History: Sources and Historiography · Ages 16–17
Crafting and Defending a Historical Thesis
Name: Date:
This worksheet is designed for 11th grade history students. Complete each task to practice developing arguable claims, selecting relevant evidence, evaluating counterarguments, and verifying citations.
Identify whether this statement is a factual description or an arguable thesis: 'The Treaty of Versailles was signed in June 1919 and imposed heavy financial reparations on Germany.' Explain your answer in one sentence.
Turn the following historical question into an arguable thesis statement with two supporting reasons: 'Why did the Montgomery Bus Boycott of 1955–1956 succeed in ending segregated seating?'
A student proposes this thesis: 'The New Deal helped many Americans during the 1930s.' Identify two specific flaws in this sentence and explain how to fix them.
Consider the claim: 'President Abraham Lincoln issued the Emancipation Proclamation in January 1863 solely as a pragmatic military measure.' What is the strongest historical counterargument to this interpretation?
Read the following source note: 'A telegram sent by the French ambassador in London, 1938.' List two critical details missing from this citation that a researcher would need to locate the original document.
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Identify whether this statement is a factual description or an arguable thesis: 'The Treaty of Versailles was signed in June 1919 and imposed heavy financial reparations on Germany.' Explain your answer in one sentence.
It is a factual description; it states established historical facts and dates rather than advancing an interpretation that a historian could dispute.
Turn the following historical question into an arguable thesis statement with two supporting reasons: 'Why did the Montgomery Bus Boycott of 1955–1956 succeed in ending segregated seating?'
Accept any arguable thesis identifying specific causes, such as: 'The Montgomery Bus Boycott succeeded not only because of sustained economic pressure on city transit revenues, but also because local church networks organized alternative transportation that sustained community resolve for over a year.'
A student proposes this thesis: 'The New Deal helped many Americans during the 1930s.' Identify two specific flaws in this sentence and explain how to fix them.
The thesis is vague ('helped many Americans') and lacks an arguable stance or causal explanation. It should specify which programs, which groups were affected (or excluded), and evaluate the overall economic or political impact.
Consider the claim: 'President Abraham Lincoln issued the Emancipation Proclamation in January 1863 solely as a pragmatic military measure.' What is the strongest historical counterargument to this interpretation?
The counterargument that Lincoln and abolitionists viewed the proclamation as a moral turning point and an irreversible political commitment to end slavery, supported by Lincoln's private letters and public rhetoric describing it as an act of justice.
Read the following source note: 'A telegram sent by the French ambassador in London, 1938.' List two critical details missing from this citation that a researcher would need to locate the original document.
Missing details include the exact date (month and day), the archive collection and box or folder number, the recipient's name, or the publication title if reproduced in an edited volume of diplomatic documents.