What is a thesis statement.
Your thesis statement is one of the most important parts of your paper. It expresses your main argument succinctly and explains why your argument is historically significant. Think of your thesis as a promise you make to your reader about what your paper will argue. Then, spend the rest of your paper–each body paragraph–fulfilling that promise.
Your thesis should be between one and three sentences long and is placed at the end of your introduction. Just because the thesis comes towards the beginning of your paper does not mean you can write it first and then forget about it. View your thesis as a work in progress while you write your paper. Once you are satisfied with the overall argument your paper makes, go back to your thesis and see if it captures what you have argued. If it does not, then revise it. Crafting a good thesis is one of the most challenging parts of the writing process, so do not expect to perfect it on the first few tries. Successful writers revise their thesis statements again and again.
A successful thesis statement:
- makes an historical argument
- takes a position that requires defending
- is historically specific
- is focused and precise
- answers the question, “so what?”
How to write a thesis statement:
Suppose you are taking an early American history class and your professor has distributed the following essay prompt:
“Historians have debated the American Revolution’s effect on women. Some argue that the Revolution had a positive effect because it increased women’s authority in the family. Others argue that it had a negative effect because it excluded women from politics. Still others argue that the Revolution changed very little for women, as they remained ensconced in the home. Write a paper in which you pose your own answer to the question of whether the American Revolution had a positive, negative, or limited effect on women.”
Using this prompt, we will look at both weak and strong thesis statements to see how successful thesis statements work.
While this thesis does take a position, it is problematic because it simply restates the prompt. It needs to be more specific about how the Revolution had a limited effect on women and why it mattered that women remained in the home.
Revised Thesis: The Revolution wrought little political change in the lives of women because they did not gain the right to vote or run for office. Instead, women remained firmly in the home, just as they had before the war, making their day-to-day lives look much the same.
This revision is an improvement over the first attempt because it states what standards the writer is using to measure change (the right to vote and run for office) and it shows why women remaining in the home serves as evidence of limited change (because their day-to-day lives looked the same before and after the war). However, it still relies too heavily on the information given in the prompt, simply saying that women remained in the home. It needs to make an argument about some element of the war’s limited effect on women. This thesis requires further revision.
Strong Thesis: While the Revolution presented women unprecedented opportunities to participate in protest movements and manage their family’s farms and businesses, it ultimately did not offer lasting political change, excluding women from the right to vote and serve in office.
Few would argue with the idea that war brings upheaval. Your thesis needs to be debatable: it needs to make a claim against which someone could argue. Your job throughout the paper is to provide evidence in support of your own case. Here is a revised version:
Strong Thesis: The Revolution caused particular upheaval in the lives of women. With men away at war, women took on full responsibility for running households, farms, and businesses. As a result of their increased involvement during the war, many women were reluctant to give up their new-found responsibilities after the fighting ended.
Sexism is a vague word that can mean different things in different times and places. In order to answer the question and make a compelling argument, this thesis needs to explain exactly what attitudes toward women were in early America, and how those attitudes negatively affected women in the Revolutionary period.
Strong Thesis: The Revolution had a negative impact on women because of the belief that women lacked the rational faculties of men. In a nation that was to be guided by reasonable republican citizens, women were imagined to have no place in politics and were thus firmly relegated to the home.
This thesis addresses too large of a topic for an undergraduate paper. The terms “social,” “political,” and “economic” are too broad and vague for the writer to analyze them thoroughly in a limited number of pages. The thesis might focus on one of those concepts, or it might narrow the emphasis to some specific features of social, political, and economic change.
Strong Thesis: The Revolution paved the way for important political changes for women. As “Republican Mothers,” women contributed to the polity by raising future citizens and nurturing virtuous husbands. Consequently, women played a far more important role in the new nation’s politics than they had under British rule.
This thesis is off to a strong start, but it needs to go one step further by telling the reader why changes in these three areas mattered. How did the lives of women improve because of developments in education, law, and economics? What were women able to do with these advantages? Obviously the rest of the paper will answer these questions, but the thesis statement needs to give some indication of why these particular changes mattered.
Strong Thesis: The Revolution had a positive impact on women because it ushered in improvements in female education, legal standing, and economic opportunity. Progress in these three areas gave women the tools they needed to carve out lives beyond the home, laying the foundation for the cohesive feminist movement that would emerge in the mid-nineteenth century.
When revising your thesis, check it against the following guidelines:
- Does my thesis make an historical argument?
- Does my thesis take a position that requires defending?
- Is my thesis historically specific?
- Is my thesis focused and precise?
- Does my thesis answer the question, “so what?”
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How to Research and Write a Compelling 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.
The Importance of Research for Writing a History Thesis
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 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 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.
Achieving Your Educational Goals: The Ultimate Guide to Getting the Most from a Master’s Degree What Can I Do With a History Degree? Defining Different Career Tracks What Is Digital History? A Guide to Digital History Resources, Museums, and Job Description
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
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.
Handbook for Historians
- Choosing a Paper Topic
What is a Thesis Statement?
How to develop a thesis statement.
- What Sources Can I use?
- Gathering sources
- Find Primary Sources
- Paraphrasing and Quoting Sources
- How to create an Annotated Bibliography
- Formatting Endnotes/Footnotes
- Formatting Bibliographies
- Avoiding Plagiarism
- Sample Papers
- Research Paper Checklist
The thesis statement summarizes the central argument of your paper. It is placed at the top of the outline page, and appears again in the opening paragraph. A clearly stated thesis performs three functions:
- it provides a focus for your research, helping to prevent time wasting digressions
- it furnishes an organizational theme for the paper, which then becomes easier to write
- it gives the reader precise knowledge of what the paper will argue, thereby making it easier to read
You cannot formulate a thesis statement until you know a great deal about your subject. It is often wise to begin your research in pursuit of the answer to a question about your topic - but this question is not a thesis statement. A helpful web site that can advise you on how to formulate a thesis is: http://writingcenter.unc.edu/handouts/thesis-statements/
Guidelines for formulating the thesis statement are as follows:
- The thesis must focus on a single contention. You cannot list multiple reasons for the “truth” of your contention because the paper must follow a unified line of reasoning; a multifaceted thesis statement prevents this.
- The thesis must be precisely phrased and coherent . Generalizations and a failure to define terms results in vagueness and lack of direction in argumentation.
- The thesis must be a declarative statement. The object of your research was to answer a question; when you found the answer, you embodied it in your thesis statement. Hence a thesis can never be a question.
Here are some examples of thesis statements that strive to incorporate these recommendations...
POOR : Miguel Hidalgo’s uprising in 1810 led to a long war for independence in Mexico. WHY: The above-stated thesis is a statement of fact that provides no clue about what you plan to do with that fact in your paper. Since there is no argument here, this is not a thesis. Improved : Miguel Hidalgo’s 1810 uprising mobilized poor and native Mexicans whose violence frightened elites and prolonged the war for independence. WHY: The above-stated thesis very specifically explains why the uprising resulted in a long war for independence. What’s more, it is debatable, since there may be other explanations for the war’s length.
POOR : The creation of Israeli settlements in the West Bank and Gaza created great tension between the Israelis and Palestinians for numerous reasons. WHY : The above-stated thesis is poor because it is too general and it deals with the obvious – that there is tension between Israelis and Palestinians in the Middle East. It needs to explain what the “numerous reasons” are; focus on one of them; and drop the reference to the obvious. Remember: a thesis statement makes a specific argument and here only a vague reference to multiple reasons for tension is provided. Improved : The creation of Israeli settlements in the West Bank and Gaza was both an expression of Zionist expansionism and a means to isolate Palestinian population centers. WHY : The above-stated thesis is much better because it explains what the “numerous reasons” are and focuses on one of them. Now an argument has been created because a concrete explanation has been stated. Also, this statement removes the obvious fact that tension exists between the two ethnic groups.
POOR : Louis XIV was a strong king who broke the power of the French nobility. WHY : The above-stated thesis contains a vague judgment about Louis XIV; that he was “strong.” In addition, it fails to specify exactly how he broke the nobles’ power. Improved : The Intendant System was the most effective method used by Louis XIV to break the power of the French nobility. WHY : The above-stated thesis eliminates the vague word “strong” and specifies the mechanism Louis XIV used to break the nobles’ power. Moreover, since this was not the only policy Louis XIV used in his efforts to control the nobles, you have shown that your paper will defend a debatable position.
POOR : Gandhi was a man of peace who led the Indian resistance movement to British rule. WHY : The above-stated thesis does not clarify what about Gandhi made him a man of peace, nor does it specify anything he did to undermine British rule. Improved : Gandhi employed passive non-resistance during his Great Salt March and that enabled him to organize the Indian masses to resist British rule. WHY : The above-stated thesis specifies what has caused Gandhi to be remembered as a man of peace (his promotion of passive non-resistance to oppression) and it names one of the protests he organized against British rule. In addition, since it suggests that the technique of passive non-resistance is what made the Indian populace rally behind him, it is debatable; there were other reasons why the poor in particular were ready to protest the British monopoly on salt.
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- Last Updated: Jun 16, 2023 10:12 AM
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