history topics for coursework

30+ A-Level History NEA Ideas

In A-Level by Think Student Editor May 3, 2024 Leave a Comment

When I took A-Level History, doing the NEA was my favourite part. Having so much more independence and control over my own work was exciting and much more engaging than just being in lessons or doing exams. However, it was also pretty daunting.

All kinds of A-Level coursework give you so much more academic freedom and independence than you’d previously experienced, which can make it a bit stressful to have all this responsibility. The first place this can come into play is right at the start when you have to choose your essay question. In this article, we’ll try to make this part a little bit less stressful by giving you some ideas for what you could do.

Continue reading to getter a better understanding of the A-Level History NEA as a whole and to see some ideas for your essay question. This article will take you through these ideas by going through some of the main topic areas that you could focus on.

Table of Contents

What is an A-Level History NEA?

The term NEA stands for non-exam assessment, which is relatively the same as coursework. For A-Level History, this piece of coursework is in the form of an extended essay, which may even be referred to as an “investigation” on a specific area of history that has different historical interpretations.

Due to this, students will need to research into different historical interpretations of their specific topic as well as use primary sources and factual evidence/ data to evaluate the different historical interpretations.

The specific requirements for this NEA will depend on the exam board, which is especially the case when it comes to the word count, which can vary quite a lot. For example, for students using the Pearson Edexcel exam board, the word count is between 3,000 and 4,000 words, whereas for the AQA exam board, there is a word limit between 3,500 and 4,500 words.

Unlike these exam boards that have a set maximum word count, the OCR exam board only has a recommendation of 3,000- 4,000 words, although there is no actual set limit.

Despite being quite a lot of work, the A-Level History NEA will generally be a fair low proportion of the A-Level in comparison to other factors. Typically, this will be worth 20% of the whole A-Level History qualification.

You can learn more about this by checking out the specifications of A-Level History courses by clicking on the links with the respective exam board: AQA (linked here and here) Pearson Edexcel , OCR , WJEC , CCEA .

How to choose an A-Level History NEA idea

Choosing an A-Level History NEA idea can come in a few different ways and may not even be your choice as a student. How this all works will depend on your sixth form or college.

The first most obvious option is that your sixth form/ college lets you choose the topic and question that you want to focus on. Alternatively, your sixth form or college may give you an approved topics list but allow you to submit your own topic question and consider options outside of this list.

The strictest form is where your sixth form or college chooses the topic(s) that you can do and may even give you pre-approved question ideas. You can learn more about these by checking out this guide by OCR.

As choosing your own idea and topic from scratch is by far the hardest, we’ll see primarily focusing on that in this article. When choosing your own idea, the first thing you should think about is which historical period you want to focus on.

There are obviously a wide range you can choose from, although exam boards tend to have some restrictions in this aspect too. First of all, you won’t be able to do the same topic as whichever piece of history you studied for your depth study. Other restrictions will vary by exam board, so it’s best to ask your teachers or to look directly at your exam board’s coursework information.

After you pick your main topic, you need to narrow it down to a specific historical debate within this topic. From here, you can shape it into an extended essay question that allows you to have a clear line of argument and be evaluative and analytical. To do this, you might want to use vocabulary such as “the most/ least important/ significant/ etc.”.

What makes a good A-Level History NEA idea?

To make sure you have a good A-Level History NEA idea, you need to make sure that it is something you can write an entire extended essay on. Remember the NEA will require students to do over 3000 words and write a full answer with several sections and a clear line of argument and judgement, depending on the style of your essay question.

To be able to do this, you need to make sure you have enough background information about this specific subsection of your topic area and that there are lots of interpretations and primary sources available.

Another step to making sure that you have a good topic and question title is to make sure that it is has the right level of detail. This is as you need to make sure the focus is very specific so it can be in-depth and analytical but also broad enough to give you a full answer and enough to write about.

A-Level History NEA ideas for 2024

Now that we’ve looked at the criteria for choosing a topic and what makes a good one, we can properly dive into some examples. However, as previously mentioned, an NEA idea needs to be focused on a specific area of history. Due to this, in this article, we’ll be looking at some ideas based on specific historical areas.

These historical areas have been chosen due to being commonly studied in A-Level History courses. You can learn more about this from this page of the Cambridge Assessment website as well as from the component options mentioned in each exam board’s specification, as linked above.

The ideas below are sourced from a mixture of exam board suggestions and information provided to me when I was doing the NEA myself. Exam board suggestions come from pages of the Pearson Edexcel website, OCR website, the WJEC website and the AQA website all linked respectively.

A-Level History NEA ideas for Russian dictatorship

When looking at the history of dictatorships in Russia, we’re generally referring to the period from 1855 to 1991/2. In this period of history, there were several different kinds of leaders of Russia, all of which can be focused on for your NEA. These types of leaders are the Tsar rulers, the Provisional Government and the communist leaders.

While you may want to look at the leaders and their regimes, you could also look at society at the time

Some ideas for Russia and its rulers are as follows.

• In the context of the years 1861 to 1964, to what extent was the Russian Revolution of 1917 caused by the war?
• How far do you agree with the view that Peter the Great was largely unsuccessful in his attempts to modernise Russia?
• How far do you agree with the view that Alexander II was largely successful in his attempts to modernise Russia in the period after 1855?
• How far do you agree with the view that Stalin’s main aim in the period 1924–1939 was to carry out the changes begun by Lenin?
• ‘The lives of the Russian peasants were transformed for the better in the years between 1928 and 1964.’
• How valid is assessment of the peasantry in Russia?
• How far do you agree with the view that the Battle of Stalingrad was mainly responsible for Soviet victory in the Second World War?
• To what extent do you agree with the view that by 1924, the people of Russia had exchanged one authoritarian regime for another?
• Assess the reasons for the purges in 1930’s Russia
• To what extent did Communism in Russia improve the lives of women in the years 1917-53?

A-Level History NEA ideas for civil rights in the USA

The civil rights movement in the USA spanned a long period and was made up of several significant events. Due to this, there is so much for you to focus on within this topic, from specific figures, such as Martin Luther King Jr. or Rosa Parks, to key legislation or specific protests or events.

Some of the essay question you could chose for the civil rights movement are as follows.

• How far do you agree with the view that the most significant contribution to the success of the Civil Rights movement between 1954 and 1970 was made by people in local communities in the US?
• ‘Martin Luther King had the greatest impact of any individual in advancing the civil rights of African Americans in the USA.’ How valid is this view of the years 1865 to 1968?
• Assess the claims that the role of Martin Luther King in the civil rights movement was exaggerated.
• Assess the view that the Civil Rights movement was the most significant cause of Second Wave Feminism?
• To what extent did Rosa Parks change the nature of the Civil Rights Movement by 1965?
• How far did World War II improve the lives of black Americans?
• To what extent has the role of women in the Black Civil Rights Movement been undervalued?
• To what extent did Malcolm X and the Black Panthers further the civil rights movement?
• To what extent was the National Association for the Advancement of Colored People (NAACP) responsible for the successes of the civil rights campaign in the years 1945–57?
• To what extent did life for black people in America improve between the end of the First World War and the Wall Street Crash of 1929?

A-Level History NEA ideas for Weimar and Nazi Germany

Weimar and Nazi Germany is a common topic, not only at A-Level, but also at GCSE and even at the start of secondary school, before starting GCSEs. Due to this, students will often have quite a bit of background knowledge on this topic, even if they haven’t studied it as part of their A-Levels. This can make it a bit easier for you to access this topic for your NEA.

Some NEA ideas for Weimar and Nazi Germany are as follows.

• ‘Propaganda was the main reason for Hitler’s rise to power in 1933’. How far do you agree?
• To what extent do you agree that the Holocaust was a long-term plan?
• The Reichstag Fire was a deliberate plot hatched by Hitler’s henchmen to help consolidate the NSDAP’s control over Germany.’ How valid is this assessment of the Reichstag Fire?
• Assess the view that the Wall Street Crash was the main reason the Weimar government lost support by 1930.
• Assess the view that Hitler’s use of fear and violence the main reason why he was able to maintain control of Germany between 1933 – 45.
• To what extent were the Nazis successful in winning over the hearts and minds of the youth?
• To what extent were ordinary German people responsible for the Holocaust?
• To what extent was music used as a form of opposition to the Nazi Regime?
• To what extent was Stresseman right when he said ‘Germany was dancing on a volcano’ when implying that German democracy would inevitably fail?
• Assess the view that the errors of Hitler were the main reason for allied victory in WWII.

A-Level History NEA ideas for the Tudors

Once again, the Tudors are commonly taught in some shape or form throughout, even starting in primary school. This can still make it easier to access the essay questions on this topic as you’ll already have some background knowledge.

Some NEA ideas are as follows.

• In the context of the years 1485 to 1603, how effectively did Tudor government deal with rebellion in England?
• How far do you agree with the view that the main reason for the dissolution of the monasteries by Henry VIII was that they no longer served any useful purpose?
• How far do you agree with the view that Mary, Queen of Scots, was the greatest challenge facing Elizabeth in the period after 1568.
• Assess the reasons why there was there an attempt to put Lady Jane Grey on the throne in 1553.
• Assess the view that the survival of Roman Catholicism in England during the reign of Elizabeth I depended on the role of the gentry
• To what extent did Elizabeth I remain single to keep her political power?
• ‘Anne Boleyn lost her head because of the large faction against her’ To what extent is this true?
• Assess the view that Elizabethan propaganda was a success.
• ‘The reign of Mary I was a complete failure.’ How fair is this assessment?
• Assess the impact of the reign of Elizabeth I on the roles of women in Tudor society

History Thesis Topics: List of 69 Outstanding Ideas

Unless you plan to go for a Ph.D. in history, a thesis will be the most significant academic writing of your life. It shows your in-depth knowledge of a subject, your ability to think logically, creatively, and originally. Besides, it’s a great way to demonstrate how good your writing is.

But finding an appropriate title for your thesis is a challenging task. You may feel unsure about any idea until you see the rest of them. So, what can help you?

A history thesis topics list, of course. In this article, you’ll consider a wide variety of ideas about historical events and figures. There are some tips on picking the right one for you. With a little explanation of the basics, you’ll differentiate the Bachelor’s thesis from the Master’s one in a second.

• ☝️ How to Choose?
• ⭐ Top-12 Thesis Ideas
• 🚀 American History
• ⚔️ European History
• 🎨 Art History
• 📚 MA Thesis Topics
• 🦉 MPhil Thesis Ideas
• 👨‍🏫 Thesis vs. Dissertation

☝ How to Choose a History Thesis Topic?

Before picking a topic about history, you have to understand what you’re looking for. Take into account that you’re going to spend plenty of time writing your thesis. So, you need to find an idea that engages you and is worthy of your time. Don’t go for a random history topic that you do not feel passionate about.

Searching for an idea, follow the tips below:

• Find a topic that interests you . You’ll most probably write your thesis for a whole semester or even longer. That’s why you should determine something that doesn’t bore easily. At least those countless hours in the library will be spent with pleasure. The more the idea challenges and intrigues you, the less you’ll procrastinate and suffer from writing. No one can tell you what to write about. Your advisor can help you specify the topic, but it is up to you what to write about.
• Look for a topic that creates a trajectory for further research . You may not pursue it later, but having an opportunity to do so is a significant advantage. If you decide to pursue a further degree, you will already be familiar with the topic well. Take a look at available works in a free essays database to get a clearer picture of what can be further explored.
• Find a professor who will become your thesis advisor . Bring some thesis ideas up and see what your instructor suggests. It’s a good thing to have several research topics in mind—the instructor can help you determine the best one.
• Think beyond the graduation date . Whether you are going to start a career or continue your studies, your thesis should help you in achieving your goals. What may your employer look for in your paper? What do you need to be successful in your job or further research? It’s good to approach the issue with some level of practicality. See if you can apply the skills and information you’ve acquired to your professional life.
• Strive for originality but stay within your studies context . Try to make your title unique to grasp attention and intrigue from the get-go. At the same time, don’t fall outside the scope of your field. Before picking a topic, do some research to understand the field deeper. This way, you’ll see what exactly you would like to address.
• Make sure your title fits the requirements . Open your university guidelines for the thesis work and find this out before anything else. Ask your thesis advisor as well to give you honest feedback.

⭐ Top-12 History Thesis Ideas

• Civil War — the role of women.
• The Watergate Scandal.
• Contemporary art history.
• The Napoleonic Wars.
• Causes of World War 2.
• Impact of the Black Plague.
• The Cuban Missile Crisis.
• Japanese-American conflict.
• The Vietnam anti-war protests.
• Origins of the Great Famine in Ireland.
• The French Revolution.
• The rule of Elizabeth I.

📝 History Thesis Topics for Bachelor’s Degree

Usually, American Universities don’t require students to write a Senior Thesis. However, you still have an option to choose one. You can write a thesis as a part of your program completion. It will take a lot of time, energy, and effort. But, in the end, you will be able to produce a prime piece of academic writing.

Strive to write anywhere from 60 to 100 pages. You will also dedicate a lot of time writing and polishing it afterward. Make sure to leave enough time for that too.

What’s the first step?

Look for a thesis advisor you know you will enjoy working with. Consider all the professors you’ve interacted with at your university and pick several. Approach them and see if they are accepting new students for thesis supervision.

Make sure to choose a history thesis paper topic that your advisor knows a lot about. At some point, you will become very knowledgeable about the history thesis topic you chose. It will be crucial to have someone who can direct you.

There are several reasons why you should consider writing a thesis for a Bachelor’s Degree in history:

• It provides you with essential experience in writing, researching, and brainstorming ideas. It can later help you in your academic or professional life.
• You can deeply understand a subject that interests you.
• You can improve your reading skills.
• If you have to use foreign sources, you can also increase your foreign language skills.

Are you still wondering what historical thesis ideas are appropriate? Then, this list is perfect for you.

🚀 American History Thesis Topics

• African American history in the United States : disfranchisement and segregation in 1890-1900
• Early American History and the lost colony of Roanoke
• The construction of race in American culture and history. It’s not a secret that race is a social construct. In American culture and history, it plays a critical role. In the thesis, you will have a chance to research the mechanisms through which the race was constructed. Movies, literary representations, articles, what else? It’s up to you to find out what can be relevant.
• World War 2 through personal letters and diaries . This thesis can be personal and will not leave people indifferent. Examination of diaries, notes, and personal accounts can be fascinating. You won’t be bored doing historical research. Maybe you even have some in your own family? Worth checking it out.
• Guilt over Slavery in the United States: a historical examination
• Gender equality in American education . A comparative study of Germany, Russia, The United States
• New York City and its historical geography. NYC is one of the captivating American cities. Writing a thesis about its historical geography is not an easy task. Gladly, you have tons of information available to you.

• Rocket Science as one of the most significant innovations of the 20th century
• Examining the Role of Privilege within the Ivy League Universities
• Role of American Public Health in a Post-9/11 World

⚔ European History Thesis Topics

• Formation and development of the European Union during the 20th century
• Feminist perspective on the representation of women in Roman Art
• Religion and Nation in Europe in the 19th century
• Construction of National Identity in Post-Soviet Latvia. What did contribute to developing a national identity of post-soviet Latvia? First of all, its independence and belonging to the European Union. In this thesis, talk about colonization and colonial identity. Consider the policies Latvian government implemented to build a Latvian character. What is it? What are the essential characteristics of it?
• Composition and religious hierarchy in The Last Supper by Leonardo Da Vinci
• Representation of Jews in Late Medieval Period in Europe
• Problems of political leadership in Athens of 404-355 BCE
• The French Renaissance Court and its structural hierarchy. This topic is interesting yet complex. Its complexity comes not from the name but the nature of the French Renaissance Court. You need to have a clear idea of how the royal court is built and is operating. Find relevant historians of that time, and, hopefully, you can speak some French.
• Immigrational Politics of the United Kingdom. The problem of multiculturism at the beginning of 1960-1980.
• Orientalism or the Middle East through the prism of Western scholars in the XIX century. In this thesis, start by exploring the notion of Orientalism. Edward Said will be a good point of departure and one of the most fundamental works to cite and read. You can agree with his argument or disagree with it. Nevertheless, find the relevant evidence for your point of view.

🎨 Art History Thesis Topics

• Medicine in Ancient Rome with a focus on surgeries through paintings. This thesis topic is rich. Numerous Ancient Roman paintings depict surgeries and medical treatments. Find the most interesting ones and talk about innovations in medicine. What was the point of recording medical procedures in art? Truly a topic that can captivate anyone.
• Vincent Van Gogh: A phycological analysis of the artist’s last years . In this thesis, examine his artworks together with the personal letters. Look at the words he used, as well as the images he painted. You need it to comprehend what was happening in Vincent’s life in his last years. Some art therapists claim that the artist had bipolar disorder. Examine those views. However, be careful not to give any medical diagnosis yourself.

• Plato on Punishment and Vice: the notion of punishment in The Republic. You cannot get a degree without reading the most fundamental text of the Western Academy, The Republic . In this thesis, you should simply focus on the ideas of punishment and vice. Plato wrote a lot regarding the morals and the laws. Try to discern what exactly he meant. Extract his views regarding capital punishment and punitive justice.
• Modern Art in Europe, with a specific focus on Italy
• Trade in Medieval Europe with a focus on Africa through art
• The erotism of art of Ancient Rome
• Synthesis of sculpture and paintings in Spanish art of the 17th century
• Neoclassicism in French art of the 1900s-1910s
• Surrealism in Art as the quintessence between realism and hyper-realism

📋 History Thesis Topics for Master’s Degree

In the United States, to enter a graduate degree in history, a bachelor’s degree is required. Most of the time, students will have to submit several recommendation letters. Plus, they need GRE scores and writing samples. Add to this several essays explaining the purpose of going to university again, and there you have it.

It is common to have several completion requirements. They can include basic courses, language tests, and a master’s thesis at the end of the program. However, it depends on the department and the university.

Keep in mind that there are several credits that students should obtain to get a degree. It differs from university to university as well. In most of the programs throughout the United States, they are required to complete 30-32 credits to get an M.A. degree. This number usually corresponds to 8-9 classes.

If you are pursuing an M.A., you’re in luck. There is an excellent chance that you will be able to choose if you would like to write a thesis or not. If you are pursuing an M.Phil., then you will have to write your thesis because it’s a research degree.

No matter if you are pursuing an M.A. or an M.Phil., this historical thesis ideas can help you find a title:

📚 MA Thesis Topics in History

• Apotheosis of the Philippine Historical Political Tradition
• Kerala History: Syrian Christians in the region in the 18th century
• History of Modern India with a focus on women’s rights
• The history of theater in the American South and the main characteristics of the Southern Drama. This thesis includes a lot of aspects starting from playwriting in Charleston to drama in New Orleans. Then there are War Drama, Black Drama, etc. Try to find a good balance to fit all of the main characteristics of the Southern Drama and theater.
• New Deal and its impacts on events leading to the Great Depression
• Mistakes of the Soviet side in WW2. WWII was the deadliest military conflict of the 20th century. In this thesis, talk about the biggest mistakes the Red Army made during the war. Some of those can include signing to the Non-Aggression Pact with Hitler. Plus, there were anti-tank dogs and the Molovot-Ribbentrop Pact.

• Military strategies that allowed Napoleon to win crucial battles
• Mussolini & Hitler : connection along with its consequences for Italy
• Queen Victoria’s politics and the way it has changed British history
• The Development of Strategic Bombing Doctrine Between the World Wars
• Historical Creation of a Black Elite in the United States
• Through Imperial Eyes: Race and British Reactions to the American Slavery Question
• Gertrude Bell’s Influence in the Formation of Iraq. Gertrude Bell is a crucial figure in Islamic studies. She contributed a lot to the formation of Iraq. In this thesis, explore her unique contribution and approach to building a modern state of the country. She was highly trusted by British politicians and by Arab leaders.
• Baptist church history as a way to escape slavery

🦉 MPhil Thesis Topics in History

• Investigating the impact of WWI on trade blocks. A case study of the European Union
• Women in WWII: sexual objectification of women through magazines and advertisement. Women played an integral part in WWII. In this thesis, explore the role of sexual imagery in the advertising industry during the war.
• Sudan-American relationships in 1989-2000: US Foreign Policy and Genocide in Sudan
• Criticism of the war on drugs during the Ronald Reagan administration
• The political evolution of the Southern States during the Reconstruction Era
• Everest Expeditions in British Popular Culture, 1920-1960. Explore how Everest Expeditions were depicted in British movies. Analyze the subject via comics, journals, and visual art in the first part of the 20th century.
• Impact of Otto von Bismarck on German Liberalism

• Discrimination of German immigrants in the USA during WW2
• The Fourth International and the Spanish Civil War
• Political and economic aspects of the crisis in Venetian Diplomacy in the 1500s
• The connection between institutionalized racism and police violence in the United States. There are several dimensions to racism. In this thesis, look for a connection between structural racism and police violence in the US. Compare the numbers, look at the stories. See if this data exposes any hidden bias.
• An image of the Medieval Period in Post Modern Art
• A comparative analysis of the Four Quran English Translation. In this thesis, discuss why and how the Quran can be translated. Also, you should look at the four translations. Try to determine which one is the closest. To do that, you need to have an advanced level of Arabic.
• The psychological effect of war on American soldiers in Vietnam

👨‍🏫 Differences between a Thesis and Dissertation

Understanding the difference between a thesis and a dissertation is essential. Would you like to obtain a master’s and a doctoral degree? Then read attentively. In the United States, both thesis and dissertation are vital for this purpose.

The prominent differences that you have to realize are the following:

• A dissertation is required to graduate with a doctoral degree. A thesis is a culmination of a master’s program.
• A dissertation is written to add a new piece of knowledge to the field. A thesis is to show that you have enough knowledge about the field.
• A dissertation usually takes several semesters, sometimes even years, to complete. A thesis does not require this amount of time. It can be finished within months.
• A dissertation can be seen as an academic book. A master’s thesis is a long research paper.

Let’s see the main characteristics of a bachelor’s thesis, a master’s thesis, an MPhil’s thesis, and a dissertation:

• A Bachelor’s Thesis (honors thesis). It’s a research-based paper that allows undergraduate students to put their knowledge into practice. The paper is usually 40-60 pages long. It includes an introduction, main body, conclusion, and bibliography.
• A Master’s Thesis. It’s a piece of original scholarly work. A mater’s thesis is written under the close supervision of an academic advisor. It attempts to bring some fresh look or a new perspective to a field of study. The length of a master’s thesis can vary. Usually, it doesn’t go beyond 100 pages.
• An MPhil’s Thesis (Master of Philosophy). It’s a specific type of thesis. As it was stated earlier, most American Universities don’t grant this degree. A few schools give it under specific circumstances. Doctoral students should accomplish all the course work and pass their exams. Then, this degree can be granted to them. A more colloquial way to call this degree is “all but dissertation.” In other cases, this degree is granted to students who are doing their postgraduate research.
• A Dissertation. It’s a major piece of academic writing. It’s independent, shows critical and thinking ability. A dissertation is meant to illustrate academic knowledge, originality of work, and research skills. The length usually stays within 200-300 pages.

Any thesis or dissertation is a monumental work. Choose a topic that you are passionate about. Make sure it’s researchable and clear, but at the same time memorable. Spend time writing, proofreading, editing, and talking to your advisor about your ideas and academic goals.

Remember that it is okay to get frustrated and tired at times. If it happens to you, stop working for a bit and relax. Good luck and congratulations on your soon to be graduation! We hope this article was helpful. Share it with those who may need a history thesis topic or a piece of advice.

🔗 References

• MPhil in History: University of Oxford
• How to Pick a Masters Thesis Topic: Peter Campbell for Medium
• How Do I Choose A Thesis Topic: Grad School Hub
• Writing a Senior Thesis: Undergraduate Program, Department of History, Brandeis University
• The Bachelor’s Thesis, Bachelor EE: University of Twente
• Guidelines for the Preparation of Your Master’s Thesis: the Office of Graduate Studies and Research: University of Nebraska at Kearney
• Guidelines for Writing a Master’s Thesis for MA Degree: Jeremy Bailey, Susan Scarrow, University of Houston
• What is a dissertation? How it is different from an essay: The Royal Literary Fund
• What is the Difference Between a Thesis and a Dissertation: The Best Master’s Degrees
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History Coursework: how to Choose the Best Question

• Dr Janet Rose
• June 13, 2020

So, just when you thought your first A-level History year was over and you could relax before tackling next year, you have to think about your history coursework. This will be the non-exam assessment (NEA) or Historical Investigation.  It can cause a lot of angst amongst students but taking some time and thinking it through carefully before you start can make the world of difference.

1. Choose to study something interesting for your history coursework

If you have the chance to choose whichever topic you like for your history coursework and set your own question, or if you are given a list of different topics, choose one you are genuinely interested in. You will be working on this piece for months, so it makes sense to choose something that will hold your interest.

2. Make sure there are no clashes with your other topics

In practice, there are constraints set by the various exam boards to make sure that your topic does not overlap with the components you are already studying for your A level or Pre U. Your exam centre (school, college or independent centre) will need to have your question approved by the exam board and they will not approve a topic with an obvious overlap. For example, if you are already studying the Tudors for AQA, it is unlikely that you can  study a topic set in England between 1485 to 1603. Therefore, if you are setting your own question, ask yourself if it overlaps in date or topic with one of your components. If it does, you will need to find an alternative. Each exam board has slightly different rules, so check on their website to see what the rules are for your exam board.

3. Find your source material early

For your history coursework, you will need to find two types of source material – primary and secondary:

P rimary sources are those that were written at the time and you will also need to find a range of these to support your investigation. To achieve high marks you should look for a variety of primary sources, for example, a letter, a report, a painting, a speech etc.

Secondary sources are scholarly books or articles by historians, or what the a-level exam boards call ‘interpretations.’ this means that your investigation will only be viable if historians have written about the topic and, preferably, argued over it. you will need to understand the arguments that provide a framework for your chosen topic. historians call this the historiography..

Therefore, the question you set yourself will only be able to achieve high marks if you make sure there are both secondary sources (scholarly argument) and primary sources (original material) to support your investigation. If you cannot find these, you should re-think your question.

4. Remember you actually have to answer the question!

It sounds really obvious – but remember that you actually have to answer the question you set yourself!  You need to choose something that is achievable in the time frame and gives you a good chance of success. A good question will give you a framework within which to research and write – you are looking for something that is not too vague nor too wide.

You also need something that you can address in the historical time frame (e.g. around 100 years for AQA) and a topic that you can analyse and evaluate in approximately 3, 500 words (check the word limit for your own exam board). In practice, any question that is too wide, too vague or unlikely to be achievable should be vetoed either by your school/college/independent centre or the exam board. However, this will waste your valuable time and is not totally foolproof, so choose an achievable project to give yourself a fighting chance of achieving that elusive A grade.

5. Choose a good format for your history coursework question

The standard ‘for and against’ question format will always be a good choice and will give you a framework within which to set your investigation. There are various ways to word such a question e.g. ‘How far…’, To what extent…’ ‘Within the context of … how important was…’ which will give you a clear framework and a direction for your investigation. Keep it simple is good advice here. Remember, though, to define your framework by including the date range in your question. For example ‘Within the context of 1790 to 1890, how important was…?’

Done well, the NEA or Personal Investigation will teach you a huge amount about how historians work, how sources are used and how to construct an argument. This will help you enormously when you come to the final exams and it can be a very valuable contribution to your qualification. It can also be enjoyable as it is your first chance to ‘do’ some real historical research. Choose your question with care and you automatically give yourself a head start.

Exam Board History Coursework Guidance

AQA Guidance

Cambridge Pre U Guidance

OCR Guidance

Edexcel Guidance

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A Level History Topics

• Post author By admin
• Post date October 9, 2021
• No Comments on A Level History Topics

The following list of A Level History topics will help you to understand exactly which topics you are studying and how your course is broken down in terms of assessment. This post covers all the three main exam boards of AQA, Edexcel and OCR.

No matter which exam board and modules you are studying in order to get your best result at A Level History you will need to learn and improve certain techniques.

Pass A Level History – is our sister site, which shows you step by step, how to most effectively answer any A Level History extract, source or essay question. Please click the following link to visit the site and get access to your free preview lesson. www.passalevelhistory.co.uk

AQA Assessment Breakdown

Historical Investigation (Coursework) – 20% of final grade

Breadth Study (Exam) – 40% of final grade

Depth Study (Exam) – 40% of final grade

AQA A Level History Topics

Component 1: Breadth study

1A The Age of the Crusades, c1071–1204

1B Spain in the Age of Discovery, 1469–1598

1C The Tudors: England, 1485–1603

1D Stuart Britain and the Crisis of Monarchy, 1603–1702

1E Russia in the Age of Absolutism and Enlightenment, 1682–1796

1F Industrialisation and the people: Britain, c1783–1885

1G Challenge and transformation: Britain, c1851–1964

1H Tsarist and Communist Russia, 1855–1964

1J The British Empire, c1857–1967

1K The making of a Superpower: USA, 1865–1975

1L The quest for political stability: Germany, 1871–1991

Component 2: Depth study

2A Royal Authority and the Angevin Kings, 1154–1216

2B The Wars of the Roses, 1450–1499

2C The Reformation in Europe, c1500–1564

2D Religious conflict and the Church in England, c1529–c1570

2E The English Revolution, 1625–1660

2F The Sun King: Louis XIV, France and Europe, 1643–1715

2G The Birth of the USA, 1760–1801

2H France in Revolution, 1774–1815

2J America: A Nation Divided, c1845–1877

2K International Relations and Global Conflict, c1890–1941

2L Italy and Fascism, c1900–1945

2M Wars and Welfare: Britain in Transition, 1906–1957

Edexcel Assessment Breakdown

Research Enquiry (Coursework) – 20% of grade

Breadth Study with Interpretations (Exam) – 30% of grade

Depth Study (Exam) – 20% of grade

Themes in Breadth + Aspects in Depth (Exam) 30% of grade

Ed Excel A Level History Topics

Breadth study with interpretations

1A: The crusades, c1095–1204

1B: England, 1509–1603: authority, nation and religion

1C: Britain, 1625–1701: conflict, revolution and settlement

1D: Britain, c1785–c1870: democracy, protest and reform

1E: Russia, 1917–91: from Lenin to Yeltsin

1F: In search of the American Dream: the USA, c1917–96

1G: Germany and West Germany, 1918–89

1H: Britain transformed, 1918–97

Depth study

2A.1: Anglo-Saxon England and the Anglo-Norman Kingdom, c1053–1106

2A.2: England and the Angevin Empire in the reign of Henry II, 1154–89

2B.1: Luther and the German Reformation, c1515–55

2B.2: The Dutch Revolt, c1563–1609

2C.1: France in revolution, 1774–99

2C.2: Russia in revolution, 1894–1924

2D.1: The unification of Italy, c1830–70

2D.2: The unification of Germany, c1840–71

2E.1: Mao’s China, 1949–76

2E.2: The German Democratic Republic, 1949–90

2F.1: India, c1914–48: the road to independence

2F.2: South Africa, 1948–94: from apartheid state to ‘rainbow nation’

2G.1: The rise and fall of fascism in Italy, c1911–46

2G.2: Spain, 1930–78: republicanism, Francoism and the re-establishment of democracy

2H.1: The USA, c1920–55: boom, bust and recovery

Themes in breadth with aspects in depth

30: Lancastrians, Yorkists and Henry VII, 1399–1509

31: Rebellion and disorder under the Tudors, 1485–1603

32: The Golden Age of Spain, 1474–1598

33: The witch craze in Britain, Europe and North America, c1580–c1750

34.1: Industrialisation and social change in Britain, 1759–1928: forging a new society

34.2: Poverty, public health and the state in Britain, c1780–1939

35.1: Britain: losing and gaining an empire, 1763–1914

35.2: The British experience of warfare, c1790–1918

36.1: Protest, agitation and parliamentary reform in Britain, c1780–1928

36.2: Ireland and the Union, c1774–1923

37.1: The changing nature of warfare, 1859–1991: perception and reality

37.2: Germany, 1871–1990: united, divided and reunited

38.1: The making of modern Russia, 1855–1991

38.2: The making of modern China, 1860–1997

39.1: Civil rights and race relations in the USA, 1850–2009

39.2: Mass media and social change in Britain, 1882–2004

OCR Assessment Breakdown

Topic Based Essay (Coursework) – 20% of grade

British Period Study and Enquiry (Exam) – 25% of grade

Non-British Period Study (Exam) – 15% of grade

Thematic Study and Interpretations (Exam) – 40% of grade

OCR A Level History Topics

British Period Study and Enquiry

Alfred and the making of England 871—1016

Anglo-Saxon England and the Norman Conquest 1035—1107

England 1199—1272

England 1377—1455

England 1445—1509: Lancastrians, Yorkists and Henry VII

England 1485—1558: the early Tudors

England 1547—1603: the late Tudors

The early Stuarts and the origins of the Civil War 1603—1660

The making of Georgian Britain 1678 — c. 1760

From Pitt to Peel: Britain 1783—1853

Liberals, Conservatives and the rise of Labour 1846—1918

Britain 1900—1951

Britain 1930—1997

Non-British Period Study

The rise of Islam c. 550 — 750

Charlemagne 768—814

The Crusades and the crusader states 1095—1192

Genghis Khan and the explosion from the Steppes c. 1167 — 1405

Exploration, Encounters and Empire 1445—1570

Spain 1469—1556

The German Reformation and the rule of Charles V 1500—1559

Philip II 1556—1598

African kingdoms c. 1400 — c. 1800: four case studies

Russia 1645—1741

The rise and decline of the Mughal Empire in India 1526—1739

The American Revolution 1740—1796

The French Revolution and the rule of Napoleon 1774—1815

France 1814—1870

Italy and unification 1789—1896

The USA in the 19th Century: Westward expansion and Civil War 1803 — c. 1890

Japan 1853—1937

International relations 1890—1941

Russia 1894—1941

Italy 1896—1943

Democracy and dictatorships in Germany 1919—1963

The Cold War in Asia 1945—1993

The Cold War in Europe 1941—1995

Apartheid and reconciliation: South African politics 1948—1999

Thematic Study and Historical Interpretations

The early Anglo-Saxons c. 400 — 800

The Viking age c. 790 — 1066

English government and the Church 1066—1216

The Church and medieval heresy c. 1100 — 1437

The Renaissance c. 1400 — c. 1600

Rebellion and disorder under the Tudors 1485—1603

Tudor foreign policy 1485—1603

The Catholic Reformation 1492—1610

The ascendancy of the Ottoman Empire 1453—1606

The development of the nation state: France 1498—1610

The origins and growth of the British Empire 1558—1783

Popular culture and the witchcraze of the 16th and 17th centuries

The ascendancy of France 1610—1715

The challenge of German nationalism 1789—1919

The changing nature of warfare 1792—1945

Britain and Ireland 1791—1921

China and its rulers 1839—1989

Russia and its rulers 1855—1964

Civil Rights in the USA 1865—1992

From colonialism to independence: The British Empire 1857—1965

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Free Ancient History Online Courses

Wonders of Ancient Egypt University of Pennsylvania via Coursera Join Dr. David Silverman, Professor of Egyptology at Penn, Curator in Charge of the Egyptian Section of the Penn Museum, and curator of the Tutankhamun exhibitions on a guided tour of the mysteries and wonders of this ancient land. ★★★★★ ( 5 ratings )

El Valle de los Reyes Universitat Autònoma de Barcelona (Autonomous University of Barcelona) via Coursera Este curso va dirigido a todos los amantes de la historia y arqueología, en general, y de manera particular a todos los interesados en egiptología, independientemente de su nivel de conocimiento inicial. ★★★★★ ( 2 ratings )

Organising an Empire: The Assyrian Way Ludwig-Maximilians-Universität München via Coursera Discover the mighty kingdom of Assyria, which came to be the world’s first great empire three thousand years ago. From the 9th to the 7th centuries BC, during the imperial phase of Assyria’s long history, modern day northern Iraq was the central region of a state reaching from the Mediterranean Sea to the Persian Gulf, and incorporating what is now Iraq, Syria, and Lebanon, as well as half of Israel, and wide parts of south-eastern Turkey, and Western Iran. ★★★★★ ( 2 ratings )

Alle origini della civiltà mediterranea: archeologia della città dal Levante all’Occidente – III-I millennio a.C. Sapienza University of Rome via Coursera Quali sono le radici più profonde di quel mix di culture che chiamiamo ‘civiltà mediterranea’? Quali commistioni e quali scambi hanno prodotto il suo frutto più completo, ossia la città, come luogo delle comunità che plasmano il loro territorio e i loro spazi? Quali elementi formarono il sostrato condiviso di usanze, tradizioni, idee, scoperte ed innovazioni che hanno messo a confronto e mischiato popoli diversi per millenni. ★★★★★ ( 1 rating )

Introduction to Ancient Egypt and Its Civilization University of Pennsylvania via Coursera Join Dr. David Silverman, Professor of Egyptology at Penn, Curator in Charge of the Egyptian Section of the Penn Museum, and curator of the Tutankhamun exhibitions on a guided tour of the mysteries and wonders of this ancient land. He uses many original Egyptian artifacts to illustrate his lectures as he guides students as they make their own discovery of this fascinating culture. ★★★★☆ ( 5 ratings )

Iniciación a los jeroglíficos egipcios Universitat Autònoma de Barcelona (Autonomous University of Barcelona) via Coursera ¿Te apasiona la historia y la cultura del antiguo Egipto? ¿Sientes fascinación por las lenguas y los sistemas de escritura de las civilizaciones de la Antigüedad? ¿Te atrae la idea de adentrarte en el secreto de los jeroglíficos egipcios y comprender las claves de su lectura e interpretación? ¡Si es así, este es tu curso!

L’Egitto prima e dopo i faraoni. Dalla nascita dello Stato (3000 a.C. ca.) alle prime comunità cristiane (IV secolo d.C.) Sapienza University of Rome via Coursera L’Egitto prima e dopo i faraoni. Dalla nascita dello Stato (3000 a.C. ca.) alle prime comunità cristiane (IV secolo d.C.)

Health and Wellbeing in the Ancient World The Open University via FutureLearn Use literary and archaeological evidence to see how ancient Greeks and Romans approached health, well-being and societal issues. ★★★★★ ( 4 ratings )

Antes de Noé: El diluvio en la Antigua Babilonia Universidad Nacional de Córdoba via edX Los documentos más antiguos sobre un diluvio universal, que casi elimina la vida de la faz de la tierra, provienen de Babilonia. En este curso, exploraremos las viejas historias del diluvio, cuyos primeros ejemplares tienen hoy unos 3700 años.

Pyramids of Giza: Ancient Egyptian Art and Archaeology Harvard University via edX Explore the archaeology, history, art, and hieroglyphs surrounding the famous Egyptian Pyramids at Giza. Learn about Old Kingdom pharaohs and elites, tombs, temples, the Sphinx, and how new technology is unlocking their secrets. ★★★★★ ( 2 ratings )

Archaeology and Heritage of Africa Universitat Autònoma de Barcelona (Autonomous University of Barcelona) via Coursera Africa has a rich cultural heritage spanning tens of thousands of years, including the earliest known fossils of our hominin ancestors, abundant and diverse rock art sites and some of the oldest civilizations in human History. Would you like to know more about the new methods Archaeologists are using to studying Africa Archaeology?

À la découverte de la civilisation hittite chapitre 1 Sorbonne Universités via edX Ce MOOC propose un tour d’horizon des données relatives à la civilisation hittite (Anatolie de la seconde moitié du IIème millénaire av. J.-C.) : ses langues et ses écritures, son histoire, son système religieux, etc. Une équipe internationale de chercheurs (historiens, philologues, linguistes et historiens de l’art) animera les 5 séances de ce cours gratuit destiné au public francophone.

The origins of the wars of the three kingdoms The Open University via OpenLearn From Catholic rebellion to Civil War, what happened during the latter years of the reign of Charles I that caused people to take up arms against their fellow citizens?

The Amesbury Archer and the First Bronze Age Britons Dan Davis History via YouTube

Roman History via YouTube

Ancient Civilizations via YouTube

Alexander the Great’s Conquests via YouTube

Alexander the Great via YouTube

Secrets of Ancient Egypt | History via YouTube

Extra History: Early Christian Schisms via YouTube

Extra History: The Bronze Age Collapse via YouTube

Extra History: Third Century Crisis via YouTube

Extra History: Cleopatra via YouTube

The Journey of Writing and Scripts in Egypt via edX

Ancient Egyptian Civilization via edX

Ancient Egypt: a history in six objects via Udemy

Unearthing the Trojan War: The Life of Heinrich Schliemann via Udemy

Extra History: The Saga of Justinian and Theodora via YouTube

Free Medieval History Online Courses

Arab-Islamic History: From Tribes to Empires Tel Aviv University via edX Learn about the history of the Arab and Muslim world during its first millennium, including political, social and cultural aspects. ★★★★★ ( 23 ratings )

Deciphering Secrets: Unlocking the Manuscripts of Medieval Toledo (Spain) Universidad Carlos iii de Madrid via edX Explore the medieval city of Toledo (Spain) and assess its history of Jewish, Christian, and Muslim religious and cultural coexistence. ★★★★★ ( 12 ratings )

The History of Medieval Medicine Through Jewish Manuscripts University of Pennsylvania via edX Learn about medieval Jewish medical training and thought by exploring and interpreting medical manuscripts. ★★★★★ ( 2 ratings )

Deciphering Secrets: The Illuminated Manuscripts of Medieval Europe University of Colorado System via Coursera Perhaps no other relic of the European Middle Ages captures our imagination more than illuminated medieval manuscripts, or those documents decorated with images and colored pigments. Serving as windows unto a lost world of kings, ladies, faith, war, and culture, they communicate complex visual and textual narratives of Europe’s collective cultural heritage and patrimony. ★★★★★ ( 1 rating )

The Cosmopolitan Medieval Arabic World Leiden University via Coursera In this course we will focus on the fascinating history of the Arabic Medieval World. We will take you on a journey through the Middle Ages starting off in eighth-century Baghdad. Along the old pilgrim trails we will go to places like Mecca, Jerusalem and Najaf. We will show you the impressive markets of places like Cairo and Samarkand. However we will not hide the dark sides of society either, by introducing you to the flourishing widespread slave trade. ★★★★★ ( 1 rating )

Enlightening the Dark Ages: Early Medieval Archaeology in Italy University of Padova via FutureLearn Learn what innovative methods and tools applied to the material culture of the past can tell us about the Early Middle Ages ★★★★★ ( 1 rating )

Deciphering Secrets: Unlocking the Manuscripts of Medieval Burgos (Spain) Universidad Carlos iii de Madrid via edX Explore the medieval city of Burgos (Spain) and assess its history of Jewish, Christian, and Muslim religious and cultural coexistence. ★★★☆☆ ( 1 rating )

Magic in the Middle Ages University of Barcelona via Coursera Magical thought has always attracted human imagination. In this course we will introduce you to the Middle Ages through a wide conception of magic. Students will have an approach to medieval culture, beliefs and practices from the perspective of History and History of Science. Popular magic, as well as learned magic (alchemy, geomancy and necromancy) will be addressed. Moreover, we will also deal with how eastern practices and texts influenced western culture. ★★★★☆ ( 16 ratings )

Coexistence in Medieval Spain: Jews, Christians, and Muslims University of Colorado System via Coursera This course explores Jewish, Christian, and Muslim intercultural relations in Iberia from the Visigothic era (6th century CE) until the creation of Queen Isabel I and King Ferdinand II Catholic Spain (late 15th century). We evaluate the many identities of the peninsula known as Christian Hispania, Jewish Sefarad, and Islamic al-Andalus. ★★★☆☆ ( 2 ratings )

Cruzadas y Órdenes militares en el mundo medieval Universidad de Navarra via Miríadax Descripción del curso Gracias por tu interés. Aunque este MOOC ya se realizó, si te inscribes podrás acceder a los contenidos más importantes y a los vídeos. Sin embargo, no podrás realizar ninguna de las actividades ni te podrás certificar. Cuando esté disponible una nueva edición podrás inscribirte para que obtengas la experiencia completa de un MOOC de Miríadax. Hablaremos de las órdenes militares internacionales, del Temple y de San Juan de Jerusalén, hoy mejor conocida como la Orden de Malta, y las hispánicas, emergidas durante la Reconquista. Conoceremos las particularidades de cada una y de la mano de los expertos buscaremos respuestas a las cuestiones más interesantes que las rodean, convirtiendo misterios y leyendas, tales como el Santo Grial, en objeto de rigurosas investigaciones científicas. ★★☆☆☆ ( 1 rating )

Burgos: Deciphering Secrets of Medieval Spain University of Colorado System via Coursera This advanced course focuses on two primary goals: (1) appraising how Jews, Christians, and Muslims shaped the history of medieval Spain and (2) mastering the craft of Spanish paleography, the skill of identifying Spanish handwriting in the 11th- through 15th-century manuscripts. Through the lens of the medieval history of Burgos, we dedicate 75% percent of our efforts to developing pragmatic expertise in the interpretation of Carolingian/French/Gothic handwriting.

Magna Carta and its Legacies: Freedom and protest University of London International Programmes via Coursera This course examines the roles that Magna Carta has played historically as well as the importance of Magna Carta today. It aims to equip students with a critical understanding of Magna Carta and its significance around the globe. Students will find out what Magna Carta is, how it came about, and why many believe that it remains one of the most significant documents in history. We will investigate why Magna Carta was perceived as ‘radical’ in its day, why it continues to be the source of numerous debates, and why its anniversaries are celebrated widely up until the present day. Magna Carta’s most recent anniversary took place in 2015, when the 800th anniversary of Magna Carta’s sealing on the meadows of Runnymede in Surrey was celebrated.

A Voice of Their Own. Women’s Spirituality in the Middle Ages. University of Barcelona via Coursera Have you ever heard about medieval mysticism or medieval heresies? Have you ever wondered about the particular role women played in medieval spirituality? Do Hildegard of Bingen, Clare of Assisi, Marguerite Porete, the Cathar ladies or Isabel de Villena ring a bell? Have you ever felt like you wanted to know more about them? If your answer to any of these questions was yes, then this MOOC, A voice of their own. Women’s spirituality in the Middle ages is what you were looking for.

A l’avènement du christianisme : l’archéologie des derniers païens University of Geneva via Coursera Dans ce MOOC, vous explorerez une vision différenciée du rapport entre païens et chrétiens durant l’Antiquité tardive, basée essentiellement sur les témoignages archéologiques. Nous verrons ensemble que la confrontation et le conflit religieux, souvent évoqués dans les écrits de l’époque notamment par les historiens de l’église, étaient l’exception plutôt que la norme.

History of the Crusades in Chronological Order via YouTube A series of Real Crusades History videos arranged chronologically as the described events took place in history.

Medieval Europe via YouTube Study of Antiquity and the Middle Ages

In the Margins of a Medieval Jewish Prayer Book: What Can Physical Manuscripts Tell Us about History? University of Pennsylvania via edX This course is a case study of how a particular manuscript, a Jewish prayer book for high holidays, can provide historians with vital insights about Jewish communal life, the way a manuscript can help us map cultural change and continuity in the Middle Ages, and the history of the physical object itself. Elisabeth Hollender (Goethe University, Frankfurt) guides students through the examination of a late 13th century manuscript from Western Ashkenaz, focusing on how the manifold signs of change left in the manuscript illustrate and illuminate the history of a Jewish community in the Rhineland.

Introducción a la caligrafía y paleografía en archivos hispanos medievales y modernos Universidad Carlos iii de Madrid via edX Una innovadora experiencia del aprendizaje mediante la lectura y la escritura de tipos de letra histórica.

The history of medicine: a Scottish perspective The Open University via OpenLearn In the eighteenth and nineteenth centuries, the approach to medicine was vastly different from today. Health is now recognised, at least in most European countries, as a universal right.

The Fall of Constantinople | Wondrium Perspectives Wondrium via YouTube

Early Muslim Expansion via YouTube

Fourth Crusade and restoration of the Eastern Roman Empire via YouTube

Medieval History via YouTube

Who Was Genghis Khan? via YouTube

Medieval History for UPSC/PCS & Other Exams (History of Medieval India by Satish Chandra + Other Sources) Detailed Explanation via YouTube

The Middle Ages / Medieval Period (5th-15th century) via YouTube

Extra History: The First Crusade via YouTube

Extra History: Suleiman the Magnificent via YouTube

Extra History: Viking Expansion via YouTube

Extra History: Ibn Battuta via YouTube

Extra History: Saladin & the 3rd Crusade via YouTube

Ottoman History via YouTube

Extra History: Khosrau Anushirawan via YouTube

Extra History: Genghis Khan via YouTube

Extra History : Majapahit via YouTube

Free Modern History Online Courses

The Modern and the Postmodern (Part 1) Wesleyan University via Coursera This course examines how the idea of “the modern” develops at the end of the 18th century in European philosophy and literature, and how being modern (or progressive, or hip) became one of the crucial criteria for understanding and evaluating cultural change. Are we still in modernity, or have we moved beyond the modern to the postmodern? ★★★★★ ( 21 ratings )

The Modern World, Part One: Global History from 1760 to 1910 University of Virginia via Coursera This is a survey of modern history from a global perspective. Part One begins with the political and economic revolutions of the late 1700s and tracks the transformation of the world during the 1800s. Part One concludes as these bewildering changes seem to be running beyond the capacity of older institutions to handle them. ★★★★★ ( 25 ratings )

Constitutional Struggles in the Muslim World University of Copenhagen via Coursera Learn what motivates the restive Muslim youth from Tunis to Tehran, what political positions Islamists from Mali to Chechnya are fighting for, where the seeming obsession with Islamic law comes from, where the secularists have vanished to, and whether it makes sense to speak of an Islamic state. ★★★★★ ( 11 ratings )

The Holocaust – An Introduction (I): Nazi Germany: Ideology, The Jews and the World Yad Vashem – The World Holocaust Remembrance Center via Coursera The Holocaust was an inconceivable historical event, which forever robbed Western culture of its innocence. As civilized human beings, we fail to understand how events of such horror could have taken place, and how an idea so inhumanly warped could have spread like wildfire through an entire continent, instigating the systematic annihilation of millions of Jews. ★★★★★ ( 7 ratings )

The Modern World, Part Two: Global History since 1910 University of Virginia via Coursera This is a survey of modern history from a global perspective. Part Two begins early in the twentieth century, as older ways of doing things and habits of thought give way. What follows is an era of cataclysmic struggles over what ideas and institutions will take their place. The course concludes in the present day, as communities everywhere are transitioning into a new era of world history. Again we work hard to grasp what is happening and ask: Why? Again we are drawn to pivotal choices made at key moments by individuals and communities. ★★★★★ ( 6 ratings )

The Kennedy Half Century University of Virginia via Coursera When John F. Kennedy entered the presidential limousine at Love Field in Dallas, Texas on November 22, 1963, he began his ride into history. That journey continues even today and we call it the Kennedy legacy. This course will explore the Presidency, assassination, and lasting legacy of President John F. Kennedy. Students will learn how JFK’s life, administration, and tragic death have influenced the general public, the media, and each of the nine U.S. presidents who followed. ★★★★☆ ( 11 ratings )

Democratic to Authoritarian Rule University of Michigan via edX Learn how countries have shifted from democracies to authoritarian societies. ★★★★★ ( 1 rating )

The History of the Book in the Early Modern Period: 1450 to 1800 Trinity College Dublin via FutureLearn Explore the history of the book during the early modern period and learn how the invention of printing revolutionized our world. ★★★★★ ( 2 ratings )

Russian History: from Lenin to Putin University of California, Santa Cruz via Coursera In this course, Peter Kenez, Professor Emeritus at UC Santa Cruz, explains the events of modern Russian history and introduces its most significant actors—from Vladimir Lenin to Vladimir Putin. ★★★★★ ( 2 ratings )

Empire: the Controversies of British Imperialism University of Exeter via FutureLearn The British Empire continues to cause enormous disagreement among historians. Find out why and join the debate. ★★★★☆ ( 12 ratings )

From World War to White Heat: the RAF in the Cold War Royal Holloway, University of London via FutureLearn Explore the role that the Royal Air Force played in the Cold War through the collections of the RAF Museums at Hendon and Cosford. ★★★★☆ ( 1 rating )

The Holocaust – An Introduction (II): The Final Solution Yad Vashem – The World Holocaust Remembrance Center via Coursera The Holocaust was an inconceivable historical event, which forever robbed Western culture of its innocence. As civilized human beings, we fail to understand how events of such horror could have taken place, and how an idea so inhumanly warped could have spread like wildfire through an entire continent, instigating the systematic annihilation of millions of Jews. This free online course was produced jointly by Tel Aviv University and Yad Vashem – the World Holocaust Remembrance Center. This course is the second of the two courses and covers three themes in its three weeks. ★★★★☆ ( 7 ratings )

Global History Lab Princeton University via edX Learn the span of world history from 1300 to the present. ★★★★☆ ( 4 ratings )

The Modern and the Postmodern (Part 2) Wesleyan University via Coursera This course examines how the idea of “the modern” develops at the end of the 18th century in European philosophy and literature, and how being modern (or progressive, or hip) became one of the crucial criteria for understanding and evaluating cultural change. Are we still in modernity, or have we moved beyond the modern to the postmodern? ★★★★☆ ( 2 ratings )

The Mediterranean, a Space of Exchange (from the Renaissance to Enlightenment) University of Barcelona via Coursera The course The Mediterranean, a Space of Exchange (from Renaissance to Enlightenment) aims to explain the Mediterranean, using history and the analysis of the past, as a space generated by routes and circulation. El curso El Mediterráneo, espacio de intercambios (del Renacimiento a la Ilustración) quiere explicar, desde la historia y el análisis del pasado, el Mediterráneo como un espacio generado por las rutas y las circulaciones. ★☆☆☆☆ ( 4 ratings )

Chosen Issues in Holocaust History Yad Vashem – The World Holocaust Remembrance Center via Coursera The Holocaust – what do we know about it and what more can we learn? This course provides a broad and in-depth look at central topics relating to the history of the Holocaust. It examines the events and processes that took place during these earth-shattering years through new and thought-provoking perspectives.

L’antisémitisme : De ses origines à nos jours Yad Vashem – The World Holocaust Remembrance Center via Coursera Dans ce cours, 50 éminents universitaires du monde entier examineront des questions et des problèmes liés à l’antisémitisme, notamment : qu’est-ce que l’antisémitisme ? Comment a-t-il évolué au cours de l’histoire ? Pourquoi est-il présent dans tant de cultures diverses, et même parmi des idéologies opposées ? Qu’est-il arrivé à l’antisémitisme après l’Holocauste ? Comment l’antisémitisme s’exprime-t-il aujourd’hui et quels sont les principaux domaines dans lesquels il se manifeste ?

Antisemitismo: Desde sus orígenes hasta el presente Yad Vashem – The World Holocaust Remembrance Center via Coursera En este curso, 50 destacados académicos de todo el mundo explorarán preguntas y cuestiones relacionadas con el antisemitismo, incluyendo: ¿qué es el antisemitismo? ¿Cómo ha cambiado a lo largo de la historia? ¿Por qué se puede encontrar entre tantas culturas diversas, e incluso entre ideologías opuestas? ¿Qué pasó con el antisemitismo después del Holocausto? ¿Cómo se expresa el antisemitismo hoy y cuáles son los principales ámbitos en los que se puede encontrar?

Luther and the West Northwestern University via Coursera In this course we will discuss the history of some ideas that have been hugely influential in the modern west and that were taken out to the rest of the world. The discussion centers on an extraordinary and historically important figure, a sixteenth century German man named Martin Luther. Luther is recognized today as the originator of many of the most significant ideas that continue to affect and shape who we as modern people are and how we see the world and ourselves for better and for worse.

The Final Solution to the Jewish Question Yad Vashem – The World Holocaust Remembrance Center via Coursera The “Final Solution to the Jewish Question” was the official code name used by Nazi German authorities for the planned annihilation of Jews during World War II. This course focuses on the origins, evolution, and implementation of this deadly operation which led to the murder of six million Jews by the Nazis and their collaborators.

Railway History: The Rise of the Railway Station University of Strathclyde via FutureLearn Gain a unique insight into British history as you explore the heritage and uses of railway stations from the 19th century to now.

The History of Medicine: Philosophy, Science, and Psychology University of California, Santa Cruz via Coursera “History of Medicine” provides an accessible historical and interdisciplinary perspective on medicine, focused primarily upon therapy and practice, to achieve better understanding of the scope, practice, and limits of medicine. Medicine is defined as the treatment of disease.

British Germanophobia During WW1: ‘The Enemy at Home’ University of Hull via FutureLearn See how anti-German sentiment during World War 1 changed British social, economic, and political life forever.

Tay Bridge disaster The Open University via OpenLearn The sudden collapse of Scotland’s Tay Bridge in 1879 killed more than 70 rail passengers and shocked the population.

The history of female protest and suffrage in the UK The Open University via OpenLearn This free course focuses on one example of democratic protest: the campaign to extend the vote to women in the UK.

Health, disease and society: Scottish influence in the 19th century The Open University via OpenLearn This free course, Health, disease and society: Scottish influence in the 19th century, examines the role that Scots played in contributing to the developments in healthcare during the nineteenth century.

The First World War: trauma and memory The Open University via OpenLearn In this free course, The First World War: trauma and memory, you will study the subject of physical and mental trauma, its treatments and its representation.

El Holocausto: el abismo de la humanidad Yad Vashem – The World Holocaust Remembrance Center via Coursera El curso “El Holocausto: el abismo de la humanidad” enriquecerá la comprensión de los participantes sobre la historia del Holocausto a través de testimonios de sobrevivientes y de la participación de expertos de habla hispana de Israel, España, América Latina y los Estados Unidos.

The Early Protestant Reformation via Udemy Learn about the great historical and cultural changes that ushered in the modern world.

Operation Drumbeat: The U-boat War Off America’s Coast, 1942 via Udemy The story of Germany’s dramatic attack upon American tankers and freighters by U-boats during the Second World War

Hernando Cortes and the Aztec Civilization via Udemy The Amazing Story Concerning the Collision of Spanish Conquistadors Against the Aztec Empire.

International Relations 1815-1914 via Udemy The Making of the Modern World

History NCERT Summary of Class 6th,7th,8th for CTET/UP-TET/KVS via YouTube In this course, you will get chapter-wise summaries of CBSE class 6, 7 and 8 History for CTET/UP-TET/KVS.

Fighting for Equality: 1950–2018 Columbia University via edX This course begins with an examination of how the Cold War reinforced the ideals of the suburban, nuclear family and how these ideals impacted women’s trajectory towards independence and equality, and ends with the rise of the Me Too movement and a look at how the 2018 midterm election ushered in a new era of women in politics.

Negotiating a Changing World: 1920-1950 Columbia University via edX Beginning with the passing of the 19th Amendment and on through World War II, explore the new cultural and economic opportunities that emerged for women in this period while gaining an understanding of how racial, familial, and legal structures placed constraints on that independence. Learn how women’s contributions to the war effort provided both new opportunities and new barriers.

Facing our ugly history Ted-Ed via YouTube A series of videos featuring various ugly incidents and policies from the history of various countries.

Remembering Empire via iversity This course is about the collective memory of empire. Led by researchers at the University of Stirling, Scotland, you will examine the different ways the colonial past influences the present through the specific case study of the French settlers of Algeria.

Peterloo to the Pankhursts: Radicalism and Reform in the 19th Century Royal Holloway, University of London via FutureLearn Discover the history of protest, parliament and citizens’ rights.

History of Slavery in the British Caribbean University of Glasgow via FutureLearn Explore the history and legacy of British colonial slavery and oppression in the Caribbean through historical slave accounts.

Hidden Figures: Black History Ted-Ed via YouTube This series of videos features particular people who have contributed to the civil rights movement in various ways, as well as overall issues.

Globalization: Past and Future SDG Academy via edX Is globalization a new phenomenon or a cyclical pattern throughout human history?

Photographing the Holocaust The University of Nottingham via FutureLearn What insights do photos offer into histories of National Socialism and the Holocaust? Are they authentic sources, or ‘fake news’?

Historia económica argentina: avatares de un sistema monetario Universidad Nacional de Córdoba via edX Este curso en línea tiene como propósito estudiar el funcionamiento del sistema monetario enfocando en Argentina previo a la creación del Banco Central, nos estamos refiriendo a la Primera Caja de Conversión o Currency Board en el período 1890 -1935.

Visualizing Imperialism & the Philippines, 1898-1913 Massachusetts Institute of Technology via edX Remarkable political cartoons and photography at the turn of the 20th century reveal debates over US entry into global imperialism through the conquest and occupation of the Philippines. Historians tour this rich content drawn from MIT Visualizing Cultures.

Teaching the Holocaust: Innovative Approaches to the Challenges We Face University College London via FutureLearn Explore history, delve into pedagogical challenges revealed by research, and find practical solutions for teaching the Holocaust.

The Cold War (1945-1991) via YouTube

NCERT Class 9th History India and the Contemporary World – I All Chapters In Hindi via YouTube

NCERT Class 10th History India and the Contemporary World – II All Chapters Detailed Explanation via YouTube

Flashback | History via YouTube

History’s Greatest Mysteries | Official Series Playlist | History via YouTube

History By the Decade via YouTube

Interwar Period (1918 – 1939) via YouTube

The Industrial Age (19th Century) via YouTube

The Renaissance (14th – 17th century) via YouTube

Cruel Colonialism / Imperial History via YouTube

Imperial History via YouTube

Extra History: Empire of Brazil via YouTube

Extra History: Conquest of India via YouTube

Extra History: Grigori Rasputin via YouTube

Extra History: Vlad the Impaler via YouTube

Extra History: Jewish Pirates via YouTube

History of Israel Explained via YouTube

Grade 10 History Unit 3 via YouTube

Grade 10 History Unit 5 via YouTube

Grade 10 History Unit 4 via YouTube

History of Russia via YouTube

What Happened in 1965 | History Of Pakistan via YouTube

What Happened in 1971 | History Of Pakistan via YouTube

History of Pakistan In Urdu via YouTube

Ukraine History via YouTube

Extra History: Zulu Empire via YouTube

Extra History: Catherine the Great via YouTube

Extra History: Ned Kelly via YouTube

Extra History: The Empire of Mali via YouTube

Extra History: Dividing the Middle East via YouTube

Extra History: The Haitian Revolution via YouTube

Free Military History Online Courses

World War 1: Trauma, Memory, Controversy The Open University via FutureLearn Discover the traumatic effects of war on those who survive it, from the soldiers on the front lines to the civilians at home. ★★★★★ ( 9 ratings )

Paradoxes of War Princeton University via Coursera The Paradoxes of War teaches us to understand that war is not only a normal part of human existence, but is arguably one of the most important factors in making us who we are. ★★★★☆ ( 12 ratings )

Religion, Conflict and Peace Harvard University via edX Explore the diverse and complex roles that religions play in both promoting and mitigating violence. ★★★★☆ ( 9 ratings )

Greeks at War: Homer at Troy Colgate University via edX Gain a broad-based understanding of warfare in ancient Greece through Homer’s account of the Trojan War in the Iliad. ★★★★☆ ( 4 ratings )

The RMS Lusitania via Udemy Tragedy on the Atlantic, May 7, 1915

Extra History: World War II Extra Credits via YouTube World War II is one of the (if not THE) most historically significant events in modern human existence, but it can be quite a complicated and challenging story to unravel.

From Waterloo to the Rhine: The British Army 1815-1945 University of Kent via FutureLearn Examine one of the UK’s most storied institutions, and how 130 years of social, cultural and military change have shaped it.

Global Media, War, and Technology University of Queensland via edX Explore the intersection of information technology, violent conflict, and resistance.

What Happened in the First Punic War? | Hannibal: The Military Genius Who Almost Conquered Rome Wondrium via YouTube

Modern Warfare via YouTube

Thirty Years’ War via YouTube

Pacific War – Week by week via YouTube

Early Modern Era Battles via YouTube

Battles via YouTube

Epic History: World War One via YouTube

Epic History TV en Español via YouTube

Napoleonic Wars via YouTube

D-Day In HD | History via YouTube

Pearl Harbor: The Last Word (75th Anniversary Commemoration) | History via YouTube

Military Moments | History via YouTube

Presidents at War | History via YouTube

Battle 360 | OFFICIAL PLAYLIST | History via YouTube

History Celebrates Memorial Day via YouTube

WWII on History via YouTube

Biggest Battles of WWII via YouTube

Dogfights: Official Series Playlist | History via YouTube

OverSimplified History via YouTube

MiniWars via YouTube

World Wars via YouTube

Revolutions via YouTube

Weapons Collection via YouTube

WWII Tanks via YouTube

WWI Tanks via YouTube

WWI & WWII Behemoths via YouTube

Strange stories of World War I & II via YouTube

Factions of World War II via YouTube

Factions of World War I via YouTube

The Vietnam War (1954 – 1975) via YouTube

Elite Special Forces via YouTube

(Weapons & Armor) 4K via YouTube

Arsenal technologies via YouTube

Armor in History via YouTube

Soldiers in History, Military Technologies via YouTube

Weird Weapons in History via YouTube

War in the Pacific (WWII) via YouTube

The Gulf War (1990 – 1991) via YouTube

World War II (1939 – 1945) via YouTube

Extra History: Rome – The Punic Wars via YouTube

Extra History: The First Opium War via YouTube

Extra History: World War I via YouTube

Extra History: The Battle of Kursk via YouTube

Extra History: Hunting the Bismarck via YouTube

Extra History: The Great Northern War via YouTube

Extra History: Siege of Vienna via YouTube

Extra History: The Thirty Years’ War via YouTube

Extra History: Japanese Militarism via YouTube

Free Ancient Greek History Online Courses

The Ancient Greeks Wesleyan University via Coursera This is a survey of ancient Greek history from the Bronze Age to the death of Socrates in 399 BCE. Along with studying the most important events and personalities, we will consider broader issues such as political and cultural values and methods of historical interpretation. ★★★★★ ( 30 ratings )

Introduction to Ancient Greek History Yale University via YouTube This is an introductory course in Greek history tracing the development of Greek civilization as manifested in political, intellectual, and creative achievements from the Bronze Age to the end of the classical period. ★★★★★ ( 3 ratings )

• Greek History via YouTube
• Ancient Greece via YouTube

Free Roman History Online Courses

Rome: A Virtual Tour of the Ancient City University of Reading via FutureLearn Explore the architecture and history of Rome, walking around a 3D digital model of the ancient city, with this free online course. ★★★★★ ( 33 ratings )

Arch of Titus: Rome and the Menorah Yeshiva University via Coursera The Arch of Titus: Rome and the Menorah explores one of the most significant Roman monuments to survive from antiquity, from the perspectives of Roman, Jewish and later Christian history and art. The Arch of Titus commemorates the destruction of Jerusalem by the emperor Titus in 70 CE, an event of pivotal importance for the history of the Roman Empire, of Judaism, of Christianity and of modern nationalism. ★★★★★ ( 3 ratings )

The Roman Empire: introducing some key terms The Open University via OpenLearn This free course, The Roman Empire: Introducing some key terms, will define basic concepts and terms that are essential for an understanding of the culture and identity of the Roman Empire.

The repute and reality of being a Roman emperor The Open University via OpenLearn The Roman emperor had key relationships with several differing groups within the Roman empire, including the senate, the populace of Rome, the army and the provinces.

Caesar, Gallic Wars and the Civil War via YouTube

Julius Caesar via YouTube

Ancient Rome (753 BC–476 AD) via YouTube

Extra History: The Brothers Gracchi via YouTube

Free Chinese History Online Courses

Understanding China, 1700-2000: A Data Analytic Approach, Part 1 The Hong Kong University of Science and Technology via Coursera The purpose of this course is to summarize new directions in Chinese history and social science produced by the creation and analysis of big historical datasets based on newly opened Chinese archival holdings, and to organize this knowledge in a framework that encourages learning about China in comparative perspective. ★★★★★ ( 12 ratings )

史記 (Shi Ji) National Taiwan University via Coursera 人文學，其特色在於「慢熱」，需要耐心細嚐、咀嚼古聖先賢的智慧結晶與其文字背後所隱含的真正意義。史記系列課程將透過對《史記》一書的導讀，引領同學們探究史學之「真」與「善」。 不管你是對中華文化感興趣者、想更深入了解傳統史學者、喜歡論理分析者、或是久仰太史公司馬遷之名之愛好者，這門課一定會讓你收穫良多。因為《史記》不僅記載了無數精彩非凡的歷史人事，更貫串了在它之前的多數古代典籍，可說是集中國上古文明精粹於一書。更重要的是，這門課程中將引導大家如何讀《史記》，進而學會如何讀中國史書、如何讀中國書。 這是一場史學的思辨之旅，希望各位同學千萬不要錯過！ ★★★★★ ( 4 ratings )

Understanding China, 1700-2000: A Data Analytic Approach, Part 2 The Hong Kong University of Science and Technology via Coursera The purpose of this course is to summarize new directions in Chinese history and social science produced by the creation and analysis of big historical datasets based on newly opened Chinese archival holdings, and to organize this knowledge in a framework that encourages learning about China in comparative perspective. ★★★★★ ( 2 ratings )

Chinese Culture and Contemporary China Nanjing University via Coursera This course of Chinese Culture and Contemporary China will explore the foundations of Chinese civilization and the dimensions of Chinese culture. It will pay particular attention to the relationship between Chinese culture and the present-day life of the Chinese people and to the different elements of the culture which are under the present social structures, belief systems, literature, arts, customs, etc. ★★★★★ ( 1 rating )

Chinese History From Warring States to the Tang Dynasty | 资治通鉴 Tsinghua University via edX Guides you through the Chinese masterpiece _Zizhi Tongjian, _an unprecedented work of governance and philosophical thinking spanning from the Warring States Period to the Tang Dynasty. 中国史学名著《资治通鉴》蕴含丰富的治国理政经验和社会人生哲理。通过老师导读，同学们可深入这一经典文本内部，得以纵览千年历史，提升国学素养。 ★★★★★ ( 1 rating )

Intellectual Change in Early China: Warring States and Han The Chinese University of Hong Kong via Coursera This sequence of four courses will propose a multi-disciplinary approach to the study of Chinese cultural history conceived of as a succession of modes of rationality (philosophical, bureaucratic, and economic). The focus will be on the moments of paradigm shift from one mode of rationality to another. For each of these moments, cultural facts and artifacts—thought, literature, ritual—will be examined in relationship to changing social, political, and economic systems. ★★★★★ ( 1 rating )

Jewish Diaspora in Modern China Nanjing University via Coursera Jewish Diaspora in China is a unique experience for world Jewry, as China is the only country in Far East that has had Jews living in its society for over 1,000 years. Documentary evidence shows that Jews started to live in China no later than the Tang Dynasty (618–907). ★★★★★ ( 2 ratings )

中國古代歷史與人物：秦始皇（Qin Shi Huang) National Taiwan University via Coursera 在近代以前，歷史學是培養各種領袖與人才的必備教育，因為它能夠使人對過去「稽其興壞成敗之理」（《史記‧太史公自序》）。「中國古代歷史與人物」這門課程希望回到歷史學的原點，藉由具體的事例，來探索「讀歷史到底有什麼用？」。 從東周到秦漢是中國歷史上承先啟後的鉅變時期，更是一個英雄輩出、波瀾壯闊的大時代。而秦始皇正是主導這個時代，且令後世爭議不絕的歷史關鍵人物之一。本課程將利用現代歷史學的各種取徑，以原典史料為中心，結合考古成果、古代文物等，對歷史人物進行多角度的剖析，探索秦始皇及其統治集團成功和失敗的祕密究竟何在，並希望使同學藉此明瞭歷史學的功用與價值。 ★★★★☆ ( 3 ratings )

中国古代史（大学先修课) | Ancient History of China Peking University via edX 本课以中国古代政治史、制度史演变的大势为主要线索，使同学对中国古代史的发展有一个比较清晰的框架，并希望增强同学们对中国古代史的兴趣并引发同学们的思考。

China’s Political and Intellectual Foundations: From Sage Kings to Confucius Harvard University via edX Learn about China’s origins, its integral early thinkers, and competing states and schools of thought.

China’s Ancient Ritual Civilization | 中国古代礼义文明 Tsinghua University via edX Learn about China’s ancient ritual civilization and cultural traditions. 中国是传承千年的礼仪之邦，中国文化的核心是礼。本课程讲通过大量的文献材料，深入浅出地讲授中国古代礼仪文明的基本框架。

中日文化交流史 Peking University via Coursera 追溯日本文明发展的历史，阐明日本人独特的思考模式，解析日本独特的审美意识。本课程讲授公元前3世纪至清末的中日文化交流的历史。以文化艺术的交流为主线，以实地考察为背景展示了中日两国丰富灿烂的交流史实。通过中日双方在吸收对方文化过程中所表现出来的不同的受容方式剖析了中日文化之不同特性，可以帮助受课者准确地把握日本文化的内质，并启发其对自我民族历史文化之思考。生动的图片，倾心的讲授，可以让学习者在轻松愉快的氛围中完成六章的学习和有趣的试题，以期丰富学习者的人文积淀。

The History and Culture of Chinese Silk University for the Creative Arts via FutureLearn Delve into the origins and development of Chinese silk to understand its history, cultural heritage, and place in modern China.

Chinese History via YouTube

History of China via YouTube

Extra History : Sun Yat-sen via YouTube

Free Japanese History Online Courses

Visualizing Japan (1850s-1930s): Westernization, Protest, Modernity Harvard University via edX A MITx/HarvardX collaboration, this course explores Japan’s transition into the modern world through the historical visual record. ★★★★★ ( 10 ratings )

Visualizing Postwar Tokyo, Part 1 The University of Tokyo via edX Analyze the history of change and development in postwar Tokyo from different perspectives using archived photographs, films, and TV programs. ★★★★☆ ( 2 ratings )

Visualizing Postwar Tokyo, Part 2 The University of Tokyo via edX Identify the technologies and people historically involved in the practice of “visualizing postwar Tokyo.” ★★★★☆ ( 2 ratings )

Modern Japanese Architecture Part 1: From Meiji Restoration to the Pacific War Tokyo Institute of Technology via edX Explore key elements of modern Japanese architecture and related history with a focus on its Westernization covering the period from 1868 to 1945.

古書から読み解く日本の文化: 和本を彩る和紙の世界 Keio University via FutureLearn 貴重書に使用されている和紙を通じて装飾、デザイン、歴史を学ぶ

Visualizing the Birth of Modern Tokyo Massachusetts Institute of Technology via edX See Tokyo’s modernization through the “100 views” tradition, from the gas-lit 1870s to the jazz era 1930s. From MIT Visualizing Cultures, with the Smithsonian Institution.

Tokyo Hillside, Tokyo Riverside: Exploring the Historical City The University of Tokyo via edX Learn about the rich history and social development of Tokyo as we explore the cultural heritage of the city’s northeastern neighborhoods.

Travelling Books: History in Europe and Japan Keio University via FutureLearn Discover how travelling books sparked cultural exchanges between Europe and Japan, and how they live on in the digital era.

History of Japan via YouTube

Extra History: Japan – Sengoku Jidai via YouTube

Extra History: End of the Samurai via YouTube

Free Korean History Online Courses

Science and Technology in the Silla Cultural Heritage Pohang University of Science and Technology via Coursera The course explores the scientific and technological aspects of the cultural heritage of Silla, an ancient dynasty in Korea, and its relationship with other ancient civilizations in the world. The lecture series will cover major cultural heritage of Silla: Bulguksa, Seokguram, Cheomseongdae, Poseokjeong, the Sacred Bell of Great King Seongdeok, and metallurgy.

Korean History via YouTube

Extra History: Korea – Admiral Yi via YouTube

Free Indian History Online Courses

Social History Of Medicine In Colonial India Indian Institute of Technology Madras via Swayam This course seeks to examine the links between medicine and colonialism in the Indian context, roughly between the 18th and 20th centuries. It will focus particularly on the social and cultural dimensions of the encounter between western medicine and indigenous systems.

Modern History Of India via YouTube

The Story of Bengal via YouTube

Modern Indian History Video Lectures via YouTube

Ancient History of INDIA via YouTube

Medieval History of India via YouTube

NCERT History Class VI Our Pasts I Textbook (In Hindi) via YouTube

A Brief History of Modern India by Rajiv Ahir Spectrum via YouTube

NCERT History Class VII Our Pasts II Textbook (In Hindi) via YouTube

NCERT Class 8th History Our Pasts-III All Chapters via YouTube

Indian History by Pratik Nayak (भारत का इतिहास) via YouTube

Free European History Online Courses

La costruzione dell’Italia University of Naples Federico II via edX Un viaggio nella storia dell’Italia, tra grandi conflitti e grandi successi, una riflessione sulla storia che ha fatto crescere l’Italia ★★★★★ ( 17 ratings )

Toledo: Deciphering Secrets of Medieval Spain University of Colorado System via Coursera This course evaluates the medieval history of Toledo from the era of the Visigoth Kingdom (6th-8th centuries) through its Islamic period (8th to 11th centuries) and into its reintegration into Christian Spain (after 1085 c.e.) In particular, we take note of the cultural and religious transformations that characterized the city with a special effort to understand how many peoples and religions came to settle and live amongst one another. ★★★★★ ( 1 rating )

European History by CrashCourse CrashCourse via YouTube In 50 episodes, John Green will teach you about European History to give you an overview of Europe’s history and connection with the world from 1450 to the present. ★★★★★ ( 1 rating )

The Holocaust: The Destruction of European Jewry University of California, Santa Cruz via Coursera In this course, you will explore the Holocaust from the overlapping perspectives of literature and history—through memoirs, historical documents, poetry, documentary footage, filmic representations, and novels. ★★★★★ ( 2 ratings )

The Spain of Don Quixote Universidad Autónoma de Madrid via edX An exploration of Spain depicted in Cervante’s historic novel, Don Quixote – a Golden Age in which Spanish arts and literature reached worldwide excellence. ★★★★☆ ( 10 ratings )

Unión Europea: Historia, Instituciones y Políticas Universitat Autònoma de Barcelona (Autonomous University of Barcelona) via Coursera La Unión Europea (UE) representa una de las experiencias más avanzadas en materia de integración económica y unión política a escala global. Desde su surgimiento en los años 50 del siglo XX hasta la explosión de la actual pandemia provocada por el COVID-19, la UE no ha cesado de ampliar su radio de acción llegando a difuminar, en muchas áreas, la tradicional distinción entre asuntos internos y externos de los Estados nacionales.

Germany 1919-1947 via Udemy Nazi Germany in a nutshell

Ireland in Rebellion 1782-1916 Trinity College Dublin via YouTube A 14-week online lecture series about the making of modern Ireland looking at the period 1782 to 1916 and beyond.

History of Italy University of Naples Federico II via edX A journey through the history of Italy, from 1862 to 1948, amid great conflicts and great successes

History of Roman Law University of Naples Federico II via edX Explore Roman Law, its History, its Juridical Scienceand Codes, and see how relevant it could be for international legal culture today!

Napoleonic paintings The Open University via OpenLearn In this free course, Napoleonic paintings, we will examine a range of Napoleonic imagery by David, Gros and a number of other artists, beginning with comparatively simple single-figure portraits.

French Revolution The Open University via OpenLearn This free course provides basic historical background to the French Revolution. It will show that the Revolution accelerated intellectual, cultural and psychological change.

The Enlightenment The Open University via OpenLearn The free course will examine the Enlightenment. To help understand the nature and scale of the cultural changes of the time, we offer a ‘map’ of the conceptual territory.

Early modern Europe: an introduction The Open University via OpenLearn The early modern period from 1500 to 1780 is one of the most engaging periods for historical study, beginning with the upheavals of the Reformation, and ending with the Enlightenment.

Ancient Celts via YouTube

French Revolution via YouTube

History of Germany via YouTube

Extra History: Otto von Bismarck via YouTube

Extra History : Irish Potato Famine via YouTube

Extra History: Joan of Arc via YouTube

Free British History Online Courses

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Nicolas 6/5/2022 at 10:07am

A major big history MOOC that has disappeared from Coursera is “Sapiens: a brief history of humankind”. However, it is still available on YouTube here : https://youtube.com/playlist?list=PLIHhu6JIlvVOWGmKy8l5Jy3gunjARf52Y

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Chapter 6: Recommended Content for American History Courses

/ AHA Resource Library

/ Chapter 6: Recommended Content for American History Courses

Published Date

January 1, 1944

This historical document is from the archives of the American Historical Association. It is provided for you to interpret as a primary source and might no longer reflect the editorial decisions or views of the organization.

From  American History in Schools and Colleges  (1944)

The content of courses in the history of the United States has varied from generation to generation. Different aspects have been emphasized at different times. Political administrations, wars, names, and dates provided the framework and formerly dominated the content of textbooks and courses. As the country grew in size and population, other themes attracted attention. Economic developments, social movements, cultural activities, and the daily life of the people slowly won their way into the curriculum, replacing some of the content formerly devoted to military details, presidential terms, and political affairs. History thus expanded its scope and enriched its content.

These shifts in content were closely interwoven with the growth of scholarship in American history. Research and interpretation gradually wrought many changes in viewpoints, pro-portion, and organization. John Bach McMaster demonstrated the interest and importance of a study of the daily life of the people. Frederick J. Turner’s emphasis upon the frontier gave rise to reappraisals of older treatments. Herbert E. Bolton’s emphasis upon the continental viewpoint modified the former view of the early period. Hundreds of detailed studies enriched American history. While new evidence and sounder interpretations have not always been promptly and fully utilized, they have gradually modified the content of history textbooks and courses.

The changing social scene also has affected the content of American history courses. The disputes over the Mexican War and slavery were once vigorously reflected in textbooks. The issues which caused the Civil War were stated and restated in classrooms. Public discussions of constitutional questions had their effects upon the curriculum. The growth of cities, the rise of industry, the condition of agriculture, and the uncertainty of employment have markedly affected content and emphases. Expansion overseas and two world wars have inevitably expanded the scope and viewpoint of American history courses. Many if not all of these factors have introduced new elements into textbooks and courses.

The new emphases in content and organization may be summarized under three heads. First, American history courses to-day are characterized by great interest in social and economic factors. While the political aspects are by no means neglected, they have been interwoven into the larger fabric of American life. Second, increased attention is given to the international setting. The hemispheric approach and the interdependence of cultures and peoples are given more recognition. Events in Latin America, the Far East, and other remote areas have become matters of concern in our national life. Third, within the past decade the ideals and traditions of democracy have received increasing stress. The concept has been expanded far beyond its exclusively political connotation.

These developments and trends have determined the prevailing content of present courses and textbooks in American history. While there are many local variations, the composite picture of American history courses at each grade level can be drawn with reasonable correctness.

In the middle grades (IV, V, VI) pupils study the biographies of prominent Americans, the discovery and settlement of America, and the everyday life of the people with emphasis on houses, clothes, furniture, food, work, transportation, travel, and customs. The westward movement receives much attention, for it deals with trails, covered wagons, log cabins, Indians, gold rushes, and cowboys. Most teachers lay great stress upon projects which involve the making of models and upon field trips to nearby places of current and historical interest. In the middle grades the course is necessarily somewhat informal, but it is often taught with great effectiveness.

In Grades VII and VIII the pupils study a more formal course in American history, based chiefly upon a textbook. Supplementary books, which may include a few source readings, are frequently used. The account usually covers the whole history from the landing of Columbus to the latest presidential election. Unfortunately the course is not well differentiated from that in Grade XI or XII, but it frequently stresses  social  rather than political or economic aspects. Written and oral reports, class programs, projects, field trips, and special celebrations are common. In rural and small-town schools the teacher usually has several other subjects to teach and so cannot give special attention to American history. In the larger systems the course is usually assigned to a teacher who has had at least some college or graduate training in history. In many systems the course is offered in the second semester of Grade VII and the first semester of Grade VIII, being preceded and followed by geography.

In Grade XI or XII the course again covers the whole span from 1492 to the current period. While the textbooks in common use vary greatly in their emphases, they all furnish many political, economic, and social facts. The trend in recent years has been to minimize military details and political affairs but to stress social movements and daily life. Many teachers use unit outlines or workbooks and assign rather ambitious projects for reports, discussions, and assemblies. Supplementary books are widely used and most high-school libraries are equipped with a few volumes of sources. Many teachers use films and radio programs in connection with classroom work. The teacher at this grade level usually has a college degree and a major or minor in   history or some other social study.

At each of these levels many teachers use class time for a study and discussion of current events. The practice of supplying each pupil with a weekly news magazine is widespread, and one day each week is often set aside for reports based on the latest issue of the periodical. Good teachers succeed in showing the interrelations of the history recorded in the books and the events reported in the magazines. In other instances the period devoted to current events seems like an unjustifiable interruption.

While the content of American history courses was being modified and enriched, the number of courses increased, as the evidence in Chapter III indicates. Throughout much of the nineteenth century many boys and girls left school after three or four years. Realizing the desirability of teaching everyone national history, educators introduced the history of the United States into the early grades. As the average length of attendance in school increased, the course in American history was shifted to the last school years. The theory was that the future citizen should study the history of his country just before leaving school. An additional and a less advanced course was introduced into the middle grades in the last quarter of the nineteenth century. The rise of high schools during this same period was accompanied by the introduction of a third and presumably a more advanced course in American history.

The addition of each new survey of American history left those already in existence virtually unchanged. Each course was introduced on the assumption that it was the last chance to give the pupils a survey of our national history. The result was that each course was organized, developed, and taught with almost no consideration of the preceding one. The teacher of American history in Grade XI or XII, for example, was likely to ignore the fact that the pupils had already had two exposures to the subject; consequently, he duplicated much of the content which had already been presented.

In recent years teachers have realized the overlapping and duplication in American history courses and have discussed various ways of grading the materials by adjusting them to the growing maturity of the pupils. Some teachers have advocated the grading of American history on the basis of chronology, assigning different periods to different school levels. Some writers of textbooks seemed to think that a brief history for the first course, a longer one for the junior high school, and a still longer one for the senior high school provided adequate differentiation. Others felt that the differentiation should be determined by the nature of the materials. They believed that narrative history was easy and expository history difficult. Yet others thought that the style of writing was the best method of grading the contents. Simple vocabulary, short sentences, and concrete imagery were regarded as sufficient to make the most difficult material intelligible to children. Still others insisted that dramatic episodes and brief biographies were best suited for the middle grades, while the continuous story of political and economic development should be reserved for more advanced students. Some felt that the method of teaching in the classroom was the determining factor in grading content. Each of these theories has merit and each has made some contribution toward the differentiation of American history for the various grade levels. No one of these theories has led, however, to adequate grade placement of historical materials for teaching purposes.

The blunt truth of the situation is that courses in American history are often outright duplications of one another. This repetition is particularly obvious at the senior high school level, where the course is often practically indistinguishable from that given in Grade VII or VIII. The same men, events, dates, and movements are presented repeatedly. The pupils are solemnly informed over and over that Columbus discovered America in 1492, that Jamestown was settled in 1607, and that Lincoln was born in a log cabin, and in each case as though they had never heard the fact before.

In addition to this repetition there is no assurance that the teacher at a higher grade level knows more history than the one at the preceding level. More than one student has had the experience of finding his senior high school teacher less well informed than the one who taught the subject in Grade VII or VIII. Some have even realized that their general course in United States history in college has added almost nothing to what they learned in senior high school.

This direct overlapping in American history courses has several unfortunate consequences. It lessens or destroys the interest of most pupils, for they realize that they are going over familiar ground. The practice produces boredom and actual distaste for a study which should be a challenging and stimulating experience. It promotes superficial and shallow results, for the pupils, recognizing familiar names and events, unwarrantedly assume that they already know and understand the materials. It results in a waste of the pupil’s time.

Unplanned overlapping of content not only destroys interest, but may also interfere seriously with retention. Repetitive courses are likely to be catalogic and unvaried in content and emphasis. Pupils are frequently very much in doubt as to what should be learned. From the catalogues of facts they cannot wisely select or interpret the significant trends, movements, and generalizations. The selection of fewer topics would enable both writers and teachers to give them enough attention to develop their significance. The treatment can thus be graduated from simple narrative, through descriptive accounts, and on into interpretation and synthesis.

The Committee proposes a solution to the problem of duplication in the content of American history. It does so with a keen realization of the fact that any proposed plan will not be entirely satisfactory. It believes that any clear and workable plan, even granting inadequacies, will be preferable to the deadening duplication which now prevails. In making its plan, the Committee assumes, in view of current trends, that almost all students will complete high school and will therefore have a chance to take the senior high school course in American history. Having considered as deciding factors the maturity of pupils, the competence of teachers, and the nature of history, the Committee proposes to differentiate history for the various levels of instruction on the basis of (1) content, (2) chronology, and (3) study skills.

With respect to content, the Committee proposes the following major themes:

Middle Grades—How People Live

Junior High School—The Building of the Nation

Senior High School—A Democratic Nation in a World Setting

College Level—American Civilization  (See  Chapter VII)

In differentiating according to historical content the Committee has tried to recognize the interests and level of maturity of pupils. More difficult topics are allocated to higher school levels, and an effort is made to capitalize on the interests of younger people in dramatic action, in frontier stories, and in customs and ways of living. The Committee has recognized to a certain degree the progression from descriptive through narrative to expository history, and has sought to balance topics of political, military, economic, and social history. 1 It suggests that in the middle grades the emphasis be largely on the theme How People Live,  that the junior high school course deal largely with the  Building of the Nation,  and that in the senior high school emphasis be placed on the topic  A Democratic Nation in a World Setting.

In respect to chronology, the Committee believes that a hard-and-fast allocation of specific historical periods to specific grade levels would be an artificial differentiation, but that distinction by emphasis on chronological periods can well be made. A course in American history for the intermediate grades, based on the topics listed below, will inevitably stress the colonial and early national periods, with perhaps two thirds of its time allocated to the period before 1789. 2 At the junior high school level, the recommended topics call for devoting about two thirds of the allotted time to the hundred years from about 1776 to 1876. At the senior high school level the course will cover the entire chronological period. However, at this level if the topics recommended in the outline are emphasized, about one half of the time will be devoted to the period since 1865. This plan of topical-chronological differentiation is presented in the accompanying graph.

A third differentiation among grade levels is made on the basis of study skills. History is in part a method of thinking about human affairs, and instructors in the subject have the responsibility for developing certain skills of thought and study. Aspects of critical-mindedness, of ability in reflective thinking, of locating and using materials, of judgment and comparison are elements in the study of history. Educational research has not yet shed full light on the age or mental levels at which these skills of thought and action can best be developed. Yet, even without this background of needed research, the Committee has attempted to outline in practicable fashion the kinds of skills most appropriate for emphasis at the various grade levels. From vocabulary development to map reading, from outlining to systematic comparison, from simple generalizations to historical criticism, the entire range of thought and study skills should be subjected to extensive research. Pending the accumulation of research data, a working plan for developing these skills at appropriate levels of maturity is here presented. It is recognized by the Committee that the development of many skills and habits will take place gradually, not at any one level but through the entire span of schooling. Each skill is listed, however, only at the particular level at which it is to be introduced or especially emphasized.

The enrichment of American history by broadening its scope and emphasizing cultural and social elements is a desirable trend. The Committee rejects the narrow conception of history which would limit it to political, constitutional, diplomatic, and other official activities of government. The endorsement of an enriched course in American history should not be construed, however, as justifying the introduction of extraneous materials, no matter how deserving they may be of attention in some course. For example, American history, so labeled, should place major emphasis upon historical developments rather than upon a study of contemporary problems and conditions. The study of the past throws light upon the present, but if we run to view the present before the light of history is fairly kindled it will not give us much illumination. The course in American problems has definite values, but it should not be identified with or labeled as history. This mislabeling is regrettable, not because the extraneous materials are objectionable or unimportant but because they confuse the student, misdirect the teacher, and misrepresent the course.

The Committee favors the greatest possible enrichment of the American history course at every grade level. Its scope should be as wide as the time and capacities of the students allow. Our overseas interests and responsibilities and relations with Latin America, Canada, the Far East, and all other pertinent areas should be studied. Medicine, science, education, religion, art, literature, architecture, music, in fact every field of human endeavor has contributed to American life and is therefore a part of American history. In suggesting the minimum content of courses at each school level the Committee is not advocating the omission of other topics. Rather, the teacher should try to discuss as many aspects of American life as his knowledge and the time at his disposal permit.

No attempt is made here to prescribe the form of organization. Teachers and textbook writers can organize the recommended materials by units, topics, projects, or by any other feasible plan. The major purpose of this chapter is to reduce duplication by securing a reasonable degree of uniformity with respect to the content of American history at each level where it is taught. The acceptance of a specific minimum content would prevent the aimless inclusiveness which sometimes characterizes American history courses and textbooks, and at the same time it would provide a satisfactory basis for the more intensive study of significant materials.

The Committee presents the recommended minimum content for American history courses for the middle grades, the junior high school, and the senior high school. The themes with their accompanying topics, dates, persons, and skills constitute the irreducible minimum. Provision is made for some planned repetition, but not for outright duplication, or even extensive overlapping. It is assumed that the events to be studied in the middle grades need not be studied in detail again later, though they will be reviewed and referred to as background. Some of the important names mentioned at one level reappear at later levels, but for recall rather than re-study. It is also recognized that some names must necessarily be repeated because the persons functioned in different spheres. For example, Washington the farmer, Washington the general, and Washington the President clearly call for different levels of treatment. In order to understand the Committee’s plan for differentiating content, the reader is urged to study the whole program for all the grades before centering attention upon the course at any particular level.

In brief, the plan of the Committee is to suggest the irreducible content and principal emphasis for each level at which American history is taught. This minimum content is designed to be national in scope and application. It is recommended as the core of content for all schools in the United States. It is designed to consist of the enduring elements of American history. Shifts in emphasis will occur, but it is likely that this content will persist. Social changes and research may modify details and interpretations, but these elements will still constitute the core of American history.

Middle Grades

In the middle grades, there should be the equivalent of one full year of work in American history, although the historical materials may be organized for teaching purposes in various ways and may be distributed over Grades IV, V, VI. Here the emphasis is to be on the periods of exploration and colonial history and on the simpler patterns of life in the pre-industrial era. The following topics should be emphasized; they do not constitute an outline of work, but indicate areas to which the major part of the study of the United States should be devoted.

How People Live

• Exploration of the hemisphere:  With attention not only to the early discoverers but also to the later western explorers, and with emphasis on the geographic discoveries as well as individual explorers.
• Type settlements:  Spanish; French; Dutch; Southern, Middle, and Northern English colonies; special attention to a few typical settlements or colonies, with only a rapid survey of the entire group of European settlements.
• Ways of living; in the early English colonies of the Atlantic Seaboard; among the French in Canada; in the Spanish colonies of the Southwest; and on the frontier:  Home life, transportation, religion, amusements, education, ways of making a living, customs.
• A narrative account of the westward movement of peoples:  With attention to successive frontiers; to the Indians; to dramatic incidents in the peopling of the continent; and to outstanding pioneers and frontier leaders.
• Peoples who came to America:  Varied national, religious, and economic groups which settled the early colonies; new nationalities on the frontier; the concept of America as a homeland of a mixed people.
• Study of the map of North America:  As it was known in 1607, 1763, 1783, 1803, 1819, 1848, with attention to topography, distances, and the boundaries of our major territorial acquisitions.

Representative Dates Discovery of America, 1492 Magellan’s voyage, 1519 Settlement of Jamestown, 1607 Settlement of Plymouth, 1620 Treaty of Paris, 1763 Declaration of Independence, 1776 Inauguration of Washington, 1789 Louisiana Purchase, 1803 Acquisition of Florida, 1819 Mexican Cession, 1848

Representative Persons Daniel Boone William Bradford William Clark Samuel de Champlain Christopher Columbus Francisco Coronado Hernando Cortes Hernando De Soto Francis Drake Benjamin Franklin Sam Houston Thomas Jefferson La Salle Meriwether Lewis Fernando Magellan Jacques Marquette William Penn John Smith George Washington Roger Williams Brigham Young

Skills to be Emphasized:  Many skills have their beginning in the middle grades, and the alert teacher utilizes the history class for the development of these habits, skills, and techniques which are the concern of the elementary school. The Committee recommends that special emphasis be given to the careful and systematic training of pupils in the following skills, which are early phases of the development of the historical method.

• The use of table of contents, paragraph and section headings, and index for efficient location of material in books.
• The acquisition of a vocabulary of terms basic to American history, such as colony, discovery, settlement, pioneer, frontier, migration.
• The reading of simple maps, with attention to location, direction, and distances, and the recognition of map symbols.
• Ability to list items and trace simple sequences.
• Ability to distinguish simple generalizations from specific statements.

Junior High School

Between the beginning of Grade VII and the end of Grade IX all pupils should study the phases of national history listed below. It is expected that the equivalent of one daily period for a year will be devoted to the study of United States history. The materials suggested may be organized for teaching purposes in various ways; the materials are not here presented as a course outline. These topics indicate phases of history which should be heavily emphasized at this school level.

The Building of the Nation

• The American Revolution:  As the outgrowth of colonial development, with attention to outstanding military events, the government during the war, the Articles of Confederation, and the Constitution.
• The Rise of Industrial Northeast, Plantation South, and Free-Farm West:  With attention to the geographic and economic factors which promoted sectionalism; sectionalism  versus  national interests.
• Territorial Development, the Struggle over New States, and the Civil War:  With attention to the use and influence of public lands, and to the strengthening of national unity.
• The Development of Waterways, Highways, Railways, and Airways, and of Domestic and International Trade:  With attention to pertinent inventions, trade routes, and the social effects of the cargoes carried.
• Recreation, Sport, and Social Life:  The rise of typical American games, and of resorts and vacation trips, of social clubs and organizations, of theaters, music, movies, and other commercialized amusements.
• The Rise and Influence of Major Communication Industries:  Postal service, press, telegraph, telephone, and radio; with attention to pertinent inventions, the industrial organization of these agencies and their cultural power.

In developing these emphases in United States history, it is suggested that the following dates and persons should be studied by all pupils:

Representative Dates Beginning of the Revolutionary War, 1775 Declaration of Independence, 1776 Surrender of Cornwallis, 1781 The Drafting of the Constitution, 1787 Inauguration of Washington, 1789 Invention of Cotton Gin, 1793 Fulton’s Steamboat, 1807 War with England, 1812 Missouri Compromise, 1820 Civil War, 1861–1865 Invention of Telegraph, 1844 Transcontinental Railroad, 1869

Representative Persons Samuel Adams John Jacob Astor Clara Barton Alexander Graham Bell Jefferson Davis Thomas A. Edison Cyrus W. Field Henry Ford Robert Fulton Charles Goodyear Ulysses S. Grant Nathan Hale Alexander Hamilton Patrick Henry James J. Hill Elias Howe Andrew Jackson Thomas Jefferson John Paul Jones Robert E. Lee Abraham Lincoln Henry W. Longfellow Cyrus McCormick Samuel F. B. Morse Thomas Paine Samuel Slater George Washington Eli Whitney Orville Wright Wilbur Wright

In the junior high school the following skills should be emphasized:

• Ability to interpret pictures, charts, diagrams, and cartoons.
• Study of more maps and of more complex maps.
• Ability to make simple outlines.
• Locating library materials and using supplementary volumes efficiently.
• Training in making and criticizing generalizations.
• Ability to summarize.
• Expansion of the vocabulary of American history, including such concepts as revolution, economic, industrial, factory system, homestead, plantation system, territory, sectionalism, federal.

Senior High School

A full year course in the senior high school should present an overview of national development, giving only brief review to the topics emphasized at lower grade levels and emphasizing the topics listed below. Again it should be pointed out that the topics listed do not constitute a course outline, but only indicate areas of special importance at this grade level.

A Democratic Nation in a World Setting

• The Development of the American Political System:  The growth of the Constitution; role of the Supreme Court; the safeguarding of civil liberties; civil service; government aid through land grants, pensions, subsidies, tariffs; political parties and critical elections; state-federal relations.
• The Growth of Democracy:  Extension of the franchise; rise of universal public education; humanitarian and reform movements; changing concepts of democracy; legislation for social security; regional and national planning.
• The Growth of the American People:  Immigration and its control; the composition and distribution of the population; domestic migration; rise of cities and metropolitan centers; improvements in health and sanitation; improved standards of living; population trends and their significance; industries and agriculture; rural life and aspirations.
• The Second Industrial Revolution:  Economic developments since the Civil War; technological advances; the rise of corporations; the organization of manufacturers and la-borers; government stimulation and regulation of business; financial crises; third party movements.
• The International Influence and Responsibilities of the United States:  Significant phases of American foreign policy since 1789; acquisition of overseas areas; cultural contacts of the United States and other nations; international trade and investment; the tariff; the issue of imperialism; First and Second World Wars; relations with Canada and Latin America.
• American Ideas and Ideals:  The rise of American literature, music, science, and the fine arts, and the social institutions by which their products are distributed; the place of education and religion in American life.

Representative Dates House of Burgesses, 1619 Toleration Act, 1649 Stamp Act, 1765 Rush-Bagot Convention with Canada, 1817 Monroe Doctrine, 1823 Dred Scott Decision, 1857 Interstate Commerce Commission, 1887 Spanish-American War, 1898 First World War, 1914–1918 Nineteenth Amendment, 1920 New Deal, 1933 Second World War, 1939

Representative Persons John Quincy Adams Jane Addams Susan B. Anthony Simon Bolivar William Jennings Bryan John C. Calhoun Andrew Carnegie Henry Clay Samuel Clemens Grover Cleveland Eugene V. Debs Dorothea Dix Stephen A. Douglas Ralph Waldo Emerson Stephen Collins Foster Samuel Gompers Horace Greeley Winslow Homer Herbert Hoover Andrew Jackson Joseph Jefferson Thomas Jefferson Andrew Johnson Robert La Follette, Sr. James Madison Horace Mann John Marshall William McKinley James Monroe Francis Parkman John D. Rockefeller, Sr. Franklin Delano Roosevelt Theodore Roosevelt Jose de San Martin Carl Schurz Louis Sullivan William H. Taft Booker T. Washington Daniel Webster Walt Whitman John Greenleaf Whittier Frances E. Willard Woodrow Wilson Frank Lloyd Wright

In the senior high school, the following skills should be emphasized:

• Skill in distinguishing between fact and opinion.
• Skill in distinguishing between primary sources and secondary accounts.
• Understanding people and events in their time and cultural setting.
• Ability to carry on orderly and constructive group discussion.
• Taking systematic notes on written materials and on oral reports.
• Making systematic comparisons in the weighing of evidence.
• Ability to draw inferences and make generalizations.
• Skill in reading various types of map projections.

These recommended contents will not constitute the total program of work at any grade level. Each school and each teacher will need to enrich the suggested content with materials drawn from the regional, state, and local scene. For example, the national minimum content may pay slight attention to the Five Nations which lived south of Lake Ontario. In New York the schools will doubtless wish to give them fuller treatment. The national content may be too abbreviated in its treatment of the Texan Republic to satisfy the teachers of Texas. While the Spanish movement northward is mentioned in national history, it will receive still fuller treatment in the southwest. Teachers in the Pacific northwest will naturally wish to add additional details about their region. The national content may give insufficient attention to industry to satisfy teachers and pupils in industrial areas like that of the upper Ohio valley. In all such instances the Committee urges upon teachers and program-makers the desirability of enriching the materials from the national scene with those from the region, state, and community. Thus there is a distinct place for the use of state and local history.

In addition to the enrichment from local scenes, the teacher will naturally utilize current events and contemporary trends. Current events constitute a challenge, a kind of standard of measurement of the pertinency and success of the history which has been taught. For example, whether or not the students understand a current strike in the coal industry is determined by their knowledge and understanding of the background out of which the strike grew as well as by their knowledge of the current situation. The teacher will therefore see that the past and the present are interwoven into an indissoluble unity.

A third way in which the teacher will enrich the minimum content is by capitalizing on the special competency that he has and by utilizing the resources that are available. While no teacher is justified in perverting a course to his own inclinations, it is wise for the school to take full advantage of his special abilities, interests, and resources.

The content to be taught will naturally be affected by the background and quality of students. When the average level of ability is high the teacher can utilize more, and more difficult, materials. The typical class contains students with a wide range of reading ability, which according to some studies may spread over about six grades. Thus the students in an eighth-grade American history class would have   reading abilities from about Grade V to Grade XI. The significance of this great variation cannot be ignored. It will force the teacher to vary his content, differentiate his assignments, and adjust his methods. The program proposed here is sufficiently flexible to make such adjustments possible.

In selecting its minimum content for each level the Committee took into account the principles of pupil growth and psychological development. It makes no claim that its recommended content constitutes the only means through which to acquire a knowledge and an understanding of American history. It does urge its program, however, because its widespread adoption would certainly lessen the prevailing duplication in history courses. A core of content, valid throughout the nation, would facilitate the school work of the thousands of children who move from one community to another; it would vastly simplify the work of the teacher, enabling him to become more proficient in the teaching of American history; it would promote unity and solidarity; it would assure a national fund of common information, thus facilitating communication and understanding; it would promote the acceptance of common traditions and ideals.

The Committee’s program has several advantages. It is in advance of current practices, but it is not so far in advance as to be unworkable under present conditions. Its adoption would entail few if any radical rearrangements of classes, courses, and schedules. In the first place, it will appeal to students because it eliminates repetitious duplication. It enables them to distinguish the relevant from the unimportant. In the second place, teachers will have little difficulty in carrying out its proposals, because the Committee has rearranged and differentiated materials already available. In the third place, many extant textbooks and other materials can readily be adjusted to the program. Lastly, it seems to facilitate the distinction between routine factual items and more significant outcomes. It places factual content in its true perspective as the raw material out of which significant learning evolves. For these reasons we urge that the program be given a trial in the schools of the United States.

Next section: American History in Schools and Colleges

• A general outline of the topics to be emphasized in each course in on pages 74–80. [ ↩ ]
• The period which will be stressed in the middle grades is from 1492 to 1789. The period of emphasis in the junior high school is 1776 to 1876; the period to receive increasing emphasis in the senior high school is that since 1865. These slight overlappings are deliberate; they provide a reminder of the continuity of our history. [ ↩ ]

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June 16, 2024

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AS and A-level History

• Specification
• Planning resources
• Teaching resources
• Assessment resources

Introduction

• Specification at a glance
• 1A The Age of the Crusades, c1071–1204
• 1B Spain in the Age of Discovery, 1469–1598 (A-level only)
• 1C The Tudors: England, 1485–1603
• 1D Stuart Britain and the Crisis of Monarchy, 1603–1702
• 1E Russia in the Age of Absolutism and Enlightenment, 1682–1796 (A-level only)
• 1F Industrialisation and the people: Britain, c1783–1885
• 1G Challenge and transformation: Britain, c1851–1964
• 1H Tsarist and Communist Russia, 1855–1964
• 1J The British Empire, c1857–1967
• 1K The making of a Superpower: USA, 1865–1975
• 1L The quest for political stability: Germany, 1871–1991
• 2A Royal Authority and the Angevin Kings, 1154–1216
• 2B The Wars of the Roses, 1450–1499
• 2C The Reformation in Europe, c1500–1564 (A-level only)
• 2D Religious conflict and the Church in England, c1529–c1570
• 2E The English Revolution, 1625–1660
• 2F The Sun King: Louis XIV, France and Europe, 1643–1715 (A-level only)
• 2G The Birth of the USA, 1760–1801
• 2H France in Revolution, 1774–1815 (A-level only)
• 2J America: A Nation Divided, c1845–1877
• 2K International Relations and Global Conflict, c1890–1941 (A-level only)
• 2L Italy and Fascism, c1900–1945
• 2M Wars and Welfare: Britain in Transition, 1906–1957
• 2N Revolution and dictatorship: Russia, 1917–1953
• 2O Democracy and Nazism: Germany, 1918–1945
• 2P The Transformation of China, 1936–1997
• 2Q The American Dream: reality and illusion, 1945–1980
• 2R The Cold War, c1945–1991
• 2S The Making of Modern Britain, 1951–2007
• 2T The Crisis of Communism: The USSR and the Soviet Empire, 1953–2000 (A-level only)

Component 3: Historical investigation (non-exam assessment) (A-level only)

• Scheme of assessment
• Non-exam assessment administration
• General administration

Purpose of the Historical investigation

The purpose of the Historical Investigation is to enable students to develop the skills, knowledge and historical understanding acquired through the study of the examined components of the specification.

Through undertaking the Historical Investigation students will develop an enhanced understanding of the nature and purpose of history as a discipline and how historians work.

• ask relevant and significant questions about the past and undertake research
• develop as independent learners and critical and reflective thinkers
• acquire an understanding of the nature of historical study
• organise and communicate their knowledge and understanding in a piece of sustained writing

Students will be required to submit a Historical Investigation based on a development or issue which has been subject to different historical interpretations. The Historical Investigation must:

• be independently researched and written by the student
• be presented in the form of a piece of extended writing of between 3500 and 4500 words in length, with a limit of 4500 words
• draw upon the student's investigation of sources (both primary and secondary) which relate to the development or issue chosen and the differing interpretations that have been placed on this
• place the issue to be investigated within a context of approximately 100 years
• be an issue which does not duplicate the content of Components 1 and 2.

The Historical Investigation must be supervised in accordance with the requirements of Section 5.1 of this specification.

The centre must complete a non-examined assessment (NEA) title approval form no later than 20 October in the year before the intended completion of the A-level course. The form must detail the title and date range of the proposed historical investigation for each student. The teacher must state which examined components will be studied. This form must be submitted to AQA for review. AQA will check that the proposed historical investigation title, when combined with the examined components, meets the following requirements:

• the proposed title is set in the context of approximately 100 years
• there is no overlap with the content of the options studied for the examined components
• all three components together cover a chronological range of at least 200 years

AQA will inform the centre if any historical investigation title does not meet the requirements and the focus for the non-examined assessment will need to be changed.

Failure to comply with these requirements will invalidate the student’s entry and no A-level result will be issued.

It is therefore vital that the teacher ensures that all requirements are met. If a student changes their historical investigation title, a new form should be completed.

On completion of the NEA, each student must also complete a Candidate Record Form (CRF) detailing the options studied for the examined components. The student must sign this form. The teacher must counter sign the CRF and this declaration will confirm that the historical investigation complies with the NEA title approval form and has adhered to all requirements.

The CRF must be sent to the moderator at the same time as marks for the NEA are submitted. The moderator will check that all course requirements have been met.

If the requirements have not been met, then the entry will be invalid and no result issued.

Copies of all the documentation, including the NEA proposal form and guidance on submission procedures are available from the AQA website at www.aqa.org.uk/history

Further guidance is available from the History subject team: [email protected]

Choice of issue and question to be studied

Students will be required to identify an issue or topic they wish to study and develop a question from this issue or topic as the focus of the Historical Investigation. The issue or topic to be studied and the question which stems from it must place the issue or topic in the context of approximately 100 years of history. The question could be based on British history or non-British history or could be a multi-country issue. However, it must not duplicate content studied in Components 1 and 2.

The Historical Investigation could identify an issue and a related question which traces a development over approximately 100 years. Alternatively, it could focus on a narrower issue, but place it the context of approximately 100 years.

• A broad issue and related question which analyses its development over approximately 100 years, for example: assessing how Puritanism changed during the Seventeenth Century; or assessing the extent to which the condition of the Russian peasant improved over the period 1850–1950
• A more specific issue in the context of approximately 100 years, for example: assessing the extent to which the Glorious Revolution successfully settled relations between Crown and Parliament in the context of the Stuart period; or assessing the extent to which Tsar Nicholas I changed the nature of Tsarist rule set against the period of Catherine the Great, Alexander and Nicholas I.

Issues which relate to international, national or local developments are appropriate, as are investigations which adopt specific historical perspectives such as cultural, social or technological.

However, in choosing the issue, students need to take the following into account:

• Is there a range of primary sources and primary material available to support individual investigation?
• Is the issue and related question one which has promoted debate and differences of interpretation amongst historians?

When framing the question to be answered, students must ensure that it enables them to demonstrate skills of historical analysis, evaluation and judgement, to appraise the views of historians and to evaluate primary sources.

Students are advised to use the type of question formulations seen in examinations such as the use of questions which begin ‘To what extent’ or a quotation in the form of a judgement followed by ‘Assess the validity of this view’.

The A-level subject content for history requires that students carry out a Historical Investigation that is independently researched. It is acceptable that students within a centre base their Historical Investigations around the same topic. However, the essential pre-requisite of non-exam assessment and the principal purpose of the Historical Investigation both require that the Historical Investigation is the work of individual students each developing a question to investigate and each evaluating individually, primary sources and historical interpretations. Where students in a centre are studying a similar topic or topics, there may be only a limited number of primary sources and, more so, a limited number of historical interpretations. However, the centre must ensure that students assess and evaluate sources individually, even where sources used are similar. It is not permitted for centres to direct students to the same sources as this fundamentally undermines the need for the Historical Investigation to be the work of an individual student.

Further guidance and exemplar material are available via the AQA website.

The skills and qualities to be demonstrated and assessed

The skills and qualities of all three Assessment Objectives must be demonstrated in the Historical Investigation. These are:

AO1: demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.

AO2: analyse and evaluate appropriate source material, primary and/or contemporary to the period, within the historical context.

AO3: analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted.

The task required of students in responding to AO3 will be different from that in the examined components in that students will be expected to:

• show an understanding of the limitations placed on historians
• show an understanding of the significance of the time and/or context in which an historian writes
• compare and evaluate differing historical interpretations.

Students must base their analysis and evaluation of historical interpretations on the work of academic historians. It is not acceptable that the analysis and evaluation is based on textbook historians or course books.

Students are expected to use short quotations, paraphrase and/or footnotes to show the source of their interpretations. Lengthy extracts are not required.

In developing their response to a chosen issue to investigate, students are expected to consult a range of resources, which may include textbooks, course books and work of academic historians. Within the Historical Investigation, however, there must be explicit analysis and evaluation of two differing interpretations by academic historians where students analyse and evaluate the differences between the interpretations, show an awareness of the time and/or context of the interpretations and demonstrate an understanding of the limitations placed on historians.

The Historical Investigation must be written with the qualities of all three objectives integrated within the body of the work. For example, students will analyse, evaluate and reach judgements about the question chosen (AO1) and within this analysis and evaluation, appraise the views of historians (AO3) and analyse and evaluate primary source material and the extent to which it is useful in supporting arguments or conclusions (AO2).

Completion of the Historical investigation

The Investigation should be completed in approximately 3500-4500 words, excluding bibliography, footnotes, and appendices, with a limit of 4500 words. Work that exceeds this word limit will incur a five mark penalty. This penalty will be applied by AQA, and should not be applied by the teacher. A word count must be included on the Candidate Record Form.

The Investigation must contain an evaluation of three primary sources. At least two different types of primary source should be evaluated. These may be different types of written primary sources, for example: official publications; reports; diaries; speeches; letters; chronicles; observations of elite or ‘ordinary’ people (from the inside or from the outside). Other appropriate sources may include artefacts, archaeological or visual sources.

The Investigation must also demonstrate an understanding of differing interpretations presented by two academic historians about the issue.

Students are advised to avoid extensive, verbatim copying from sources and to ensure that the Investigation is written in their own words. Extensive verbatim copying can lead to malpractice.

The use of footnotes is strongly advised in order to demonstrate the range of evidence consulted and validate the bibliography. Additionally, footnotes alleviate concerns about plagiarism, as the source of comments, views, detail or others' judgements is acknowledged. Skill in the use of footnotes is also highly valued by Higher Education. A bibliography should be provided, listing the sources that have been consulted.

The role of the teacher

Teachers have a number of significant roles:

• to explain the requirements of the Historical Investigation to students
• to ensure that students do not duplicate content already covered in Components 1 and 2 and to ensure that the NEA title which forms the focus of the Historical Investigation is placed in the context of approximately 100 years
• to provide appropriate supervision of students, offering general guidance about the issue and question chosen for investigation
• to monitor the progress of the Investigation
• to submit to AQA, by 20 October in the year before intended A-level certification, an NEA title approval form. This form will require that options from Components 1 and 2 are identified, along with the title of Component 3 and its chronological range for each student
• to sign a declaration that the Investigation is the work of the individual working independently
• to inform AQA where there are concerns about malpractice, such as plagiarism or the submission of work that is not that of the student

Assessment and moderation

The Historical Investigation will be marked by centres and moderated by AQA. It is most important that centres establish rigorous internal standardisation to ensure that the rank order of the students is fair, accurate and appropriate. This is particularly important in larger centres where more than one teacher has prepared and assessed students.

The work of students is to be assessed by a levels of response mark scheme which addresses each of the following assessment objectives, with the weighting as indicated:

Mark Scheme to be used when assessing the Historical investigation

AO1: 20 marks

Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity and significance.

NOTE: An Historical investigation which fails to show an understanding of change and continuity within the context of approximately 100 years cannot be placed above Level 2 in AO1 (maximum 8 marks)

Level 5: 17–20 The response demonstrates a very good understanding of change and continuity within the context of approximately 100 years and meets the full demands of the chosen question. It is very well organised and effectively delivered. The supporting information is well-selected, specific and precise. It shows a very good understanding of key features, issues and concepts. The answer is fully analytical with a balanced argument and well-substantiated judgement.

Level 4: 13–16 The response demonstrates a good understanding of change and continuity within the context of approximately 100 years and meets the demands of the chosen question. It is well-organised and effectively communicated. There is a range of clear and specific supporting information, showing a good understanding of key features and issues, together with some conceptual awareness. The response is predominantly analytical in style with a range of direct comment relating to the question. The response is well-balanced with some judgement, which may, however, be only partially substantiated.

Level 3: 9–12 The response demonstrates an understanding of change and continuity within the context of approximately 100 years and shows an understanding of the chosen question. It provides a range of largely accurate information which shows an awareness of some of the key issues. This information may, however, be unspecific or lack precision of detail in parts. The response is effectively organised and shows adequate communication skills. There is a good deal of comment in relation to the chosen question, although some of this may be generalised. The response demonstrates some analytical qualities and balance of argument.

Level 2: 5–8 The response demonstrates some understanding of change and continuity but may have limitations in its coverage of a context of approximately 100 years. The response may be either descriptive or partial, showing some awareness of the chosen question but a failure to grasp its full demands. There is some attempt to convey material in an organised way although communication skills may be limited. The response contains some appropriate information and shows an understanding of some aspects of the investigation, but there may be some inaccuracy and irrelevance. There is some comment in relation to the question but comments may be unsupported and generalised.

Level 1: 1–4 The response demonstrates limited understanding of change and continuity and makes little reference to a context of approximately 100 years. The chosen question has been imperfectly understood and the response shows limited organisational and communication skills. The information conveyed is extremely limited in scope and parts may be irrelevant. There may be some unsupported, vague or generalised comment.

AO2: 10 marks

Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within the historical context.

Level 5: 9–10 Provides a range of relevant and well-supported comments on the value of three sources of two or more different types used in the investigation to provide a balanced and convincing judgement on their merits in relation to the topic under investigation.

Level 4: 7–8 Provides relevant and well-supported comments on the value of three sources of two or more different types used in the investigation, to produce a balanced assessment on their merits in relation to the topic under investigation. Judgements may, however, be partial or limited in substantiation.

Level 3: 5–6 Provides some relevant comment on the value of three sources of at least two different types used in the Investigation. Some of the commentary is, however, of limited scope, not fully convincing or has only limited direction to the topic under investigation.

Level 2: 3–4 Either: provides some comment on the value of more than one source used in the investigation but may not address three sources in equal measure or refers to sources of the same 'type'. Or: provides some comment on the value of three sources of at least two types used in the investigation but the comment is excessively generalised and not well directed to the topic of the investigation.

Level 1: 1–2 Provides some comment on the value of at least one source used in the Investigation but the response is very limited and may be partially inaccurate. Comments are likely to be unsupported, vague or generalised.

In commenting and making judgements on the value of the sources, students will be expected to apply their own contextual knowledge and perspectives of time and place in order to assess the value and limitations of their sources as evidence. They will be expected to comment on, as appropriate to the investigation and chosen sources:

• the differing perspectives of the sources chosen
• the social, political, intellectual, religious and/or economic contexts in which the sources were written
• the credibility, authority, authenticity, consistency and comprehensiveness of the sources
• the bias, distortion or propagandist elements found in the sources

AO3: 10 marks

Analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted.

Level 5: 9–10 Shows a very good understanding of the differing historical interpretations raised by the question. There is a strong, well-substantiated and convincing evaluation of two interpretations with reference to the time, context and/or limitations placed on the historians.

Level 4: 7–8 Shows a good understanding of the differing historical interpretations raised by the question. There is some good evaluation of the two interpretations with reference to the time, context and/or limitations placed on historians, although not all comments are substantiated or convincing.

Level 3: 5–6 Shows an understanding of differing historical interpretations raised by the question. There is some supported comment on two interpretations with reference to the time, context and/or limitations placed on historians, but the comments are limited in depth and/or substantiation.

Level 2: 3–4 Shows some understanding of the differing historical interpretations raised by the question. They may refer to the time, context and/or limitations placed on the historians in an unconvincing way.

Level 1: 1–2 Shows limited understanding of the differing historical interpretations raised by the question. Comment on historical interpretations is generalised and vague.

In showing an understanding of historical interpretations and evaluating historical interpretations, students will be expected to apply their own contextual knowledge.

They will be expected, as appropriate to the investigation:

• to show an understanding of the limitations placed on historians
• to show an understanding of the significance of the time and/or context in which an historian writes
• to compare and evaluate differing historical interpretations.

NOTE: The Investigation has a limit of 4500 words. Work that exceeds this word limit will incur a 5 mark penalty. This deduction will be applied by AQA, and should not be applied by the teacher.

This discussion is now closed.

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How to choose history research paper topics

With a Juris Bachelor's degree and a decade of legal practice, Darious Davson excels in creating compelling and authoritative academic papers in Law and Ethics. His work is a testament to his profound knowledge of the legal system and commitment to upholding ethical writing practices. So, this experienced paper writer is your top-tier pick!

Choosing the correct history research paper topics is crucial. A good topic makes research fun and boosts paper success. A captivating topic can distinguish your paper from others, demonstrating your creativity and analysis, making your audience want to read and admire your work. Choosing an interesting history research paper topic is essential for a well-researched and engaging work. The right topic engage readers and support your study. This post will cover the critical factors to consider while choosing a topic that is fascinating and feasible for your study.

Understanding the research paper topic

Choosing a research paper topic starts with knowing its aim and scope. Clarify assignment requirements and goals to help choose a topic. Next, select your historical niche. You can focus your research by restricting your field to ancient, medieval, modern, or American history research paper topics. From ancient civilizations to present political movements, history is comprehensive. Choosing an era or event will focus your study and give your writing direction. If you admire ancient cultures, you might study ancient history topics like the Roman Empire's growth and fall. If you prefer modern history, consider history research paper topics like the Civil Rights Movement. Narrowing your focus helps you arrange and manage your research paper.

Research papers examine a subject, event, or phenomenon in detail, analyzing sources and presenting a well-supported argument or story. Consider your work's breadth when choosing history research paper topics. A significant topic may be intriguing, but too many facets can make it overwhelming. Conversely, a small topic may limit sources and information, making it challenging to develop a whole argument. Thus, topic breadth and depth must be balanced.

Key considerations for selecting a history research paper topic

When selecting a topic, several factors should be taken into account to ensure it is suitable and engaging.

Personal interest and passion for the topic

Choosing a topic you care about will make research more fun and engaging. Work quality will reflect your passion for history research topics. When you like one of the world history research paper topics more than others, you're more inclined to explore it and find interesting details for your paper.

Personal interest helps keep you motivated while researching and writing. Writing a history research paper takes time and concentration. Choosing a fascinating topic can help you stay dedicated and write a good report. However, if you select an uninteresting subject, you may struggle to stay focused and motivated, resulting in less compelling and detailed work.

Choosing a topic that intrigues you might also make your paper more unique. You may find new insights and take unexpected approaches due to your genuine interest in the subject. It can make your paper stand out and meaningfully contribute to scholarly discourse. Remember what thrills and inspires you when choosing history research paper topics for college students, and let your passions lead you.

Availability of trustworthy sources and resources

Reliable sources for history research papers are crucial in writing. For extensive study and argumentation, you need primary and secondary materials. Check resource availability before choosing a topic. It will show you if you have enough material and if your topic is researchable.

Firsthand accounts and evidence from historical documents, letters, diaries, and government records are invaluable. Books, journal articles, and scholarly essays interpret and analyze history. To develop a solid argument, you need primary and secondary sources while choosing interesting history research paper topics.

Source quality should be considered alongside availability. Credible, authoritative, and topic-relevant sources are reliable. Academic publications, respectable publishers, and established historians are probably reliable. Avoid uncited, discriminatory, or questionable sources. Your research paper will be better if your sources are trustworthy.

A thorough literature evaluation early in your research will assist you in estimating source availability and quality. It can also help you understand the literature on your issue and find gaps and new topics to study. When choosing history research paper topics, consider source availability and reliability to ensure successful and well-supported work.

Utilizing writing services for your history research paper

Writing services like write my essay for me can help you in selecting history research paper topics, ensuring that it is well-organized and logically cohesive. These services can help you create a clear outline, which is crucial for presenting your research in a systematic and comprehensible manner. By organizing your thoughts and ideas, writing services enable you to focus on the critical aspects of your topic, making your paper more engaging.

In addition to helping with your research paper setup, writing services help you articulate your arguments and ideas more clearly, avoiding ambiguity and confusion. This is particularly important in academic writing, where precise language and clear explanations are essential. Professional writers can refine your language, making your paper more readable and impactful.

Originality of the topic

Select a topic that offers a unique perspective or addresses a less-explored area of history. It will distinguish your paper and add new insights to the field. It may be tempting to choose well-known and widely researched themes, but discovering a niche or fresh perspective might enhance your work. Scholars admire originality because it shows critical thinking in history research papers and participation in the scholarly debate.

Instead of studying ancient history topics like the building of the Pyramids, you may study the daily life of the laborers who built them. Consider ancient women's roles or how trade routes affected cultural interactions. You can provide new insights into ancient history by taking a fresh approach.

Originality in history research papers includes finding and filling research gaps. Review the literature to find understudied regions. Filling gaps with new research and analysis can allow you to contribute to the field. Consider interesting history research paper topics that link with anthropology, sociology, or economics for unique and interdisciplinary historical research.

To stay original, avoid overanalyzing issues. Though interesting, some issues can be hard to illuminate or contribute to. Discover new perspectives and angles to bring depth and creativity to your research report. Focusing on originality and uniqueness can make historical studies like Medieval history research paper topics appealing and valuable.

Relevance and significance of the topic to the field of history

Select a notable history topic. It should discuss significant historical events, individuals, or themes that shape our knowledge of the past. Relevance guarantees that your research adds to historical discourse and meets public and scholarly interests.

When choosing world history research paper topics, evaluate their wider ramifications and significance. For instance, studying World War II's causes and effects helps illuminate global conflict and diplomacy. Comparing colonialism's consequences on different regions can illuminate imperialism's long-term repercussions and contribute to post-colonial and cultural identity issues.

Historical subjects' contemporary significance is also important. Researching key historical themes can provide context and views for modern culture. The history of civil rights movements can inform modern social justice and equality initiatives. Choose American history research paper topics that explore important historical subjects to contribute to academic and public debates.

Use contemporary history scholarship and discussions to make your issue relevant and significant. Read recent publications, attend conferences, and participate in academic forums to comprehend the field's major arguments. This can help you find timely, important issues that can contribute to historical knowledge. Consider the relevance and significance of history research papers when you choose topics. It will make your research respected in academia and beyond.

Exploring types of history research paper topics

There are numerous history research paper topics to choose from, each offering a rich area for exploration. Here are some examples of history research paper topics:

Ancient History Topics

• Rise and fall of ancient civilizations
• The development of writing systems
• Ancient Egyptian religion and mythology
• The construction of the Pyramids of Giza
• The rise of the Roman Empire
• Ancient Greek philosophy and its influence
• The impact of the Persian Empire
• The conquests of Alexander the Great
• The history of Mesopotamia
• The Indus Valley Civilization
• Ancient Chinese dynasties
• The fall of the Roman Empire
• The origins of democracy in ancient Greece
• Ancient trade routes like the Silk Road
• The role of women in ancient societies
• Ancient technological and scientific advancements
• The religious practices of the Aztecs and Mayans
• The cultural achievements of ancient Greece
• The military strategies of the Spartans
• Ancient art and architecture

Medieval History Topics

• The feudal system and its impact
• The spread of Christianity in Europe
• The rise and fall of the Byzantine Empire
• The Crusades and their effects
• The Black Death and its consequences
• The Hundred Years' War
• The role of the Catholic Church in medieval life
• The Viking Age and their exploration
• The life and reign of Charlemagne
• The construction of medieval castles
• Medieval trade and the Hanseatic League
• The Norman Conquest of England
• The Magna Carta and its significance
• Medieval guilds and their influence
• The Renaissance and its beginnings
• Medieval literature and poetry
• The role of knights and chivalry
• The fall of Constantinople
• The life of Joan of Arc
• The impact of medieval Islamic empires

Modern History Topics

• The French Revolution and its aftermath
• The Industrial Revolution
• The causes and consequences of World War I
• The role of women in shaping modern history
• The Great Depression and its global impact
• The causes and consequences of World War II
• The Cold War and the arms race
• Decolonization and the end of empires
• The civil rights movement in the United States
• The Vietnam War and its effects
• The fall of the Berlin Wall and the end of the Cold War
• The rise of globalization
• The impact of the digital revolution
• The Arab Spring and its aftermath
• The rise of China as a global power
• The European Union and its evolution
• Environmental movements and climate change
• The war on terror and its consequences
• The COVID-19 pandemic and global response
• Advances in science and technology in the 21st century

American History Topics

• The American Revolution and the founding of the nation
• The drafting and significance of the U.S. Constitution
• The Louisiana Purchase and westward expansion
• The War of 1812 and its impact
• The abolitionist movement and the fight against slavery
• The Civil War and Reconstruction
• The Industrialization of America
• The Progressive Era reforms
• The involvement of the U.S. in World War I
• The Roaring Twenties and the Great Depression
• The New Deal and its effects
• The role of the U.S. in World War II
• The Cold War and McCarthyism
• The Civil Rights Movement
• The Vietnam War and anti-war protests
• The Watergate scandal
• The end of the Cold War and the Reagan era
• The impact of 9/11 and the War on Terror
• The election of Barack Obama and its significance
• Recent social and political movements in the U.S.

Narrowing your research topic

Once you have a broad topic in mind, it's important to narrow it down to make it more focused and manageable.

Focusing on a specific aspect or perspective

A targeted and manageable research report requires choosing a certain topic angle to study. Focusing on one aspect avoids the drawbacks of a comprehensive picture. If you're interested in the French Revolution, you might study women's role or economic factors. This method lets you explore history research paper topics more deeply and analyze them more thoroughly.

Choosing a certain approach helps create a more appealing and original research report. It lets you discover new angles and subtleties that can enrich your work. When considering history research paper topics, analyze the many parts of your large topic and choose those that intrigue and can be explored further.

Sharpening the topic for better focus and scope

Breaking down your topic into smaller, more specific subtopics is essential for managing the scope of your research. Broad topics can rapidly become overpowering, resulting in a disorganized paper. Refining your topic helps you focus your study and make it more successful. Interested in the Industrial Revolution? Focus on its effects on child labor regulations or specific technology.

Setting research boundaries is part of refining your topic. Set your timeframe, location, and main topics. It will help you stay on track and keep your paper coherent. By narrowing your history research paper topics, you can write a more organized and manageable document.

Balancing the topic's scope for depth and breadth

Keeping your topic narrow helps you focus and dig deeper into your study. A big topic can lead to a superficial treatment because you may struggle to cover all elements. A restricted topic may limit sources and information, making it hard to create a strong argument. A well-rounded and informative research article requires balance.

Consider your research scope and article length to attain this balance. An adequately scoped topic lets you investigate it in depth without being overwhelmed. Instead of covering all of World War II, you may focus on a battle, country, or group. Focusing helps you write a more complete and well-supported research paper.

Conducting preliminary topic research

Before finalizing your topic, conduct preliminary research to ensure its feasibility.

Collecting data from trustworthy sources

Any good research paper starts with reputable sources. Academic publications, books, websites, and historical documents and archives are reliable. Credible and authoritative sources can back your claims and deepen your insight. To create a well-rounded and supported work on interesting history research paper topics, use a variety of reputable sources.

Starting with preliminary research helps you determine source availability and topic viability. Search academic databases, libraries, and online resources for topic-related material. It can help you understand the scholarship and identify key themes, events, and figures linked to your topic. By collecting information from credible sources early on, you may build a good research foundation and have enough material.

Recognizing major themes, events, and figures

Understanding your research's context and significance requires identifying its main topics, events, and figures. These parts frame your analysis and help you organize your paper. When studying American history research paper topics like the American Civil War, prominent subjects may include its causes, major battles, and social effects. Politicians, generals, and activists are influential.

You can write a more focused and clear research report by identifying these important features. You can also organize your research and cover all pertinent topics with this method. Identifying significant themes and figures will help you write a well-structured and thorough history research paper topics, that covers the most important aspects of your subject.

Evaluating source availability and quality

Your research paper's feasibility depends on source availability and quality. Quality sources provide the evidence and support needed to make a convincing case. Assess the relevancy, reliability, and usefulness of your preliminary research sources. Find sources with accurate citations, in-depth analysis, and renowned authors and institutions.

It is also important to assess source availability based on the variety of perspectives and interpretations accessible. A research article should offer diverse perspectives and interpretations for a complete analysis. Choose history research paper topics using a variety of sources that cover different features and perspectives. This will enhance your research and analysis.

Creating an outline and structure

After collecting and evaluating sources, create an outline for your research paper. This step helps you organize your thoughts and ensures a logical flow of information. Your outline should include an introduction, body paragraphs, and a conclusion. Each section should have specific points you plan to cover, supported by your research. A well-structured outline serves as a roadmap, making the writing process more manageable and coherent.

Drafting and revising your research paper

Begin drafting your research paper based on the outline. Write clear and concise paragraphs, ensuring each one focuses on a single idea supported by evidence. After completing the draft, take time to revise and refine your work. Check for clarity, coherence, and consistency. Pay attention to grammar, punctuation, and citation styles. Revising helps improve the quality and credibility of your research paper, making it more compelling and authoritative.

Crafting an effective thesis statement

A clear and concise thesis statement is essential for guiding your research and writing.

Formulating a clear and direct thesis statement

Your research paper's direction and concentration depend on a clear and concise thesis statement. Your thesis statement should state your paper's key assertion and guide your research and writing. It should focus on one facet of your issue. 

Example: "The economic and social factors that led to the French Revolution were rooted in the financial crisis and the inequality between the estates." 

This statement summarizes the essential point and guides your analysis.

Clarifying your thesis statement requires considering your argument's significance and relevance. Your thesis should demonstrate your topic's importance and add to history. Remember that your thesis statement should be meaningful when choosing history research paper topics. It will help you write an engaging research paper.

Ensuring the thesis represents the main argument

To retain focus and coherence, your thesis statement must appropriately reflect your paper's major argument or assertion. Your thesis statement should guide your analysis and conclusions in research and writing. Make sure your paper supports your thesis statement throughout. It will make the study paper cohesive and orderly.

Review your thesis statement during research and writing to maintain alignment. As you learn more and analyze the topic, revise your thesis statement. This iterative method will help you write a more clear and well-supported thesis statement that captures your paper's key argument. When contemplating history research paper topics, aligning your thesis statement with your study will improve clarity and effectiveness.

Matching the thesis statement with the topic

A focused and coherent research paper requires aligning your thesis statement with your topic. Your thesis statement should relate to the topic you're studying. Your work will be more focused and impactful if your research and analysis are directly related to your topic.

Make sure your thesis statement addresses essential topics, events, and figures to align. If your topic is how the Industrial Revolution affected child labor, your thesis statement should reflect this. A thesis statement may be: "The Industrial Revolution significantly increased child labor in factories, leading to social and economic reforms aimed at improving working conditions." This statement relates to your topic and guides your investigation.

Aligning your thesis statement with your topic helps you write a well-structured, coherent research paper that covers the essentials. Alignment keeps you focused and structured, ensuring relevant and meaningful research and analysis.

Structuring your history research paper

Creating a clear outline helps organize your research article. A research and writing outline keeps you on track and ensures a logical flow. First, establish your paper's primary parts and subsections. It helps you simplify your topic and organize your study.

A thorough overview lets you recognize each section's main themes and arguments. Your paper will be well-structured and coherent, with each section building on the previous one. When selecting interesting history research paper topics, a clear outline will help you structure your research and writing, making your work more captivating and well-organized.

Defining main sections and subsections

Identifying the main sections and subsections of your paper is crucial for creating a well-structured and coherent research paper. Start by outlining the major sections of your paper, such as the introduction, literature review, methodology, analysis, and conclusion. Within each section, identify the key themes and arguments that you will explore.

Breaking down your paper into smaller sections helps you organize your research and writing more effectively. When selecting history research paper topics, identifying the main sections and subsections will help you create a well-organized and structured paper that effectively addresses your chosen topic.

Ensuring logical sequence and flow

Outline the beginning, which should provide background and context for your issue, to create a logical flow. Next, outline the literature review, which should summarize existing research and highlight gaps and future research. Your methodology should explain your research methods and strategy, while your analysis should convey your findings and arguments. The conclusion should repeat your thesis and summarize your important points.

Choosing a well-defined and researched history topic is crucial for producing a compelling and engaging research paper. By considering your interests, the availability of sources, originality, and relevance, you can select a topic that will capture the reader's interest and contribute to the field of history. Explore your passions and interests when selecting history research paper topics, and enjoy the process of uncovering the past.

How to select a unique and interesting topic?

To select a unique and interesting topic, consider choosing a less-explored area of history or offering a new perspective on a well-known subject. Research current trends and debates in the field to identify interesting history research paper topics.

What are some examples of good history research paper topics?

Good history research paper topics include the rise and fall of ancient civilizations, the impact of the feudal system, the French Revolution and its aftermath, and the American Revolution and the founding of the nation.

How to narrow down a broad topic to make it more manageable?

To narrow down a broad topic, focus on a specific aspect or angle, break the topic into smaller subtopics, and ensure the topic is not too broad or too narrow.

What are the best sources for conducting research on history topics?

Academic journals, books, reputable websites, and primary sources such as historical documents and archives are the best sources for conducting research on history research paper topics for college students.

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Black history museum would be built in Tampa historic church

• Siena Duncan Times staff

The Tampa Housing Authority and the Tampa Bay History Center announced on Monday a joint effort to curate the first Black history museum in Tampa.

The museum would be located at the former St. James Episcopal Church, which has been restored to its historic structural origins, in the Encore neighborhood.

Though the exhibits are still in the works, program director Ashley Morrow and Tampa Bay History Center staff will be including a wide range of topics, said Fred Hearns, the organization’s curator of Black history. There will be accounts of Black music, churches, neighborhoods, food and fashion throughout the centuries in Tampa, with a special focus on the historically Black neighborhood, businesses and cultural gathering places along Central Avenue.

“There will be something for everyone,” Hearns said. “There is so much Florida history that we have yet to explore.”

Displays will include both artifacts in possession of the Tampa Bay History Center and oral histories collected from Tampa residents. The museum will take about 18 months to open, according to History Center CEO C.J. Roberts. In the meantime, he and Hearns encourage Black residents to come and speak with them about what they would like to see in the museum, he said.

The Tampa Housing Authority took the lead in efforts to restore the building the museum is located in. The most recent use of the building was as a medical clinic, and the organization took pains to reconstruct its original appearance from when it was built in 1921. In 1895, an older structure at the location served as a refuge for Bahamian and Afro-Cuban immigrants, said state Rep. Dianne Hart (D-Tampa).

“St. James has served as a cornerstone for this historic neighborhood,” Hart said. “I think about their stories, and how oftentimes their struggles are romanticized, or forgotten altogether.”

The museum will preserve certain aspects of the structure as the exhibits are added, said Leroy Moore, the Housing Authority’s chief operating officer. Overall, the organization spent about $2 million on restoration. The money came from federal grants and one local grant from the Historic Preservation Society.

Mayor Jane Castor, County Commissioner Gwen Myers and Tampa City Council member Gwen Henderson were all in attendance Monday. Henderson said the building had personal significance to her. After going through her family records, she discovered that her own father had slept in a corner of the St. James church before he served in the Korean War.

“This area — the Scrub, Central Avenue — is really important because it is embedded into the family history of formerly enslaved people,” Henderson said. “Now we are able to capture just how great this space is.”

Siena Duncan covers local government. She can be reached at [email protected].

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Historic Kendleton celebrates $10 million investment in Black history monument

KENDLETON, Texas (KTRK) -- It's Jubilee Day here in Texas and across the nation as we celebrate 159 years of freedom.

Juneteenth recognizes the day enslaved African Americans in Galveston learned about the end of slavery two years after the Emancipation Proclamation.

Six freed families founded the city of Kendleton, which is about 45 minutes south of Houston.

Every community in this county that's been historically excluded matters. Precinct Four Commissioner Dexter McCoy

An area in Bates Allen Park has been referred to as sacred ground. It's where a part of Fort Bend County's history has been buried right along with the bodies of African Americans dating back to the early 1800s.

The people built a thriving community that local leaders said became excluded and neglected over time.

READ MORE: Volunteers return to restore dignity to graves of former slaves at Fort Bend Freedmen's Town site

However, leaders are putting a spotlight back on Kendleton.

The county will break ground on what will become the biggest African American memorial in this region of the country.

The $10 million plan includes a three-story monument, a tribute recognizing convict leasing and the Sugar Land 95, a reflection pond to show Fort Bend's history of lynchings, and a Juneteenth plaza for outdoor celebrations.

SEE ALSO: Fort Bend County announces project to preserve African American historic site near Kendleton

A lot of the people who sweated, bled, and died for this day we have right now ... it's very exciting. Kendleton Mayor Darryl Humphrey

Precinct Four Commissioner Dexter McCoy said recognizing this history is about restoring dignity to the dead and the living.

"What I hope with this monument in this community is that people see something in this community that they can be ridiculously proud of. Something that they can celebrate. We're saying this community matters. Every community in this county that's been historically excluded matters," McCoy told ABC13.

Kendleton Mayor Darryl Humphrey agreed. He said this type of investment in history will create a brighter future for people who call Kendleton home today.

"The people of Kendleton have been trying to get something like this going for years. This growth and attention coming to Kendleton is very good. It's a good day in Kendleton. Now a lot of the people who sweated, bled, and died for this day we have right now ... it's very exciting," Humphrey said.

There are also plans for a Black cowboy museum at the park and an expansion of Chef Chris Williams' garden. The non-profit wing of his popular Houston restaurant, Lucille's, grows food for the palates of the people who live in Kendleton.

The garden concept provides jobs and fresh food for a community that Williams described as a living relic.

"It's a rich history that's just here 45 minutes south of Houston that I think we should be proud of," Williams said.

Despite the weather postponing Wednesday's Juneteenth celebration and groundbreaking ceremony, county leaders said construction will begin. They expect the monument's first phase to be completed in about 18 months.

RELATED: 'Slavery by another name': How cold case technology is helping researchers identify Sugar Land 95

For updates on this story, follow Briana Conner on Facebook , X and Instagram .

Related Topics

• COMMUNITY & EVENTS
• FORT BEND COUNTY
• BLACK HISTORY

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Michigan's best private golf courses: Ranking the top 15 for 2024

Michigan has some of the most illustrious and historic private golf clubs in the country. But which are the best of the best?

Golfweek, part of the USA TODAY Network, has released its 2024 rankings of  each state's most highly rated private golf courses , including the top 15 in Michigan.

If you've read about some of the top private clubs around here, you won't be surprised at the names.

Crystal Downs remains the No. 1 rated golf club in The Mitten, an acclaimed Alister MacKenzie/Perry Maxwell design that sits on Lake Michigan in Frankfort. Opened in 1932, it is now thought of as one of the top 50 golf courses  in the world , public or private.

"A combination of strong breezes off Lake Michigan, thick fescue roughs, undulating terrain and fiendishly contoured greens make this one of the more difficult Top 100 courses relative to its par of 70," Golf.com wrote in November.

TRENDING: Ranking Michigan's top 20 public golf courses for 2024

Oakland Hills is the most famous club on this list, and its remade South Course comes in at No. 2 on Michigan's top private clubs. The South, aka "Monster," was reopened in 2021 after a  restoration from Gil Hanse and Jim Wagner and is also ranked among the 50 best layouts in the world. The club is set to host eight USGA championships from 2024-51, beginning July 22 with the U.S. Junior Amateur .

Golfweek's rankings come from a vetted rating panel of hundreds of everyday golfers, who evaluate courses from 1-10 based across 10 criteria , and file a single, overall rating on each course. Criteria include routing, greens, variety and memorability of par 3s, 4s and 5s and conditions. Those overall scores are averaged to produce Golfweek's annual Best Courses rankings .

If you're looking for Michigan's best public golf course options — from the  more than 650 dailies to choose from — here is Golfweek's top 20 for 2024 .

Find the complete list of Michigan's top 15 private golf courses:

More: What makes the perfect golf trip? Book early, keep the peace and follow these tips.

15 best private golf courses in Michigan for 2024

1. Crystal Downs, Frankfort

2. Oakland Hills (South), Bloomfield Hills

REMADE MONSTER: I played the newly restored South Course at Oakland Hills in Michigan. Here's my review.

3. Kingsley Club, Kingsley

4. The Dunes Club, New Buffalo

5. Franklin Hills, Franklin

6. Meadowbrook, Northville

T7. Lost Dunes, Bridgman

T7. Indianwood (Old), Lake Orion

9. Orchard Lake, Orchard Lake

10. Barton Hills, Ann Arbor

11. Wuskowhan Player’s Club, West Olive

12. Bloomfield Hills, Bloomfield Hills

13. Country Club of Detroit, Grosse Pointe Farms

14. Point O’Woods, Benton Harbor

15. True North, Harbor Springs