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Historical Research Techniques Historical research is, in many ways, like detective work. Your job is to try to understand or reconstruct what happened and why. Both tasks require sound judgment on your part: What happened? You will likely find accounts of what happened fairly easily in encyclopedias, history texts, references, etc. The accounts may not all be the same. Which narrative makes the most sense? Why would others be different? Are there cultural biases at work? Did the author not do his or her homework? Why did it happen? This is the crux of what we are learning. It is important to know what happened, but it is more important to know why. If history repeats itself, then the "why's" will be essential for understanding today's world. "Why's" are rarely found spelled out for you in a print or electronic resource. Often, you must draw your own conclusions based on your research. You may read an historical commentary on your topic, but it will be one historian's or journalist's opinion, not the gospel. Your views are as valid as those that you read if you take the care to back up what you say with sound evidence, just as a detective would. What kinds of resources may I use? Reference books, history books, historical journals, magazines, electronic resources: Always balance electronic resources with print materials. Much of the great historical writing is not yet available on the web. There are two kinds of resources: Primary source documents: These are documents or other artifacts that were created during the time period you are researching. They are most valuable because they bring you closest to the source of the events that occurred and ideas that were discussed. You are not screened by the filter or biases of another author interpreting these original sources. Secondary source documents: These are documents or other artifacts that were created after the time period you are researching. All text books are secondary source materials. Every secondary source is created from the point of view of the creator and does not necessarily represent an accurate view of what actually occurred. How does one search for historical information? Start broad: You'll want to begin with a general overview of your topic. Encyclopedia Britannica is often a good place to start (print or electronic version). As you learn about your topic, make notes that seem relevant to the point of view you anticipate supporting. If you're not sure what view you will take, make notes that support multiple points of view. Don't print the entire article. You'll end up with so much material, you won't be able to sort out what's most important. When you are doing research, always read with an eye for what you are after. Example: Topic Question - Should the U.S. invade Iraq? Your position - No, because we don't have the support of the rest of the world. Use the research librarians and the Mellon Electronic Library (MEL): The Mellon library has a wealth of resources both in print and electronic form. Take advantage of the expertise of our research librarians, Ms. Langlois, Mr. Warren, Ms. Keeys, and Ms. Webb. They will show you how to most effectively use the electronic catalog and other electronic resources. They will also direct you to the appropriate area for world history books (downstairs under the Reference Room). You may access MEL from any computer with an Internet connection. Identify key words and phrases: As you begin your research, make note of the words and phrases that will help you to develop your argument and prove your thesis. While some narrative information (who, when, where, how) will be useful for background, your focus will be on analysis, explanations for the events that you are researching. Phrases that help you to follow an historian's argument will make it easier to decide whether you agree or disagree with the author. be certain that you record, in detail, all the source information that you will ultimately need if you use the material in your essay (see the MLA web site for formatting rules; mouse over citing sources and choose the type of source you are citing). Examples from the Iraq paper above: France's position on U.S. plans to invade, Saudi Arabia's position, Iraq's development of chemical and biological weapons, Iraq's ability to build or buy a nuclear weapon, and the UN's position on U.S. aggression in the Middle East. Create a source list: Most electronic resources will have hyperlinks to related sites, and any print secondary source document or book will have footnotes and a bibliography to guide your research. Rather than beginning by finding 15 sources, find 3-4 good sources, and use their hyperlinks and bibliography to identify other good sources. Again, this is part of the detective's process. Use Google for web searches: Google is currently the most powerful and extensive search engine for academic research. Don't begin your research with Google. Find print resources first and use your key word and phrase identification (above) as the basis for your Internet searches. Take advantage of Google's features to further refine your search. How does one use research to write critical historical analysis? Never lose sight of your thesis statement or main argument (the point you are trying to make): As you do research, it is very easy to allow the information you find to drive your thesis and main argument. Be patient! Find the evidence that supports your position. If, after spending 45 minutes searching for evidence with the assistance of a research librarian, you come up empty, then contact your teacher about modifying your thesis and arguments. Develop a "system" for organizing your research: Everybody has their own style when it comes to taking research notes. Years ago, researchers made individual notes on index cards, and then organized those cards to fit their outline. That method is tried and true, and is still used today. With software programs such as word processing and databases, there are quicker ways to organize your notes, and transfer them right to your draft. Create an outline to manage the scope of your research: Many students do not write from outlines because it takes more time and it restricts what they want to say. Some students don't use outlines because they are able to visualize the structure of their argument in their mind. One very good reason to use an outline is to manage your research. The key topics in your outline will help you to decide which research notes you will use and which you will discard (yes, you will throw some of your notes away!). Example: II. We don't have a plan for post Saddam Iraq? Research used: "We must not simply hand the country over to another general who comes from the 20 percent Sunni minority. Yet is the Bush administration really prepared, given its concerns about Shiite Iran, to hand power democratically to the 60 percent Shiite majority?" [Kristoff, NY Times, 8/27/02] Research discarded: "Nothing has subverted Middle East democracy more than the Arab world's and Iran's dependence on oil, and nothing will restrict America's ability to tell the truth in the Middle East and promote democracy there more than our continued dependence on oil." [Friedman, NY Times, 8/25/02] (great quote, but not germane to the outline topic). Keep track of your sources in detail for the citations in your written work: It is impossible to submit an excellent critical essay or research paper without proper citation of sources, and failure to cite a source is a form of plagiarism, a violation of our Honor Code. Additional Resources: Making Sense of Evidence An Educator's Guide to Credibility and Web Evaluation A Guide to Critical Thinking about What You See on the Web Evaluating Internet Research Sources Evaluating Web Pages © This text is copyright. The specific electronic form, and any notes and questions are copyright. Permission is granted to copy the text, and to print out copies for personal and educational use. No permission is granted for commercial use. This site is intended for educational use. Notification of copyright infringement will result in the immediate removal of a text until its status is resolved. © Choate Rosemary Hall; for further information contact: Joel Backon & Tom White |