement (which you will need to revise later). Here are a few examples:

• Although most readers of ______ have argued that ______, closer examination shows that ______.
• ______ uses ______ and ______ to prove that ______.
• Phenomenon X is a result of the combination of ______, ______, and ______.

These formulas share two characteristics all thesis statements should have: they state an argument and they reveal how you will make that argument. They are not specific enough, however, and require more work.

As you work on your essay, your ideas will change and so will your thesis. Here are examples of weak and strong thesis statements.

• Unspecific thesis: "Eleanor Roosevelt was a strong leader as First Lady."  This thesis lacks an argument. Why was Eleanor Roosevelt a strong leader?
• Specific thesis: "Eleanor Roosevelt recreated the role of the First Lady by her active political leadership in the Democratic Party, by lobbying for national legislation, and by fostering women’s leadership in the Democratic Party."  The second thesis has an argument: Eleanor Roosevelt "recreated" the position of First Lady, and a three-part structure with which to demonstrate just how she remade the job.
• Unspecific thesis: "At the end of the nineteenth century French women lawyers experienced difficulty when they attempted to enter the legal profession."  No historian could argue with this general statement and uninteresting thesis.
• Specific thesis: "At the end of the nineteenth century French women lawyers experienced misogynist attacks from male lawyers when they attempted to enter the legal profession because male lawyers wanted to keep women out of judgeships."  This thesis statement asserts that French male lawyers attacked French women lawyers because they feared women as judges, an intriguing and controversial point.

Making an Argument – Every Thesis Deserves Its Day in Court

You are the best (and only!) advocate for your thesis. Your thesis is defenseless without you to prove that its argument holds up under scrutiny. The jury (i.e., your reader) will expect you, as a good lawyer, to provide evidence to prove your thesis. To prove thesis statements on historical topics, what evidence can an able young lawyer use?

• Primary sources: letters, diaries, government documents, an organization’s meeting minutes, newspapers.
• Secondary sources: articles and books from your class that explain and interpret the historical event or person you are writing about, lecture notes, films or documentaries.

How can you use this evidence?

• Make sure the examples you select from your available evidence address your thesis.
• Use evidence that your reader will believe is credible. This means sifting and sorting your sources, looking for the clearest and fairest. Be sure to identify the biases and shortcomings of each piece of evidence for your reader.
• Use evidence to avoid generalizations. If you assert that all women have been oppressed, what evidence can you use to support this? Using evidence works to check over-general statements.
• Use evidence to address an opposing point of view. How do your sources give examples that refute another historian’s interpretation?

Remember -- if in doubt, talk to your instructor.

Thanks to the web page of the University of Wisconsin at Madison’s Writing Center for information used on this page. See writing.wisc.edu/handbook for further information.

• Request Info

How to Research and Write a Compelling History Thesis

The Importance of Research for Writing a History Thesis

Just as history is more than a collection of facts about past events, an effective history thesis goes beyond simply sharing recorded information. Writing a compelling history thesis requires making an argument about a historical fact and, then, researching and providing a well-crafted defense for that position.

With so many sources available—some of which may provide conflicting findings—how should a student research and write a history thesis? How can a student create a thesis that’s both compelling and supports a position that academic editors describe as “concise, contentious, and coherent”?

Key steps in how to write a history thesis include evaluating source materials, developing a strong thesis statement, and building historical knowledge.

Compelling theses provide context about historical events. This context, according to the reference website ThoughtCo., refers to the social, religious, economic, and political conditions during an occurrence that “enable us to interpret and analyze works or events of the past, or even the future, rather than merely judge them by contemporary standards”.

The context supports the main point of a thesis, called the thesis statement, by providing an interpretive and analytical framework of the facts, instead of simply stating them. Research uncovers the evidence necessary to make the case for that thesis statement.

To gather evidence that contributes to a deeper understanding of a given historical topic, students should reference both primary and secondary sources of research.

Primary Sources

Primary sources are firsthand accounts of events in history, according to Professor David Ulbrich, director of Norwich University’s online Master of Arts in History program. These sources provide information not only about what happened and how it happened but also why it happened.

Primary sources can include letters, diaries, photos, and videos as well as material objects such as “spent artillery shells, architectural features, cemetery headstones, chemical analysis of substances, shards of bowls or bottles, farming implements, or earth or environmental features or factors,” Ulbrich says. “The author of the thesis can tell how people lived, for example, by the ways they arranged their material lives.”

Primary research sources are the building blocks to help us better understand and appreciate history. It is critical to find as many primary sources from as many perspectives as possible. Researching these firsthand accounts can provide evidence that helps answer those “what”, “how”, and “why” questions about the past, Ulbrich says.

Secondary Sources

Secondary sources are materials—such as books, articles, essays, and documentaries—gathered and interpreted by other researchers. These sources often provide updates and evaluation of the thesis topic or viewpoints that support the theories presented in the thesis.

Primary and secondary sources are complementary types of research that form a convincing foundation for a thesis’ main points.

How to Write a History Thesis

What are the steps to write a history thesis? The process of developing a thesis that provides a thorough analysis of a historical event—and presents academically defensible arguments related to that analysis—includes the following:

1. Gather and Analyze Sources

When collecting sources to use in a thesis, students should analyze them to ensure they demonstrate knowledge and understanding of the materials. A student should evaluate the attributes of sources such as their origin and point-of-view.

An array of primary and secondary sources can help provide a thorough understanding of a historical event, although some of those sources may include conflicting views and details. In those cases, the American Historical Association says, it’s up to the thesis author to determine which source reflects the appropriate point-of-view.

2. Develop a Thesis Statement

To create a thesis statement, a student should establish a specific idea or theory that makes the main point about a historical event. Scribbr, an editing website, recommends starting with a working thesis, asking the question the thesis intends to answer, and, then, writing the answer.

The final version of a thesis statement might be argumentative, for example, taking a side in a debate. Or it might be expository, explaining a historical situation. In addition to being concise and coherent, a thesis statement should be contentious, meaning it requires evidence to support it.

3. Create an Outline

Developing a thesis requires an outline of the content that will support the thesis statement. Students should keep in mind the following key steps in creating their outline:

• Note major points.
• Categorize ideas supported by the theories.
• Arrange points according to the importance and a timeline of events addressed by the thesis.
• Create effective headings and subheadings.
• Format the outline.

4. Organize Information

Thesis authors should ensure their content follows a logical order. This may entail coding resource materials to help match them to the appropriate theories while organizing the information. A thesis typically contains the following elements.

• Abstract —Overview of the thesis.
• Introduction —Summary of the thesis’ main points.
• Literature review —Explanation of the gap in previous research addressed by this thesis.
• Methods —Outline how the author reviewed the research and why materials were selected.
• Results —Description of the research findings.
• Discussion —Analysis of the research.
• Conclusion —Statements about what the student learned.

5. Write the Thesis

Online writing guide Paperpile recommends that students start with the literature review when writing the thesis. Developing this section first will help the author gain a more complete understanding of the thesis’ source materials. Writing the abstract last can give the student a thorough picture of the work the abstract should describe.

The discussion portion of the thesis typically is the longest since it’s here that the writer will explain the limitations of the work, offer explanations of any unexpected results, and cite remaining questions about the topic.

In writing the thesis, the author should keep in mind that the document will require multiple changes and drafts—perhaps even new insights. A student should gather feedback from a professor and colleagues to ensure their thesis is clear and effective before finalizing the draft.      

6. Prepare to Defend the Thesis

A committee will evaluate the student’s defense of the thesis’ theories. Students should prepare to defend their thesis by considering answers to questions posed by the committee. Additionally, students should develop a plan for addressing questions to which they may not have a ready answer, understanding the evaluation likely will consider how the author handles that challenge.

Developing Skills to Write a Compelling History Thesis

When looking for direction on how to write a history thesis, Norwich University’s online Master of Arts in History program can provide the needed skills and knowledge. The program’s tracks and several courses—taken as core classes or as electives in multiple concentrations—can provide a strong foundation for thesis work.

Master of Arts in History Tracks

In the Norwich online Master of Arts in History program, respected scholars help students improve their historical insight, research, writing, analytical, and presentation skills. They teach the following program tracks.

• Public History —Focuses on the preservation and interpretation of historic documents and artifacts for purposes of public observation.
• American History —Emphasizes the exploration and interpretation of key events associated with U.S. history.
• World History —Prepares students to develop an in-depth understanding of world history from various eras.
• Legal and Constitutional History —Provides a thorough study of the foundational legal and constitutional elements in the U.S. and Europe.

Master of Arts in History Courses

Norwich University’s online Master of Arts in History program enables students to customize studies based on career goals and personal interests through the following courses:

• Introduction to History and Historiography —Covers the core concepts of history-based study and research methodology, highlighting how these concepts are essential to developing an effective history thesis.
• Directed Readings in History —Highlights different ways to use sources that chronicle American history to assist in researching and writing a thorough and complete history thesis.
• Race, Gender, and U.S. Constitution —Explores key U.S. Supreme Court decisions relating to national race and gender relations and rights, providing a deeper context to develop compelling history theses.
• Archival Studies —Breaks down the importance of systematically overseeing archival materials, highlighting how to build historical context to better educate and engage with the public.

Start Your Path Toward Writing a Compelling History Thesis

For over two centuries, Norwich University has played a vital role in history as America’s first private military college and the birthplace of the ROTC. As such, the university is uniquely positioned to lead students through a comprehensive analysis of the major developments, events, and figures of the past.

Explore Norwich University’s online Master of Arts in History program. Start your path toward writing a compelling history thesis and taking your talents further.

Writing History: An Introductory Guide to How History Is Produced , American Historical Association     How to Write a Thesis Statement , Scribbr     The Importance of Historic Context in Analysis and Interpretation , ThoughtCo.     7 Reasons Why Research Is Important , Owlcation     Primary and Secondary Sources , Scribbr     Secondary Sources in Research , ThoughtCo.     Analysis of Sources , History Skills     Research Paper Outline , Scribbr     How to Structure a Thesis , Paperpile     Writing Your Final Draft , History Skills     How to Prepare an Excellent Thesis Defense , Paperpile

Explore Norwich University

Your future starts here.

• 30+ On-Campus Undergraduate Programs
• 16:1 Student-Faculty Ratio
• 25+ Online Grad and Undergrad Programs
• Military Discounts Available
• 22 Varsity Athletic Teams

Future Leader Camp

Join us for our challenging military-style summer camp where we will inspire you to push beyond what you thought possible:

• Session I July 13 - 21, 2024
• Session II July 27 - August 4, 2024

Explore your sense of adventure, have fun, and forge new friendships. High school students and incoming rooks, discover the leader you aspire to be – today.

Handbook for Historians Research Guide

• Choosing a Paper Topic

What is a Thesis Statement?

How to develop a thesis statement.

• Find Primary Sources
• Find Secondary Sources
• Formatting References
• Writing an Annotated Bibliography
• Sample Papers
• Resources for Writing

The thesis statement summarizes the main argument of your paper. It is placed at the top of the outline page, and appears again in the opening paragraph.

A clearly stated thesis accomplishes three things:

• it provides a focus for your research
• it furnishes an organizational theme for the paper, which then becomes easier to write
• it gives the reader precise knowledge of what the paper will argue, making it easier to read

Use this printable guide for writing a thesis from The Writing Center at Le Moyne .   Another helpful guide to formulating a thesis is from UNC Chapel Hill .

Guidelines for formulating the thesis statement are as follows:

• The thesis must focus on a single contention. You cannot list multiple reasons for the “truth” of your contention because the paper must follow a unified line of reasoning; a multifaceted thesis statement prevents this.
• The thesis must be precisely phrased and coherent . Generalizations and a failure to define terms results in vagueness and lack of direction in argumentation.
• The thesis must be a declarative statement. The object of your research was to answer a question; when you found the answer, you embodied it in your thesis statement. Hence a thesis can never be a question.

Here are some examples of thesis statements that strive to incorporate these recommendations...

POOR : Miguel Hidalgo’s uprising in 1810 led to a long war for independence in Mexico.    WHY: The above-stated thesis is a statement of fact that provides no clue about what you plan to do with that fact in your paper. Since there is no argument here, this is not a thesis. Improved : Miguel Hidalgo’s 1810 uprising mobilized poor and native Mexicans whose violence frightened elites and prolonged the war for independence. WHY: The above-stated thesis very specifically explains why the uprising resulted in a long war for independence. What’s more, it is debatable, since there may be other explanations for the war’s length. 

POOR : Louis XIV was a strong king who broke the power of the French nobility. WHY : The above-stated thesis contains a vague judgment about Louis XIV; that he was “strong.” In addition, it fails to specify exactly how he broke the nobles’ power. Improved : The Intendant System was the most effective method used by Louis XIV to break the power of the French nobility. WHY : The above-stated thesis eliminates the vague word “strong” and specifies the mechanism Louis XIV used to break the nobles’ power. Moreover, since this  was not the only policy Louis XIV used in his efforts to control the nobles, you have shown that your paper will defend a debatable position.

POOR : Gandhi was a man of peace who led the Indian resistance movement to British rule. WHY : The above-stated thesis does not clarify what about Gandhi made him a man of peace, nor does it specify anything he did to undermine British rule. Improved : Gandhi employed passive non-resistance during his Great Salt March and that enabled him to organize the Indian masses to resist British rule. WHY : The above-stated thesis specifies what has caused Gandhi to be remembered as a man of peace (his promotion of passive non-resistance to oppression) and it names one of the protests he organized against British rule. In addition, since it suggests that the technique of passive non-resistance is what made the Indian  populace rally behind him, it is debatable; there were other reasons why the poor in particular were ready to protest the British monopoly on salt.

• << Previous: Outline
• Next: Finding Sources >>
• Last Updated: Sep 26, 2024 4:54 PM
• URL: https://resources.library.lemoyne.edu/guides/history/handbook

Module 9: The New Deal (1932-1941)

Historical arguments and thesis statements, learning objectives.

• Evaluate historical claims and thesis statements

The Research Writing Process

In an earlier historical hack, we talked about the research writing process, as shown below:

• Understand the assignment
• Select a research topic/develop a research question
• Conduct research: find and evaluate sources
• Create your claim (make an argument)
• Synthesize evidence
• Put it together

These are guidelines to help you get started, but the process is iterative, so you may cycle through these steps several times while working towards your finished product. In this hack, we want to focus on the final three steps—once you’ve done your research and have a few ideas about what to say, how do you put it together to create your finished product?

Crafting Historical Arguments

In open-ended historical research assignments, you are almost always expected to create an argument (revisit the assignment prompt or ask your instructor if you’re unsure about this). Historical arguments are not like the arguments that you and your roommate might have about the best show on T.V. or an argument you’d have with the referee at a sporting event; historical arguments require you to pick a stance on an issue and defend it with supporting evidence.

Your objective is not to create an informal persuasive essay convincing others of your viewpoint based on your personal opinions, but an argumentative one, where you defend your stance on an issue by backing it with historical evidence. Argumentative writing is done for a formal, academic purpose— you have a compelling viewpoint on a topic, and you’ve conducted research. Now you are communicating that research and using evidence to back your claim. When you write an argumentative piece, you write as if you are the authority on the topic, a subject-matter expert.

The Differences Between Persuasive and Argumentative Writing

Check out the table below for a quick breakdown of the differences between persuasive and argumentative writing.

Sometimes it can be hard to tell a topic from an argument. If someone sees you reading an article and asks, “What’s that article about?” You might say, “It’s about photography during the Great Depression.” That’s a topic, not an argument. How do we know? You can’t disagree with “photography during the Great Depression.” An argument is something you could disagree with, like “Photography during the Great Depression was essential in bringing the realities of poverty into the public eye.”

Argumentative Statements

Understand the assignment.

Don’t forget the first step in approaching a research paper or assignment—to carefully understand what you are asked to do. Some assignments are more obviously arguments than others. They may ask you to pick an obvious side, like “Was the New Deal effective or ineffective?” Or “How do you think the government should address reparations for slavery? Or “Was the American Revolution really a revolution?”

Understanding Argumentative Statements

Other times the “argument” part is less obvious. The prompt may be more generic or broad. Let’s take a look at this option for a capstone assignment in this class:

Pick a reformer or activist involved with a social movement between 1877 and 1900. Evaluate and analyze the ideas, agenda, strategies, and effectiveness of the work done by your chosen reformer or activist. You can pick one aspect of the person’s involvement or significance to the movement to focus on in your research. You should make a claim in your final report that answers one of the questions below:

• What was the influence of your person on American life during their time period?
• What is their influence and legacy today?
• What changes came about as a direct result of their activism? 
• What obstacles stood in the way of this person from having a more significant impact on society?
• What activism methods used by your reformer were most effective, and why?
• How did their activism compare or contrast with other reform movements from the same time period?
• How are things different today because of their activism? In what ways are things the same?
• Why should people be aware of the work done by your chosen reformer?
• Can you draw any connections to a modern-day reform movement— what reform movement might they support today, and why?

With this prompt, you are tasked with creating an argument about the reformer or activist you chose. It is not simply a narrative or biography where you report about their lives, but you want to pick one of the listed questions to create an argument—something that shows your ability to take a stance (that could be debated by others) and support your view with evidence.

Activity #1

Give it a try—without even doing some research- what argumentative statement could you make about a 19th-century activist?

Let’s take a look at a more detailed example. For example, say that your chosen activist was  Bayard Rustin , a Black activist who was instrumental in organizing the 1963 March on Washington for Jobs and Freedom. What’s an argument you could make about Rustin?

Here is one option. “While you’ve heard of Martin Luther King Jr.’s famous “I Have a Dream Speech” during the 1963 March on Washington, you may not have heard of Bayard Rustin, whose involvement in planning the March on Washington for Jobs and Freedom was essential in propelling Congress to pass the Civil Rights Act of 1964. As the deputy director of the March, Rustin’s background in nonviolence and vision for the March led leaders to prioritize the civil rights movement and gave public backing to the federal law prohibiting racial discrimination.”

As you’ll learn in just a moment, this argument is what becomes the thesis statement.

Begin With a Thesis

The central claim you make in your argument is called the thesis statement . A thesis consists of a specific topic and an angle on the topic. All of the other ideas in the text support and develop the thesis.

Where in the Essay Should the Thesis Be Placed?

The thesis statement is often found in the introduction, sometimes after an initial “hook” or interesting story; sometimes, however, the thesis is not explicitly stated until the end of an essay, and sometimes it is not stated at all. In those instances, there is an implied thesis statement. You can generally extract the thesis statement by looking for a few key sentences and ideas.

Most readers expect to see the point of your argument (the thesis statement) within the first few paragraphs. This does not mean that it has to be placed there every time. Some writers place it at the very end, slowly building up to it throughout their work, to explain a point after the fact. For history essays, most professors will expect to see a clearly discernible thesis sentence in the introduction.

Characteristics of a Thesis Statement

Thesis statements vary based on the rhetorical strategy of the essay, but thesis statements typically share the following characteristics:

• Presents the main idea
• Most often is one sentence
• It tells the reader what to expect
• Is a summary of the essay topic
• Usually worded to have an argumentative edge
• Written in the third person

Crafting strong argumentative writing is a skill that teaches you how to engage in research, communicate the findings of that research, and express a point of view using supporting evidence.

Link to learning

For a few more examples of how to create arguments and thesis statements, visit this helpful writing guide .

What Makes a Good Claim?

Let’s take a closer look at this process by reviewing a worked example. For this example, we will use a topic you’ve studied recently—the FDR presidency and New Deal. Let’s imagine you’ve been assigned the following prompt:

• Did New Deal spending and programs succeed in restoring American capitalism during the Great Depression, and should the government have spent more money to help the New Deal succeed, or did the New Deal spend unprecedented amounts of money on relief and recovery efforts but ultimately fail to stimulate a full economic recovery?

You’ve already examined the prompt, selected a research topic, and conducted research, and now you are ready to make your claim. First, what claim do you want to make?

Identify the Claim

Let’s look at a sample introductory paragraph that responds to this prompt. Look for the central claim made in the argument.

Example ESSAY #1

Since the stock market crash and the onset of the depression, British economists John Maynard Keynes, Roy Harrod, and others had urged western governments to stop tinkering with monetary solutions and adopt an aggressive program of government spending, especially in the areas of public works and housing, to stimulate the economy during the depression. Keynes stressed these ideas when he met with President Roosevelt, who soon complained to labor secretary Frances Perkins: “He [Keynes] left a whole rigamarole of figures. He must be a mathematician rather than a political economist.” Roosevelt’s comments about Keynes opened a window on one fundamental reason why the president’s New Deal, despite unprecedented federal spending, never achieved full economic recovery between 1933 and 1940. Although surrounded by critical advisers such as Federal Reserve chairman Marriner Eccles, who understood Keynes and his central message about the importance of government spending, Roosevelt did not grasp these ideas intellectually. He remained at heart a fiscal conservative, little different from Herbert Hoover. Roosevelt condoned government spending when necessary to “prime the pump” for recovery and combat hunger and poverty, but not as a deliberate economic recovery tool.

Let’s look at yet another example. This also responds to this same prompt which you can find again below for reference:

Example ESSAY #2

When President Franklin Delano Roosevelt gave his inaugural address on March 4, 1933, America was in the midst of financial collapse. Banking holidays closed banks in 28 states, and investors traded their dollars for gold to have tangible wealth. The president reassured Americans” “This great Nation will endure as it has endured and will revive and will prosper.” He listed three goals to shore up capitalism through his New Deal: banking regulation, laws to curb speculation, and the establishment of a sound currency basis. Roosevelt shored up the financial sector through regulation to restore the public trust that mismanaged banks, and financial speculators had destroyed. His New Deal gave the federal government regulatory responsibility to smooth economic downturns. Over the next eight years, the New Deal’s economic practices and spending helped create recovery and restore capitalism.

Finding the Thesis Statement

You’ve found the central claims from each of these two sample essays. Quite often, the claim is the thesis statement. But sometimes, the thesis statement elaborates on the claim more by including the angle you’ll take about your claim. In the sample essay above, the thesis statement is written in reverse order, with the primary claim coming at the end, but if you read the sentences before that, you can see what the essay’s focus will be as well.”

• “Roosevelt shored up the financial sector through regulation to restore the public trust that mismanaged banks, and financial speculators had destroyed. His New Deal gave the federal government regulatory responsibility to smooth economic downturns. Over the next eight years, the New Deal’s economic practices and spending helped create recovery and restore capitalism”.”

Now we know that the rest of the essay will focus on how the New Deal’s economic practices and spending habits helped the recovery and also show 1) ways that Roosevelt shored up the financial sector and 2) gave the federal government regulatory responsibility.

Pick a reformer or activist involved with a social movement between 1877 and 1900. Pick two questions below and write a thesis statement explaining the main claim and angle you would take in an essay about the topic.

• What changes came about as a direct result of their activism?

Thesis statement #1:

Thesis statement #2:

thesis statement : a statement of the topic of the piece of writing and the angle the writer has on that topic

• Historical Hack: Crafting Historical Arguments. Authored by : Kaitlyn Connell for Lumen Learning. Provided by : Lumen Learning. License : CC BY: Attribution
• Analyzing Documents Using the HAPPY Analysis. Provided by : Lumen Learning. Located at : https://courses.lumenlearning.com/wm-ushistory2/chapter/analyzing-documents-using-the-happy-analysis/ . License : CC BY: Attribution
• Secondary source. Provided by : Wikipedia. Located at : https://en.wikipedia.org/wiki/Secondary_source . License : CC BY-SA: Attribution-ShareAlike
• What is an argument?. Provided by : Lumen Learning. Located at : https://courses.lumenlearning.com/englishcomp1coreq/chapter/introduction-to-what-is-an-argument/ . Project : English Composition I Corequisite. License : CC BY-SA: Attribution-ShareAlike
• Did the New Deal End the Great Depression?. Provided by : OpenStax. Located at : https://cnx.org/contents/[email protected]:WWZKMA1o@2/12-16-%F0%9F%92%AC-Did-the-New-Deal-End-the-Great-Depression . Project : Life, Liberty, and the Pursuit of Happiness. License : CC BY: Attribution . License Terms : Download for free at http://cnx.org/contents/[email protected]

Writing the Undergraduate Thesis

  Your thesis is not something to be put off, but something to get started on early!

Daniel has just completed his  BA History and Politics at  Magdalen College . He is a disabled student and the first in his immediate family to go to university. Daniel is a Trustee of  Potential Plus UK , a Founding Ambassador and Expert Panel Member for  Zero Gravity , a  Sutton Trust Alumni Leadership Board Member  and a History Faculty Ambassador. Before coming to university, Daniel studied at a non-selective state school, and was a participant on the  UNIQ ,  Sutton Trust , and  Social Mobility Foundation  APP Reach programmes, as well as being part of the inaugural  Opportunity Oxford  cohort. Daniel is passionate about outreach and social mobility and ensuring all students have the best opportunity to succeed.

The undergraduate thesis is most probably the longest piece of writing you will have encountered but can be the most rewarding. It gives you the opportunity to follow your passions and conduct historical research that may have never been done before, in a new field or deepening understanding in an area you had already explored. Based on my recent experience here is my advice for how to put it all together:

Choosing a topic

You should begin thinking about this in the January of your second year. Most work on your thesis begins in Trinity (summer term) of your second year, so use Hilary (spring term) to brainstorm what you want to write about. Reflect on which bits of the History degree you have really enjoyed, or any areas you wish to learn more about. Don’t just go for the most obvious topics. 20th century British political topics in some cases have very little unexplored material, so you want to choose an area where you can really add value. Make sure your topic is small enough to be able to do it well in 12,000 words, as that becomes surprisingly few words when you are putting it all together.

You may cover something where there has been some research, but find a new approach or a new angle. In my case, I used the new donations of materials on the Oxford Union’s ‘King and Country’ debate as one way my thesis would be original.

You want to think about the sources you would potentially need to consult, and where they may be stored – no point choosing a topic if the archives are in a language you don’t understand or they are inaccessible. You need to think about logistics and ensure there will be enough material to write about. Not enough primary material can really hold writing back. You don’t need to travel across the world (though it can be very cool) to put it together. There are plenty of subjects that haven’t been explored that could be answered by archives within the University of Oxford. That’s another way to bring value from your thesis; focus on a well-known topic, but in a local context where it may not have been researched.

If you are struggling to choose a topic, don’t worry as there are lectures and sessions to support you throughout the thesis process from the Faculty of History and your college tutor. Not every idea works first time either, so do leave yourself enough time to explore the primary material available.

Introductory reading and your supervisor

At this point it is worth seeing what secondary material is available so you can begin to get a clear idea of what you are writing about. The History Faculty Canvas page is a good place to start. Use reading lists from other papers to put together an introductory reading list for your thesis. You could also attend relevant lectures if you start early enough to gain an understanding of the key ideas in each area.

Don’t worry if you aren’t sure how you want to move forward, your thesis supervisor is there to support with this. They are a tutor who has some experience in the area you are writing about; they have subject specialist knowledge which will be invaluable in driving your thesis forward.

Throughout your thesis writing process you can access up to 5 hours of support (inclusive of time spent responding to email questions as well as meetings), so don’t use all your time up at the start. Leave time for feedback on your thesis draft (I would recommend saving around three hours for this). Talk about your ideas and where you are stuck, and they will be able to suggest relevant reading or sources of primary material.

Ideally confirm your topic and supervisor by the end of Trinity (summer term) of your second year. You can meet before the summer to set out what work you are going to do over the long vacation.

Primary source work

The vast majority of this should be completed over the summer, given you only get Hilary (spring) term of your third year to write up. You are likely to need to spend around 2 weeks conducting primary research, looking at archives or conducting interviews depending on what you are studying. You want to make good notes while doing this and make sure to note down all reference codes for the material you access in the archive. Anything quoted in your thesis will need to be referenced (including page numbers), so note these early to save having to do so again. This is particularly important for sources located a long way away.

You will require ethical approval from your supervisor before you undertake any interviews. This process can take some time, so make sure you submit the request early as you don’t want your thesis timeline to be derailed by this review. Also consider how you will reach those you want to interview; are they likely to want to be involved? What is the best medium to engage with them (online or in-person)? What are the strengths and limitations of such an approach?

While conducting primary source analysis, think back to the question you initially discussed with your supervisor and consider if your enquiry is developing differently. You may find your focus in archival research is slightly different to what you outlined initially. That is fine as long as you can complete a good piece of writing on it.

As you go, begin thinking about the two to three chapters you may break your work into. Also reflect – is there enough material to write about? You don’t want to be going into third year with too much primary source analysis left to do. Keep thinking what you want to cover in your thesis and identify gaps early so you can continue to develop your enquiry.

You will need to submit a short proposal in Michaelmas (autumn term) of your third year. This is signed off by the exam board, to certify your thesis is a viable proposal. By now you should know if there is enough material to cover the topic you want. You can make changes after the submission, but I think it’s a good deadline to see if you are on track. It doesn’t need to be too detailed; suggest a title, list the sources you are consulting and what you are hoping to investigate. Your supervisor or tutors in college can give feedback on this.

Secondary reading

You will already have done some secondary reading as part of choosing a topic, and through your initial meetings with your supervisor. While conducting primary source analysis over the long vacation, it is also advantageous to do some more secondary reading. Secondary reading helps to put sources in context and allows you to see where your work fits in to the wider historical debate. Your thesis may be responding to an author or building upon their work. If possible, you could even reach out to them to get their advice or suggestions for unexplored avenues of enquiry.

It is worth flagging you are unlikely to have any time during Michaelmas (autumn term) to work on your thesis. The earliest you are likely to get back to your thesis is at some point during the Christmas vacation or the 1st week of Hilary (spring term).

You must submit your thesis by midday on Friday of 8th week of Hilary. As you can see the timelines are tight. It is therefore worth finishing any primary source analysis as a priority at the start of term, before devoting a few more weeks to secondary reading. During this time, keep checking in with your supervisor to stay on track.

How long you spend on secondary reading should be determined by how long you think you need for writing; my advice is learn from the Extended Essay that you completed in Michaelmas (autumn term) to know your timings. If it took much longer to write than planned, this needs to be factored into your timings. You don’t want to spend all your time reading if writing is the most challenging aspect. You can also read while writing, as the writing process can expose gaps. So give yourself more time to write than you think you need, and prioritise your reading by where you think you need more knowledge.

You should have a detailed plan for your thesis, breaking it down into two to three chapters and what you want to cover in each chapter. With a long piece of writing, it is easy for the quality to drop in the middle as you lose steam so be aware of this. You want to be selective as you only have 12000 words and referencing counts within that limit. Just like any piece of academic writing, it needs an argument so make sure you have a clear train of thought throughout.

I would advise you start writing by the beginning of fourth week. You ideally want to submit your thesis to your supervisor by the end of fifth week to give time for review. It is likely to take your supervisor a minimum of a week to review your thesis (they may be supervising multiple students), so check when they need it by to ensure you have ample time to make the necessary improvements.

When writing, you may want to write a sketch version first where you write all of your thoughts before adding the detail with references. Make sure your referencing format is consistent and make the work as good as possible so your supervisor’s feedback can be focused on how to get your thesis to the next level rather than simple mistakes. For things like spelling and grammar it is down to you to ensure your thesis is readable.

While it can be tempting to leave writing until the last possible second, you will get your best work by working consistently over a week or two with clear goals. You don’t want to be in the library every waking hour, as this will come through in the quality of what is written.

When working with a supervisor, it is all about communication. If you do find issues while writing your thesis, you can always meet your supervisor to get some steer. Some supervisors like to review it chapter by chapter, so establish how you want to work at the start of Hilary (spring term) and stick to it.

Proofreading and re-drafting

When you receive your supervisor’s feedback, it can be useful to schedule sessions with them to run through it on a granular level. Some supervisors will go through chapter by chapter, others will be steered by your questions.

You will hopefully have at least one or two weeks to make the necessary edits, which could be as drastic as restructuring an entire chapter. It is worth rewriting with time to spare, so you can proofread it to ensure the thesis reads clearly. Do follow the University regulations if you would like others to review your thesis.

The final step is sending it in before the deadline – some students submit up to a week in advance if they are happy with it, where others (like myself) give it a final read on the morning of submission. Make sure to back up on a cloud-based platform so if there are any technical issues you can obtain a recent version.

Writing a thesis can be an enjoyable process, where you get a lot of freedom to work at your own pace on a topic you are interested in. My main piece of advice is don’t let that freedom get you off track, as there is little time to catch up if you do fall behind (particularly during Hilary term). Your thesis is not something to be put off but something to get started on early!

My undergraduate thesis will be published on the Oxford Union Library and Archives website in due course, and a physical copy can also be found within the Oxford Union Library.

California History-Social Science Project

Thesis statement, thesis and argument: answers the inquiry question with a thesis statement that is historically defensible and supported by available evidence.

Every history paper has a big idea that serves as an umbrella for all the evidence included in the essay. That umbrella is the argument, or the position the paper aims to prove within the essay.   The thesis is the sentence that sums up the historical argument.   The Common Core State Standards list the claim, or thesis, as a key element of writing in the history classroom.  Beginning, in 9th grade, students should start to develop counterclaims.

Through their writing, students are expected to introduce their thesis, and use it to organize their evidence in the essay.  The historical thinking concept should be incorporated into the thesis statement and reflected in the analysis throughout the paper. As a student’s writing develops, their thesis statements will reflect a greater knowledge of the subject at hand, a complexity of the topic under study, and the relationship between their ideas to other relevant issues or trends.

Modeling Thesis Development

When introducing students to writing thesis statements, it is important that they understand that thesis statements are drawn from an analysis of evidence. After conducting an inquiry based on primary and secondary sources, model how to move from the inquiry question, through a summary of evidence derived from relevant sources, to a draft of a thesis statement. Then create opportunities for the student to receive feedback to further refine and develop the thesis.

4 Steps for Developing a Thesis Statement:

• Rewrite the question in your own words and determine the criteria for analysis (categories).  Remember to consider the historical thinking concept and how this will guide the argument.
• Review the related evidence. Select relevant and historically significant evidence that addresses the question.
• Sort evidence according to the criteria of analysis (categories), and organize the categories to best develop the argument in the paper.
• State your thesis clearly and concisely.

Example from a 10th-grade Classroom

Inquiry Question:  Who started the Russian Revolution?

(Argumentative/Cause & Consequence)  

Summary of Relevant Evidence from Primary and Secondary Documents:

• Women initiated a communal strike in the capital protesting the war and food shortages.
• The army supported the Russian people’s street protests against the Czar.
• Soldiers at the front turned against the authority of the state. 

Student Writing:  First Draft

Student Writing:  Final Thesis

History: Primary Source Research: Step 2: Developing a Thesis Statement

• Step 1: Identifying Primary Sources
• Digital Collections for Primary Sources
• Step 2: Developing a Thesis Statement
• Step 3: Gathering Secondary Sources
• Database Researching Tips: Boolean Operators
• Step 4: Creating a Bibliography

Forming a Thesis Statement

If you have identified your research topic, and you have gathered primary source materials, it's time to formulate a thesis statement. Remember, a thesis has a definable, arguable claim.  It's not a question, a list of points, a hypothetical "what-if" argument, or restatement of someone else's ideas. It's YOUR argument for or against something. 

I like to think of it as a math problem:  A + B = C.  You probably have two ideas (A+B) that, when filtered through the lens of your primary source research, creates a final argument or new interpretation (C). The equation could also be stated this way:  Point A, because of point B, lead to argument C.

If you would like further assistance with thesis statements or writing papers in general, the Writing Center is available on the second floor of the Library.  The tutors are more than happy to help you and are available anytime from 9 a.m. to 8 p.m. Monday through Thursday, or 9 a.m. to 5 p.m. on Friday. 

• << Previous: Digital Collections for Primary Sources
• Next: Step 3: Gathering Secondary Sources >>
• Last Updated: Mar 13, 2024 3:07 PM
• URL: https://desu.libguides.com/primarysources

2021 2022 History Fair - Debate and Diplomacy in History: Writing a Thesis Statement

• What is History Fair?
• History Fair Theme
• Potential Topics
• Logging in, Creating a Project, and Sharing in Noodletools
• Building Context and Understanding Your Topic
• Writing a Thesis Statement
• Primary and Secondary Sources: What's the difference?
• Finding Secondary Sources
• Cite Secondary Sources
• Finding Primary Sources
• Cite Primary Sources
• Creating Your Website

Goals and Guiding Questions

• Understand the purpose of a thesis statement.
• Understand the parts of a thesis statement and how to write one.
• Create a thesis statement for your History Fair project.

Guiding Questions:

• How is a thesis statement different from a research question?
• What do I include in my thesis statement?
• What is my thesis statement for my HF project?

Your Thesis Statement MUST:  

Give specific details ​

Go beyond facts to discuss the importance of a topic on history (impact, significance) ​

Show the topic's connection to the theme – Debate and Diplomacy

Thesis Statement Worksheet and Example

Thesis statement tips, thesis statement tips: .

1.) Don't Use the First Person 

 2.) Don’t ask questions in your thesis. ​Answer them!

3.) Don't use present tense.

4.) Avoid using  “should”  in your thesis.​This is a historical argument, not philosophy.

5.) Avoid 'what if" history. Focus on what actually happened.

Writing Your Thesis Statement

Find the five ws:.

Who is involved in your topic?

What is happening?

Where is your topic taking place?

What time period is your topic in?

Why is this topic important? (significance, impa ct)

Look at these Thesis Statement Examples

• Thesis Statement Comparisons
• << Previous: Building Context and Understanding Your Topic
• Next: Primary and Secondary Sources: What's the difference? >>
• Last Updated: Feb 24, 2022 10:21 AM
• URL: https://mehs.morton201.libguides.com/c.php?g=1202807

• Account Login
• Get a Library Account
• Checkout, Renew & Return
• Update My Account
• Text Message Notifications
• Full Catalog
• Local History Search
• Find a Great Read
• Article Databases
• Staff Picks
• eMagazines & News
• OverDrive for Kids
• OverDrive Digital Magazines
• Kanopy Streaming
• Kanopy for Kids
• New York Times Digital
• BoulderReads Literacy
• Continuing Education
• Teach yourself Tech
• ESL & Citizenship
• BVSD Student 1 Portal
• Career Online High School
• Creativebug
• Gale Courses
• Homework Help Now
• Online Job Coaching
• Makerspaces
• Classes & Activities
• Performances & Presentations
• One Book One Boulder
• Seed to Table
• Full Calendar
• Summer of Discovery
• Exhibitions
• Meeting & Study Rooms
• Canyon Theater
• BLDG 61: Makerspace
• Teen Spaces
• Book a Bike
• Class Visits
• Community Groups
• Computers, Internet & Printing
• Educator Resources
• Kids & Family
• Paper & Spine Used Bookstore
• Scanning & Copying
• Ask a Librarian
• Community Help Guide
• Culture Pass
• Tech Help/Apoyo Técnico Personalizado
• Home Delivery Program
• Interlibrary Loan
• Local History and Genealogy Research
• Suggest a Purchase
• National History Day
• Process Paper & Thesis
• Getting Started--Background Sources
• Primary Sources & Local History
• Citation & Bibliography
• Teacher Resources

Research Rendezvous

Missed the live Mastering your Thesis event?  Watch the recording here, as Kayla Gabehart shows you how to form and revise your thesis. FAQs at the end answer students' questions about NHD in Colorado.

More information from  National History Day in Colorado

Thesis Statement

From NHD website:

Develop a Thesis Statement NHD projects should do more than just tell a story. Every exhibit, performance, documentary, paper and website should make a point about its topic. To do this, you must develop your own argument of the historical impact of the person, event, pattern or idea you are studying. The point you make is called a thesis statement. A thesis statement is not the same as a topic. Your thesis statement explains what you believe to be the impact and significance of your topic in history. Example:

Topic: Battle of Gettysburg Thesis Statement: The battle of Gettysburg was a major turning point of the Civil War. It turned the tide of the war from the South to the North, pushing back Lee’s army that would never fight again on Northern soil and bringing confidence to the Union army.

• Tackling the Thesis [PDF]
• Handout from Minnesota Historical Society [PDF]
• Thesis Creator Helpful template to guide you through your working thesis
• Thesis Organizer & Checklist [PDF]

Videos from NHD Affiliates

Process Paper

Form NHD website Rule 15 | Process Pape r

All categories, except historical paper, must include a process paper with the entry. It must describe in 500 or fewer words how you conducted your research and created your entry. The process paper must include four sections that explain: 1. how you chose your topic; 2. how you conducted your research; 3. how you selected your presentation category and created your project; and 4. how your project relates to the NHD theme.

You can view sample process papers at http://www.nhd.org/CreatingEntry.htm .

• Process paper rules [PDF]
• What is a Process Paper? [PDF]

Services & Help

Call 303-441-3100

• Ask a Librarian Submit a question online and get an answer by email. Use email for brief inquiries, not research help.
• << Previous: Citation & Bibliography
• Next: Teacher Resources >>
• Last Updated: Aug 21, 2024 12:29 PM
• URL: https://research.boulderlibrary.org/history

HIS 108: History of the US Through 1865

• History Research

Thesis Basics

How to - develop a thesis for a persuasive project, history thesis tutorial.

• Developing Questions
• Types of Research Sources
• About Plagiarism
• MLA 9 Resources

A thesis is one or two sentences that appear at the end of your introduction that communicates to your reader the main point of your work and why they should care enough to read it. You should have a ' working thesis ' before you dig into your research, but remain flexible.  As you learn  and understand more about your topic your thesis may evolve and that is completely normal; it's all part of the research process!  

The type of thesis should match the type of project; that is, the thesis for a persuasive essay will have different requirements than one for an informative essay; all thesis statements have some characteristics in common, however.

A thesis should always:

Clearly and concisely state the main idea.

Tie your supporting discussion into the main idea.

Thesis = topic + summary of main points

A persuasive/argumentative thesis should also:

State your position on a specific and debatable position.

Thesis = topic + your position + evidence to support position

An informative thesis should also:

Outline the facets that will be explained and discussed in the essay, or present the key points of the analysis, interpretation, or evaluation.

Thesis = topic + facets/key points

If you think of your essay as a five part outline including introduction, supporting point 1,  supporting point 2, supporting point 3, and conclusion, then think of the thesis as using the same basic components: topic, point 1, point 2, point 3, and position/conclusion. 

Now, let's take a quick look at how to turn your topic into a thesis:

• Use an assigned or suggested topic.
• Think about a subject that interests you and overlap it with the assignment prompt.
• Use mapping or other brainstorming methods. See 'Developing Questions' tab for suggestions.
• Ask Who, What, Why, When, Where, and How.
• Consider the topic from the perspective of different groups or individuals, different time frames, major events, various locations, or a particular aspect.
• Identify the questions that best match the assignment and that interest you the most.
• The more you know, the easier it will be to research.
• Can you locate the required types of resources?
• Are there enough resources to satisfy the assignment?
• Could others answer the question differently? Is it debatable?
• Can you identify three points in support of your position?
• Can those points be supported by your research findings?
• Make a list of the ideas you want to include and think about how to group them under several different headings.
• Bring all of these elements together into one or two sentences.
• Topic = Classical History (assignment parameter) + Military Technology (personal interest) = Military Technology in Classical History
• Group = Romans; Event = spread of the Empire
• improved ironmongery 
• new weapons 
• camps and troop configuration
• States a position that is debatable.  Someone else might claim it was civil engineering that facilitated Roman dominance, or their ability to absorb diverse cultures and technologies without losing their core identity.
• One sentence that outlines the essay.
• Specific, focused, and precise.
• Three supporting pieces of evidence for which you can find appropriate supporting sources.

Vappingo. (2016, May 11). How to write a thesis statement that your professor will love . Vappingo.Com. https://vappingo.com/word-blog/how-to-write-a-thesis-statement/

• << Previous: History Research
• Next: Developing Questions >>
• Last Updated: Aug 20, 2024 3:04 PM
• URL: https://libguides.gateway.kctcs.edu/HIS108x

Developing a History Thesis Statement

When writing about history, it is not enough to simply retell what happened during a historical event. Writers must also analyze the event to develop a reasonable and compelling interpretation of history based on the assignment instructions. This informed interpretation of historical facts is the thesis statement.

How to Develop a Thesis in History

The first step to creating a thesis for a history paper is to research the historical context surrounding an event. Some of the most important aspects to research include:

• The historical figures or people involved in the historical event or who lived during that time period.
• What happened, as described by historical figures, including multiple, differing viewpoints?
• Consider why people described the event one way while others may have described it another.
• The time period in which the event or events take place.
• A time frame can take place over days, weeks, months, or years.
• The places where the event or events occurred
• Geography matters. Consider how the culture of a location impacts how historical figures react to events.

Once you understand the historical context of an event, you can start creating your own interpretation by examining the relationship between the Who, What, When, and Where. Often, the relationship is characterized by cause and effect. A main goal when constructing a History thesis statement is to determine how a person’s or group’s behavior was influenced by the Who, What, When, and Where, which led to a certain outcome.

Example of Historical Thesis

Historical context.

• Who: John F. Kennedy – 35th President of the United States, a Democratic politician, and a Catholic
• What: Speech to the Greater Houston Ministerial Association
• When: September 12, 1960
• Where: United States – Houston, Texas
• Interpretation: During his 1960 Presidential Campaign, John F. Kennedy gave a speech to the Greater Houston Ministerial Association to address concerns over his Catholic faith. Kennedy’s speech helped him win the Presidential election by demonstrating his commitment to the separation of church and state for Protestant voters, while mobilizing Catholic voters who empathized with his struggle against religious prejudice.

Works Consulted

Marius, Richard, and Melvin E. Page. 2014. A Short Guide to Writing About History . 9th ed. London: Pearson.

Reid, Ronald F., and James F. Klumpp, eds. 2005. American Rhetorical Discourse . 3rd ed. Long Grove, IL:

Page last updated July 31, 2023.

United States History Writing Study Skills

Frank Warren, a history professor at Queens College and a former Chief Faculty Consultant for AP U.S. History, offers the following suggestions for writing a good response to a document-based question (DBQ) or free-response essay question.

Write More Often

AP students need to write, and to write often. This practice is an excellent way to develop the skill of casting a thesis statement and marshalling evidence in support of a valid generalization.

Define Your Terms Where Necessary

Look especially at terms like liberal or conservative, radical or progressive. Be prepared to define other central terms, such as major change, that may appear to be obvious but can be ambiguous.

Start with a Clearly Stated Thesis

Some good essay writers begin with a thesis statement, back it up with supporting evidence from documents and outside knowledge, and, if time permits, restate the thesis at the end. Other writers analyze the material and build up logically to their thesis statement. On an AP Exam, you should use whichever method you feel most comfortable with. In any case, exam day is probably not a good time to experiment with a new, unfamiliar method of writing.

Organize Your Response Carefully

In addition to having a strong thesis, it is a good idea to have a guiding organizational principle—a stated agenda for making your point. Try to integrate your outside information into your response. Your exam shouldn’t read as if you threw in a few tidbits of outside information at the end.

Make Sure Thesis Matches Assessment and Knowledge

Many good essay writers demonstrate a sense of complexity in the documents, showing that most of the evidence may point in one direction but that part of the evidence points in a different direction. It is better, however, to support a clear, simple thesis than to create artificially a complexity that you can't support using the documents or outside knowledge. Almost every essay—including the DBQ—is designed to allow the student to agree or disagree with the statement. Your ultimate goal should be to present a well-argued and well-supported thesis, not merely to give the people scoring the essay what you think they want.

Build an Argument

The best essays—in terms of arguing their case—are those that marshal the positive arguments in favor of their position but that also refute or answer possible rival theses. Even if you think a statement is completely true, it is better to confront and negate the evidence that seems to refute it than to ignore the counterevidence completely.

Integrate the Documents and Your Analysis

Don’t merely explain what is stated in the documents. Rather, use the documents as part of an integrated essay in support of your thesis.

Don’t Quote Large Portions of the Documents

The readers of the essays are already familiar with the documents. You can quote a short passage or two if necessary, to make your point, but don’t waste time or space reciting them.

Choose Your Essays Wisely

Select the questions you are best prepared to answer. The questions that invite the easiest generalizations are not always the ones you should answer. As you read through the questions and make your choices, ask yourself for which of the questions are you best prepared to support your thesis.

• +44 (0) 207 391 9032

Recent Posts

How to write a history essay: outline, tips, and examples.

• How To Choose a CV Writing Service
• What Is an Adjective: Types, Uses, and Examples
• How to Write a Reflective Essay
• Abstract vs. Introduction: What’s the Difference?
• How Do AI detectors Work? Breaking Down the Algorithm
• What is a Literature Review? Definition, Types, and Examples
• Why Is Your CV Getting Rejected and How to Avoid It
• Where to Find Images for Presentations
• What Is an Internship? Everything You Should Know
• Academic News
• Custom Essays
• Dissertation Writing
• Essay Marking
• Essay Writing
• Essay Writing Companies
• Model Essays
• Model Exam Answers
• Oxbridge Essays Updates
• PhD Writing
• Significant Academics
• Student News
• Study Skills
• University Applications
• University Essays
• University Life
• Writing Tips

Since 2006, Oxbridge Essays has been the UK’s leading paid essay-writing and dissertation service

We have helped 10,000s of undergraduate, Masters and PhD students to maximise their grades in essays, dissertations, model-exam answers, applications and other materials. If you would like a free chat about your project with one of our UK staff, then please just reach out on one of the methods below.

In today’s competitive job market, having a professional and well-structured CV can be the difference between landing an interview and being overlooked. Writing a history essay requires a blend of critical thinking, research, and well-structured writing. In this blog post, we’ll walk through how to write a history essay, including an outline, tips for writing, and history essay examples to guide you.

The History Essay Format

Before you begin, it’s essential to understand the history essay format. History essays demand a balanced combination of fact-based evidence and argumentation. A well-structured history essay typically follows this format:

• Introduction
• Thesis Statement
• Main Body (divided into paragraphs)
• Bibliography

How to Write a History Essay: A Step-by-Step Guide

Let’s break down the process of writing a history essay, from brainstorming ideas to polishing your final draft.

Step 1: Choose a Topic and Formulate a Question

The first step in writing a history essay is choosing a topic or question. In most cases, your professor will provide a set of questions. However, if you are given the flexibility to choose your own topic, pick something that piques your interest and is relevant to your course.

Example : "To what extent did the Industrial Revolution impact British society in the 19th century?"

Step 2: Conduct Research

A history essay demands thorough research from reliable sources. Use academic books, journals, and reputable websites to gather data. When conducting research, always ensure you’re sourcing both primary and secondary materials. Take detailed notes and cite all your sources to avoid plagiarism.

Tip : Create a research folder or digital notebook to keep track of useful articles, quotes, and references.

Step 3: Create a History Essay Outline

Before jumping into writing, it’s essential to outline your essay. An outline helps you organise your thoughts, structure your argument, and ensure a logical flow throughout the essay. Here's a simple history essay outline example:

Introduction : Background information Significance of the topic Thesis statement

Main Body : Paragraph 1: First point (with evidence) Paragraph 2: Second point (with evidence) Paragraph 3: Counterargument (if applicable)

Conclusion : Restate the thesis Summarise the key points Offer final thoughts or implications

History Essay Introduction: Setting the Scene

The history essay introduction is crucial as it sets the tone for your argument. Your introduction should provide context to the historical event or period you’re discussing. It must be engaging and informative, but avoid overloading it with too many details. Most importantly, it should end with a clear thesis statement—the central argument of your essay.

Example of a history essay introduction:

The Industrial Revolution, a period of dramatic technological advancements, reshaped British society in the 19th century. As factories and industries grew, so did the challenges faced by urban populations. This essay will explore the extent to which the Industrial Revolution impacted British social structures, arguing that while it brought about significant economic growth, it also exacerbated social inequalities.

Writing a History Essay: The Main Body

The main body of your history essay should contain a series of well-structured paragraphs that provide evidence to support your thesis. Each paragraph should focus on a single idea or point and include:

• Topic sentence : The main idea of the paragraph.
• Evidence : Historical facts, quotes, and examples to back up your claim.
• Analysis : Explain how this evidence supports your argument.
• Link to the thesis : Always relate the paragraph back to your central thesis.

History Essay Conclusion: Wrapping It Up

The history essay conclusion is your final chance to summarise your arguments and reinforce your thesis. A strong conclusion doesn’t introduce new information but instead reaffirms what has already been discussed in the body of the essay. It should also provide some reflection on the broader significance of your findings.

Example of a history essay conclusion:

In conclusion, the Industrial Revolution was a transformative period in British history, driving significant economic development. However, the social ramifications, particularly for the working class, cannot be overlooked. While technological advancements brought wealth to certain sectors, they also deepened the divide between rich and poor, a legacy that continues to shape British society today.

History Essay Example: Final Draft

Let’s put all these elements together and look at a brief history essay example based on the outline above:

Essay Title: The Impact of the Industrial Revolution on British Society

Introduction : The Industrial Revolution, which began in the late 18th century, marked a significant turning point in British history. Technological innovations revolutionised manufacturing, transforming the economy and society at large. However, while industrialisation brought prosperity to some, it also resulted in severe social consequences. This essay will argue that the Industrial Revolution, while economically beneficial, greatly increased social inequality in 19th-century Britain.

Main Body : The rapid development of factories and industries was at the heart of the Industrial Revolution. Urbanisation surged as people moved to cities in search of work. According to historian Eric Hobsbawm, by 1850, nearly half of Britain's population lived in urban areas, marking a sharp contrast to the agrarian society of previous centuries. This shift resulted in overcrowded living conditions and poor working environments for many. Moreover, child labour became rampant during this period. Historian E.P. Thompson notes that children as young as five were employed in factories under deplorable conditions. This exploitation underscored the widening gap between the industrial elite and the working class. On the other hand, industrialisation led to the growth of a new middle class. Entrepreneurs and factory owners amassed great wealth, and new technologies improved the efficiency of production. However, this economic prosperity was not evenly distributed, and many working-class families lived in extreme poverty.

Conclusion : In summary, while the Industrial Revolution brought about unprecedented economic growth, it also deepened social inequality in 19th-century Britain. The divide between the wealthy industrialists and the impoverished working class was a direct consequence of unchecked industrial expansion, leaving a lasting legacy on British society.

Read more undergraduate essay examples in other different subjects.

How to Write a Nursing Essay – With Examples

How to write an appendix for your essay, 10 tips for polishing your essays to achieve higher grades, writing services.

• Essay Plans
• Critical Reviews
• Literature Reviews
• Presentations
• Dissertation Title Creation
• Dissertation Proposals
• Dissertation Chapters
• PhD Proposals
• Journal Publication
• CV Writing Service
• Business Proofreading Services

Editing Services

• Proofreading Service
• Editing Service
• Academic Editing Service

Additional Services

• Marking Services
• Consultation Calls
• Personal Statements
• Tutoring Services

Our Company

• Frequently Asked Questions
• Become a Writer

Terms & Policies

• Fair Use Policy
• Policy for Students in England
• Privacy Policy
• Terms & Conditions
• Writing Service Examples
• Editing Service Examples
• Marking Service Examples
• Tutoring Service Examples
• [email protected]
• Contact Form

Payment Methods

Cryptocurrency payments.