what is thesis in 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.

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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

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HIST H270 What is History?

• Finding Books
• Finding Articles
• Primary Source Databases
• Other Primary Sources at IU
• Develop a Research Question
• Primary Sources
• Cite Sources
• Scholarly vs Popular
• Thesis Statements

What Is a Thesis?

A  thesis  is the main point or argument of an information source. (Many, but not all, writing assignments, require a thesis.)

A strong thesis is:  

• Arguable:  Can be supported by evidence and analysis, and can be disagreed with.

•  Unique:  Says something new and interesting.

•  Concise and clear:  Explained as simply as possible, but not at the expense of clarity.

•  Unified:  All parts are clearly connected. •  Focused and specific:  Can be adequately and convincingly argued within the the paper, scope is not overly broad.

•  Significant:  Has importance to readers, answers the question "so what?"

Crafting a Thesis

Research is usually vital to developing a strong thesis. Exploring sources can help you develop and refine your central point.

1. Conduct Background Research.

A strong thesis is specific and unique, so you first need knowledge of the general research topic. Background research will help you narrow your research focus and contextualize your argument in relation to other research. 

2. Narrow the Research Topic. 

Ask questions as you review sources:

• What aspect(s) of the topic interest you most?
• What questions or concerns does the topic raise for you?   Example of a general research topic:  Climate change and carbon emissions Example of more narrow topic:  U.S. government policies on carbon emissions

3. Formulate and explore a relevant research question.  

Before committing yourself to a single viewpoint, formulate a specific question to explore.  Consider different perspectives on the issue, and find sources that represent these varying views. Reflect on strengths and weaknesses in the sources' arguments. Consider sources that challenge these viewpoints.

Example:  What role does and should the U.S. government play in regulating carbon emissions?

4. Develop a working thesis. 

• A working thesis has a clear focus but is not yet be fully formed. It is a good foundation for further developing a more refined argument.   Example:  The U.S. government has the responsibility to help reduce carbon emissions through public policy and regulation.  This thesis has a clear focus but leaves some major questions unanswered. For example, why is regulation of carbon emissions important? Why should the government be held accountable for such regulation?

5. Continue research on the more focused topic.

Is the topic:

• broad enough to yield sufficient sources and supporting evidence?
• narrow enough for in-depth and focused research?
• original enough to offer a new and meaningful perspective that will interest readers? 

6. Fine-tune the thesis.

Your thesis will probably evolve as you gather sources and ideas. If your research focus changes, you may need to re-evaluate your search strategy and to conduct additional research. This is usually a good sign of the careful thought you are putting into your work!

Example:   Because climate change, which is exacerbated by high carbon emissions, adversely affects almost all citizens, the U.S. government has the responsibility to help reduce carbon emissions through public policy and regulation. 

More Resources

• How to Write a Thesis Statement IU Writing Tutorial Services
• Tips and Examples for Writing Thesis Statements Purdue OWL
• << Previous: Scholarly vs Popular
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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]

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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]

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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.

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 : The creation of Israeli settlements in the West Bank and Gaza created great tension between the Israelis and  Palestinians for numerous reasons. WHY : The above-stated thesis is poor because it is too general and it deals with the obvious – that there is tension between Israelis and Palestinians in the Middle East. It needs to explain what the “numerous reasons” are; focus on one of them; and drop the reference to the obvious. Remember: a thesis statement makes a specific argument and here only a vague reference to multiple reasons for tension is provided. Improved : The creation of Israeli settlements in the West Bank and Gaza was both an expression of Zionist expansionism and a means to isolate Palestinian population centers. WHY : The above-stated thesis is much better because it explains what the “numerous reasons” are and focuses on one of them. Now an argument has been created because a concrete explanation has been stated. Also,  this statement removes the obvious fact that tension exists between the two ethnic groups.

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.

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While Sandel argues that pursuing perfection through genetic engineering would decrease our sense of humility, he claims that the sense of solidarity we would lose is also important.

This thesis summarizes several points in Sandel’s argument, but it does not make a claim about how we should understand his argument. A reader who read Sandel’s argument would not also need to read an essay based on this descriptive thesis.  

Broad thesis (arguable, but difficult to support with evidence) 

Michael Sandel’s arguments about genetic engineering do not take into consideration all the relevant issues.

This is an arguable claim because it would be possible to argue against it by saying that Michael Sandel’s arguments do take all of the relevant issues into consideration. But the claim is too broad. Because the thesis does not specify which “issues” it is focused on—or why it matters if they are considered—readers won’t know what the rest of the essay will argue, and the writer won’t know what to focus on. If there is a particular issue that Sandel does not address, then a more specific version of the thesis would include that issue—hand an explanation of why it is important.  

Arguable thesis with analytical claim 

While Sandel argues persuasively that our instinct to “remake” (54) ourselves into something ever more perfect is a problem, his belief that we can always draw a line between what is medically necessary and what makes us simply “better than well” (51) is less convincing.

This is an arguable analytical claim. To argue for this claim, the essay writer will need to show how evidence from the article itself points to this interpretation. It’s also a reasonable scope for a thesis because it can be supported with evidence available in the text and is neither too broad nor too narrow.  

Arguable thesis with normative claim 

Given Sandel’s argument against genetic enhancement, we should not allow parents to decide on using Human Growth Hormone for their children.

This thesis tells us what we should do about a particular issue discussed in Sandel’s article, but it does not tell us how we should understand Sandel’s argument.  

Questions to ask about your thesis 

• Is the thesis truly arguable? Does it speak to a genuine dilemma in the source, or would most readers automatically agree with it?  
• Is the thesis too obvious? Again, would most or all readers agree with it without needing to see your argument?  
• Is the thesis complex enough to require a whole essay's worth of argument?  
• Is the thesis supportable with evidence from the text rather than with generalizations or outside research?  
• Would anyone want to read a paper in which this thesis was developed? That is, can you explain what this paper is adding to our understanding of a problem, question, or topic?
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• How to Write a Thesis Statement | 4 Steps & Examples

How to Write a Thesis Statement | 4 Steps & Examples

Published on January 11, 2019 by Shona McCombes . Revised on August 15, 2023 by Eoghan Ryan.

A thesis statement is a sentence that sums up the central point of your paper or essay . It usually comes near the end of your introduction .

Your thesis will look a bit different depending on the type of essay you’re writing. But the thesis statement should always clearly state the main idea you want to get across. Everything else in your essay should relate back to this idea.

You can write your thesis statement by following four simple steps:

• Start with a question
• Write your initial answer
• Develop your answer
• Refine your thesis statement

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Table of contents

What is a thesis statement, placement of the thesis statement, step 1: start with a question, step 2: write your initial answer, step 3: develop your answer, step 4: refine your thesis statement, types of thesis statements, other interesting articles, frequently asked questions about thesis statements.

A thesis statement summarizes the central points of your essay. It is a signpost telling the reader what the essay will argue and why.

The best thesis statements are:

• Concise: A good thesis statement is short and sweet—don’t use more words than necessary. State your point clearly and directly in one or two sentences.
• Contentious: Your thesis shouldn’t be a simple statement of fact that everyone already knows. A good thesis statement is a claim that requires further evidence or analysis to back it up.
• Coherent: Everything mentioned in your thesis statement must be supported and explained in the rest of your paper.

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The thesis statement generally appears at the end of your essay introduction or research paper introduction .

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts and among young people more generally is hotly debated. For many who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its many benefits for education: the internet facilitates easier access to information, exposure to different perspectives, and a flexible learning environment for both students and teachers.

You should come up with an initial thesis, sometimes called a working thesis , early in the writing process . As soon as you’ve decided on your essay topic , you need to work out what you want to say about it—a clear thesis will give your essay direction and structure.

You might already have a question in your assignment, but if not, try to come up with your own. What would you like to find out or decide about your topic?

For example, you might ask:

After some initial research, you can formulate a tentative answer to this question. At this stage it can be simple, and it should guide the research process and writing process .

Now you need to consider why this is your answer and how you will convince your reader to agree with you. As you read more about your topic and begin writing, your answer should get more detailed.

In your essay about the internet and education, the thesis states your position and sketches out the key arguments you’ll use to support it.

The negatives of internet use are outweighed by its many benefits for education because it facilitates easier access to information.

In your essay about braille, the thesis statement summarizes the key historical development that you’ll explain.

The invention of braille in the 19th century transformed the lives of blind people, allowing them to participate more actively in public life.

A strong thesis statement should tell the reader:

• Why you hold this position
• What they’ll learn from your essay
• The key points of your argument or narrative

The final thesis statement doesn’t just state your position, but summarizes your overall argument or the entire topic you’re going to explain. To strengthen a weak thesis statement, it can help to consider the broader context of your topic.

These examples are more specific and show that you’ll explore your topic in depth.

Your thesis statement should match the goals of your essay, which vary depending on the type of essay you’re writing:

• In an argumentative essay , your thesis statement should take a strong position. Your aim in the essay is to convince your reader of this thesis based on evidence and logical reasoning.
• In an expository essay , you’ll aim to explain the facts of a topic or process. Your thesis statement doesn’t have to include a strong opinion in this case, but it should clearly state the central point you want to make, and mention the key elements you’ll explain.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy

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A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

Follow these four steps to come up with a thesis statement :

• Ask a question about your topic .
• Write your initial answer.
• Develop your answer by including reasons.
• Refine your answer, adding more detail and nuance.

The thesis statement should be placed at the end of your essay introduction .

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Resources for My Subject

History: writing a history dissertation.

• Writing a History Dissertation
• Referencing and Style Guide
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• American History

Starting a Literature Search

Conducting a literature search is a great way to find a viable topic and plan your research. It will also give you the opportunity to look for primary and secondary resources that can support the arguments you make in your dissertation. 

Starting your literature search early will help you plan your dissertation and give you an overview of all the resources you might want to consult. Below are examples of how you can start this process and how they can help.

Dissertation Books

Define your Topic

Start your search by identifying a broad subject area, such as a country, period, theme or person. You might do this by looking at reference works, such as a Very Short Introduction , Cambridge Histories , or Oxford Handbooks . These books will give you an insight into the many areas you can investigate in greater depth and they will also provide references to peer-reviewed material on more defined topics. 

Next , look at material which focuses more on the area you have identified from reference works. These might be books, chapters or articles which focus on a more defined area of the subject you have identified. Use these to formulate questions that you can answer in your research.

Then ,  read resources that will help you form your argument and answer the questions you have set. This material should focus on the topic you have chosen and help you explain what has been written on this area before.

Search for Secondary Resources

In order to successfully search for resources relevant to your study, you will need to use search-terms which will retrieve the best results. The tips below will help you do this:

Terms you have found in your reading

Keep a note of terms you have seen when you have been identifying your topic. This could be anything relevant your topic, including: places, people, jobs, religions, institutions, objects, periods, or events. Also, take note of terms that are related to your topic and had an impact on the area you are studying. Write down all the terms which relate to your topic and note which ones provide the most relevant results.

It can also be useful to keep a note of what you are not looking at so that you stay focused on your topic and do not retrieve too many results.

Authors who are written about the topic

You will start to notice that some authors are mentioned as specialists on the topic you are researching. Search a variety of catalogues to find what they have written on the subject in different formats. They might have contributed to edited works, written articles, given presentations to conferences or annotated works. They also might lead you to others who have written about your topic or research groups which are relevant to your studies.

Use subject searches

Most secondary resources have been indexed according to their subject. Through using these subject terms you can search catalogues more efficiently and find relevant resources without just searching the title or author. 

If you find a useful resources, try looking at its catalogue record. See if any of the subject headings look useful and note what terminology they use as this will be consistent across most databases. When you have found a useful term, copy and paste it into a subject search (or select the link) and see what other resources are available.

You can also use an online thesaurus to find search terms. The most commonly used terms are the Library of Congress Subject Headings  which provide uniform terms across international databases.

Use databases

The University subscribes to many databases that focus on different countries and topics. These will provide a comprehensive guide to what has been written in your area and may use different subject headings. Reference databases and bibliographies can be especially useful for finding citations of everything that has been written on a certain area of history. Biographical databases can also help find information about individuals and institutions. For a complete list of all the databases the University subscribes to, look at the A-Z of databases . 

Search for Primary Resources

There are plenty of primary resources that can be used in your dissertation. The University subscribes to many databases that provide access to primary resources and some of our libraries hold special collections which can be used in your research. Below are some examples:

The University subscribes to many newspapers from the past and present. They can be a really useful tool for finding contemporary accounts of events and provide more than just articles (including: advertisements, illustrations, family notices, sports, arts, court cases). Many newspaper databases will also include related content, such as pamphlets and newsbooks.

The University Library has a collection of print newspapers which can be consulted on site. The University also subscribes to electronic databases of national and local newspapers across the world. More information about the newspaper databases we subscribe to is available on our  dedicated website .

Special Collection Material

Many libraries and archives provide access to rare, unique and specialised collections of books and manuscripts. The University Library, for example, provides access to Manuscripts and Rare Books Departments , as do some of the colleges. Some of the more frequently used and important material is also available as part of an online library, such as Cambridge's CUDL .

Official Publications (Government Documents)

Documents produced by governmental and intergovernmental bodies can provide an insight into their decision making and governance. Several libraries in Cambridge have received official publications material and a lot of material is now available online. More information about the official material in Cambridge libraries is available on our Official Publications LibGuide .

Data and Statistics

Figures can be used to help illustrate a point and provide evidence as you answer the central question in your dissertation. You might chose to refer to census data, crime statistics, trade figures, or any other data set that relates to your area of history. This sort of information can be found in databases and replicated in secondary resources. 

Private Papers

If you are researching an individual (or someone who played a prominent role in the area you are focusing on) it is a good idea to see if they have deposited private papers in an archive. These might includes diaries, letters, draft works, or anything else that was kept and not published. These works are normally kept in an archive, so a good starting point is to look at a catalogue that might show where relevant papers are held (such as Archives Hub )

These can include maps, cartoons, paintings and photographs. Images are available both in print and online, but you need to be cautious of the copyright restrictions of images before you use them (check the information given by the source). Some databases will allow you to search images, like ARTstor , so use them as a good starting point for your search. 

Audio-Visual

Similarly to images, the University provides access to a variety of audio-visual resources, including interviews, recordings, radio and films. If there is a particular DVD you would like to use, try searching the title in iDiscover. For example, " Interviews with Historians " will take you to a comprehensive collection of DVDs available at the Seeley. Many films are also available online, such as British Pathe .

Organise and Save Your Research

You will be able to do a comprehensive and efficient literature search if you keep a record of what you have read, where you read it and what each item means to your research. The best way to achieve this is to:

1. Record the key ideas, themes and quotes from what you have read. Try to find a uniform way to do this as it will make it easier to find information when you come to write your dissertation. Some formats are freely available on the internet, such as the Cornell Note Taking System .

2. Save citations you have looked at so you do not struggle to find them again. Also, this will help you when you come to do your references. There are many reference managers available to help you store this information and create a fully formatted bibliography.

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• Researching
• 7. Hypothesis

How to write a hypothesis

Once you have created your three topic sentences , you are ready to create your hypothesis.

What is a 'hypothesis'?

A hypothesis is a single sentence answer to the Key Inquiry Question  that clearly states what your entire essay is going to argue.

It contains both the argument and the main reasons in support of your argument. Each hypothesis should clearly state the ‘answer’ to the question, followed by a ‘why’.

For Example:  

The Indigenous people of Australia were treated as second-class citizens until the 1960’s (answer) by the denial of basic political rights by State and Federal governments (why) .

How do you create a hypothesis?

Back in Step 3 of the research process, you split your Key Inquiry Question into three sub-questions .

Then at Step 6 you used the quotes from your Source Research to create answers to each of the sub-questions. These answers became your three Topic Sentences .

To create your hypothesis, you need to combine the three Topic Sentences into a single sentence answer.

By combining your three answers to the sub-questions , you are ultimately providing a complete answer to the original Key Inquiry Question .

For example:

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Steps for Writing a History Paper

Writing a history paper is a process.  Successful papers are not completed in a single moment of genius or inspiration, but are developed over a series of steps.  When you first read a paper prompt, you might feel overwhelmed or intimidated.  If you think of writing as a process and break it down into smaller steps, you will find that paper-writing is manageable, less daunting, and even enjoyable.  Writing a history paper is your opportunity to do the real work of historians, to roll up your sleeves and dig deep into the past.

What is a History paper?

History papers are driven by arguments.  In a history class, even if you are not writing a paper based on outside research, you are still writing a paper that requires some form of argument.  For example, suppose your professor has asked you to write a paper discussing the differences between colonial New England and colonial Virginia.  It might seem like this paper is straightforward and does not require an argument, that it is simply a matter of finding the “right answer.”  However, even here you need to construct a paper guided by a larger argument.  You might argue that the main differences between colonial New England and Virginia were grounded in contrasting visions of colonization.  Or you might argue that the differences resulted from accidents of geography or from extant alliances between regional Indian groups.  Or you might make an argument that draws on all of these factors.  Regardless, when you make these types of assertions, you are making an argument that requires historical evidence.  Any history paper you write will be driven by an argument demanding evidence from sources.

History writing assignments can vary widely–and you should always follow your professor’s specific instructions–but the following steps are designed to help no matter what kind of history paper you are writing.  Remember that the staff of the History Writing Center is here to assist you at any stage of the writing process.

• Sometimes professors distribute prompts with several sub-questions surrounding the main question they want you to write about.  The sub-questions are designed to help you think about the topic.  They offer ideas you might consider, but they are not, usually, the key question or questions you need to answer in your paper.  Make sure you distinguish the key questions from the sub-questions.  Otherwise, your paper may sound like a laundry list of short-answer essays rather than a cohesive argument. A helpful way to hone in on the key question is to look for action verbs, such as “analyze” or “investigate” or “formulate.”  Find such words in the paper prompt and circle them.  Then, carefully consider what you are being asked to do.  Write out the key question at the top of your draft and return to it often, using it to guide you in the writing process.  Also, be sure that you are responding to every part of the prompt.  Prompts will often have several questions you need to address in your paper.  If you do not cover all aspects, then you are not responding fully to the assignment.  For more information, visit our section, “Understanding Paper Prompts.”
• Before you even start researching or drafting, take a few minutes to consider what you already know about the topic.  Make a list of ideas or draw a cluster diagram, using circles and arrows to connect ideas–whatever method works for you.  At this point in the process, it is helpful to write down all of your ideas without stopping to judge or analyze each one in depth.  You want to think big and bring in everything you know or suspect about the topic.  After you have finished, read over what you have created.  Look for patterns or trends or questions that keep coming up.  Based on what you have brainstormed, what do you still need to learn about the topic?  Do you have a tentative argument or response to the paper prompt?  Use this information to guide you as you start your research and develop a thesis.
• Depending on the paper prompt, you may be required to do outside research or you may be using only the readings you have done in class.  Either way, start by rereading the relevant materials from class.  Find the parts from the textbook, from the primary source readings, and from your notes that relate to the prompt. If you need to do outside research, the UCLA library system offers plenty of resources.  You can begin by plugging key words into the online library catalog.  This process will likely involve some trial and error.  You will want to use search terms that are specific enough to address your topic without being so narrow that you get no results.  If your keywords are too general, you may receive thousands of results and feel overwhelmed.  To help you narrow your search, go back to the key questions in the essay prompt that you wrote down in Step 1.  Think about which terms would help you respond to the prompt.  Also, look at the language your professor used in the prompt.  You might be able to use some of those same words as search terms. Notice that the library website has different databases you can search depending on what type of material you need (such as scholarly articles, newspapers, books) and what subject and time period you are researching (such as eighteenth-century England or ancient Rome).  Searching the database most relevant to your topic will yield the best results.  Visit the library’s History Research Guide for tips on the research process and on using library resources.  You can also schedule an appointment with a librarian to talk specifically about your research project.  Or, make an appointment with staff at the History Writing Center for research help.  Visit our section about using electronic resources as well.
• By this point, you know what the prompt is asking, you have brainstormed possible responses, and you have done some research.  Now you need to step back, look at the material you have, and develop your argument.  Based on the reading and research you have done, how might you answer the question(s) in the prompt?  What arguments do your sources allow you to make?  Draft a thesis statement in which you clearly and succinctly make an argument that addresses the prompt. If you find writing a thesis daunting, remember that whatever you draft now is not set in stone.  Your thesis will change.  As you do more research, reread your sources, and write your paper, you will learn more about the topic and your argument.  For now, produce a “working thesis,” meaning, a thesis that represents your thinking up to this point.  Remember it will almost certainly change as you move through the writing process.  For more information, visit our section about thesis statements.  Once you have a thesis, you may find that you need to do more research targeted to your specific argument.  Revisit some of the tips from Step 3.
• Now that you have a working thesis, look back over your sources and identify which ones are most critical to you–the ones you will be grappling with most directly in order to make your argument.  Then, annotate them.  Annotating sources means writing a paragraph that summarizes the main idea of the source as well as shows how you will use the source in your paper.  Think about what the source does for you.  Does it provide evidence in support of your argument?  Does it offer a counterpoint that you can then refute, based on your research?  Does it provide critical historical background that you need in order to make a point?  For more information about annotating sources, visit our section on annotated bibliographies. While it might seem like this step creates more work for you by having to do more writing, it in fact serves two critical purposes: it helps you refine your working thesis by distilling exactly what your sources are saying, and it helps smooth your writing process.  Having dissected your sources and articulated your ideas about them, you can more easily draw upon them when constructing your paper.  Even if you do not have to do outside research and are limited to working with the readings you have done in class, annotating sources is still very useful.  Write down exactly how a particular section in the textbook or in a primary source reader will contribute to your paper.
• An outline is helpful in giving you a sense of the overall structure of your paper and how best to organize your ideas.  You need to decide how to arrange your argument in a way that will make the most sense to your reader.  Perhaps you decide that your argument is most clear when presented chronologically, or perhaps you find that it works best with a thematic approach.  There is no one right way to organize a history paper; it depends entirely on the prompt, on your sources, and on what you think would be most clear to someone reading it. An effective outline includes the following components: the research question from the prompt (that you wrote down in Step 1), your working thesis, the main idea of each body paragraph, and the evidence (from both primary and secondary sources) you will use to support each body paragraph.  Be as detailed as you can when putting together your outline.

If you have trouble getting started or are feeling overwhelmed, try free writing.  Free writing is a low-stakes writing exercise to help you get past the blank page.  Set a timer for five or ten minutes and write down everything you know about your paper: your argument, your sources, counterarguments, everything.  Do not edit or judge what you are writing as you write; just keep writing until the timer goes off.  You may be surprised to find out how much you knew about your topic.  Of course, this writing will not be polished, so do not be tempted to leave it as it is.  Remember that this draft is your first one, and you will be revising it.

A particularly helpful exercise for global-level revision is to make a reverse outline, which will help you look at your paper as a whole and strengthen the way you have organized and substantiated your argument.  Print out your draft and number each of the paragraphs.  Then, on a separate piece of paper, write down each paragraph number and, next to it, summarize in a phrase or a sentence the main idea of that paragraph.  As you produce this list, notice if any paragraphs attempt to make more than one point: mark those for revision.  Once you have compiled the list, read it over carefully.  Study the order in which you have sequenced your ideas.  Notice if there are ideas that seem out of order or repetitive.  Look for any gaps in your logic.  Does the argument flow and make sense?

When revising at the local level, check that you are using strong topic sentences and transitions, that you have adequately integrated and analyzed quotations, and that your paper is free from grammar and spelling errors that might distract the reader or even impede your ability to communicate your point.  One helpful exercise for revising on the local level is to read your paper out loud.  Hearing your paper will help you catch grammatical errors and awkward sentences.

Here is a checklist of questions to ask yourself while revising on both the global and local levels:

– Does my thesis clearly state my argument and its significance?

– Does the main argument in each body paragraph support my thesis?

– Do I have enough evidence within each body paragraph to make my point?

– Have I properly introduced, analyzed, and cited every quotation I use?

– Do my topic sentences effectively introduce the main point of each paragraph?

– Do I have transitions between paragraphs?

– Is my paper free of grammar and spelling errors?

• Congratulate yourself. You have written a history paper!

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M.A. Thesis: What is it and what does it need to do?

The purpose of a M.A. thesis is to demonstrate a student’s capacity to develop an original historical argument based on original research . Given the significant amount of work and effort that—beyond classwork—goes into completing and defending a thesis, students on the thesis track should seriously consider why is it that they want to write a thesis and discuss their reasons (and their intellectual and professional trajectory more broadly) with the History or Public History advisor early on, preferably during their first year in the program. Students should start thinking about possible topics and committee members (one chair and two readers) early on as well.

The Thesis “Pipeline” Students generally start developing their thesis topic during the third semester, as they enroll in the General Research Seminar (GRS) and Thesis A (see the Graduate Student Handbook for details). In consultation with the instructor of record and the History or Public History general advisors, they will select a paper advisor for the course, knowledgeable in the student’s field, who will very likely fulfill the role of thesis director and committee chair for the student after the GRS. During the Seminar, students will be working on research, methodology, and historiography which will serve as the basis of the thesis. To get credit for Thesis A, moreover, students will have to defend a thesis proposal (5-8 pages) before a committee, which will recommend that the student continues with the project or switches to the Comps track.

Scope Students must be able to assess the value of their source base—which can include textual primary sources, material culture, the built environment, oral interviews and oral histories, digital media, musical examples, and visual images—demonstrating the ability to critically evaluate and engage with several archival and non-archival sources. Students then must place their research into conversation with the existing literature on the topic. They must show their ability to summarize the recent historiographical trends on the subject, and then must illustrate the ways that their research contributes to, contends with, or challenges current trends. In other words, the original research needs to be put into a larger intellectual framework. This framing involves the skill to utilize the research of other scholars to help build students’ argument and analysis. Since the historical profession is built on acknowledging the contributions of other scholars, it is vital that the M.A. thesis integrate existing scholarship throughout the thesis.

Another feature of a thesis is that, although the thesis can be structured chronologically or thematically, the argument must address change over time . To effectively do this, the M.A. student must first set up the historical context, thereby establishing the “problem” that will be solved. Lastly, an M.A. thesis must comply with the academic conventions of historical writing . This includes using the Chicago/Turabian citation method, offering a clear and effective organization, and writing in a clear, concise, and readable style.

Public History students must incorporate a Public History component in their thesis. Types of components are categorized and described, with accompanying examples, in a separate guide.

Format M.A. History theses are typically comprised of an Introduction (~10 pages), 2-3 chapters (~20-25 pages each) organized chronologically or thematically, and a conclusion (~10 pages). To form an idea of the Department’s expectations, students are encouraged to peruse previous theses at the library’s website . Students are also encouraged to consult the Graduate College Guide to Preparing and Submitting a Thesis BEFORE beginning the writing process, as the guide provides templates with the proper formatting that will make the final submission a much easier endeavor.

Alternatively, and with the approval of the thesis committee and/or the History or Public History advisor, preferably before taking Thesis B (see the Graduate Student Handbook for details), students can opt for an article-length thesis, which will include a 9000-to-12,000-word standalone article chapter of publishable quality and, to satisfy Graduate College requirements, a thorough introduction chapter and a comprehensive conclusion chapter. Students considering a Ph.D. in History are particularly encouraged to discuss this option with their advisors, for an article chapter would provide a strong writing sample, which will enhance the student’s chances of gaining admission. In consultation with the thesis committee, students working on an article-length thesis should identify suitable publication venues and keep their scope and formatting guidelines in mind during the writing process, so that they can submit their work for consideration after the defense.

As with all M.A. History theses, the committee is the sole arbiter of the quality, scope, and length of all parts of the document.

Ver. 01/15/21

History Thesis Topics: List of 69 Outstanding Ideas

Unless you plan to go for a Ph.D. in history, a thesis will be the most significant academic writing of your life. It shows your in-depth knowledge of a subject, your ability to think logically, creatively, and originally. Besides, it’s a great way to demonstrate how good your writing is.

But finding an appropriate title for your thesis is a challenging task. You may feel unsure about any idea until you see the rest of them. So, what can help you?

A history thesis topics list, of course. In this article, you’ll consider a wide variety of ideas about historical events and figures. There are some tips on picking the right one for you. With a little explanation of the basics, you’ll differentiate the Bachelor’s thesis from the Master’s one in a second.

• ☝️ How to Choose?
• ⭐ Top-12 Thesis Ideas
• 🚀 American History
• ⚔️ European History
• 🎨 Art History
• 📚 MA Thesis Topics
• 🦉 MPhil Thesis Ideas
• 👨‍🏫 Thesis vs. Dissertation

☝ How to Choose a History Thesis Topic?

Before picking a topic about history, you have to understand what you’re looking for. Take into account that you’re going to spend plenty of time writing your thesis. So, you need to find an idea that engages you and is worthy of your time. Don’t go for a random history topic that you do not feel passionate about.

Searching for an idea, follow the tips below:

• Find a topic that interests you . You’ll most probably write your thesis for a whole semester or even longer. That’s why you should determine something that doesn’t bore easily. At least those countless hours in the library will be spent with pleasure. The more the idea challenges and intrigues you, the less you’ll procrastinate and suffer from writing. No one can tell you what to write about. Your advisor can help you specify the topic, but it is up to you what to write about.
• Look for a topic that creates a trajectory for further research . You may not pursue it later, but having an opportunity to do so is a significant advantage. If you decide to pursue a further degree, you will already be familiar with the topic well. Take a look at available works in a free essays database to get a clearer picture of what can be further explored.
• Find a professor who will become your thesis advisor . Bring some thesis ideas up and see what your instructor suggests. It’s a good thing to have several research topics in mind—the instructor can help you determine the best one.
• Think beyond the graduation date . Whether you are going to start a career or continue your studies, your thesis should help you in achieving your goals. What may your employer look for in your paper? What do you need to be successful in your job or further research? It’s good to approach the issue with some level of practicality. See if you can apply the skills and information you’ve acquired to your professional life.
• Strive for originality but stay within your studies context . Try to make your title unique to grasp attention and intrigue from the get-go. At the same time, don’t fall outside the scope of your field. Before picking a topic, do some research to understand the field deeper. This way, you’ll see what exactly you would like to address.
• Make sure your title fits the requirements . Open your university guidelines for the thesis work and find this out before anything else. Ask your thesis advisor as well to give you honest feedback.

⭐ Top-12 History Thesis Ideas

• Civil War — the role of women.
• The Watergate Scandal.
• Contemporary art history.
• The Napoleonic Wars.
• Causes of World War 2.
• Impact of the Black Plague.
• The Cuban Missile Crisis.
• Japanese-American conflict.
• The Vietnam anti-war protests.
• Origins of the Great Famine in Ireland.
• The French Revolution.
• The rule of Elizabeth I.

📝 History Thesis Topics for Bachelor’s Degree

Usually, American Universities don’t require students to write a Senior Thesis. However, you still have an option to choose one. You can write a thesis as a part of your program completion. It will take a lot of time, energy, and effort. But, in the end, you will be able to produce a prime piece of academic writing.

Strive to write anywhere from 60 to 100 pages. You will also dedicate a lot of time writing and polishing it afterward. Make sure to leave enough time for that too.

What’s the first step?

Look for a thesis advisor you know you will enjoy working with. Consider all the professors you’ve interacted with at your university and pick several. Approach them and see if they are accepting new students for thesis supervision.

Make sure to choose a history thesis paper topic that your advisor knows a lot about. At some point, you will become very knowledgeable about the history thesis topic you chose. It will be crucial to have someone who can direct you.

There are several reasons why you should consider writing a thesis for a Bachelor’s Degree in history:

• It provides you with essential experience in writing, researching, and brainstorming ideas. It can later help you in your academic or professional life.
• You can deeply understand a subject that interests you.
• You can improve your reading skills.
• If you have to use foreign sources, you can also increase your foreign language skills.

Are you still wondering what historical thesis ideas are appropriate? Then, this list is perfect for you.

🚀 American History Thesis Topics

• African American history in the United States : disfranchisement and segregation in 1890-1900
• Early American History and the lost colony of Roanoke
• The construction of race in American culture and history. It’s not a secret that race is a social construct. In American culture and history, it plays a critical role. In the thesis, you will have a chance to research the mechanisms through which the race was constructed. Movies, literary representations, articles, what else? It’s up to you to find out what can be relevant.
• World War 2 through personal letters and diaries . This thesis can be personal and will not leave people indifferent. Examination of diaries, notes, and personal accounts can be fascinating. You won’t be bored doing historical research. Maybe you even have some in your own family? Worth checking it out.
• Guilt over Slavery in the United States: a historical examination
• Gender equality in American education . A comparative study of Germany, Russia, The United States
• New York City and its historical geography. NYC is one of the captivating American cities. Writing a thesis about its historical geography is not an easy task. Gladly, you have tons of information available to you.

• Rocket Science as one of the most significant innovations of the 20th century
• Examining the Role of Privilege within the Ivy League Universities
• Role of American Public Health in a Post-9/11 World

⚔ European History Thesis Topics

• Formation and development of the European Union during the 20th century
• Feminist perspective on the representation of women in Roman Art
• Religion and Nation in Europe in the 19th century
• Construction of National Identity in Post-Soviet Latvia. What did contribute to developing a national identity of post-soviet Latvia? First of all, its independence and belonging to the European Union. In this thesis, talk about colonization and colonial identity. Consider the policies Latvian government implemented to build a Latvian character. What is it? What are the essential characteristics of it?
• Composition and religious hierarchy in The Last Supper by Leonardo Da Vinci
• Representation of Jews in Late Medieval Period in Europe
• Problems of political leadership in Athens of 404-355 BCE
• The French Renaissance Court and its structural hierarchy. This topic is interesting yet complex. Its complexity comes not from the name but the nature of the French Renaissance Court. You need to have a clear idea of how the royal court is built and is operating. Find relevant historians of that time, and, hopefully, you can speak some French.
• Immigrational Politics of the United Kingdom. The problem of multiculturism at the beginning of 1960-1980.
• Orientalism or the Middle East through the prism of Western scholars in the XIX century. In this thesis, start by exploring the notion of Orientalism. Edward Said will be a good point of departure and one of the most fundamental works to cite and read. You can agree with his argument or disagree with it. Nevertheless, find the relevant evidence for your point of view.

🎨 Art History Thesis Topics

• Medicine in Ancient Rome with a focus on surgeries through paintings. This thesis topic is rich. Numerous Ancient Roman paintings depict surgeries and medical treatments. Find the most interesting ones and talk about innovations in medicine. What was the point of recording medical procedures in art? Truly a topic that can captivate anyone.
• Vincent Van Gogh: A phycological analysis of the artist’s last years . In this thesis, examine his artworks together with the personal letters. Look at the words he used, as well as the images he painted. You need it to comprehend what was happening in Vincent’s life in his last years. Some art therapists claim that the artist had bipolar disorder. Examine those views. However, be careful not to give any medical diagnosis yourself.

• Plato on Punishment and Vice: the notion of punishment in The Republic. You cannot get a degree without reading the most fundamental text of the Western Academy, The Republic . In this thesis, you should simply focus on the ideas of punishment and vice. Plato wrote a lot regarding the morals and the laws. Try to discern what exactly he meant. Extract his views regarding capital punishment and punitive justice.
• Modern Art in Europe, with a specific focus on Italy
• Trade in Medieval Europe with a focus on Africa through art
• The erotism of art of Ancient Rome
• Synthesis of sculpture and paintings in Spanish art of the 17th century
• Neoclassicism in French art of the 1900s-1910s
• Surrealism in Art as the quintessence between realism and hyper-realism

📋 History Thesis Topics for Master’s Degree

In the United States, to enter a graduate degree in history, a bachelor’s degree is required. Most of the time, students will have to submit several recommendation letters. Plus, they need GRE scores and writing samples. Add to this several essays explaining the purpose of going to university again, and there you have it.

It is common to have several completion requirements. They can include basic courses, language tests, and a master’s thesis at the end of the program. However, it depends on the department and the university.

Keep in mind that there are several credits that students should obtain to get a degree. It differs from university to university as well. In most of the programs throughout the United States, they are required to complete 30-32 credits to get an M.A. degree. This number usually corresponds to 8-9 classes.

If you are pursuing an M.A., you’re in luck. There is an excellent chance that you will be able to choose if you would like to write a thesis or not. If you are pursuing an M.Phil., then you will have to write your thesis because it’s a research degree.

No matter if you are pursuing an M.A. or an M.Phil., this historical thesis ideas can help you find a title:

📚 MA Thesis Topics in History

• Apotheosis of the Philippine Historical Political Tradition
• Kerala History: Syrian Christians in the region in the 18th century
• History of Modern India with a focus on women’s rights
• The history of theater in the American South and the main characteristics of the Southern Drama. This thesis includes a lot of aspects starting from playwriting in Charleston to drama in New Orleans. Then there are War Drama, Black Drama, etc. Try to find a good balance to fit all of the main characteristics of the Southern Drama and theater.
• New Deal and its impacts on events leading to the Great Depression
• Mistakes of the Soviet side in WW2. WWII was the deadliest military conflict of the 20th century. In this thesis, talk about the biggest mistakes the Red Army made during the war. Some of those can include signing to the Non-Aggression Pact with Hitler. Plus, there were anti-tank dogs and the Molovot-Ribbentrop Pact.

• Military strategies that allowed Napoleon to win crucial battles
• Mussolini & Hitler : connection along with its consequences for Italy
• Queen Victoria’s politics and the way it has changed British history
• The Development of Strategic Bombing Doctrine Between the World Wars
• Historical Creation of a Black Elite in the United States
• Through Imperial Eyes: Race and British Reactions to the American Slavery Question
• Gertrude Bell’s Influence in the Formation of Iraq. Gertrude Bell is a crucial figure in Islamic studies. She contributed a lot to the formation of Iraq. In this thesis, explore her unique contribution and approach to building a modern state of the country. She was highly trusted by British politicians and by Arab leaders.
• Baptist church history as a way to escape slavery

🦉 MPhil Thesis Topics in History

• Investigating the impact of WWI on trade blocks. A case study of the European Union
• Women in WWII: sexual objectification of women through magazines and advertisement. Women played an integral part in WWII. In this thesis, explore the role of sexual imagery in the advertising industry during the war.
• Sudan-American relationships in 1989-2000: US Foreign Policy and Genocide in Sudan
• Criticism of the war on drugs during the Ronald Reagan administration
• The political evolution of the Southern States during the Reconstruction Era
• Everest Expeditions in British Popular Culture, 1920-1960. Explore how Everest Expeditions were depicted in British movies. Analyze the subject via comics, journals, and visual art in the first part of the 20th century.
• Impact of Otto von Bismarck on German Liberalism

• Discrimination of German immigrants in the USA during WW2
• The Fourth International and the Spanish Civil War
• Political and economic aspects of the crisis in Venetian Diplomacy in the 1500s
• The connection between institutionalized racism and police violence in the United States. There are several dimensions to racism. In this thesis, look for a connection between structural racism and police violence in the US. Compare the numbers, look at the stories. See if this data exposes any hidden bias.
• An image of the Medieval Period in Post Modern Art
• A comparative analysis of the Four Quran English Translation. In this thesis, discuss why and how the Quran can be translated. Also, you should look at the four translations. Try to determine which one is the closest. To do that, you need to have an advanced level of Arabic.
• The psychological effect of war on American soldiers in Vietnam

👨‍🏫 Differences between a Thesis and Dissertation

Understanding the difference between a thesis and a dissertation is essential. Would you like to obtain a master’s and a doctoral degree? Then read attentively. In the United States, both thesis and dissertation are vital for this purpose.

The prominent differences that you have to realize are the following:

• A dissertation is required to graduate with a doctoral degree. A thesis is a culmination of a master’s program.
• A dissertation is written to add a new piece of knowledge to the field. A thesis is to show that you have enough knowledge about the field.
• A dissertation usually takes several semesters, sometimes even years, to complete. A thesis does not require this amount of time. It can be finished within months.
• A dissertation can be seen as an academic book. A master’s thesis is a long research paper.

Let’s see the main characteristics of a bachelor’s thesis, a master’s thesis, an MPhil’s thesis, and a dissertation:

• A Bachelor’s Thesis (honors thesis). It’s a research-based paper that allows undergraduate students to put their knowledge into practice. The paper is usually 40-60 pages long. It includes an introduction, main body, conclusion, and bibliography.
• A Master’s Thesis. It’s a piece of original scholarly work. A mater’s thesis is written under the close supervision of an academic advisor. It attempts to bring some fresh look or a new perspective to a field of study. The length of a master’s thesis can vary. Usually, it doesn’t go beyond 100 pages.
• An MPhil’s Thesis (Master of Philosophy). It’s a specific type of thesis. As it was stated earlier, most American Universities don’t grant this degree. A few schools give it under specific circumstances. Doctoral students should accomplish all the course work and pass their exams. Then, this degree can be granted to them. A more colloquial way to call this degree is “all but dissertation.” In other cases, this degree is granted to students who are doing their postgraduate research.
• A Dissertation. It’s a major piece of academic writing. It’s independent, shows critical and thinking ability. A dissertation is meant to illustrate academic knowledge, originality of work, and research skills. The length usually stays within 200-300 pages.

Any thesis or dissertation is a monumental work. Choose a topic that you are passionate about. Make sure it’s researchable and clear, but at the same time memorable. Spend time writing, proofreading, editing, and talking to your advisor about your ideas and academic goals.

Remember that it is okay to get frustrated and tired at times. If it happens to you, stop working for a bit and relax. Good luck and congratulations on your soon to be graduation! We hope this article was helpful. Share it with those who may need a history thesis topic or a piece of advice.

🔗 References

• MPhil in History: University of Oxford
• How to Pick a Masters Thesis Topic: Peter Campbell for Medium
• How Do I Choose A Thesis Topic: Grad School Hub
• Writing a Senior Thesis: Undergraduate Program, Department of History, Brandeis University
• The Bachelor’s Thesis, Bachelor EE: University of Twente
• Guidelines for the Preparation of Your Master’s Thesis: the Office of Graduate Studies and Research: University of Nebraska at Kearney
• Guidelines for Writing a Master’s Thesis for MA Degree: Jeremy Bailey, Susan Scarrow, University of Houston
• What is a dissertation? How it is different from an essay: The Royal Literary Fund
• What is the Difference Between a Thesis and a Dissertation: The Best Master’s Degrees
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Yale history dissertations.

During the late 1800’s, only a trickle of dissertations were submitted annually, but today, the department averages about 25 per year. See who some of those intrepid scholars were and what they wrote about by clicking on any of the years listed below.

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What a Thesis Paper is and How to Write One

From choosing a topic and conducting research to crafting a strong argument, writing a thesis paper can be a rewarding experience.

It can also be a challenging experience. If you've never written a thesis paper before, you may not know where to start. You may not even be sure exactly what a thesis paper is. But don't worry; the right support and resources can help you navigate this writing process.

What is a Thesis Paper?

A thesis paper is a type of academic essay that you might write as a graduation requirement for certain bachelor's, master's or honors programs. Thesis papers present your own original research or analysis on a specific topic related to your field.

“In some ways, a thesis paper can look a lot like a novella,” said Shana Chartier , director of information literacy at Southern New Hampshire University (SNHU). “It’s too short to be a full-length novel, but with the standard size of 40-60 pages (for a bachelor’s) and 60-100 pages (for a master’s), it is a robust exploration of a topic, explaining one’s understanding of a topic based on personal research.”

Chartier has worked in academia for over 13 years and at SNHU for nearly eight. In her role as an instructor and director, Chartier has helped to guide students through the writing process, like editing and providing resources.

Chartier has written and published academic papers such as "Augmented Reality Gamifies the Library: A Ride Through the Technological Frontier" and "Going Beyond the One-Shot: Spiraling Information Literacy Across Four Years." Both of these academic papers required Chartier to have hands-on experience with the subject matter. Like a thesis paper, they also involved hypothesizing and doing original research to come to a conclusion.

“When writing a thesis paper, the importance of staying organized cannot be overstated,” said Chartier. “Mapping out each step of the way, making firm and soft deadlines... and having other pairs of eyes on your work to ensure academic accuracy and clean editing are crucial to writing a successful paper.”

How Do I Choose a Topic For My Thesis Paper?

What your thesis paper is for will determine some of the specific requirements and steps you might take, but the first step is usually the same: Choosing a topic.

“Choosing a topic can be daunting," said Rochelle Attari , a peer tutor at SNHU. "But if (you) stick with a subject (you're) interested in... choosing a topic is much more manageable.”

Similar to a thesis, Attari recently finished the capstone  for her bachelor’s in psychology . Her bachelor’s concentration is in forensics, and her capstone focused on the topic of using a combined therapy model for inmates who experience substance abuse issues to reduce recidivism.

“The hardest part was deciding what I wanted to focus on,” Attari said. “But once I nailed down my topic, each milestone was more straightforward.”

In her own writing experience, Attari said brainstorming was an important step when choosing her topic. She recommends writing down different ideas on a piece of paper and doing some preliminary research on what’s already been written on your topic.

By doing this exercise, you can narrow or broaden your ideas until you’ve found a topic you’re excited about. " Brainstorming is essential when writing a paper and is not a last-minute activity,” Attari said.

How Do I Structure My Thesis Paper?

Thesis papers tend to have a standard format with common sections as the building blocks.

While the structure Attari describes below will work for many theses, it’s important to double-check with your program to see if there are any specific requirements. Writing a thesis for a Master of Fine Arts, for example, might actually look more like a fiction novel.

According to Attari, a thesis paper is often structured with the following major sections:

Introduction

• Literature review
• Methods, results

Now, let’s take a closer look at what each different section should include.

Your introduction is your opportunity to present the topic of your thesis paper. In this section, you can explain why that topic is important. The introduction is also the place to include your thesis statement, which shows your stance in the paper.

Attari said that writing an introduction can be tricky, especially when you're trying to capture your reader’s attention and state your argument.

“I have found that starting with a statement of truth about a topic that pertains to an issue I am writing about typically does the trick,” Attari said. She demonstrated this advice in an example introduction she wrote for a paper on the effects of daylight in Alaska:

In the continental United States, we can always count on the sun rising and setting around the same time each day, but in Alaska, during certain times of the year, the sun rises and does not set for weeks. Research has shown that the sun provides vitamin D and is an essential part of our health, but little is known about how daylight twenty-four hours a day affects the circadian rhythm and sleep.

In the example Attari wrote, she introduces the topic and informs the reader what the paper will cover. Somewhere in her intro, she said she would also include her thesis statement, which might be:

Twenty-four hours of daylight over an extended period does not affect sleep patterns in humans and is not the cause of daytime fatigue in northern Alaska .

Literature Review

In the literature review, you'll look at what information is already out there about your topic. “This is where scholarly articles  about your topic are essential,” said Attari. “These articles will help you find the gap in research that you have identified and will also support your thesis statement."

Telling your reader what research has already been done will help them see how your research fits into the larger conversation. Most university libraries offer databases of scholarly/peer-reviewed articles that can be helpful in your search.

In the methods section of your thesis paper, you get to explain how you learned what you learned. This might include what experiment you conducted as a part of your independent research.

“For instance,” Attari said, “if you are a psychology major and have identified a gap in research on which therapies are effective for anxiety, your methods section would consist of the number of participants, the type of experiment and any other particulars you would use for that experiment.”

In this section, you'll explain the results of your study. For example, building on the psychology example Attari outlined, you might share self-reported anxiety levels for participants trying different kinds of therapies. To help you communicate your results clearly, you might include data, charts, tables or other visualizations.

The discussion section of your thesis paper is where you will analyze and interpret the results you presented in the previous section. This is where you can discuss what your findings really mean or compare them to the research you found in your literature review.

The discussion section is your chance to show why the data you collected matters and how it fits into bigger conversations in your field.

The conclusion of your thesis paper is your opportunity to sum up your argument and leave your reader thinking about why your research matters.

Attari breaks the conclusion down into simple parts. “You restate the original issue and thesis statement, explain the experiment's results and discuss possible next steps for further research,” she said.

Find Your Program

Resources to help write your thesis paper.

While your thesis paper may be based on your independent research, writing it doesn’t have to be a solitary process. Asking for help and using the resources that are available to you can make the process easier.

If you're writing a thesis paper, some resources Chartier encourages you to use are:

• Citation Handbooks: An online citation guide or handbook can help you ensure your citations are correct. APA , MLA and Chicago styles have all published their own guides.
• Citation Generators: There are many citation generator tools that help you to create citations. Some — like RefWorks — even let you directly import citations from library databases as you research.
• Your Library's Website: Many academic and public libraries allow patrons to access resources like databases or FAQs. Some FAQs at the SNHU library that might be helpful in your thesis writing process include “ How do I read a scholarly article? ” or “ What is a research question and how do I develop one? ”

It can also be helpful to check out what coaching or tutoring options are available through your school. At SNHU, for example, the Academic Support Center offers writing and grammar workshops , and students can access 24/7 tutoring and 1:1 sessions with peer tutors, like Attari.

"Students can even submit their papers and receive written feedback... like revisions and editing suggestions," she said.

If you are writing a thesis paper, there are many resources available to you. It's a long paper, but with the right mindset and support, you can successfully navigate the process.

“Pace yourself,” said Chartier. “This is a marathon, not a sprint. Setting smaller goals to get to the big finish line can make the process seem less daunting, and remember to be proud of yourself and celebrate your accomplishment once you’re done. Writing a thesis is no small task, and it’s important work for the scholarly community.”

A degree can change your life. Choose your program  from 200+ SNHU degrees that can take you where you want to go.

Meg Palmer ’18 is a writer and scholar by trade who loves reading, riding her bike and singing in a barbershop quartet. She earned her bachelor’s degree in English, language and literature at Southern New Hampshire University (SNHU) and her master’s degree in writing, rhetoric and discourse at DePaul University (’20). While attending SNHU, she served as the editor-in-chief of the campus student newspaper, The Penmen Press, where she deepened her passion for writing. Meg is an adjunct professor at Johnson and Wales University, where she teaches first year writing, honors composition, and public speaking. Connect with her on LinkedIn .

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Founded in 1932, and online since 1995, we’ve helped countless students reach their goals with flexible, career-focused programs . Our 300-acre campus in Manchester, NH is home to over 3,000 students, and we serve over 135,000 students online. Visit our about SNHU  page to learn more about our mission, accreditations, leadership team, national recognitions and awards.

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High Energy Physics - Phenomenology

Title: automated inclusion of qed corrections in monte carlo event generators.

Abstract: In this thesis, we present automated, process-independent methods for the calculation of QED real radiative corrections. We review the construction of a parton shower based on Catani-Seymour dipole subtraction, and thus detail the implementation of a QED parton shower. We validate the predictions made by the shower against the YFS soft-photon resummation, and discuss the algorithmic choices made. We then present results for the production of a Higgs boson at the LHC and its decay to leptons, showing that the interleaved QCD+QED parton shower predicts distributions in excellent agreement with the YFS approach. We then study the MC@NLO method for matching a next-to-leading order calculation with a parton shower. Showing that the method preserves its accuracy for the case of QED corrections and of mixed QCD and QED corrections, we present the QCD+QED MC@NLO method. Validating the method against both the YFS resummation and the QED parton shower, we find very good agreement. Finally, we present an extension to the YFS soft-photon resummation, in which we use a one-step parton shower to resum the logarithms associated with charged particle pair production. Throughout this thesis we also discuss the impact of dressed lepton definitions on observables. The methods presented in this thesis are made available in a public Monte Carlo event generator and analysis framework.

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Marien Raat wins Vliegenthart Thesis Award 2023

Marien Raat wins the 2023 Vliegenthart Thesis Award with his master's thesis. He wrote his combined master's thesis called Computation in Nested Closed Timelike Curves for the History and Philosophy of Science and Computing Science master's programs.

Computation in Nested Closed Timelike Curves

Described as a genius in his field, Marien's thesis addresses the problem Turing once described: The computational power of computers is finite and stops at the halfway point. A problem so hard to compute that computers simply have no capacity left for it, let alone for even more complex problems. However, Marien argues that with current knowledge, including quantum mechanics and time loops, it may still be possible to expand the computing power of computers and have them compute more difficult - previously unsolvable - problems, thus proving Turing wrong. To do this, you need well-placed time loops that free up space in the computer at exactly the right time. The thesis is described as precise, incisive and clear, as is the lecture summary that makes it possible for almost anyone to understand the basis of his thesis, and touches on a problem that has been cracking brains for some time: can we break through the apparent limits of computational power that currently grips computers?

Jury Verdict

All master's theses in the field of Natural Sciences that competed for the Vliegenthart thesis prize this year were judged by the jury to be excellent and outstanding. Marien Raat's research, with which he graduated cum laude and, according to his thesis supervisors, produced a brilliant piece of work, stands out for two specific reasons.

First, for his research, Marien identified a gap in the argumentation of a previously published article and sought contact with the authors to discuss how this gap could be bridged. Second, the thesis addresses a very fundamental problem and offers a fresh perspective on the topic from different perspectives of physics, computer science and philosophy.

Through this approach and elaboration, Marien demonstrates two skills vital to a healthy and forward-looking research culture: initiating open and critical discussion of the limitations of our work and that of others, and creating familiar spaces to explore intersections of different disciplines in order to work on difficult fundamental problems for which immediate application is not obvious. An admirable achievement for such a young researcher for which the jury warmly congratulates him.

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