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Conclusion of World War 1: Thesis Statement

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Thesis Statements

What is a thesis statement.

Your thesis statement is one of the most important parts of your paper.  It expresses your main argument succinctly and explains why your argument is historically significant.  Think of your thesis as a promise you make to your reader about what your paper will argue.  Then, spend the rest of your paper–each body paragraph–fulfilling that promise.

Your thesis should be between one and three sentences long and is placed at the end of your introduction.  Just because the thesis comes towards the beginning of your paper does not mean you can write it first and then forget about it.  View your thesis as a work in progress while you write your paper.  Once you are satisfied with the overall argument your paper makes, go back to your thesis and see if it captures what you have argued.  If it does not, then revise it.  Crafting a good thesis is one of the most challenging parts of the writing process, so do not expect to perfect it on the first few tries.  Successful writers revise their thesis statements again and again.

A successful thesis statement:

• makes an historical argument
• takes a position that requires defending
• is historically specific
• is focused and precise
• answers the question, “so what?”

How to write a thesis statement:

Suppose you are taking an early American history class and your professor has distributed the following essay prompt:

“Historians have debated the American Revolution’s effect on women.  Some argue that the Revolution had a positive effect because it increased women’s authority in the family.  Others argue that it had a negative effect because it excluded women from politics.  Still others argue that the Revolution changed very little for women, as they remained ensconced in the home.  Write a paper in which you pose your own answer to the question of whether the American Revolution had a positive, negative, or limited effect on women.”

Using this prompt, we will look at both weak and strong thesis statements to see how successful thesis statements work.

While this thesis does take a position, it is problematic because it simply restates the prompt.  It needs to be more specific about how  the Revolution had a limited effect on women and  why it mattered that women remained in the home.

Revised Thesis:  The Revolution wrought little political change in the lives of women because they did not gain the right to vote or run for office.  Instead, women remained firmly in the home, just as they had before the war, making their day-to-day lives look much the same.

This revision is an improvement over the first attempt because it states what standards the writer is using to measure change (the right to vote and run for office) and it shows why women remaining in the home serves as evidence of limited change (because their day-to-day lives looked the same before and after the war).  However, it still relies too heavily on the information given in the prompt, simply saying that women remained in the home.  It needs to make an argument about some element of the war’s limited effect on women.  This thesis requires further revision.

Strong Thesis: While the Revolution presented women unprecedented opportunities to participate in protest movements and manage their family’s farms and businesses, it ultimately did not offer lasting political change, excluding women from the right to vote and serve in office.

Few would argue with the idea that war brings upheaval.  Your thesis needs to be debatable:  it needs to make a claim against which someone could argue.  Your job throughout the paper is to provide evidence in support of your own case.  Here is a revised version:

Strong Thesis: The Revolution caused particular upheaval in the lives of women.  With men away at war, women took on full responsibility for running households, farms, and businesses.  As a result of their increased involvement during the war, many women were reluctant to give up their new-found responsibilities after the fighting ended.

Sexism is a vague word that can mean different things in different times and places.  In order to answer the question and make a compelling argument, this thesis needs to explain exactly what  attitudes toward women were in early America, and  how those attitudes negatively affected women in the Revolutionary period.

Strong Thesis: The Revolution had a negative impact on women because of the belief that women lacked the rational faculties of men. In a nation that was to be guided by reasonable republican citizens, women were imagined to have no place in politics and were thus firmly relegated to the home.

This thesis addresses too large of a topic for an undergraduate paper.  The terms “social,” “political,” and “economic” are too broad and vague for the writer to analyze them thoroughly in a limited number of pages.  The thesis might focus on one of those concepts, or it might narrow the emphasis to some specific features of social, political, and economic change.

Strong Thesis: The Revolution paved the way for important political changes for women.  As “Republican Mothers,” women contributed to the polity by raising future citizens and nurturing virtuous husbands.  Consequently, women played a far more important role in the new nation’s politics than they had under British rule.

This thesis is off to a strong start, but it needs to go one step further by telling the reader why changes in these three areas mattered.  How did the lives of women improve because of developments in education, law, and economics?  What were women able to do with these advantages?  Obviously the rest of the paper will answer these questions, but the thesis statement needs to give some indication of why these particular changes mattered.

Strong Thesis: The Revolution had a positive impact on women because it ushered in improvements in female education, legal standing, and economic opportunity.  Progress in these three areas gave women the tools they needed to carve out lives beyond the home, laying the foundation for the cohesive feminist movement that would emerge in the mid-nineteenth century.

Thesis Checklist

When revising your thesis, check it against the following guidelines:

• Does my thesis make an historical argument?
• Does my thesis take a position that requires defending?
• Is my thesis historically specific?
• Is my thesis focused and precise?
• Does my thesis answer the question, “so what?”

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World War 1 - Essay Samples And Topic Ideas For Free

World War 1, also known as the Great War, was a global conflict that occurred between 1914 and 1918, chiefly among European powers. Essays on World War 1 might explore the causes of the war, the significant battles, the political dynamics, and the aftermath of the conflict. Discussions could also delve into the technological innovations and tactics employed, the impact of the war on civilian populations, and the cultural and literary responses to the war. Moreover, examining the war’s legacy on international relations, the changing geopolitics, and its role as a precursor to World War 2 can provide a comprehensive exploration of this monumental event in global history. A substantial compilation of free essay instances related to World War 1 you can find at Papersowl. You can use our samples for inspiration to write your own essay, research paper, or just to explore a new topic for yourself.

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How To Write an Essay About World War 1

Introduction to world war 1.

When embarking on an essay about World War 1, it's essential to first establish a clear understanding of the historical context and significance of the war. Known as "The Great War," World War 1 was a pivotal event in world history, marked by its unprecedented scale, the involvement of numerous nations, and the introduction of new warfare technologies. In your introduction, outline the basic timeline of the war, from its origins in 1914 to its conclusion in 1918, and the main countries involved. This initial section should set the stage for a comprehensive exploration of the war's causes, major battles, political dynamics, and its profound impact on the 20th century.

Analyzing the Causes and Key Events

The main body of your essay should delve into the complex causes and key events of World War 1. Explore the intricate web of alliances, militarism, imperialism, and nationalism that set the stage for the war. Discuss critical battles and campaigns, such as the Battle of the Somme, the Battle of Verdun, and the Gallipoli Campaign, highlighting their strategic importance and the human cost involved. It's crucial to use specific examples and historical data to illustrate the progression of the war and the shifts in momentum among the warring nations. This section should provide a detailed and nuanced understanding of how World War 1 unfolded and the factors that drove its progression.

The Impact of World War 1

In this section, focus on the wide-ranging impact of World War 1. Analyze the immediate consequences, including the massive loss of life, the physical and psychological toll on soldiers, and the political upheaval in many participating countries. Discuss the broader implications of the war, such as the redrawing of national borders, the dissolution of empires, and the setting of the stage for World War 2. Consider also the social and cultural impacts, including how the war influenced art, literature, and public attitudes towards war and peace. This part of the essay should highlight the transformative effect World War 1 had on the world.

Concluding Reflections on World War 1

Conclude your essay by summarizing the key points of your analysis, emphasizing the historical significance of World War 1. Reflect on the lessons learned from the war and its relevance to modern society. Consider how understanding the complexities of World War 1 can provide insights into current global conflicts and international relations. A well-crafted conclusion will not only bring closure to your essay but also underscore the enduring legacy of World War 1 in shaping the contemporary world.

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Thesis Statements

What this handout is about.

This handout describes what a thesis statement is, how thesis statements work in your writing, and how you can craft or refine one for your draft.

Introduction

Writing in college often takes the form of persuasion—convincing others that you have an interesting, logical point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary of the argument you’ll make in the rest of your paper.

What is a thesis statement?

A thesis statement:

• tells the reader how you will interpret the significance of the subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
• directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence near the beginning of your paper (most often, at the end of the first paragraph) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. (Check out our handout on understanding assignments for more information.)

How do I create a thesis?

A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis” that presents a basic or main idea and an argument that you think you can support with evidence. Both the argument and your thesis are likely to need adjustment along the way.

Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. For more ideas on how to get started, see our handout on brainstorming .

How do I know if my thesis is strong?

If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following :

• Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question. If the prompt isn’t phrased as a question, try to rephrase it. For example, “Discuss the effect of X on Y” can be rephrased as “What is the effect of X on Y?”
• Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
• Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?
• Does my thesis pass the “So what?” test? If a reader’s first response is likely to  be “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
• Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s okay to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
• Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

Suppose you are taking a course on contemporary communication, and the instructor hands out the following essay assignment: “Discuss the impact of social media on public awareness.” Looking back at your notes, you might start with this working thesis:

Social media impacts public awareness in both positive and negative ways.

You can use the questions above to help you revise this general statement into a stronger thesis.

• Do I answer the question? You can analyze this if you rephrase “discuss the impact” as “what is the impact?” This way, you can see that you’ve answered the question only very generally with the vague “positive and negative ways.”
• Have I taken a position that others might challenge or oppose? Not likely. Only people who maintain that social media has a solely positive or solely negative impact could disagree.
• Is my thesis statement specific enough? No. What are the positive effects? What are the negative effects?
• Does my thesis pass the “how and why?” test? No. Why are they positive? How are they positive? What are their causes? Why are they negative? How are they negative? What are their causes?
• Does my thesis pass the “So what?” test? No. Why should anyone care about the positive and/or negative impact of social media?

After thinking about your answers to these questions, you decide to focus on the one impact you feel strongly about and have strong evidence for:

Because not every voice on social media is reliable, people have become much more critical consumers of information, and thus, more informed voters.

This version is a much stronger thesis! It answers the question, takes a specific position that others can challenge, and it gives a sense of why it matters.

Let’s try another. Suppose your literature professor hands out the following assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. “This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:

Mark Twain’s Huckleberry Finn is a great American novel.

You begin to analyze your thesis:

• Do I answer the question? No. The prompt asks you to analyze some aspect of the novel. Your working thesis is a statement of general appreciation for the entire novel.

Think about aspects of the novel that are important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:

In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.

• Do I answer the question? Yes!
• Have I taken a position that others might challenge or oppose? Not really. This contrast is well-known and accepted.
• Is my thesis statement specific enough? It’s getting there–you have highlighted an important aspect of the novel for investigation. However, it’s still not clear what your analysis will reveal.
• Does my thesis pass the “how and why?” test? Not yet. Compare scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions and anything else that seems interesting.
• Does my thesis pass the “So what?” test? What’s the point of this contrast? What does it signify?”

After examining the evidence and considering your own insights, you write:

Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.

This final thesis statement presents an interpretation of a literary work based on an analysis of its content. Of course, for the essay itself to be successful, you must now present evidence from the novel that will convince the reader of your interpretation.

Works consulted

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

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Ramage, John D., John C. Bean, and June Johnson. 2018. The Allyn & Bacon Guide to Writing , 8th ed. New York: Pearson.

Ruszkiewicz, John J., Christy Friend, Daniel Seward, and Maxine Hairston. 2010. The Scott, Foresman Handbook for Writers , 9th ed. Boston: Pearson Education.

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

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World War I Changed America and Transformed Its Role in International Relations

So why don't we pay more attention to it.

—Library of Congress

The entry of the United States into World War I changed the course of the war, and the war, in turn, changed America. Yet World War I receives short shrift in the American consciousness. 

Recruiting poster for the U.S. Army by Herbert Paus.

Detail of a recruiting poster for YWCA by Ernest Hamlin Baker.

The American Expeditionary Forces arrived in Europe in 1917 and helped turn the tide in favor of Britain and France, leading to an Allied victory over Germany and Austria in November 1918. By the time of the armistice, more than four million Americans had served in the armed forces and 116,708 had lost their lives. The war shaped the writings of Ernest Hemingway and John Dos Passos. It helped forge the military careers of Dwight D. Eisenhower, George S. Patton, and George C. Marshall. On the home front, millions of women went to work, replacing the men who had shipped off to war, while others knitted socks and made bandages. For African-American soldiers, the war opened up a world not bound by America’s formal and informal racial codes. 

And we are still grappling with one of the major legacies of World War I: the debate over America’s role in the world. For three years, the United States walked the tightrope of neutrality as President Woodrow Wilson opted to keep the country out of the bloodbath consuming Europe. Even as Germany’s campaign of unrestricted submarine warfare in the Atlantic put American sailors and ships in jeopardy, the United States remained aloof. But after the Zimmermann telegram revealed Germany’s plans to recruit Mexico to attack the United States if it did not remain neutral, Americans were ready to fight. 

In April 1917, President Wilson stood before Congress and said, “The world must be made safe for democracy.” With those words, he asked for a declaration of war, which Congress gave with gusto. For the first time in its history, the United States joined a coalition to fight a war not on its own soil or of its own making, setting a precedent that would be invoked repeatedly over the next century. 

“For most Americans, going to war in 1917 was about removing the German threat to the U.S. homeland,” says Michael S. Neiberg, professor of history at the U.S. Army War College. “But after the war, Wilson developed a much more expansive vision to redeem the sin of war through the founding of a new world order, which created controversy and bitterness in the United States.”

The burden of sending men off to die weighed on Wilson’s conscience. It was one reason why he proposed the creation of the League of Nations, an international body based on collective security. But joining the League required the United States to sacrifice a measure of sovereignty. When judged against the butcher’s bill of this war, Wilson thought it was a small price to pay. Others, like Wilson’s longtime nemesis Senator Henry Cabot Lodge, believed that the United States should be free to pursue its own interests and not be beholden to an international body. America hadn’t fought a war only to relinquish its newfound stature as a military power. 

As soldiers returned home and the victory parades faded, the fight over the League of Nations turned bitter. The sense of accomplishment quickly evaporated. “Then came the Depression (a direct result of the war) and another global crisis,” says Neiberg. “All of that made memory of World War I a difficult thing for Americans to engage with after about 1930.” 

Even as the world has changed, the positions staked out by Wilson and Lodge have not evolved much over the past one hundred years. When new storm clouds gathered in Europe during the 1930s, Lodge’s argument was repurposed by isolationists as “America First,” a phrase that has come back into vogue as yet another example of the war’s enduring influence. “The war touched everything around the globe. Our entire world was shaped by it, even if we do not always make the connections,” Neiberg says. 

Historian and writer A. Scott Berg emphatically agrees. “I think World War I is the most underrecognized significant event of the last several centuries. The stories from this global drama—and its larger-than-life characters—are truly the stuff of Greek tragedy and are of Biblical  proportion; and modern America’s very identity was forged during this war.”

A biographer of Wilson and Charles Lindbergh, Berg has now cast his eye as an editor across the rich corpus of contemporaneous writing to produce  World War I and America , a nearly one-thousand-page book of letters, speeches, diary entries, newspaper reports, and personal accounts. This new volume from Library of America starts with the  New York Times  story of the assassination of Franz Ferdinand in July 1914 and concludes with an excerpt from John Dos Passos’s novel  1919 . In between, the voices of soldiers, politicians, nurses, diplomats, journalists, suffragettes, and intellectuals ask questions that are still with us. 

“What is America’s role in the world? Are our claims to moral leadership abroad undercut by racial injustice at home? What do we owe those who serve in our wars?” asks Max Rudin, Library of America’s publisher. With 2017 marking the one-hundredth anniversary of America's entry into the war, the moment seemed ripe to revisit a conflict whose ghosts still haunt the nation. “It offered an opportunity to raise awareness about a generation of American writers that cries out to be better known,” says Rudin. 

The volume shows off familiar names in surprising places. Nellie Bly and Edith Wharton report from the front lines. Henry Morgenthau Sr., the ambassador to the Ottoman Empire, files increasingly terrifying reports on the Armenian genocide. As Teddy Roosevelt leads the fight for American intervention, Jane Addams and Emma Goldman question the aims of the war. Writing from Italy, Ernest Hemingway complains to his family about being wounded. While Wilson and Lodge fight over American sovereignty, Ezra Pound expresses his disillusionment and grief in verse. 

We also meet Floyd Gibbons, a  Chicago Tribune  crime reporter. Before the war he covered plenty of shootings, but “I could never learn from the victims what the precise feeling was as the piece of lead struck.” He found out in June 1918 at Belleau Wood when a German bullet found him—“the lighted end of a cigarette touched me in the fleshy part of my upper left arm.” A second bullet also found his shoulder, spawning a large burning sensation. “And then the third one struck me. . . . It sounded to me like some one had dropped a glass bottle into a porcelain bathtub. A barrel of whitewash tipped over and it seemed that everything in the world turned white.” The third bullet had found his left eye. 

Stepping into an operating theater with Mary Borden, the Chicago heiress who established hospitals in France and Belgium, the smell of blood and death almost leaps off the page. “We send our men up the broken road between bushes of barbed wire and they come back to us, one by one, two by two in ambulances, lying on stretchers. They lie on their backs on the stretchers and are pulled out of the ambulances as loaves of bread are pulled out of the oven.” As a wounded soldier is laid out, “we conspire against his right to die. We experiment with his bones, his muscles, his sinews, his blood. We dig into the yawning mouths of his wounds. Helpless openings, they let us into the secret places of his body.”

When the American Expeditionary Forces shipped off to Europe, so too did approximately 16,500 women. They worked as clerks, telephone operators, and nurses; they also ran canteens that served meals to soldiers and offered a respite from battle. “These women often had complex motivations, such as a desire for adventure or professional advancement, and often witnessed more carnage than male soldiers, creating unacknowledged problems with PTSD when they returned home,” says Jennifer Keene, professor of history at Chapman University.

Of course, most women experienced the war stateside, where they tended victory gardens and worked to produce healthy meals from meager rations. They volunteered for the Red Cross and participated in Liberty Loan drives. As Willa Cather learned when she decamped from New York to Red Cloud, Nebraska, in the summer of 1918, the war could be consuming. “In New York the war was one of many subjects people talked about; but in Omaha, Lincoln, in my own town, and the other towns along the Republican Valley, and over in the north of Kansas, there was nothing but the war.” 

In the Library of America volume, W. E. B. Du Bois, who, in the wake of Booker T. Washington’s death, assumed the mantle of spokesman for the black community, provides another take. From the beginning, Du Bois saw the war as grounded in the colonial rivalries and aspirations of the European belligerents. 

Chad Williams, associate professor of African and Afro-American Studies at Brandeis University, says Du Bois was ahead of his time. “His writings also vividly illuminated the tensions between the professed democratic aims of the Allies—and the United States in particular—and the harsh realities of white supremacy, domestically and globally, for black people. Du Bois hoped that by supporting the American war effort and encouraging African-American patriotism, this tension could be reconciled. He was ultimately—and tragically—wrong.” 

Along with Du Bois’s commentary, there are reports on the race riots in East St. Louis and Houston in 1917. Such incidents prompted James Weldon Johnson to cast aside sentimentality and answer the question, “Why should a Negro fight?”

“America is the American Negro’s country,” he wrote. “He has been here three hundred years; that is, about two hundred years longer than most of the white people.” 

The U.S. Army shunted African-American soldiers into segregated units and issued them shovels more often than rifles. Some, however, fought alongside the French as equals, prompting questions about their treatment by their own country. African-American soldiers came home as citizens of the world with questions about their place in American society. “Understanding how the war impacted black people and the importance of this legacy is endlessly fascinating and, given our current times, extremely relevant,” says Williams.

To accompany its World War I volume, Library of America has launched a nationwide program, featuring scholars, to foster discussion about the war and its legacy. One hundred twenty organizations, from libraries to historical societies, are hosting events that involve veterans, their families, and their communities.

“There are veterans of recent conflicts in every community in America for whom the experiences and issues raised by World War I are very immediate,” says Rudin. “We all have something to learn from that.”

“Every war is distinct, and yet every war has almost eerie commonalities with wars past,” says Phil Klay, author of  Redeployment , a collection of short stories about his service in Iraq that won the National Book Award. “I don’t think veterans have a unique authority in these discussions, but our personal experiences do inevitably infuse our reading. In my case, I find myself relentlessly drawn to pull lessons for the future from these readings, as the moral stakes of war have a visceral feel for me.” 

For community programs, Library of America developed a slimmer version of its volume, World War I and America, while adding introductory essays and discussion questions. Keene, Neiberg, and Williams, along with Edward Lengel, served as editors. “There is truly not one part of the nation that was untouched by the war,” says Williams. “This project has the potential to remind people of its far-reaching significance and perhaps uncover new stories about the American experience in the war that we have not yet heard.”

Berg echoes the sentiment. “I hope audiences will appreciate the presence of World War I in our lives today—whether it is our economy, race relations, women’s rights, xenophobia, free speech, or the foundation of American foreign policy for the last one hundred years: They all have their roots in World War I.”

Meredith Hindley is a senior writer for Humanities .

Funding information

Library of America received $500,000  from NEH for nationwide library programs, a traveling exhibition, a website, and a publication of an anthology exploring how World War I reshaped American lives. For more information about the project, visit ww1america.org

Summer 2017

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• Knowledge Base
• How to Write a Thesis Statement | 4 Steps & Examples

How to Write a Thesis Statement | 4 Steps & Examples

Published on January 11, 2019 by Shona McCombes . Revised on August 15, 2023 by Eoghan Ryan.

A thesis statement is a sentence that sums up the central point of your paper or essay . It usually comes near the end of your introduction .

Your thesis will look a bit different depending on the type of essay you’re writing. But the thesis statement should always clearly state the main idea you want to get across. Everything else in your essay should relate back to this idea.

You can write your thesis statement by following four simple steps:

• Start with a question
• Write your initial answer
• Develop your answer
• Refine your thesis statement

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Table of contents

What is a thesis statement, placement of the thesis statement, step 1: start with a question, step 2: write your initial answer, step 3: develop your answer, step 4: refine your thesis statement, types of thesis statements, other interesting articles, frequently asked questions about thesis statements.

A thesis statement summarizes the central points of your essay. It is a signpost telling the reader what the essay will argue and why.

The best thesis statements are:

• Concise: A good thesis statement is short and sweet—don’t use more words than necessary. State your point clearly and directly in one or two sentences.
• Contentious: Your thesis shouldn’t be a simple statement of fact that everyone already knows. A good thesis statement is a claim that requires further evidence or analysis to back it up.
• Coherent: Everything mentioned in your thesis statement must be supported and explained in the rest of your paper.

Prevent plagiarism. Run a free check.

The thesis statement generally appears at the end of your essay introduction or research paper introduction .

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts and among young people more generally is hotly debated. For many who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its many benefits for education: the internet facilitates easier access to information, exposure to different perspectives, and a flexible learning environment for both students and teachers.

You should come up with an initial thesis, sometimes called a working thesis , early in the writing process . As soon as you’ve decided on your essay topic , you need to work out what you want to say about it—a clear thesis will give your essay direction and structure.

You might already have a question in your assignment, but if not, try to come up with your own. What would you like to find out or decide about your topic?

For example, you might ask:

After some initial research, you can formulate a tentative answer to this question. At this stage it can be simple, and it should guide the research process and writing process .

Now you need to consider why this is your answer and how you will convince your reader to agree with you. As you read more about your topic and begin writing, your answer should get more detailed.

In your essay about the internet and education, the thesis states your position and sketches out the key arguments you’ll use to support it.

The negatives of internet use are outweighed by its many benefits for education because it facilitates easier access to information.

In your essay about braille, the thesis statement summarizes the key historical development that you’ll explain.

The invention of braille in the 19th century transformed the lives of blind people, allowing them to participate more actively in public life.

A strong thesis statement should tell the reader:

• Why you hold this position
• What they’ll learn from your essay
• The key points of your argument or narrative

The final thesis statement doesn’t just state your position, but summarizes your overall argument or the entire topic you’re going to explain. To strengthen a weak thesis statement, it can help to consider the broader context of your topic.

These examples are more specific and show that you’ll explore your topic in depth.

Your thesis statement should match the goals of your essay, which vary depending on the type of essay you’re writing:

• In an argumentative essay , your thesis statement should take a strong position. Your aim in the essay is to convince your reader of this thesis based on evidence and logical reasoning.
• In an expository essay , you’ll aim to explain the facts of a topic or process. Your thesis statement doesn’t have to include a strong opinion in this case, but it should clearly state the central point you want to make, and mention the key elements you’ll explain.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy

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A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

Follow these four steps to come up with a thesis statement :

• Ask a question about your topic .
• Write your initial answer.
• Develop your answer by including reasons.
• Refine your answer, adding more detail and nuance.

The thesis statement should be placed at the end of your essay introduction .

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

McCombes, S. (2023, August 15). How to Write a Thesis Statement | 4 Steps & Examples. Scribbr. Retrieved September 9, 2024, from https://www.scribbr.com/academic-essay/thesis-statement/

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Home > GRADUATE > THESES > 1599

Masters Theses & Specialist Projects

American soldiers' use of weaponry in world war i.

Sarah K. Jameson , Western Kentucky University Follow

Publication Date

Spring 2016

Advisor(s) - Committee Chair

Eric Reed (Director), Carol Crowe-Carraco, and Robert Dietle

Degree Program

Department of History

Degree Type

Master of Arts

This thesis examines how the modern weaponry shaped the American soldiers’ use of weaponry and the change of tactics during World War I. The American experience was unique as Britain, France, and Germany grew accustomed to the advancements in weaponry over time, while the American Expeditionary Force encountered this type of warfare for the first time. The American Army served mainly as a constabulary, fighting guerilla forces before the war, and had to be trained to fight a conventional war in Europe. The common soldiers would modify official doctrine to fit the realities of the battlefield in which they found themselves.

• Disciplines

History | Military History | United States History

Recommended Citation

Jameson, Sarah K., "American Soldiers' Use of Weaponry in World War I" (2016). Masters Theses & Specialist Projects. Paper 1599. https://digitalcommons.wku.edu/theses/1599

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Developing a Thesis Statement

A thesis must be focused (specific and narrow enough for the scope of the assignment) arguable (not commonly accepted, open to debate) researchable (able to be verified or supported by evidence)

An Example Thesis Statement

Topic: World War II

Fancy topic (what might pass for a thesis in high school): World War II caused great economic devastation, affecting millions of people.

THESIS: World War II caused great economic devastation because the war displaced millions of refugees to countries whose post-war economies could not afford to support new citizens.

Notice the "Formula" we have here:

WWII caused economic devastation (assertion/thesis) because WWII (the war) displaced millions of refugees (proof/reason

A THESIS “FORMULA”

1. An assertion (thesis) that is a complete idea answering a question at issue. (CLAIM)

2. A because clause that provides the central reason in support of the assertion. (EVIDENCE)

3. The statement must answer a question at issue in the author's social or academic community. It must address something that the community cares about but does not necessarily agree upon.

4. There should be an unstated assumption behind the thesis. This is the "truth" on which the argument rests. The assumption must be something everyone in the author's audience is likely to agree with as an effective starting point for the argument. In the sample thesis above, the shared assumption might be “Economic devastation is always a result of a refugee crisis.”

5. There should, ideally, be a shared term that appears at the beginning of both the assertion and the because clause. This ensures that there is an obvious logical connection between the two. (The shared term may be implied by use of a pronoun—“it," "they.")

Explain how this thesis statement meets these five criteria of a sound thesis:

After-school jobs are bad for teenagers because they take away study time. After-school jobs are bad for teenagers because they [after-school jobs] take away study time.

1. The assertion is that "after-school jobs are bad for teenagers." (The term "bad" is a bit vague and would probably have to be more specific in a revised thesis.) 2. The reason is "because they take away study time." 3. The assertion has more than one side: Parents, teachers, and students are all likely to have different opinions on the matter, even within the groups.

4. The unstated assumption is that having less study time is bad for teenagers; this is the crux of the argument.

5. There is a shared term: "After-school jobs are bad for teenagers because they (after-school jobs) take away study time."

• High School

Which of the following provides the strongest thesis statement? A. the settlement and reparations from world war 1 helped cause world war 2. B. many european cities and much of the countryside were destroyed during the wars. C. world war 1 lasted from 1914 to 1918, while world war 2 lasted from 1939 to 1945. D. both world war 1 and world war 2 were fought on european soil.

Lucainlee is waiting for your help., expert-verified answer.

• 5.5K answers
• 6.9M people helped

The following provides the strongest thesis statement: the settlement and reparations from World War I helped cause World War II , which is option A, as it provides the strongest thesis statement as it makes a clear and arguable claim that can be supported by evidence and analysis .

What is a thesis statement?

A thesis statement is a clear and concise statement that presents the main argument or idea of an essay or research paper. It should be specific, debatable, and provide direction for the rest of the paper. Option A provides the strongest thesis statement because it presents a clear argument about the relationship between the settlement and reparations from World War 1 and the causes of World War 2. This statement is specific, debatable, and sets up the direction for the rest of the paper to explore and support this argument.

Hence, the following provides the strongest thesis statement: the settlement and reparations from World War I helped cause World War II, which is option A, as it provides the strongest thesis statement as it makes a clear and arguable claim that can be supported by evidence and analysis.

Learn more about the thesis statement here.

brainly.com/question/24132919

Still have questions?

Get more answers for free, you might be interested in, new questions in english.

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I.C.C. Prosecutor Presses Court for Arrest Warrants for Hamas Chiefs and Israeli Leaders

The prosecutor, Karim Khan, asked the court to make its decision on the warrants with the “utmost urgency” because of “the worsening situation in Palestine.”

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By Ephrat Livni

• Sept. 10, 2024

The chief prosecutor of the International Criminal Court, Karim Khan, called this week for a swift decision on issuing arrest warrants for a top Hamas official in connection with the Oct. 7 Hamas-led attack on Israel and the Israeli prime minister and defense minister over Israel’s response and conduct of the war in Gaza.

“In light of the worsening situation in Palestine,” Mr. Khan said in a filing, a decision should be made with the “utmost urgency.”

Mr. Khan asked the court in May to issue arrest warrants for three Hamas leaders behind the Oct. 7 Hamas-led attack on Israel on charges of war crimes and crimes against humanity. The leaders were Yahya Sinwar, Ismail Haniyeh and Muhammad Deif. He sought the warrants for Prime Minister Benjamin Netanyahu of Israel and his defense minister, Yoav Gallant, on the same charges, citing Israel’s prosecution of the war in Gaza after that attack.

In the latest filing, on Monday, Mr. Khan withdrew his request for a warrant for Mr. Haniyeh, citing his death. Mr. Haniyeh was assassinated in Tehran in late July. Mr. Khan said he was working on establishing the death of Mr. Deif, who the Israeli military said in August had been killed in a strike on Gaza the previous month.

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Israel-Hamas war latest: Israeli airstrikes on Palestinian territories kill dozens more

Mourners carry the covered bodies of Palestinians who were killed in an Israeli airstrike on a crowded tent camp housing Palestinians displaced by the war in the Muwasi, outside the hospital morgue in Deir al-Balah, Gaza Strip, Tuesday, Sept. 10, 2024. (AP Photo/Abdel Kareem Hana)

Palestinians look at the destruction after an Israeli airstrike on a crowded tent camp housing Palestinians displaced by the war in Muwasi, Gaza Strip, Tuesday, Sept. 10, 2024. An Israeli strike killed at least 40 people and wounded 60 others early Tuesday, Palestinian officials said. Israel said it targeted “significant” Hamas militants, allegations denied by the militant group. (AP Photo/Abdel Kareem Hana)

Mourners pray over the covered bodies of Palestinians who were killed in an Israeli airstrike on a crowded tent camp housing Palestinians displaced by the war in the Muwasi, outside the hospital morgue in Deir al-Balah, Gaza Strip, Tuesday, Sept. 10, 2024. (AP Photo/Abdel Kareem Hana)

This undated photo released by the Israel Defense Forces shows the Gaza tunnel where it says six Israeli hostages were recently killed by Hamas militants. (Israeli Army via AP)

Blindfolded and bounded protesters take part in a protest against Israeli Prime Minister Benjamin Netanyahu’s government and call for the release of hostages held in the Gaza Strip by the Hamas militant group in Tel Aviv, Israel, Tuesday, Sept. 10, 2024. (AP Photo/Ohad Zwigenberg)

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Israeli strikes on Palestinian territories have killed more than two-dozen Palestinians on Wednesday, according to local officials. They say an Israeli airstrike killed five Palestinians in the occupied West Bank, and at least 20 people, including 16 women and children, were killed in the Gaza Strip.

Gaza’s Health Ministry says Tuesday’s strike on a tent camp in an Israeli-designated humanitarian zone killed at least 19 people.

The Health Ministry says over 41,000 Palestinians have been killed in Gaza since the Israel-Hamas war began. It does not differentiate between fighters and civilians in its count. The war has caused vast destruction and displaced around 90% of Gaza’s population of 2.3 million, often multiple times.

Hamas-led militants killed some 1,200 people, mostly civilians, in their Oct. 7 attack that sparked the war. They abducted another 250 and are still holding around 100. Around a third of them are believed to be dead.

Here’s the latest:

Israel’s military says attacker who crashed his fuel truck in the West Bank was targeting Israeli forces

The Israeli military says the attacker who crashed his fuel truck in the Israeli-occupied West Bank on Wednesday was intentionally targeting Israeli forces.

The attack, in which the driver rammed the truck into a bus stop in central West Bank, left one man in critical condition. Israeli officials said that soldiers and an armed civilian had “neutralized” the attacker, but it was not immediately clear whether that meant he had been killed.

It appeared the attacker was a Palestinian Israeli. The military said his home had been identified in southern Israel ahead of “potential demolition.”

Israel frequently demolishes homes of Palestinians suspected of carrying out attacks against Israelis, a tactic Palestinians decry as collective punishment.

Israeli president condemns fuel-truck attack in the West Bank

BELGRADE, Serbia – Israel’s President Isaac Herzog said that “this has been a very painful and difficult morning for the people of Israel” because of an attack in the Israeli-occupied West Bank and a helicopter crash in Gaza.

Speaking in Serbia’s capital, Belgrade, Herzog described Wednesday’s attack as a “horrific, criminal terror attack” and expressed “sorrow for the pain it has inflicted.” He did not elaborate but was apparently referring to the incident when a fuel tanker crashed into a West Bank bus stop, seriously injuring one person. Israeli officials said it was an attack.

The Israeli military said the driver was “neutralized” at the scene. It did not immediately identify the driver or provide evidence that the crash was an attack. Violence in the West Bank has escalated since Hamas’ Oct. 7 attack ignited the war in Gaza.

Herzog also said at a joint news conference with Serbia’s President Aleksandar Vucic that “my heart also goes out to the fighters who were killed last night in a helicopter crash in Gaza and I wish those wounded a full and swift recovery.”

The Israeli military said that two Israeli soldiers died and seven were injured when their helicopter crashed in the southern Gaza Strip overnight in a non-combat-related incident.

Biden is ‘outraged and deeply saddened’ by death of American activist shot by Israeli forces in the West Bank

WASHINGTON — President Joe Biden says he is “outraged and deeply saddened” by the death of an American activist who was shot by Israeli forces while protesting settlements in the occupied West Bank, calling it “totally unacceptable.”

“There must be full accountability,” Biden said in a statement released early on Wednesday. “And Israel must do more to ensure that incidents like this never happen again.”

The Israeli military said on Tuesday that Aysenur Ezgi Eygi, a 26-year-old activist from Seattle, was likely shot “indirectly and unintentionally” by its soldiers, and that it had launched a criminal investigation.

That drew a strong rebuke from her family members, who said in a statement that they were “deeply offended by the suggestion that her killing by a trained sniper was in any way unintentional.” They said “the disregard shown for human life in the inquiry is appalling.”

During Friday’s demonstration, clashes broke out between Palestinians throwing stones and Israeli troops firing tear gas and ammunition, according to Jonathan Pollak, an Israeli protester who was there. He said the violence had subsided about a half hour before Eygi was shot.

The military said its forces appear to have aimed at the “key instigator of the riot” and hit Eygi by mistake. Eygi also had Turkish citizenship.

A statement by Vice President Kamala Harris followed shortly after Biden’s, with Harris saying that the U.S. will “continue to hold accountable anyone in the West Bank — Israelis and Palestinians — who stokes violence and undermines peace and stability.”

Fuel tanker crashes into a bus stop in West Bank, injuring a man in what Israeli officials say was an attack

JERUSALEM — A fuel tanker crashed into a bus stop in the Israeli-occupied West Bank, seriously injuring one person in what Israeli officials said was an attack.

The Israeli military said the driver was “neutralized” at the scene after the incident on Wednesday. It did not immediately identify the driver or provide evidence that the crash was an attack.

The Magen David Adom rescue service said it was treating the man who was injured, saying he is in critical condition.

Palestinians have carried out a number of stabbing, shooting and car-ramming attacks against Israelis in recent years. The army carries out near-daily raids into Palestinian communities in the West Bank that it says are aimed at dismantling militant groups and preventing attacks.

The violence has escalated since Hamas’ Oct. 7 attack ignited the war in Gaza.

Gaza polio vaccination campaign has reached over 82% of targeted children, Palestinian health officials say

RAMALLAH, West Bank — The Palestinian Health Ministry in the West Bank says an ongoing polio vaccination campaign in the Gaza Strip has reached 82.5% of targeted children.

The ministry said on Wednesday that 527,776 children under the age of 10 have received the first dose of the vaccine across the war-ravaged enclave.

The campaign began earlier this month after the detection of the first confirmed polio case in Gaza in 25 years. It aims at vaccinating about 640,000 children there.

Israel agreed to limited humanitarian pauses to facilitate the campaign, according to the World Health Organization, and there have been no major disruptions from the ongoing war.

The Palestinian Health Ministry in the Israeli-occupied West Bank is part of the Palestinian Authority, whose forces were driven out of Gaza when Hamas seized power there in 2007 and set up its own government.

The two Palestinian health ministries coordinate with one another and exchange information.

Israeli military helicopter crashes in a non-combat-related incident overnight in Gaza, killing 2 soldiers

TEL AVIV, Israel — The Israeli military says two Israeli soldiers died and seven were injured when their helicopter crashed in the southern Gaza Strip.

The military said Wednesday that the overnight helicopter crash was not the result of enemy fire and is under investigation. The helicopter was on a mission to evacuate wounded soldiers from Gaza for treatment in Israeli hospitals.

There have been 340 Israeli soldiers killed since the ground operation began in Gaza in late October, at least 50 of whom have been killed in accidents within Gaza — not as a result of combat with Palestinian militants, according to the military.

Dozens of Palestinian patients expected to leave Gaza through an Israeli crossing, heading to the UAE for medical care

JERUSALEM — An Israeli official says dozens of Palestinian patients were expected to leave the Gaza Strip on Wednesday by way of an Israeli crossing, in order to travel to the United Arab Emirates for medical care.

The official says over 200 people, mostly children, are expected to leave, along with relatives to accompany them. It is the biggest exit of medical patients through Israel since the war erupted nearly a year ago.

Gaza has been completely sealed off since May, when Israeli forces captured the Gaza side of the border with Egypt, including the Rafah crossing between Egypt and the coastal strip, leading to its closure. Rafah had been the only entry or exit point for Palestinians, including medical patients, since the start of the war.

Since then, Israel has only allowed a small number of children and accompanying relatives to leave for medical treatment.

Israel’s military offensive, launched in response to Hamas’ Oct. 7 attack, has gutted Gaza’s already fragile health system. With few exceptions, Israel has barred Gaza’s Palestinians from entering Israel throughout the war.

The official says the patients are leaving through the Kerem Shalom crossing and heading to the Ramon airport in southern Israel, where they will board a flight to the UAE.

The official spoke on condition of anonymity pending a formal announcement by Israeli authorities.

— By Josef Federman in Jerusalem;

In his first statement as Hamas’ top leader, Yahya Sinwar thanks Algeria for its support

DEIR AL-BALAH, Gaza Strip — Hamas released the first public statement from Yahya Sinwar since he was appointed its overall leader in August .

In the written statement late Tuesday, Sinwar congratulated Algeria’s President Abdelmadjid Tebboune on his reelection and thanked the country for its support for the Palestinian cause. Algeria, the Arab representative on the United Nations Security Council, circulated a draft resolution in May demanding an immediate cease-fire in Gaza and a halt to Israel’s military operation in the southern city of Rafah.

A hard-liner within Hamas, Sinwar would have to approve any potential agreement for a cease-fire and hostage release. The United States, Qatar and Egypt have spent most of the year trying to broker such a deal but the negotiations have repeatedly stalled.

Sinwar was one of the architects of the Oct. 7 attack into Israel that ignited the war in Gaza . He has not been seen since the start of the war and is believed to be alive and hiding inside the territory. Israel has vowed to kill him.

Israeli strike kills 5 Palestinians in the West Bank, officials say

RAMALLAH, West Bank — An Israeli airstrike has killed five Palestinians in the occupied West Bank, Palestinian officials say.

The Israeli military said it targeted a group of militants in the northern city of Tubas early Wednesday.

The Palestinian Health Ministry in the West Bank confirmed the toll but does not say whether those killed by Israeli fire are militants or civilians.

Israel has stepped up its military raids across the territory in recent weeks and says it is working to dismantle militant groups and prevent attacks. Palestinians say such operations are aimed at cementing Israel’s seemingly open-ended military rule over the territory.

Israel captured the West Bank, along with east Jerusalem and the Gaza Strip, in the 1967 Mideast war. The Palestinians want all three territories for their future state. The West Bank has seen a surge in violence since Hamas’ Oct. 7 attack out of Gaza ignited the war there.

Israeli airstrikes on the Gaza Strip add at least 20 to the death toll, authorities say

DEIR AL-BALAH, Gaza Strip — Palestinian officials say Israeli airstrikes in the Gaza Strip have killed at least 20 people, including 16 women and children.

An airstrike early Wednesday killed 11 people, including six siblings ranging from 21 months to 21 years old, according to the European Hospital, which received the casualties. The dead from the strike near the southern city of Khan Younis included three other women, a child and a man, according to the hospital.

A strike late Tuesday on a home in the urban Jabaliya refugee camp in northern Gaza killed nine people, including six women and children, according to the Gaza Health Ministry and the Civil Defense first responders. The Civil Defense says the home belonged to Akram al-Najjar, a professor at the al-Quds Open University, who survived the strike.

Israel says it only targets militants, claiming 17,000 militant deaths without providing evidence. It blames civilian deaths on Hamas because its fighters are embedded in dense residential neighborhoods. The military rarely comments on individual strikes, which often kill women and children.

What Tucker Carlson’s Spin on World War II Really Says

Forget the villains of history. The true enemies, in his world, are the culture warriors of the present.

Produced by ElevenLabs and News Over Audio (NOA) using AI narration.

In the movie The History Boys , based on Alan Bennett’s play, a student wins a scholarship to Oxford with the help of an argument he makes on an entrance exam: Hitler, he claims, was “much misunderstood.” As fiction, this is mordant comedy—a mockery of the particular type of arrogance required to twist the tragedies of the Holocaust into personal gain. But now the satire has come for our news cycle.

In a long and meandering interview on Tucker Carlson’s show this week, the podcaster Darryl Cooper offered musings about the “mythology”—the heroes, the villains, the plot, the moral stakes—of World War II. In his version, however, it is Winston Churchill who has been much misunderstood. Churchill, Cooper told Carlson, with dramatic flair, “was the chief villain of the Second World War.”

The claim is wrong, in every sense. The gravity of its error was highlighted by a resonant coincidence: Around the time the interview was posted, Alternative for Germany became the first far-right party to win a German state election since the Nazi era. The past is never dead, the old line goes; it is not even past. But Cooper and his enthusiastic host, these history boys with microphones, were not talking about history—not really. They were talking about themselves. They were treating World War II as a branding exercise. And this was, though not surprising in the context of Carlson’s show, a new nadir.

Read: Tucker Carlson’s manufactured America

Consensus reality relies on consensus history. In this time of fragile facts, one point most people have been able to agree on is that Hitler was a bad guy. But the time for consensus is over, Cooper implied. Instead, as a phrase in the title of his episode summed things up: “Winston Churchill Ruined Europe.”

What becomes clear during the interview, as Cooper makes his convoluted case (“maybe I’m being a little hyperbolic,” he allows at one point), is that the true villains of his story are not, in the end, Hitler or Churchill, Axis or Allies. Instead, they are the culture warriors of the present: the woke, the mobs, the ruling class—the people who will be offended by claims such as “Winston Churchill Ruined Europe.” And the true heroes, consequently, are those who dare to say the unsayable. “There are just certain things you’re not allowed to question,” Cooper told Carlson, as he questioned the “myths” of World War II. (“Literally, it’s a crime to ask questions?” Carlson replied, before answering his own query: “Yes.”) One might not go to jail for the myth-busting, Cooper allowed; still, “you might have your life ruined and lose your job.” (“You might absolutely go to jail in this country,” Carlson countered.)

Read: American cynicism has reached a breaking point

If your aim is to offer a clever reading of history rather than a true one, World War II will serve you well: Its excessive documentation is fertile ground, giving you many cherries to pick. It will provide the fodder you need to suggest that the Holocaust was, essentially, an unfortunate accident. And then it will allow you, if you choose, to treat the suffering of the people of the past as evidence for your own victimhood. You can take the accepted narrative and rewrite it.

In other contexts, Cooper and Carlson might have decried such an approach—an archly postmodern attitude in which all facts are relative, all orthodoxies suspect. But history boys need their straw men. And Churchill was the war’s true villain is less an argument than a provocation: a contention that, when World War II is mapped onto Hallin’s spheres , Hitler’s villainy should be relocated to the realm of legitimate controversy. It should be moved there because it is one of those things that you are not allowed to question . “Darryl Cooper may be the best and most honest popular historian in the United States,” Carlson’s show announced , in promoting the interview. “His latest project is the most forbidden of all: trying to understand World War Two.”

“Forbidden”—the stuff of perfumes, of clothing, of heterodox educational institutions —makes sense as branding. The forbidden is exotic. The forbidden is brave. The forbidden can transform history boys into men. And it can do all that from the comfort of one’s personal podcast studio.

Read: Tucker Carlson’s final moments on Fox were as dangerous as they were absurd

History, from such a distance, is easy. Carlson and Cooper can talk about being arrested for questioning orthodoxies with no fear of that actually happening. They can traffic in the mystique of the “forbidden” with no reference to the many things—books, ideas, people—that bear the real risk of being banned. They are free to speak their mind. They are free to do so, indeed, because of the actions of people who did not have the luxury of treating the Holocaust as a thought exercise. The influencers can, if they choose, interpret others’ indignation as their victory. They can brag that they have “weakened the narrative” about World War II. They can choose not to wonder what their questioning really amounts to. “History nowadays is not a matter of conviction,” a teacher in The History Boys announces . “It’s a performance. It’s entertainment.” His students still have time to age out of such arrogance, the film implies. Or at least they should.

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The First World War and Its Impact on American Society Essay

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Introduction

Main discussion, conclusions, annotated bibliography.

The First World War of 1914-1918 encountered the United States with one of the most horrible crises in human history. The military politics of the greatest states of the world caused disruption and psychological frustration that germinated even more ruinous consequences for later generations. The horrors of the Great War, human tragedy, and games of politicians who resorted to mass violence – all these factors effected American people and distorted their culture and social welfare. In particular, the war contributed to formation of political ideology, which is commonly known as Wilsonian idealism. This policy consisted in democracy proliferation and freedom of speech manifestation both in the United States and in the European countries suppressed by common rivals. However, the concepts were accepted by people differently, as the majority criticized the principles of overt demonstration of capitalism leading to unnecessary military invasions.

Thesis Statement: On the one hand, the Wilson planned to advocate the democratic principles at the international level and to provide a shelter for ethnical minorities. On the other hand, American society experienced great changes that led to a total reevaluation of the meaning of war. The United States did not fully realize their relation to the European conflicts and the reason for sacrificing lives in the ideological war. The Wilsonian policy is also brightly reflected in the ideological strategies of George Bush Jr. whose reasons for invading to Iraq have still been disputable.

Overview of preconditions and events of the First World War

German invasion to european countries and heavy repressions.

German invasion was not only aimed at manifesting the absolute power of the nation. The Nazi troops were also attempting to suppress any displays of political independence and uniqueness. Indeed, the declaration of warfare had very sophisticated undertones spread at the international level. However, the most evident motive of the War was the creation of a powerful Empire with homogenous political strategies and ideologies deprived of any displays of liberal thinking and freedom of choice. Germany took a firm path of destruction and declared itself as the supreme nation.

As the result of these futile repressions, Germany managed to reveal the most vulnerable points of such powerful economies as France, Britain, Italy, and Russia. Michael Howard writes, “The Germans prided themselves on a uniquely superior culture that held the balance between the despotic barbarism of their eastern neighbor and the decadent democracy of the West” (2003, 11). It meant that this nation wanted to prevent the prosperity and modernization of the best European democracy and their technological advancement.

German intervention on all frontiers and the distortion of socialism and liberalism

As the United States were keeping pace with the events taking place in Europe, the government realized that this war could gnaw the entire world and the American nation in particular. They also understood that the military actions were directed against the democratic display as Germany was geared up for the elimination of all geographical and ideological boundaries. Their first raids on France and Belgium made those countries.

The outbreak of the First World War was also a calling to socialist systems and isolated policies of such countries as France and Great Britain. France and Britain expressed their pacifist spirits and were reluctant to accept the war. Liberal tendencies were also disclosed through the creation of liberally oriented trade unions so that middle class intellectual heritage had little impact on the country development (Strachman 2003, 132).

The war was also an outcome of the arm races and the result of concealed debates over these issues. The fight for military supremacy considerably contradicted the policy of pacifism and the international liberalism in the nineteenth century. In fact, those races were aimed at forming the military alliances and enhancing the political and social positions of the countries. Political and military confrontations and rapid growth of European countries could not make American people be indifferent. As a result, the world witnessed the creation of antagonistic and polarized Eastern and Western blocks.

Viewing the War as an effective tool for economic and social reforms

The political economy and american consciousness with the advent of the first world war.

Kennedy states that Americans “elaborated vigorous and quite various ideas about the war and its meaning for America” (2004, 45). Their false remoteness from the war and a two-decade position of neutrality still kept Americans attached to the ongoing actions in Europe. This period allowed the United States to ponder on the significance of the war for American society and how the government could benefit from it. Hidden motives of entering the war provoked numerous discussions concerning the veritable stakes of military actions on the American part.

The American government firmly believed that war could become the immediate trigger of economical and social reforms. It sought for the reason to penetrate to the European Arena and established its firm ideological ground. Political leaders managed to make American soldiers to fight for the ideological principles of freedom and democracy.

Wilsonian Idealism and American relation to war in Europe

In the beginning of the Great War, Americans were trying to hold the positions of neutrality and, therefore, the government believed that, according to the international law, they had the right to conduct free trade with both sides. In this respect, Woodrow Wilson thought that the countries involved in the War completely ignored the possibility of peaceful negotiations. Instead, the President was confident that their neutral position would serve as an outright example for other nations to terminate the war (Keene, 2006, 5). The Great War has brought such elements as technological advancement and social marginalization into one course. The global industrialization and the arm races made all world nations face the modernity generating ethnic and international conflicts.

Neutral Policy of the United States based on of Wilson strategy

America’s intricate policy of neutrality revealed the ideological ground of Wilson’s political philosophy. Wilsonian idealism originated from a particular culture and social class. The supporters of these concepts discouraged mass politics and firmly believed that political groups had been formed to protect their own interest but not the common good (Steigerwald, 1994, 9). As a result, their politics was more oriented the international liberalism and democracy proliferation. This is why the economic needs of the European countries contradicted the American international policy. This, probably, influenced the Wilson’s decision to enter the First World War.

Wilson’s ideology also involved cultural and ethnical issues; “Wilsonians drew from America’s common-sense tradition and defined the common good as the result of enlightened self-interest tempered by human reason” (Steigerwald, 1994, 11). In this respect, the policy of self-interest revealed by German government was another solid ground for the United States to start a military invasion. Germany was the country that neglected the interests of American economic partners thus striving to restore the imperialistic dictatorship.

International Dimension

For Wilsonians, the internationalism was the best instrument for upholding liberal idealisms. Internationalism contributed to reconciliation of technological outbreak, as the world interdependence and cooperation lessened people’s necessity for creating technology of mass destruction.

In respect to the World Wars, America resorted to belligerence owing to Wilson’s assumption that “a saving mission was a part of the providential plan for the world” (Streib 1948, 272) The idealism presented in this War could be compared with Utopian concept about an ideal political and social system peacefully cooperating. Hence, the main slogan of the Great War sounded as follows: “They are fighting to uphold the principles and ideals of civilization and human process” (Streib 1948, 277). The American state took the role of the national hero that would save the world from the totalitarian invasion. The above-cited slogans showed that most of American people did not perceive the veritable scope of their sacrifices in the War. This reveals the ambiguous motives of America’s participation both in First World War and in the Second World War and the idealistic accent made it even more absurd.

The post war period and current situation

Wilsonianism its application in the policy of george bush.

Wilsonianism policy of global policy and international democracy sounded like a utopia, especially for times of the Great War. This was a calling to the age of technological modernization and revolution and the fight for the international liberalism. Therefore, the controversy of this political ideology continues to be the main topic for discussion nowadays, as most Wilson’s provisions have become the main principles of ‘American democracy’ (Clements 2004, p. 63). Wilson’s policy has not gained a unanimous approval as on the other hand the declaration of war was no the most reasonable decisions for satisfying the political and ideological purposes. On the other hand, German politics did not have any reasonable justification at all.

Historical heritage predicted the future of America’s international cooperation. Wilson’s strategies have been also perpetuated in the policies of George Bush Jr. in Iraq. His military action against the East, which had no rational ground, fostered a wave of indignation and disapproval on the part of European and Asian countries. Indeed, the situation was aggravated by the fact that Bush had apparent motives of material enrichment rather than other noble incentives.

The outcomes of the First Word War of contemporary America

The events of the Great War have remained rather disputable and ambiguous due to many nuances and unsolved disputes. Wilsonian idealism, therefore, have greatly contributed to contemporary image of the government and its political culture.

The Great War was a logical outcome of the economical and ideological crises. Therefore, this war has different meaning for each country pursuing different ambitions. American society, hence, perceived the warfare as the ideological struggle generated by Wilsonian idealism.

Clements, Kendrick. 2004. Wilson and World War I. Presidential Studies Quarterly. 34, no. 1: 62-82.

The article investigates the underpinning of America’s decision to enter World War I. Clements argues that Wilson’s policy against German government as the result of complex interactions of ideological assumptions and historical personalities during 1914-1915. The peaceful politics and neutral position of the United States led Americans to misconceptions concerning the real intentions of German government. By applying the qualitative approach to research, the author tries to discover the evidence of inevitability of America’s entering the war. Hence, he provides numerous arguments in defense of his points of view and relies of legal issues stipulating the freedom and right of American submarines to pass though the war territory freely. In this way, Clements proves that Wilson’s decision was superficial and did imply any in-depth analysis of the situation. The article is of great value for this particular research, as it disclose some aspects of reasons of American’s participation in the Great War.

Howard, Michael. 2003. The First World War. US: Oxford University Press.

The books is a historical narration about the origins and outcomes of the international conflict between Germany and other developed countries of the world seeking for political and social self-determination. According to the author, the war embodies the principles of the governmental policy, military activities, and personal factor. This, perhaps explains some gaps of Wilson’s rational concepts and, therefore, it will be of high importance of the research under consideration.

Keene, Jennifer D. 2006. World War I. US: Greenwood Publishing Group.

The book is based on narrated experiences of American victims of the horrific war. The author also describes the events of trench warfare and brave soldiers coping with devastating military actions. Impressive bibliographies narrating the abhorrent pictures of military actions provide a better idea of strategies of political leaders. The book will greatly contribute to our research as it places an emphasis of the ambiguity of motives established by German government and Wilsonian ideolism.

Strachan, Hew. 2003. The First World War: To Arms. US: Business Media, Inc.

The main aspects of the book are more focused on the impact of the First World War on further events in the twentieth century. The author manages to cover the economic, diplomatic, and social history and combine these angles with military actions held in 1914-1918. Further, the researcher provides an analysis of such events as arms races and issues of national security as the trigger of the war. Therefore, the book will be rather helpful for the research, as it clarifies some ambiguous points.

Streib, Gordon F. 1948. Idealism and War Bonds: Comparative Study of the Two World Wars. Oxford University Press. 12, no.2: 272-279.

Streib provides a comparative analysis of motives and outcomes of two Word Wars that have totally changed the contemporary world and international policies. In particular, the author puts forward the idea that the First World War was more ideologically predetermined, as it encompasses solid strategic and political incentives of the rise of military actions. The researcher also compares cultural and social underpinnings of the wars and their outcomes thus submitting an assumption that in both cases America had an insufficient ground for entering the war. The article closely relates to the thesis of the given research, as it discloses certain motives of participation of the United States in the international conflict.

Streigerwald, David.1994. Wilsonian Idealism in America. US: Cornell University Press.

The book presents the chronicles of the main concepts of Wilsonian Idealism as the introduction of American policy against modernization and technological revolution. The author also pursues the development of the American internationalist movements, and the rise Wilsonian liberalism based on self-interest as an access to political prosperity. The author also describes the post-idealistic views and the way they influenced the free market irrespective of the World Wars and ongoing repression in first half of the twentieth century. The article is of great values for our scientific exploration, as it also investigates the future outcomes of the international liberalism and its contribution to liberal industrialization.

Kennedy, David M. 2004. Over Here: The First World War and American Society. US: Oxford University Press.

Streib, Gordon F. 1948. Idealism and War Bonds: Comparative Study of the Two World Wars. Oxford University Press. 12, no.2 (Summer): 272-279.

• America in World War I
• Brusilov Offensive: An Unique Tactics in War
• Idealism in the Australian Education System
• George Hegel: The Philosophy of Idealism
• Ethical Idealism in Science: A Look at Einstein's Legacy
• What WW One Did to the American Economy
• Treaty of Versailles History: The Pact of Peace After WWI
• Anti-War Movement DADA Vs. Propaganda Posters of WWI
• Leadership in the World War I Environment
• The Life of an Ordinary Soldier of the First World War
• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2021, December 16). The First World War and Its Impact on American Society. https://ivypanda.com/essays/the-first-world-war-and-its-impact-on-american-society/

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IvyPanda . 2021. "The First World War and Its Impact on American Society." December 16, 2021. https://ivypanda.com/essays/the-first-world-war-and-its-impact-on-american-society/.

1. IvyPanda . "The First World War and Its Impact on American Society." December 16, 2021. https://ivypanda.com/essays/the-first-world-war-and-its-impact-on-american-society/.

Bibliography

IvyPanda . "The First World War and Its Impact on American Society." December 16, 2021. https://ivypanda.com/essays/the-first-world-war-and-its-impact-on-american-society/.

Get Ready for the Molten Front and Season of Discovery Phase 5!

There’s a bounty of adventure waiting for players in Cataclysm Classic and in Season of Discovery Phase 5. Players will be able to begin preparing to face Ragnaros in the Firelands when the Molten Front goes live early in Cataclysm Classic on September 17. Those taking part in Season of Discovery can venture into danger within Blackwing Lair and Zul’Gurub on September 26 at 1:00 pm PDT.

Cataclysm Classic: The Molten Front Arrives Early on September 17

Join the defenders of Hyjal as they work to create a foothold in the Firelands to quell the onslaught of Ragnaros’ elementals.

Before patch 4.4.1 releases, stalwart adventurers will now have the opportunity to test their mettle at two daily quest areas located in the fertile hillsides of Mount Hyjal and the burning depths of the Firelands. Known as the Regrowth and Molten Front, these areas will offer daily solo content for level 85 players to enjoy — including over 60 new quests, four "unlockable" iLevel 365 gear vendors, and a world that evolves right before your eyes.

Unlock Your Destiny

Like many of the daily quest areas already in the game, the Regrowth and Molten Front will feature several stages of content. Players will begin their journeys at the renewed Sanctuary of Malorne in Mount Hyjal, joining forces once again with Matoclaw and Archdruid Hamuul Runetotem to repel invading armies of elementals. From there, they must open a portal directly to the Firelands and establish a forward outpost that the Guardians of Hyjal, led by Malfurion Stormrage, can use to thwart further incursions by Ragnaros's forces.

Rather than these stages only becoming available after a certain period of time or at the end of a long quest series, players will instead get to use a new alternate currency called Marks of the World Tree to unlock them at their own pace.

Kick Your Graphics Up a Notch

The later 4.4.1 update will also include a way for players to turn on High-Definition Textures as an option, which will provide enhanced visual fidelity to many textures in the game. This update allows for a revitalized game world while preserving the Classic aesthetics of the game. We will be testing this feature on the 4.4.1 PTR in the coming weeks.

To activate the High-Definition Textures option, open your game Options (Escape->Options) and make this change in the Graphic settings.

Season of Discovery Phase 5 Arrives September 26

Season of Discovery Phase 5 is almost here, and with it, players can venture into the Blackwing Lair and Zul’Gurub raid dungeons, collect Tier 2 armor sets, and more.

Blackwing Lair

In the dark recesses of the mountain's peak, Nefarian, the eldest son of Deathwing, conducts some of his most awful experimentation, controlling mighty beings like puppets and combining the eggs of different dragonflights with horrific results. Should he prove successful, even darker pursuits rest on the horizon.

Step into Blackwing Lair in a 20-40 player raid dungeon. Tuned as a 20-player encounter, players can bring additional friends to the adventure, with up to 40 players being allowed inside. Players will be able to earn Tier 2 sets from within this raid.

Deep within the jungles of Stranglethorn, an ancient troll city full of untold peril awaits. Do you have what it takes to delve into its mysteries? Assemble a band of hardy explorers and make your way to Zul’Gurub, a max-level, up to 20-player raid instance with many epic items to procure from its verdant tree-lined avenues and lost temples.

Zul’Gurub invites 10-20 players into this raid dungeon. Rewards and difficulty are tuned for 10, with room for 20 to join in the hunt for treasures untold.

Even more awaits you in Season of Discovery Phase 5, and we look forward to sharing additional information in the lead up to the September 26th launch.

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