how to do a history research project

A Step-by-Step Guide to Doing Historical Research [without getting hysterical!] In addition to being a scholarly investigation, research is a social activity intended to create new knowledge. Historical research is your informed response to the questions that you ask while examining the record of human experience. These questions may concern such elements as looking at an event or topic, examining events that lead to the event in question, social influences, key players, and other contextual information. This step-by-step guide progresses from an introduction to historical resources to information about how to identify a topic, craft a thesis and develop a research paper. Table of contents: The Range and Richness of Historical Sources Secondary Sources Primary Sources Historical Analysis What is it? Who, When, Where, What and Why: The Five "W"s Topic, Thesis, Sources Definition of Terms Choose a Topic Craft a Thesis Evaluate Thesis and Sources A Variety of Information Sources Take Efficient Notes Note Cards Thinking, Organizing, Researching Parenthetical Documentation Prepare a Works Cited Page Drafting, Revising, Rewriting, Rethinking For Further Reading: Works Cited Additional Links So you want to study history?! Tons of help and links Slatta Home Page Use the Writing and other links on the lefhand menu I. The Range and Richness of Historical Sources Back to Top Every period leaves traces, what historians call "sources" or evidence. Some are more credible or carry more weight than others; judging the differences is a vital skill developed by good historians. Sources vary in perspective, so knowing who created the information you are examining is vital. Anonymous doesn't make for a very compelling source. For example, an FBI report on the antiwar movement, prepared for U.S. President Richard Nixon, probably contained secrets that at the time were thought to have affected national security. It would not be usual, however, for a journalist's article about a campus riot, featured in a local newspaper, to leak top secret information. Which source would you read? It depends on your research topic. If you're studying how government officials portrayed student activists, you'll want to read the FBI report and many more documents from other government agencies such as the CIA and the National Security Council. If you're investigating contemporary opinion of pro-war and anti-war activists, local newspaper accounts provide a rich resource. You'd want to read a variety of newspapers to ensure you're covering a wide range of opinions (rural/urban, left/right, North/South, Soldier/Draft-dodger, etc). Historians classify sources into two major categories: primary and secondary sources. Secondary Sources Back to Top Definition: Secondary sources are created by someone who was either not present when the event occurred or removed from it in time. We use secondary sources for overview information, to familiarize ourselves with a topic, and compare that topic with other events in history. In refining a research topic, we often begin with secondary sources. This helps us identify gaps or conflicts in the existing scholarly literature that might prove promsing topics. Types: History books, encyclopedias, historical dictionaries, and academic (scholarly) articles are secondary sources. To help you determine the status of a given secondary source, see How to identify and nagivate scholarly literature . Examples: Historian Marilyn Young's (NYU) book about the Vietnam War is a secondary source. She did not participate in the war. Her study is not based on her personal experience but on the evidence she culled from a variety of sources she found in the United States and Vietnam. Primary Sources Back to Top Definition: Primary sources emanate from individuals or groups who participated in or witnessed an event and recorded that event during or immediately after the event. They include speeches, memoirs, diaries, letters, telegrams, emails, proclamations, government documents, and much more. Examples: A student activist during the war writing about protest activities has created a memoir. This would be a primary source because the information is based on her own involvement in the events she describes. Similarly, an antiwar speech is a primary source. So is the arrest record of student protesters. A newspaper editorial or article, reporting on a student demonstration is also a primary source. II. Historical Analysis What is it? Back to Top No matter what you read, whether it's a primary source or a secondary source, you want to know who authored the source (a trusted scholar? A controversial historian? A propagandist? A famous person? An ordinary individual?). "Author" refers to anyone who created information in any medium (film, sound, or text). You also need to know when it was written and the kind of audience the author intend to reach. You should also consider what you bring to the evidence that you examine. Are you inductively following a path of evidence, developing your interpretation based on the sources? Do you have an ax to grind? Did you begin your research deductively, with your mind made up before even seeing the evidence. Historians need to avoid the latter and emulate the former. To read more about the distinction, examine the difference between Intellectual Inquirers and Partisan Ideologues . In the study of history, perspective is everything. A letter written by a twenty- year old Vietnam War protestor will differ greatly from a letter written by a scholar of protest movements. Although the sentiment might be the same, the perspective and influences of these two authors will be worlds apart. Practicing the " 5 Ws " will avoid the confusion of the authority trap. Who, When, Where, What and Why: The Five "W"s Back to Top Historians accumulate evidence (information, including facts, stories, interpretations, opinions, statements, reports, etc.) from a variety of sources (primary and secondary). They must also verify that certain key pieces of information are corroborated by a number of people and sources ("the predonderance of evidence"). The historian poses the " 5 Ws " to every piece of information he examines: Who is the historical actor? When did the event take place? Where did it occur? What did it entail and why did it happen the way it did? The " 5 Ws " can also be used to evaluate a primary source. Who authored the work? When was it created? Where was it created, published, and disseminated? Why was it written (the intended audience), and what is the document about (what points is the author making)? If you know the answers to these five questions, you can analyze any document, and any primary source. The historian doesn't look for the truth, since this presumes there is only one true story. The historian tries to understand a number of competing viewpoints to form his or her own interpretation-- what constitutes the best explanation of what happened and why. By using as wide a range of primary source documents and secondary sources as possible, you will add depth and richness to your historical analysis. The more exposure you, the researcher, have to a number of different sources and differing view points, the more you have a balanced and complete view about a topic in history. This view will spark more questions and ultimately lead you into the quest to unravel more clues about your topic. You are ready to start assembling information for your research paper. III. Topic, Thesis, Sources Definition of Terms Back to Top Because your purpose is to create new knowledge while recognizing those scholars whose existing work has helped you in this pursuit, you are honor bound never to commit the following academic sins: Plagiarism: Literally "kidnapping," involving the use of someone else's words as if they were your own (Gibaldi 6). To avoid plagiarism you must document direct quotations, paraphrases, and original ideas not your own. Recycling: Rehashing material you already know thoroughly or, without your professor's permission, submitting a paper that you have completed for another course. Premature cognitive commitment: Academic jargon for deciding on a thesis too soon and then seeking information to serve that thesis rather than embarking on a genuine search for new knowledge. Choose a Topic Back to Top "Do not hunt for subjects, let them choose you, not you them." --Samuel Butler Choosing a topic is the first step in the pursuit of a thesis. Below is a logical progression from topic to thesis: Close reading of the primary text, aided by secondary sources Growing awareness of interesting qualities within the primary text Choosing a topic for research Asking productive questions that help explore and evaluate a topic Creating a research hypothesis Revising and refining a hypothesis to form a working thesis First, and most important, identify what qualities in the primary or secondary source pique your imagination and curiosity and send you on a search for answers. Bloom's taxonomy of cognitive levels provides a description of productive questions asked by critical thinkers. While the lower levels (knowledge, comprehension) are necessary to a good history essay, aspire to the upper three levels (analysis, synthesis, evaluation). Skimming reference works such as encyclopedias, books, critical essays and periodical articles can help you choose a topic that evolves into a hypothesis, which in turn may lead to a thesis. One approach to skimming involves reading the first paragraph of a secondary source to locate and evaluate the author's thesis. Then for a general idea of the work's organization and major ideas read the first and last sentence of each paragraph. Read the conclusion carefully, as it usually presents a summary (Barnet and Bedau 19). Craft a Thesis Back to Top Very often a chosen topic is too broad for focused research. You must revise it until you have a working hypothesis, that is, a statement of an idea or an approach with respect to the source that could form the basis for your thesis. Remember to not commit too soon to any one hypothesis. Use it as a divining rod or a first step that will take you to new information that may inspire you to revise your hypothesis. Be flexible. Give yourself time to explore possibilities. The hypothesis you create will mature and shift as you write and rewrite your paper. New questions will send you back to old and on to new material. Remember, this is the nature of research--it is more a spiraling or iterative activity than a linear one. Test your working hypothesis to be sure it is: broad enough to promise a variety of resources. narrow enough for you to research in depth. original enough to interest you and your readers. worthwhile enough to offer information and insights of substance "do-able"--sources are available to complete the research. Now it is time to craft your thesis, your revised and refined hypothesis. A thesis is a declarative sentence that: focuses on one well-defined idea makes an arguable assertion; it is capable of being supported prepares your readers for the body of your paper and foreshadows the conclusion. Evaluate Thesis and Sources Back to Top Like your hypothesis, your thesis is not carved in stone. You are in charge. If necessary, revise it during the research process. As you research, continue to evaluate both your thesis for practicality, originality, and promise as a search tool, and secondary sources for relevance and scholarliness. The following are questions to ask during the research process: Are there many journal articles and entire books devoted to the thesis, suggesting that the subject has been covered so thoroughly that there may be nothing new to say? Does the thesis lead to stimulating, new insights? Are appropriate sources available? Is there a variety of sources available so that the bibliography or works cited page will reflect different kinds of sources? Which sources are too broad for my thesis? Which resources are too narrow? Who is the author of the secondary source? Does the critic's background suggest that he/she is qualified? After crafting a thesis, consider one of the following two approaches to writing a research paper: Excited about your thesis and eager to begin? Return to the primary or secondary source to find support for your thesis. Organize ideas and begin writing your first draft. After writing the first draft, have it reviewed by your peers and your instructor. Ponder their suggestions and return to the sources to answer still-open questions. Document facts and opinions from secondary sources. Remember, secondary sources can never substitute for primary sources. Confused about where to start? Use your thesis to guide you to primary and secondary sources. Secondary sources can help you clarify your position and find a direction for your paper. Keep a working bibliography. You may not use all the sources you record, but you cannot be sure which ones you will eventually discard. Create a working outline as you research. This outline will, of course, change as you delve more deeply into your subject. A Variety of Information Sources Back to Top "A mind that is stretched to a new idea never returns to its original dimension." --Oliver Wendell Holmes Your thesis and your working outline are the primary compasses that will help you navigate the variety of sources available. In "Introduction to the Library" (5-6) the MLA Handbook for Writers of Research Papers suggests you become familiar with the library you will be using by: taking a tour or enrolling for a brief introductory lecture referring to the library's publications describing its resources introducing yourself and your project to the reference librarian The MLA Handbook also lists guides for the use of libraries (5), including: Jean Key Gates, Guide to the Use of Libraries and Information Sources (7th ed., New York: McGraw, 1994). Thomas Mann, A Guide to Library Research Methods (New York: Oxford UP, 1987). Online Central Catalog Most libraries have their holdings listed on a computer. The online catalog may offer Internet sites, Web pages and databases that relate to the university's curriculum. It may also include academic journals and online reference books. Below are three search techniques commonly used online: Index Search: Although online catalogs may differ slightly from library to library, the most common listings are by: Subject Search: Enter the author's name for books and article written about the author. Author Search: Enter an author's name for works written by the author, including collections of essays the author may have written about his/her own works. Title Search: Enter a title for the screen to list all the books the library carries with that title. Key Word Search/Full-text Search: A one-word search, e.g., 'Kennedy,' will produce an overwhelming number of sources, as it will call up any entry that includes the name 'Kennedy.' To focus more narrowly on your subject, add one or more key words, e.g., "John Kennedy, Peace Corps." Use precise key words. Boolean Search: Boolean Search techniques use words such as "and," "or," and "not," which clarify the relationship between key words, thus narrowing the search. Take Efficient Notes Back to Top Keeping complete and accurate bibliography and note cards during the research process is a time (and sanity) saving practice. If you have ever needed a book or pages within a book, only to discover that an earlier researcher has failed to return it or torn pages from your source, you understand the need to take good notes. Every researcher has a favorite method for taking notes. Here are some suggestions-- customize one of them for your own use. Bibliography cards There may be far more books and articles listed than you have time to read, so be selective when choosing a reference. Take information from works that clearly relate to your thesis, remembering that you may not use them all. Use a smaller or a different color card from the one used for taking notes. Write a bibliography card for every source. Number the bibliography cards. On the note cards, use the number rather than the author's name and the title. It's faster. Another method for recording a working bibliography, of course, is to create your own database. Adding, removing, and alphabetizing titles is a simple process. Be sure to save often and to create a back-up file. A bibliography card should include all the information a reader needs to locate that particular source for further study. Most of the information required for a book entry (Gibaldi 112): Author's name Title of a part of the book [preface, chapter titles, etc.] Title of the book Name of the editor, translator, or compiler Edition used Number(s) of the volume(s) used Name of the series Place of publication, name of the publisher, and date of publication Page numbers Supplementary bibliographic information and annotations Most of the information required for an article in a periodical (Gibaldi 141): Author's name Title of the article Name of the periodical Series number or name (if relevant) Volume number (for a scholarly journal) Issue number (if needed) Date of publication Page numbers Supplementary information For information on how to cite other sources refer to your So you want to study history page . Note Cards Back to Top Take notes in ink on either uniform note cards (3x5, 4x6, etc.) or uniform slips of paper. Devote each note card to a single topic identified at the top. Write only on one side. Later, you may want to use the back to add notes or personal observations. Include a topical heading for each card. Include the number of the page(s) where you found the information. You will want the page number(s) later for documentation, and you may also want page number(s)to verify your notes. Most novice researchers write down too much. Condense. Abbreviate. You are striving for substance, not quantity. Quote directly from primary sources--but the "meat," not everything. Suggestions for condensing information: Summary: A summary is intended to provide the gist of an essay. Do not weave in the author's choice phrases. Read the information first and then condense the main points in your own words. This practice will help you avoid the copying that leads to plagiarism. Summarizing also helps you both analyze the text you are reading and evaluate its strengths and weaknesses (Barnet and Bedau 13). Outline: Use to identify a series of points. Paraphrase, except for key primary source quotations. Never quote directly from a secondary source, unless the precise wording is essential to your argument. Simplify the language and list the ideas in the same order. A paraphrase is as long as the original. Paraphrasing is helpful when you are struggling with a particularly difficult passage. Be sure to jot down your own insights or flashes of brilliance. Ralph Waldo Emerson warns you to "Look sharply after your thoughts. They come unlooked for, like a new bird seen on your trees, and, if you turn to your usual task, disappear...." To differentiate these insights from those of the source you are reading, initial them as your own. (When the following examples of note cards include the researcher's insights, they will be followed by the initials N. R.) When you have finished researching your thesis and you are ready to write your paper, organize your cards according to topic. Notecards make it easy to shuffle and organize your source information on a table-- or across the floor. Maintain your working outline that includes the note card headings and explores a logical order for presenting them in your paper. IV. Begin Thinking, Researching, Organizing Back to Top Don't be too sequential. Researching, writing, revising is a complex interactive process. Start writing as soon as possible! "The best antidote to writer's block is--to write." (Klauser 15). However, you still feel overwhelmed and are staring at a blank page, you are not alone. Many students find writing the first sentence to be the most daunting part of the entire research process. Be creative. Cluster (Rico 28-49). Clustering is a form of brainstorming. Sometimes called a web, the cluster forms a design that may suggest a natural organization for a paper. Here's a graphical depiction of brainstorming . Like a sun, the generating idea or topic lies at the center of the web. From it radiate words, phrases, sentences and images that in turn attract other words, phrases, sentences and images. Put another way--stay focused. Start with your outline. If clustering is not a technique that works for you, turn to the working outline you created during the research process. Use the outline view of your word processor. If you have not already done so, group your note cards according to topic headings. Compare them to your outline's major points. If necessary, change the outline to correspond with the headings on the note cards. If any area seems weak because of a scarcity of facts or opinions, return to your primary and/or secondary sources for more information or consider deleting that heading. Use your outline to provide balance in your essay. Each major topic should have approximately the same amount of information. Once you have written a working outline, consider two different methods for organizing it. Deduction: A process of development that moves from the general to the specific. You may use this approach to present your findings. However, as noted above, your research and interpretive process should be inductive. Deduction is the most commonly used form of organization for a research paper. The thesis statement is the generalization that leads to the specific support provided by primary and secondary sources. The thesis is stated early in the paper. The body of the paper then proceeds to provide the facts, examples, and analogies that flow logically from that thesis. The thesis contains key words that are reflected in the outline. These key words become a unifying element throughout the paper, as they reappear in the detailed paragraphs that support and develop the thesis. The conclusion of the paper circles back to the thesis, which is now far more meaningful because of the deductive development that supports it. Chronological order A process that follows a traditional time line or sequence of events. A chronological organization is useful for a paper that explores cause and effect. Parenthetical Documentation Back to Top The Works Cited page, a list of primary and secondary sources, is not sufficient documentation to acknowledge the ideas, facts, and opinions you have included within your text. The MLA Handbook for Writers of Research Papers describes an efficient parenthetical style of documentation to be used within the body of your paper. Guidelines for parenthetical documentation: "References to the text must clearly point to specific sources in the list of works cited" (Gibaldi 184). Try to use parenthetical documentation as little as possible. For example, when you cite an entire work, it is preferable to include the author's name in the text. The author's last name followed by the page number is usually enough for an accurate identification of the source in the works cited list. These examples illustrate the most common kinds of documentation. Documenting a quotation: Ex. "The separation from the personal mother is a particularly intense process for a daughter because she has to separate from the one who is the same as herself" (Murdock 17). She may feel abandoned and angry. Note: The author of The Heroine's Journey is listed under Works Cited by the author's name, reversed--Murdock, Maureen. Quoted material is found on page 17 of that book. Parenthetical documentation is after the quotation mark and before the period. Documenting a paraphrase: Ex. In fairy tales a woman who holds the princess captive or who abandons her often needs to be killed (18). Note: The second paraphrase is also from Murdock's book The Heroine's Journey. It is not, however, necessary to repeat the author's name if no other documentation interrupts the two. If the works cited page lists more than one work by the same author, include within the parentheses an abbreviated form of the appropriate title. You may, of course, include the title in your sentence, making it unnecessary to add an abbreviated title in the citation. > Prepare a Works Cited Page Back to Top There are a variety of titles for the page that lists primary and secondary sources (Gibaldi 106-107). A Works Cited page lists those works you have cited within the body of your paper. The reader need only refer to it for the necessary information required for further independent research. Bibliography means literally a description of books. Because your research may involve the use of periodicals, films, art works, photographs, etc. "Works Cited" is a more precise descriptive term than bibliography. An Annotated Bibliography or Annotated Works Cited page offers brief critiques and descriptions of the works listed. A Works Consulted page lists those works you have used but not cited. Avoid using this format. As with other elements of a research paper there are specific guidelines for the placement and the appearance of the Works Cited page. The following guidelines comply with MLA style: The Work Cited page is placed at the end of your paper and numbered consecutively with the body of your paper. Center the title and place it one inch from the top of your page. Do not quote or underline the title. Double space the entire page, both within and between entries. The entries are arranged alphabetically by the author's last name or by the title of the article or book being cited. If the title begins with an article (a, an, the) alphabetize by the next word. If you cite two or more works by the same author, list the titles in alphabetical order. Begin every entry after the first with three hyphens followed by a period. All entries begin at the left margin but subsequent lines are indented five spaces. Be sure that each entry cited on the Works Cited page corresponds to a specific citation within your paper. Refer to the the MLA Handbook for Writers of Research Papers (104- 182) for detailed descriptions of Work Cited entries. Citing sources from online databases is a relatively new phenomenon. Make sure to ask your professor about citing these sources and which style to use. V. Draft, Revise, Rewrite, Rethink Back to Top "There are days when the result is so bad that no fewer than five revisions are required. In contrast, when I'm greatly inspired, only four revisions are needed." --John Kenneth Galbraith Try freewriting your first draft. Freewriting is a discovery process during which the writer freely explores a topic. Let your creative juices flow. In Writing without Teachers , Peter Elbow asserts that "[a]lmost everybody interposes a massive and complicated series of editings between the time words start to be born into consciousness and when they finally come off the end of the pencil or typewriter [or word processor] onto the page" (5). Do not let your internal judge interfere with this first draft. Creating and revising are two very different functions. Don't confuse them! If you stop to check spelling, punctuation, or grammar, you disrupt the flow of creative energy. Create; then fix it later. When material you have researched comes easily to mind, include it. Add a quick citation, one you can come back to later to check for form, and get on with your discovery. In subsequent drafts, focus on creating an essay that flows smoothly, supports fully, and speaks clearly and interestingly. Add style to substance. Create a smooth flow of words, ideas and paragraphs. Rearrange paragraphs for a logical progression of information. Transition is essential if you want your reader to follow you smoothly from introduction to conclusion. Transitional words and phrases stitch your ideas together; they provide coherence within the essay. External transition: Words and phrases that are added to a sentence as overt signs of transition are obvious and effective, but should not be overused, as they may draw attention to themselves and away from ideas. Examples of external transition are "however," "then," "next," "therefore." "first," "moreover," and "on the other hand." Internal transition is more subtle. Key words in the introduction become golden threads when they appear in the paper's body and conclusion. When the writer hears a key word repeated too often, however, she/he replaces it with a synonym or a pronoun. Below are examples of internal transition. Transitional sentences create a logical flow from paragraph to paragraph. Iclude individual words, phrases, or clauses that refer to previous ideas and that point ahead to new ones. They are usually placed at the end or at the beginning of a paragraph. A transitional paragraph conducts your reader from one part of the paper to another. It may be only a few sentences long. Each paragraph of the body of the paper should contain adequate support for its one governing idea. Speak/write clearly, in your own voice. Tone: The paper's tone, whether formal, ironic, or humorous, should be appropriate for the audience and the subject. Voice: Keep you language honest. Your paper should sound like you. Understand, paraphrase, absorb, and express in your own words the information you have researched. Avoid phony language. Sentence formation: When you polish your sentences, read them aloud for word choice and word placement. Be concise. Strunk and White in The Elements of Style advise the writer to "omit needless words" (23). First, however, you must recognize them. Keep yourself and your reader interested. In fact, Strunk's 1918 writing advice is still well worth pondering. First, deliver on your promises. Be sure the body of your paper fulfills the promise of the introduction. Avoid the obvious. Offer new insights. Reveal the unexpected. Have you crafted your conclusion as carefully as you have your introduction? Conclusions are not merely the repetition of your thesis. The conclusion of a research paper is a synthesis of the information presented in the body. Your research has led you to conclusions and opinions that have helped you understand your thesis more deeply and more clearly. Lift your reader to the full level of understanding that you have achieved. Revision means "to look again." Find a peer reader to read your paper with you present. Or, visit your college or university's writing lab. Guide your reader's responses by asking specific questions. Are you unsure of the logical order of your paragraphs? Do you want to know whether you have supported all opinions adequately? Are you concerned about punctuation or grammar? Ask that these issues be addressed. You are in charge. Here are some techniques that may prove helpful when you are revising alone or with a reader. When you edit for spelling errors read the sentences backwards. This procedure will help you look closely at individual words. Always read your paper aloud. Hearing your own words puts them in a new light. Listen to the flow of ideas and of language. Decide whether or not the voice sounds honest and the tone is appropriate to the purpose of the paper and to your audience. Listen for awkward or lumpy wording. Find the one right word, Eliminate needless words. Combine sentences. Kill the passive voice. Eliminate was/were/is/are constructions. They're lame and anti-historical. Be ruthless. If an idea doesn't serve your thesis, banish it, even if it's one of your favorite bits of prose. In the margins, write the major topic of each paragraph. By outlining after you have written the paper, you are once again evaluating your paper's organization. OK, you've got the process down. Now execute! And enjoy! It's not everyday that you get to make history. VI. For Further Reading: Works Cited Back to Top Barnet, Sylvan, and Hugo Bedau. Critical Thinking, Reading, and Writing: A Brief Guide to Argument. Boston: Bedford, 1993. Brent, Doug. Reading as Rhetorical Invention: Knowledge,Persuasion and the Teaching of Research-Based Writing. Urbana: NCTE, 1992. Elbow, Peter. Writing without Teachers. New York: Oxford University Press, 1973. Gibladi, Joseph. MLA Handbook for Writers of Research Papers. 4th ed. New York: Modern Language Association, 1995. Horvitz, Deborah. "Nameless Ghosts: Possession and Dispossession in Beloved." Studies in American Fiction , Vol. 17, No. 2, Autum, 1989, pp. 157-167. Republished in the Literature Research Center. Gale Group. (1 January 1999). Klauser, Henriette Anne. Writing on Both Sides of the Brain: Breakthrough Techniques for People Who Write. Philadelphia: Harper, 1986. Rico, Gabriele Lusser. Writing the Natural Way: Using Right Brain Techniques to Release Your Expressive Powers. Los Angeles: Houghton, 1983. Sorenson, Sharon. The Research Paper: A Contemporary Approach. New York: AMSCO, 1994. Strunk, William, Jr., and E. B. White. The Elements of Style. 3rd ed. New York: MacMillan, 1979. Back to Top This guide adapted from materials published by Thomson Gale, publishers. For free resources, including a generic guide to writing term papers, see the Gale.com website , which also includes product information for schools.

How to Write a History Research Paper

• How do I pick a topic?
• But I can’t find any material…

Research Guide

Writing guide.

See also: How to Write a Good History Essay

1. How do I pick a topic?

Picking a topic is perhaps the most important step in writing a research paper. To do it well requires several steps of refinement. First you have to determine a general area in which you have an interest (if you aren’t interested, your readers won’t be either). You do not write a paper “about the Civil War,” however, for that is such a large and vague concept that the paper will be too shallow or you will be swamped with information. The next step is to narrow your topic. Are you interested in comparison? battles? social change? politics? causes? biography? Once you reach this stage try to formulate your research topic as a question. For example, suppose that you decide to write a paper on the use of the films of the 1930’s and what they can tell historians about the Great Depression. You might turn that into the following question: “What are the primary values expressed in films of the 1930’s?” Or you might ask a quite different question, “What is the standard of living portrayed in films of the 1930’s?” There are other questions, of course, which you could have asked, but these two clearly illustrate how different two papers on the same general subject might be. By asking yourself a question as a means of starting research on a topic you will help yourself find the answers. You also open the door to loading the evidence one way or another. It will help you decide what kinds of evidence might be pertinent to your question, and it can also twist perceptions of a topic. For example, if you ask a question about economics as motivation, you are not likely to learn much about ideals, and vice versa.

2. But I can’t find any material…

No one should pick a topic without trying to figure out how one could discover pertinent information, nor should anyone settle on a topic before getting some background information about the general area. These two checks should make sure your paper is in the realm of the possible. The trick of good research is detective work and imaginative thinking on how one can find information. First try to figure out what kinds of things you should know about a topic to answer your research question. Are there statistics? Do you need personal letters? What background information should be included? Then if you do not know how to find that particular kind of information, ASK . A reference librarian or professor is much more likely to be able to steer you to the right sources if you can ask a specific question such as “Where can I find statistics on the number of interracial marriages?” than if you say “What can you find on racial attitudes?”

Use the footnotes and bibliographies of general background books as well as reference aids to lead you to special studies. If Carleton does not have the books or sources you need, try ordering through the library minitex. Many sources are also available on-line.

As your research paper takes shape you will find that you need background on people, places, events, etc. Do not just rely on some general survey for all of your background. Check the several good dictionaries of biography for background on people, or see if there is a standard book-length biography. If you are dealing with a legal matter check into the background of the judges who make the court decision and the circumstances surrounding the original incident or law. Try looking for public opinions in newspapers of the time. In other words, each bit of information you find should open the possibility of other research paths.

Learn to use several research techniques. You cannot count on a good research paper coming from browsing on one shelf at the library. A really pertinent book may be hidden in another section of the library due to classification quirks. The Readers’ Guide (Ref. A13 .R4) is not the only source for magazine articles, nor the card catalog for books. There are whole books which are listings of other books on particular topics. There are specialized indexes of magazine articles. Modern History Journals are indexed in the Social Studies and Humanities Index (Ref. A13 .R282) before 1976 After 1976 use the Social Sciences Index (REF A13 .S62) and the Humanities Index (Ref. A13 .H85). See also Historical Abstracts (Ref. D1 .H5). Reference Librarians would love to help you learn to use these research tools. It pays to browse in the reference room at the library and poke into the guides which are on the shelves. It also pays to browse the Internet.

3. Help! How do I put this together?

A. preliminary research:.

If you do not already have a general background on your topic, get the most recent good general source on the topic and read it for general orientation. On the basis of that reading formulate as clearly focused question as you can. You should generally discuss with your professor at that point whether your question is a feasible one.

B. Building a Basic Bibliography:

Use the bibliography/notes in your first general source, MUSE, and especially Historical Abstracts on cd-rom in the Library Reading Room (the computer farthest to the left in the front row as you walk past the Reference Desk — or ask there). If there is a specialized bibliography on your topic, you will certainly want to consult that as well, but these are often a bit dated.

C. Building a Full Bibliography:

Read the recent articles or chapters that seem to focus on your topic best. This will allow you to focus your research question quite a bit. Use the sources cited and/or discussed in this reading to build a full bibliography. Use such tools as Historical Abstracts (or, depending on your topic, the abstracts from a different field) and a large, convenient computer-based national library catalog (e.g. the University of California system from the “Libs” command in your VAX account or the smaller University of Minnesota library through MUSE) to check out your sources fully. For specific article searches “Uncover” (press returns for the “open access”) or possibly (less likely for history) “First Search” through “Connect to Other Resources” in MUSE can also be useful.

D. Major Research:

Now do the bulk of your research. But do not overdo it. Do not fall into the trap of reading and reading to avoid getting started on the writing. After you have the bulk of information you might need, start writing. You can fill in the smaller gaps of your research more effectively later.

A. Outline:

Write a preliminary thesis statement, expressing what you believe your major argument(s) will be. Sketch out a broad outline that indicates the structure — main points and subpoints or your argument as it seems at this time. Do not get too detailed at this point.

B. The First Draft:

On the basis of this thesis statement and outline, start writing, even pieces, as soon as you have enough information to start. Do not wait until you have filled all the research gaps. Keep on writing. If you run into smaller research questions just mark the text with a searchable symbol. It is important that you try to get to the end point of this writing as soon as possible, even if you leave pieces still in outline form at first and then fill the gaps after you get to the end.

Critical advice for larger papers: It is often more effective not to start at the point where the beginning of your paper will be. Especially the introductory paragraph is often best left until later, when you feel ready and inspired.

C. The Second Draft:

The “second draft” is a fully re-thought and rewritten version of your paper. It is at the heart of the writing process.

First, lay your first draft aside for a day or so to gain distance from it. After that break, read it over with a critical eye as you would somebody else’s paper (well, almost!). You will probably find that your first draft is still quite descriptive, rather than argumentative. It is likely to wander; your perspective and usually even the thesis seemed to change/develop as you wrote. Don’t despair. That is perfectly normal even for experienced writers (even after 40 years and a good deal of published work!). You will be frustrated. But keep questioning your paper along the following lines: What precisely are my key questions? What parts of my evidence here are really pertinent to those questions (that is, does it help me answer them)? How or in what order can I structure my paper most effectively to answer those questions most clearly and efficiently for my reader?

At this point you must outline your paper freshly. Mark up your first draft, ask tough questions whether your argument is clear and whether the order in which you present your points is effective! You must write conceptually a new paper at this point, even if you can use paragraphs and especially quotes, factual data in the new draft.

It is critical that in your new draft your paragraphs start with topic sentences that identify the argument you will be making in the particular paragraph (sometimes this can be strings of two or three paragraphs). The individual steps in your argument must be clearly reflected in the topic sentences of your paragraphs (or a couple of them linked).

D. The Third or Final Draft:

You are now ready to check for basic rules of good writing. This is when you need to check the diction, that is, the accuracy and suitability of words. Eliminate unnecessary passive or awkward noun constructions (active-voice, verbal constructions are usually more effective); improve the flow of your transitions; avoid repetitions or split infinitives; correct apostrophes in possessives and such. Make the style clear and smooth. Check that the start of your paper is interesting for the reader. Last but not least, cut out unnecessary verbiage and wordiness. Spell-check and proof-read.

– Diethelm Prowe, 1998

Princeton Correspondents on Undergraduate Research

How to Write a History Research Paper

In my last post, I shared some tips on how to conduct research in history and emphasized that researchers should keep in mind a source’s category (transcript, court document, speech, etc.). This post is something of a sequel to that, as I will share some thoughts on what often follows primary-source research: a history research paper. 

1. Background Reading   The first step to a history research paper is of course, background reading and research. In the context of a class assignment, “background reading” might simply be course readings or lectures, but for independent work, this step will likely involve some quality time on your own in the library. During the background reading phase of your project, keep an eye out for intriguing angles to approach your topic from and any trends that you see across sources (both primary and secondary).

2. T hemes and Context Recounting the simple facts about your topic alone will not make for a successful research paper. One must grasp both the details of events as well as the larger, thematic context of the time period in which they occurred. What’s the scholarly consensus about these themes? Does that consensus seem right to you, after having done primary and secondary research of your own?

3. Develop an Argument  Grappling with answers to the above questions will get you thinking about your emerging argument. For shorter papers, you might identify a gap in the scholarship or come up with an argumentative response to a class prompt rather quickly. Remember: as an undergraduate, you don’t have to come up with (to borrow Philosophy Professor Gideon Rosen’s phrase) ‘a blindingly original theory of everything.’ In other words, finding a nuanced thesis does not mean you have to disprove some famous scholar’s work in its entirety. But, if you’re having trouble defining your thesis, I encourage you not to worry; talk to your professor, preceptor, or, if appropriate, a friend. These people can listen to your ideas, and the simple act of talking about your paper can often go a long way in helping you realize what you want to write about.

4. Outline Your Argument  With a history paper specifically, one is often writing about a sequence of events and trying to tell a story about what happened. Roughly speaking, your thesis is your interpretation of these events, or your take on some aspect of them (i.e. the role of women in New Deal programs). Before opening up Word, I suggest writing down the stages of your argument. Then, outline or organize your notes to know what evidence you’ll use in each of these various stages. If you think your evidence is solid, then you’re probably ready to start writing—and you now have a solid roadmap to work from! But, if this step is proving difficult, you might want to gather more evidence or go back to the thesis drawing board and look for a better angle. I often find myself somewhere between these two extremes (being 100% ready to write or staring at a sparse outline), but that’s also helpful, because it gives me a better idea of where my argument needs strengthening.

5. Prepare Yourself   Once you have some sort of direction for the paper (i.e. a working thesis), you’re getting close to the fun part—the writing itself. Gather your laptop, your research materials/notes, and some snacks, and get ready to settle in to write your paper, following your argument outline. As mentioned in the photo caption, I suggest utilizing large library tables to spread out your notes. This way, you don’t have to constantly flip through binders, notebooks, and printed drafts.

In addition to this step by step approach, I’ll leave you with a few last general tips for approaching a history research paper. Overall, set reasonable goals for your project, and remember that a seemingly daunting task can be broken down into the above constituent phases. And, if nothing else, know that you’ll end up with a nice Word document full of aesthetically pleasing footnotes!

— Shanon FitzGerald, Social Sciences Correspondent

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The Princeton Guide to Historical Research

• Zachary Schrag

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The essential handbook for doing historical research in the twenty-first century

• Skills for Scholars

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The Princeton Guide to Historical Research provides students, scholars, and professionals with the skills they need to practice the historian’s craft in the digital age, while never losing sight of the fundamental values and techniques that have defined historical scholarship for centuries. Zachary Schrag begins by explaining how to ask good questions and then guides readers step-by-step through all phases of historical research, from narrowing a topic and locating sources to taking notes, crafting a narrative, and connecting one’s work to existing scholarship. He shows how researchers extract knowledge from the widest range of sources, such as government documents, newspapers, unpublished manuscripts, images, interviews, and datasets. He demonstrates how to use archives and libraries, read sources critically, present claims supported by evidence, tell compelling stories, and much more. Featuring a wealth of examples that illustrate the methods used by seasoned experts, The Princeton Guide to Historical Research reveals that, however varied the subject matter and sources, historians share basic tools in the quest to understand people and the choices they made.

• Offers practical step-by-step guidance on how to do historical research, taking readers from initial questions to final publication
• Connects new digital technologies to the traditional skills of the historian
• Draws on hundreds of examples from a broad range of historical topics and approaches
• Shares tips for researchers at every skill level

Skills for Scholars: The new tools of the trade

Awards and recognition.

• Winner of the James Harvey Robinson Prize, American Historical Association
• A Choice Outstanding Academic Title of the Year

• Introduction: History Is for Everyone
• History Is the Study of People and the Choices They Made
• History Is a Means to Understand Today’s World
• History Combines Storytelling and Analysis
• History Is an Ongoing Debate
• Autobiography
• Everything Has a History
• Narrative Expansion
• From the Source
• Public History
• Research Agenda
• Factual Questions
• Interpretive Questions
• Opposing Forces
• Internal Contradictions
• Competing Priorities
• Determining Factors
• Hidden or Contested Meanings
• Before and After
• Dialectics Create Questions, Not Answers
• Copy Other Works
• History Big and Small
• Pick Your People
• Add and Subtract
• Narrative versus Thematic Schemes
• The Balky Time Machine
• Local and Regional
• Transnational and Global
• Comparative
• What Is New about Your Approach?
• Are You Working in a Specific Theoretical Tradition?
• What Have Others Written?
• Are Others Working on It?
• What Might Your Critics Say?
• Primary versus Secondary Sources
• Balancing Your Use of Secondary Sources
• Sets of Sources
• Sources as Records of the Powerful
• No Source Speaks for Itself
• Languages and Specialized Reading
• Choose Sources That You Love
• Workaday Documents
• Specialized Periodicals
• Criminal Investigations and Trials
• Official Reports
• Letters and Petitions
• Institutional Records
• Scholarship
• Motion Pictures and Recordings
• Buildings and Plans
• The Working Bibliography
• The Open Web
• Limits of the Open Web
• Bibliographic Databases
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• Oral History
• What Is an Archive?
• Archives and Access
• Read the Finding Aid
• Follow the Rules
• Work with Archivists
• Types of Cameras
• How Much to Shoot?
• Managing Expectations
• Duck, Duck, Goose
• Credibility
• Avoid Catastrophe
• Complete Tasks—Ideally Just Once, and in the Right Order
• Maintain Momentum
• Kinds of Software
• Word Processors
• Means of Entry
• A Good Day’s Work
• Word Count Is Your Friend
• Managing Research Assistants
• Research Diary
• When to Stop
• Note-Taking as Mining
• Note-Taking as Assembly
• Identify the Source, So You Can Go Back and Consult if Needed
• Distinguish Others’ Words and Ideas from Your Own
• Allow Sorting and Retrieval of Related Pieces of Information
• Provide the Right Level of Detail
• Notebooks and Index Cards
• Word Processors for Note-Taking
• Plain Text and Markdown
• Reference Managers
• Note-Taking Apps
• Relational Databases
• Spreadsheets
• Glossaries and Alphabetical Lists
• Image Catalogs
• Other Specialized Formats
• The Working Draft
• Variants: The Ten- and Thirty-Page Papers
• Thesis Statement
• Historiography
• Sections as Independent Essays
• Topic Sentences
• Answering Questions
• Invisible Bullet Points
• The Perils of Policy Prescriptions
• A Model (T) Outline
• Flexibility
• Protagonists
• Antagonists
• Bit Players
• The Shape of the Story
• The Controlling Idea
• Alchemy: Turning Sources to Stories
• Turning Points
• Counterfactuals
• Point of View
• Symbolic Details
• Combinations
• Speculation
• Is Your Jargon Really Necessary?
• Defining Terms
• Word Choice as Analysis
• Period Vocabulary or Anachronism?
• Integrate Images into Your Story
• Put Numbers in Context
• Summarize Data in Tables and Graphs
• Why We Cite
• Citation Styles
• Active Verbs
• People as Subjects
• Signposting
• First Person
• Putting It Aside
• Reverse Outlining
• Auditing Your Word Budget
• Writing for the Ear
• Conferences
• Social Media
• Coauthorship
• Tough, Fair, and Encouraging
• Manuscript and Book Reviews
• Journal Articles
• Book chapters
• Websites and Social Media
• Museums and Historic Sites
• Press Appearances and Op-Eds
• Law and Policy
• Graphic History, Movies, and Broadway Musicals
• Acknowledgments

"This volume is a complete and sophisticated addition to any scholar’s library and a boon to the curious layperson. . . . [A] major achievement."— Choice Reviews

"This book is quite simply a gem. . . . Schrag’s accessible style and comprehensive treatment of the field make this book a valuable resource."—Alan Sears, Canadian Journal of History

"A tour de force that will help all of us be more capable historians. This wholly readable, delightful book is packed with good advice that will benefit seasoned scholars and novice researchers alike."—Nancy Weiss Malkiel, author of "Keep the Damned Women Out": The Struggle for Coeducation

"An essential and overdue contribution. Schrag's guide offers a lucid breakdown of what historians do and provides plenty of examples."—Jessica Mack, Roy Rosenzweig Center for History and New Media, George Mason University

"Extraordinarily useful. If there is another book that takes apart as many elements of the historian's craft the way that Schrag does and provides so many examples, I am not aware of it."—James Goodman, author of But Where Is the Lamb?

"This is an engaging guide to being a good historian and all that entails."—Diana Seave Greenwald, Assistant Curator of the Collection, Isabella Stewart Gardner Museum

"Impressive and engaging. Schrag gracefully incorporates the voices of dozens, if not hundreds, of fellow historians. This gives the book a welcome conversational feeling, as if the reader were overhearing a lively discussion among friendly historians."—Sarah Dry, author of Waters of the World: The Story of the Scientists Who Unraveled the Mysteries of Our Oceans, Atmosphere, and Ice Sheets and Made the Planet Whole

"This is a breathtaking book—wide-ranging, wonderfully written, and extremely useful. Every page brims with fascinating, well-chosen illustrations of creative research, writing, and reasoning that teach and inspire."—Amy C. Offner, author of Sorting Out the Mixed Economy

historyprofessor.org website, maintained by Zachary M. Schrag, Professor of History at George Mason University

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Tools and techniques for historical research

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If you are just starting out in HPS, this will be the first time for many years – perhaps ever – that you have done substantial library or museum based research. The number of general studies may seem overwhelming, yet digging out specific material relevant to your topic may seem like finding needles in a haystack. Before turning to the specific entries that make up this guide, there are a few general points that apply more widely.

Planning your research

Because good research and good writing go hand in hand, probably the single most important key to successful research is having a good topic. For that, all you need at the beginning are two things: (a) a problem that you are genuinely interested in and (b) a specific issue, controversy, technique, instrument, person, etc. that is likely to offer a fruitful way forward for exploring your problem. In the early stages, it's often a good idea to be general about (a) and very specific about (b). So you might be interested in why people decide to become doctors, and decide to look at the early career of a single practitioner from the early nineteenth century, when the evidence for this kind of question happens to be unusually good. You can get lots of advice from people in the Department about places to look for topics, especially if you combine this with reading in areas of potential interest. Remember that you're more likely to get good advice if you're able to mesh your interests with something that a potential supervisor knows about. HPS is such a broad field that it's impossible for any department to cover all aspects of it with an equal degree of expertise. It can be reassuring to know that your topic will evolve as your research develops, although it is vital that you establish some basic parameters relatively quickly. Otherwise you will end up doing the research for two, three or even four research papers or dissertations, when all you need is the material for one.

Before beginning detailed work, it's obviously a good idea to read some of the secondary literature surrounding your subject. The more general books are listed on the reading lists for the Part II lecture courses, and some of the specialist literature is listed in these research guides. This doesn't need to involve an exhaustive search, at least not at this stage, but you do need to master the fundamentals of what's been done if you're going to be in a position to judge the relevance of anything you find. If there are lectures being offered in your topic, make sure to attend them; and if they are offered later in the year, try to see if you can obtain a preliminary bibliography from the lecturer.

After that, it's usually a good idea to immerse yourself in your main primary sources as soon as possible. If you are studying a museum object, this is the time to look at it closely; if you're writing about a debate, get together the main papers relevant to it and give them a close read; if you're writing about a specific experiment, look at the published papers, the laboratory notebook, and the relevant letters. Don't spend hours in the early stages of research ferreting out hard-to-find details, unless you're absolutely positive that they are of central importance to the viability of your topic. Start to get a feel for the material you have, and the questions that might be explored further. Make an outline of the main topics that you hope to cover, organized along what you see as the most interesting themes (and remember, 'background' is not usually an interesting theme on its own).

At this stage, research can go in many different directions. At some point, you'll want to read more about the techniques other historians have used for exploring similar questions. Most fields have an established repertoire of ways of approaching problems, and you need to know what these are, especially if you decide to reject them. One of the advantages of an interdisciplinary field like HPS is that you are exposed to different and often conflicting ways of tackling similar questions. Remember that this is true within history itself, and you need to be aware of alternatives. This may well involve looking further afield, at classic books or articles that are not specifically on 'your' subject. For example, it may be that you could find some helpful ideas for a study of modern scientific portraiture in a book on the eighteenth century. The best books dealing with educational maps may not be on the astronomical ones you are studying, but on ones used for teaching classical geography. See where the inspiration for works you admire comes from, and have a look at the sources they have used. This will help you develop the kind of focussed questions that make for a successful piece of work.

As you develop an outline and begin to think through your topic in more detail, you'll be in good position to plan possible lines of research. Don't try to find out everything about your topic: pick those aspects that are likely to prove most fruitful for the direction your essay seems to be heading. For example, it may be worth spending a long time searching for biographical details about a person if their career and life are central to your analysis; but in many other cases, such issues may not be very important. If your interest is in the reception of a work, it is likely to be more fruitful to learn a lot about a few commentaries or reviews (where they appeared, who wrote them, and so forth) than to gather in randomly all the comments you can find.

Follow up hints in other people's footnotes. Works that are otherwise dull or outdated in approach are sometimes based on very solid research. One secondary reference to a crucial letter or newspaper article can save you hours of mindless trawling, and lead you straight to the information you need. Moreover, good historians often signal questions or sources that they think would be worth investigating further.

Remember that the best history almost always depends on developing new approaches and interpretations, not on knowing about a secret archive no one has used before. If you give your work time to develop, and combine research with writing, you will discover new sources, and (better still) a fresh importance for material that has supposedly been known for a long time. As you become familiar with your topic, you are likely to find that evidence you dug out at the beginning of your project is much more significant than you thought it was. In historical research, the most important evidence often isn't sitting there on the surface – it's something you need to dig out through close reading and an understanding of the situation in which the document you are studying was written, or in which the object was produced. This is especially true of instruments, paintings and other non-textual sources.

Some standard reference works

Your research should become more focussed as time goes on. Don't just gather randomly: you should always have at least some idea of why you are looking for something, and what you might hope to find. Make guesses, follow up hunches, see if an idea you have has the possibility to work out. At the beginning, it can be valuable to learn the full range of what is available, but eventually you should be following up specific issues, a bit like a detective tracing the clues to a mystery. It is at this stage of research, which is often best done in conjunction with writing up sections of your project, that knowing where to find answers to specific questions is most useful. There is nothing more disheartening than spending a week to find a crucial fact, only to discover that it's been sitting on the shelf next to you all term. The Whipple has a wide variety of guides, biographical dictionaries and bibliographies, so spend a few minutes early on looking at the reference shelves.

Every major country has a national biographical dictionary (the new version of the British one is the Oxford Dictionary of National Biography , available 2004 online). For better-known scientists, a good place to start is Charles C. Gillispie (ed.) Dictionary of Scientific Biography (1970–1980). There are more specialized dictionaries for every scientific field, from entomology to astronomy. The University Library has a huge selection of biographical sources; ask your supervisor about the best ones for your purpose.

Preliminary searching for book titles and other bibliographical information is now often best done online, and every historian should know how to use the British Library's online search facility; COPAC (the UK national library database); and WorldCat (an international database). All of these are accessible through the HPS Whipple Library website (under 'other catalogues'). At the time of writing, the University Library is remains one of the few libraries of its size to have many of its records not available online, so remember that you have to check the green guard-book catalogues (and the supplementary catalogues) for most items published before 1977. It is hoped that this situation will be rectified soon. There are also numerous bibliographies for individual sciences and subjects, together with catalogues of relevant manuscripts. Most of these are listed elsewhere in this guide.

As questions arise, you will want to be able to access books and articles by other historians that touch upon your subject. There are many sources for this listed elsewhere in this guide, but you should definitely know about the Isis Current Bibliography and The Wellcome Bibliography for the History of Medicine . Both are available online, the former through the RLG History of Science, Technology and Medicine database, the latter through the website of the Wellcome Library.

Libraries and museums

Finally, a word in praise of libraries and museums. As the comments above make clear, the internet is invaluable for searching for specific pieces of information. If you need a bibliographical reference or a general reading list from a course at another university, it is an excellent place to begin. If you are looking for the source of an unidentified quotation, typing it into Google (or an appropriate database held by the University Library) will often turn up the source in seconds. Many academic journals are now online, as are the texts of many books, though not always in a paginated or citable form.

For almost all historical topics, however, libraries filled with printed books and journals will remain the principal tools for research, just as museums will continue to be essential to any work dealing with the material culture of past science. The reason for this is simple: what is on the internet is the result of decisions by people in the past decade, while libraries and museums are the product of a continuous history of collecting over several thousand years. Cambridge has some of the best collections for the history of science anywhere. Despite what is often said, this is not because of the famous manuscripts or showpiece books (these are mostly available in other ways), but because of the depth and range of its collections across the whole field. The Whipple Library is small and friendly, and has an unparalleled selection of secondary works selected over many years – don't just go for specific titles you've found in the catalogue, try browsing around, and ask the librarians for help if you can't see what you are looking for. Explore the Whipple Museum and talk to the curator and the staff. There are rich troves of material in these departmental collections, on topics ranging from phrenology and microscopy to the early development of pocket calculators. Become familiar with what the University Library has to offer: it is large and sometimes idiosyncratic, but worth getting to know well if you are at all serious about research. It is a fantastic instrument for studying the human past – the historian's equivalent of CERN or the Hubble Telescope. And all you need to get in is a student ID.

Further reading

Wayne C. Booth, Gregory G. Colomb, and Joseph M. William, The Craft of Research , 2nd ed. (University of Chicago Press, 2003).

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• Introduction to Historical Research

Introduction to Historical Research : Home

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This guide is an introduction to selected resources available for historical research.  It covers both primary sources (such as diaries, letters, newspaper articles, photographs, government documents and first-hand accounts) and secondary materials (such as books and articles written by historians and devoted to the analysis and interpretation of historical events and evidence).

"Research in history involves developing an understanding of the past through the examination and interpretation of evidence. Evidence may exist in the form of texts, physical remains of historic sites, recorded data, pictures, maps, artifacts, and so on. The historian’s job is to find evidence, analyze its content and biases, corroborate it with further evidence, and use that evidence to develop an interpretation of past events that holds some significance for the present.

Historians use libraries to

• locate primary sources (first-hand information such as diaries, letters, and original documents) for evidence
• find secondary sources (historians’ interpretations and analyses of historical evidence)
• verify factual material as inconsistencies arise"

( Research and Documentation in the Electronic Age, Fifth Edition, by Diana Hacker and Barbara Fister, Bedford/St. Martin, 2010)

This guide is meant to help you work through these steps.

Other helpful guides

This is a list of other historical research guides you may find helpful:

• Learning Historical Research Learning to Do Historical Research: A Primer for Environmental Historians and Others by William Cronon and his students, University of Wisconsin A website designed as a basic introduction to historical research for anyone and everyone who is interested in exploring the past.
• Reading, Writing, and Researching for History: A Guide for College Students by Patrick Rael, Bowdoin College Guide to all aspects of historical scholarship—from reading a history book to doing primary source research to writing a history paper.
• Writing Historical Essays: A Guide for Undergraduates Rutgers History Department guide to writing historical essays
• History Study Guides History study guides created by the Carleton College History Department

• Next: Books >>
• Last Updated: Mar 4, 2024 12:48 PM
• URL: https://researchguides.library.wisc.edu/introhist

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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• The Princeton Guide to Historical Research

In this Book

• Zachary M. Schrag
• Published by: Princeton University Press
• Series: Skills for Scholars

The essential handbook for doing historical research in the twenty-first century The Princeton Guide to Historical Research provides students, scholars, and professionals with the skills they need to practice the historian's craft in the digital age, while never losing sight of the fundamental values and techniques that have defined historical scholarship for centuries. Zachary Schrag begins by explaining how to ask good questions and then guides readers step-by-step through all phases of historical research, from narrowing a topic and locating sources to taking notes, crafting a narrative, and connecting one's work to existing scholarship. He shows how researchers extract knowledge from the widest range of sources, such as government documents, newspapers, unpublished manuscripts, images, interviews, and datasets. He demonstrates how to use archives and libraries, read sources critically, present claims supported by evidence, tell compelling stories, and much more. Featuring a wealth of examples that illustrate the methods used by seasoned experts, The Princeton Guide to Historical Research reveals that, however varied the subject matter and sources, historians share basic tools in the quest to understand people and the choices they made.

• Offers practical step-by-step guidance on how to do historical research, taking readers from initial questions to final publication
• Connects new digital technologies to the traditional skills of the historian
• Draws on hundreds of examples from a broad range of historical topics and approaches
• Shares tips for researchers at every skill level

Table of Contents

• Title Page, Copyright, Dedication
• Introduction: History Is for Everyone
• Part I. Definitions
• Chapter 1. Defining History
• Chapter 2. Historians' Ethics
• Part II. Questions
• Chapter 3. Asking Questions
• Chapter 4. Research Design
• Part III. Sources
• Chapter 5. Sources: An Introduction
• pp. 103-119
• Chapter 6. Texts as Sources
• pp. 120-153
• Chapter 7. Sources beyond Traditional Texts
• pp. 154-171
• Chapter 8. Finding Sources
• pp. 172-185
• Chapter 9. Archival Research
• pp. 186-207
• Chapter 10. Interpreting Sources
• pp. 208-224
• Part IV. Projects
• Chapter 11. Project Management
• pp. 227-245
• Chapter 12. Taking Notes
• pp. 246-275
• Chapter 13. Organization
• pp. 276-308
• Part V. Stories
• Chapter 14. Storytelling
• pp. 311-340
• Chapter 15. Style
• pp. 341-376
• Chapter 16. Publication
• pp. 377-400
• Acknowledgments
• pp. 401-402
• pp. 403-414

Additional Information

Project MUSE Mission

Project MUSE promotes the creation and dissemination of essential humanities and social science resources through collaboration with libraries, publishers, and scholars worldwide. Forged from a partnership between a university press and a library, Project MUSE is a trusted part of the academic and scholarly community it serves.

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Now and Always, The Trusted Content Your Research Requires

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• Find A Local Contest
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Get Started on Your Project

A National History Day ® (NHD) project is your way of presenting your historical argument, research, and interpretation of your topic’s significance in history. NHD projects can be created individually or as part of a group. There are two entry divisions: Junior (grades 6–8) or Senior (grades 9–12). After reading the Contest Rule Book and learning about the annual theme , you’re ready to dig in!

Your Guide to Getting Started

Choose your topic .

A topic is the part of history you want to study. Choose a topic that is interesting to you, that fits the annual theme , and that is not too big and not too small. Studying the entire American Revolution is probably too big. At the same time, studying one decision made by General George Washington on one day in the Revolutionary War might be too small. Just like Goldilocks, find a topic that is “just right.”

Can I select any topic I want?

Absolutely! NHD encourages you to explore historical topics ( local , regional, national, or global ) from any time period. Start by checking with your teacher. Teachers might have certain guidelines specific to their classrooms. All topics also need to be approved by your parent or guardian.

How old should my topic be?

Your topic must be old enough that historians are writing about it. Historians tend to wait until enough time has passed that the topic feels complete and they can answer the “So What?” question about the topic; i.e., why is the topic important to know about? You will answer the same question about your topic. 

If you are interested in something that is happening currently or very recently, consider exploring that topic in history. For example, you might be interested in how people today are coping with a dwindling water supply. Look back to struggles over access to water in the past. You might find a great topic that way!

Start Your Research

Once you select a topic, you are ready to begin your research by finding out what was going on before and during the time that your topic occurred. This is called historical context and it’s where historians begin.

Historians use these and other terms when talking about the study of history. Refer to the Student Glossary as you come across historical terms and concepts.

Historical context sets the stage for your topic. To learn about historical context, historians use two key types of resources: primary and secondary sources. Remember to keep track of your research sources so you can create your bibliography.

Secondary Sources

Secondary sources tell, analyze, or interpret events. Historians create secondary sources based on their reading of primary sources. Secondary sources are usually written decades, if not centuries, after the event occurred by people who did not live through or participate in the event. 

Begin your research with secondary sources to help you build your knowledge of the big picture surrounding your topic. To understand the connections between your topic and the time period, ask yourself:

• Why did my topic happen at this particular time and in this particular place?
• What were the events that came before my topic?
• How was my topic influenced by the economic, social, political, and cultural climate of the time period? 

Primary Sources

Primary sources are the most exciting part of history. These are the sources created during the time that the event took place. Be sure to look at primary materials created by as many people as you can. Looking at various viewpoints will help you develop multiple perspectives.

Examples of primary sources include: documents, artifacts, historic sites, songs, or other written and tangible items created during the historical period you are studying.

While it can be tempting to jump right to the primary sources, the historical context of your topic that you learn from secondary sources will help you make sense of the primary sources that you find.

Conducting Interviews

Interviews are not required for an NHD project. Requests to interview historians or other secondary sources are inappropriate. Historians do not interview each other. Instead, you might conduct oral history interviews of those who were eyewitnesses to the events. Oral histories are primary sources. Learn more about g uidelines for conducting interviews and the difference between oral histories and interviews with experts.

Develop a Historical Argument

NHD projects must do more than just tell a story. Historians create a historical argument to state what they will prove through their writing. The historical argument is a clear and specific two or three-sentence statement that contains the how and why of what historians found in their research.

After you do your research and analyze your sources, your ideas about the significance of your topic in history will take shape. Then it is time for you to develop your historical argument.

Your research provides the evidence to support the argument you wish to make.

Example Topic: Battle of Gettysburg

Historical Argument: The Battle of Gettysburg was a major turning point in the U.S. Civil War. It turned the tide of the war from the South to the North. After the battle, Lee’s army would never fight again on Northern soil and the Union army gained confidence.

Select a Contest Category

NHD offers five creative categories in each division (Junior: grades 6–8, or Senior: grades 9–12). The documentary, exhibit, performance, and website categories offer both individual and group participation options. The paper category allows individual participation only. Groups may include two to five students.

Documentary

A documentary is a ten-minute film that uses media (images, video, and sound) to communicate your historical argument, research evidence, and interpretation of your topic’s significance in history. 

A documentary should reflect your ability to use audiovisual equipment to communicate your topic’s significance. The documentary category will help you develop skills in using photographs, film, video, audio, computers, and graphic presentations. Your presentation should include primary source materials and also must be an original production. To produce a documentary, you must have access to equipment and be able to operate it.

Documentary Resources

Documentary project checklist, documentary evaluation form, documentary project example 1: baseball diplomacy, documentary project example 2: aiming for a diplomatic future.

An exhibit is a three-dimensional physical and visual representation of your historical argument, research evidence, and interpretation of your topic’s significance in history.

Exhibits use color, images, documents, objects, graphics, and design, as well as words, to tell your story. Exhibits can be interactive experiences by asking viewers to play music, look at a video, or open a door or window to see more documents or photos.

Exhibit Resources

Exhibit project checklist, exhibit evaluation form, exhibit project example 1: black studies now, exhibit project example 2: the radium girls.

A paper is a written format for presenting your historical argument, research evidence, and interpretation of your topic’s significance in history.

A paper is a highly personal and individual effort, and if you prefer to work alone this may be the category for you. Papers depend almost entirely on words to tell the story, and you can usually include more information in a paper than in some of the other categories. Various types of creative writing (for example, fictional diaries, poems, etc.) are permitted but must conform to all general and category rules.

Paper Resources

Paper project checklist, paper evaluation form, paper project example 1: women strike for peace, paper project example 2: soil conservation service, performance.

A performance is a dramatic portrayal of your historical argument, research evidence, and interpretation of your topic’s significance in history.

The performance category is the only one that is presented live. Developing a strong narrative that allows your subject to unfold in a dramatic and visually interesting way is important. Memorizing, rehearsing, and refining your script is essential, so you should schedule time for this in addition to research, writing, costuming, and prop gathering.

Performance Resources

Performance project checklist, performance evaluation form, performance project example 1: caroline chisholm, performance project example 2: debate over the bill of rights.

A website is a collection of interconnected web pages that uses multimedia to communicate your historical argument, research evidence, and interpretation of your topic’s significance in history.

A website should reflect your ability to use website design software and computer technology to communicate your topic’s significance in history. To create an NHD website project, you must use NHDWebCentral ® .

Website Resources

Nhdwebcentral ® instructions, website project checklist, website evaluation form, write your process paper & annotated bibliography.

All NHD projects have two required elements in common—a process paper and an annotated bibliography.

Process Paper

A process paper is a description of how you conducted your research, developed your topic idea, and created your entry. The process paper must also explain the relationship of your topic to the contest theme. You’ll find these and further information about writing your Process Paper in the Contest Rule Book .

Annotated Bibliography

An annotated bibliography is a formatted list of the sources that you used in your research. The main goals of an annotated bibliography are to:

• Give credit to the original authors, avoiding plagiarism
• Show the value of a source to the research
• Reflect varied perspectives with different types of sources
• Provide the source information so that readers can explore those sources on their own

An annotated bibliography is required for all categories. Read the Contest Rule Book to learn about the detailed requirements.

NoodleTools: NHD and NoodleTools partner together to help you organize your research sources. NoodleTools can help you track your sources, take notes, organize your ideas, and create your annotated bibliography. Your teachers can sign up and receive account access for all of their students for one year. The program allows teachers to see the progress their students have made and offer direct electronic feedback.

Find Your Local Contest

National History Day competition begins at the local level. Registration, contest dates, submission deadlines, and further supporting materials are available through each affiliate’s local contest website.

Project Examples

Get inspired by NHD projects submitted in previous years’ contests.

Create an Entry

Resources to help you start and complete your NHD entry

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• Harvard Library
• Research Guides
• Faculty of Arts & Sciences Libraries

Library Research Guide for History

Getting what you need, general information.

• Newsletter February 2024
• Exploring Your Topic
• HOLLIS (and other) Catalogs
• Document Collections/Microfilm
• Outline of Primary Sources for History
• Finding Online Sources: Detailed Instructions
• Religious Periodicals
• Personal Writings/Speeches
• Oral History and Interviews
• News Sources
• Archives and Manuscripts
• Government Archives (U.S.)
• U.S. Government Documents
• Foreign Government & International Organization Documents
• French Legislative Debates/Documents
• State and City Documents
• Historical Statistics/Data
• GIS Mapping
• Public Opinion
• City Directories
• Policy Literature, Working Papers, Think Tank Reports (Grey Literature)
• Technical Reports (Grey Literature)
• Country Information
• Corporate Annual Reports
• US Elections
• Travel Writing/Guidebooks
• Missionary Records
• Reference Sources
• Harvard Museums
• Boston-Area Repositories
• Citing Sources & Organizing Research
• Newsletter January 2011
• Newsletter June 2012
• Newsletter August 2012
• Newsletter December 2012
• Newsletter June 2013
• Newsletter August 2013
• Newsletter January 2014
• Newsletter June 2014
• Newsletter August 2014
• Newsletter January 2015
• Newsletter June 2015
• Newsletter August 2015
• Newsletter January 2016
• Newsletter June 2016
• Newsletter August 2016
• Newsletter January 2017
• Newsletter June 2017
• Newsletter August 2017
• Newsletter January 2018
• Newsletter June 2018
• Newsletter August 2018
• Newsletter August 2019
• Newsletter December 2019
• Newsletter March 2021
• Newsletter October 2021
• Newsletter June 2019
• Newsletter May 2022
• Newsletter February2023
• Newsletter October 2023
• Exploring Special Collections at Harvard

Fred Burchsted & Anna Assogba

Research Librarians

We are always happy to give you a tour of Widener and an orientation to our catalog, HOLLIS, and our other resources. Our emails are below.

This guide is intended as a point of departure for research in history.  We also have a more selective guide with major resources only: Introductory Library Research Guide for History .

• Finding Primary Sources Online  offers methods for finding digital libraries and digital collections on the open Web   and for finding Digital Libraries/Collections by Region or Language .
• Online Primary Source Collections for History  lists digital collections at Harvard and beyond by topic

Please feel free to email us with questions. We can make an appointment for you to come in, and we can talk at length about your project.

• Anna Assogba ([email protected]) Research Librarian and Liaison to the Department of History, Lamont Library (With particular knowledge of Zotero and other citation management systems).
• Fred Burchsted  ([email protected]) Research Librarian and Liaison to the Department of History, Widener Library.

How can you get your hands/eyes on material?

HOLLIS is the center of the Library ecosystem. This is often the best first step to see if we have something. In HOLLIS, click on "Online Access" or open the record and scroll down to the "Access Options" section. Check the HOLLIS section of this guide for more guidance.

Browser Plugins for Library Access

Harvard Library Bookmark and Lean Library plugins can help you find out if we have access to books and articles online.

Off-Site Storage

Books and other materials stored in facilities not on Harvard's main campus. Request this material through HOLLIS:

• Select "Request Pick Up" in the Access section of the HOLLIS Record, then enter your Harvard Key.
• A drop down menu will allow you to choose delivery location. Sometimes there is a single delivery option. Submit your request.
• You will receive an email usually next business day (not weekends or holidays) morning. Item is usually ready for pick-up in mid-afternoon. 

Sometimes Offsite storage material is in-library use only. For Widener, this is the Widener secure reading room on the 1st floor (formerly the Periodicals Room). Most Offsite storage material is available for scanning via Scan & Deliver (see below). 

Scan & Deliver/Interlibrary Loan

Use Scan & Deliver/Interlibrary Loan to request PDFs of articles and book chapters from HOLLIS when you cannot get online access. Limit: 2 chapters from a book or 2 articles from a journal.

Interlibrary Loan

Request materials from other libraries via InterLibrary Loan :

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Graduate students and visiting scholars are eligible to have a carrel in the Widener Library stacks. Start the process with the  carrel request form . (If you do this right at the start of the semester, it may take a few weeks before you receive confirmation.) Materials from the Widener stacks, including non-circulating materials like bound periodicals, can be checked out to your carrel.

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Harvard University Digital Accessibility Policy

15 History Project Ideas for High School Students

Indigo Research Team

If you have a deep interest in past events and feel a connection to different periods, pursuing history projects might be for you. 

Studying history allows you to understand the reasons behind decisions made over time and gives you valuable skills that can contribute to shaping a better future. Not to mention, passion projects for high school students have become increasingly important to make your college application better. 

So, if you are interested in history, here is the list of 15 creative ideas that you can start now:

Creative Ideas for History Projects

1. comparative research studies: history vs present times.

Comparing history and present times through research could be a great history research project idea for high school students. This study offers a valuable opportunity to delve into the complexities of historical events and societies. By examining two or more instances, you can develop critical thinking and analytical skills while uncovering patterns and trends that may not be apparent at first glance. These studies provide an avenue for exploring the similarities and differences between different periods and places, shedding light on the factors that shape societies and influence historical outcomes. 

When engaging in a history research project, it is crucial to start by selecting specific historical events or societies to compare. This allows you to focus on research efforts effectively. In addition to investigating political, economic, social, and cultural aspects, it is equally important to dive into the causes and consequences of these events. If you need help to do research, you can always find research mentors who can guide you through the process. 

2. Israel-Palestine conflict

The war between Israel and Palestine is one of the trending history project topics , so high school students can get a lot of information online. Learn about the root cause of the conflict by researching the historical background, key events, religion, and cultural values.

3. Ancient Civilizations scrapbook

A virtual Scrapbook is another creative idea for a history project for students. You can choose your favorite ancient civilization and start collecting old images and maps. Join maps and images and write short descriptions for the readers. Do extensive research and learn about their daily life activities to showcase their lifestyle. This project will spark your creativity.

4. Historical Fashion Show

If you have a passion for trends and fashion, the evolution of style is a perfect history project idea. Choose a specific period to take a stroll through the history. Your historical fashion show project will be more interesting if you consider a large period. Conduct research and present how ancient people used to cover their bodies. If you have enough time, you can create simple costumes from ancient civilizations to represent different eras. The video below can also be your reference in creating your historical fashion project.

5. History Box

High school students can create a history project by transforming historical events into three-dimensional masterpieces. You can choose your favorite history projects, such as a big discovery, a famous battle, or any other historical event that inspires you.

Take a shoe box, colored paper, and pens to transform your history project idea into a 3D scene. Incorporate small details like landscapes, buildings, and figures to tell the whole story. Write captions on each item to help other students understand the history.

6. Historical Cooking Show

Calling all foodie students! If you are passionate about cooking, you can try this European history project ideas. Choose your European cuisine and dig deep into how ancient people used to prepare food. Prepare old European dishes and record your adventurous video. Explain the whole recipe and how it reflects the culture of that time.

7. Inventions show

Create a visual show of inventors and inventions. Conduct thorough research, pick a few big inventors, learn about their contributions, and present your knowledge through digital presentation. You can also mention how their inventions changed the lifestyle of that era. This visual showcase will motivate you and your classmates to do something big and create a better future.

8. Historical Comic Show

Create a comic strip by using historical events. Choose a particular era and gather drawings and captions to narrate the key moments. This history project idea will polish your storytelling skills and make history more accessible and entertaining.

9. Podcasts from the Past

Creating a podcast series of historical figures can take your creativity to the next level. Interview "guests" from the past, portraying their achievements, struggles, and impact on society. Use your creativity to make it informative and entertaining for your audience.

10. Timeline Wall

High school students can use a blank wall to showcase significant events of a specific region. Suppose you want to showcase US history, then conduct research and list down important events of the past. Using different colors and markers, you can illustrate events on the wall.

11. Presidential Time Capsule

This is one of the best US history final project ideas. Students can represent different presidents by exploring their political achievements, personal aspects, and societal influences. You can create artifacts to showcase the life of a specific president. This US History project idea will enhance your artistic skills.

12. Oil Board Game

Are you looking for Texas history project ideas? This educational oil board game will allow you to explore the oil industry of Texas. You need extensive research to learn about the boomtown era, economic fluctuations, and the impact of oil discoveries. Players will take on the roles of independent oil entrepreneurs, navigating the economic landscape to strike it rich or face financial pitfalls.

13. ABC Past Book

Students can create an E-book just like a dictionary where each letter represents a historical event of a specific era or region. For example, A stands for Arts & Crafts Movement Worksheet and B stands for Berlin. You can add small captions and illustrations to enhance readability.

14. Black Man Museum

Black Man Museum is one of the outstanding black history project ideas because it allows you to honor the achievements and struggles of people of color. Conduct research and find a few historical black figures, gather all the information about their achievements. You can also share stories of black people in your community. This project will spark your public speaking abilities and deepen your understanding of the diverse contributions to society.

Following are a few more black history project ideas:

• The Montgomery bus boycott
• The civil rights movement
• Black women’s history
• The black panthers
• Contribution of black teachers in Society

15. Documentary on the Freedom Movement

If you’re passionate about India’s history and looking for Indian history project ideas, you can create a Documentary on the Freedom Movement. Find elders from your family or your community who witnessed the freedom of India and record their interviews. Ask about their experiences, sacrifices, and contributions to the freedom movement. This could be a good history research idea because the diverse perspectives can help you make your project more interesting.

How to Create a Successful History Project for a High School Student?

Before choosing your history project, ask yourself a few questions what do you like the most about history? How much time do you have to complete the project and what are your educational goals? These questions will help you choose the right project that will stand out from the crowd.

Here are some more tips that will make your history project rewarding.

1. Identify Your Interest 

The common rule to start anything is your interest, the more you enjoy doing something, the more it will motivate you to finish the project. Start thinking about the historical events, periods, and figures that capture your attention.

2. Consider your Class Curriculum

To obtain history project ideas, you could also browse on school's history book to explore topics that you find interesting. You can also consider themes that haven’t been covered in your class yet. Choosing a topic from your class content will help you to understand better and perform well in final exams.

3. Explore Current Events

Consider current issues that have relevance to history. Connecting the dots of the present to the past can make your project more engaging and memorable.

4. Create an Engaging Documentation

Creating visually appealing documentation is not only aesthetically pleasing but also a powerful tool for exploring historical events. Start with providing a visual representation of the chronological order of key events, timelines help learners connect the dots and develop a deeper understanding of the subject matter. 

Visual cues capture people’s attention and spark their curiosity, encouraging them to dig deeper into the interconnectedness between historical events and notable figures. Ultimately, creating engaging documentation will always be beneficial for your college application or future careers.

5. Use Historical Books and Resources

When working on a history project, it is essential to utilize reliable historical books and resources. These sources provide accurate and credible information that can support your research and strengthen the credibility of your project.

Start by identifying reputable books written by historians or experts in the field. Look for well-researched, peer-reviewed, and widely recognized books within the academic community. These books often provide comprehensive coverage of knowledge that you can rely on.

There are endless creative ideas for history projects. You should choose something that you’re passionate about. We assume that this article has given you a project idea and by choosing the above tips, you can bring life to your history project.

History is no doubt one of the most interesting topics to explore in a research project. If you want to start your research journey, the Indigo Research Program is here to transform your idea into reality. We will pair you with mentors from top universities and turn your project into publishable research.

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How to do oral history.

Oral history is a technique for generating and preserving original, historically interesting information – primary source material – from personal recollections through planned recorded interviews. Below are suggestions for anyone looking to start recording oral histories based on best practices used in the Smithsonian Oral History Program at the Smithsonian Institution Archives.

Click here for a printout of our How to Do Oral History Guide .

What is oral history.

The Six R’s of Oral History Interviewing

Preparing for Oral History Interviews

How to ask questions in oral history interviews, suggestions for recording oral history interviews.

Suggested Topics/Questions for Oral History Interviews

After the Oral History Interview

Readings and online resources.

Oral history is a technique for generating and preserving original, historically interesting information – primary source material – from personal recollections through planned recorded interviews.  This method of interviewing is used to preserve the voices, memories and perspectives of people in history. It’s a tool we can all use to engage with and learn from family members, friends, and the people we share space with in an interview that captures their unique history and perspective in their own words. Oral history stems from the tradition of passing information of importance to the family or tribe from one generation to the next. In the United States, the Oral History Association connects oral historians and provides a broad range of information on oral history.

Technique :  The methodology of oral history can be adapted to many different types of projects from family history to academic research projects in many different disciplines.  The interviews should usually be conducted in a one-on-one situation, although group interviews can also be effective.

Sharing:   In collaboration with a well-prepared and empathetic interviewer, the narrator may be able to share information that they do not realize they recall and to make associations and draw conclusions about their experience that they would not be able to produce without the interviewer.

Preserving :  Recording preserves the interview, in sound or video and later in transcript for use by others removed in time and/or distance from the interviewee.  Oral history also preserves the ENTIRE interview, in its original form, rather than the interviewer’s interpretation of what was said.

Original historically important information :  The well-prepared interviewer will know what information is already in documents and will use the oral history interview to seek new information, clarification, or new interpretation of a historical event.

Personal recollections :  The interviewer should ask the narrator for first-person information. These are memories that the narrator can provide on a reliable basis, e.g., events in which they participated or witnessed or decisions in which they took part.  Oral history interviews can convey personality, explain motivation, and reveal inner thoughts and perceptions.

Martha Ross: The Six R's of Oral History Interviewing

The oral history interviewer should strive to create a situation in which the interviewee is able to reflect widely, to recall fully, and to associate freely on the subject of the interview, and to maintain an atmosphere in which they are willing to articulate fully those recollections.

The following six considerations are basic to good oral history practice.

1. RESEARCH: Thorough preparation enables the interviewer to know what questions to ask and is essential to establishing rapport with the interviewee.  Research pays off during the interview, when the interviewer’s knowledge of names, dates, and places may jog the interviewee’s memory.

2. RAPPORT: Good rapport is established with the interviewee by approaching them properly, informing them of the purpose of the project, and advising them of their role and their rights.  A pre-interview call or visit to get acquainted and discuss procedures is recommended.

3. RESTRAINT: The experienced interviewer maintains rapport by following good interview techniques: being efficient but unobtrusive with equipment, starting at the beginning and proceeding chronologically, asking open-ended questions, listening closely without interrupting, following up on details or unexpected avenues of information, challenging questionable information in a non-threatening way, and generally maintaining an atmosphere in which the interviewee feels able to respond fully and truthfully.

4. RETREAT: Close each interview session by asking a “deflationary” question, such as an assessment of the experiences just discussed.  All sessions should be planned and scheduled so that they conclude before the interviewee becomes fatigued.

5. REVIEW: Interviewers should listen to their interviews soon afterwards to analyze their interviewing techniques and to pick up details to follow up on in subsequent sessions.

6. RESPECT: Respect underlies every aspect of oral history – respect for the interviewee as an individual, their experience, for the way they remember that experience, and for the way they are able and willing to articulate those recollections.  Maintaining respect toward the individual interviewee and toward the practice of oral history interviewing is essential to success as an interviewer. 

NOTE:  Martha Ross is the “mother” of oral history in the mid-Atlantic region and taught at the University of Maryland in the 1970s and 1980s.

1. Select an interviewee.

2. Ask the interviewee if they are interested.

3. If interviewee is interested, set up a time and place for the interview. Also request any background information the interviewee might want to provide.  Check about the best place – somewhere quiet where you won’t be disturbed.  Request at least two hours for the interview session.

4. Write a follow-up email confirming plans for the interview that discusses the goals, legal rights, and how the interviews will be handled. Provide a very general list of topic areas and ask them to think about topics they would like to cover.

5. Conduct basic biographical research on your interviewee. Conduct internet searches.  Read publications and profiles.  Ask others about topics you should cover, stories they should tell.

6. Develop a chronology of the important events in their life. Develop lists of personal names and terms important in their life, such as geographic names where they traveled, names of important family or community members.  Compile a folder of photographs of the interviewee and their world.  These will prove invaluable in the interview when the interviewee gets confused or forgets names.

7. Rework the question outline, making it relevant to this interviewee, deleting topics that don’t pertain to them, and adding areas, such as organizations they were involved in, etc.

8. With the equipment, PRACTICE, PRACTICE, PRACTICE until you can use it in your sleep. Practice interviewing family members and friends.  Then delete all the files you’ve created, so the recorder is at full capacity.  Make sure all the settings match the instruction sheet.  Make sure that you have all the necessary pieces of equipment, such as the recorder power cord and an extension cord.

9. The day before the interview, confirm time and place.

10. Bring with you: equipment, extension cord, cell phone (in case of equipment problems), question outline, chronology, terms, photos, etc., legal forms, extra paper for notes and a pen.  Also bring throat lozenges or hard candy, in case throats get dry.  If possible, bring a camera and take photograph of the interviewee at the interview. 

11. When you arrive, assess room for sound. Turn off equipment, close doors, and rearrange furniture into a comfortable arrangement facing each other close enough to hand photos but not too close.  Set up equipment so you can monitor it constantly and discretely, without turning away from the interviewee.

12. Go over the list of topic areas again and permissions again.

13. Ask about any scrapbooks, news clippings, awards, etc., that they might want to bring out.

1. Find a quiet place to conduct the interview where you won't be bothered by telephones, family members, pets, traffic noise, etc.  Get two glasses of water.  Take a photograph.  Turn off cell phones, etc.

2. Explain to your interviewee what you are doing.

Explain their legal rights. Explain how interview is likely to be used. Explain that they can choose what questions to answer and that the recorder can be turned off at any time.

3. Ask your interviewee to sign the deed of gift and cosign it yourself if you have one.

4. Use an outline of topics you wish to cover, with follow-up questions, that you have prepared in advance.  Also bring photographs and a personal name and term list, and chronology.

5. Start with easy questions, such as their name, where and when born, names of family members.

6. Allow the interviewee to do the talking.

7. Ask "open-ended" questions, such as, tell me about, describe, etc., what do you remember about?

If the interviewee responds with just a yes or no, ask how, why, when, where, who. What the interviewee chooses to tell you and how they choose to tell it is just as informative/revealing as the actual answers they give.

8. Avoid “closed-ended” questions that can end in a yes or not, or single fact.

Examples, were you there?  What was date of that?  Did you like that? If you get a short answer, follow up with tell me more, who, what, when, where, how and why.

9. Do not ask leading questions – was it this or that? Or I thought that the most important thing was…..These have been demonstrated to affect interviewee’s answer and will taint your interview.

10. Ask one question at a time and try to ask simple questions.

11. Try to ask follow-up questions – tell me more, who, what, where. 

12. To stimulate their memory, use “statement questions” such as, “In 1956, you traveled to Tibet to conduct research.  How did that trip come about?” 

13. Focus on recording their personal experiences, rather than stories about others or that they have heard. If you’re getting general stories, say tell me about your role, describe how you felt that day or dealt with that crisis, etc.

14. Don't worry about silences. Let the interviewee think and take time before they answer.  Look at your outline and check off topics if the interviewee needs time to think.

15. Note what types of questions your interviewee responds best to and try to adapt your style to what works best with them.

16. Let the interviewee suggest topics to you that you might not have thought of.

17. Allow the interviewee to drift off to topics not on your outline. These can be the best part of your interview.

18. After an hour or less, ask interviewee if they would like to take a break. Write down the last words as you turn the recorder off.

19. Provide the interviewee with feedback by nodding, smiling, listening attentively. Try to avoid too many verbal responses that will record over the interviewee, such as “Really!’ or “Uh-huh, uh-huh.”

20. Don’t be afraid to politely question information that might be incorrect – ask for a clarification, or say something to the effect, “Oh, I’m confused, I thought that Mrs. X was involved in that.”

21. Reword questions that the interviewee does not answer – they may not have heard what you thought you asked.  But they have the right to not answer if they don’t want to.

22. Do allow the interviewee to tell “THE STORY.” Most interviews have a favorite story. They will fit it in somehow, so let it happen!  Allow some repetition since additional details may emerge with a second version, but don’t allow your interviewee to keep telling the same story over and over.

23. Bring visuals, if possible, to stimulate memory or ask to bring out photo albums of trips or family events, etc. Invite the interviewee to bring visuals to the interview.

24. Let the interviewee do the talking. Try to avoid telling your own stories, “Yes!  When I was there….”   or offering your own opinions.  If asked for an opinion, explain that the interview is designed to record their point of view, not yours.  

25. An interview usually does not last much longer than 1 1/2 to 2 hours. After that both interviewer and interviewee get tired and lose their concentration.

26. End interview gracefully, asking them to assess their lives and the topics you have discussed.

27. Ask your interviewee to spell any names or places you did not understand.

28. Clean up. Make sure you have all pieces of equipment.

29. As you depart, keep options open to return for an additional interview.

1. There are many recorder options that will record an uncompressed preservation quality audio file. If you do not have access to a recorder, most smartphones have recording software that will record an MP3 audio file.

2. If possible, record an uncompressed WAV audio file at 24 bit.

3. Use external microphones if possible.

4. Check room for extraneous noise such as motors, fans, pets, traffic, etc.

5. Test the recorder to check the volume of the interviewer and interviewee and to see if it is picking up any static or surrounding noise.

6. Begin with an introduction that identifies who is being interviewed, who is conducting the interview, where, when, and the purpose of the interview.

7. Ask if you have permission to record the interview.

8. Avoid speaking while your interviewee is sharing. Instead, try to use physical cues that you’re listening like nodding and taking notes instead of affirming “mhmms.”

9. Upload the files from the recorder to your computer, external hard drive and/or the cloud to ensure you don’t lose the file.

10. Name the file in a way you can identify it later. Ex: LastnameFirstname_Date_Interview#_File#

11. Make copies of your digital file. Save a copy to an external hard drive and/or the cloud.

Suggested Topics/Questions for Oral History Interviews 

1. What is your full name?

2. Do I have permission to record this interview?

3. Where and when were you born?

4. Who else was in your family?

What were your parents’ names? Are there any traditional first names in your family? What type of work did they do?

5. Did other family members live nearby?

Tell me about them. How did they meet? What did they do for a living? When did you get to see them?

6. What did your community look like outside of your family?

How did you meet them? What types of activities would you do together? Tell me about your neighborhood.

7. Where did your ancestors come from?

When did they come to the United States? Where did they first settle? Did your family name change when your family immigrated to the United States? Are any of their traditions still carried on today? What language did your parents and grandparents speak?

8. What games did you play when you were young?

What toys did you have? Who did you play with? Where did you play? Did you have any hobbies? Have your hobbies and interests changed over time? Did you collect anything?  Baseball cards, dolls, etc.

9. Tell me about your grammar and high school education?

Describe your grammar school/high school. What subjects did you study? Tell me about your interests in your school days. Did you have any influential teachers? Any leadership roles in organizations/classes? What were your hobbies and interests as a child? Did you read much, if so, what topics? Did you belong to any influential clubs or organizations? Did you have any goals/dreams for when you grew up? How did gender roles affect you during K-12 education?

10. What holidays did your family celebrate?

How did you celebrate them? What was your favorite part of the holidays?

11. Tell me about the house you grew up in.

How was it furnished? Did you have your own room? Where did you spend most of your time? Did you move to another home while you were growing up? Tell me about the new home. How did your community change?

12. What were mealtimes like in your family?

What foods did you eat? Who cooked the food? Who cleaned up after meals?

13. Did you have any pets? Describe them.

Who took care of them?

14. What type of clothes did you wear?

Where did you get them/who made them? When did you get new clothes?

15. How did your family get around?

Did you have a car? Did you use public transportation? If you had a car, when did you get it?  Who drove it? Did you go on vacations in it? When did you learn to drive?  Describe your first car. What kind of public transportation was available?

16. What sort of entertainment did you like?

What did you listen to growing up? Did you watch TV growing up? What did you watch? What large moments do you remember watching on TV?

17. Who was your family doctor? Describe them.

Do you remember any epidemics or diseases? Did your family have any home remedies?  If so, describe.

18. What was your first job?

Describe a typical work day. How much money did you earn? How long did you have that job?  What lessons did you learn? Additional jobs and details – trace career path, changes Tell me about any influential mentors.  What were the most memorable aspects of that position?

19. Did you attend college?

Tell me about your college years. What school?  How did you decide to go there? What was your major? Any influential mentors? Did you do a semester abroad? Describe your major interests? What were successes/accomplishments and challenges/frustrations? Tell me about any gender challenges you encountered in college.

20. How have historic events, such as 9/11, hurricanes, the Great Depression, world wars, natural disasters, strikes, and now Covid-19 etc., affected you?

Did these events impact your community?

1. Download interview files onto your computer, following the instructions provided.

2. On your computer, rename each file by right clicking on file and selecting rename. Rename it in this format:  LastnameFirstname_Date_Interview#_File#, for example, JonesSandra_04-30-2020_1.

3. Click on file to be sure it plays properly.

4. Do not erase files from your computer until you have made duplicates.

5. Erase files from recorder, so the recorder will be empty for next interview.

6. Write a one paragraph summary of what the interview is about, providing technical details. Also list a dozen or so name and subject terms for indexing.  This will be used to identify the interview for future use.

7. Prepare a longer list of all names, terms, etc. to use for transcription.

8. Prepare an introduction for the transcript that provides an overview of the interview for the reader and helps them understand what they are about to read. The introduction should include an opening paragraph that states why the individual was selected, i.e., the special significance or  accomplishments of the individual; information as to the place and particular conditions of the interviews, e.g., the interviewee’s home or office; research the interviewer did to prepare for the interview, i.e., books read or scrapbooks reviewed, and any prior relationship of special affinity between the interviewer and interviewee, e.g., friends for 25 years, grandchild or child.  The interviewer should also prepare a biography of one or two paragraphs about themselves, including background and experiences of the interviewer related to the conduct of this particular interview.

9. Photocopy or scan the signed legal form, your question outline, chronology, etc.

10. Write a follow-up note to the interviewee, thanking them for their time and reminiscences.

Abrams, Lynn. Oral History Theory, second edition. New York: Routledge, 2016.

Boyd, Douglas A. Oral history and digital humanities: voice, access, and engagement. Springer, 2014.

Frisch, Michael. A Shared Authority: Essays on the Craft and Meaning of Oral and Public History. Albany: State University of New York Press, 1990.

Gluck, Sherna Berger, and Daphne Patai, eds. Women's words: The feminist practice of oral history. Routledge, 2016.

Murphy, Kevin P., Jennifer L. Pierce, and Jason Ruiz. "What Makes Queer Oral History Different." The Oral History Review 43, no. 1 (2016): 1-24.

Neuenschwander, John A. A guide to oral history and the law. Oxford University Press, USA, 2014.

Perks, Robert and Alistair Thomson, The Oral History Reader, third edition. New York: Routledge, 2016.

Ritchie, Donald A. Doing oral history. Oxford University Press, 2014.

Thompson, Paul. The voice of the past: Oral history. Oxford university press, 2017.

Oral History in the Digital Age  https://www.oralhistory.org/oral-history-in-the-digital-age/   Oral History Association website, covering every aspect of oral history, from family and community oral history to academic oral history projects.

Smithsonian Folklife and Oral History Interviewing Guide https://folklife.si.edu/the-smithsonian-folklife-and-oral-history-interviewing-guide/smithsonian   Contains guidelines Smithsonian folklorists have developed over the years for collecting folklife and oral history from family and community members, with a general guide to conducting an interview, as well as a sample list of questions that may be adapted to your own needs and circumstances, an information on preservation and use.

Oral History Association: https://www.oralhistory.org/

Oral History Discussion List: H-Oralhist    http://www.h-net.msu.edu/~oralhist/  is the oral history discussion list.

Library of Congress, Oral History Lesson Plans   http://www.loc.gov/teachers/classroommaterials/lessons/index.html#topic230

Vermont Folklife Center, Oral History Guide https://www.vermontfolklifecenter.org/events/oral-history-an-introduction

10 History Passion Project Ideas for High School Students

By Jin Chow

Co-founder of Polygence, Forbes 30 Under 30 for Education

By Jordan Ellington

Project Support Manager at Polygence

5 minute read

If past events fascinate you or if you truly feel as if you were born in the wrong century, you should consider becoming a historian! Knowing when, why, and how decisions have been made over time is a great skill to have. Those who possess a good understanding of the outcomes of past events have the upper hand in helping create a better future.

Explore this topic even further by conducting your own history research project! Here’s a list of 10 history passion project ideas to get you started.

Interesting History Project Ideas to Research and Explore

1) history research paper about your favorite event.

Jump in and get your hands dirty by exploring your favorite historical event! Once you choose your theme, identify your primary questions, find primary sources, and study up on your topic, draft your findings into a history research paper. 

Idea by previous history research mentor Charles

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2) Research Your Family History

Gain a better understanding of your family’s past and the historical events surrounding your ancestors. Start by interviewing your relatives and listening to their stories to collect as much information as possible. Ask questions about your ancestors, and places where they’ve lived, collect documents, record oral histories, etc. By using the information given, you can do a deeper dive into your family's past. Write your own family’s history or create a podcast!

Idea by history research mentor Luther

3) Explore Comparative (Ancient) History Topics

Conduct a research paper focused on an ancient historical event of your choosing. Once your topic is chosen, determine a research gap within your event that you would like to explore further. From there, identify five research questions revolving around your event gap that can help you fill in the blanks. Do your research to find the answers to your questions!

Idea by previous history research mentor Supratik

4) History vs. Hollywood

Choose a few different movies that revolve around real historical events. After watching the movies and taking detailed notes, do your research by reading up on each of these topics. How realistic are the movies? What information was added, left out, or exaggerated?

Idea by previous history research mentor Holly 

5) Propaganda in World War II

If the Second World War fascinates you, this is your project! Pull together as many pieces of propaganda from that period as you can find. This could range from anything relating to a poster, milk carton, comic book, etc. Analyzing your findings will provide you with an understanding of the different reactions portrayed through society at this time. How does this compare to today?

Idea by history research mentor Jonathan  

6) Create a Video or Podcast About History

Choose a recent event that revolves around race and capitalism within the U.S. Pull together articles, news stories, and social media posts to view the different reactions to this event that occurred. Compare this current event to a similar past event and create a podcast or video of your findings. 

Idea by previous history research mentor Samantha

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7) The Interwar Herald: News of the World

Are you intrigued by the roaring 20s? If so, create your newspaper revolving around historical events from the 1920s! Choose multiple different news stories from that time and get creative. Get creative and design your paper using pictures, articles, ads, interviews, and letters all from that time period.  

Idea by previous history research mentor Erin

8) Finding Global History in China

Learn more about the history of China! Choose a specific time period and topic revolving around Chinese history that you would like to further explore. Conduct a research paper summarizing your findings.

Idea by previous history research mentor John

9) Henry VIII - The Misunderstood Tyrant

If you like to hear about the drama of other people's lives, studying up on Henry VIII might also entertain you! Henry is best remembered for establishing the Church of England and having six wives, but there has to be more to him than that. Dive into this project to uncover the secrets of this notorious British monarch!

Idea by previous history research mentor Rebecca

10) Nature's Past: Let's Do Environmental History!

When you think of “history” you might think of politics and battles but it is so much more than that! Instead of writing a paper on a specific event, try focusing on the environment and the material world. How much better was the environment when everyone rode horses instead of driving cars? What environmental problems did society face in the past and how do those compare or differ from today? 

Idea by previous history research mentor Gustave

Independent High School Research Project About History

Interested in taking part in a dedicated history research program for high school students ? Explore some of our previous students’ history research projects , or learn more about how to get started on your own history research project !

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How to get a H1 in your Leaving Certificate History RSR Project

Jamie has been teaching history and correcting state exams for over thirteen years. In this guide, he gives his tips on getting a H1 in the Leaving Cert History Research Study Report (RSR).

Introduction

In this guide, I will go through what a Research Study Report actually is and also some tips and tricks for answering one with top marks.

Common questions

Before we start looking at what is involved in the report, I'm going to go through some common questions you may come across:

What is the RSR?

The Research Study Report (or the 'RSR' if you’re cool) is a project in which you carry out a piece of research on a topic of your choice. It is completed in a special booklet which is usually submitted in March/April, prior to the actual Leaving Certificate History exam.

Why is the RSR important?

Your RSR is super important because it’s worth a massive 20% of your total history result. Here’s some good news though: the average score for the RSR project is 90% so this is the perfect opportunity to get your history exam off to a great start. When you also consider that the 'documents-based question' in the exam is also 20%, you could have the subject nearly passed before you tackle any of those tricky essay questions.

How do I come up with my topic?

If I could offer you one piece of advice in terms of choosing your research topic, it would be this: pick something you’re interested in. You’re into sports? Music? Great, go with it. The wonderful thing about the RSR is that you really do have loads of choices. You’re going to be spending a LOT of time researching, thinking and writing about your chosen topic, so make sure it’s something you’re actually passionate about.

Maybe there’s someone famous from your local community or a particular event from history that you want to know more about. Maybe your teacher or a family member mentioned something that grabbed your attention. The only restrictions are that you need to be able to argue for your topic’s historical importance (more of that in the outline plan later) and that it happened before 1993 in Ireland and 1992 in Europe and the rest of the world.

Be original and creative. Lots of students each year pick topics around Adolf Hitler and the Concentration Camps for example. If your examiner can read something new and different, they might be more generous with their marks.

Where do I get my information from?

Surprise, surprise, your first step will be to use the internet in order to familiarise yourself with your research topic. When looking up your topic on a search engine, try to be as detailed and specific as possible to ensure you get the right results. Using a website like Wikipedia is good for getting to know your topic but should not be relied on or mentioned in any part of your project. Instead, look for websites from third-level institutions, historical journals or reputable newspapers or magazines for your research.

What about my local library?

Your local library is a brilliant resource. I always advise my students to try and find a book from a historian on your topic and your library is the perfect place to look. Some libraries even have newspaper records and access to academic journals on their computer system which can be incredibly useful depending on your topic.

Don’t be afraid to approach the desk and tell the librarian what you are looking for. In my experience, librarians are really friendly and eager to help. It would be well worth the visit. You can check to see what books are available and can order them from any library in the country using: https://www.librariesireland.ie/  

What if my topic is on local or family history?

Well, your library is definitely the place to look. As well as this, most counties have a historical society with people who have excellent local knowledge and are easy to find online. A sit-down chat or email correspondence could provide you with loads of information on your topic or give you ideas for other sources or further research. Local bookshops often have books published by historians from the area. An elderly family member might also be of help here.

When looking for sources to use in your research, the more the better. When it comes to using them in your report, you will be focusing on three. My top tip here is to pick:

• one primary source (if you can). Did someone involved in the event write a biography? Can you interview someone who witnessed an event? 
• One book written by a historian on the topic.
• One reliable internet source.

Layout of your RSR booklet

Congratulations, you are now a historian! As you are reading through your material, make sure to take loads of notes and keep them in a folder or notebook. This will make things much easier when it comes to the hard part, putting your research down on the page. 

Let’s look at the breakdown of the RSR booklet. We can split it into 5 parts: 

Title of the study

The outline plan, evaluation of sources, the extended essay.

This relates to what you have researched and what you will be writing about. Your title should be specific, detailed and include some date parameters.

The outline plan is worth 15 marks. Think of it as the introduction to your research. It should be broken up into four different parts:

Definition and justification

This is worth 3 marks. This is where you explain what it is you are researching and why your topic is historically significant.

Intended approach

This is worth 3 marks. Write in the future tense and explain three ways that you will go about finding this information. For example, “I will interview a local historian, I will go to my local library, etc.”. You can also mention here how you will take and organise your notes and how you will draft and redraft your essay. It would also be a nice idea here to mention how you will ask your teacher for advice.

This is worth 6 marks. The last part of your outline plan is where you write out three of your sources in full detail (see my top tip above). It’s really important that you give every little detail regarding the source you used. For example, for a book, give the title, author, publisher and year published. If using a website, make sure to list the website’s address in full (with all the slashes, dashes and dots) as well as the date you accessed the site. Otherwise, I’m afraid easy marks will be lost (sad face).

This part is worth 25 marks and is arguably the toughest part of the whole RSR. This is where you take the three sources you mentioned in the outline plan and discuss their value in detail (eVALUate? Get it?). Outline the relevance of the source to your chosen topic as well as its strengths and weaknesses as a historical source. In other words, explain what was useful and maybe not so useful about each of the three sources. Consider things like:

• whether your source is a primary or secondary one;
• who wrote/created your source? Are they trustworthy, or is there any evidence of bias?
• Did it cover exactly what you were looking for, or did it cover only a small aspect of your whole topic?
• How was your source structured? Was it easy to find information thanks to a contents page or index list?
• Did your sources contain any maps, photographs, images or statistics that were particularly useful?
• Did one of your sources contradict or give a different version of events from another source?

Details are key. Give specific details such as quotes or references to particular images to prove to the examiner that you actually studied the source and didn’t just flick through it.

The extended essay is worth 50 marks. You’ll probably spend more time drafting and redrafting your extended essay than any other part of the booklet (but remember, all the other bits and pieces are worth the same amount of marks). This is essentially where you lay out your research. In terms of word count, higher-level students should aim to write between 1,200 to 1,500 words with ordinary-level students aiming for 600 to 800 words. Don’t worry, there is plenty of space in the booklet and you don’t have to fill it. Here are some things to bear in mind when putting your essay together:

A brief opening

A brief opening is certainly important, it gives the background and context to your topic. Do try to make it attention-grabbing. Your examiner will have lots of RSRs to read each day so yours needs to stand out.

Quote and reference

Make sure to quote from and make reference to your sources throughout. You can use more than the three named at the start. This will show the examiner you have developed your historical research skills. Reference any source that you’ve used either at the bottom of each page or at the end of your essay.

It is super important that you achieve the three aims that you set out in your outline plan. Whatever it was that you said you wanted to find out, ensure you have covered them in the essay.

Strong conclusion

Make sure your essay has a strong conclusion in which you emphasise the historical significance or consequences of your topic. A memorable quote from a named historian would be great here too.

The marks for the extended essay are broken down like this:

Give your essays lots of detail to make sure you get high marks here.

Use your sources throughout the whole essay and quote from them. There’s no problem if your sources contradict each other, just explain that in your essay and try to draw your own conclusions.

Make sure your spelling and grammar are spot on here (your teacher can help you with this) and that your essay has a clear beginning, middle and end. Follow the timeline of your topic to make this easier.

Well done, you’re nearly there. The review is worth 10 marks and this is the last step of your RSR. Here, you will write a page in which you reflect on the process of completing the research. Here are some things you could consider writing about:

• How did you decide on your chosen topic? Was it an easy decision or did you change your mind a lot? Why was that?
• Did you find it difficult to locate sources for your topic? How did you overcome this difficulty?
• Was there anything you learned about your topic that shocked or surprised you?
• Is there anything you would do differently if you could start again?
• Is there anything you came across while researching your topic that you would like to learn more about?
• What historical skills did you develop throughout your work completing the RSR project?

As mentioned earlier, your examiner will read many reviews and they can often be generic and 'samey'. Make yours stand out by giving lots of specific details and this will help you get full marks in this section.

I hope this guide is helpful and that you find completing the research study report an enjoyable and rewarding experience. When you’re finished, use the checklist below to give yourself the best chance possible of getting the maximum marks in this section.

Jamie has multiple degrees and qualifications under his belt, including a bachelor's degree in Liberal Arts with English and History, and master's degrees in Modern English Literature, and also Leadership & Management in Education. Jamie has corrected at both Junior and Leaving Certificate levels since 2010. When not shaping young minds, he surfs and plays golf (badly and without grace!)

How to Get Started on Your First Psychology Experiment

Acquiring even a little expertise in advance makes science research easier..

Updated May 16, 2024 | Reviewed by Ray Parker

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• Students often struggle at the beginning of research projects—knowing how to begin.
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• Becoming something of an "expert" on a topic in advance makes designing a study go more smoothly.

One of the most rewarding and frustrating parts of my long career as a psychology professor at a small liberal arts college has been guiding students through the senior capstone research experience required near the end of their college years. Each psychology major must conduct an independent experiment in which they collect data to test a hypothesis, analyze the data, write a research paper, and present their results at a college poster session or at a professional conference.

The rewarding part of the process is clear: The students' pride at seeing their poster on display and maybe even getting their name on an article in a professional journal allows us professors to get a glimpse of students being happy and excited—for a change. I also derive great satisfaction from watching a student discover that he or she has an aptitude for research and perhaps start shifting their career plans accordingly.

The frustrating part comes at the beginning of the research process when students are attempting to find a topic to work on. There is a lot of floundering around as students get stuck by doing something that seems to make sense: They begin by trying to “think up a study.”

The problem is that even if the student's research interest is driven by some very personal topic that is deeply relevant to their own life, they simply do not yet know enough to know where to begin. They do not know what has already been done by others, nor do they know how researchers typically attack that topic.

Students also tend to think in terms of mission statements (I want to cure eating disorders) rather than in terms of research questions (Why are people of some ages or genders more susceptible to eating disorders than others?).

Needless to say, attempting to solve a serious, long-standing societal problem in a few weeks while conducting one’s first psychology experiment can be a showstopper.

Even a Little Bit of Expertise Can Go a Long Way

My usual approach to helping students get past this floundering stage is to tell them to try to avoid thinking up a study altogether. Instead, I tell them to conceive of their mission as becoming an “expert” on some topic that they find interesting. They begin by reading journal articles, writing summaries of these articles, and talking to me about them. As the student learns more about the topic, our conversations become more sophisticated and interesting. Researchable questions begin to emerge, and soon, the student is ready to start writing a literature review that will sharpen the focus of their research question.

In short, even a little bit of expertise on a subject makes it infinitely easier to craft an experiment on that topic because the research done by others provides a framework into which the student can fit his or her own work.

This was a lesson I learned early in my career when I was working on my own undergraduate capstone experience. Faced with the necessity of coming up with a research topic and lacking any urgent personal issues that I was trying to resolve, I fell back on what little psychological expertise I had already accumulated.

In a previous psychology course, I had written a literature review on why some information fails to move from short-term memory into long-term memory. The journal articles that I had read for this paper relied primarily on laboratory studies with mice, and the debate that was going on between researchers who had produced different results in their labs revolved around subtle differences in the way that mice were released into the experimental apparatus in the studies.

Because I already had done some homework on this, I had a ready-made research question available: What if the experimental task was set up so that the researcher had no influence on how the mouse entered the apparatus at all? I was able to design a simple animal memory experiment that fit very nicely into the psychological literature that was already out there, and this prevented a lot of angst.

Please note that my undergraduate research project was guided by the “expertise” that I had already acquired rather than by a burning desire to solve some sort of personal or social problem. I guarantee that I had not been walking around as an undergraduate student worrying about why mice forget things, but I was nonetheless able to complete a fun and interesting study.

My first experiment may not have changed the world, but it successfully launched my research career, and I fondly remember it as I work with my students 50 years later.

Frank McAndrew, Ph.D., is the Cornelia H. Dudley Professor of Psychology at Knox College.

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