thesis for history essay

Thesis Statements

What is a thesis statement.

Your thesis statement is one of the most important parts of your paper.  It expresses your main argument succinctly and explains why your argument is historically significant.  Think of your thesis as a promise you make to your reader about what your paper will argue.  Then, spend the rest of your paper–each body paragraph–fulfilling that promise.

Your thesis should be between one and three sentences long and is placed at the end of your introduction.  Just because the thesis comes towards the beginning of your paper does not mean you can write it first and then forget about it.  View your thesis as a work in progress while you write your paper.  Once you are satisfied with the overall argument your paper makes, go back to your thesis and see if it captures what you have argued.  If it does not, then revise it.  Crafting a good thesis is one of the most challenging parts of the writing process, so do not expect to perfect it on the first few tries.  Successful writers revise their thesis statements again and again.

A successful thesis statement:

• makes an historical argument
• takes a position that requires defending
• is historically specific
• is focused and precise
• answers the question, “so what?”

How to write a thesis statement:

Suppose you are taking an early American history class and your professor has distributed the following essay prompt:

“Historians have debated the American Revolution’s effect on women.  Some argue that the Revolution had a positive effect because it increased women’s authority in the family.  Others argue that it had a negative effect because it excluded women from politics.  Still others argue that the Revolution changed very little for women, as they remained ensconced in the home.  Write a paper in which you pose your own answer to the question of whether the American Revolution had a positive, negative, or limited effect on women.”

Using this prompt, we will look at both weak and strong thesis statements to see how successful thesis statements work.

While this thesis does take a position, it is problematic because it simply restates the prompt.  It needs to be more specific about how  the Revolution had a limited effect on women and  why it mattered that women remained in the home.

Revised Thesis:  The Revolution wrought little political change in the lives of women because they did not gain the right to vote or run for office.  Instead, women remained firmly in the home, just as they had before the war, making their day-to-day lives look much the same.

This revision is an improvement over the first attempt because it states what standards the writer is using to measure change (the right to vote and run for office) and it shows why women remaining in the home serves as evidence of limited change (because their day-to-day lives looked the same before and after the war).  However, it still relies too heavily on the information given in the prompt, simply saying that women remained in the home.  It needs to make an argument about some element of the war’s limited effect on women.  This thesis requires further revision.

Strong Thesis: While the Revolution presented women unprecedented opportunities to participate in protest movements and manage their family’s farms and businesses, it ultimately did not offer lasting political change, excluding women from the right to vote and serve in office.

Few would argue with the idea that war brings upheaval.  Your thesis needs to be debatable:  it needs to make a claim against which someone could argue.  Your job throughout the paper is to provide evidence in support of your own case.  Here is a revised version:

Strong Thesis: The Revolution caused particular upheaval in the lives of women.  With men away at war, women took on full responsibility for running households, farms, and businesses.  As a result of their increased involvement during the war, many women were reluctant to give up their new-found responsibilities after the fighting ended.

Sexism is a vague word that can mean different things in different times and places.  In order to answer the question and make a compelling argument, this thesis needs to explain exactly what  attitudes toward women were in early America, and  how those attitudes negatively affected women in the Revolutionary period.

Strong Thesis: The Revolution had a negative impact on women because of the belief that women lacked the rational faculties of men. In a nation that was to be guided by reasonable republican citizens, women were imagined to have no place in politics and were thus firmly relegated to the home.

This thesis addresses too large of a topic for an undergraduate paper.  The terms “social,” “political,” and “economic” are too broad and vague for the writer to analyze them thoroughly in a limited number of pages.  The thesis might focus on one of those concepts, or it might narrow the emphasis to some specific features of social, political, and economic change.

Strong Thesis: The Revolution paved the way for important political changes for women.  As “Republican Mothers,” women contributed to the polity by raising future citizens and nurturing virtuous husbands.  Consequently, women played a far more important role in the new nation’s politics than they had under British rule.

This thesis is off to a strong start, but it needs to go one step further by telling the reader why changes in these three areas mattered.  How did the lives of women improve because of developments in education, law, and economics?  What were women able to do with these advantages?  Obviously the rest of the paper will answer these questions, but the thesis statement needs to give some indication of why these particular changes mattered.

Strong Thesis: The Revolution had a positive impact on women because it ushered in improvements in female education, legal standing, and economic opportunity.  Progress in these three areas gave women the tools they needed to carve out lives beyond the home, laying the foundation for the cohesive feminist movement that would emerge in the mid-nineteenth century.

Thesis Checklist

When revising your thesis, check it against the following guidelines:

• Does my thesis make an historical argument?
• Does my thesis take a position that requires defending?
• Is my thesis historically specific?
• Is my thesis focused and precise?
• Does my thesis answer the question, “so what?”

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Writing a Thesis and Making an Argument

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

What is an Argument?

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

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

What is a Thesis?

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

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

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

A Thesis Helps You and Your Reader

Your blueprint for writing:

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

Your reader’s blueprint for reading:

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

Tips for Writing a Good Thesis

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

Strategies for Developing a Thesis Statement

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

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

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

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

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

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

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

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

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

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

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

Making an Argument – Every Thesis Deserves Its Day in Court

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

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

How can you use this evidence?

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

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

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

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Thesis Statements

Every paper must argue an idea and every paper must clearly state that idea in a thesis statement.

A thesis statement is different from a topic statement.  A topic statement merely states what the paper is about.  A thesis statement states the argument of that paper.

Be sure that you can easily identify your thesis and that the key points of your argument relate directly back to your thesis.

Topic statements:

This paper will discuss Harry Truman’s decision to drop the bomb on Hiroshima.

The purpose of this paper is to delve into the mindset behind Truman’s decision to drop the bomb on Hiroshima.

This paper will explore how Harry Truman came to the decision to drop the bomb on Hiroshima.

Thesis statements:

Harry Truman’s decision to drop the bomb on Hiroshima was motivated by racism.

The US confrontation with the Soviets was the key factor in Truman’s decision to drop the bomb on Hiroshima.

This paper will demonstrate that in his decision to drop the bomb on Hiroshima, Truman was unduly influenced by hawks in his cabinet.

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Handbook for Historians

• Choosing a Paper Topic

What is a Thesis Statement?

How to develop a thesis statement.

• What Sources Can I use?
• Gathering sources
• Find Primary Sources
• Paraphrasing and Quoting Sources
• How to create an Annotated Bibliography
• Formatting Endnotes/Footnotes
• Formatting Bibliographies
• Avoiding Plagiarism
• Sample Papers
• Research Paper Checklist

The thesis statement summarizes the central argument of your paper. It is placed at the top of the outline page, and appears again in the opening paragraph. A clearly stated thesis performs three functions:

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

You cannot formulate a thesis statement until you know a great deal about your subject.  It is often wise to begin your research in pursuit of the answer to a question about your topic  - but this question is not a thesis statement. A helpful web site that can advise you on how to formulate a thesis is:  http://writingcenter.unc.edu/handouts/thesis-statements/

Guidelines for formulating the thesis statement are as follows:

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

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

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

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

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

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

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Module 9: The New Deal (1932-1941)

Historical arguments and thesis statements, learning objectives.

• Evaluate historical claims and thesis statements

The Research Writing Process

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

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

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

Crafting Historical Arguments

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

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

The Differences Between Persuasive and Argumentative Writing

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

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

Argumentative Statements

Understand the assignment.

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

Understanding Argumentative Statements

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

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

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

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

Activity #1

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

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

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

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

Begin With a Thesis

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

Where in the Essay Should the Thesis Be Placed?

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

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

Characteristics of a Thesis Statement

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

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

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

Link to learning

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

What Makes a Good Claim?

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

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

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

Identify the Claim

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

Example ESSAY #1

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

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

Example ESSAY #2

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

Finding the Thesis Statement

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

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

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

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

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

Thesis statement #1:

Thesis statement #2:

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

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

Writing a History Paper

• Reading Your Assignment
• Picking a Topic

Developing a Thesis Statement

• Subject Guide
• Planning Your Research
• Executing Your Research Plan
• Evaluating Your Research
• Writing Your Paper
• Additional Resources
• If We Don't Have What You Need
• History Homepage This link opens in a new window

Usually papers have a thesis, an assertion about your topic. You will present evidence in your paper to convince the reader of your point of view. Some ways to help you develop your thesis are by:

• stating the purpose of the paper
• asking a question and then using the answer to form your thesis statement
• summarizing the main idea of your paper
• listing the ideas you plan to include, then see if they form a group or theme
• using the ponts of controversy, ambiguity, or "issues" to develop a thesis statement

If you're having trouble with your thesis statement, ask your professor for help or visit the Student Academic  Success Center: Communication Support . Your thesis may become refined, revised, or changed as your research progresses. Perhaps these sites may be helpful:

• Thesis Statements and Topic Sentences ( CMU Student Academic Success Center : Communication Support)
• Tips and Examples for Writing Thesis Statements  (Purdue OWL - Online Writing Lab)
• Developing a Thesis Statement  (Writing Center, University of Wisconsin-Madison)
• Thesis Statements  (The Writing Center at UNC-Chapel Hill)
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• Next: Planning Your Research >>
• Last Updated: Oct 3, 2022 3:37 PM
• URL: https://guides.library.cmu.edu/historypaper

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

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

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

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

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

Arguable thesis with analytical claim 

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

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

Arguable thesis with normative claim 

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

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

Questions to ask about your thesis 

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

History Essay Format & Thesis Statement

• 1 Thesis Statement
• 2 The History Essay Format
• 3 Quotes, Footnotes and Bibliography
• 4 Plagiarism
• 5 Formatting Requirements
• 6 Basic Essay Conventions
• 7 Use of Capital Letters
• 8 Miscellaneous Characteristics
• 9 References

Thesis Statement [ edit | edit source ]

A thesis statement is generally a single sentence (The last sentence of Intro) within the introductory paragraph of the history (or thesis) essay, which makes a claim or tells the reader exactly what to expect from the rest of the text. It may be the writer's interpretation of what the author or teacher is saying or implying about the topic. It may also be a hypothesis statement (educated guess) which the writer intends to develop and prove in the course of the essay.

The thesis statement, which is in some cases underlined, is the heart of a history or thesis essay and is the most vital part of the introduction. The assignment may not ask for a thesis statement because it may be assumed that the writer will include one. If the history assignment asks for the student to take a position, to show the cause and effect, to interpret or to compare and contrast, then the student should develop and include a good thesis statement.

Following the introductory paragraph and its statement, the body of the essay presents the reader with organized evidence directly relating to the thesis and must support it.

It's a summarized writing about what you're talking about and why who what where when or how.

Characteristics of a great thesis statement

• Is a strong statement or fact which ends with a period, not a question.
• Is not a cliché [1] such as “fit as a fiddle”, “time after time”, “a chain is only as strong as its weakest link”, “all in due time” or “what goes around comes around”.
• Is not a dictionary definition.
• Is not a generalization.
• Is not vague, narrow or broad.
• States an analytic argument or claim, not a personal opinion or emotion.
• Uses clear and meaningful words.
• Don't overuse a topic.
• Try to use many different information.
• Don't say something boring like "today im going to tell you yada yada yada"
• Start with a hook then back it up with informations

The History Essay Format [ edit | edit source ]

Essay is an old French word which means to “attempt”. An essay is the testing of an idea or hypothesis (theory). A history essay (sometimes referred to as a thesis essay ) will describe an argument or claim about one or more historical events and will support that claim with evidence, arguments and references. The text must make it clear to the reader why the argument or claim is as such.

Introduction

Unlike a persuasive essay where the writer captures the reader's attention with a leading question, quotation or story related to the topic, the introduction in a history essay announces a clear thesis statement and explains what to expect in the coming paragraphs. The Introduction includes the key facts that are going to be presented in each paragraph.

The following phrases are considered to be poor and are normally avoided in the introduction: “ I will talk about ”, “ You will discover that ”, “ In this essay ”, “ You will learn ” or other such statements.

Body (Supporting Paragraphs)

The paragraphs which make up the body of a history essay offers historical evidence to support the thesis statement. Typically, in a high school history essay, there will be as many supporting paragraphs as there are events or topics. The history teacher or assignment outline may ask for a specific number of paragraphs. Evidence such as dates, names, events and terms are provided to support the key thesis.

The topic sentence tells the reader exactly what the paragraph is about. Typically, the following phrases are never part of a topic sentence: “ I will talk about ”, “ I will write about ” or “ You will see ”. Instead, clear statements which reflect the content of the paragraph are written.

The last sentence of a supporting paragraph can either be a closing or linking sentence. A closing sentence summarizes the key elements that were presented. A linking sentence efficiently links the current paragraph to the next. Linking can also be done by using a transitional word or phrase at the beginning of the next paragraph.

In the closing paragraph, the claim or argument from the introduction is restated differently. The best evidence and facts are summarized without the use of any new information. This paragraph mainly reviews what has already been written. Writers don't use exactly the same words as in their introduction since this shows laziness. This is the author's last chance to present the reader with the facts which support their thesis statement.

Quotes, Footnotes and Bibliography [ edit | edit source ]

Quotations in a history essay are used in moderation and to address particulars of a given historical event. Students who tend to use too many quotes normally lose marks for doing so. The author of a history essay normally will read the text from a selected source, understand it, close the source (book for web site for example) and then condense it using their own words. Simply paraphrasing someone else’s work is still considered to be plagiarism. History essays may contain many short quotes.

Quotations of three or fewer lines are placed between double quotation marks. For longer quotes, the left and right margins are indented by an additional 0.5” or 1 cm, the text is single-spaced and no quotation marks are used. Footnotes are used to cite the source.

Single quotation marks are used for quotations within a quotation. Three ellipsis points (...) are used when leaving part of the quotation out. Ellipsis cannot be used at the start of a quotation.

Footnotes are used to cite quotation sources or to provide additional tidbits of information such as short comments.

Internet sources are treated in the same way printed sources are. Footnotes or endnotes are used in a history essay to document all quotations. Footnotes normally provide the author's name, the title of the work, the full title of the site (if the work is part of a larger site), the date of publication, and the full URL (Uniform Resource Locator) of the document being quoted. The date on which the web site was consulted is normally included in a footnote since websites are often short-lived. [2]

Bibliography

Unless otherwise specified by the history teacher or assignment outline, a bibliography should always be included on a separate page which lists the sources used in preparing the essay.

The list is always sorted alphabetically according to the authors’ last name. The second and subsequent line of each entry of a bibliography is indented by about 1 inch, 2.5 cm or 10 spaces.

A bibliography is normally formatted according to the “Chicago Manual of Style” or “The MLA Style Manual”.

Plagiarism [ edit | edit source ]

History and thesis essay writers are very careful to avoid plagiarism since it is considered to be a form of cheating in which part or all of someone else’s work is passed as one’s own. Useful guidelines to help avoid plagiarism can be found in the University of Ottawa document "Beware of Plagiarism". [3]

Formatting Requirements [ edit | edit source ]

• Letter-sized 8.5”x11” or A4 plain white paper
• Double-spaced text
• 1.5” (3 cm) left and right margins, 1” (2.5 cm) top and bottom margins
• Regular 12-point font such as Arial, Century Gothic, Helvetica, Times New Roman and Verdana
• A cover page with the course name, course number, group number, essay title, the teacher’s name, the author's name, the due date and optionally, the name of the author's school, its location and logo
• Page numbers (with the exception of the cover page)
• No underlined text with the exeception of the thesis statement
• No italicized text with the exception of foreign words
• No bolded characters
• No headings
• No bullets, numbered lists or point form
• No use of the these words: “Firstly”, “Secondly”, “Thirdly”, etc.
• Paragraph indentation of approximately 0.5 inch, 1 cm or 5 spaces
• Formatting according to the “Chicago Manual of Style” [4] or the “MLA Style”. [5]

Basic Essay Conventions [ edit | edit source ]

• Dates: a full date is formatted as August 20, 2009 or August 20th, 2009. The comma and the “th” separate the day from the year.
• Dates: a span of years within the same century is written as 1939-45 (not 1939-1945).
• Dates: no apostrophe is used for 1600s, 1700s, etc.
• Diction: a formal tone (sophisticated language) is used to address an academic audience.
• Numbers: for essays written in countries where the metric system is used (e.g., Europe, Canada), no commas are used to separate groups of three digits (thousands). For example, ten thousand is written as 10 000 as opposed to 10,000.
• Numbers: numbers less than and equal to 100 are spelled out (e.g., fifteen).
• Numbers: round numbers are spelled out (e.g., 10 thousand, 5 million).
• Numbers: for successive numbers, digits are used (e.g., 11 women and 96 men).
• Percentages: the word “percent” is used instead of its symbol % unless listing successive figures. When listing many figures, the % symbol is also used.
• Pronouns: the pronoun “I” is not used since the writer does not need to refer to him/herself unless writing about “taking a position” or making a “citizenship” statement.
• Pronouns: the pronoun “you” is not used since the writer does not need to address the reader directly.
• Tone: in a history or thesis essay, the writer does not nag, preach or give advice.

Use of Capital Letters [ edit | edit source ]

A history or thesis essay will make use of capital letters where necessary.

• Brand names, trademarks or product names
• First word of a direct quotation
• First word of a sentence
• Name or title of a book, disc, movie or other literary works
• Names of distinctive historical periods (e.g., Middle Ages)
• Names of festivals and holidays
• Names of languages (e.g., English, French)
• Names of school subjects, disciplines or specialties are not capitalized unless they happen to be the names of languages
• Names of the days of the week and of the months of the year (e.g., Monday, January)
• Pronoun I (e.g., “Yesterday, I was very happy.”)
• Proper names (e.g., John Smith, Jacques Cartier)
• Religious terms (e.g., God, Sikhs)
• Roman numerals (e.g., XIV)
• Words that create a connection with a specific place (e.g., French is capitalized when it is used in the context of having to do with France)
• Words that identify nationalities, ethnic groups or social groups (e.g., Americans, Canadians, Loyalists)

Miscellaneous Characteristics [ edit | edit source ]

• A word processor such as Microsoft Word [6] or a free downloadable processor such as Open Office [7] could be used to format and spell-check the text.
• An essay plan or a graphic organizer could be used to collect important facts before attempting to write the essay.
• Correct use of punctuation; periods, commas, semicolons and colons are used to break down or separate sentences.
• Paragraphs are not lengthy in nature.
• Street or Internet messaging jargon such as “a lot”, “:)”, “lol” or “bc” is not used.
• Text that remains consistent with the thesis statement.
• The essay has been verified by a peer and/or with the word processor's spell-check tool.
• The same verb tense is used throughout the essay.

References [ edit | edit source ]

• ↑ A cliché is an expression or saying which has been overused to the point of losing its original meaning; something repeated so often that has become stale or commonplace; "ready-made phrases".
• ↑ “History and Classics: Essay Writing Guide” (on-line). Edmonton, Alberta: Faculty of Arts, University of Alberta. uofaweb.ualbert.ca (January 2009).
• ↑ Uottawa.ca
• ↑ More information on the “Chicago Manual of Style” can be found at chicagomanualofstyle.org
• ↑ More information on the “MLA Style Manual” and “Guide to Scholarly Publishing” can be found on the Modern Language Association web site at mla.org Guides can be ordered online.
• ↑ Office.microsoft.com
• ↑ Openoffice.org

• Pages moved from Wikipedia

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How to Write a History Essay with Outline, Tips, Examples and More

Samuel Gorbold

Before we get into how to write a history essay, let's first understand what makes one good. Different people might have different ideas, but there are some basic rules that can help you do well in your studies. In this guide, we won't get into any fancy theories. Instead, we'll give you straightforward tips to help you with historical writing. So, if you're ready to sharpen your writing skills, let our history essay writing service explore how to craft an exceptional paper.

What is a History Essay?

A history essay is an academic assignment where we explore and analyze historical events from the past. We dig into historical stories, figures, and ideas to understand their importance and how they've shaped our world today. History essay writing involves researching, thinking critically, and presenting arguments based on evidence.

Moreover, history papers foster the development of writing proficiency and the ability to communicate complex ideas effectively. They also encourage students to engage with primary and secondary sources, enhancing their research skills and deepening their understanding of historical methodology. Students can benefit from utilizing essay writers services when faced with challenging assignments. These services provide expert assistance and guidance, ensuring that your history papers meet academic standards and accurately reflect your understanding of the subject matter.

History Essay Outline

The outline is there to guide you in organizing your thoughts and arguments in your essay about history. With a clear outline, you can explore and explain historical events better. Here's how to make one:

Introduction

• Hook: Start with an attention-grabbing opening sentence or anecdote related to your topic.
• Background Information: Provide context on the historical period, event, or theme you'll be discussing.
• Thesis Statement: Present your main argument or viewpoint, outlining the scope and purpose of your history essay.

Body paragraph 1: Introduction to the Historical Context

• Provide background information on the historical context of your topic.
• Highlight key events, figures, or developments leading up to the main focus of your history essay.

Body paragraphs 2-4 (or more): Main Arguments and Supporting Evidence

• Each paragraph should focus on a specific argument or aspect of your thesis.
• Present evidence from primary and secondary sources to support each argument.
• Analyze the significance of the evidence and its relevance to your history paper thesis.

Counterarguments (optional)

• Address potential counterarguments or alternative perspectives on your topic.
• Refute opposing viewpoints with evidence and logical reasoning.
• Summary of Main Points: Recap the main arguments presented in the body paragraphs.
• Restate Thesis: Reinforce your thesis statement, emphasizing its significance in light of the evidence presented.
• Reflection: Reflect on the broader implications of your arguments for understanding history.
• Closing Thought: End your history paper with a thought-provoking statement that leaves a lasting impression on the reader.

References/bibliography

• List all sources used in your research, formatted according to the citation style required by your instructor (e.g., MLA, APA, Chicago).
• Include both primary and secondary sources, arranged alphabetically by the author's last name.

Notes (if applicable)

• Include footnotes or endnotes to provide additional explanations, citations, or commentary on specific points within your history essay.

History Essay Format

Adhering to a specific format is crucial for clarity, coherence, and academic integrity. Here are the key components of a typical history essay format:

Font and Size

• Use a legible font such as Times New Roman, Arial, or Calibri.
• The recommended font size is usually 12 points. However, check your instructor's guidelines, as they may specify a different size.
• Set 1-inch margins on all sides of the page.
• Double-space the entire essay, including the title, headings, body paragraphs, and references.
• Avoid extra spacing between paragraphs unless specified otherwise.
• Align text to the left margin; avoid justifying the text or using a centered alignment.

Title Page (if required):

• If your instructor requires a title page, include the essay title, your name, the course title, the instructor's name, and the date.
• Center-align this information vertically and horizontally on the page.
• Include a header on each page (excluding the title page if applicable) with your last name and the page number, flush right.
• Some instructors may require a shortened title in the header, usually in all capital letters.
• Center-align the essay title at the top of the first page (if a title page is not required).
• Use standard capitalization (capitalize the first letter of each major word).
• Avoid underlining, italicizing, or bolding the title unless necessary for emphasis.

Paragraph Indentation:

• Indent the first line of each paragraph by 0.5 inches or use the tab key.
• Do not insert extra spaces between paragraphs unless instructed otherwise.

Citations and References:

• Follow the citation style specified by your instructor (e.g., MLA, APA, Chicago).
• Include in-text citations whenever you use information or ideas from external sources.
• Provide a bibliography or list of references at the end of your history essay, formatted according to the citation style guidelines.
• Typically, history essays range from 1000 to 2500 words, but this can vary depending on the assignment.

How to Write a History Essay?

Historical writing can be an exciting journey through time, but it requires careful planning and organization. In this section, we'll break down the process into simple steps to help you craft a compelling and well-structured history paper.

Analyze the Question

Before diving headfirst into writing, take a moment to dissect the essay question. Read it carefully, and then read it again. You want to get to the core of what it's asking. Look out for keywords that indicate what aspects of the topic you need to focus on. If you're unsure about anything, don't hesitate to ask your instructor for clarification. Remember, understanding how to start a history essay is half the battle won!

Now, let's break this step down:

• Read the question carefully and identify keywords or phrases.
• Consider what the question is asking you to do – are you being asked to analyze, compare, contrast, or evaluate?
• Pay attention to any specific instructions or requirements provided in the question.
• Take note of the time period or historical events mentioned in the question – this will give you a clue about the scope of your history essay.

Develop a Strategy

With a clear understanding of the essay question, it's time to map out your approach. Here's how to develop your historical writing strategy:

• Brainstorm ideas : Take a moment to jot down any initial thoughts or ideas that come to mind in response to the history paper question. This can help you generate a list of potential arguments, themes, or points you want to explore in your history essay.
• Create an outline : Once you have a list of ideas, organize them into a logical structure. Start with a clear introduction that introduces your topic and presents your thesis statement – the main argument or point you'll be making in your history essay. Then, outline the key points or arguments you'll be discussing in each paragraph of the body, making sure they relate back to your thesis. Finally, plan a conclusion that summarizes your main points and reinforces your history paper thesis.
• Research : Before diving into writing, gather evidence to support your arguments. Use reputable sources such as books, academic journals, and primary documents to gather historical evidence and examples. Take notes as you research, making sure to record the source of each piece of information for proper citation later on.
• Consider counterarguments : Anticipate potential counterarguments to your history paper thesis and think about how you'll address them in your essay. Acknowledging opposing viewpoints and refuting them strengthens your argument and demonstrates critical thinking.
• Set realistic goals : Be realistic about the scope of your history essay and the time you have available to complete it. Break down your writing process into manageable tasks, such as researching, drafting, and revising, and set deadlines for each stage to stay on track.

Start Your Research

Now that you've grasped the history essay topic and outlined your approach, it's time to dive into research. Here's how to start:

• Ask questions : What do you need to know? What are the key points to explore further? Write down your inquiries to guide your research.
• Explore diverse sources : Look beyond textbooks. Check academic journals, reliable websites, and primary sources like documents or artifacts.
• Consider perspectives : Think about different viewpoints on your topic. How have historians analyzed it? Are there controversies or differing interpretations?
• Take organized notes : Summarize key points, jot down quotes, and record your thoughts and questions. Stay organized using spreadsheets or note-taking apps.
• Evaluate sources : Consider the credibility and bias of each source. Are they peer-reviewed? Do they represent a particular viewpoint?

Establish a Viewpoint

By establishing a clear viewpoint and supporting arguments, you'll lay the foundation for your compelling historical writing:

• Review your research : Reflect on the information gathered. What patterns or themes emerge? Which perspectives resonate with you?
• Formulate a thesis statement : Based on your research, develop a clear and concise thesis that states your argument or interpretation of the topic.
• Consider counterarguments : Anticipate objections to your history paper thesis. Are there alternative viewpoints or evidence that you need to address?
• Craft supporting arguments : Outline the main points that support your thesis. Use evidence from your research to strengthen your arguments.
• Stay flexible : Be open to adjusting your viewpoint as you continue writing and researching. New information may challenge or refine your initial ideas.

Structure Your Essay

Now that you've delved into the depths of researching historical events and established your viewpoint, it's time to craft the skeleton of your essay: its structure. Think of your history essay outline as constructing a sturdy bridge between your ideas and your reader's understanding. How will you lead them from point A to point Z? Will you follow a chronological path through history or perhaps dissect themes that span across time periods?

And don't forget about the importance of your introduction and conclusion—are they framing your narrative effectively, enticing your audience to read your paper, and leaving them with lingering thoughts long after they've turned the final page? So, as you lay the bricks of your history essay's architecture, ask yourself: How can I best lead my audience through the maze of time and thought, leaving them enlightened and enriched on the other side?

Create an Engaging Introduction

Creating an engaging introduction is crucial for capturing your reader's interest right from the start. But how do you do it? Think about what makes your topic fascinating. Is there a surprising fact or a compelling story you can share? Maybe you could ask a thought-provoking question that gets people thinking. Consider why your topic matters—what lessons can we learn from history?

Also, remember to explain what your history essay will be about and why it's worth reading. What will grab your reader's attention and make them want to learn more? How can you make your essay relevant and intriguing right from the beginning?

Develop Coherent Paragraphs

Once you've established your introduction, the next step is to develop coherent paragraphs that effectively communicate your ideas. Each paragraph should focus on one main point or argument, supported by evidence or examples from your research. Start by introducing the main idea in a topic sentence, then provide supporting details or evidence to reinforce your point.

Make sure to use transition words and phrases to guide your reader smoothly from one idea to the next, creating a logical flow throughout your history essay. Additionally, consider the organization of your paragraphs—is there a clear progression of ideas that builds upon each other? Are your paragraphs unified around a central theme or argument?

Conclude Effectively

Concluding your history essay effectively is just as important as starting it off strong. In your conclusion, you want to wrap up your main points while leaving a lasting impression on your reader. Begin by summarizing the key points you've made throughout your history essay, reminding your reader of the main arguments and insights you've presented.

Then, consider the broader significance of your topic—what implications does it have for our understanding of history or for the world today? You might also want to reflect on any unanswered questions or areas for further exploration. Finally, end with a thought-provoking statement or a call to action that encourages your reader to continue thinking about the topic long after they've finished reading.

Reference Your Sources

Referencing your sources is essential for maintaining the integrity of your history essay and giving credit to the scholars and researchers who have contributed to your understanding of the topic. Depending on the citation style required (such as MLA, APA, or Chicago), you'll need to format your references accordingly. Start by compiling a list of all the sources you've consulted, including books, articles, websites, and any other materials used in your research.

Then, as you write your history essay, make sure to properly cite each source whenever you use information or ideas that are not your own. This includes direct quotations, paraphrases, and summaries. Remember to include all necessary information for each source, such as author names, publication dates, and page numbers, as required by your chosen citation style.

Review and Ask for Advice

As you near the completion of your history essay writing, it's crucial to take a step back and review your work with a critical eye. Reflect on the clarity and coherence of your arguments—are they logically organized and effectively supported by evidence? Consider the strength of your introduction and conclusion—do they effectively capture the reader's attention and leave a lasting impression? Take the time to carefully proofread your history essay for any grammatical errors or typos that may detract from your overall message.

Furthermore, seeking advice from peers, mentors, or instructors can provide valuable insights and help identify areas for improvement. Consider sharing your essay with someone whose feedback you trust and respect, and be open to constructive criticism. Ask specific questions about areas you're unsure about or where you feel your history essay may be lacking. If you need further assistance, don't hesitate to reach out and ask for help. You can even consider utilizing services that offer to write a discussion post for me , where you can engage in meaningful conversations with others about your essay topic and receive additional guidance and support.

History Essay Example

In this section, we offer an example of a history essay examining the impact of the Industrial Revolution on society. This essay demonstrates how historical analysis and critical thinking are applied in academic writing. By exploring this specific event, you can observe how historical evidence is used to build a cohesive argument and draw meaningful conclusions.

FAQs about History Essay Writing

How to write a history essay introduction, how to write a conclusion for a history essay, how to write a good history essay.

Samuel Gorbold , a seasoned professor with over 30 years of experience, guides students across disciplines such as English, psychology, political science, and many more. Together with EssayHub, he is dedicated to enhancing student understanding and success through comprehensive academic support.

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How to Write a History Essay?

04 August, 2020

10 minutes read

Author:  Tomas White

There are so many types of essays. It can be hard to know where to start. History papers aren’t just limited to history classes. These tasks can be assigned to examine any important historical event or a person. While they’re more common in history classes, you can find this type of assignment in sociology or political science course syllabus, or just get a history essay task for your scholarship. This is Handmadewriting History Essay Guide - let's start!

Purpose  of a History Essay

Wondering how to write a history essay? First of all, it helps to understand its purpose. Secondly, this essay aims to examine the influences that lead to a historical event. Thirdly, it can explore the importance of an individual’s impact on history.

However, the goal isn’t to stay in the past. Specifically, a well-written history essay should discuss the relevance of the event or person to the “now”. After finishing this essay, a reader should have a fuller understanding of the lasting impact of an event or individual.

Need basic essay guidance? Find out what is an essay with this 101 essay guide: What is an Essay?

Elements for Success

Indeed, understanding how to write a history essay is crucial in creating a successful paper. Notably, these essays should never only outline successful historic events or list an individual’s achievements. Instead, they should focus on examining questions beginning with what , how , and why . Here’s a pro tip in how to write a history essay: brainstorm questions. Once you’ve got questions, you have an excellent starting point.

Preparing to Write

Evidently, a typical history essay format requires the writer to provide background on the event or person, examine major influences, and discuss the importance of the forces both then and now. In addition, when preparing to write, it’s helpful to organize the information you need to research into questions. For example:

• Who were the major contributors to this event?
• Who opposed or fought against this event?
• Who gained or lost from this event?
• Who benefits from this event today?
• What factors led up to this event?
• What changes occurred because of this event?
• What lasting impacts occurred locally, nationally, globally due to this event?
• What lessons (if any) were learned?
• Why did this event occur?
• Why did certain populations support it?
• Why did certain populations oppose it?

These questions exist as samples. Therefore, generate questions specific to your topic. Once you have a list of questions, it’s time to evaluate them.

Evaluating the Question

Seasoned writers approach writing history by examining the historic event or individual. Specifically, the goal is to assess the impact then and now. Accordingly, the writer needs to evaluate the importance of the main essay guiding the paper. For example, if the essay’s topic is the rise of American prohibition, a proper question may be “How did societal factors influence the rise of American prohibition during the 1920s? ”

This question is open-ended since it allows for insightful analysis, and limits the research to societal factors. Additionally, work to identify key terms in the question. In the example, key terms would be “societal factors” and “prohibition”.

Summarizing the Argument

The argument should answer the question. Use the thesis statement to clarify the argument and outline how you plan to make your case. In other words. the thesis should be sharp, clear, and multi-faceted. Consider the following tips when summarizing the case:

• The thesis should be a single sentence
• It should include a concise argument and a roadmap
• It’s always okay to revise the thesis as the paper develops
• Conduct a bit of research to ensure you have enough support for the ideas within the paper

Outlining a History Essay Plan

Once you’ve refined your argument, it’s time to outline. Notably, many skip this step to regret it then. Nonetheless, the outline is a map that shows where you need to arrive historically and when. Specifically, taking the time to plan, placing the strongest argument last, and identifying your sources of research is a good use of time. When you’re ready to outline, do the following:

• Consider the necessary background the reader should know in the introduction paragraph
• Define any important terms and vocabulary
• Determine which ideas will need the cited support
• Identify how each idea supports the main argument
• Brainstorm key points to review in the conclusion

Gathering Sources

As a rule, history essays require both primary and secondary sources . Primary resources are those that were created during the historical period being analyzed. Secondary resources are those created by historians and scholars about the topic. It’s a good idea to know if the professor requires a specific number of sources, and what kind he or she prefers. Specifically, most tutors prefer primary over secondary sources.

Where to find sources? Great question! Check out bibliographies included in required class readings. In addition, ask a campus Librarian. Peruse online journal databases; In addition, most colleges provide students with free access. When in doubt, make an appointment and ask the professor for guidance.

Writing the Essay

Now that you have prepared your questions, ideas, and arguments; composed the outline ; and gathered sources – it’s time to write your first draft. In particular, each section of your history essay must serve its purpose. Here is what you should include in essay paragraphs.

Introduction Paragraph

Unsure of how to start a history essay? Well, like most essays, the introduction should include an attention-getter (or hook):

• Relevant fact or statistic
• Rhetorical Question
• Interesting quotation
• Application anecdote if appropriate

Once you’ve captured the reader’s interest, introduce the topic. Similarly, present critical historic context. Namely, it is necessary to introduce any key individuals or events that will be discussed later in the essay. At last, end with a strong thesis which acts as a transition to the first argument.

Body Paragraphs

Indeed, each body paragraph should offer a single idea to support the argument. Then, after writing a strong topic sentence, the topic should be supported with correctly cited research. Consequently, a typical body paragraph is arranged as follows:

• Topic sentence linking to the thesis
• Background of the topic
• Research quotation or paraphrase #1
• Explanation and analysis of research
• Research quotation or paraphrase #2
• Transition to the next paragraph

Equally, the point of body paragraphs is to build the argument. Hence, present the weakest support first and end with the strongest. Admittedly, doing so leaves the reader with the best possible evidence.

Conclusion Paragraph

You’re almost there! Eventually, conclusion paragraphs should review the most important points in the paper. In them, you should prove that you’ve supported the argument proposed in the thesis. When writing a conclusion paragraph keep these tips in mind:

• Keep it simple
• Avoid introducing new information
• Review major points
• Discuss the relevance to today

Problems with writing Your History essay ? Try our Essay Writer Service!

Proofreading Your Essay

Once the draft is ready and polished, it’s time to proceed to final editing. What does this process imply? Specifically, it’s about removing impurities and making the essay look just perfect. Here’s what you need to do to improve the quality of your paper:

• Double check the content. In the first place, it’s recommended to get rid of long sentences, correct vague words. Also, make sure that all your paragrahps contain accurate sentences with transparent meaning. 
• Pay attention to style. To make the process of digesting your essay easier, focus on crafting a paper with readable style, the one that is known to readers. Above all, the main mission here is to facilitate the perception of your essay. So, don’t forget about style accuracy.
• Practice reading the essay. Of course, the best practice before passing the paper is to read it out loud. Hence, this exercise will help you notice fragments that require rewriting or a complete removal.  

History Essay Example

Did you want a history essay example? Take a look at one of our history essay papers. 

Make it Shine

An A-level essay takes planning and revision, but it’s achievable. Firstly, avoid procrastination and start early. Secondly, leave yourself plenty of time to brainstorm, outline, research and write. Finally, follow these five tips to make your history essay shine:

• Write a substantial introduction. Particularly, it’s the first impression the professor will have of the paper.
• State a clear thesis. A strong thesis is easier to support.
• Incorporate evidence critically. If while researching you find opposing arguments, include them and discuss their flaws.
• Cite all the research. Whether direct quotations or paraphrases, citing evidence is crucial to avoiding plagiarism, which can have serious academic consequences.
• Include primary and secondary resources. While primary resources may be harder to find, the professor will expect them—this is, after all, a history essay.

History Essay Sample

Ready to tackle the history essay format? Great! Check out this history essay sample from an upper-level history class. While the essay isn’t perfect, the professor points out its many strengths.

Remember: start early and revise, revise, revise . We can’t revise history, but you can revise your ideas until they’re perfect.

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How to write an introduction for a history essay

Every essay needs to begin with an introductory paragraph. It needs to be the first paragraph the marker reads.

While your introduction paragraph might be the first of the paragraphs you write, this is not the only way to do it.

You can choose to write your introduction after you have written the rest of your essay.

This way, you will know what you have argued, and this might make writing the introduction easier.

Either approach is fine. If you do write your introduction first, ensure that you go back and refine it once you have completed your essay. 

What is an ‘introduction paragraph’?

An introductory paragraph is a single paragraph at the start of your essay that prepares your reader for the argument you are going to make in your body paragraphs .

It should provide all of the necessary historical information about your topic and clearly state your argument so that by the end of the paragraph, the marker knows how you are going to structure the rest of your essay.

In general, you should never use quotes from sources in your introduction.

Introduction paragraph structure

While your introduction paragraph does not have to be as long as your body paragraphs , it does have a specific purpose, which you must fulfil.

A well-written introduction paragraph has the following four-part structure (summarised by the acronym BHES).

B – Background sentences

H – Hypothesis

E – Elaboration sentences

S - Signpost sentence

Each of these elements are explained in further detail, with examples, below:

1. Background sentences

The first two or three sentences of your introduction should provide a general introduction to the historical topic which your essay is about. This is done so that when you state your hypothesis , your reader understands the specific point you are arguing about.

Background sentences explain the important historical period, dates, people, places, events and concepts that will be mentioned later in your essay. This information should be drawn from your background research . 

Example background sentences:

Middle Ages (Year 8 Level)

Castles were an important component of Medieval Britain from the time of the Norman conquest in 1066 until they were phased out in the 15 th and 16 th centuries. Initially introduced as wooden motte and bailey structures on geographical strongpoints, they were rapidly replaced by stone fortresses which incorporated sophisticated defensive designs to improve the defenders’ chances of surviving prolonged sieges.

WWI (Year 9 Level)

The First World War began in 1914 following the assassination of Archduke Franz Ferdinand. The subsequent declarations of war from most of Europe drew other countries into the conflict, including Australia. The Australian Imperial Force joined the war as part of Britain’s armed forces and were dispatched to locations in the Middle East and Western Europe.

Civil Rights (Year 10 Level)

The 1967 Referendum sought to amend the Australian Constitution in order to change the legal standing of the indigenous people in Australia. The fact that 90% of Australians voted in favour of the proposed amendments has been attributed to a series of significant events and people who were dedicated to the referendum’s success.

Ancient Rome (Year 11/12 Level)  

In the late second century BC, the Roman novus homo Gaius Marius became one of the most influential men in the Roman Republic. Marius gained this authority through his victory in the Jugurthine War, with his defeat of Jugurtha in 106 BC, and his triumph over the invading Germanic tribes in 101 BC, when he crushed the Teutones at the Battle of Aquae Sextiae (102 BC) and the Cimbri at the Battle of Vercellae (101 BC). Marius also gained great fame through his election to the consulship seven times.

2. Hypothesis

Once you have provided historical context for your essay in your background sentences, you need to state your hypothesis .

A hypothesis is a single sentence that clearly states the argument that your essay will be proving in your body paragraphs .

A good hypothesis contains both the argument and the reasons in support of your argument. 

Example hypotheses:

Medieval castles were designed with features that nullified the superior numbers of besieging armies but were ultimately made obsolete by the development of gunpowder artillery.

Australian soldiers’ opinion of the First World War changed from naïve enthusiasm to pessimistic realism as a result of the harsh realities of modern industrial warfare.

The success of the 1967 Referendum was a direct result of the efforts of First Nations leaders such as Charles Perkins, Faith Bandler and the Federal Council for the Advancement of Aborigines and Torres Strait Islanders.

Gaius Marius was the most one of the most significant personalities in the 1 st century BC due to his effect on the political, military and social structures of the Roman state.

3. Elaboration sentences

Once you have stated your argument in your hypothesis , you need to provide particular information about how you’re going to prove your argument.

Your elaboration sentences should be one or two sentences that provide specific details about how you’re going to cover the argument in your three body paragraphs.

You might also briefly summarise two or three of your main points.

Finally, explain any important key words, phrases or concepts that you’ve used in your hypothesis, you’ll need to do this in your elaboration sentences.

Example elaboration sentences:

By the height of the Middle Ages, feudal lords were investing significant sums of money by incorporating concentric walls and guard towers to maximise their defensive potential. These developments were so successful that many medieval armies avoided sieges in the late period.

Following Britain's official declaration of war on Germany, young Australian men voluntarily enlisted into the army, which was further encouraged by government propaganda about the moral justifications for the conflict. However, following the initial engagements on the Gallipoli peninsula, enthusiasm declined.

The political activity of key indigenous figures and the formation of activism organisations focused on indigenous resulted in a wider spread of messages to the general Australian public. The generation of powerful images and speeches has been frequently cited by modern historians as crucial to the referendum results.

While Marius is best known for his military reforms, it is the subsequent impacts of this reform on the way other Romans approached the attainment of magistracies and how public expectations of military leaders changed that had the longest impacts on the late republican period.

4. Signpost sentence

The final sentence of your introduction should prepare the reader for the topic of your first body paragraph. The main purpose of this sentence is to provide cohesion between your introductory paragraph and you first body paragraph .

Therefore, a signpost sentence indicates where you will begin proving the argument that you set out in your hypothesis and usually states the importance of the first point that you’re about to make. 

Example signpost sentences:

The early development of castles is best understood when examining their military purpose.

The naïve attitudes of those who volunteered in 1914 can be clearly seen in the personal letters and diaries that they themselves wrote.

The significance of these people is evident when examining the lack of political representation the indigenous people experience in the early half of the 20 th century.

The origin of Marius’ later achievements was his military reform in 107 BC, which occurred when he was first elected as consul.

Putting it all together

Once you have written all four parts of the BHES structure, you should have a completed introduction paragraph. In the examples above, we have shown each part separately. Below you will see the completed paragraphs so that you can appreciate what an introduction should look like.

Example introduction paragraphs: 

Castles were an important component of Medieval Britain from the time of the Norman conquest in 1066 until they were phased out in the 15th and 16th centuries. Initially introduced as wooden motte and bailey structures on geographical strongpoints, they were rapidly replaced by stone fortresses which incorporated sophisticated defensive designs to improve the defenders’ chances of surviving prolonged sieges. Medieval castles were designed with features that nullified the superior numbers of besieging armies, but were ultimately made obsolete by the development of gunpowder artillery. By the height of the Middle Ages, feudal lords were investing significant sums of money by incorporating concentric walls and guard towers to maximise their defensive potential. These developments were so successful that many medieval armies avoided sieges in the late period. The early development of castles is best understood when examining their military purpose.

The First World War began in 1914 following the assassination of Archduke Franz Ferdinand. The subsequent declarations of war from most of Europe drew other countries into the conflict, including Australia. The Australian Imperial Force joined the war as part of Britain’s armed forces and were dispatched to locations in the Middle East and Western Europe. Australian soldiers’ opinion of the First World War changed from naïve enthusiasm to pessimistic realism as a result of the harsh realities of modern industrial warfare. Following Britain's official declaration of war on Germany, young Australian men voluntarily enlisted into the army, which was further encouraged by government propaganda about the moral justifications for the conflict. However, following the initial engagements on the Gallipoli peninsula, enthusiasm declined. The naïve attitudes of those who volunteered in 1914 can be clearly seen in the personal letters and diaries that they themselves wrote.

The 1967 Referendum sought to amend the Australian Constitution in order to change the legal standing of the indigenous people in Australia. The fact that 90% of Australians voted in favour of the proposed amendments has been attributed to a series of significant events and people who were dedicated to the referendum’s success. The success of the 1967 Referendum was a direct result of the efforts of First Nations leaders such as Charles Perkins, Faith Bandler and the Federal Council for the Advancement of Aborigines and Torres Strait Islanders. The political activity of key indigenous figures and the formation of activism organisations focused on indigenous resulted in a wider spread of messages to the general Australian public. The generation of powerful images and speeches has been frequently cited by modern historians as crucial to the referendum results. The significance of these people is evident when examining the lack of political representation the indigenous people experience in the early half of the 20th century.

In the late second century BC, the Roman novus homo Gaius Marius became one of the most influential men in the Roman Republic. Marius gained this authority through his victory in the Jugurthine War, with his defeat of Jugurtha in 106 BC, and his triumph over the invading Germanic tribes in 101 BC, when he crushed the Teutones at the Battle of Aquae Sextiae (102 BC) and the Cimbri at the Battle of Vercellae (101 BC). Marius also gained great fame through his election to the consulship seven times. Gaius Marius was the most one of the most significant personalities in the 1st century BC due to his effect on the political, military and social structures of the Roman state. While Marius is best known for his military reforms, it is the subsequent impacts of this reform on the way other Romans approached the attainment of magistracies and how public expectations of military leaders changed that had the longest impacts on the late republican period. The origin of Marius’ later achievements was his military reform in 107 BC, which occurred when he was first elected as consul.

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Oral History

What this handout is about.

This handout will help you figure out how to use oral histories in essays. It will give you suggestions for how to prepare for and conduct oral history interviews and help you determine, based on your context and purpose, how to integrate raw material into your essay.

Introduction

If we aren’t experts on a particular time or culture, our knowledge of it is often limited to major events and sweeping trends. This doesn’t necessarily help us understand the everyday experience of life in the past or in another culture. However, we do know a great deal about everyday experience in our own time and culture, and a large part of that knowledge comes not from textbooks but from talking to others. We learn about the histories of our families through conversation with those who remember them and about what various cultures value by observing their celebrations and listening to their music, among other things. So if you want to learn about another culture, country, era, etc., why not use a version of this strategy and talk to people who are or were part of it about their experiences and memories?

Oral history involves interviewing a person or group to get an inside perspective into what it was like to live in a particular time or is like to live as the member of a particular group within a society. Interviewing a group of people can create a picture of that experience, and a large project of this kind (such as UNC’s Southern Oral History Project) can be a way of preserving a piece of history. When we interview one person, we gain knowledge of an individual’s experiences, which may or may not be typical of their time and culture. We can also learn more about the experiences of groups from all sections of society, including the ones whose experience is not always thoroughly known or well documented, such as the working class, ethnic or religious minorities, or women.

When professors use oral history projects in classes, they usually ask you to interview only one or two people. The interview stage of the process requires effective question-making and interviewing skills. Usually, the project consists of taking raw material from an interview and shaping it into an essay. This step requires you to make some decisions about how you want to present the material and analytical skill to help you interpret what you learn.

Who uses oral history projects and why

Fields in which you might be assigned an oral history paper include history, anthropology, and other disciplines that study the experiences of specific social groups such as women or ethnic groups. The goals of these fields affect the ways they use this kind of project:

• History : Historians use evidence to understand the experiences of people in the past. Oral history can be a valuable source of evidence for understanding the experiences of individuals or groups within a certain historical period. Oral testimony cannot replace analysis of traditional historical materials (official documents, letters, newspapers, secondary sources, etc.). It can, however, reveal the role of individuals in shaping the past and/or how larger trends impacted the individual. When an oral history essay places the experiences of an individual within the context of a historical period, it can help illuminate both the individual’s experience and the historical period.
• Folklore : Folklorists study culture as it is expressed in everyday life and often use oral history projects to gather materials to preserve and study. Interviewing individuals is one of the primary means of accessing folklore; for example, folklorists use oral histories to learn about a culture’s musical traditions or festivals.
• Anthropology : An archeologist might use oral history to learn more about the lifeways of peoples who have living descendants or to locate sites for archeological excavation. A cultural anthropologist might use oral history as a way to understand how individuals think of themselves in relation to the rest of the world. This technique can help anthropologists understand how culture shapes individuals either consciously or unconsciously, on the one hand, and the ways that individuals contribute to the production of culture, on the other hand.

Fields that study marginalized social groups (such as women, African-Americans, Latino/as): In these fields, conducting and analyzing an interview is a way of uncovering experience that might be underrepresented in mainstream culture. Dominant cultures have a tendency not to notice or acknowledge the experiences of certain subgroups, viewing them as peripheral rather than central—in other words, marginalizing them. Academic fields have emerged to explore the experiences of marginalized groups, and these fields tend to value experiential knowledge. Oral history projects can be a way of accessing such knowledge.

Preparing for the interview

Before the interview, familiarize yourself with the history and characteristics of the culture your interviewee is from. That way, you’ll have a context for what you learn.

Some interviews may be fairly unstructured, with only general guidance from you. For instance, you may just choose some topics to discuss, allowing the interviewee to lead the way. This is appropriate when your goal is relatively broad, such as the preservation of the person’s voice, memories, and perspective, as opposed to using the interview to construct a focused argument. Some interviews, especially those in undergraduate course assignments, are more highly structured and take the shape of a list of questions and responses. This is especially useful when you hope to use the raw material of the interview to make a particular point or are looking to address very focused issues. If you are planning a more structured interview, prepare a list of questions, including some basic ones about aspects of the person’s identity (such as age, level of education, and occupation). In devising your questions, consider the interviewee’s cultural context. Think about what kinds of issues would be most helpful for you to learn about. For instance, learning how the person felt about major life events might help you understand how your interviewee sees their life as a whole. Questions about what it was actually like to live through segregation or the Vietnam War might give you a new perspective on a historical time period. As you ask your questions, work from your list, but be ready to ask follow-up questions in case you don’t understand the response or want to know more. A response to one of your questions may also trigger curiosity about some other issue, so it’s good to be ready to follow whatever path seems most promising. Include open-ended questions, especially “how” and “why” questions, as they will probably yield the richest raw material for your essay; asking yes/no questions is okay for gathering factual information. Ask for examples when you think it would help you (and the readers of your essay) understand the person’s perspective.

Conducting the interview

To conduct the interviewing process in an ethical way, ask the person’s permission to use their comments in your essay; written consent is ideal so you have a record of it. If you are recording a phone conversation, the interviewee’s written consent is required by law. Ask if the interviewee would prefer that you not use their actual name.

Tape record the interview if possible. If you try to work only from notes, you won’t have an exact record of the person’s comments and could end up distorting their meaning. Test your tape recorder, digital voice recorder, or videocamera ahead of time and bring extra batteries if necessary. If you’re recording, try to minimize background noise. In any interview setting, try to select an environment free from distractions, so that both you and the interviewee will be able to concentrate. Choose a spot where you will both feel comfortable. Silence will feel awkward at first, but give your interviewee a chance to think. Don’t move on too quickly just because there is a bit of a pause. Watch for signs of fatigue. If the person you’re interviewing begins to seem tired, take a break or set up another time to finish the interview. Treat the person you’re interviewing with respect, regardless of your own attitudes and opinions. Making assumptions about the person may damage trust and skew the essay you write.

Transcribing oral histories

Sometimes, you may be asked to transcribe your oral history interview or part of it. Transcription is the process of taking a sound file and translating it to text; it creates a written transcript of an oral conversation. One of the goals of transcribing interviews is to give readers a sense of the interview—how was it formatted, was it formal or informal, did the interviewer ask a lot of questions or did the interview subject do most of the talking with just a few prompts, what language and speaking style did the participants use?

A transcript of an oral history interview is, in the words of one style guide, “at best an imperfect representation of an oral interview. The transcriber’s most important task is to render as close a replica to the actual event as possible. Accuracy, not speed, is the transcriber’s goal” (Baylor Style Guide). Therefore, the transcript should reflect, as closely as possible, the words, speech patterns, and thought patterns of the interview subject. Their word choice, grammar, and ideas should be transcribed as accurately as possible. It’s not generally necessary, though, to reproduce a dialect or accent, unless you have specific training in doing so. The same style guide says, “Oral history is not an exercise in literary composition; the transcriber should avoid value judgments about the grammar or vocabulary of an interviewee.”

Transcribing can be a long and very detailed process. It will be easiest if you take detailed notes during the interview about the different questions, topics, and themes that you discuss. Write down any memorable phrases or ideas, so you have some markers for different points in the interview. You will need to listen to the entire portion of the interview to be transcribed several times. Many people find it helpful to listen all the way through a section once, then again, transcribing as much as possible, then a third (or fourth, or fifth!) time in order to fill in all the holes. At the end of this handout, you will find some websites that detail how to transcribe an oral history interview.

When you have a complete transcript, it is common practice to return it to the interviewee for editing—these changes can be noted in various ways or integrated into the document. Interviewees may need to correct things like dates, names, or places. Or they may want to provide more elaboration or clarification on a subject. Though this is standard practice for professional historians, your instructor may or may not expect you to do this.

Turning the raw material into an essay

The process you use will depend on what you want your essay to do. If, for instance, you want your essay merely to showcase an individual’s thoughts on a time or subject, you will simply need to frame the comments of the interviewee and shape them into a narrative. If, on the other hand, your intention is to interpret the interviewee’s comments, using them as evidence for an argument, you will need to make a strong argument while still letting the interviewee’s experience and insights come through. Your essay might use the interviewee’s comments to advance an alternate interpretation of a historical time or culture, confirm a commonly held characterization, or enrich an existing view.

Because oral history papers can vary a great deal according to their aims, make sure to develop a clear sense of your purpose. The assignment itself may specify quite clearly what kind of an oral history project you may do or leave many of the choices up to you. In either case, figuring out what you want your essay to accomplish will help you make definitive decisions about how to write it.

Decisions you’ll need to make about your project

First, determine the overall purpose of your essay. What would you like your essay to do?

A . Transcribe the comments of the individual.

B . Present the experiences and/or perspective of the individual.

C . Place the individual’s experiences and/or perspective within a larger historical or social context.

D . Use the individual’s experiences and/or perspective to make an argument about a larger historical or social context.

(C and D are especially common in undergraduate assignments of this type, but every assignment is different.)

Based on your answer to the above question, choose which section of this handout you’d like to read. If you’re not certain what you’d like your essay to do, read through all of the following sections to get a better sense of what your essay might include.

If you answered A., that you want your essay to transcribe the comments of the individual, consider the following questions and responses

What should you say about the interviewee’s comments?

Introduce the individual, explain the circumstances of the interview, and then literally transcribe your questions and their responses.

How should you structure your essay?

Present the questions and responses in the order you asked the questions. You may also include an introduction that briefly describes the person.

How should you present quotes and use paraphrases?

Transcribe the questions and responses so that paraphrases won’t be necessary. A question and answer format is a clear way to present a transcription (see the “examples” section at the end of this handout).

Should you read and/or incorporate secondary sources?

Whether or not you need to use secondary sources is partially a matter of what the assignment calls for. Secondary sources about the cultural context might help you think of your questions, but you won’t need to include them in your transcription of the responses.

Here is an example of how you might handle one of your interviewee’s comments within the body of the essay. Suppose that your paper is for a women’s studies project in which your instructor has asked you to interview a female family member; you have chosen to interview your grandmother, Lucretia. Suppose that you asked the following question: “How free did you feel in terms of choosing your jobs? If you felt limited, why do you think that might have been?”

If you want your essay to transcribe the interview, you will just present the questions and answers:

[Your name]: How free did you feel in terms of choosing your jobs? If you felt limited, why do you think that might have been? Lucretia: I have always been good at organizing things and getting along with people, so that made it easy for me to find receptionist jobs. But in those times, you didn’t see women executives. That was just how things were; people simply didn’t consider women for those jobs.

If you answered B., that you want your essay to present the experiences and/or perspective of the individual, consider the following questions and responses

Introduce the individual and outline the topics that the interview explored. Then use these topics to help you decide whether you want to organize the essay by the sequence of your questions or by topics that emerged as you reviewed your notes. You may frame the interviewee’s comments by providing transitions and a conclusion that reiterates the central point(s) that the interview revealed.

Your introduction should say a few things about who the person is and name some of the recurring themes or issues to prepare the reader to notice those in the body of the essay. The body of the essay should organize the interviewee’s comments, for instance chronologically or topically, and provide bridges (transitions) between sections.

Frame your quotes will phrases like “Sue Ellen explained . . .” or “Horatio’s view on plum trees is that . . .”; if you use paraphrases, be careful not to change their implications or lose their intent, since your goal is to present rather than interpret. For this approach as well as the next, our handout on quotations might be helpful.

If your assignment asks you to present (“B”) the results in essay form, you will integrate the questions and answers into your text, although sometimes you may find it easier to just paraphrase the question:

While Lucretia does feel that her occupational life offered her some opportunities, she describes feeling a sense of limitation, at least in retrospect: “I have always been good at organizing things and getting along with people, so that made it easy for me to find receptionist jobs. But in those times, you didn’t see women executives. That was just how things were; people simply didn’t consider women for those jobs.”

If you answered C., that you want your essay to place the individual’s experiences and/or perspective within a larger historical or social context, consider the following questions and responses

Analyze the responses to your questions and what they illustrate about their historical or social context. You might consider how your interviewee’s identity (their class, gender, and ethnicity, for instance) relates to the nature of the interviewee’s experience or perspective. For this kind of essay, you’ll need an analytical thesis statement (see our handout on thesis statements ), a plan for how to organize the subtopics that demonstrate your thesis, analysis/interpretation of the interviewee’s comments, and a conclusion that draws your analysis together.

Your introduction should contain and explain a thesis statement that makes a claim about the nature of the historical or social context. Organizing the body paragraphs by topic may be an effective way of explaining how the individual’s experiences fit into the broader historical or social context.

You’ll provide framing phrases as in the previous case, but you’ll also need to include your explanation of the significance of the quotes. A good general guideline is to include at least as much explanation of the quote as the quote is long. Paraphrases are helpful when you need just the content of the comment to make your point—that is, when the language the interviewee uses is not the primary issue. If you’re writing an analytical or argumentative essay, a mixture of paraphrases and quotes will probably serve your purpose best.

Whether or not you need to use secondary sources is partially a matter of what the assignment calls for. But if the assignment doesn’t specify, you’ll probably need to read and perhaps refer explicitly to some secondary sources so that you will have the necessary evidence to create a picture of the broader historical or social context.

If your assignment asks you to place the responses in their social context, you will need to integrate the quotes into text, paired with either the questions themselves or paraphrases, along with some analysis of how the individual’s experiences fit into their social context. You may even include some references to secondary sources, depending on the assignment and your own sense of whether they would strengthen your analysis:

Lucretia describes feeling limited in terms of her occupational life: “I have always been good at organizing things and getting along with people, so that made it easy for me to find receptionist jobs. But in those times, you didn’t see women executives. That was just how things were; people simply didn’t consider women for those jobs.” Her account reveals a sense of how fixed gender roles were in the workplace and seems fairly typical for the time and place, as feminist historian Tammy Ixplox’s scholarship suggests (Ixplox 39).

If you answered D., that you want your essay to use the individual’s experiences and/or perspective to make an argument about a larger historical or social context, consider the following questions and responses

Use the interviewee’s comments as evidence for an argument you want to make about a particular historical or social context. For instance, you might want to argue that working-class women’s experience in 1950s America does not necessarily fit with popularly-held notions of the fifties housewife. Or you might want to show how racism affected one African-American man’s everyday life to demonstrate how insidious racism can be. For these kinds of essays, you may need some supporting research to get a better sense of the historical and social context, so you’ll understand how the individual’s experience relates to broader cultural trends and phenomena. In terms of what the essay will look like, you’ll need a thesis that makes a claim, an organizational plan that reflects the main points you think will best support that thesis, lots of explanation of how the interviewee’s comments illustrate the thesis, and a conclusion that draws your argument together.

You’ll need an introduction with a strong, interpretive thesis statement that the body of the essay explains and demonstrates. The interviewee’s comments will function as evidence for your argument, so each body paragraph should correspond to a point in your argument.

You’ll provide framing phrases as in the previous case, but you’ll also need to include your explanation of the significance of the quotes. A good rule of thumb is to include at least as much explanation of the quote as the quote is long. Paraphrases are helpful when you need just the content of the comment to make your point—that is, when the language the interviewee uses is not the primary issue. If you’re writing an analytical or argumentative essay, a mixture of paraphrases and quotes will probably serve your purpose best.

Whether or not you need to use secondary sources is partially a matter of what the assignment calls for. But if the assignment doesn’t specify, you’ll probably need to read and incorporate some secondary sources to complement or provide a counterpoint to the interviewee’s comments and to support your claims about the larger historical or social context.

If your assignment asks you to make an argument, for example, about how the interviewee’s responses reflect gender issues and roles, you will need to integrate the quotes into your text as evidence for your argument about gender roles, perhaps with reference to secondary sources if appropriate:

Lucretia’s experiences reveal gender roles in the workplace, in which only men tended to fill the executive positions. She describes feeling limited in terms of her occupational life: “I have always been good at organizing things and getting along with people, so that made it easy for me to find receptionist jobs. But in those times, you didn’t see women executives. That was just how things were; people simply didn’t consider women for those jobs.” In her experience, no one questioned these roles, which reveals how ingrained and even internalized social expectations for different genders were at the time. This phenomenon is consistent with feminist historian Tammy Ixplox’s scholarship on this cultural context (Ixplox 39).

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Baylor University. n.d. “Transcribing Style Guide.” Institute for Oral History. Accessed June 24, 2019. https://www.baylor.edu/oralhistory/index.php?id=931752 .

Library of Congress. n.d. “Indexing and Transcribing Your Interviews.” Veterans History Project. Last updated August 2020. http://www.loc.gov/vets/transcribe.html .

Moyer, Judith. 1993. “Step-by-Step Guide to Oral History.” DoHistory . Harvard University. http://dohistory.org/on_your_own/toolkit/oralHistory.html .

Shopes, Linda. 2002. “Making Sense of Oral History.” History Matters: The US Survey Course on the Web. February 2002. http://historymatters.gmu.edu/mse/oral/ .

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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History Thesis Topics: List of 69 Outstanding Ideas

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

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

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

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

☝ How to Choose a History Thesis Topic?

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

Searching for an idea, follow the tips below:

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

⭐ Top-12 History Thesis Ideas

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

📝 History Thesis Topics for Bachelor’s Degree

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

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

What’s the first step?

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

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

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

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

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

🚀 American History Thesis Topics

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

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

⚔ European History Thesis Topics

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

🎨 Art History Thesis Topics

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

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

📋 History Thesis Topics for Master’s Degree

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

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

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

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

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

📚 MA Thesis Topics in History

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

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

🦉 MPhil Thesis Topics in History

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

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

👨‍🏫 Differences between a Thesis and Dissertation

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

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

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

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

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

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

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

🔗 References

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

Appearing in New York newspapers as the New York Ratification Convention met in Poughkeepsie, John Jay, Alexander Hamilton and James Madison wrote as Publius and addressed the citizens of New York through the Federalist Papers.  These essays subsequently circulated and were reprinted throughout the states as the Ratification process unfolded in other states.  Initially appearing as individual items in several New York newspapers, all eighty-five essays were eventually combined and published as The Federalist .  Click here to view a chronology of the Printing and Reprintings of The Federalist .   

Considerable debate has surrounded these essays since their publication. Many suggest they represent the best exposition of the Constitution to date. Their conceptual design would affirm this view.  Others contend that they were mere propaganda to allay fears of the opposition to the Constitution. Regardless, they are often included in the canon of the world’s great political writings. A complete introduction exploring the purpose, authorship, circulation, and reactions to The Federalist  can be found here.

General Introduction

• No. 1 (Hamilton) New York Independent Journal , 27 October 1787

Concerning Dangers from Foreign Force and Influence

• No. 2 (Jay) New York Independent Journal , 31 October 1787
• No. 3 (Jay) New York Independent Journal , 3 November 1787
• No. 4 (Jay) New York Independent Journal , 7 November 1787
• No. 5 (Jay) New York Independent Journal , 10 November 1787

Concerning Dangers from Dissensions Between the States

• No. 6 (Hamilton) New York Independent Journal , 14 November 1787
• No. 7 (Hamilton) New York Independent Journal , 17 November 1787
• No. 8 (Hamilton) New York Packet , 20 November 1787
• No. 9 (Hamilton) New York Independent Journal , 21 November 1787

The Union as a Safeguard Against Domestic Faction and Insurrection

• No. 10 (Madison) New York Daily Advertiser , 22 November 1787

The Utility of the Union in Respect to Commercial Relations and a Navy

• No. 11 (Hamilton) New York Independent Journal , 24 November 1787

The Utility of the Union in Respect to Revenue

• No. 12 (Hamilton) New York Packet , 27 November 1787

Advantage of the Union in Respect to Economy in Government

• No. 13 (Hamilton) New York Independent Journal , 28 November 1787

Objections to the Proposed Constitution from Extent of Territory Answered

• No. 14 (Madison) New York Packet , 30 November 1787

The Insufficiency of the Present Confederation to Preserve the Union

• No. 15 (Hamilton) New York Independent Journal , 1 December 1787
• No. 16 (Hamilton) New York Packet , 4 December 1787
• No. 17 (Hamilton) New York Independent Journal , 5 December 1787
• No. 18 (Madison with Hamilton) New York Packet , 7 December 1787
• No. 19 (Madison with Hamilton) New York Independent Journal , 8 December 1787
• No. 20 (Madison with Hamilton) New York Packet , 11 December 1787
• No. 21 (Hamilton) New York Independent Journal , 12 December 1787
• No. 22 (Hamilton) New York Packet , 14 December 1787

The Necessity of Energetic Government to Preserve of the Union

• No. 23 (Hamilton) New York Packet , 18 December 1787

Powers Necessary to the Common Defense Further Considered

• No. 24 (Hamilton) New York Independent Journal , 19 December 1787
• No. 25 (Hamilton) New York Packet , 21 December 1787

Restraining the Legislative Authority in Regard to the Common Defense

• No. 26 (Hamilton) New York Independent Journal , 22 December 1787
• No. 27 (Hamilton) New York Packet , 25 December 1787
• No. 28 (Hamilton) New York Independent Journal , 26 December 1787

Concerning the Militia

• No. 29 (Hamilton) New York Independent Journal , 9 January 1788

Concerning the General Power of Taxation

• No. 30 (Hamilton) New York Packet , 28 December 1787
• No. 31 (Hamilton) New York Packet , 1 January 1788
• Nos. 32–33 (Hamilton) New York Independent Journal , 2 January 1788
• No. 34 (Hamilton) New York Packet , 4 January 1788
• No. 35 (Hamilton) New York Independent Journal , 5 January 1788
• No. 36 (Hamilton) New York Packet , 8 January 1788

The Difficulties of the Convention in Devising a Proper Form of Government

• No. 37 (Madison) New York Daily Advertiser , 11 January 1788
• No. 38 (Madison) New York Independent Journal , 12 January 1788

The Conformity of the Plan to Republican Principles

• No. 39 (Madison) New York Independent Journal , 16 January 1788

The Powers of the Convention to Form a Mixed Government Examined

• No. 40 (Madison) New York Packet , 18 January 1788

General View of the Powers Conferred by the Constitution

• No. 41 (Madison) New York Independent Journal , 19 January 1788
• No. 42 (Madison) New York Packet , 22 January 1788
• No. 43 (Madison) New York Independent Journal , 23 January 1788

Restrictions on the Authority of the Several States

• No. 44 (Madison) New York Packet , 25 January 1788

Alleged Danger from the Powers of the Union to the State Governments

• No. 45 (Madison) New York Independent Journal , 26 January 1788

Influence of the State and Federal Governments Compared

• No. 46 (Madison) New York Packet , 29 January 1788

Structure of the New Government and the Distribution of Powers

• No. 47 (Madison) New York Independent Journal , 30 January 1788

Departments Should Not Be So Far Separated

• No. 48 (Madison) New York Packet , 1 February 1788

Guarding Against the Encroachments of Any One Department of Government

• No. 49 (Madison) New York Independent Journal , 2 February 1788

Periodic Appeals to the People Considered

• No. 50 (Madison) New York Packet , 5 February 1788

Structure of Government Must Furnish Proper Checks and Balances

• No. 51 (Madison) New York Independent Journal , 6 February 1788

The House of Representatives

• No. 52 (Madison?) New York Packet , 8 February 1788
• No. 53 (Madison or Hamilton) New York Independent Journal , 9 February 1788

The Apportionment of Members Among the States

• No. 54 (Madison) New York Packet , 12 February 1788

The Total Number of the House of Representatives

• No. 55 (Madison?) New York Independent Journal , 13 February 1788
• No. 56 (Madison?) New York Independent Journal , 16 February 1788

The Alleged Tendency of the Plan to Elevate the Few at the Expense of the Many

• No. 57 (Madison?) New York Packet , 19 February 1788

Objection That the Numbers Will Not Be Augmented as Population Increases

• No. 58 (Madison?) New York Independent Journal , 20 February 1788

Concerning the Power of Congress to Regulate the Election of Members

• No. 59 (Hamilton) New York Packet , 22 February 1788
• No. 60 (Hamilton) New York Independent Journal , 23 February 1788
• No. 61 (Hamilton) New York Packet , 26 February 1788
• No. 62 (Madison?) New York Independent Journal , 27 February 1788
• No. 63 (Madison?) New York Independent Journal , 1 March 1788
• No. 64 (Jay) New York Independent Journal , 5 March 1788
• No. 65 (Hamilton) New York Packet , 7 March 1788

Objections to the Power of the Senate to Set as a Court for Impeachments

• No. 66 (Hamilton) New York Independent Journal , 8 March 1788

The Executive Department

• No. 67 (Hamilton) New York Packet , 11 March 1788

The Mode of Electing the President

• No. 68 (Hamilton) New York Independent Journal , 12 March 1788

The Real Character of the Executive

• No. 69 (Hamilton) New York Packet , 14 March 1788

The Executive Department Further Considered

• No. 70 (Hamilton) New York Independent Journal , 15 March 1788

The Duration in Office of the Executive

• No. 71 (Hamilton) New York Packet , 18 March 1788

Re-Eligibility of the Executive Considered

• No. 72 (Hamilton) New York Independent Journal , 19 March 1788

Provision for The Support of the Executive, and the Veto Power

• No. 73 (Hamilton) New York Packet , 21 March 1788

The Command of the Military and Naval Forces, and the Pardoning Power

• No. 74 (Hamilton) New York Packet , 25 March 1788

The Treaty Making Power of the Executive

• No. 75 (Hamilton) New York Independent Journal , 26 March 1788

The Appointing Power of the Executive

• No. 76 (Hamilton) New York Packet , 1 April 1788

Appointing Power and Other Powers of the Executive Considered

• No. 77 (Hamilton) New York Independent Journal , 2 April 1788

The Judiciary Department

• No. 78 (Hamilton) Book Edition, Volume II, 28 May 1788
• No. 79 (Hamilton) Book Edition, Volume II, 28 May 1788

The Powers of the Judiciary

• No. 80 (Hamilton) Book Edition, Volume II, 28 May 1788

The Judiciary Continued, and the Distribution of the Judicial Authority

• No. 81 (Hamilton) Book Edition, Volume II, 28 May 1788

The Judiciary Continued

• No. 82 (Hamilton) Book Edition, Volume II, 28 May 1788

The Judiciary Continued in Relation to Trial by Jury

• No. 83 (Hamilton) Book Edition, Volume II, 28 May 1788

Miscellaneous Objections to the Constitution Considered

• No. 84 (Hamilton) Book Edition, Volume II, 28 May 1788

Concluding Remarks

• No. 85 (Hamilton) Book Edition, Volume II, 28 May 1788

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How One Conversation With My Father Inspired ‘Inheriting’

• Learning history to connect 
• Learning history to heal 
• Learning history in solidarity 
• Listen to 'Inheriting'

My father’s side of the family spoke Mandarin, but my father did not. So, my sister and I never learned.

We spent a lifetime clumsily sounding out the 谢谢 and 再见 of our heritage language, while relatives smiled sympathetically. I always felt a little less Chinese American for it, always resented my dad a tiny bit for quashing what felt like a cornerstone of our identity.

But when anti-Asian hate crimes rose to an all time high in 2021, I chose to look more deeply at my family history – and realized how misguided my resentment was.

The process of interviewing my own relatives about our family history inspired “ Inheriting ,” co-created with Anjuli Sastry Krbechek and an entire team at LAist Studios. Set in California, this multi-part, narrative podcast about Asian American and Pacific Islander families explores how one event rippled through the generations that followed.

On “Inheriting,” the past is personal. Families are acknowledged and celebrated as actors in history. Our team wanted to know: What would happen if we talked about the past beyond facts and figures? What if history became a means for bridging intergenerational gaps, tending to our mental health, and processing the world we live in today?

Ultimately, we want “Inheriting” to inspire others to interview their own family members (however you define family), and to use our show and  digital resource guide as a model for navigating conversations about the past.

Learning history to connect

The past became personal to me when I stumbled upon a single date, 1943. That was the year the Chinese Exclusion Act was repealed, just as my grandmother, Hui Chen, was preparing to immigrate to the U.S. When I stitched these two timelines together – my family history and sociopolitical history – my perspective of my own family shifted.

I imagined the long shadow of that xenophobic law across my grandmother’s 17-year-old face, a Chinese college student fleeing war with Japan and determined to survive in New York City. I got curious about how languages and traditions die within families, and how historical and collective trauma shapes a family for generations.

My first real attempt to answer those questions was in 2021, when I interviewed her son – my father, Christopher Kwong – for almost two hours for the NPR series " Where We Come From ." He told me a story I had never heard before: about speaking Mandarin as a kid, his kindergarten teacher’s belief that bilingualism would hold him back academically ( a now unproven idea ), and his parents’ overnight decision to become an English-only household.

I pictured my five-year-old father in khaki shorts on summer vacation, doing vocabulary drills with my grandmother. He softly told me it was “a decision for (his) own emotional and social survival.” The more I learned about my father’s determination to adopt English, the more my resentment dissipated.

In that two-hour interview, I opened up to him too. I shared how disconnected I’d felt from our culture, our extended family, and why I decided to learn basic Mandarin as an adult. After we wrapped, the distance between us felt shorter. I asked him, “How does it feel to talk about all of this?”

“It’s very therapeutic,” he said. “For people who need to unburden themselves, I think it’s very necessary.”

Learning history to heal

After that conversation with my father, I interviewed my Auntie Linda and Uncle Dick with my microphone and tucked those audio files somewhere safe. I began snapping pictures of sepia-toned family photographs and memorizing the names of those long gone.

Through these conversations, I’ve come to understand how war, racism, and assimilation have shaped our family, and how it runs down the family tree like an inkblot all the way to me.

I was a very depressed and anxious teenager. High-achieving, but unable to get out of bed for stretches of time. No one in my suburban Connecticut hometown had a family history like ours. Therapy and medication have been life-saving, but the real healing has come from talking to other Asian Americans. Other people’s stories have kept me alive. Stories were the proof I needed that life is flexible, and survivable.

A 2019 study from Substance Abuse and Mental Health Services (SAMHSA) found that Asian Americans and Pacific Islanders were the least likely of any racial or ethnic group to seek out mental health services. The barriers for affordable, culturally-competent care are numerous, but there is a generational change afoot.

The list of therapist directories , in-language conversation starters , and recognition of non-Western care practices is growing. Podcasts and new books devoted to intergenerational trauma are flourishing. Our show wants to be a part of that change.

Take care of yourself and your loved ones as you process this history. Our team’s favorite care resources include the Asian Mental Health Project , Pacific Asian Counseling Services , AAPI Equity Alliance , and Yellow Chair Collective .

Throughout production, our entire team learned so much from Sherry C. Wang , our consulting psychologist on the show, about the intersections between family history, community dialogue, and mental health. “Just talking about it is a big deal,” she’d constantly reassure me. On “Inheriting,” we explore intergenerational trauma most deeply in Episode 5 of the show, with Leah Bash. Both sides of her Japanese American family were incarcerated during World War II.

I want this show to find those that need it, perhaps a teenager in an all-white suburb like I once was, feeling lonely and disconnected from other people. And I want listeners to experience what it's like to bridge that gap, through intentional conversation, deep listening, and moments of real learning and sharing.

Learning history in solidarity

Seven families participated in the first season of “Inheriting,” from Cambodia, Guam, Japan, India, Korea, Pakistan, the Philippines, and Vietnam. All of them processed a life-changing historical moment, across hours of conversation.

Interested in interviewing your own relatives? Our team highly recommends the oral history resources from Self Evident and StoryCorps . Also check out the "Inheriting" digital resource guide .

As the reporter facilitating those conversations, I was astonished how little I knew about other communities. In so many ways, this show is the history class I wish I took in college. By deconstructing the AAPI monolith, our team sought to tell a fuller story of these communities.

While making this show, I clung to Erika Lee’s The Making of Asian America and Renee Tajima-Peña’s 5-part PBS series Asian Americans . Social media has busted down doors in making learning more accessible. A growing list of states are requiring AAPI studies in their K-12 curriculum.

And yet, a growing number of states have restricted or banned teaching critical race theory . Last year, Florida banned an AP African American studies course , while approving an AAPI history bill for K-12 schools. This move prevents the next generation from understanding how different communities have historically affected one another.

“Inheriting” approaches history education differently, holding our stories alongside other immigrant and BIPOC groups. The first two episodes of the show focus on the 1992 Los Angeles Uprising for that reason, examining how decades of segregation, disinvestment, and police brutality led up to that one week in April. It ends with a call by professor Carol Kwang Park to her students: “What are you going to do to stop it?”

Asian Americans are the fastest-growing group of eligible voters and the fastest growing racial and ethnic group in the United States. When I think about that fact, Carol’s question rings in my ears. What are we going to do with our expanding political power?

This is a show meant to spark conversation within families– a starting point for those who want to engage deeply with the past. That’s why we built a digital resource guide to accompany each episode, alongside lesson plans from the The Asian American Education Project for K-12 instructors and students.

Listen to 'Inheriting'

My father has been one of the biggest supporters of me making “Inheriting.” Every plot beat, every historical deep dive. But he’s nervous.

Over the phone, he said, “I gotta be honest with you Emily, I’m not sure if anyone will want to listen to this.”

I get his concern. The people in “Inheriting” are neither celebrities, nor power brokers. But they are all actors in history, and that is compelling in every sense.

All across the Asian and Pacific Islander diaspora are people who took heroic leaps to keep their families together – whose choices made a difference – fleeing war, occupation, and social upheaval. Our families have shaped social movements, as activists and artists, and done good where they could: in gas stations and courtrooms, behind barbed wire and bullhorns, on the farm and on the picket line.

That inheritance is ours for the taking, if we’re willing to go back and reclaim it.

New episodes of “Inheriting” come out every Thursday. Listeners can subscribe   on the NPR app , Apple Podcasts , Spotify and wherever podcasts are available.