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Free History Worksheets

Here you will find hundreds of free history worksheets designed by professional educators that can be adjusted for elementary, middle, or high school students.

These are nearly 500 student history worksheets in this package that cover all aspects of history, from Ancient Greece to World War One, World War Two, and the Cold War. The worksheets can be modified to accommodate K-12. Please feel free to share these on Pinterest or any other places where teachers’ resources are made available.  Included are full-color and black-and-white worksheets, word searches, quizzes, overviews, info graphs, diagrams, anagrams and activity sheets that provide everything you need to teach your class on any time period in history imaginable. Below are listed our currently available free student worksheets. More are to come.

• How Much Can One Individual Alter History? More and Less...
• Why Did Hitler Hate Jews? We Have Some Answers
• Reasons Against Dropping the Atomic Bomb
• Is Russia Communist Today? Find Out Here!
• Phonetic Alphabet: How Soldiers Communicated
• How Many Americans Died in WW2? Here Is A Breakdown

101+ Interesting History Project Ideas For Students

Finding a good history project idea can be tricky, but with some help, students of all ages can pick a fascinating, doable, and educational topic. From biographies of influential people to historical events or places, there are many exciting ways to learn about the past. 

This blog post will explore potential history project ideas from different periods, locations, and views. Whether you want to understand your family’s history better, focus on a topic that connects to current events, or satisfy your curiosity about the past, you will find inspiration. 

With the right history project idea, you can gain valuable research skills while diving into a subject you’re passionate about. From Native American culture to the Civil Rights Movement and more, read on for historical project suggestions that will teach and engage you.

Are you struggling with History Assignment Help ? Do you need assistance in getting the best and A+ Quality human-generated solutions? Hire our tutors to get unique assignment solutions before the assignment deadline.

What Are History Projects?

Table of Contents

History projects are assignments, often given in school, where students research and present information about a particular topic or period from history. They typically require students to investigate using libraries, museums, interviews, online sources, and other methods to find useful facts and materials. 

Students then synthesize what they learned into a project that demonstrates their knowledge. Common types of history projects include research papers, exhibits, documentaries, posters, presentations, websites, and more. 

The format allows students to understand history through hands-on learning and exploration. Here are some key reasons history projects are essential:

• Develop research and critical thinking skills
• Gain perspective on how past events shape the present
• Make history come alive through creativity and engagement
• Learn to evaluate and analyze historical sources
• Practice presentation and communication abilities
• Promote an appreciation for the study of history

Here are 103 history project ideas for students, categorized to help you find a topic that suits your interests.

Ancient Civilizations

• The Rise & Fall of the Roman Empire
• Life in Ancient Egypt: Pharaohs, Pyramids, and Daily Life
• Contributions of Ancient Greece to Modern Civilization
• Mesopotamia: The Cradle of Civilization
• Indus Valley Civilization: Mystery of the Lost Civilization
• Ancient Chinese Dynasties: Han, Qin, and Tang

Medieval Times

• Knights and Chivalry: Code of Honor in Medieval Europe
• The Black Death: Impact on Europe in the 14th Century
• Feudalism: Structure of Medieval Society
• Crusades: Holy Wars and Their Consequences
• Vikings: Raiders of the North Sea

Renaissance and Enlightenment

• Renaissance Art and its Influences
• The Scientific Revolution: Changing the Paradigm
• Enlightenment Thinkers: Ideas That Shaped Modern Society
• The Age of Exploration: Discoveries and Consequences
• The Printing Press: Revolutionizing Communication

Also Read:- STEM Project Ideas For Middle School

Colonial America

• 17. Jamestown vs. Plymouth: Contrasting Early American Colonies
• Salem Witch Trials: Hysteria in Colonial Massachusetts
• Founding Fathers: Architects of the United States
• The Triangle Trade: Economic Forces in Colonial America
• Indigenous Peoples and European Contact

American Revolution

• Causes and Effects of the American Revolution
• Revolutionary War Battles: Turning Points and Strategies
• Declaration of Independence: Crafting a Nation’s Identity
• The Role of Women in the Revolutionary Era
• African Americans in the Revolutionary War

19th Century

• Industrial Revolution: Impact on Society and Economy
• Manifest Destiny: Expansion Westward in the United States
• Abolitionist Movement: Struggle for the End of Slavery
• Immigration Waves: Contributions of Immigrants in the 1800s
• California Gold Rush: Boomtowns and Prospecting

Civil War and Reconstruction

• Causes of the Civil War: Sectionalism and Tensions
• Battle of Gettysburg: Explore the Turning Point in the Civil War
• Emancipation Proclamation: Lincoln’s Bold Move
• Reconstruction Era: Rebuilding the United States
• Freedmen’s Bureau: Aid to Former Slaves
• World War I: Causes, Events, and Consequences
• Trench Warfare: Life on the Front Lines
• Treaty of Versailles: Impact on the Interwar Period
• Rise of Adolf Hitler: Factors Leading to World War II
• Holocaust: Remembering the Atrocities

Cold War Era

• The Cuban Missile Crisis: Tensions between the U.S. and Soviet Union
• Space Race: Race for Supremacy in Space Exploration
• McCarthyism: Anti-Communist Hysteria in the United States
• Vietnam War: Causes, Events, and Legacy
• Civil Rights Movement: Struggle for Equality

Post-Cold War

• 47. Fall of the Berlin Wall: Symbol of the End of the Cold War
• Apartheid in South Africa: Nelson Mandela’s Fight for Equality
• The collapse of the Soviet Union: End of the Superpower Era
• Gulf War: Operation Desert Storm
• Rwandan Genocide: Tragedy and International Response

Also Read:- Statistics Project Ideas

Recent History

• 9/11 Attacks: Impact on Global Politics
• War on Terror: U.S. Military Interventions in the Middle East
• Arab Spring: Protests and Political Change in the Middle East
• Brexit: The United Kingdom’s Decision to Leave the EU
• COVID-19 Pandemic: Global Responses and Lessons Learned

Historical Figures

• Alexander the Great: Explore Conqueror of the Ancient World
• Joan of Arc: Explore Heroine of the Hundred Years’ War
• Martin Luther King Jr.: Explore Leader of the Civil Rights Movement
• Winston Churchill: Explore Prime Minister during World War II
• Cleopatra: Queen of Ancient Egypt

Women in History

• Suffragette Movement: Struggle for Women’s Right to Vote
• Eleanor Roosevelt: Explore First Lady and Human Rights Advocate
• Marie Curie: Pioneering Scientist in Radiology
• Rosa Parks: Explore Catalyst for the Civil Rights Movement
• Malala Yousafzai: Advocate for Girls’ Education

Cultural History

• Harlem Renaissance: Cultural and Artistic Flourishing
• Beat Generation: Literary and Cultural Rebellion
• Woodstock Festival: Music and Counterculture in the 1960s
• Mayan Civilization: Art, Architecture, and Culture
• Japanese Tea Ceremony: Tradition and Ritual

Economic History

• Great Depression: Causes and Effects on Global Economies
• 1929 Stock Market Crash: Precursor to the Great Depression
• Keynesian Economics vs. Supply-side Economics
• Gold Rushes: Economic Booms and Busts
• Silicon Valley: Technological Innovation Hub

Social Movements

• LGBTQ+ Rights Movement: Struggles and Achievements
• Environmentalism: Origins and Impact on Policy
• Anti-Apartheid Protests: Global Solidarity
• Occupy Movement: Protests Against Economic Inequality
• #MeToo Movement: Addressing Sexual Harassment and Assault

Military History

• Sun Tzu and the Art of War: Ancient Military Strategy
• Battle of Thermopylae: Spartan Stand Against the Persians
• D-Day Invasion: Allied Assault on Normandy
• Code Talkers: Navajo Language in World War II
• Military Technology Advancements: From Swords to Drones

Historical Artifacts

• Rosetta Stone: Decoding Ancient Egyptian Hieroglyphs
• The Dead Sea Scrolls: Unearthing Ancient Texts
• The Shroud of Turin: Controversy Surrounding the Relic
• The Rosetta Disk: A Modern-Day Rosetta Stone
• The Declaration of Independence: Preserving a National Treasure

Also Read:- Social Studies Fair Project Ideas

Historical Places

• Machu Picchu: Inca Civilization’s Hidden Citadel
• The Acropolis: Symbol of Ancient Greek Civilization
• The Great Wall of China: Construction and Purpose
• The Louvre: Home to Priceless Art and Artifacts
• Auschwitz Concentration Camp: Remembering the Holocaust

Historical Events

• The Great Fire of London: Investigate Destruction and Rebuilding
• The Boston Tea Party: Investigate Prelude to the American Revolution
• The Cuban Revolution: Investigate Fidel Castro and the Rise of Communism
• The Moon Landing: Apollo 11’s Historic Achievement
• The Treaty of Westphalia: Shaping Modern Diplomacy

Historical Science and Medicine

• Hippocrates and the Hippocratic Oath: Foundations of Medicine
• Darwin’s Theory of Evolution: Impact on Biology and Society

These History Project Ideas cover a wide range of historical topics, allowing students to delve into different periods, regions, and themes within history. Students can select projects based on their interests and explore various aspects of human history.

How Do You Plan A History Project?

Here are some tips for planning a successful history project:

• Choose a history topic that interests you and fits the scope of the assignment. Consider a critical event, period, location, historical figure, or cultural phenomenon you want to explore further.
• Research general background information on your topic to help refine and focus your project idea. Determine what’s most important to convey or what questions you want to answer.
• Determine the type of project – will it be a research paper, documentary, website, exhibit, reenactment, or something else? Choose a format that aligns with your topic and allows you to convey what you learned creatively.
• Create a work timeline accounting for research, creating a rough draft, gathering materials, fact-checking, and finalizing the project. Leave time for revisions and editing.
• Locate primary and secondary sources to conduct your research. Use libraries, academic databases, museums, interviews, archives, credible online sources, etc. Evaluate each source for accuracy and credibility.
• Take careful notes and document all sources used, tracking which information comes from each source. This will be important for citations/bibliography later.
• Outline your project and draft a structure before beginning. Use your research to shape the narrative or argument you’ll present.
• Stick to your timeline as you move through the drafting and production process. Review the project requirements and rubric to ensure you meet all expectations.
• Double-check your facts, polish the final product, and practice presenting/explaining your work if required. Revise as needed to create an informative, engaging history project!

How Do You Write A History Project?

Here are some tips for writing a successful history project:

• Craft an introduction that presents your topic and establishes its significance in history. State your central thesis, argument, or purpose for your analysis.
• Provide background context so your reader understands your topic’s setting and circumstances. Give relevant details about time, place, politics, culture, etc.
• Present your research and findings in a logical structure with clear organization. Use sections and headings to divide details and make connections.
• Blend narrative explanation and evidence from sources. Paraphrase, summarize, and directly quote relevant research information to support your points.
• Analyze and interpret your findings to make arguments, draw conclusions, and explain historical significance. Move beyond just restating facts.
• Consider different perspectives and causes when analyzing historical events and figures. Provide context for their motivations and obstacles.
• Use transitions to connect ideas and paragraphs so your writing flows smoothly.
• Define key terms, events, and concepts so readers understand their meaning and historical significance.
• Summarize your main points, emphasize your central argument, and explain why your topic matters.
• Correctly note all sources within the text and in a bibliography using the required citation style.
• Revise your writing to check for clarity, organization, grammar, and spelling before finalizing. Make sure your writing is clear, concise, and compelling.

Final Remarks

In summary, working on a history project gives students an excellent chance to explore the exciting stories of the past. They can build essential skills while exploring different topics that they find exciting. Students can get creative by picking a topic they like, whether it’s for a research paper, a documentary, or a presentation. Being organized, doing careful research, and sticking to deadlines are super important for doing well.

As students learn about ancient civilizations, essential events, incredible people from history, and significant social changes, they understand history better and get better at thinking critically, doing research, and talking to others. History projects make the past feel alive and help us appreciate how history significantly impacts how things are now and what might happen in the future.

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What this handout is about

This handout was written with several goals in mind: to explain what historians do and how they approach the writing process, to encourage you to think about your history instructor’s expectations, and to offer some strategies to help you write effectively in history courses.

Introduction: What is history?

Easy, right? History is everything that happened in the past: dates, facts, timelines, and the names of kings, queens, generals, and villains. For many students, the word “history” conjures up images of thick textbooks, long lectures, and even longer nights spent memorizing morsels of historical knowledge.

For your instructors in the history department, however, history is a fascinating puzzle with both personal and cultural significance. The past informs our lives, ideas, and expectations. Before shrugging off this abstract notion, ask yourself another “easy” question: Why are you here at UNC-CH?

Maybe you’re at UNC because it was the best school that accepted you, or because UNC has great sports teams. In the big picture, however, you are here because of history, i.e., because of past events and developments. You are here (on the planet) because two people’s lives collided—in the past. You may be here (in North Carolina) because you or some ancestor crossed an ocean several weeks, years, decades or centuries ago. You are here (in Chapel Hill) because, two hundred years ago, some people pooled their ideas, energy, and money to dig a well, collect some books, and hire some professors. You are here (at an institution of higher education) because long ago, some German scholars laid the groundwork for what we call the “modern university.”

In other words, your presence on this campus is the result of many, many historical developments. Although we are all unique, we share parts of our identities with past peoples and cultures. The problems we face today may have puzzled—or even been created by—past people and cultures. This same past has eliminated many hurdles for us (think of the polio vaccine) and may even offer possible solutions for contemporary concerns (consider the recent revival of herbal medicines).

Finally, history is ever-changing. Question: what did Christopher Columbus do? Well, if you’re like many people, you’re thinking, “He discovered the New World.” Well, sort of. It took a while before the Spaniards realized he’d landed on an island off the coast of this New World. It took even longer for historians to figure out that the Vikings crossed the Atlantic long before Columbus. And now we know that this world wasn’t really “new”—there were civilizations here that far predated organized cultures in Europe.

So, historians study the past to figure out what happened and how specific events and cultural developments affected individuals and societies. Historians also revise earlier explanations of the past, adding new information. The more we know about the past, the better we can understand how societies have evolved to their present state, why people face certain problems, and how successfully others have addressed those problems.

As you can see, the questions of history include the immediate and personal (how did I get here?), the broad and cultural (why do universities function as they do?) and the purely factual (what exactly did Columbus find?). The answers historians offer are all more or less educated guesses about the past, based on interpretations of whatever information trickles down through the ages.

History instructors’ expectations of you

You can assume two things about your Carolina history instructors. First, they are themselves scholars of history. Second, they expect you to engage in the practice of history. In other words, they frequently want you to use information to make an educated guess about some bygone event, era, or phenomenon.

You probably know how to guess about the past. High school history exams and various nameless standardized tests often encourage students to guess. For example:

1. The hula hoop was invented in

d) none of the above

In academia, however, guessing is not enough. As they evaluate assignments, history instructors look for evidence that students:

• know about the past, and can
• think about the past.

Historians know about the past because they look at what relics have trickled down through the ages. These relics of past civilizations are called primary sources. For some periods and cultures (20th century America, for example), there are tons of primary sources—political documents, newspapers, teenagers’ diaries, high school year books, tax returns, tape-recorded phone conversations, etc. For other periods and cultures, however, historians have very few clues to work with; that’s one reason we know so little about the Aztecs.

Gathering these clues, however, is only part of historians’ work. They also consult other historians’ ideas. These ideas are presented in secondary sources, which include textbooks, monographs, and scholarly articles. Once they’ve studied both primary and secondary sources, historians think. Ideally, after thinking for a while, they come up with a story to link together all these bits of information—an interpretation (read: educated guess) which answers a question about some past event or phenomenon.

Sounds pretty straightforward, right? Except when two historians using different sources come up with contradictory answers to the same question. Even worse, what if two historians ask the same question and use the same sources but come up with different answers? This happens pretty regularly and can lead to heated debates, complete with name-calling. Even today, for example, historians still can’t agree on the extent of apocalyptic panic surrounding the year 1000.

To avoid unnecessary disagreements and survive legitimate debates, good historians explain why their question is important, exactly what sources they found, and how they analyzed those sources to reach a particular interpretation. In other words, they prove that both their approach and answers are valid and significant. This is why historical texts have so many footnotes. It’s also why history instructors put so much emphasis on how you write your paper. In order to evaluate the quality of your answer to a historical question, they need to know not only the “facts,” but also:

• why your question is significant
• where you got your facts
• how you engaged and organized those facts to make your point

To sum up: most UNC history instructors will expect you to both know information and interpret it to answer a question about the past. Your hard-won ability to name all the governors of Idaho in chronological order will mean little unless you can show why and how that chronology is significant.

Typical writing assignments

(For general tips, see our handout on understanding assignments .)

A typical Carolina history course includes several kinds of writing assignments:

• Research papers —As the name suggests, these assignments require you to engage in full-fledged historical research. You will read sources (primary and/or secondary), think about them, and interpret them to answer some question about the past. Note: Contrary to popular fears, research papers are not the most common kind of paper assigned in college-level history courses.
• Response papers —Much more common in survey courses, these assignments ask you to reflect on a given reading, film, or theme of the course and discuss/evaluate some aspect of it. Don’t be disillusioned, however; these are rarely intended to be free-flowing, last minute scrawls on the back of a napkin. Be prepared to address a question and support why you think that way about it.
• Exam essays —Essay exam questions are close cousins of response papers. Assuming you’ve kept up with the course, you should have all the “facts” to answer the question, and need only (!?!) to organize them into a thoughtful interpretation of the past. For tips on this, see our handout on essay exams .
• Book reviews —These will vary depending on the requirements of the course. All book reviews in history should explain the basic argument of the book and assess the argument’s strengths and weaknesses. Your assessment can include an evaluation of the author’s use of evidence, methodology, organization, style, etc. Was the argument convincing? If so, then explain why, and if not, explain why. Some instructors will also expect you to place the book within its historiographical context, examining the relationship between this work and others in the field. For more information, see our handout on book reviews .
• Historiographical essays —These assignments are common in upper-level and graduate history classes. Historiographical essays focus on how scholars have interpreted certain events, not on the events themselves. Basically, these assignments are “histories of history” and require that students be able to explain the different schools of thought on a subject.

Here’s an example of a thesis statement for a historiographical essay:

The historiography of the American Revolution can be primarily seen as a shift between various Whig and Progressive interpretations. While Whig historians are concerned with political ideology and the actions of powerful people, Progressive interpretations generally examine the social causes of the Revolution.

To begin a historiographical essay, you will first read multiple works on the same topic, such as the American Revolution. As you would for a book review, you will then analyze the authors’ arguments, being sure to avoid simple summaries. You can organize your essay chronologically (in the order that the books on the topic were published) or methodologically (grouping historians with similar interpretations together).

Some questions to consider as you write a historiographical essay are: How has the historiography on this subject evolved over time? What are the different schools of thought on the topic, and how do they impact the interpretations of this subject? Why have different scholars come to different conclusions about this topic? You may find some of the information in our handout on literature reviews helpful.

The specifics of your particular assignment will obviously vary. However, if you’re not sure how to attack a writing assignment in your history course (and why else would you be reading this?), try our 8½ Step Plan.

8½ step plan

1. Recall the link between history and writing In case you missed this, history is basically an educated guess about the past.

When you write, you will most likely have to show that you know something about the past and can craft that knowledge into a thoughtful interpretation answering a specific question.

2. Read with an eye towards writing

You will have to read before you write. If the reading has been assigned, guess why your instructor chose it. Whatever you read, ask yourself:

• How does this text relate to the themes of the lecture/discussion section/course?
• What does this text say? What does it not say?
• How do I react to this text? What are my questions? How could I explain it to someone else (summarize it, diagram the main points, critique the logic)?

For more on this, see also our handout on reading to write .

3. Dissect the question

Since you now (having completed step 1) anticipate having to make—and support—an educated guess, pick the question apart. Identify:

A. Opportunities to show what you know. These are requests for information and are usually pretty easy to find. Look for verbs like these:

B. Opportunities to show what you think. These are requests for interpretation. If you’re lucky, they will be just as obvious. Look for key words like these:

Requests for interpretation may not always be worded as questions.

Each of following statements asks for an educated guess:

• Compare the effects of the French Revolution and white bread on French society.
• Analyze what freedom meant to Cleopatra.
• Discuss the extent to which television changed childhood in America.

Warning: Even something as straightforward as “Did peanut butter kill Elvis?” is usually a plea for both knowledge and interpretation. A simple “yes” or “no” is probably not enough; the best answers will include some information about Elvis and peanut butter, offer supporting evidence for both possible positions, and then interpret this information to justify the response.

3½. Dissect any other guidelines just as carefully

Your assignment prompt and/or any writing guidelines your instructor has provided contain valuable hints about what you must or could include in your essay.

Consider the following questions:

• In all papers for this course, be sure to make at least one reference to lecture notes.
• Evaluate two of the four social classes in early modern Timbuktu.

History instructors often begin an assignment with a general “blurb” about the subject, which many students skip in order to get to the “real” question. These introductory statements, however, can offer clues about the expected content and organization of your essay. Example:

The modern world has witnessed a series of changes in the realm of breadmaking. The baker’s code of earlier societies seemed no longer relevant to a culture obsessed with fiber content and caloric values. The meaning of these developments has been hotly contested by social historians such as Al White and A. Loaf. Drawing on lecture notes, class readings, and your interpretation of the film, The Yeast We Can Do , explain which European culture played the greatest role in the post-war breadmaking revolution.

Although it’s possible this instructor is merely revealing his/her own nutritional obsessions, a savvy student could glean important information from the first two sentences of this assignment. A strong answer would not only pick a culture and prove its importance to the development of breadmaking, but also:

• summarize the relationship between this culture and the series of changes in breadmaking
• briefly explain the irrelevance of the baker’s code
• relate the answer to both the arguments of White and Loaf and the modern world’s obsessions

For more on this, see our handout on understanding assignments .

4. Jot down what you know and what you think This is important because it helps you develop an argument about the question.

Make two lists, one of facts and one of thoughts.

FACTS: What do you know about breadmaking, based on your sources? You should be able to trace each item in this list to a specific source (lecture, the textbook, a primary source reading, etc).

THOUGHTS: What’s the relationship between these facts? What’s your reaction to them? What conclusions might a reasonable person draw? If this is more difficult (which it should be), try:

• Freewriting. Just write about your subject for 5-10 minutes, making no attempt to use complete sentences, prove your ideas, or otherwise sound intelligent.
• Jotting down your facts in no particular order on a blank piece of paper, then using highlighters or colored pencils to arrange them in sets, connect related themes, link related ideas, or show a chain of developments.
• Scissors. Write down whatever facts and ideas you can think of. Cut up the list and then play with the scraps. Group related ideas or opposing arguments or main points and supporting details.

5. Make an argument This is where many people panic, but don’t worry, you only need an argument, not necessarily an earth-shattering argument. In our example, there is no need to prove that Western civilization would have died out without bread. If you’ve been given a question, ask yourself, “How can I link elements of my two lists to address the question?” If you get stuck, try:

• Looking back at steps 3 and 3½
• More freewriting
• Talking with someone
• Letting all the information “gel” in your mind. Give your subconscious mind a chance to work. Get a snack, take a walk, etc.

If no question has been assigned, give yourself plenty of time to work on step 4. Alternately, convince yourself to spend thirty minutes on a 6-sided strategy Donald Daiker calls “cubing.” (If thirty minutes seems like a long time, remember most instructors really, really, really want to see some kind of argument.) Spend no more than five minutes writing on each of the following (just thinking doesn’t count; you have to get it down on paper):

• Describe your subject. It’s breadmaking. Everyone eats bread. Bread can be different textures and colors and sizes…
• Compare it. Breadmaking is like making steel because you combine raw ingredients…It’s totally different than…
• Associate it. My grandfather made bread twice a week. Breadmaking makes me think of butter, cheese, milk, cows, the Alps. Loaf talks about Germans, and some of them live in the Alps.
• Analyze it. White thinks that French bread is the best; Loaf doesn’t. There are different kinds of bread, different steps in the breadmaking process, different ways to make bread…
• Apply it. You could teach a course on breadmaking. You could explain Franco-German hostilities based on their bread preferences…
• Argue for or against it. Breadmaking is important because every culture has some kind of bread. People focus so much on food fads like smoothies, the “other white meat,” and Jell-O, but bread has kept more people alive over time…

Now, do any of these ideas seem significant? Do they tie in to some theme of your reading or course? Do you have enough information in your earlier “facts” and “thoughts” lists to PROVE any of these statements? If you’re still stumped, gather up all your lists and go talk with your instructor. The lists will prove to them you’ve actually tried to come up with an argument on your own and give the two of you something concrete to talk about. For more on this, see our handout on making an argument , handout on constructing thesis statements , and handout on asking for feedback on your writing .

6. Organize

Let’s say you’ve batted around some ideas and come up with the following argument:

Although White’s argument about the role of food fads suggests that French culture drove the modern breadmaking revolution, careful consideration of Loaf’s thesis proves that German emigres irreversibly changed traditional attitudes towards bread.

The next step is to figure out a logical way to explain and prove your argument. Remember that the best thesis statements both take a position and give readers a map to guide them through the paper. Look at the parts of your thesis and devote a section of your essay to each part. Here’s one (but not the only) way to organize an essay based on the above argument:

• P1: Introduction: Why is breadmaking a relevant subject? Who are White and Loaf? Give thesis statement.
• P2: What is/was the breadmaking revolution? What traditional attitudes did it change?
• P3: How does White’s argument about food fads lead one to believe the French have dominated this revolution?
• P4: Why is White wrong?
• P5: What is Loaf’s thesis and how do you see it asserting the role of German emigres?
• P6: Why does Loaf’s thesis make sense?
• P7: Conclusion: Sum up why Loaf’s argument is stronger, explain how society has been changed the breadmaking revolution as he understands it, and tie these ideas back to your original argument.

7. Fill in the content

Fill in each section—also called a paragraph—using your lists from step 5. In addition to filling in what you know and what you think, remember to explain each section’s role in proving your argument and how each paragraph relates to those before and after it. For more help with this, see our handout on introductions , handout on conclusions , handout on transitions , and handout on paragraph development .

Ideally, this would really be steps 8, 9, and 10 (maybe even 11 and 12 for a big or important paper), but you’d never have gotten this far if you suspected there were that many steps. To maintain the illusion, let’s just call them 8a, 8b, and 8c.

8a. Check the organization This is really double-checking STEP 6. Do the parts of your paper make sense—and prove your point—in this order?

8b. Check content First, read your draft and ask yourself how each section relates to your thesis or overall argument. Have you explained this relationship? If not, would it be easier to rework the body of your paper to fit your argument or to revise your thesis to fit the existing content?

Next, reread your draft, and identify each sentence (based on its actual content): Is it “knowing” or “thinking” or both? Write one or both of those words in the margin. After doing this for each sentence in the whole paper, go back and tally up how many times you scribbled “I know” and “I think.” This next part is important:

THE “KNOWS” and “THINKS” SHOULD BALANCE EACH OTHER OUT (more or less).

This should usually be true both within specific paragraphs and in the paper as a whole. It’s fine to have 4 “knows” and 6 “thinks,” but if things are way out of balance, reread the assignment very carefully to be sure you didn’t miss something. Even if they ask for your opinion, most history instructors expect you to back it up by interpreting historical evidence or examples.

8c. Proofread for style and grammar This is also important. Even though you’re not writing for an English course, style and grammar are very important because they help you communicate ideas. For additional tips, see our handout on style and handout on proofreading .

While every assignment and course will have its unique quirks and requirements, you’re now armed with a set of basic guidelines to help you understand what your instructors expect and work through writing assignments in history. For more information, refer to the following resources or make an appointment to work with a tutor at the Writing Center.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Collingwood, R. G. 1989. The Written World: Reading and Writing in Social Contexts . New York: Harper Collins.

Daiker, Donald, Andrew Kerek, and Max Morenberg. 1994. The Writer’s Options: Combining to Composing , 5th ed. New York: Harper & Row.

Marius, Richard, and Melvin E. Page. 2010. A Short Guide to Writing About History , 7th ed. New York: Longman.

Smith, Hadley M. 2012. Writing in the Disciplines: A Reader for Writers , edited by Mary Lynch Kennedy and William J. Kennedy, 7th ed. New York: Pearson.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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How to do different history assessment tasks

As you study History, you will be asked to complete a range of assessment types.

Understanding what each kind of assessment task requires will help you to prepare more effectively for it.

Most of the time, assessment tasks will require you to undertake the research process , so ensure that you become familiar with each step so that you can complete the assignments properly.

Some of the more common types of assessment tasks are outlined below:

Additional resources

Beyond essays and exams: other assessment ideas for the history classroom.

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Course Resources

Discussions and assignments.

The assignments in this course are openly licensed, and are available as-is, or can be modified to suit your students’ needs.

If you import this course into your learning management system (Blackboard, Canvas, etc.), the assignments will automatically be loaded into the assignment tool. The assignment pages within each module link to the live assignment page. You can view them below or throughout the course. There is at least one discussion and one assignment ready to be used in every module of the course. We do not recommend assigning them all, however, and recommend selecting those that work best for you . If you choose to assign the capstone project (explained below), we suggest excluding some of the other assignments so that students have sufficient time to prepare for their capstone work.

To make edits or customized versions of the assignments, we recommend copying and pasting the discussion or assignment text directly into your LMS discussion or assignment page in order to make changes.

Capstone Project

The capstone project is an optional comprehensive assignment that could be assigned to students to complete progressively through the course. The assignment is divided into 3 to 4 pieces and culminates in students creating a PechaKucha presentation.

For this capstone project, students will pick a reformer or activist involved with a progressive or social movement between 1877 and 2000. They will evaluate and analyze the ideas, agenda, strategies, and effectiveness of the work done by their chosen reformer or activist in order to make a claim and present on their findings in the form of a PechaKucha presentation (or another pre-approved format). PechaKucha presentations follow a 20×20 presentation format, meaning that a presenter chooses 20 images and speaks about each image for 20 seconds (totaling 6 minutes at 40 seconds).

The capstone project components are shared as assignments that link to Google Documents. You can make a copy of those documents to customize them. To do so, open the Google Doc and choose “File -> Make a copy” to create your own version.

• Part 0: Social Media Activism  (also found as an assignment in Module 5)
• Part 1: Research and Annotated Bibliography
• Part 2: Draft PechaKucha Outline
• Part 3: Submit Final PechaKucha Presentation
• Assignments. Provided by : Lumen Learning. License : CC BY: Attribution
• Pencil Cup. Authored by : IconfactoryTeam. Provided by : Noun Project. Located at : https://thenounproject.com/term/pencil-cup/628840/ . License : CC BY: Attribution

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13 Ways To Make History Class Engaging For Students

History class is much more than reading out of a textbook. Use these 10 tips to help make history class engaging and relevant to your students.

This blog post contains affiliate links that are of no cost to the reader. If you make a purchase through the provided links this blog will receive a small commission to help with the financial costs of maintaining the site.

13 Strategies To Make History Class Engaging 

I hope you can use some of these 13 tips to help make history class engaging. As a history teacher, it is important to contact local historical sites, museums, organizations, and libraries to see how they can help enrich your program.

Tip #1 Use QR Codes

This quick technology can be accessed with personal or school portable technology (phones, iPads, tablets). The QR code embeds information (text, URL, etc) into the code image. Students scan the code with a QR Code reader app and they unlock the information.

I use this in my classroom for introducing vocabulary words in a new unit or for students to access information in a different format. I try to make QR Code activities into scavenger hunts where they must locate the code before accessing information.

Tip #2 Incorporate Movement into Lessons

I love using the cooperative learning strategy called Four Corners. Around the classroom in each corner hang up four different answer cards such as Agree, Disagree, Undecided, and Need More Info (cards can be changed to align better with your lesson). Then ask the class a rich thinking question. Students move to the answer card area that best aligns with their opinion.

In this new opinion group, students discuss their ideas. Ensure that they know they will be held accountable for these discussions either through written or oral means. When first introducing this strategy it is a great idea to have a Need More Information section where the teacher can stand and provide support.

Tip #3 Add Drama

Activities such as Monologues, Wax Museum and Hot Seat make historical figures come to life in your classroom.

Tip #4 Use Collaborative Discussion Strategies

Students are not always comfortable discussing in History classes due to their lack of subject area background knowledge. When we have class discussions I try to build up their knowledge and confidence by using strategies such as Think Pair Share or Four Corners Placemats.

Tip #5 Bring In Primary Sources

Where possible bring in primary sources. Photos from the time period and archival documents can make history seem more authentic to students. Lots of internet sites (government archives) have access to these excellent pieces of history. A quick Google search will contain lots of ideas. Your local library, historical societies, and museums are also great places to look. Also, the New York Public Library has digitized a lot of pieces that could work in your classroom. You can also find great primary sources at Library and Archives Canada .

Tip #6 Picture Books

Do not discount the value of picture books in the middle or high school history classroom. Two of my favourite picture books for my Canadian history classes are The Cremation of Sam McGee and The Canadian Railroad Trilogy . The vivid images and storylines bring history alive.

Picture books can also be used to provide background knowledge prior to starting a unit. In English classes, I often use the book Teammates by Peter Golenbock as a mentor text, which discusses Jackie Robinson’s treatment as the first African American Major League Baseball player.

Picture books are fantastic literacy resources to help students learn about a variety of topics and reinforce literacy skills. I have used these picture books to help teach students about Residential Schools. Please purchase these books from Indigenous-owned bookstores.

• When We Were Alone by David Robertson
• Stolen Words by Melanie Florence
• Not My Girl by Christy Jordan-Fenton and Margaret Pokiak-Fenton
• When I Was Eight by Christy Jordan-Fenton and Margaret Pokiak-Fenton
• Phyllis’s Orange Shirt by Phyllis Webstad
• I Am Not a Number by Jenny Kay Dupuis and Kathy Kacer
• Shi-shi-etko by Nicola I. Campbell
• Shin-chi’s Canoe by Nicola I. Campbell

Tip #7 Browsing Bins

To help ignite and maintain a spark for historical knowledge, create a browsing bin of books related to curriculum topics. Ask your school librarian or media specialist if you can borrow books from the school library that relate to your current unit of study.

Keep these books in a special bin and in a highly visible area to encourage students to look through the materials and possibly check them out at the library. If your school does not have a library, visit your local library or contact any local historical associations to see what materials they can lend your classroom.

Tip #8 Historical Fiction

History classrooms are also literacy classrooms. Students engage each day with written text and make connections and inferences about the people they are studying. Keeping a good variety of historical fiction related to your topics of study can help students extend their classroom learning.

Some favourite books among my students are anything related to major wars or conflicts. The Dear Canada and Dear America series from Scholastic are great places to start for historical fiction. Here are some historical fiction book lists.  

• Middle School Historical Fiction Books
• World War Two Themed Novels For Middle School Students
• World War Two Themed Novels For High School Students

Tip #9 Assignment Choice

It is also important that your assignments have different choice options. Students feel more empowered about their learning if given the chance to produce works of their choosing. Providing choices about content and product is a great place to start.

My first major assignment in my Grade 8 History class is having students create a persuasive piece to encourage the British Colonies to join Confederation. Depending on the school year, students have been offered choices in the final product: pamphlet, website, slideshow, etc.

They can also produce the product in either the official language English or French. During historical inquiry assignments, students are given choice over what topics (from a list related to the curriculum expectations) they want to learn about. I match them with other students in the class who want to learn about the same topic.

For my inquiry assignment on Canada at the turn of the century, students can choose from a long list of topics ranging from technology and transportation to arts and culture.

Tip #10 Artifacts

Last year, for one lesson I set up my classroom as an interactive museum. The unit was called Canada: A Changing Society 1890-1914 . I tried to find artifacts around my house and relatives’ houses that could potentially represent items from this time period.

I also printed off colour photos of daily living artifacts. Students had to circulate around the classroom in pairs and guess what the object was and its modern-day equivalent. The item that had most of the class confused was the manual meat grinder.

They definitely had a better understanding of the challenges of daily living from touching and seeing the different tools than if we had read about it online or in a textbook. Another year, while studying the settlement of Western Canada, I contacted a local museum and borrowed an educational kit that had replica items from the mid-1800s. Students loved seeing the toys and school materials from this time period.

Tip #11 Virtual Field Trips

The internet has changed the way I teach history. No longer are students only able to access information from library books, they can actually digitally visit the locations we are studying. This past year we used Google Maps to locate major battle sites and visit museum websites. Use Google to help locate interesting virtual field trips for your class this year.

Tip #12 Embrace Virtual Reality

Depending on your school budget Google Cardboard could be a very good investment. This small device allows students to download an app and view places in a virtual reality environment.

Tip #13 Use Engaging Curriculum Materials

At the end of the day, you still need to cover the contents of your curriculum. By integrating some of these tips into your daily lessons you will make history class more engaging for your students. If you teach Canadian history check out these units by 2 Peas and a Dog which will help you keep your students engaged. I hope you use these strategies to make history class engaging for your students.

Related Posts

2 thoughts on “13 Ways To Make History Class Engaging For Students”

Kristy, I would like to know about your QR codes in history class. Can you send me some more information.

Sure, send me an email using my contact for on the website.

Comments are closed.

This FREE persuasive writing unit is

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Resources for Getting Started in Digital History

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Teaching with #DigHist

Follow Teaching with #DigHist , a new Perspectives Daily series geared toward instructors at every level who are thinking about using digital history projects in their classrooms. Each month, John Rosinbum, a high school and college instructor in Arizona, will review a digital history project, explore what sorts of historical questions it could help students answer, and provide learning-outcome driven, ready-to-use assignments.

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Sports. Honestly. Since 2011

Injured brewers pitcher begins rehab assignment.

• May 20, 2024

Jeff Hagenau

Injured Milwaukee Brewers pitcher DL Hall began a highly-anticipated rehab assignment Sunday afternoon.

Brewers Pitcher DL Hall Begins Rehab Assignment

Left-hander has successful first outing.

The hard-throwing left-hander shined in his first rehab start with the Wisconsin Timber Rattlers, Milwaukee’s Single-A affiliate. Throughout just one scoreless inning of work, Hall retired the side in order, threw 11 pitches, registered a strikeout, and twice topped out at the 95 MPH mark.

DL Hall with a great outing with the T-Rats. Sky Carp 0 | Sky Carp 0 #tratnation pic.twitter.com/H9S7MiXhbW — Wisconsin Timber Rattlers (@TimberRattlers) May 19, 2024

It was a significant step for Hall, 25, who went on the injured list on April 21 following a severe left knee sprain. The injury happened as he was fielding a bunt in the bottom of the second inning in a 12-5 road victory over the St. Louis Cardinals. The promising 6-foot-2, 203-pounder was off to a tough start since his acquisition from the Baltimore Orioles. He was part of a controversial, highly-publicized offseason trade for former NL Cy Young Award winner Corbin Burnes . Hall was 0-1 with a 7.71 earned run average in four starts this season. He allowed 14 earned runs on 27 hits with 13 strikeouts and 10 walks through 16 1/3 innings of work.

Prior to the frustrating April setback, Hall had utilized a four-seam fastball, changeup, curveball, and slider ranging in speed from 83.3 to 92.3 MPH, according to Baseball Savant. His eventual return to the Brewers’ starting rotation would bring a much-needed boost to the team’s starting pitching depth. He would potentially rejoin the likes of newly anointed ace Freddy Peralta, Colin Rea, Joe Ross, Bryse Wilson, and Robert Gasser.

The National League Central-leading Brewers, 27-19 overall, are currently 10th in the NL and 17th in Major League Baseball in team pitching with a 4.07 ERA through 407 innings.

Hall was on 🔥 today. #tratnation x #thisismycrew pic.twitter.com/zLvkQ7PnRo — Wisconsin Timber Rattlers (@TimberRattlers) May 19, 2024

Injured Brewers Pitcher Staying Positive About Progress

The former 2017 first-round draft pick of the Baltimore Orioles is taking a positive, gradual approach to the rehab assignment. “I’m making some big strides forward,” said an upbeat Hall in a postgame interview following the appearance. “It wasn’t exactly perfect or where I want to be yet as an end result. That’s why I have a few more weeks on this rehab assignment to keep building. Today was a huge step in the right direction. I’m feeling super good and stable on my leg so now just want to keep building off of it. I’ve always thrown really hard so being able to consistently top out in the mid-90s remains a point of emphasis. The multiple 95’s was the best I’ve had all season so hopefully it just keeps picking up in the weeks to come.”

Hear what @Brewers player DL Hall had to say about his rehab with the Timber Rattlers 🎤 #tratnation pic.twitter.com/BICwxX7bAP — Wisconsin Timber Rattlers (@TimberRattlers) May 19, 2024

With the injury coming to Hall’s push-off knee, attempting to restore his velocity has been a slow, steady process. “I’ve always been a super big leg driver,” added Hall, who has struggled with his left knee since 2021 but continued to play through it until tweaking it again this year. “It’s where my velocity came from and has taken stress off my throwing arm. Having a super stable and strong lower body has been important. To add that missing link will be a key to my development. Now it’s all about continuing to build strength. With that the velocity should improve.”

Hall made his MLB debut on August 13, 2022 with the Orioles. Following the positive rehab outing, Hall’s next appearance is expected to be with the Brewers’ Triple-A affiliate, the Nashville Sounds.

Photo Credit: © Tommy Gilligan-USA TODAY Sports

Blue Jays Catcher Has a Banner Day Batting Second for the First Time

The Toronto Blue Jays continue to shake up their lineup in hopes of generating more offense. Catcher Danny Jansen was slotted in to bat second

Reds Infielder On Track for 3rd 100-Steal Season in Franchise History

Cincinnati Reds infielder Elly De La Cruz already has 30 stolen bases, more than 18 MLB teams, and is on pace to swipe 110 for

Toughest MLB Suspensions Handed Down in Baseball History

Here is an article explaining the longest suspensions in Major League Baseball history, based on the provided search results: The Longest Suspensions in MLB History

The Emerging AL MVP Dark Horse

Major League Baseball just passed the quarter-mark of the regular season, and three notable candidates have emerged for the AL MVP in the early running.

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Astrophysics > Cosmology and Nongalactic Astrophysics

Title: fast simulation mapping: from standard to modified gravity cosmologies using the bias assignment method.

Abstract: We assess the effectiveness of a non-parametric bias model in generating mock halo catalogues for modified gravity (MG) cosmologies, relying on the distribution of dark matter from either MG or $\Lambda$CDM. We aim to generate halo catalogues that effectively capture the distinct impact of MG, ensuring high accuracy in both two- and three-point statistics for comprehensive analysis of large-scale structures. As part of this study we aim at investigating the inclusion of MG into non-local bias to directly map the tracers onto $\Lambda$CDM fields, which would save many computational costs. We employ the bias assignment method (BAM) to model halo distribution statistics by leveraging seven high-resolution COLA simulations of MG cosmologies. Taking into account cosmic-web dependencies when learning the bias relations, we design two experiments to map the MG effects: one utilising the consistent MG density fields and the other employing the benchmark $\Lambda$CDM density field. BAM generates MG halo catalogues from both calibrations experiments excelling in summary statistics, achieving a $\sim 1\%$ accuracy in the power spectrum across a wide range of $k$-modes, with only minimal differences well below 10\% at modes subject to cosmic variance, particularly below $k<0.07$ $h$Mpc$^{-1}$. The reduced bispectrum remains consistent with the reference catalogues within 10\% for the studied configuration. Our results demonstrate that a non-linear and non-local bias description can model the effects of MG starting from a $\Lambda$CDM dark matter field.

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