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HIST 2210: North American Indigenous Peoples

This guide is intended as a point to departure for research in history. You will find search strategies and writing resources to help guide you through your HIST 2210 writing project.

From Research Question to Thesis Statement

A research question is the question around which you center your research. It should be:

  • clear: it provides enough specifics that your audience can easily understand its purpose without needing additional explanation.
  • focused: it is narrow enough that it can be answered thoroughly in the space the writing task allows.
  • concise: it is expressed in the fewest possible words.
  • complex: it is not answerable with a simple “yes” or “no,” but rather requires synthesis and analysis of ideas and sources.
  • arguable: its potential answers are open to debate rather than accepted facts.

You should ask a question about an issue that you are genuinely curious and/or passionate about.

Unsure about your question? Put it to the test using these seven questions. 

  1. Does my question allow for many possible answers? Is it flexible and open-ended?
  2. Is it testable? Do I know what kind of evidence would allow an answer?
  3. Can I break big “why” questions into empirically resolvable pieces?
  4. Is the question clear and precise? Do I use vocabulary that is vague or needs definition?
  5. Have I made the premises explicit?
  6. Is it of a scale suitable to the length of the assignment?
  7. Can I explain why the answer matters?

If your question didn't do so well, remember to talk to your professor before starting over. They can help enhance your question for historical exploration. 

The thesis statement is one or two sentences that states the main idea of a writing assignment and helps control the ideas within the paper. It is not merely a topic but rather  identifies the topic to be discussed, as well as the purpose of the paper itself.

A thesis statement:

  • tells the reader how you will interpret the significance of the subject matter under discussion.
  • is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
  • directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
  • makes a claim that others might dispute.
  • is usually a single sentence near the beginning of your paper (most often, at the end of the first paragraph) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

Know the topic. The topic should be something you know or can learn about. It is difficult to write a thesis statement, let alone a paper, on a topic that you know nothing about. Reflecting on personal experience and/or researching will help you know more information about your topic.

Limit your topic. Based on what you know and the required length of your final paper, limit your topic to a specific area. A broad scope will generally require a longer paper, while a narrow scope will be sufficiently proven by a shorter paper.

Brainstorm. If you are having trouble beginning your paper or writing your thesis, take a piece of paper and write down everything that comes to mind about your topic. Did you discover any new ideas or connections? Can you separate any of the things you jotted down into categories? Do you notice any themes? Think about using ideas generated during this process to shape your thesis statement and your paper.

Topic to Research Question

Every research project starts with a question. Your question will allow you to select, evaluate and interpret your sources systematically. The question you start with isn’t set in stone, but will be revisited and revised as you read and interact with the sources. 

Robert C. Williams suggests that a research question might:

  • "ask how or why an event happened (causation, explanation)"
  • "ask what the consequences were of a particular event"
  • "discuss the intellectual origins of a particular idea"
  • "ask what the cultural context of an event was";
  • "ask whether or not an individual was responsible for a certain act"
  • "ask about the social history of a political event"
  • "quantify broad trends in a society at a particular time" (52)

Source: Williams, Robert C. The Historian's Toolbox: A Student's Guide to the Theory and Craft of History. Second ed. Armonk, NY: M. E. Sharpe, 2007.

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