HIS-100 is Southern New Hampshire University's introduction to history as a way of thinking, not a list of dates.
SNHU's catalog describes history as the study of the human condition, a living subject that changes as new discoveries and interpretations appear. The course examines how historians investigate and write about the past by analyzing sources and presenting that analysis as an argument.
Students often find it harder than expected because the goal is not to remember what happened but to explain how we know and why interpretations differ.
Course at a Glance
| Item | Details |
|---|---|
| University | Southern New Hampshire University (SNHU) |
| Course code | HIS-100 |
| Level | Undergraduate |
| Credits | 3 |
| Subject area | Historical method and interpretation |
| Typical work | Source analyses, discussions and an argument-based paper |
What HIS-100 Covers
| Area | What it involves |
|---|---|
| History as the human condition | Why studying the past helps us understand behavior |
| Types of historical source | Documents, images, objects and accounts, and what each can show |
| Analysis | Questioning who made a source, when and why |
| Argument | Presenting analysis as a reasoned claim supported by evidence |
| Contemporary relevance | Your responsibility to engage in public discussion of the past |
Key Concepts Explained
Primary and Secondary Sources
A primary source comes from the time being studied, such as a letter, a speech or a photograph. A secondary source is a later interpretation, such as a scholarly article. Both are evidence, but you read them differently: the first for what it reveals, the second for how it argues.
Questioning a Source
Useful questions include who created it, for whom, for what purpose, and what it leaves out. These turn a document into evidence.
Worked example (invented source): a newspaper editorial from 1900 praises a new factory. Instead of summarizing, ask: who owned the paper? Whose voices are missing, such as workers? Then state the claim: the editorial shows how local business leaders wanted growth to be seen, not necessarily what workers experienced.
From Analysis to Argument
A thesis is a claim someone could reasonably dispute. "The Industrial Revolution changed society" is too broad. A narrower claim names a source, a group and a change, and then the paper proves it.
Typical Assignments and How to Approach Them
| Assignment type | What it tests | How to approach it |
|---|---|---|
| Source analysis | Reading evidence critically | Identify origin, purpose and limits, then draw a conclusion |
| Discussion | Engaging with ideas and peers | Use a specific source and respond to a classmate's claim |
| Argument paper | Thesis and evidence | Write the thesis first and test it against your sources |
Where Students Get Stuck
- Summary instead of analysis. Retelling a source earns little; interpret it.
- Broad theses. Narrow to a source, a group and a claim.
- Treating sources as neutral. Every source has a viewpoint.
- Weak citations. Follow the citation style your instructor sets.
Planning an Argument Paper
| Stage | What to do |
|---|---|
| 1. Question | Choose a question that has more than one possible answer |
| 2. Sources | Select two or three sources that speak to it |
| 3. Analyze | Note origin, purpose and what each source shows or hides |
| 4. Thesis | State your claim in one sentence |
| 5. Outline | One point per paragraph, each with evidence |
| 6. Revise | Cut anything that does not support the thesis |
What a Strong Paper Looks Like
Instructors in a methods course look for evidence of historical thinking. The table shows how weaker and stronger responses usually differ.
| Weaker response | Stronger response |
|---|---|
| Retells the source | Asks why it was made and what it leaves out |
| Broad thesis | Narrow, arguable claim tied to named evidence |
| Quotes without comment | Introduces and explains each quotation |
| Ignores other views | Acknowledges a counterargument and answers it |
A useful test is to hand your thesis to a classmate and ask whether they could argue the opposite. If not, it is probably a statement of fact and needs sharpening.
Before You Submit
A short check against the rubric prevents the most common losses in this course.
- Is your thesis arguable and specific?
- Does each paragraph present evidence and explain it?
- Have you identified origin and purpose for each source?
- Are citations complete and consistent?
Reading the paper backwards, one paragraph at a time, helps you spot paragraphs that do not support the thesis.
Where HIS-100 Fits in the Program
HIS-100 is an undergraduate introduction to historical thinking, so it often comes early. The skills it teaches, such as source analysis and argument, are used again in HIS-200, HIS-217 and later history courses listed in the SNHU catalog.
Because the catalog describes the course as about the contemporary relevance of history and your responsibility to take part in the discussion, expect assignments that ask you to link the past with the present.
Keep early papers and feedback; they form a useful baseline to show how your argument skills improve.
A Note on Source Selection
Choose sources that disagree with each other or show different viewpoints. Two sources that say the same thing give you less to analyze than two that conflict.
Study Tips for HIS-100
- Keep a source log with origin, date, purpose and a one-line takeaway.
- Write a one-sentence thesis before drafting and revise it as you learn.
- Read your paper aloud to check each paragraph makes one point.
- Use SNHU's library databases for scholarly secondary sources.
How We Help with HIS-100
Send the prompt, sources, rubric and any draft. We can explain source analysis, help you shape a thesis, prepare a custom analysis for study, or review your draft for argument, evidence and citation style. See also our guide to essay structure and thesis.
Work you submit must be your own under SNHU's academic integrity policy. GradeEssays is independent and not affiliated with Southern New Hampshire University.
Make Sense of HIS-100
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Frequently Asked Questions
How historians investigate and write about the past by analyzing sources and presenting arguments.
SNHU's catalog lists 3.
No. It focuses on method, sources and interpretation rather than memorizing a timeline.
Primary sources come from the period studied; secondary sources are later interpretations.
Make a specific, arguable claim that your sources can support.
Yes. We can review structure, evidence and citations and suggest improvements.