how to write a thesis world history

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Thesis Format: Detailed Instructions and Tips

Gathering the necessary material for a large and saturated project is just half the battle, to set up everything and format the work properly is a real deed, challenging and exacting. There are a lot of specific requirements and rules to be born in mind. But don't take it so hard, we give you all the fundamental information concerning thesis paper format. You'll find out 

• what parts a successful work should have;
• what formatting requirements should be adhered to;
• what tips occur to be helpful.

So, get ready to remember all the important principles in terms of paper finalization.

What is a Thesis Format?

In the process of thesis creation, everyone should set up the data in a specific way. The general structure and stylistic patterns are usually the same everywhere, though some minor issues may vary from one department to another.

Correct Thesis Format: Important or Not?

When working with the material it is crucial to stick to the thesis writing format in order to:

• show your professional approach to this activity;
• refine the readability of the text;
• provide convenient navigation through the work;
• bring the skills nearer to the academic standards;
• help the audience focus on the investigation essence.

A Thesis and its Parts

The thesis structure format implies such parts, obligatory for a good consistent work.

Having discussed the standard structure of the paper, it's high time to discuss useful rules and tips on how to complete the processing.

A General Guideline for Thesis Formatting

Well, how to format a thesis correctly? The most important points are presented in the table.

These recommendations are general, and every writer must look through the local guidelines in all cases. Almost every department has a thesis format example, and by getting acquainted with it everyone is certain to get rid of potential mistakes. It doesn't take much time but accentuates your interest and thoroughness, so important for a perfect researcher.

Other Tips on how to Format the Thesis

Apart from answering the question 'What is the thesis format?', we'd like to present some additional recommendations and tips concerning the work. It is useful to remind that visual division helps to acquire information in a better way

• Use single-spaced blocks for quotations or footnotes.
• Add a special line for the committee signature on the relevant page.
• Organize margins from all the sides of the sheet appropriately.
• Check the numbers on page consequence.
• Proofread all the text and check all the format details before submitting the paper.

Studying general rules of formatting is crucial for students, researchers, and other specialists of the sphere. But every time you are also to look into the guidelines offered by your local headmen. The correct paperwork is pleasant to read. Moreover, it underlines the author's professionalism and preciseness.

If you need to get acquainted with thesis format essay, try Aithor . It is a professional instrument, generating texts according to input parameters. You may choose the language, writing style, topic, outline, and other necessary options.

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If something can happen once, it can happen again – Dennis Glover’s reading of history sounds an alarm about the present

Associate Professor in Law, Griffith University

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Are we living in a pre-war rather than a post-war world? This is a legitimate question, given that there are more than 120 armed conflicts worldwide. The International Crisis Group has noted that 2024 began with:

wars burning in Gaza, Sudan and Ukraine and peacemaking in crisis. Worldwide, diplomatic efforts to end fighting are failing. More leaders are pursuing their ends militarily. More believe they can get away with it.

Review: Repeat: A Warning from History – Dennis Glover (Black Inc.)

In his latest book, Repeat: A Warning from History , Australian writer Dennis Glover uses the past to illuminate our dire present situation.

Repeat is a short book divided into two parts: Tragedy and Farce. Each part consists of five chapters with a repeated sequence of titles. These chapters address the five stages that triggered the second world war and could trigger a global war if repeated. The key stages are:

Sowing the wind (creating difficult economic conditions)

Populism (allowing those willing to exploit hatred to gain power)

Savagery (descending into an era of murder and violence)

Preliminary war (letting populists plan and win early conflicts)

Consequences (waking up to the reality of massacres and global war).

According to Glover, we are in danger of repeating the mistakes of the 1920s and 1930s, which led to the most destructive war in history.

First as tragedy

Repeat does not focus on the battles and atrocities of the wars themselves, but on complex events and relationships that have led, and may again lead, well-meaning leaders into brutal conflicts.

The first part of Repeat explains how the seeds for the second world war were planted. Glover attempts to show how the failure to understand the seriousness of the events that brought Hitler to power led Europe into catastrophe in the 1930s and 1940s. Many factors contributed to Hitler’s rise, but Glover contends Western powers share some of the blame, on the grounds of their apathy and unwillingness to prevent disaster.

In 1936, for example, Britain and France were reluctant to send arms to the Republicans fighting against General Franco’s fascist forces in the Spanish Civil War. Glover suggests the Western democracies “didn’t care enough” and “could have halted the slide to a wider war” by arming “the forces of democracy or intervening directly”. Instead, they pursued policies of non-intervention, which emboldened fascism and contributed to the outbreak of the second world war.

Repeat also seeks to reminds us of the terrible human cost of warfare. Glover notes that more than 60,000 Australians were killed during the first world war. He also acknowledges that war is not just about bullets, bombs, tanks, cannons and shelling, but the distress experienced by civilians and surviving soldiers. By 1920, about 90,000 Australian ex-servicemen were living with permanent disabilities.

“The dead were not the only victims,” writes Glover. “The broken bodies and scarred minds were countless.” Writing about WWII casualties, he remarks that “millions more were left behind, haunted by the memories and ghosts of those they once loved”.

These are the unaccounted casualties of war. Many veterans of the ongoing war in Ukraine and beyond are similarly struggling to cope. Estrangement, alcoholism, suicide and domestic violence are some of the less visible scars.

Then as farce

In the second half of Repeat, Glover compares events and characters from the second world war with today’s concerning state of affairs. He argues that “the age of savagery our grandparents and great-grandparents endured is back”.

The Russian invasion of Ukraine is his prime example to prove his claim. Glover draws parallels between Vladimir Putin and Hitler, noting, for example, that Hitler refused to respect the Versailles Treaty , ratified at the conclusion of the first world war, regarding it as a source of German humiliation. Putin has similarly flouted the Treaty on Friendship, Co-operation and Partnership concluded between Ukraine and the Russian Federation. Signed in 1997, the treaty established principles of strategic partnership, recognised the inviolability of existing borders and included a commitment not to use each other’s territory to harm the security of the other.

In his essay Looking Back on the Spanish War (1942), George Orwell wrote:

The outcome of the Spanish war was settled in London, Paris, Rome, Berlin – at any rate not in Spain […] The Fascists won because they were the stronger; they had the modern arms and the other hadn’t.

Glover argues that the Spanish Civil War has returned to Europe 85 years later with Russia’s vicious attack on Ukraine. Like the Spanish Civil War, the Russia-Ukraine war will not be decided in Kyiv, but in other places.

Estimates suggest there are already around 35,000 dead Ukrainian soldiers from the Russia-Ukraine conflict, in addition to 11,500 civilian deaths and as many as 20,000 amputees . There are no statistics on how many people are suffering from severe mental trauma from losing their loved ones.

Glover sees the solution to the war in arming Ukraine and sending its youth to fight the war. The Western democracies failed to provide arms to fight against fascist aggression prior to the second world war. Glover asks whether the world is prepared to learn from its mistakes, arguing that we must “arm Ukraine and defend international law”.

War fatigue

For Glover, this course of action seems decisive for defending the democratic values of Europe and beyond. He admires Volodymyr Zelensky, whom he describes as a “charismatic leader”. Glover has dedicated his book to him.

But does international law defend itself only with arms? Wasn’t the whole aim of developing international law to prevent conflicts among states and seek peaceful solutions if they arise?

Apart from arming and fighting back, are there any other avenues for peaceful solutions or negotiated settlements? Or have we given up on them entirely, resorting only to military means that will inevitably bring more war, more killing and an increased risk of spreading conflict to other states? There must be concrete efforts to end the war in Ukraine, given the growing insecurity within the region. But these efforts do not have to be only military ones .

Faced with the war fatigue that has come to dominate the Western media, the problem remains how to sustain people’s engagement beyond reading about wars. This may be one of the biggest challenges facing humanity: to imagine such horror happening to us and to act with full force to stop it. A recent global study at Oxford University revealed a growing number of people are intentionally limiting their news consumption, especially concerning wars or politics.

One reason for this is to protect themselves from feeling “angry and depressed”. As Margaret MacMillan writes in War: How Conflict Shaped Us (2020):

We do not take war as seriously as it deserves. We may prefer to avert our eyes from what is often a grim and depressing subject, but we should not.

It is an illusion that war, violence and horrific events always happen to someone else, somewhere else, and could never happen to us. The reality is that war has happened and is happening to so many people and places around the globe. As Glover argues, “it seems to be part of our nature to think people can’t really be serious when they tell us they intend to stray from orthodox, managerial forms of political behaviour”.

Populism and ‘post-truth’

Turning his attention to the West, Glover considers the way populists, such as Donald Trump, exploit racism and discrimination. They evoke “a lawless abyss of open borders, rampant killings, super hyperinflation […] and festering corruption”. Just as Hitler once blamed Jews, Trump now blames immigrants and undocumented people for unemployment, crime, financial crises, and threats to race and class.

Orwell wrote 70 years ago that “the very concept of objective truth is fading out of the world”. We are now living in just such a “post-truth” era, in which objective facts are less influential in shaping public opinion and government policymaking than appeals to emotion and personal belief. Today’s populist leaders create their own “alternative facts” and effectively mobilise mass emotions of hatred and anger, arguing that ideals like human rights serve only the “elites” .

As Dr Penelope Mathew, president and human rights commissioner of the ACT Human Rights Commission, stated in her Michael Whincop Memorial Lecture 2024 , combating populism will take more “commitment to the hard-won ideals of human rights – to the values of common humanity, equality and dignity […] and engagement with the evidence and viable alternatives to any problem we seek to address”.

Glover is upfront about his lack of intention to provide a concrete plan for avoiding a new global war; instead, he means to “sound an alarm”. He wants his readers to “remaster the past” and gain a deeper understanding of history. Only by doing so will they be able to recognise how perilous things have become and understand that we are muddling through events that could lead to new global destruction.

The writing in Repeat is simple and easy to read, but fragmented. The book consists of short anecdotes and summaries of events, often disjointed, which are packed into 140 pages. What is novel in its account is not the events or characters, but the historical parallels it draws between past and present. Glover urges his readers to stop and think where the world might be heading and ask “is it all going to happen again?” He warns that “maybe the endgame has already begun”.

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Thesis: Vasectomy: Goals, Practices, and Effects

Editor's note:

Cole Nichols defended his Barrett Honors College thesis entitled, "Vasectomy: Goals, Practices, and Effects" in Spring 2023 in front of committee members Jane Maienschein and Dina Ziganshina.  https://keep.lib.asu.edu/items/184626

Vasectomy is one of few widely available methods of contraception for people with male reproductive systems aside from condoms, abstinence, and the withdrawal method, and it is the only one of those options that can be permanent (Amory 2016). The procedure’s prominence has led me to investigate the history of vasectomy and particularly the evolution in vasectomy technique over time. Since its introduction in the late nineteenth century, the procedure has had a variety of impacts on many people across the world. In this research project, I have sought to analyze what the technical evolution of vasectomy reveals about the changing priorities of the medical systems that use it. In particular, I point to ways the eugenics movement’s attempts to control individual reproduction have led to both vasectomy’s efficacy and its restrictiveness.

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Diaries of Mao's secretary at the center of a legal battle over the history of modern China

HONG KONG — The diaries of a top Chinese official and prominent critic of Beijing are at the center of a U.S. legal battle, raising questions about who will write the history of modern China .

Li Rui, who died in 2019 at the age of 101, held a number of important positions within the ruling Chinese Communist Party , including personal secretary to longtime leader Mao Zedong. In detailed handwritten diaries he kept from 1946 to 2018, Li recorded his experiences and observations during seven tumultuous decades of Communist Party rule — a version of events that might conflict with the official party line.

As a high-ranking official, Li was an authoritative witness to parts of history that the party would rather not highlight — from internal disputes and policy missteps to the deadly Tiananmen Square crackdown — because they challenge its narrative of uninterrupted prosperity and political unity as China rose from a poor and isolated nation to become the world’s second-largest economy.

A trial that began in California on Monday will decide whether Li’s diaries should remain at Stanford University ’s Hoover Institution, where his daughter donated them, or be returned to his elderly widow, who has been accused of acting as a front for Chinese authorities who would most likely censor them.

“We’ve never had something like this before,” said Joseph Torigian, a research fellow at the Hoover Institution.

“These are diaries and personal papers that run to dozens and dozens of boxes that talk about everything from the early years of the revolution to Li Rui’s work as a secretary to very powerful individuals, including Chairman Mao.”

Few top Chinese Communist Party officials have kept such detailed diaries, especially after the Cultural Revolution of the 1960s and 1970s, when they were used as evidence for political persecution.

“It is very hard to study the People’s Republic of China because it is an authoritarian regime that believes that different narratives about its past are very dangerous for regime security, which means that they run a tight ship,” said Torigian, who is also an assistant professor at the School of International Service at American University.

Stanford says Li had directed his daughter, Li Nanyang, to donate the materials to the Hoover Institution, which is known for its large archive of historical materials on modern China, for fear they might otherwise be destroyed by Chinese authorities as part of a crackdown on dissent he saw growing worse under President Xi Jinping .

Li Nanyang, a vocal critic of the Chinese Communist Party who lives in the United States, carried most of the diaries out of China in 2017. She made the donation to the Hoover Institution official days before her father’s death in 2019, once she felt he was safe from possible reprisal.

Shortly after that, Li’s second wife, Zhang Yuzhen, sued for the return of the original diaries, which she says are rightfully hers. Her lawyers argue that they contain deeply personal information about her relationship with Li, and that the violation of her privacy has caused her emotional distress.

A Beijing court found in favor of Zhang, a ruling Stanford says cannot be enforced because it was denied the opportunity to appear in court and defend itself. The university has sued Zhang in California in return.

Lawyers for both sides say their claims are buttressed by comments Li made in his diaries and in interviews about what he wanted to happen to his writings and who should represent him.

But given that Zhang is now in her 90s, questions have been raised about whether the lawsuit was her idea.

“She will not be capable of making money or contributing money for a lawsuit or to pursue the return of the diary,” said Feng Chongyi, an associate professor of China studies at the University of Technology Sydney, who met regularly with Li.

Only the Chinese Communist Party, he said, has “the resources, the money and the political will to do that.”

Zhang’s lawyers have said that she is acting alone. The Chinese Foreign Ministry did not immediately respond to a request for comment on Friday.

Feng and others worry that Chinese authorities would severely restrict access to any diaries by Li, a longtime critic of the party’s leaders and policies, whose writings were banned in China in 2006.

Li joined the Chinese Communist Party in 1937 at the age of 20, rising through the ranks as it defeated the existing government in a civil war to gain power in 1949. By 1958, Li had become Mao’s personal secretary.

But he was expelled from the party the following year over his criticism of the Great Leap Forward, an industrialization program championed by Mao that led an estimated 30 million to 40 million people to die of starvation in three years. During his 20 years in exile, Li was imprisoned in a labor camp and spent eight years in solitary confinement.

He was reinstated to the senior party ranks in 1979, three years after Mao died. In the 1980s, Li worked in the party’s powerful Organization Department, which is responsible for the appointment and promotion of high-ranking officials.

Li was also highly critical of the Chinese government’s deadly crackdown on pro-democracy protests in 1989. From the balcony of his apartment in Beijing, he could see soldiers firing on protesters in and around Tiananmen Square in what he described in English as “Black Weekend.”

His diaries, Torigian said, reveal “his thinking as well as a lot of other very senior revolutionary elders during that crisis,” public discussion of which is suppressed in China.

In his later years, Li was a leader of a group of pro-reform elder intellectuals in Beijing, “and there are details about his interactions with that circle as well,” Torigian said.

“So the breadth and the detail are really something that are quite unprecedented for the study of politics and the Chinese Communist Party,” he said.

Though the Hoover Institution has scanned copies of the diaries, archivists and historians say it’s important to retain the original materials as well, both for research purposes and to reinforce the authenticity of the scans.

“The Communist Party of China has a history of altering materials in order to fit what it wants the version of history to be,” said Perry Link, a Sinologist and emeritus professor of East Asian studies at Princeton who testified at the trial last week.

If scholars publish research based on the Hoover copies but the originals are in Beijing, “the government in China can say, ‘No, your conclusions are wrong, you worked from the wrong materials. We have the originals, and that’s not what they say,’” said Link, who is also a professor at the University of California, Riverside.

With the originals in their possession, party elites could release them selectively to support their preferred narratives “and might even change what’s in the diaries,” he said. “They’ve done this before.”

Jennifer Jett is the Asia Digital Editor for NBC News, based in Hong Kong.

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How to Research and Write a Compelling History Thesis

The Importance of Research for Writing a History Thesis

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

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

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

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

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

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

Primary Sources

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

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

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

Secondary Sources

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

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

How to Write a History Thesis

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

1. Gather and Analyze Sources

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

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

2. Develop a Thesis Statement

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

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

3. Create an Outline

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

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

4. Organize Information

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

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

5. Write the Thesis

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

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

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

6. Prepare to Defend the Thesis

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

Developing Skills to Write a Compelling History Thesis

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

Master of Arts in History Tracks

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

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

Master of Arts in History Courses

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

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

Start Your Path Toward Writing a Compelling History Thesis

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

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

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

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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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AP World History: Sample DBQ Thesis Statements

Using the following documents, analyze how the Ottoman government viewed ethnic and religious groups within its empire for the period 1876–1908. Identify an additional document and explain how it would help you analyze the views of the Ottoman Empire.

Crafting a Solid Thesis Statement

Kaplan Pro Tip Your thesis can be in the first or last paragraph of your essay, but it cannot be split between the two. Many times, your original thesis is too simple to gain the point. A good idea is to write a concluding paragraph that might extend your original thesis. Think of a way to restate your thesis, adding information from your analysis of the documents.

Thesis Statements that Do NOT Work

There were many ways in which the Ottoman government viewed ethnic and religious groups.

The next statement paraphrases the historical background and does not address the question. It would not receive credit for being a thesis.

The Ottoman government brought reforms in the Constitution of 1876. The empire had a number of different groups of people living in it, including Christians and Muslims who did not practice the official form of Islam. By 1908 a new government was created by the Young Turks and the sultan was soon out of his job.

This next sentence gets the question backward: you are being asked for the government’s view of religious and ethnic groups, not the groups’ view of the government. Though the point-of-view issue is very important, this statement would not receive POV credit.

People of different nationalities reacted differently to the Ottoman government depending on their religion.

The following paragraph says a great deal about history, but it does not address the substance of the question. It would not receive credit because of its irrelevancy.

Throughout history, people around the world have struggled with the issue of political power and freedom. From the harbor of Boston during the first stages of the American Revolution to the plantations of Haiti during the struggle to end slavery, people have battled for power. Even in places like China with the Boxer Rebellion, people were responding against the issue of Westernization. Imperialism made the demand for change even more important, as European powers circled the globe and stretched their influences to the far reaches of the known world. In the Ottoman Empire too, people demanded change.

Thesis Statements that DO Work

Now we turn to thesis statements that do work. These two sentences address both the religious and ethnic aspects of the question. They describe how these groups were viewed.

The Ottoman government took the same position on religious diversity as it did on ethnic diversity. Minorities were servants of the Ottoman Turks, and religious diversity was allowed as long as Islam remained supreme.

This statement answers the question in a different way but is equally successful.

Government officials in the Ottoman Empire sent out the message that all people in the empire were equal regardless of religion or ethnicity, yet the reality was that the Turks and their version of Islam were superior.

Going Beyond the Basic Requirements

• have a highly sophisticated thesis
• show deep analysis of the documents
• use documents persuasively in broad conceptual ways
• analyze point of view thoughtfully and consistently
• identify multiple additional documents with sophisticated explanations of their usefulness
• bring in relevant outside information beyond the historical background provided

Final Notes on How to Write the DBQ

• Take notes in the margins during the reading period relating to the background of the speaker and his/her possible point of view.
• Assume that each document provides only a snapshot of the topic—just one perspective.
• Look for connections between documents for grouping.
• In the documents booklet, mark off documents that you use so that you do not forget to mention them.
• As you are writing, refer to the authorship of the documents, not just the document numbers.
• Mention additional documents and the reasons why they would help further analyze the question.
• Mark off each part of the instructions for the essay as you accomplish them.
• Use visual and graphic information in documents that are not text-based.

Don’t

• Repeat information from the historical background in your essay.
• Assume that the documents are universally valid rather than presenting a single perspective.
• Spend too much time on the DBQ rather than moving on to the other essay.
• Write the first paragraph before you have a clear idea of what your thesis will be.
• Ignore part of the question.
• Structure the essay with just one paragraph.
• Underline or highlight the thesis. (This may be done as an exercise for class, but it looks juvenile on the exam.)

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History: writing a history dissertation.

• Writing a History Dissertation
• Referencing and Style Guide
• Literature Search Plan
• American History

Starting a Literature Search

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

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

Dissertation Books

Define your Topic

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

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

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

Search for Secondary Resources

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

Terms you have found in your reading

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

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

Authors who are written about the topic

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

Use subject searches

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

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

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

Use databases

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

Search for Primary Resources

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

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

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

Special Collection Material

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

Official Publications (Government Documents)

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

Data and Statistics

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

Private Papers

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

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

Audio-Visual

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

Organise and Save Your Research

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

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

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

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Module 4: Imperial Reforms and Colonial Protests (1763-1774)

Historical thesis statements, learning objectives.

• Recognize and create high-quality historical thesis statements

Some consider all writing a form of argument—or at least of persuasion. After all, even if you’re writing a letter or an informative essay, you’re implicitly trying to persuade your audience to care about what you’re saying. Your thesis statement represents the main idea—or point—about a topic or issue that you make in an argument. For example, let’s say that your topic is social media. A thesis statement about social media could look like one of the following sentences:

• Social media are hurting the communication skills of young Americans.
• Social media are useful tools for social movements.

A basic thesis sentence has two main parts: a claim  and support for that claim.

• The Immigration Act of 1965 effectively restructured the United States’ immigration policies in such a way that no group, minority or majority, was singled out by being discriminated against or given preferential treatment in terms of its ability to immigrate to America.

Identifying 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. 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. Note that many history papers also include a topic sentence, which clearly state what the paper is about

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
• 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

This video explains thesis statements and gives a few clear examples of how a good thesis should both make a claim and forecast specific ways that the essay will support that claim.

You can view the  transcript for “Thesis Statement – Writing Tutorials, US History, Dr. Robert Scafe” here (opens in new window) .

Writing a Thesis Statement

A good basic structure for a thesis statement is “they say, I say.” What is the prevailing view, and how does your position differ from it? However, avoid limiting the scope of your writing with an either/or thesis under the assumption that your view must be strictly contrary to their view.

Following are some typical thesis statements:

• Although many readers believe Romeo and Juliet to be a tale about the ill fate of two star-crossed lovers, it can also be read as an allegory concerning a playwright and his audience.
• The “War on Drugs” has not only failed to reduce the frequency of drug-related crimes in America but actually enhanced the popular image of dope peddlers by romanticizing them as desperate rebels fighting for a cause.
• The bulk of modern copyright law was conceived in the age of commercial printing, long before the Internet made it so easy for the public to compose and distribute its own texts. Therefore, these laws should be reviewed and revised to better accommodate modern readers and writers.
• The usual moral justification for capital punishment is that it deters crime by frightening would-be criminals. However, the statistics tell a different story.
• If students really want to improve their writing, they must read often, practice writing, and receive quality feedback from their peers.
• Plato’s dialectical method has much to offer those engaged in online writing, which is far more conversational in nature than print.

Thesis Problems to Avoid

Although you have creative control over your thesis sentence, you still should try to avoid the following problems, not for stylistic reasons, but because they indicate a problem in the thinking that underlies the thesis sentence.

• Hospice workers need support. This is a thesis sentence; it has a topic (hospice workers) and an argument (need support). But the argument is very broad. When the argument in a thesis sentence is too broad, the writer may not have carefully thought through the specific support for the rest of the writing. A thesis argument that’s too broad makes it easy to fall into the trap of offering information that deviates from that argument.
• Hospice workers have a 55% turnover rate compared to the general health care population’s 25% turnover rate.  This sentence really isn’t a thesis sentence at all, because there’s no argument to support it. A narrow statistic, or a narrow statement of fact, doesn’t offer the writer’s own ideas or analysis about a topic.

Let’s see some examples of potential theses related to the following prompt:

• Bad thesis : The relationship between the American colonists and the British government changed after the French & Indian War.
• Better thesis : The relationship between the American colonists and the British government was strained following the Revolutionary war.
• Best thesis : Due to the heavy debt acquired by the British government during the French & Indian War, the British government increased efforts to tax the colonists, causing American opposition and resistance that strained the relationship between the colonists and the crown.

Practice identifying strong thesis statements in the following interactive.

Supporting Evidence for Thesis Statements

A thesis statement doesn’t mean much without supporting evidence. Oftentimes in a history class, you’ll be expected to defend your thesis, or your argument, using primary source documents. Sometimes these documents are provided to you, and sometimes you’ll need to go find evidence on your own. When the documents are provided for you and you are asked to answer questions about them, it is called a document-based question, or DBQ. You can think of a DBQ like a miniature research paper, where the research has been done for you. DBQs are often used on standardized tests, like this DBQ from the 2004 U.S. History AP exam , which asked students about the altered political, economic, and ideological relations between Britain and the colonies because of the French & Indian War. In this question, students were given 8 documents (A through H) and expected to use these documents to defend and support their argument. For example, here is a possible thesis statement for this essay:

• The French & Indian War altered the political, economic, and ideological relations between the colonists and the British government because it changed the nature of British rule over the colonies, sowed the seeds of discontent, and led to increased taxation from the British.

Now, to defend this thesis statement, you would add evidence from the documents. The thesis statement can also help structure your argument. With the thesis statement above, we could expect the essay to follow this general outline:

• Introduction—introduce how the French and Indian War altered political, economic, and ideological relations between the colonists and the British
• Show the changing map from Doc A and greater administrative responsibility and increased westward expansion
• Discuss Doc B, frustrations from the Iroquois Confederacy and encroachment onto Native lands
• Could also mention Doc F and the result in greater administrative costs
• Use Doc D and explain how a colonial soldier notices disparities between how they are treated when compared to the British
• Use General Washington’s sentiments in Doc C to discuss how these attitudes of reverence shifted after the war. Could mention how the war created leadership opportunities and gave military experience to colonists.
• Use Doc E to highlight how the sermon showed optimism about Britain ruling the colonies after the war
• Highlight some of the political, economic, and ideological differences related to increased taxation caused by the War
• Use Doc F, the British Order in Council Statement, to indicate the need for more funding to pay for the cost of war
• Explain Doc G, frustration from Benjamin Franklin about the Stamp Act and efforts to repeal it
• Use Doc H, the newspaper masthead saying “farewell to liberty”, to highlight the change in sentiments and colonial anger over the Stamp Act

As an example, to argue that the French & Indian War sowed the seeds of discontent, you could mention Document D, from a Massachusetts soldier diary, who wrote, “And we, being here within stone walls, are not likely to get liquors or clothes at this time of the year; and though we be Englishmen born, we are debarred [denied] Englishmen’s liberty.” This shows how colonists began to see their identity as Americans as distinct from those from the British mainland.

Remember, a strong thesis statement is one that supports the argument of your writing. It should have a clear purpose and objective, and although you may revise it as you write, it’s a good idea to start with a strong thesis statement the give your essay direction and organization. You can check the quality of your thesis statement by answering the following questions:

• If a specific prompt was provided, does the thesis statement answer the question prompt?
• Does the thesis statement make sense?
• Is the thesis statement historically accurate?
• Does the thesis statement provide clear and cohesive reasoning?
• Is the thesis supportable by evidence?

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

• Thesis Statements. Provided by : Lumen Learning. Located at : https://courses.lumenlearning.com/englishcomp1/wp-admin/post.php?post=576&action=edit . License : CC BY-SA: Attribution-ShareAlike
• Thesis Examples. Authored by : Cody Chun, Kieran O'Neil, Kylie Young, Julie Nelson Christoph. Provided by : The University of Puget Sound. Located at : https://soundwriting.pugetsound.edu/universal/thesis-dev-six-steps.html . Project : Sound Writing. License : CC BY-SA: Attribution-ShareAlike
• Writing Practice: Building Thesis Statements. Provided by : The Bill of Rights Institute, OpenStax, and contributing authors. Located at : https://cnx.org/contents/[email protected]:L3kRHhAr@7/1-22-%F0%9F%93%9D-Writing-Practice-Building-Thesis-Statements . License : CC BY: Attribution . License Terms : Download for free at http://cnx.org/contents/[email protected].
• Thesis Statement - Writing Tutorials, US History, Dr. Robert Scafe. Provided by : OU Office of Digital Learning. Located at : https://www.youtube.com/watch?v=2hjAk8JI0IY&t=310s . License : Other . License Terms : Standard YouTube License

Handbook for Historians

• Choosing a Paper Topic

What is a Thesis Statement?

How to develop a thesis statement.

• Find Primary Sources
• Find Secondary Sources
• Formatting References
• Writing an Annotated Bibliography
• Sample Papers
• 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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How to Write a History Research Paper

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

Research Guide

Writing guide.

See also: How to Write a Good History Essay

1. How do I pick a topic?

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

2. But I can’t find any material…

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

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

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

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

3. Help! How do I put this together?

A. preliminary research:.

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

B. Building a Basic Bibliography:

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

C. Building a Full Bibliography:

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

D. Major Research:

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

A. Outline:

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

B. The First Draft:

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

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

C. The Second Draft:

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

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

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

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

D. The Third or Final Draft:

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

– Diethelm Prowe, 1998

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How to Ace the AP World History DBQ: Rubric, Examples, and Tips

Advanced Placement (AP)

AP World History is a challenging class, and in order to get credit for it you’ll have to take an equally challenging exam. And one of the toughest parts of the test is the AP World History document-based question, or AP World DBQ. This question asks you to read and analyze documents on the fly, then write an argumentative essay…all in one hour. 

It can be hard to know what–and how–to study for the AP World History DBQ, especially when you don’t know which documents you’ll receive on test day. But don’t worry: we’ll break down everything you need to know about the AP World History DBQ so you can ace it on test day. (We’ll even give you AP World History DBQ example questions and an AP World History DBQ rubric example!) 

Here’s what we’ll cover:

• An explanation of what the AP World History DBQ is 
• A look at how the DBQ works on the AP World History exam
• A step-by-step process for tackling the AP World History DBQ
• A guide to studying for and answering the AP World History DBQ

Let’s get going!

What Is an AP World History DBQ? 

The document-based question (DBQ) is a question on the AP World History exam in which you are given a selection of seven documents and are asked to write an essay that incorporates information from at least six of them in a coherent argument based on a given prompt.

In other words: you’ll be writing an essay on a topic and incorporating resources that you’re given on the day of the exam! 

The DBQ tests over a wide range of skills , like writing, organizing thoughts, making arguments, making connections between different perspectives, and having a knowledge of world history. Yeah, the DBQs are definitely tough! That’s why it’s important to understand what the DBQ APWH is and how to best tackle it. 

How DBQs Work on the AP World History Exam

The DBQ format AP World History uses consists of a single open-ended prompt , and will focus on the time period of 1450-2001 .

Of the two free response questions, one is a long essay (worth 15%) and one is a DBQ. This means that the sole DBQ is, by itself, worth 25% of your total grade, making it the single most heavily-weighted question on the AP World History exam.  

Here are some actual AP World History DBQ examples from previous years’ AP World History exams:

• “Evaluate the extent to which economic factors led to the outbreak of the Mexican Revolution (1910–1920).” ( 2021 )
• “Evaluate the extent to which the Portuguese transformed maritime trade in the Indian Ocean in the sixteenth century.” ( 2019 )
• “Evaluate the extent to which railroads affected the process of empire-building in Afro-Eurasia between 1860 and 1918.” ( 2018 )

Of course, one of the things that makes AP DBQ questions unique is that you’ll be given seven documents to analyze as part of your essay response. Not only will you have to read and analyze these documents on exam day, you’ll have to include them as evidence in your essay to prove your argument! 

The seven documents you’ll receive will be a mixture of: 

• Primary texts : texts that were actually written in the time period you’re being asked about 
• Secondary texts : texts written by later historians that explain or interpret the time period 
• Images: usually either political cartoons or artwork from the time period 

How many of each type of document you get varies by year, so you’ll need to be comfortable using all three types to support an essay-based argument. 

To answer the AP World History DBQ, you’ll have to read through all seven documents and write an argumentative essay that answers the prompt. So not only will you have to come up with an arguable point, you’ll have to prove that thesis using evidence contained in at least three of the seven documents. If you want to earn full credit for your DBQ, you’ll actually have to use six of the seven documents to support your position! 

Just like in a sport, understanding how to score points on your DBQ is key to doing well on your exam. 

Understand the AP World DBQ Rubric

First, y ou need to understand what the expectations are and how your answer will be graded. Doing this will help you figure out what you need to study and which skills you need to brush up on. It’ll also ensure that you know exactly what a great DBQ response requires so that you earn as many points as possible! 

The good news is that the College Board has provided the AP World History DBQ rubric 2021 as part of their 2021 AP World History: Modern Sample Student Responses and Scoring Commentary document. The AP World History DBQ rubric contains all the information you need to know about how your response will be scored. 

Here’s how the rubric breaks down:

Thesis (1 Point) 

First you’ll need to create a thesis that “responds to the prompt with a historically defensible thesis/claim that establishes a line of reasoning.” In order to get this point you’ll need to make an arguable claim based on the documents that answers the question of the prompt.  

Contextualization (1 Point) 

In order to get a point for contextualization you’ll need to “accurately describe a context relevant” to the time period covered by the prompt. What this means is that you’ll have to describe the political, social, or economic events and trends that contributed to the topic you’re writing about. 

Some of this you’ll know from the provided documents, but some of it you will also be expected to know based on what you’ve studied in AP World History class. You’ll also need to relate your knowledge to “broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question.” In other words, you’ll have to show how the events of this time period are relevant now or how they are similar to some other historical situation.

Evidence (3 Points) 

This category assigns points based on how well you use the documents provided to you on the test. 

For this category, you get one of the potential three points solely for if you incorporate specific evidence that does not come from the provided documents in a way that is relevant to your thesis. 

However, in order to earn the other two points, you must support your argument by using even more evidence from the documents provided . If you use three to five documents, you’ll earn an additional point. If you integrate six or more documents in your response, you can earn up to two points…and full credit for this category!  

Just remember: You can’t just randomly throw information from the documents into your essay, though, you have to use it in a way that supports your argument and accurately represents what the documents are saying . 

Analysis and Reasoning (2 Points) 

For the analysis and reasoning section, you get one point for explaining “how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to an argument,” and you get one point for “complexity,” showing that you understand the time period that the prompt covers and use evidence to prove your understanding and back up your argument . 

Here’s what that means: you’ll have to prove how the documents are relevant to your argument, and your argument has to show that you understand the period you’re writing about. Additionally, you’ll need to write an essay that proves your argument in a way that shows you understand that there are a variety of possible perspectives about that time period or issue, and that not everyone in that period had the same experiences. 

If all that sounds like a lot...that's because it is! But don't worry. We'll walk you through the steps you can take to get prepared for your DBQ.

5 Steps for Tackling an AP World History DBQ

The AP World History DBQ is a complicated question that tests you over several different skills, so there isn’t a simple technique to ace it. However, if you master each of the individual skills it takes to do well on the DBQ examples, you’ll set yourself up to write a successful DBQ! response! 

Here are five steps you can follow to prepare for–and tackle!--the AP World History DBQ. 

Step 1: Use Past AP World DBQ Prompts to Practice

Taking practice exams is a great way to prepare for any standardized test–including the AP World exam. Not only do you get a chance to test your knowledge, practice tests also give you the opportunity to familiarize yourself with the test format…which is really important when it comes to AP World DBQs.

There’s good news when it comes to AP World DBQ prompts, though. College Board’s website has the actual AP World DBQ prompts from 2002-2020 available to download. This means you can take almost 20 practice AP World History exams, as well as access AP World History DBQ example responses and AP World History DBQ rubrics, for free!  

It’s good to take one practice test before you start studying intensely for it because that will let you know where your skills are now (and it’ll let you track your progress). However, the nature of a free response means that it won’t be easy for you to grade by yourself. When it comes to assessing your response, use the AP World History DBQ rubric and honestly assess whether or not you incorporated the information thoroughly and accurately. If that doesn’t work for you, you can always ask a family member, tutor, or teacher to give you feedback on your response as well! 

Don’t be afraid to use multiple AP World DBQ prompts as part of your test prep strategy. The more DBQs you do, the better prepared you’ll be on test day! 

Step 2: Practice Creating a Thesis

A thesis statement is a sentence or two, located in your essay’s introduction, that explains what your essay will be about. In this case, your thesis will outline the argument you make in your AP World DBQ. 

The most important aspect of your thesis is that it has to make a claim that is both arguable and relevant to the prompt you’re given. However, you don’t want to just restate the prompt in your thesis! 

Here’s what we mean. Say you’re given the following prompt:

“Evaluate the extent to which economic factors led to the outbreak of the Mexican Revolution (1910–1920).” 

You don’t want your thesis to be “Economic factors led to the outbreak of the Mexican Revolution,” since that just restates the prompt without adding in your own argument. To write a great DBQ, you want to make a specific claim about how and why economic factors led to the Mexican Revolution, and you want to be able to use the AP World History DBQ documents provided to prove it!

Here are two AP World History DBQ examples that College Board considers acceptable theses for this prompt:

• “Mexico’s inability to resist the political dominance of the United States and European powers was the most significant factor in leading to the revolution because foreign dominance prevented the Mexican government from enacting economic reforms.”
• “Ethnic tensions were just as important in leading to the Mexican Revolution as economic factors because much of the economic exploitation that was occurring in Mexico affected poor indigenous communities.”

See how these two examples both make specific claims? The first argues that foreign influences prevented the Mexican government from enacting economic reforms. This is a claim that the author can prove by showing how foreign governments interfered with the Mexican government, and how that action led to reforms being stalled. 

The second AP World History DBQ example thesis addresses something more complex: how ethnic tensions led to economic exploitation. The author can then use the provided documents as evidence that poor indigenous communities were exploited, and can argue that those actions led to the Mexican Revolution.

Outlines take a little time, but they'll keep your DBQ from derailing. (Staying on topic is key!)

Step 3: Practice Creating an Outline

Remember the AP World History DBQ is timed, and you’ll only have one hour to complete it! To keep your writing organized and on track, it’s a good idea for you to create a quick outline before you jump into writing your essay. 

Having said that, you’ll need to be careful not to spend too much time on your outline so you have enough time to write your DBQ. That’s why we recommend spending 15 minutes reading documents, 5 minutes outlining your essay, and 40 minutes writing your response. 

The most important things that your outline will need are an introduction and conclusion ! Your introduction sets up your thesis while your conclusion restates your thesis and explains how it’s relevant to the reader in some way–perhaps by showing that a similar claim could be made about another time period, or that the effects of the thesis are still being felt today. 

Apart from your intro and conclusion, you’ll need body paragraphs. Since you only have about 45 minutes to write this essay, you don’t want too many of them. Three or four body paragraphs will be enough to make your argument. The most important thing about your body paragraphs is that each of them supports your argument and incorporates information from the documents!

To help you out, here is an example of a usable outline for the AP World History DBQ:

• Set up your argument and include your thesis.
• You can break down your thesis into several steps, which will then become the topics of each body paragraph
• Tell the reader what they need to know about the historical situation. 
• Include any information you might already know from outside the provided documents.
• Make the first point you mentioned in your introduction.
• Use information from the documents to illustrate and prove your point.
• Include two or three documents that support your point 
• Just like the previous paragraph, use two or three different documents to prove the second point of your thesis
• If you make a third point in your thesis, explain it here using one or two different documents as evidence 
• Restate your thesis and summarize the main points you’ve made.
• Show how it’s relevant to the reader.

Your outline doesn’t need to be anything fancy–it just needs to give you an idea of how to structure your DBQ. Trust us: outlining might seem like a waste of time, but having a guide will make writing go much faster. 

Step 4: Practice Incorporating Quotes and References

As you write your essay, you’ll need to use examples from the documents provided–and each time you do, you’ll need to indicate which documents you pulled the information from . You’ll do this whether you are quoting your source or just paraphrasing it. 

Here are two attribution examples that College Board considers acceptable for the AP World History DBQ:

• (Document 1): “The finance minister tells strikers that unemployment is the result of supply and demand and is out of the government’s hands, a position which probably increased people’s discontent with the government because they were unwilling to help.”
• (Document 2): “The newspaper cartoon shows that the government was willing to use violence to put down popular protests against a rigged election system. Such oppressive government policies may have contributed to increased support for the eventual revolution.”

Note that both of these connect the contents of the document to the argument the author is trying to make. They don’t just paraphrase or quote the contents of the document for the sake of using them– you should use documents to support your argument!

Keep in mind that the College Board is pretty specific about how they want you to use AP World history DBQ documents. In the 2021 AP World History Scoring Guidelines rubric, College Board makes the point that you should “ describe and explain ” the contents of the document: By “describe'' they mean you should point out to your reader what about the document is relevant and illustrate it as if the reader did not have the document in front of them. 

From there, you’ll need to explain the document. That means you should use the document to show the reader why changes or situations in history have happened or why there is a relationship between two factors you’re writing about. 

Step 5: Understand Time Management

One of the most important skills you can acquire by taking multiple attempts at the AP World DBQ practice test will be time management. 

When you’re in the actual test environment, you won’t be able to use your phone to set a timer or alarm, so it’ll be difficult to keep track of how much time you’re spending on reading and re-reading the documents, brainstorming, and outlining. You want to leave yourself the majority of the time allowed (which will be one hour) for writing. 

College Board’s AP World History DBQ rubric recommends that you spend 15 minutes reading the documents and 45 minutes writing the essay . When you write your practice DBQs, be sure to use this format so you can get a feel for how much time you do (or don’t!) have for the question. Practicing with a timer is a great way to make sure you’re using your time wisely on test day! 

4 Tips for Studying for and Answering the AP World History DBQs

Now that you’ve read our step-by-step process for tackling the AP World History DBQ and have seen several AP World History DBQ examples, here are some expert tips on doing well on the AP World History DBQ . We’ve developed these tips based on the AP World History rubric to make sure you earn as many points as possible! 

Tip 1: Know Your Rubric

Go through the AP World History DBQ rubric 2021 and notice that it tells you exactly how to earn points in each category . Most categories are worth multiple points, so you need to know how to earn all the points possible. 

For example, the rubric is clear about how to earn points for your thesis statement. You’ll have to make sure that you have a thesis that states outright what argument you are trying to make if you want to earn credit for that category of the rubric! 

The scoring for the DBQ is pretty objective, and knowing exactly what the scorers are looking for will help you earn the most points possible.

Tip 2: Your Essay Can Contain Errors

In an AP World History DBQ, you’ll be able to make tiny errors and still be able to earn full credit for your response. 

Before you get too excited, there are big (and we mean big!) limits to this rule. For instance, you can’t misrepresent a document by saying an author makes one claim when they clearly aren’t. You also can’t write something that is obviously wrong, like that America continues under British rule because the revolution was unsuccessful! 

But you can make minor errors that don’t detract from your argument as long as you are demonstrating a knowledge of the time period and the ability to incorporate evidence to make an argument. So for example, you can make the mistake of saying that President Nixon’s impeachment hearings began in July 1974 (instead of May, when they actually began), and still earn full credit as long as you aren’t making an argument that depends on the accuracy of those dates.  

Tip 3: Write for Clarity 

One thing to keep in mind is that you’re graded on the quality of your argument and how well you prove it– you don’t get graded on how beautifully or fluently you write ! 

So, while you’ll want to use correct grammar and write as clearly as you can, don’t spend too much time making your writing beautiful. Instead, focus on clearly explaining your ideas! 

To this end, you won’t have points taken away for grammatical errors unless they make it difficult for the graders to see how you’ve used the evidence to make an argument. So while you want your writing to be as error-free as possible, it’s more important that you’re making your argument as clearly–and as persuasively–as possible. 

Tip 4: Write for Relevance

As you’re outlining and writing your AP World DBQ, ask yourself, why is this relevant to today’s readers? To earn a perfect score, you’ll have to tie your argument to another time period or historical situation. 

This is your chance to show that while the period you’re writing about may have been long in the past, the events are still relevant to us today ! This is why we read, write, and study history in the first place. So as you outline and write your DBQ, make sure you’re doing your best to show your reader why this historical moment or event is still important.

What’s Next? 

No matter what AP course you’re taking, you’ll want to have a study plan in place when it comes to exam time. This blog article can help you put together a prep strategy that works.

Not sure what a “good” AP test score is for AP World History? This list of the average AP test scores for every exam will help you understand how your scores stack up. 

Perfect test scores are great, but do you really need a perfect AP World History score? Our experts will explain the pros and cons of getting perfect 5s on your AP exams . 

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Ashley Sufflé Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams.

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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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Goals and Guiding Questions

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

Guiding Questions:

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

Your Thesis Statement MUST:  

Give specific details ​

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

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

Thesis Statement Worksheet and Example

Thesis statement tips, thesis statement tips: .

1.) Don't Use the First Person 

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

3.) Don't use present tense.

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

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

Writing Your Thesis Statement

Find the five ws:.

Who is involved in your topic?

What is happening?

Where is your topic taking place?

What time period is your topic in?

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

Look at these Thesis Statement Examples

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

• Researching
• 7. Hypothesis

How to write a hypothesis

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

What is a 'hypothesis'?

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

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

For Example:  

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

How do you create a hypothesis?

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

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

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

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

For example:

What's next?

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AP World Long Essay Question (LEQ) Overview

15 min read • june 18, 2024

Zaina Siddiqi

Overview of the Long Essay Question (LEQ)

Section II of the AP Exam includes three Long Essay Question (LEQ) prompts. You will choose to write about just one of these. 

The formatting of prompts varies somewhat between the AP Histories, though the rubric does not. In AP World History, the prompt includes a sentence that orients the writer to the time, place, and theme of the prompt topic, while prompts in AP US History and AP European History typically do not. However, the rubrics and scoring guidelines are the same for all Histories.

Your answer should include the following:

• A valid thesis
• A discussion of relevant historical context
• Use of evidence supports your thesis
• Use of a reasoning skill to organize and structure the argument
• Complex understanding of the topic of the prompt We will break down each of these aspects in the next section. For now, the gist is that you need to write an essay that answers the prompt, using evidence. You will need to structure and develop your essay using one of the course reasoning skills.

Many of the skills you need to write a successful LEQ essay are the same skills you will use on the DBQ. In fact, some of the rubric points are identical, so you can use a lot of the same strategies on both writing tasks!

You will have three choices of prompts for your LEQ. All three prompts will focus on the same reasoning skills, but the time periods will differ in each prompt. Prompt topics may span across time periods specified in the course outline, and the time period breakdowns for each prompt are as follows:

Writing time on the AP Exam includes both the Document Based Question (DBQ) and the (LEQ), but it is suggested that you spend 40 minutes completing the LEQ. You will need to plan and write your essay in that time. 

A good breakdown would be  5 min. (planning) +  35 min. (writing) =  40 min.

** Try using a study timer to maximize your efficiency while practicing your LEQ skills!**

The LEQ is scored on a rubric out of six points, and is weighted at 15% of your overall exam score. We’ll break down the rubric next.

How to Rock the LEQ: The Rubric

The LEQ is scored on a six point rubric, and each point can be earned independently. That means you can miss a point on something and still earn other points with the great parts of your essay. 

Note: all of the examples in this section will be for this prompt from AP World History: Modern. You could use similar language, structure, or skills to write samples for prompts in AP US History or AP European History.

Let’s break down each rubric component...

What is it?  

The thesis is a brief statement that introduces your argument or claim, and can be supported with evidence and analysis. This is where you  answer the prompt. Where do I write it?

This is the only element in the essay that has a required location. The thesis needs to be in your  introduction or  conclusion of your essay. It can be more than one sentence, but all of the sentences that make up your thesis must be consecutive in order to count. How do I know if mine is good?

The most important part of your thesis is the  claim , which is your answer to the prompt. The description the College-Board gives is that it should be “historically defensible,” which really means that your evidence must be plausible. On the LEQ, your thesis needs to be related topic of the prompt. Your thesis should also establish your  line of reasoning. Translation: address why or how something happened - think of this as the “because” to the implied “how/why” of the prompt. This sets up the framework for the body of your essay, since you can use the reasoning from your thesis to structure your body paragraph topics later.

The claim and reasoning are the required elements of the thesis. And if that’s all you can do, you’re in good shape to earn the point. 

Going above-and-beyond to create a more complex thesis can help you in the long run, so it’s worth your time to try. One way to build in complexity to your thesis is to think about a  counter-claim or alternate viewpoint  that is relevant to your response. If you are using one of the course reasoning process to structure your essay (and you should!) think about using that framework for your thesis too.

• In a  causation essay, a complex argument addresses  causes and effects.
• In a  comparison essay, a complex argument addresses similarities and differences.
• In a  continuity and change over time essay, a complex argument addresses  change and continuity . This counter-claim or alternate viewpoint can look like an “although” or “however” phrase in your thesis.

Complex Thesis = Claim + Because + However

• Powers in both land-based and maritime empires had to adapt their rule to accommodate diverse populations. However, in this era land-based empires were more focused on direct political control, while the maritime empires were more based on trade and economic development.
• This thesis works because it clearly addresses the prompt (comparing land and maritime empires). It starts by addressing a similarity, and then specifies a clear difference with a line of reasoning to clarify the actions of the land vs. maritime empires.

Contextualization

Contextualization is a brief statement that lays out the broader historical background relevant to the prompt.

There are a lot of good metaphors out there for contextualization, including the “previously on…” at the beginning of some TV shows, or the  famous text crawl at the beginning of the  Star Wars movies.

Both of these examples serve the same function: they give important information about what has happened off-screen that the audience needs to know to understand what is about to happen on-screen.

In your essay, contextualization is the same. You give your reader information about what else has happened, or is happening, in history that will help them understand the specific topic and argument you are about to make. Where do I write it?  

There is no specific requirement for where contextualization must appear in your essay. The easiest place to include it, however, is in your  introduction . Use context to get your reader acquainted with the time, place, and theme of your essay, then transition into your thesis. How do I know if mine is good?  

Good contextualization doesn’t have to be long, and it doesn’t have to go into a ton of detail, but it does need to do a few very specific things.

Your contextualization needs to refer to events, developments and/or processes outside the time and place of the prompt. It could address something that occurred in an earlier era in the same region as the topic of the prompt, or it could address something happening at the same time as the prompt, but in a different place. Briefly describe this outside information.

Then, connect it to your thesis/argument. The language from the College Board is that contextualization must be “relevant to the prompt,” and in practical terms this means you have to show the connection. A transition sentence or phrase is useful here (plus, this is why contextualization makes the most sense in the introduction!)

Also, contextualization needs to be multiple consecutive sentences, so it’s all one argument (not sprinkled around in a paragraph). The introduction is the best place for contextualization, but not the only place.

Basically, choose a connected topic that “sets the stage” for your thesis, and briefly describe it in a couple sentences. Then, make a clear connection to the argument of your thesis from that outside information. Example:

In the period 1450-1750, both European and Asian powers expanded their reach and created large empires across the world. In Asia, the trend was toward large, land-based empires which were controlled from a central capital city. Europeans built empires that stretched across oceans included territories in the Americas, Africa, and Asia.

This contextualization works by addressing the time period of the prompt and establishing basic definitions for empire-building and the types of empires (land and maritimes.) These definitions will be valuable context for seeing the comparisons developed in the thesis and body paragraphs of this essay.

Evidence: Provide Specific Examples

For this point, the focus is simply about having evidence. Evidence is the historical detail you include in your writing. The specific facts and examples that prove your argument. In the LEQ, your evidence comes your knowledge of history. Where do I write it?  

Evidence goes in your body paragraphs. In fact, the bulk of your body paragraphs will be made up of evidence and supporting analysis or commentary that connects that evidence to other evidence and/or to the argument you are making. How do I know if mine is good?  

Good evidence is specific, accurate, and relevant to the prompt. For this point, simply including multiple pieces of quality evidence is enough. If you’re a numbers person, a good starting point is to aim for two pieces of quality evidence in each body paragraph and go up from there.

In order for your evidence to count for this point, it needs to be really specific. Using  course-specific vocabulary is a great strategy here to know that you are writing specific evidence. If you can’t remember a specific vocabulary term, describe what you mean in plain language with as much detail as possible. Example:

Though the Ottoman Sultans were Muslims, they ruled over a population that included fellow Muslims, Christians, and Jews.

Evidence: Supports an Argument with Evidence

In addition to having evidence, this point is about using that evidence to support an argument in response to the prompt. Basically, connect your evidence back to your topic sentence and/or thesis. Where do I write it?

Supporting statements go with your evidence in your body paragraph. Ideally, a connecting statement comes right before or after a piece of evidence. How do I know if mine is good?

This point is harder to earn than the previous evidence point, because it’s a little more difficult to explain fully.

One way to know if you are doing this at all is to look at the  topic sentences of your body paragraphs. First of all, do you have one? You should. The first sentence of your body paragraph should make it clear what you are talking about in that paragraph. It should relate to some aspect of your thesis, and it should be connected to the reasoning skill you have chosen to organize your argument. Example:

One characteristic shared by both kinds of empires was the need to adapt to diverse populations. As the Ottoman empire expanded its influence, it took over territory previously controlled by the Byzantines. Though the Ottoman Sultans were Muslims, they now ruled over a population that included fellow Muslims, Christians, and Jews. In order to keep peace within their empire, the Ottomans allowed people to continue practicing their traditional faiths. Ottoman cities such as Istanbul had areas of the cities set aside where different groups could live and worship without interference from others .

This section works because it defines the adaptation made by Ottoman rulers to effectively rule a diverse population, and elaborates on both how and why that adaptation was made.

Following your topic sentence, your body paragraph should elaborate on the idea in that topic sentence, using the evidence to prove your point. At first, you may rely on phrases like “this shows…” or “this means…,” which can get repetitive, but may also help you know when you are making the connections between evidence and argument explicit.

Analysis and Reasoning: Historical Reasoning

What is it?

A good argument needs structure, and yours needs to use one of the course reasoning skills to create that structure. You can choose whichever skill works best for a particular prompt:  causation ,  comparison , or  continuity and change over time . How do I know if mine is good?

Strong reasoning goes throughout an essay, so this will be the overarching structure of your writing from the thesis through your body paragraphs.

The reasoning doesn’t necessarily have to be completely balanced or even in order to count, which gives you room to write about what you know best. For example, in an essay structured around continuity and change, you might spend most of your time addressing changes and relatively little time addressing continuity. And that’s ok.

Analysis and Reasoning: Complexity

The second part of the Analysis and Reasoning scoring category is complexity. This is by far the most challenging part of the LEQ, and the point earned by the fewest students. It isn’t impossible, just difficult. Part of the difficulty is that it is the least concrete skill to teach and practice. 

If you’re already feeling overwhelmed by the time limits of the LEQ, don’t stress about complexity. Focus on writing the best essay you can that answers the prompt. Plenty of students earn 5’s without the complexity point.

If you are ready to tackle this challenge, keep reading!

The College Board awards this point for essays that “demonstrate a complex understanding” of the topic of the prompt.

Complexity cannot be earned with a single sentence or phrase. It must show up throughout the essay. How do I know if mine is good?

A complex argument starts with a complex thesis. A complex thesis must address the topic of the prompt in more than one way. Including a counter-claim or alternate viewpoint in the thesis is a good way to set up a complex argument, because it builds in room within the structure of your essay to address more than one idea (provided your body paragraphs follow the structure of your thesis!)

A complex argument may include  corroboration - evidence that supports or confirms the premise of the argument. Clear explanation that connects each piece of evidence to the thesis will help do this. In the LEQ, your evidence is all from your knowledge of history, so it’s up to you to fully explain how that evidence backs up your thesis. Consistent, thoughtful explanation can go a long way toward the complexity point.

A complex argument may also include  qualification - evidence that limits or counters an initial claim. This isn’t the same as undoing or undermining your claim. Qualifying a claim shows that it isn’t universal. An example of this might be including continuity in an essay that is primarily about change.

Since no single sentence can demonstrate complexity on its own, it’s difficult to show examples of complex arguments. Fully discussing your claim and its line of reasoning, and fairly addressing your counter-claim or alternate view is the strongest structure to aim for a complexity point. Explain everything as you go and aim for success!

How to Rock the LEQ: The Process

Before you start writing....

It is tempting to just start writing at the beginning of your LEQ time, especially if you took extra time to write your DBQ and you’re feeling some pressure. It’s actually better to take a few minutes to analyze the prompt and plan your essay before you start writing to give yourself the best shot at success. You might surprise yourself with how quickly an essay comes together after you create a solid plan.

The very first thing you should do with any prompt is to  be sure you understand the question . Misunderstanding the time period, topic, or geographic region of a prompt can kill a thoughtful and well-argued essay. When you’re practicing early in the year, go ahead and re-write the prompt as a question. Later on you can re-phrase it mentally without all the work.

As you think about the question, start thinking about which reasoning skill might apply best for this prompt: causation, comparison, or continuity and change over time. 

Original prompt - Develop an argument that compares the process of empire building in land-based and maritime empires in the period 1450-1750 CE. 

Revised - What were the key similarities and differences in the ways that land-based (Asian) and maritime (European) empires built their governments and power between 1450-1750?

Now that you know what you’re writing about, take a few minutes to brainstorm what you know about that topic. You can make a simple graphic organizer to help you see relationships between information (i.e. a Venn diagram, T-chart, timeline, etc.), or just jot down ideas as they come to mind.

Go back over you list and mark which ideas work best as context (generally broader and less related to the prompt) and which ideas work best as evidence (more specific.)

If you have time, brainstorm a sample thesis and/or outline for how you want to structure your ideas. This may seem like an extravagance with limited time, but it can be a great cheat sheet for you if you lose your way in the middle of a body paragraph.

When you have a plan you like, start writing!

Writing the essay

TL;DR - Introduce your essay with contextualization, then link that to your complex thesis. Follow that with a body paragraph that is organized using one of the course reasoning skills, and use evidence to develop your topic sentence. Continue with analysis that elaborates your argument overall. Repeat, as needed, until you fully answer the prompt.

Your  introduction should include your  contextualization and thesis. Start with a statement that establishes your time and place in history, and follow that with a brief description of the historical situation. Connect that broader context to the theme and topic of the prompt. Then, make a claim that answers the prompt, with an overview of your reasoning and any counter-claim you plan to address.

Body paragraphs will vary in length, depending on how many documents or other pieces of evidence you include, but should follow a consistent structure. Start with a  topic sentence that introduces the specific aspect of the prompt that paragraph will address. There aren’t specific points for topic sentences, but they will help you stay focused.

Follow your topic sentence with a piece of  evidence and connect it back to your topic sentence and/or thesis. Continue with 1-2 pieces of evidence and more explanation until you have completed the argument of your topic sentence. Then start a new paragraph with a new topic sentence.

Each body paragraph will follow this general format, and there is no set number of paragraphs for the LEQ (minimum or maximum.) Write as many paragraphs as you need to  fully answer the prompt by developing the argument (and counter-argument if applicable) from your thesis.

If you have time, you may choose to write a  conclusion . It isn’t necessary, so you can drop it if you’re rushed. BUT, the conclusion is the only place where you can earn the thesis point outside the introduction, so it’s not a bad idea. You could re-state your thesis in new wording, or give any final thoughts in terms of analysis about your topic. You might solidify your complexity point in the conclusion if written well.

Since most people write the DBQ first, when you finish the LEQ you’re done with your AP Exam. Congratulations!

Sample Prompts

AP World History: Modern

In the period 1450-1750 CE, empires achieved increased scope and influence around the world, shaping and being shaped by the diverse populations they incorporated.

Develop an argument that compares the process of empire building in land-based and maritime empires in the period 1450-1750 CE.

AP US History

Evaluate the extent to which Massachusetts and Virginia differed in the ways that economic development affected their politics between 1607 and 1750.

AP European History

Evaluate the effectiveness of challenges to royal authority in Eastern Europe in the seventeenth and eighteenth centuries.

The LEQ Rubric (Quick Reference)

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