what is the thesis statement for human history

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

Developing a Thesis Statement

Many papers you write require developing a thesis statement. In this section you’ll learn what a thesis statement is and how to write one.

Keep in mind that not all papers require thesis statements . If in doubt, please consult your instructor for assistance.

What is a thesis statement?

A thesis statement . . .

• Makes an argumentative assertion about a topic; it states the conclusions that you have reached about your topic.
• Makes a promise to the reader about the scope, purpose, and direction of your paper.
• Is focused and specific enough to be “proven” within the boundaries of your paper.
• Is generally located near the end of the introduction ; sometimes, in a long paper, the thesis will be expressed in several sentences or in an entire paragraph.
• Identifies the relationships between the pieces of evidence that you are using to support your argument.

Not all papers require thesis statements! Ask your instructor if you’re in doubt whether you need one.

Identify a topic

Your topic is the subject about which you will write. Your assignment may suggest several ways of looking at a topic; or it may name a fairly general concept that you will explore or analyze in your paper.

Consider what your assignment asks you to do

Inform yourself about your topic, focus on one aspect of your topic, ask yourself whether your topic is worthy of your efforts, generate a topic from an assignment.

Below are some possible topics based on sample assignments.

Sample assignment 1

Analyze Spain’s neutrality in World War II.

Identified topic

Franco’s role in the diplomatic relationships between the Allies and the Axis

This topic avoids generalities such as “Spain” and “World War II,” addressing instead on Franco’s role (a specific aspect of “Spain”) and the diplomatic relations between the Allies and Axis (a specific aspect of World War II).

Sample assignment 2

Analyze one of Homer’s epic similes in the Iliad.

The relationship between the portrayal of warfare and the epic simile about Simoisius at 4.547-64.

This topic focuses on a single simile and relates it to a single aspect of the Iliad ( warfare being a major theme in that work).

Developing a Thesis Statement–Additional information

Your assignment may suggest several ways of looking at a topic, or it may name a fairly general concept that you will explore or analyze in your paper. You’ll want to read your assignment carefully, looking for key terms that you can use to focus your topic.

Sample assignment: Analyze Spain’s neutrality in World War II Key terms: analyze, Spain’s neutrality, World War II

After you’ve identified the key words in your topic, the next step is to read about them in several sources, or generate as much information as possible through an analysis of your topic. Obviously, the more material or knowledge you have, the more possibilities will be available for a strong argument. For the sample assignment above, you’ll want to look at books and articles on World War II in general, and Spain’s neutrality in particular.

As you consider your options, you must decide to focus on one aspect of your topic. This means that you cannot include everything you’ve learned about your topic, nor should you go off in several directions. If you end up covering too many different aspects of a topic, your paper will sprawl and be unconvincing in its argument, and it most likely will not fulfull the assignment requirements.

For the sample assignment above, both Spain’s neutrality and World War II are topics far too broad to explore in a paper. You may instead decide to focus on Franco’s role in the diplomatic relationships between the Allies and the Axis , which narrows down what aspects of Spain’s neutrality and World War II you want to discuss, as well as establishes a specific link between those two aspects.

Before you go too far, however, ask yourself whether your topic is worthy of your efforts. Try to avoid topics that already have too much written about them (i.e., “eating disorders and body image among adolescent women”) or that simply are not important (i.e. “why I like ice cream”). These topics may lead to a thesis that is either dry fact or a weird claim that cannot be supported. A good thesis falls somewhere between the two extremes. To arrive at this point, ask yourself what is new, interesting, contestable, or controversial about your topic.

As you work on your thesis, remember to keep the rest of your paper in mind at all times . Sometimes your thesis needs to evolve as you develop new insights, find new evidence, or take a different approach to your topic.

Derive a main point from topic

Once you have a topic, you will have to decide what the main point of your paper will be. This point, the “controlling idea,” becomes the core of your argument (thesis statement) and it is the unifying idea to which you will relate all your sub-theses. You can then turn this “controlling idea” into a purpose statement about what you intend to do in your paper.

Look for patterns in your evidence

Compose a purpose statement.

Consult the examples below for suggestions on how to look for patterns in your evidence and construct a purpose statement.

• Franco first tried to negotiate with the Axis
• Franco turned to the Allies when he couldn’t get some concessions that he wanted from the Axis

Possible conclusion:

Spain’s neutrality in WWII occurred for an entirely personal reason: Franco’s desire to preserve his own (and Spain’s) power.

Purpose statement

This paper will analyze Franco’s diplomacy during World War II to see how it contributed to Spain’s neutrality.

• The simile compares Simoisius to a tree, which is a peaceful, natural image.
• The tree in the simile is chopped down to make wheels for a chariot, which is an object used in warfare.

At first, the simile seems to take the reader away from the world of warfare, but we end up back in that world by the end.

This paper will analyze the way the simile about Simoisius at 4.547-64 moves in and out of the world of warfare.

Derive purpose statement from topic

To find out what your “controlling idea” is, you have to examine and evaluate your evidence . As you consider your evidence, you may notice patterns emerging, data repeated in more than one source, or facts that favor one view more than another. These patterns or data may then lead you to some conclusions about your topic and suggest that you can successfully argue for one idea better than another.

For instance, you might find out that Franco first tried to negotiate with the Axis, but when he couldn’t get some concessions that he wanted from them, he turned to the Allies. As you read more about Franco’s decisions, you may conclude that Spain’s neutrality in WWII occurred for an entirely personal reason: his desire to preserve his own (and Spain’s) power. Based on this conclusion, you can then write a trial thesis statement to help you decide what material belongs in your paper.

Sometimes you won’t be able to find a focus or identify your “spin” or specific argument immediately. Like some writers, you might begin with a purpose statement just to get yourself going. A purpose statement is one or more sentences that announce your topic and indicate the structure of the paper but do not state the conclusions you have drawn . Thus, you might begin with something like this:

• This paper will look at modern language to see if it reflects male dominance or female oppression.
• I plan to analyze anger and derision in offensive language to see if they represent a challenge of society’s authority.

At some point, you can turn a purpose statement into a thesis statement. As you think and write about your topic, you can restrict, clarify, and refine your argument, crafting your thesis statement to reflect your thinking.

As you work on your thesis, remember to keep the rest of your paper in mind at all times. Sometimes your thesis needs to evolve as you develop new insights, find new evidence, or take a different approach to your topic.

Compose a draft thesis statement

If you are writing a paper that will have an argumentative thesis and are having trouble getting started, the techniques in the table below may help you develop a temporary or “working” thesis statement.

Begin with a purpose statement that you will later turn into a thesis statement.

Assignment: Discuss the history of the Reform Party and explain its influence on the 1990 presidential and Congressional election.

Purpose Statement: This paper briefly sketches the history of the grassroots, conservative, Perot-led Reform Party and analyzes how it influenced the economic and social ideologies of the two mainstream parties.

Question-to-Assertion

If your assignment asks a specific question(s), turn the question(s) into an assertion and give reasons why it is true or reasons for your opinion.

Assignment : What do Aylmer and Rappaccini have to be proud of? Why aren’t they satisfied with these things? How does pride, as demonstrated in “The Birthmark” and “Rappaccini’s Daughter,” lead to unexpected problems?

Beginning thesis statement: Alymer and Rappaccinni are proud of their great knowledge; however, they are also very greedy and are driven to use their knowledge to alter some aspect of nature as a test of their ability. Evil results when they try to “play God.”

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

Main idea: The reason some toys succeed in the market is that they appeal to the consumers’ sense of the ridiculous and their basic desire to laugh at themselves.

Make a list of the ideas that you want to include; consider the ideas and try to group them.

• nature = peaceful
• war matériel = violent (competes with 1?)
• need for time and space to mourn the dead
• war is inescapable (competes with 3?)

Use a formula to arrive at a working thesis statement (you will revise this later).

• 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 _________.

What to keep in mind as you draft an initial thesis statement

Beginning statements obtained through the methods illustrated above can serve as a framework for planning or drafting your paper, but remember they’re not yet the specific, argumentative thesis you want for the final version of your paper. In fact, in its first stages, a thesis statement usually is ill-formed or rough and serves only as a planning tool.

As you write, you may discover evidence that does not fit your temporary or “working” thesis. Or you may reach deeper insights about your topic as you do more research, and you will find that your thesis statement has to be more complicated to match the evidence that you want to use.

You must be willing to reject or omit some evidence in order to keep your paper cohesive and your reader focused. Or you may have to revise your thesis to match the evidence and insights that you want to discuss. Read your draft carefully, noting the conclusions you have drawn and the major ideas which support or prove those conclusions. These will be the elements of your final thesis statement.

Sometimes you will not be able to identify these elements in your early drafts, but as you consider how your argument is developing and how your evidence supports your main idea, ask yourself, “ What is the main point that I want to prove/discuss? ” and “ How will I convince the reader that this is true? ” When you can answer these questions, then you can begin to refine the thesis statement.

Refine and polish the thesis statement

To get to your final thesis, you’ll need to refine your draft thesis so that it’s specific and arguable.

• Ask if your draft thesis addresses the assignment
• Question each part of your draft thesis
• Clarify vague phrases and assertions
• Investigate alternatives to your draft thesis

Consult the example below for suggestions on how to refine your draft thesis statement.

Sample Assignment

Choose an activity and define it as a symbol of American culture. Your essay should cause the reader to think critically about the society which produces and enjoys that activity.

• Ask The phenomenon of drive-in facilities is an interesting symbol of american culture, and these facilities demonstrate significant characteristics of our society.This statement does not fulfill the assignment because it does not require the reader to think critically about society.

Drive-ins are an interesting symbol of American culture because they represent Americans’ significant creativity and business ingenuity.

Among the types of drive-in facilities familiar during the twentieth century, drive-in movie theaters best represent American creativity, not merely because they were the forerunner of later drive-ins and drive-throughs, but because of their impact on our culture: they changed our relationship to the automobile, changed the way people experienced movies, and changed movie-going into a family activity.

While drive-in facilities such as those at fast-food establishments, banks, pharmacies, and dry cleaners symbolize America’s economic ingenuity, they also have affected our personal standards.

While drive-in facilities such as those at fast- food restaurants, banks, pharmacies, and dry cleaners symbolize (1) Americans’ business ingenuity, they also have contributed (2) to an increasing homogenization of our culture, (3) a willingness to depersonalize relationships with others, and (4) a tendency to sacrifice quality for convenience.

This statement is now specific and fulfills all parts of the assignment. This version, like any good thesis, is not self-evident; its points, 1-4, will have to be proven with evidence in the body of the paper. The numbers in this statement indicate the order in which the points will be presented. Depending on the length of the paper, there could be one paragraph for each numbered item or there could be blocks of paragraph for even pages for each one.

Complete the final thesis statement

The bottom line.

As you move through the process of crafting a thesis, you’ll need to remember four things:

• Context matters! Think about your course materials and lectures. Try to relate your thesis to the ideas your instructor is discussing.
• As you go through the process described in this section, always keep your assignment in mind . You will be more successful when your thesis (and paper) responds to the assignment than if it argues a semi-related idea.
• Your thesis statement should be precise, focused, and contestable ; it should predict the sub-theses or blocks of information that you will use to prove your argument.
• Make sure that you keep the rest of your paper in mind at all times. Change your thesis as your paper evolves, because you do not want your thesis to promise more than your paper actually delivers.

In the beginning, the thesis statement was a tool to help you sharpen your focus, limit material and establish the paper’s purpose. When your paper is finished, however, the thesis statement becomes a tool for your reader. It tells the reader what you have learned about your topic and what evidence led you to your conclusion. It keeps the reader on track–well able to understand and appreciate your argument.

Writing Process and Structure

This is an accordion element with a series of buttons that open and close related content panels.

Getting Started with Your Paper

Interpreting Writing Assignments from Your Courses

Generating Ideas for

Creating an Argument

Thesis vs. Purpose Statements

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting Your Paper

Generating Ideas for Your Paper

Introductions

Paragraphing

Developing Strategic Transitions

Conclusions

Revising Your Paper

Peer Reviews

Reverse Outlines

Revising an Argumentative Paper

Revision Strategies for Longer Projects

Finishing Your Paper

Twelve Common Errors: An Editing Checklist

How to Proofread your Paper

Writing Collaboratively

Collaborative and Group Writing

HIST H270 What is History?

• Finding Books
• Finding Articles
• Primary Source Databases
• Other Primary Sources at IU
• Develop a Research Question
• Primary Sources
• Cite Sources
• Scholarly vs Popular
• Thesis Statements

What Is a Thesis?

A  thesis  is the main point or argument of an information source. (Many, but not all, writing assignments, require a thesis.)

A strong thesis is:  

• Arguable:  Can be supported by evidence and analysis, and can be disagreed with.

•  Unique:  Says something new and interesting.

•  Concise and clear:  Explained as simply as possible, but not at the expense of clarity.

•  Unified:  All parts are clearly connected. •  Focused and specific:  Can be adequately and convincingly argued within the the paper, scope is not overly broad.

•  Significant:  Has importance to readers, answers the question "so what?"

Crafting a Thesis

Research is usually vital to developing a strong thesis. Exploring sources can help you develop and refine your central point.

1. Conduct Background Research.

A strong thesis is specific and unique, so you first need knowledge of the general research topic. Background research will help you narrow your research focus and contextualize your argument in relation to other research. 

2. Narrow the Research Topic. 

Ask questions as you review sources:

• What aspect(s) of the topic interest you most?
• What questions or concerns does the topic raise for you?   Example of a general research topic:  Climate change and carbon emissions Example of more narrow topic:  U.S. government policies on carbon emissions

3. Formulate and explore a relevant research question.  

Before committing yourself to a single viewpoint, formulate a specific question to explore.  Consider different perspectives on the issue, and find sources that represent these varying views. Reflect on strengths and weaknesses in the sources' arguments. Consider sources that challenge these viewpoints.

Example:  What role does and should the U.S. government play in regulating carbon emissions?

4. Develop a working thesis. 

• A working thesis has a clear focus but is not yet be fully formed. It is a good foundation for further developing a more refined argument.   Example:  The U.S. government has the responsibility to help reduce carbon emissions through public policy and regulation.  This thesis has a clear focus but leaves some major questions unanswered. For example, why is regulation of carbon emissions important? Why should the government be held accountable for such regulation?

5. Continue research on the more focused topic.

Is the topic:

• broad enough to yield sufficient sources and supporting evidence?
• narrow enough for in-depth and focused research?
• original enough to offer a new and meaningful perspective that will interest readers? 

6. Fine-tune the thesis.

Your thesis will probably evolve as you gather sources and ideas. If your research focus changes, you may need to re-evaluate your search strategy and to conduct additional research. This is usually a good sign of the careful thought you are putting into your work!

Example:   Because climate change, which is exacerbated by high carbon emissions, adversely affects almost all citizens, the U.S. government has the responsibility to help reduce carbon emissions through public policy and regulation. 

More Resources

• How to Write a Thesis Statement IU Writing Tutorial Services
• Tips and Examples for Writing Thesis Statements Purdue OWL
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What is a Thesis Statement?

How to develop a thesis statement.

• What Sources Can I use?
• Gathering sources
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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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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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While Sandel argues that pursuing perfection through genetic engineering would decrease our sense of humility, he claims that the sense of solidarity we would lose is also important.

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

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

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

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

Arguable thesis with analytical claim 

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

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

Arguable thesis with normative claim 

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

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

Questions to ask about your thesis 

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

Writing a History Paper

• Reading Your Assignment
• Picking a Topic

Developing a Thesis Statement

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

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

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

• Thesis Statements and Topic Sentences ( CMU Student Academic Success Center : Communication Support)
• Tips and Examples for Writing Thesis Statements  (Purdue OWL - Online Writing Lab)
• Developing a Thesis Statement  (Writing Center, University of Wisconsin-Madison)
• Thesis Statements  (The Writing Center at UNC-Chapel Hill)
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2021 2022 History Fair - Debate and Diplomacy in History: Writing a Thesis Statement

• What is History Fair?
• History Fair Theme
• Potential Topics
• Logging in, Creating a Project, and Sharing in Noodletools
• Building Context and Understanding Your Topic
• Writing a Thesis Statement
• Primary and Secondary Sources: What's the difference?
• Finding Secondary Sources
• Cite Secondary Sources
• Finding Primary Sources
• Cite Primary Sources
• Creating Your Website

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

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8.4: Creating and Revising a Thesis Statement

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HOW CAN I CREATE A THESIS?

TOPIC + OPINION + SO WHAT? = THESIS

Step 1 : Brainstorm Topics

Here are some questions that could help you:

• What in the text inspired, confused, angered, excited, annoyed, and/or surprised you?
• What in the text was important for you to understand or you feel others should be aware of?
• What does the prompt/assignment ask you to focus on and explore?

Brainstorm the issues, ideas, and themes raised in the reading (create at least 15 for a range of options):

Step 2 : Select a topic

Choose one of the topics that most interest you and you want to explore further:

Step 3 : Create complex questions about your topic

Create complex questions to be answered with opinion, not facts or yes/no answers. Here are some question formats that could help you: How is (topic) connected to (outside issue)? How do the flaws in the author’s arguments on (topic) result in (outcome)? What angles on (topic) have been overlooked? How can we apply the information about (topic)? How did/will (effect) occur because/if (cause) happened or will happen? How can (problem) be addressed or changed for (topic)?

Step 4 : Answer your best question with your opinion.

This creates a rough thesis statement.

Step 5 : Ask yourself “so what?” So what is the impact, importance, outcomes, or larger implications?

This strengthens and deepens your thesis statement.

Step 6 : Using your answer with its significance, write a 1-2 sentence thesis statement.

This refines and focuses your thesis statement.

Step 7 : Test the thesis by seeing if you can gather good evidence to support it.

Go through the main text(s) you are writing on and list all the passages (using page numbers) that directly prove and/or illustrate your argument: List potential outside evidence, such as research, outside sources, real-life examples, personal knowledge, personal examples that could possibly further prove and/or illustrate your argument: If you cannot find strong or sufficient evidence, then rethink your thesis statement.

Step 1 : Brainstorm Topics Here are some questions that could help you:

Reading and writing as dangerous

How is control of human beings connected to writing and reading?

Why were the slaveholders so fearful of slaves learning to read and write?

When has reading lead to violence and uprising?

What about becoming educated leads to Douglass’s despair?

Slaves were controlled by not being able to read and write because they could not learn by reading the arguments and experiences of others and from history what is fair, just and reasonable and what is not.

So what? We should be concerned because in certain parts of the world today, what the public can read and write is controlled and as a result the rights of the people are violated and they are powerless or ignorant of this.

The control and limitations over reading and writing during slavery sought to make slaves like Douglass ignorant, powerless, and more easily controlled, and this control over literacy and education is still happening in the world today.

Go through the main text(s) you are writing on and list all the passages (using page numbers) that directly prove and/or illustrate your argument:

• Douglass discovers that “… education and slavery were incompatible with each other.” (1)
• On page 2 it describes how Douglass read in “The Columbian Orator” how a slave used logic and persuasive argument so well that his master freed him (shows education can lead to change).
• Reading and education makes one intolerant of injustice: “The more I read, the more I was led to abhor and detest my enslavers” (2).
• Douglass says: “…that very discontentment which Master Hugh had predicted would follow my learning to read had already come, to torment and sting my soul to unutterable anguish. As I writhed under it, I would at times feel that learning to read had been a curse rather than a blessing. It had given me a view of my wretched condition, without the remedy. It opened my eyes to the horrible pit, but to no ladder upon which to get out. In moments of agony, I envied my fellow-slaves for their stupidity” (2) (But Douglass did not give up and later was instrumental in abolishing slavery)

List potential outside evidence, such as research, outside sources, real-life examples, personal knowledge, personal examples that could possibly further prove and/or illustrate your argument:

• Mukhtar Mai in her memoir In the Name of Honor , tells how as a woman in Pakistan, she was not allowed to learn to read and write. As a result, when she was publically gang raped in 2002 by members of a more powerful clan, she went to the police and they wrote down an incorrect statement of the account so after years of going through the court system, the men were acquitted. Since then she has learned to read and write, she has started schools to educate girls, and remains today an outspoken advocate for women’s rights.
• In Alex S. Jones’s Losing the News: The Future of the News that Feeds Democracy he argues that in the United States we are losing funding and support for investigative journalism so Americans are getting sound bites of news and no real understanding of what is going on politically or financially so we don’t protest and don’t understand the sources for the larger societal problems like the recent financial collapse.
• Jonathan Kozol in Savage Inequalities , looks at different cities and sees how many of the urban poor, most of whom are black and Latino, are not given an equal education because school funding is based on income and property tax. As a result, there is an enormous dropout rate and many of these kids can barely read and write.

HOW CAN I REVISE AND STRENGTHEN A THESIS?

Changing ineffective thesis statements to effective ones:.

1. A strong thesis statement takes a stand: your thesis needs to show your conclusions about a subject.

WEAK THESIS: Douglass makes the interesting point that there are some negative and positive aspects to reading.

This is a weak thesis statement. It fails to take a stand and the words interesting and negative and positive aspects are vague.

STRONGER THESIS:

2. A strong thesis statement justifies discussion: your thesis should indicate the point of the discussion.

WEAK THESIS: Christians practiced slavery in the United States.

This is a weak thesis statement because it merely states a fact, so your reader won’t be able to tell the point of the statement.

3. A strong thesis statement expresses one main idea: Readers need to be able to see that your paper has one main point. If your thesis statement expresses more than one idea, then you might confuse your readers about the subject of your paper.

WEAK THESIS: People should not follow unjust laws and showing strong determination is what helped Douglass to be successful.

This is a weak thesis statement because the reader can’t decide whether the paper is about unjust laws or strong determination. To revise the thesis, the relationship between the two ideas needs to become clearer. STRONGER THESIS:

4. A strong thesis statement is specific: A thesis statement should show exactly what your paper will be about and the argument should be narrow enough to be concretely proven.

WEAK THESIS: Slavery in the United States damaged many lives.

This is a weak thesis statement for two reasons. First, slavery can’t be discussed thoroughly in a short essay. Second, damaged is vague and many lives is very general. You should be able to identify specific causes and effects. STRONGER THESIS:

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What the Origins of Humanity Can and Can’t Tell Us

By Maya Jasanoff

In the summer of 1856, laborers at a limestone quarry near Düsseldorf were clearing mud and chert out of a cave when they turned up a fossilized skull. It was long and elliptical, with wide sinuses and a heavy ridge over the eye sockets. The workers thought it belonged to some kind of bear, but a local schoolteacher who inspected it had a different hunch. He thought that it was a previously undiscovered kind of human being. The British geologist William King, setting the skull alongside those of chimpanzees and Andaman Islanders, agreed; he declared that it belonged to an entirely new species, which he named Homo neanderthalensis , for the Neander Valley, where it was found.

What we know today as Neanderthals might have been called Engisians or Gibraltarians, if remains of the same species that were dug up earlier in Engis, a municipality in Belgium, and on the Iberian Peninsula had been accurately identified. In the event, English descriptions of the Neanderthal remains appeared at the same time as Charles Darwin ’s “ On the Origin of Species ” (1859), and excited scientists who were mulling over the book’s theory of natural selection. Thomas Henry Huxley, an enthusiastic Darwinian, viewed the fossils as proof that “we must extend by long epochs the most liberal estimate that has yet been made of the antiquity of Man.” That extended era soon got a name: “prehistory,” describing the period before humans recorded their existence in writing.

Since the Neanderthal discovery, the start date for human prehistory has been pushed farther and farther back. The bones of Java Man, found in the eighteen-nineties, and of Peking Man, found in the nineteen-twenties, suggested that humans emerged out of Asia between seven hundred thousand and 1.5 million years ago. Twentieth-century excavations of the genus Australopithecus in South Africa, Tanzania, and Ethiopia—where forty per cent of an australopithecine skeleton dubbed Lucy was retrieved, in 1974—shifted hominin origins to some 3.2 million years ago and informed the “out of Africa” theory that remains widespread today.

Discover notable new fiction and nonfiction.

Each of these discoveries helped answer a historical question—How did humans become human?—while deepening a metaphysical one: What makes humans human? King felt certain that the Neanderthal brain was “incapable of moral and theistic conceptions” of the sort that distinguished humans from other animals. Huxley, for his part, happily accepted that “Man is, in substance and structure, one with the brutes,” although only humans had “the marvellous endowment of intelligible and rational speech.” Other scholars have claimed that humans alone have the power to generate non-utilitarian symbols, or that humans alone make tools not simply to accomplish immediate tasks—the way a chimpanzee uses a stick to get ants—but to make other tools for future use. The most popular account of human distinctiveness today comes from Yuval Noah Harari , whose “ Sapiens ” extrapolates the entire course of human history from the banal claim that Homo sapiens has a unique capacity for creativity.

Accounts of the deep human past, in short, rest on assumptions about what it means to be human in the first place, giving them normative implications for modern society. As the historian Stefanos Geroulanos writes in “ The Invention of Prehistory ” (Liveright), European intellectuals have, in the past two and a half centuries, turned to prehistory to explain things like the structure of families, the basis of states, the prevalence of war, and the nature of sentiment. “The story of human origins has never really been about the past,” he says. “Pre-history is about the present day. It always has been.” When people wrote about distant times, what were they revealing about their own?

In the beginning, Jean-Jacques Rousseau believed, humans had nothing but “two legs to run with” and “two arms to defend themselves with”; they had no language but “the simple cry of nature” and no passions beyond food, sex, and sleep. He imagined the “state of nature” as a simple, peaceful, egalitarian counterpoint to the shackles and constraints of so-called civilization. Rousseau was hardly the first European thinker to draw the contrast—Thomas Hobbes, of course, had devoted a few sentences to what he supposed was the “nasty, brutish, and short” version of life in the “state of nature”—but for Rousseau it wasn’t a brief aside. He thought hard about what life might have been like in the deep past, and in doing so, Geroulanos writes, made it “possible to think of prehistoric humans” as modernity’s ancestors, and to evaluate the present in prehistory’s mirror.

European intellectuals in Rousseau’s wake searched for evidence of how things had really been. Languages offered one clue. In Kolkata, in the seventeen-eighties, William Jones, a British philologist and an East India Company judge, noticed that Sanskrit shared with Greek and Latin such strong affinities that the languages must have “sprung from some common source.” An “Indo-European” family of languages was promptly diagrammed in the form of a genealogical tree, branching through time and space from East to West.

Jones’s insight had particular influence on nineteenth-century German scholars, some of whom proposed that the original Indo-Europeans—also called Aryans—had come from Asia and overrun northern Europe, where they sired the Germanic tribes who went on to bring down the Roman Empire. And just as Aryans were the parents of ancient Germans, the Germans were the parents of modern Europe—a link cemented in the German word for Indo-European, Indogermanisch . The invaders were imagined as muscular, spirited forces reinvigorating stagnant, corrupted realms. Nazi race theorists took these ideas one step further by fixing the Indo-European homeland in northern Germany proper, propelling fantasies of a fresh wave of Aryan conquest.

While Continental nationalists emphasized their superior prehistoric roots, scholars in the expanding British and American empires bolstered a “civilizing mission” by identifying prehistoric practices in contemporary non-European societies. “The European may find among the Greenlanders or Maoris many a trait for reconstructing the picture of his own primitive ancestors,” Edward Burnett Tylor, a founder of cultural anthropology, wrote. He focussed on a long-standing preoccupation of ethnologists—the origins of religion—and positioned a belief in supernatural entities at the primitive end of an axis whose other pole was modern science. Lewis Henry Morgan, a sometime lawyer in upstate New York, compared kinship structures across a hundred and thirty cultures (many of them Native North American) to elaborate a theory of social evolution that started with the “savage” communal family, proceeded to “barbarian” clans, and eventuated in a “civilized” order led by male property owners.

By the end of the nineteenth century, Western intellectuals regularly portrayed the human past in groupings of three stages. Savage, barbarian, civilized. Animism, religion, science. Stone Age, Bronze Age, Iron Age. Where the thinkers differed was on whether or how these triune stages represented “progress.” On one side were Hobbes’s heirs, who vigorously championed civilization over savagery—that is, if civilization meant accumulating private wealth, using industrial technology, and fighting fewer wars. On the other side were Rousseau’s, who saw in prehistory—and its putative living representatives among non-Western societies—forms of egalitarianism and harmony that modernity had destroyed. Karl Marx and Friedrich Engels, for instance, read Morgan closely and concluded that a primitive communism had been wrecked by the emergence of marriage and monogamy. Either way, Geroulanos points out, real-life “primitive” peoples on the receiving end of the civilizing mission (people like the Andamanese, to whom King compared the Neanderthal) were frequently described as “disappearing”—natural casualties of human evolution, rather than targets of conquest and extermination.

The catastrophic carnage of the Great War prompted a murkier speculation: What if something “savage” resided within us? The German Darwinist Ernst Haeckel had speculated that while in utero human embryos pass through every stage of evolutionary history, developing first what look like gill slits and tails, which disappear in time. Though debunked, the theory had wide influence, notably on Sigmund Freud , who suggested that everyone carries a primal inheritance in the form of the Oedipus complex, which haunts the unconscious with guilt and repression. Freud’s student Carl Jung delivered an antisemitic, fascist-friendly version of a primal psyche in the notion of a “collective unconscious,” stamped by prehistoric archetypes. Prehistoric instinct continues to be a popular explanation for behavior that seems somehow “inhuman.” The neuroscientist Paul MacLean suggested in the nineteen-fifties that the human brain contained a “reptilian” core, governed by instinct—a notion alive and well in some descriptions of Donald Trump.

Today, genetics provides the most influential account of the prehistoric past and its effects on modern humans. Though Geroulanos has little to say about it, the ability to extract and sequence ancient DNA from remains of long-dead humans has transformed our picture of human origins and population movements alike. In place of a single migration of Homo sapiens from Africa some fifty thousand years ago, for instance, there is evidence of multiple passages of hominins between Europe and Africa dating from around four hundred thousand years ago to upward of 1.8 million years ago. Ancient-DNA research has helped resolve the question of where the Indo-Europeans originated, pointing toward a location south of the Caucasus, with dispersals from there into India and the Eurasian steppe, and from the steppe into northern Europe. The research has even identified a kind of hominin, the Denisovan, for which there are scant fossil remains.

Few populations have undergone as extensive a makeover as Neanderthals, whose shifting image over the past hundred and fifty years, Geroulanos shows, indexes Western attitudes about race, primitivism, and savagery. As nineteenth-century scientific racism gathered momentum, Haeckel proposed naming Neanderthals Homo stupidus , and the initial depictions rendered them as hunched, half-naked cavemen. In the early nineteen-hundreds, a time of startling European colonial violence in Africa, a French illustration of a Neanderthal portrayed him as a club-toting gorilla. This inspired a snarling bust made for the Italian criminologist Cesare Lombroso, which was the model, in turn, for a bestial portrait of “Neanderthal Man” in H. G. Wells’s blockbuster “ The Outline of History ” (1920). A diorama installed in Chicago’s Field Museum in 1929, at the height of the American enthusiasm for eugenics, portrayed the Neanderthal as a neckless, bone-sucking oaf. Later, the anthropologist Carleton Coon depicted a clean-shaven Neanderthal wearing a jacket and tie, perhaps to suggest that interbreeding had given rise to present-day racial difference.

Owing to the sequencing of the Neanderthal genome, in 2010, scientists now believe that almost everybody living today carries some Neanderthal DNA—typically around two per cent of the genome in people of Asian, European, and Indigenous American and Pacific origin—and future research may well further blur the species line between Neanderthals and Homo sapiens . You can “Meet Your Ancestors” at the Smithsonian Institution’s Hall of Human Origins, in a display of more than seventy replica fossil skulls, and see the only Neanderthal skeleton in the United States. It was excavated at the Shanidar Cave, in Iraqi Kurdistan, where archeologists found evidence that Neanderthal elders were cared for by community members and buried with intent. The artist John Gurche’s bust of “Nandy,” reconstructing one of the males found in the cave, has his hair scooped into a fashionable man bun and a weathered face filled with poignant expression. These are Neanderthals for the age of 23andMe, which, in 2020, expanded its “Neanderthal Ancestry Report” to show whether your own Neanderthal genes incline you to have “difficulty discarding possessions you may never use,” or to feel “irritable or angry when hungry (hangry).” Now that we know they’re part of us, we’ve decided that Neanderthals may not be so savage after all.

There’s a fair amount of repetition in “The Invention of Prehistory,” in large measure because the currents coursing through modern Western accounts of our deep past have remained so similar since the eighteenth century. (Another book might usefully put these in conversation with concepts of prehistory favored in cultures that don’t have linear concepts of time.) Although we have far more evidence today about the lives, the deaths, and the legacies of prehistoric humans than Rousseau and his peers had, social scientists continue to tread well-worn tracks about the relative merits of prehistoric societies (e.g., David Graeber and David Wengrow, “ The Dawn of Everything ”) or their Hobbesian horrors (e.g., Steven Pinker, “ The Better Angels of Our Nature ”). Pop culture does its part, too, conjuring a deep past abuzz with presentist significance, in movies like “Ice Age” (2002), which spawned a multibillion-dollar franchise on a friendly message of interspecies solidarity, or “The Croods: A New Age” (2020), which transposes current political polarization onto rustic cavemen encountering a snotty liberal élite, in anatomically modern human form.

It’s a truism that all chronicles of history bear the marks of their own times, and there’s no reason to expect those of prehistory to be an exception. What seems distinctive, however, is the frequency with which speculations about the deep past invite fantasies about a more or less distant future: the Flintstones begat the Jetsons. In “ The Descent of Man ,” Darwin voiced hope that, as more “small tribes are united into larger communities,” mankind will “extend his social instincts and sympathies . . . to the men of all nations and races”—a wish echoed by generations of liberal internationalists. Socialists have found it helpful to invoke “primitive communism” as a basis for future redistribution, and feminists to cite prehistoric matriarchy and goddess cults when pressing for a post-patriarchal society. Bill Gates and the Silicon Valley fraternity are fans of Harari’s sequel to “Sapiens,” “ Homo Deus: A Brief History of Tomorrow ,” which portrays an algorithm-governed future overseen by a handful of godlike humans.

Such stories about human origins are appealing because they explain the societies we have or justify the ones we want. Yet considerations of human history across the very longue durée have also prompted dismal projections, and these exert a magnetic attraction of their own. In the Second World War, technology, long held up by archeologists as the yardstick of human progress, became indelibly linked with mass destruction. As Theodor W. Adorno and Max Horkheimer wrote in the shadow of war, an aircraft pilot spraying poison “might be called superhuman in comparison to the troglodyte,” but our capacity for destruction made it quite possible that the “human species will tear itself to pieces” or “take all the earth’s fauna and flora down with it.” Nowadays, one apocalypse looms in the irreversible human damage to the climate and to biodiversity which prompts scholars to consider the “Anthropocene” a new planetary epoch. Another triune progression haunts our nuclear-armed era: the First World War, the Second World War, the Third World War. However much we’ve learned about the origins of humanity, it has become dangerously easy to bring about its end. ♦

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By Nathan Heller

By Erik Baker

By Susan B. Glasser

The reconstruction of a 75, 000-year -old Neanderthal woman’s face makes her look quite friendly – there’s a problem with that

Professor in Modern History and UKRI Future Leaders Fellow, King's College London

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From a flaky skull, found “as flat as a pizza” on a cave floor in northern Iraq, the face of a 75,000-year-old Neanderthal woman named “Shanidar Z” has been reconstructed. With her calm and considered expression, Shanidar Z looks like a thoughtful, approachable, even kindly middle-aged woman. She is a far cry from the snarling, animalistic stereotype of the Neanderthal first created in 1908 after the discovery of the “ old man of La Chapelle ”.

On the basis of the old man and the first relatively complete skeleton of its kind to be found, scientists made a series of presumptions about Neanderthal character. They believed Neanderthals to have a low, receding forehead, protruding midface and heavy brow representing a baseness and stupidity found among “lower races”. These presumptions were influenced by prevailing ideas about the scientific measurement of skulls and racial hierarchy – ideas now debunked as racist .

This reconstruction set the scene for understanding Neanderthals for decades, and indicated how far modern humans had come. By contrast, this newest facial reconstruction, based on research at the University of Cambridge, invites us to empathise and see the story of Neanderthals as part of a broader human history.

“I think she can help us connect with who they were”, said paleoarchaeologist Emma Pomeroy , a member of the Cambridge team behind the research, while speaking in a new Netflix documentary, Secrets of the Neanderthals . The documentary delves into the mysteries surrounding the Neanderthals and what their fossil record tells us about their lives and disappearance.

It was not paleoanthropologists, however, who created Shanidar Z but well-known paleoartists Kennis and Kennis , who sculpted a modern human face with a recognisable sensibility and expressions. This drive towards historical facial reconstruction, which invokes emotional connection is increasingly commonplace through 3D technologies and will become more so with generative AI.

As a historian of emotion and the human face, I can tell you there is more art than science at work here. Indeed, it is good art, but questionable history.

Technologies like DNA testing, 3D scans and CT imaging help artists to generate faces like Shanidar Z’s, creating a naturalistic and accessible way of viewing people from the past. But we should not underestimate the importance of subjective and creative interpretation, and how it draws on contemporary presumptions, as well as informing them.

Faces are a product of culture and environment as much as skeletal structure and Shanidar Z’s face is largely based on guesswork. It is true that we can assert from the shape of the bones and a heavy brow, for instance, that an individual had a pronounced forehead or other baseline facial structures. But there’s no “scientific” evidence about how that person’s facial muscles, nerves and fibres overlaid skeletal remains.

Kennis and Kennis have attested to this themselves in an interview with the Guardian in 2018 about their practice. “There are some things the skull can’t tell you,” admits Adrie Kennis. “You never know how much fat someone had around their eyes, or the thickness of the lips, or the exact position and shape of the nostrils.”

It’s an enormous imaginative and creative work to invent the skin colour, forehead lines or half-smile. All these features suggest friendliness, accessibility, approachability – qualities defining modern emotional communication. “If we have to make a reconstruction,” Adrie Kennis explained, “we always want it to be a fascinating one, not some dull white dummy that’s just come out of the shower.”

Overlaying skeletal remains with modern affect reasserts the recent re-envisioning of Neanderthals as “ just like us ” rather than club-wielding thugs.

Only in the past 20 years have Neanderthals been discovered to share modern human DNA, coinciding with the discovery of many similarities over differences . For instance, burial practices, caring of the sick and a love of art .

This reimagining of Neanderthals is historically and politically interesting because it draws on contemporary ideas about race and identity . But also because it recasts the popular narrative of human evolution in a way that prioritises human creativity and compassion over disruption and extinction.

The neglected history of the human face

It is creativity and imagination that determines the friendly facial expression that makes Shanidar Z sympathetic and relatable.

We don’t know what kinds of facial expressions were used by or were meaningful to Neanderthals. Whether or not Neanderthals had the vocal range or hearing of modern humans is a matter of debate and would have dramatically influenced social communication through the face.

None of this information can be deduced from a skull.

Facial surgeon Daniel Saleh told me about the cultural relevance of Shanidar Z: “as we age, we get crescentic creases [wrinkles] around the dimple – this changes the face – but there is no skeletal correlation to that.” Since facial expressions like smiling evolved with the need for social communication, Shanidar Z can be seen an example of overlaying contemporary ideas about soft tissue interaction on the bones, rather than revealing any scientific method.

This matters because there’s a long, problematic history of ascribing emotions, intelligence, civility and value to some faces and not others. How we represent, imagine and understand the faces of people past and present is a political, as well as social activity.

Historically, societies have made the faces of those they want to be connected to more emotionally empathetic. When cultures have determined, however, certain groups they don’t want to connect to and, in fact, want to marginalise, we have seen grotesque and inhuman ideas and depictions rise around them. Take, for example, anti-Black caricatures from the Jim Crow era in the US or cartoons of Jewish people made by the Nazis .

By representing this 75,000-year-old woman as a contemplative and kindly soul who we can relate to, rather than a snarling, angry (or blank featured) cypher, we are saying more about our need to rethink the past than any concrete fact about the emotional lives of Neanderthals.

There is nothing inherently wrong with artistically imagining the past, but we need to be clear about when that happens – and what it is for. Otherwise we ignore the complex power and meanings of the face in history, and in the present.

• Archaeology
• Neanderthals

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