how to conduct a historical research

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

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Historical Research – A Guide Based on its Uses & Steps

Published by Alvin Nicolas at August 16th, 2021 , Revised On August 29, 2023

History is a study of past incidents, and it’s different from natural science. In natural science, researchers prefer direct observations. Whereas in historical research, a researcher collects, analyses the information to understand, describe, and explain the events that occurred in the past.

They aim to test the truthfulness of the observations made by others. Historical researchers try to find out what happened exactly during a certain period of time as accurately and as closely as possible. It does not allow any manipulation or control of  variables .

When to Use the Historical Research Method?

You can use historical research method to:

• Uncover the unknown fact.
• Answer questions
• Identify the association between the past and present.
• Understand the culture based on past experiences..
• Record and evaluate the contributions of individuals, organisations, and institutes.

How to Conduct Historical Research?

Historical research involves the following steps:

• Select the Research Topic
• Collect the Data
• Analyse the Data
• Criticism of Data
• Present your Findings

Tips to Collect Data

Step 1 – select the research topic.

If you want to conduct historical research, it’s essential to select a research topic before beginning your research. You can follow these tips while choosing a topic and  developing a research question .

• Consider your previous study as your previous knowledge and data can make your research enjoyable and comfortable for you.
• List your interests and focus on the current events to find a promising question.
• Take notes of regular activities and consider your personal experiences on a specific topic.
• Develop a question using your research topic.
• Explore your research question by asking yourself when? Why? How

Step 2- Collect the Data

It is essential to collect data and facts about the research question to get reliable outcomes. You need to select an appropriate instrument for  data collection . Historical research includes two sources of data collection, such as primary and secondary sources.

Primary Sources

Primary sources  are the original first-hand resources such as documents, oral or written records, witnesses to a fact, etc. These are of two types, such as:

Conscious Information : It’s a type of information recorded and restored consciously in the form of written, oral documents, or the actual witnesses of the incident that occurred in the past.

It includes the following sources:

Unconscious information : It’s a type of information restored in the form of remains or relics.

It includes information in the following forms:

Secondary Sources

Sometimes it’s impossible to access primary sources, and researchers rely on secondary sources to obtain information for their research. 

It includes:

• Publications
• Periodicals
• Encyclopedia

Step 3 – Analyse the Data

After collecting the information, you need to analyse it. You can use data analysis methods  like 

• Thematic analysis
• Coding system
• Theoretical model ( Researchers use multiple theories to explain a specific phenomenon, situations, and behavior types.)
• Quantitative data to validate

Step 4 – Criticism of Data

Data criticism is a process used for identifying the validity and reliability of the collected data. It’s of two types such as:

External Criticism :

It aims at identifying the external features of the data such as signature, handwriting, language, nature, spelling, etc., of the documents. It also involves the physical and chemical tests of paper, paint, ink, metal cloth, or any collected object.

Internal Criticism :

It aims at identifying the meaning and reliability of the data. It focuses on the errors, printing, translation, omission, additions in the documents. The researchers should use both external and internal criticism to ensure the validity of the data.

Step 5 – Present your Findings

While presenting the  findings of your research , you need to ensure that you have met the objectives of your research or not. Historical material can be organised based on the theme and topic, and it’s known as thematic and topical arrangement. You can follow these tips while writing your research paper :

Build Arguments and Narrative

Your research aims not just to collect information as these are the raw materials of research. You need to build a strong argument and narrate the details of past events or incidents based on your findings. 

Organise your Argument

You can review the literature and other researchers’ contributions to the topic you’ve chosen to enhance your thinking and argument.

Proofread, Revise and Edit

After putting your findings on a paper, you need to proofread it to weed out the errors, rewrite it to improve, and edit it thoroughly before submitting it.

Are you looking for professional research writing services?

We hear you.

• Whether you want a full dissertation written or need help forming a dissertation proposal, we can help you with both.
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In this world of technology, many people rely on Google to find out any information. All you have to do is enter a few keywords and sit back. You’ll find several relevant results onscreen.

It’s an effective and quick way of gathering information. Sometimes historical documents are not accessible to everyone online, and you need to visit traditional libraries to find out historical treasures. It will help you explore your knowledge along with data collection. 

You can visit historical places, conduct interviews, review literature, and access  primary and secondary  data sources such as books, newspapers, publications, documents, etc. You can take notes while collecting the information as it helps to organise the data accurately.

Advantages and Disadvantages of Historical Research

Frequently asked questions, what are the initial steps to perform historical research.

Initial steps for historical research:

• Define research scope and period.
• Gather background knowledge.
• Identify primary and secondary sources.
• Develop research questions.
• Plan research approach.
• Begin data collection and analysis.

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Descriptive research is carried out to describe current issues, programs, and provides information about the issue through surveys and various fact-finding methods.

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Historical Research Design: A step-by-step guide on how to develop it?

Developing a historical research design involves a systematic step-by-step process. Begin by clearly defining your research questions and conducting a thorough review of existing literature to identify gaps and establish the context. Choose a research philosophy and approach that align with your goals, and select appropriate data sources, considering ethical considerations. Develop a time frame, sampling strategy, and data collection methods, such as archival research or oral history interviews.

Draft a comprehensive research proposal that outlines your methodology and theoretical framework, and, if applicable, conduct pilot testing. Execute your research plan, analyzing historical data and interpreting findings. Conclude by summarizing key insights, addressing limitations, and suggesting avenues for future research in your written report.

Embarking on historical research requires a structured approach to ensure a comprehensive and well-grounded investigation of the past. This blog post provides you with a step-by-step guide for developing a historical research design and will elaborate the following important points:  

Importance of Historical Research Design

• Strengths and limitations of Historical Research Design

What research philosophy suits Historical Research Design?

• Why do researchers select a Historical research design?
• Is the Historical research design qualitative or quantitative in nature?

What are the most commonly used data collection methods in Historical Research Design?

How to develop a Historical Research Design?

• What are the procedures involved in Historical Design?

How many participants used to be engaged in Historical Research?

What is the common format or structure of a Historical Research Study?

How long should be a Historical Research study?

Who utilizes the Historical Research?

How is Historical Research Design used?

These important topics are discussed here in detail one by one:

  The importance of historical research design lies in its role as a structured and systematic approach to investigating and interpreting the past. Here are key reasons highlighting the significance of historical research design:

• Guiding the research process:  Historical research design provides a clear framework and structure for the research process. It helps researchers define their objectives, formulate research questions, and choose appropriate methods to systematically explore the past.
• Ensuring rigor and validity:  A well-designed historical research study follows rigorous methodologies, enhancing the validity and reliability of the findings. This ensures that the interpretations and conclusions drawn from historical data are sound and credible.
• Systematic exploration of primary sources:  Historical research design guides researchers in the systematic exploration of primary sources, such as archival documents, manuscripts, artifacts, and oral histories. This organized approach helps uncover valuable historical evidence.
• Promoting contextual understanding:  Historical research design emphasizes the importance of contextualization. By placing events within their historical, social, cultural, and political context, researchers gain a deeper and more nuanced understanding of historical phenomena.
• Contributing to historical knowledge:  Through systematic inquiry, historical research design contributes to the growth of historical knowledge. It adds new insights, perspectives, and interpretations, expanding our understanding of the past and challenging existing narratives.
• Informing decision-making and policy:  Historical research design can inform decision-making and policy by providing historical context for contemporary issues. Policymakers can draw on historical insights to make more informed decisions and understand the long-term implications of actions.
• Preserving cultural heritage:  By documenting and interpreting historical events, historical research design contributes to the preservation of cultural heritage. It helps safeguard traditions, artifacts, and memories, ensuring that important aspects of human history are not lost.
• Enhancing critical thinking skills:  Engaging in historical research design cultivates critical thinking skills among researchers. The process involves evaluating sources, questioning assumptions, and making reasoned interpretations, fostering intellectual rigor.
• Educational value:  Historical research design has educational value, both for researchers and the broader public. It encourages a deeper engagement with history, promotes historical literacy, and facilitates a more informed and nuanced understanding of the past.

In essence, historical research design is crucial for ensuring the quality, ethical conduct, and meaningful contributions of research to the broader field of historical inquiry. It enhances the reliability of historical knowledge, promotes a disciplined approach to understanding the past, and provides a foundation for informed decision-making in various domains.

Strengths and weakness/limitations of Historical research design

Historical research design excels in providing a deep and contextualized understanding of past events, cultures, and phenomena. Through meticulous examination of primary sources and a commitment to contextualization, researchers can construct detailed narratives, contributing valuable insights to the collective knowledge of human history. The emphasis on interdisciplinary perspectives, preservation of cultural heritage, and fostering critical thinking skills further enhances the strengths of historical research design.

With these strengths, this research design contributes to a nuanced understanding of the past, preservation of cultural heritage, and informed decision-making in various fields. The careful application of these strengths enhances the reliability and significance of historical research findings. These are listed here with a brief explanation of each:

Strengths of Historical Research Design:

• Rich insight into the past:  Historical research design allows for a rich and in-depth exploration of past events, cultures, and phenomena, providing valuable insights into the complexities of human history.
• Contextual understanding:  The emphasis on contextualization in historical research design helps researchers understand historical events within the broader social, cultural, economic, and political context, contributing to a more comprehensive understanding.
• Preservation of cultural heritage:  Historical research design plays a key role in preserving cultural heritage by documenting and interpreting historical events, traditions, and artifacts, ensuring that important aspects of human history are not lost.
• Contribution to Historical knowledge:  Well-conducted historical research contributes to the growth of historical knowledge by adding new perspectives, interpretations, and insights to the existing body of historical scholarship.
• Enhancement of critical thinking skills:  Engaging in historical research design fosters critical thinking skills among researchers. It involves the evaluation of sources, questioning assumptions, and making reasoned interpretations, promoting intellectual rigor.
• Informing contemporary understanding:  Historical research design can inform contemporary understanding by providing insights into the historical roots of current issues, institutions, and cultural practices, facilitating informed decision-making and policy.

However, historical research design is not without its challenges. The reliance on potentially biased or incomplete historical records can limit the objectivity of interpretations. The subjective nature of historical analysis, the difficulty in establishing causation, and ethical considerations related to privacy and cultural sensitivity present additional complexities. Additionally, the lack of control over variables and the time and resource-intensive nature of historical research can impact the feasibility and generalizability of findings.

Limitations of Historical Research Design:

• Availability and bias of historical sources:  The availability and potential bias of historical sources can be a limitation. Certain voices and perspectives may be underrepresented or absent in historical records, leading to an incomplete or biased narrative.
• Subjectivity in interpretation:  Interpretation in historical research is subjective, influenced by the researcher’s perspectives, biases, and cultural background. This subjectivity can impact the objectivity of historical analyses.
• Challenges in causation:  Determining causation in historical research is challenging due to the complexity of historical events. Multiple factors may contribute to outcomes, and isolating a single cause can be difficult.
• Difficulty in generalization:  Generalizing findings from historical research to broader populations or contexts can be challenging. Historical contexts are often unique, and what holds true for one time and place may not apply universally.
• Incomplete or missing information:  Historical records may be incomplete or missing, limiting the amount of available information. Gaps in the historical record can hinder researchers from constructing a comprehensive narrative.
• Ethical considerations:  Ethical considerations in historical research, such as issues related to privacy and cultural sensitivity, can be complex. Researchers must navigate these ethical challenges with care and respect.
• Limited control over variables:  Unlike experimental research designs, historical research often lacks control over variables. Researchers cannot manipulate or control the conditions of historical events, making it challenging to establish causal relationships.
• Time and resource intensive:  Historical research can be time and resource-intensive. Accessing archives, conducting thorough analyses, and navigating complex historical contexts require significant investments of time and effort.
• Challenge of historical bias:  Historical records may reflect the biases of the individuals who created them. Uncovering and addressing these biases is essential, but it can be challenging, especially when dealing with sources from different cultural or historical perspectives.

Despite these limitations, historical research design remains a valuable and essential approach for understanding the past. Researchers must be aware of these challenges and employ rigorous methodologies to mitigate their impact on the quality and validity of their findings. With these limitations, the strengths of historical research design contribute significantly to our understanding of the past.

The most suitable research philosophy for historical research design is often associated with interpretivism. Interpretivism is a research philosophy that emphasizes the subjective interpretation of social phenomena and recognizes the importance of context, meaning, and the perspectives of individuals. Historical research involves the exploration and interpretation of past events, cultures, and phenomena, and interpretivism aligns well with the nature of historical inquiry for several reasons:

• Subjectivity and contextual understanding:  Interpretivism acknowledges the subjectivity inherent in human experiences and interpretations. In historical research, understanding the context in which events occurred and interpreting the meaning of historical phenomena require an appreciation for the subjective perspectives of individuals and communities.
• Emphasis on qualitative data:  Historical research often relies on qualitative data, such as documents, artifacts, and narratives. Interpretivism is well-suited to qualitative research methods, emphasizing the richness and depth of data that can be gathered through in-depth analysis and interpretation.
• Multiple realities and perspectives:  Interpretivism recognizes that there can be multiple interpretations and realities based on individual experiences and cultural contexts. In historical research, where diverse sources and viewpoints are considered, this philosophical approach allows for a more nuanced understanding of the past.
• Holistic and contextual analysis:  Interpretivism encourages researchers to conduct holistic and contextual analyses. In historical research design, this means examining events within their broader historical, social, cultural, and political contexts to provide a comprehensive interpretation.
• Qualitative research methods:  The qualitative research methods associated with interpretivism, such as case studies, content analysis, and narrative analysis, align well with the nature of historical research. These methods allow for a detailed exploration of historical sources and the complexities of past events.

While interpretivism is often the preferred research philosophy for historical research, it’s important to note that historical researchers may also draw on elements of other research philosophies based on the specific goals and nature of their inquiries.

Pragmatism, which emphasizes the practicality of research methods in achieving specific objectives, is another philosophy that may find application in historical research, especially when combining qualitative and quantitative approaches. Ultimately, the choice of research philosophy depends on the researcher’s epistemological and ontological assumptions and the nature of the research questions being addressed.

Why do researchers select a Historical Research Design?

Historical research designs are chosen when researchers aim to understand and interpret past events, cultures, and phenomena. The design allows for a detailed exploration of historical contexts, providing insights into the factors that shaped the course of history.

Researchers select a historical research design when their aim is to delve into the past, seeking a nuanced understanding of historical events, cultures, and phenomena. This design is chosen to explore causation, trace changes over time, and contextualize events within the broader historical, social, and cultural frameworks.

By employing a historical research design, researchers can contribute to the preservation of cultural heritage, construct meaningful historical narratives, and test hypotheses about the past. The interdisciplinary nature of historical research also allows researchers to draw on insights from various disciplines, contributing to a more comprehensive and informed interpretation of human history. Furthermore, historical research designs have educational value, fostering historical literacy and providing valuable context for contemporary issues.

Ultimately, the choice of a historical research design is driven by the researcher’s specific goals, the nature of the research questions, and the desire to contribute to a more nuanced understanding of the past.

 Is the Historical Research Design qualitative or quantitative in nature?

Historical research design is primarily qualitative in nature. Qualitative research involves the exploration and interpretation of non-numerical data, aiming to understand the complexities and meanings associated with human experiences, behaviors, and phenomena.

In historical research, the emphasis is on examining historical events, cultures, and contexts in a detailed and contextualized manner. Researchers often rely on qualitative methods such as the analysis of primary sources (documents, artifacts, oral histories), content analysis, case studies, and narrative analysis to construct rich and nuanced accounts of the past.

While quantitative methods may be used in some aspects of historical research, such as statistical analysis of demographic data, the overall nature of historical research design is predominantly qualitative, focusing on the qualitative interpretation of historical sources and narratives.

Historical research design involves a diverse range of data collection methods, each tailored to the nature of the historical inquiry and the available sources. The most commonly used data collection methods in historical research include:

• Archival research:  Examining primary sources stored in archives, libraries, and special collections. These sources include letters, diaries, official documents, manuscripts, newspapers, and other records.
• Oral history interviews:  Conducting interviews with individuals who have firsthand knowledge or experiences related to the historical events under investigation. This method is particularly useful for capturing personal narratives and perspectives.
• Historical documents analysis:  Examining historical documents, letters, treaties, legal documents, and other written records to extract information and gain insights into the historical context. Examining personal diaries and letters to gain intimate insights into the thoughts, feelings, and experiences of individuals in the past.
• Artifact analysis:  Studying physical artifacts such as tools, art, clothing, photograph and other objects from the past. Artifact analysis provides tangible evidence of historical practices and material culture.
• Biographical research:  Investigating the lives of individuals in the past through biographical research. This method involves studying personal narratives, autobiographies, and biographies.

These methods are often used in combination to create a holistic and multifaceted understanding of historical events and phenomena. The choice of methods depends on the research questions, the availability of sources, and the goals of the historical inquiry.

Developing a historical research design involves a systematic process to plan and execute a study that investigates and interprets past events, cultures, or phenomena. Here are the key steps to develop a historical research design:

• Define the research questions:  Clearly articulate the research questions that you seek to answer. Your questions should be specific, focused, and relevant to the historical context you are investigating. These questions will guide the entire research process.
• Review existing literature:  Conduct a thorough review of existing literature and historical research related to your topic. This step helps you understand the historiography, identify gaps in knowledge, and refine your research questions.
• Select a research philosophy:  Choose a research philosophy that aligns with your epistemological and ontological perspectives. Commonly, historical research leans towards interpretivism due to its emphasis on understanding meaning and context.
• Choose a research approach:  Decide on the overall approach of your study. Historical research can be descriptive, explanatory, comparative, or focused on case studies, depending on your research goals and questions.
• Identify data sources:  Determine the types of data sources you will use. These may include archival documents, oral histories, artifacts, photographs, letters, newspapers, and other historical materials. Consider the reliability and authenticity of your chosen sources.
• Select data collection methods:  Choose appropriate data collection methods based on your data sources. Common methods include archival research, oral history interviews, content analysis, artifact analysis, and more. Ensure that your methods align with your research questions.
• Consider ethical considerations:  Address ethical considerations associated with historical research, including issues of privacy, confidentiality, and cultural sensitivity. Ensure that you have permission to access and use historical materials responsibly.
• Develop a time frame:  Establish a chronological framework for your study. Define the time period you will be investigating and consider the historical context, events, and changes that occurred during that time.
• Create a sampling strategy:  If applicable, develop a sampling strategy for your study. Determine which historical cases, individuals, or events will be included in your analysis. Consider whether your study will be comprehensive or focused on specific examples.
• Choose data analysis techniques:  Outline the data analysis techniques you will use. Depending on your research design, this may involve qualitative analysis methods such as thematic analysis, content analysis, or narrative analysis.
• Draft a research proposal:  Write a comprehensive research proposal that outlines your research questions, objectives, methodology, data sources, and analytical approach. Clearly articulate the significance of your study and its contribution to historical knowledge.
• Pilot testing (if applicable):  Consider conducting a pilot study to test your research design on a small scale. This can help identify any practical issues, refine your methods, and ensure the feasibility of the full-scale study.
• Execute the research plan:  Implement your research design by collecting, analyzing, and interpreting historical data according to your established plan. Be attentive to unexpected findings and be flexible in adjusting your approach if necessary.
• Write and present findings:  Communicate your research findings through a comprehensive written report. Present your results in a clear and organized manner, providing historical context, interpretations, and implications of your study.

By following these steps, you can develop a robust historical research design that addresses your research questions, leverages appropriate data sources, and contributes meaningfully to the understanding of the past.

What are the key steps involved in Historical Design?

Developing a historical research design involves several key steps to ensure a systematic and rigorous approach to investigating and interpreting past events. The various steps involved in historical research design can be summarized in the following:

• Formulating Research Questions:  The first step in historical research design is to clearly define the research questions you want to answer about the past. These questions should be specific, focused, and researchable, considering the availability of sources and the limitations of historical inquiry.
• Identifying Sources:  Once the research questions are established, the next step is to identify and locate relevant primary and secondary sources. Primary sources are firsthand accounts or records of the past, such as diaries, letters, government documents, artifacts, and oral histories. Secondary sources are interpretations of the past written by historians or other experts, such as books, articles, and documentaries.
• Evaluating Sources:  After identifying potential sources, it is crucial to evaluate their authenticity, reliability, and credibility. This involves assessing the source’s provenance, the author’s credentials, the consistency with other evidence, and the potential for bias or manipulation.
• Analyzing Sources:  With carefully evaluated sources, the historian can proceed to extract and interpret information. This involves reading, analyzing, and coding the sources to identify key themes, patterns, and trends. Historians may use various techniques, such as content analysis, thematic analysis, and narrative analysis, to extract meaningful insights from the sources.
• Synthesizing Findings:  Once the sources have been analyzed, the historian must synthesize the findings into a coherent narrative. This involves integrating information from multiple sources, drawing connections between different pieces of evidence, and constructing a plausible explanation for past events.
• Drawing Conclusions:  Based on the analysis and synthesis of evidence, the historian can form conclusions about the research questions. These conclusions should be supported by evidence, well-reasoned, and open to revision as new evidence emerges.
• Communicating Results:  The final step in historical research design is to communicate the findings to others. This may involve writing a research paper, presenting at a conference, or publishing in a scholarly journal. Historians must effectively communicate their research methods, findings, and conclusions to inform and engage the public with their understanding of the past.

Throughout these steps, historians must maintain objectivity, critical thinking, and a commitment to historical accuracy. They must be aware of their own biases and limitations as interpreters of the past, and they must be open to considering alternative perspectives and interpretations.

The number of participants in historical research can vary widely depending on the nature of the study, the research questions, and the available historical sources. Unlike some other research designs, historical research doesn’t always involve direct interaction with living participants in the traditional sense, as it often relies on historical documents, artifacts, and other archival materials.

The number of participants engaged in historical research has varied throughout history, reflecting the changing nature of historical inquiry and the availability of resources. In the early days of historical research, the field was dominated by a small group of professional historians who had access to the limited resources available in libraries and archives. However, as the field of history expanded and new sources became available, the number of participants in historical research grew significantly.

Today, historical research is a global enterprise involving thousands of scholars from all walks of life. These scholars work in a variety of settings, including universities, museums, archives, and government agencies. They use a wide range of methods to investigate the past, including archival research, oral history, archaeology, and statistical analysis.

The number of participants in historical research is difficult to quantify precisely, as many people engage in historical research as part of their education, work, or hobbies. However, a recent survey by the American Historical Association found that there are over 15,000 professional historians in the United States alone. This number does not include the many thousands of other individuals who are engaged in historical research on a more informal basis.

The growth in the number of participants in historical research is a reflection of the increasing importance of history in our society. As we face the challenges of the 21st century, it is more important than ever to understand the past in order to make informed decisions about the future. Historical research provides us with a valuable tool for understanding the complex forces that have shaped our world.

In essence, the concept of “participants” in historical research is broad and can encompass a range of historical sources and materials. The focus is on engaging with and analyzing the available historical evidence to answer research questions and contribute to our understanding of the past. The specific approach to participant involvement in historical research is tailored to the objectives and methodologies of the study.

The structure of a historical research study typically follows a standard format that includes several key sections. While variations may exist based on the specific requirements of academic institutions or publishers, the common form of a historical research study often includes the following sections:

• Provides an overview of the research topic.
• States the research questions or objectives.
• Offers background information and context for the study.
• Highlights the significance and relevance of the research.
• Surveys existing literature related to the research topic.
• Identifies key theories, concepts, and debates.
• Discusses the gaps or limitations in current knowledge.
• Establishes the research’s connection to prior scholarship.
• Outlines the theoretical perspectives guiding the study.
• Explores the conceptual framework informing the research.
• Describes the research philosophy (often interpretivism in historical research).
• Explains the research approach (descriptive, explanatory, comparative, etc.).
• Details data sources, including archival materials, documents, artifacts, etc.
• Discusses data collection methods, such as archival research, oral history interviews, etc.
• Addresses sampling strategies (if applicable).
• Outlines data analysis techniques.
• Addresses ethical issues related to privacy, confidentiality, and cultural sensitivity.
• Discusses the responsible use of historical materials.
• Provides background information on the historical period under investigation.
• Highlights key events, social, cultural, political, and economic factors.
• Presents the historical data collected in an organized manner.
• May include excerpts from primary sources, images, or other relevant materials.
• Analyzes the historical data to answer the research questions.
• Offers interpretations and explanations of findings.
• Discusses the implications of the analysis.
• Summarizes the key findings and interpretations.
• Addresses how the study contributes to existing knowledge.
• Reflects on the limitations of the study.
• Suggests avenues for future research.
• Lists all sources cited in the study, following a specific citation style (e.g., APA, MLA).
• Includes additional materials such as maps, tables, charts, or transcripts.

It’s important to note that the structure may vary, and some historical research studies may include additional sections or use different terminology. Researchers should adhere to the specific guidelines provided by academic institutions or publishers and choose a structure that best suits the goals of their individual study.

The length of a historical research study can vary widely depending on factors such as the scope of the research, the depth of analysis, and the specific requirements of the academic institution or publisher. There is no fixed rule for the length of a historical research study, as it largely depends on the complexity of the research questions and the richness of the historical data being analyzed.

However, to provide a general guideline:

• Undergraduate level:  Undergraduate historical research projects or theses typically range from 20 to 40 pages. These studies may focus on a specific aspect of history and require a moderate level of analysis.
• Master’s level:  Master’s level historical research theses or dissertations can vary but often fall within the range of 50 to 100 pages. This allows for a more in-depth exploration of the research questions and a comprehensive analysis of historical data.
• D. level:  Ph.D. dissertations in history can be more extensive, ranging from 100 to 300 pages or more. These studies often involve original contributions to the field and require a thorough examination of historical sources and scholarship.

It’s crucial to follow any specific guidelines or requirements provided by the academic institution or publisher. Additionally, the quality of the research and the clarity of presentation are more important than the sheer length of the document. A well-structured and focused study that effectively addresses the research questions and contributes meaningfully to the understanding of the past is paramount. Researchers should prioritize conciseness, clarity, and scholarly rigor in their writing.

Historical research is utilized by a diverse range of individuals, professionals, and institutions across various fields. Here are some key groups that commonly engage in or benefit from historical research:

• Historians:  Professional historians, including academic historians, museum historians, and independent researchers, engage in historical research to contribute to the understanding of the past. They often publish their findings in academic journals, books, or present them at conferences.
• Archivists and curators:  Professionals working in archives, libraries, and museums utilize historical research to manage and preserve collections. They may conduct research to catalog and interpret historical documents, artifacts, and materials.
• Educators:  Teachers and educators use historical research to develop curriculum materials, lesson plans, and educational resources. They aim to provide students with a comprehensive and accurate understanding of historical events and contexts.
• Policy analysts:  Professionals in policy analysis and public policy use historical research to understand the historical roots of current issues. This helps inform policy decisions and provides context for contemporary challenges.
• Journalists and writers:  Journalists and writers often rely on historical research when writing articles, books, or reports. Historical context enhances the depth and accuracy of their narratives, especially when covering historical events or analyzing social phenomena.
• Genealogists:  Individuals researching their family history or genealogy use historical research to trace lineage, understand familial migrations, and uncover historical details about ancestors.
• Legal professionals:  Legal professionals, including lawyers and judges, may engage in historical research to establish historical context in legal cases. This is especially relevant in cases involving historical events, property disputes, or legal precedents.
• Government agencies:  Government agencies, particularly those responsible for cultural affairs, tourism, and historical preservation, use historical research to inform policies, heritage conservation, and public awareness initiatives. Organizations focused on cultural heritage, preservation, and conservation use historical research to safeguard and promote cultural artifacts, traditions, and historical sites.

The utilization of historical research is widespread and spans multiple disciplines, contributing to a deeper understanding of the past and its impact on contemporary society.

Historical research design is used in various ways across different fields and disciplines. Here are some common applications and uses of historical research design:

• Academic Research:
• Contributions to knowledge:  Historians and scholars use historical research design to contribute new insights, interpretations, and knowledge to the academic understanding of the past.
• Theses and dissertations:  Graduate students often employ historical research design for their theses and dissertations, exploring specific historical topics in-depth.
• Curriculum development:  Educational professionals use historical research to develop curriculum materials, lesson plans, and educational resources for teaching history in schools and universities.
• Student research projects:  Students engage in historical research as part of research projects, assignments, or coursework.
• Archives and museums:
• Artifact interpretation:  Archivists and curators utilize historical research to interpret and catalog artifacts, documents, and materials in archives and museum collections.
• Exhibition development:  Historical research informs the development of museum exhibitions, ensuring accurate representation and contextualization of historical items.
• Policy development:
• Context for policy decisions:  Policy analysts and government officials use historical research to understand the historical context of current issues, providing insights that can inform policy development and decision-making.
• To understand the causes and consequences of past events:  Historical research can help us to understand why certain events happened in the past and what impact they had on the course of history.
• To inform present and future decisions:  By understanding the past, we can gain valuable insights that can inform our decision-making in the present and future.
• Media and journalism:
• Article and book writing:  Journalists and writers use historical research to write articles, books, and reports that provide historical context and accuracy in storytelling.
• Documentary production:  Producers of documentaries rely on historical research design to create accurate and informative documentaries about historical events and figures.
• Legal and judicial context:
• Legal cases:  Legal professionals use historical research in legal cases where historical context is crucial for establishing facts, understanding property rights, or interpreting legal precedents.
• Family history research:  Genealogists use historical research to trace family histories, understand migrations, and uncover historical details about ancestors.
• Cultural heritage preservation:
• Heritage conservation:  Organizations focused on cultural heritage use historical research to preserve and promote cultural artifacts, traditions, and historical sites.
• To examine social, political, economic, and cultural trends:  Historical research can help us to identify and analyze long-term trends in society, politics, economics, and culture.
• Urban planning and architecture:
• Urban development:  Urban planners and architects employ historical research to understand the historical development of cities and neighborhoods, guiding restoration and urban design projects.
• Business strategy:
• Industry analysis:  Businesses may use historical research to analyze the historical development of industries, markets, and companies, informing strategic planning and decision-making.
• Advocacy and nonprofit work:
• Understanding social issues:  Nonprofit organizations and advocates use historical research to understand the historical roots of societal issues, informing their strategies for social change and justice.
• Personal enrichment:
• Self-exploration:  Individuals may engage in historical research for personal enrichment, exploring their own family history or delving into historical topics of personal interest.
• To foster empathy and understanding:  Historical research can help us to appreciate the diversity of human experiences and develop empathy for people from different cultures and time periods.

Conclusion :

In essence, historical research design is a systematic approach to investigating past events and understanding the human experience over time. It involves a rigorous process of identifying research questions, gathering and evaluating evidence, and interpreting findings to gain a deeper understanding of the past. It is a versatile tool used to explore, interpret, and understand the past in various contexts, contributing to knowledge, education, preservation, and decision-making across a wide range of fields.

It is a powerful tool that can be used to understand the past, inform the present, and shape the future. By carefully evaluating evidence, considering multiple perspectives, and contextualizing events, historical research can provide us with valuable insights into the complex tapestry of human history.

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Historical Research Method: Home

What is historical research.

Historical research  or historiography , "attempts to systematically recapture the complex nuances, the people,meanings,events,and even ideas of the past that have influenced and shaped the present". (Berg & Lure, 2012, p. 305 )

Historical research relies on a wide variety of sources, both primary & secondary including unpublished material. 

Primary Sources

• Eyewitness accounts of events
• Can be oral or written testimony
• Found in public records & legal documents, minutes of meetings, corporate records, recordings, letters, diaries, journals, drawings.
• Located in university archives, libraries or privately run collections such as local historical society.

Secondary Sources

• Can be oral or written
• Secondhand accounts of events
• Found in textbooks, encyclopedias, journal articles, newspapers, biographies and other media such as films or tape recordings.

Steps in Historical Research

Historical research involves the following steps:

• Identify an idea, topic or research question
• Conduct a background literature review
• Refine the research idea and questions
• Determine that historical methods will be the method used
• Identify and locate primary and secondary data sources
• Evaluate the authenticity and accuracy of source materials
• Analyze the date and develop a narrative exposition of the findings.

(Berg & Lune, 2012, p.311)

Locating Information: Libraries

In addition to raw data and unpublished manuscripts, libraries also hold back copies of journals and newspapers.

• Western Australia
• ECU Library
• Curtin University
• Murdoch University
• Notre Dame University
• State Library of W.A.
• Trove Books, images, historic newspapers, maps, music, archives and more
• WorldCat Can limit to archival and downloadable

Locating information - Archives

• National Archives of Australia
• UK Government Web Archive
• National Archives (U.S.)
• Nursing History: Historical Methodology Produced by the AAHN

Key Sources

• Pandora PANDORA, Australia's Web Archive was established by the National Library in 1996 and is a collection of historic online publications relating to Australia and Australians. Online publications and web sites are selected for inclusion in the collection with the purpose of providing long-term and persistent access to them.
• Directory of Archives in Australia
• RSL Living History The Listening Post is the official organ of the RSL in Western Australia and was first published in December 1921. The first two decades of the Listening Post, are now available online for viewing with more scheduled releases throughout the year.
• Internet Archive Digital library of Internet sites and other cultural artifacts in digital form. Free access to researchers, historians, scholars, and the general public.
• Repositories of primary sources
• The national union catalog of manuscript collections (United States)
• National Technical Information Service (U.S.) Provides access to a large collection of historical and current government technical reports that exists in many academic, public, government, and corporate libraries.
• A history of nursing Four vols available online
• British Journal of Nursing The journal contains a wide range of information about hospitals, wards, staff, patients, illness and diseases, medicine and treatments, hospital equipment and events.
• Directory of history of medicine colections U.S. National Library of medicine. National Institutes of Health
• The Australian Nursing and Midwifery History Project
• Nursing Studies Index An annotated guide to reported studies, research methods, and historical and biographical materials in periodicals, books, and pamphlets published in English. Prepared by Yale University.
• Early experieneces in Australasia: Primary sources and personal nattatives, 1788-1901 Provides a unique and personal view of events in the region from the arrival of the first settlers through to Australian Federation at the close of the nineteenth century. Includes first-person accounts, including letters and diaries, narratives, and other primary source materials.

Locating Information: Museums

• Alfred Archives Alfred Hospital, Melbourne
• Florence Nightingale Museum (U.K.) London
• London Museums of Health & Medicine
• National Museum Australia. Research Centre National Museum Australia
• Nursing Museum Royal Brisbane & Women's Hospital
• Virtual Museum South Australian Medical Heritage Society
• W.A. Medical Museum Harvey House, King Edward Memorial Hospital

Locating Information: Historical Societies

• Directory of Australian Historical Societies at Society hill Extensive list of historical societies throughout Australia
• Royal Australian Historical Society Sydney
• Royal Western Australian Historical Society

• Next: Research Methodology Books >>
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The Princeton Guide to Historical Research

• Zachary Schrag

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

• Skills for Scholars

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

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

Skills for Scholars: The new tools of the trade

Awards and recognition.

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

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

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

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

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

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

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

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

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

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

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The Princeton Guide to Historical Research

• Zachary Schrag
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• Language: English
• Publisher: Princeton University Press
• Copyright year: 2021
• Main content: 440
• Other: 2 b/w illus. 1 table.
• Keywords: Newspaper ; Primary source ; Writing ; Narrative ; Oral history ; Technology ; Publication ; Public history ; Secondary source ; Americans ; Storytelling ; Archivist ; Slavery ; Finding ; Scientist ; World War II ; Paragraph ; Archive ; Headline ; African Americans ; Textbook ; Deed ; The Other Hand ; Note-taking ; Illustration ; Bibliography ; Literature ; Historiography ; Institution ; Thucydides ; Blog ; Website ; Archaeology ; Politics ; Word processor ; Politician ; Database ; Historical figure ; Ideology ; Manuscript ; Instance (computer science) ; Writer ; Military history ; Tax ; Popular history ; Career ; Memoir ; Result ; The Newspaper ; Topic sentence ; Critical reading ; Thesis statement ; Google Books ; Reference Manager ; Laurel Thatcher Ulrich ; Racism ; Big History ; Librarian ; Monograph ; Autobiography ; Edition (book) ; Eugenics ; Classroom ; Advertising ; Periodization ; Pamphlet ; Exploration ; Biography ; Local history ; Adviser
• Published: April 27, 2021
• ISBN: 9780691215488

• University of Wisconsin–Madison
• University of Wisconsin-Madison
• Research Guides
• Introduction to Historical Research

Introduction to Historical Research : Home

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

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

Historians use libraries to

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

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

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

Other helpful guides

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

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

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