learning about history essay

History magnified: It's important to study history.

Why Is It Important to Study History?

Even if you live to be 100, you’ll never run out of new things to learn. From computer science and cryptocurrency to French literature and Spanish grammar, the world is full of knowledge and it’s all at your fingertips. So, why choose history?

Many people study history in high school and come away thinking it’s boring, irrelevant, or both. But as we get older, even just by a few years, we start to see the importance of understanding the past.

Why do we study history?

We study history because history doesn’t stay behind us. Studying history helps us understand how events in the past made things the way they are today. With lessons from the past, we not only learn about ourselves and how we came to be, but also develop the ability to avoid mistakes and create better paths for our societies.

How does history impact our lives today?

Events in the past have displaced families and groups, changing the makeup of regions and often causing tensions. Such events have also created government systems that have lasted generations beyond when they started. And all of it affects each person alive today.

Take the Great Depression, for example—one of the most difficult but impactful periods in American history. The economic crisis put almost 15 million people out of work and sent countless families into homelessness, stealing their sense of security. Many of those people would feel insecure for the rest of their lives.

The government had to learn how to help . This effort gave rise to Social Security, federal emergency relief programs, and funding for unemployment efforts. These changes continue to make life more secure for millions of Americans.

Society today comes from hundreds and thousands of actions like these. The more you learn about how these things happened, the better you understand real life.

What lessons can we learn from history?

History teaches us about things such as:

Why some societies thrive while others fail.
Why humans have gone to war.
How people have changed society for the better.

History isn’t a study of others. The people you learn about may have lived decades or even centuries ago, but their actions directly affect how we live our lives today. Events that seem like dates on a page have been turning points in the story of our societies.

“Historical knowledge is no more and no less than carefully and critically constructed collective memory.” -William H. MacNeill, former president of the American Historical Association

Historical research builds and codifies these stories. When we study history, we learn how we got where we are, and why we live the way we do. It’s the study of us—of humans and our place in an ever changing world. Without it, we wouldn’t understand all of our triumphs and failures, and we would continually repeat patterns without building forward to something better.

As Spanish philosopher George Santayana once said, “Those who cannot remember the past are doomed to repeat it. ”

How do past events help us understand the present?

The past creates the present. Our modern world exists because of events that happened long before our time. Only by understanding those events can we know how we got here, and where to go next.

1. History helps us understand change

History is full of transitions that have altered the world’s story. When you build your knowledge of history, you understand more about what created our present-day society.

Studying the American civil rights movement shows you how people organize successfully against oppressive systems. Learning about the fall of Rome teaches you that even the most powerful society can fall apart—and what happens to cause that crumbling.

By learning about different eras and their respective events, you start to see what changes might happen in the future and what would drive that change.

2. We learn from past mistakes

History gives us a better understanding of the world and how it operates. When you study a war, you learn more about how conflict escalates. You learn what dilemmas world leaders face and how they respond—and when those decisions lead to better or worse outcomes.

Historical study shows you the warning signs of many kinds of disaster, from genocide to climate inaction. Understanding these patterns will make you a more informed citizen and help you take action effectively.

3. We gain context for the human experience

Before 2020, most Americans hadn’t lived through a global pandemic. The 1918-1919 flu pandemic had faded from the popular picture of history, overshadowed by World War I on its back end and the Roaring 20s that followed.

Yet within months of COVID-19 entering the public awareness, historians and informed private citizens were writing about the flu pandemic again. Stories of a deadly second wave were re-told to warn people against the dangers of travel, and pictures of ancestors in masks re-emerged.

Through study of the past, we understand our own lives better. We see patterns as they re-emerge and take solace in the fact that others have gone through similar struggles

How do we study history?

There are many ways of studying and teaching history. Many people remember high school classes full of memorization—names, dates, and places of major historical events.

Decades ago, that kind of rote learning was important, but things have changed. Today, 60% of the world’s population and 90% of the U.S. population use the internet and can find those facts on demand. Today, learning history is about making connections and understanding not just what happened, but why.

Critical thinking

If you’ve ever served on a jury or read about a court case, you know that reconstructing the facts of the past isn’t a simple process. You have to consider the facts at hand, look at how they’re connected, and draw reasonable conclusions.

Take the fall of Rome , for example. In the Roman Empire’s last years, the central government was unstable yet the empire continued to spend money on expansion. Outside groups like the Huns and Saxons capitalized on that instability and invaded. The empire had split into East and West, further breaking down a sense of unity, and Christianity was replacing the Roman polytheistic religion.

When you become a student of history, you learn how to process facts like these and consider how one event affected the other. An expanding empire is harder to control, and invasions further tax resources. But what caused that instability in the first place? And why did expansion remain so important?

Once you learn how to think this way and ask these kinds of questions, you start engaging more actively with the world around you.

Finding the “So what?”

The study of history is fascinating, but that’s not the only reason why we do it. Learning the facts and following the thread of a story is just the first step.

The most important question in history is “So what?”.

For instance:

Why were the Chinese so successful in maintaining their empire in Asia? Why did that change after the Industrial Revolution?
Why was the invasion of Normandy in 1944 a turning point? What would happen if Allied forces hadn’t landed on French beaches?

Studying this way helps you see the relevance and importance of history, while giving you a deeper and more lasting understanding of what happened.

Where can I study history online?

The quality of your history education matters. You can read about major historical events on hundreds of websites and through YouTube videos, but it’s hard to know if you’re getting the full story. Many secondary sources are hit-or-miss when it comes to quality history teaching.

It’s best to learn history from a reputable educational institution. edX has history courses from some of the world’s top universities including Harvard , Columbia , and Tel Aviv . Explore one-topic in depth or take an overview approach—it’s completely up to you. The whole world is at your fingertips.

Why is it important to study logistics, are free online courses worth it, why is it important to study supply chain.

edX is the education movement for restless learners. Together with our founding partners Harvard and MIT, we’ve brought together over 35 million learners, the majority of top-ranked universities in the world, and industry-leading companies onto one online learning platform that supports learners at every stage. And we’re not stopping there—as a global nonprofit, we’re relentlessly pursuing our vision of a world where every learner can access education to unlock their potential, without the barriers of cost or location.

Why Study History?

For a great many people, history is a set of facts, a collection of events, a series of things that happened, one after another, in the past. In fact, history is far more than these things-- it is a way of thinking about and seeing the world.

T o genuinely make sense of the past, you need to learn how to see it on its own terms, how to make the strange and unfamiliar logical and comprehensible, and how to empathize with people who once thought so differently than we do today. If you learn how to do these things, you begin to cultivate a crucial set of skills that not only help navigate the past, but the present as well. Once you can see the things that history teaches you, once you know how to penetrate unfamiliar modes of thought and behavior and can understand their inner logic, it becomes easier to make sense of the modern world and the diverse peoples and ideas that you will confront within it.

It might seem counterintuitive that one of the best ways to illuminate the present is by studying the past, but that is precisely why history can be so important. When we appreciate that history is not, first and foremost, a body of knowledge, but rather a way of thinking, it becomes a particularly powerful tool. Not everyone may choose to become a historian. Yet, whatever career you choose, knowing how to think historically will help.

By taking History courses at Stanford, you will develop

critical, interpretive thinking skills through in-depth analysis of primary and secondary source materials.

the ability to identify different types of sources of historical knowledge.

analytical writing skills and close reading skills.

effective oral communication skills.

History coursework at Stanford is supported by mentorship from our world-class faculty and by unique research opportunities. These experiences enable undergraduate students to pursue successful careers in business, journalism, public service, law, education, government, medicine, and more. Learn what Stanford History majors and minors are doing after graduation .

Undergraduate Program

We offer the following degree options to Stanford undergraduate students:

Undergraduate Major : Become a historian and chart your path through the B.A. in consultation with your major advisor.

Honors in History : Join a passionate group of History majors who conduct in-depth research with Stanford faculty.

Undergraduate Minor : Complete six eligible courses for a minor in History.

Co-terminal Masters: Join the selective group of Stanford undergraduates who explore their passion in History before entering graduate school or professional life.

How to Declare

The first step in becoming a History major is finding a Faculty Advisor. The best way to find an advisor is simply to take a variety of History courses, drop in during faculty office hours, and introduce yourself as a prospective History major. Faculty are happy to suggest coursework and to offer counsel. You are also welcome to reach out to our undergraduate Peer Advisors about how to navigate Stanford History. Learn more about how to declare .

Herodotus: An Undergraduate Journal

Herodotus is a student-run publication founded in 1986 by the History Undergraduate Student Association (HUGSA). It bears the name of Herodotus of Halicarnassus, the 5th century BCE historian of the Greco-Persian Wars. Based on a rigorous, supportive peer-review process, the journal preserves and features the best undergraduate research conducted in the department. Browse Herodotus

Program Contacts

Thomas Mullaney

Director of Undergraduate Studies

Steven Press

Director of Honors and Research

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Kai Dowding

Undergraduate Student Services Officer

Department Bookshelf

Browse the most recent publications from our faculty members.

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The Chinese Computer: A Global History of the Information Age

In the Shadow of Liberty: The Invisible History of Immigrant Detention in the United States

Uncertain Past Time: Empire, Republic, and Politics | Belirsiz Geçmiş Zaman: İmparatorluk, Cumhuriyet Ve Siyaset

Embodied Knowledge: Women and Science before Silicon Valley

Writing a history essay

An essay is a piece of sustained writing in response to a question, topic or issue. Essays are commonly used for assessing and evaluating student progress in history. History essays test a range of skills including historical understanding, interpretation and analysis, planning, research and writing.

To write an effective essay, students should examine the question, understand its focus and requirements, acquire information and evidence through research, then construct a clear and well-organised response. Writing a good history essay should be rigorous and challenging, even for stronger students. As with other skills, essay writing develops and improves over time. Each essay you complete helps you become more competent and confident in exercising these skills.

Study the question

This is an obvious tip but one sadly neglected by some students. The first step to writing a good essay, whatever the subject or topic, is to give plenty of thought to the question.

An essay question will set some kind of task or challenge. It might ask you to explain the causes and/or effects of a particular event or situation. It might ask if you agree or disagree with a statement. It might ask you to describe and analyse the causes and/or effects of a particular action or event. Or it might ask you to evaluate the relative significance of a person, group or event.

You should begin by reading the essay question several times. Underline, highlight or annotate keywords or terms in the text of the question. Think about what it requires you to do. Who or what does it want you to concentrate on? Does it state or imply a particular timeframe? What problem or issue does it want you to address?

Begin with a plan

Every essay should begin with a written plan. Start constructing a plan as soon as you have received your essay question and given it some thought.

Prepare for research by brainstorming and jotting down your thoughts and ideas. What are your initial responses or thoughts about the question? What topics, events, people or issues are connected with the question? Do any additional questions or issues flow from the question? What topics or events do you need to learn more about? What historians or sources might be useful?

If you encounter a mental ‘brick wall’ or are uncertain about how to approach the question, don’t hesitate to discuss it with someone else. Consult your teacher, a capable classmate or someone you trust. Bear in mind too that once you start researching, your plan may change as you locate new information.

Start researching

After studying the question and developing an initial plan, start to gather information and evidence.

Most will start by reading an overview of the topic or issue, usually in some reliable secondary sources. This will refresh or build your existing understanding of the topic and provide a basis for further questions or investigation.

Your research should take shape from here, guided by the essay question and your own planning. Identify terms or concepts you do not know and find out what they mean. As you locate information, ask yourself if it is relevant or useful for addressing the question. Be creative with your research, looking in a variety of places.

If you have difficulty locating information, seek advice from your teacher or someone you trust.

Develop a contention

All good history essays have a clear and strong contention. A contention is the main idea or argument of your essay. It serves both as an answer to the question and the focal point of your writing.

Ideally, you should be able to express your contention as a single sentence. For example, the following contention might form the basis of an essay question on the rise of the Nazis:

Q. Why did the Nazi Party win 37 per cent of the vote in July 1932? A. The Nazi Party’s electoral success of 1932 was a result of economic suffering caused by the Great Depression, public dissatisfaction with the Weimar Republic’s democratic political system and mainstream parties, and Nazi propaganda that promised a return to traditional social, political and economic values.

An essay using this contention would then go on to explain and justify these statements in greater detail. It will also support the contention with argument and evidence.

At some point in your research, you should begin thinking about a contention for your essay. Remember, you should be able to express it briefly as if addressing the essay question in a single sentence, or summing up in a debate.

Try to frame your contention so that is strong, authoritative and convincing. It should sound like the voice of someone well informed about the subject and confident about their answer.

Plan an essay structure

Once most of your research is complete and you have a strong contention, start jotting down a possible essay structure. This need not be complicated, a few lines or dot points is ample.

Every essay must have an introduction, a body of several paragraphs and a conclusion. Your paragraphs should be well organised and follow a logical sequence.

You can organise paragraphs in two ways: chronologically (covering events or topics in the order they occurred) or thematically (covering events or topics based on their relevance or significance). Every paragraph should be clearly signposted in the topic sentence.

Once you have finalised a plan for your essay, commence your draft.

Write a compelling introduction

Many consider the introduction to be the most important part of an essay. It is important for several reasons. It is the reader’s first experience of your essay. It is where you first address the question and express your contention. It is also where you lay out or ‘signpost’ the direction your essay will take.

Aim for an introduction that is clear, confident and punchy. Get straight to the point – do not waste time with a rambling or storytelling introduction.

Start by providing a little context, then address the question, articulate your contention and indicate what direction your essay will take.

Write fully formed paragraphs

Many history students fall into the trap of writing short paragraphs, sometimes containing as little as one or two sentences. A good history essay contains paragraphs that are themselves ‘mini-essays’, usually between 100-200 words each.

A paragraph should focus on one topic or issue only – but it should contain a thorough exploration of that topic or issue.

A good paragraph will begin with an effective opening sentence, sometimes called a topic sentence or signposting sentence. This sentence introduces the paragraph topic and briefly explains its significance to the question and your contention. Good paragraphs also contain thorough explanations, some analysis and evidence, and perhaps a quotation or two.

Finish with an effective conclusion

The conclusion is the final paragraph of your essay. A good conclusion should do two things. First, it should reiterate or restate the contention of your essay. Second, it should close off your essay, ideally with a polished ending that is not abrupt or awkward.

One effective way to do this is with a brief summary of ‘what happened next’. For example, an essay discussing Hitler’s rise to power in 1933 might close with a couple of sentences about how he consolidated and strengthened his power in 1934-35.

Your conclusion need not be as long or as developed as your body paragraphs. You should avoid introducing new information or evidence in the conclusion.

Reference and cite your sources

A history essay is only likely to succeed if it is appropriately referenced. Your essay should support its information, ideas and arguments with citations or references to reliable sources.

Referencing not only acknowledges the work of others, but it also gives authority to your writing and provides the teacher or assessor with an insight into your research. More information on referencing a piece of history writing can be found here .

Proofread, edit and seek feedback

Every essay should be proofread, edited and, if necessary, re-drafted before being submitted for assessment. Essays should ideally be completed well before their due date then put aside for a day or two before proofreading.

When proofreading, look first for spelling and grammatical errors, typographical mistakes, incorrect dates or other errors of fact.

Think then about how you can improve the clarity, tone and structure of your essay. Does your essay follow a logical structure or sequence? Is the signposting in your essay clear and effective? Are some sentences too long or ‘rambling’? Do you repeat yourself? Do paragraphs need to be expanded, fine-tuned or strengthened with more evidence?

Read your essay aloud, either to yourself or another person. Seek feedback and advice from a good writer or someone you trust (they need not have expertise in history, only in effective writing).

Some general tips on writing

Always write in the third person . Never refer to yourself personally, using phrases like “I think…” or “It is my contention…”. Good history essays should adopt the perspective of an informed and objective third party. They should sound rational and factual – not like an individual expressing their opinion.
Always write in the past tense . An obvious tip for a history essay is to write in the past tense. Always be careful about your use of tense. Watch out for mixed tenses when proofreading your work. One exception to the rule about past tense is when writing about the work of modern historians (for example, “Kershaw writes…” sounds better than “Kershaw wrote…” or “Kershaw has written…”).
Avoid generalisations . Generalisation is a problem in all essays but it is particularly common in history essays. Generalisation occurs when you form general conclusions from one or more specific examples. In history, this most commonly occurs when students study the experiences of a particular group, then assume their experiences applied to a much larger group – for example, “All the peasants were outraged”, “Women rallied to oppose conscription” or “Germans supported the Nazi Party”. Both history and human society, however, are never this clear cut or simple. Always try to avoid generalisation and be on the lookout for generalised statements when proofreading.
Write short, sharp and punchy . Good writers vary their sentence length but as a rule of thumb, most of your sentences should be short and punchy. The longer a sentence becomes, the greater the risk of it becoming long-winded or confusing. Long sentences can easily become disjointed, confused or rambling. Try not to overuse long sentences and pay close attention to sentence length when proofreading.
Write in an active voice . In history writing, the active voice is preferable to the passive voice. In the active voice, the subject completes the action (e.g. “Hitler [the subject] initiated the Beer Hall putsch [the action] to seize control of the Bavarian government”). In the passive voice, the action is completed by the subject (“The Beer Hall putsch [the action] was initiated by Hitler [the subject] to seize control of the Bavarian government”). The active voice also helps prevent sentences from becoming long, wordy and unclear.

You may also find our page on writing for history useful.

Citation information Title : ‘Writing a history essay’ Authors : Jennifer Llewellyn, Steve Thompson Publisher : Alpha History URL : https://alphahistory.com/writing-a-history-essay/ Date published : April 13, 2020 Date updated : December 20, 2022 Date accessed : Today’s date Copyright : The content on this page may not be republished without our express permission. For more information on usage, please refer to our Terms of Use.

How to write an introduction for a history essay

Every essay needs to begin with an introductory paragraph. It needs to be the first paragraph the marker reads.

While your introduction paragraph might be the first of the paragraphs you write, this is not the only way to do it.

You can choose to write your introduction after you have written the rest of your essay.

This way, you will know what you have argued, and this might make writing the introduction easier.

Either approach is fine. If you do write your introduction first, ensure that you go back and refine it once you have completed your essay.

What is an ‘introduction paragraph’?

An introductory paragraph is a single paragraph at the start of your essay that prepares your reader for the argument you are going to make in your body paragraphs .

It should provide all of the necessary historical information about your topic and clearly state your argument so that by the end of the paragraph, the marker knows how you are going to structure the rest of your essay.

In general, you should never use quotes from sources in your introduction.

Introduction paragraph structure

While your introduction paragraph does not have to be as long as your body paragraphs , it does have a specific purpose, which you must fulfil.

A well-written introduction paragraph has the following four-part structure (summarised by the acronym BHES).

B – Background sentences

H – Hypothesis

E – Elaboration sentences

S - Signpost sentence

Each of these elements are explained in further detail, with examples, below:

1. Background sentences

The first two or three sentences of your introduction should provide a general introduction to the historical topic which your essay is about. This is done so that when you state your hypothesis , your reader understands the specific point you are arguing about.

Background sentences explain the important historical period, dates, people, places, events and concepts that will be mentioned later in your essay. This information should be drawn from your background research .

Example background sentences:

Middle Ages (Year 8 Level)

WWI (Year 9 Level)

Civil Rights (Year 10 Level)

Ancient Rome (Year 11/12 Level)

2. Hypothesis

Once you have provided historical context for your essay in your background sentences, you need to state your hypothesis .

A hypothesis is a single sentence that clearly states the argument that your essay will be proving in your body paragraphs .

A good hypothesis contains both the argument and the reasons in support of your argument.

Example hypotheses:

Medieval castles were designed with features that nullified the superior numbers of besieging armies but were ultimately made obsolete by the development of gunpowder artillery.

Australian soldiers’ opinion of the First World War changed from naïve enthusiasm to pessimistic realism as a result of the harsh realities of modern industrial warfare.

The success of the 1967 Referendum was a direct result of the efforts of First Nations leaders such as Charles Perkins, Faith Bandler and the Federal Council for the Advancement of Aborigines and Torres Strait Islanders.

Gaius Marius was the most one of the most significant personalities in the 1 st century BC due to his effect on the political, military and social structures of the Roman state.

3. Elaboration sentences

Once you have stated your argument in your hypothesis , you need to provide particular information about how you’re going to prove your argument.

Your elaboration sentences should be one or two sentences that provide specific details about how you’re going to cover the argument in your three body paragraphs.

You might also briefly summarise two or three of your main points.

Finally, explain any important key words, phrases or concepts that you’ve used in your hypothesis, you’ll need to do this in your elaboration sentences.

Example elaboration sentences:

By the height of the Middle Ages, feudal lords were investing significant sums of money by incorporating concentric walls and guard towers to maximise their defensive potential. These developments were so successful that many medieval armies avoided sieges in the late period.

Following Britain's official declaration of war on Germany, young Australian men voluntarily enlisted into the army, which was further encouraged by government propaganda about the moral justifications for the conflict. However, following the initial engagements on the Gallipoli peninsula, enthusiasm declined.

The political activity of key indigenous figures and the formation of activism organisations focused on indigenous resulted in a wider spread of messages to the general Australian public. The generation of powerful images and speeches has been frequently cited by modern historians as crucial to the referendum results.

While Marius is best known for his military reforms, it is the subsequent impacts of this reform on the way other Romans approached the attainment of magistracies and how public expectations of military leaders changed that had the longest impacts on the late republican period.

4. Signpost sentence

The final sentence of your introduction should prepare the reader for the topic of your first body paragraph. The main purpose of this sentence is to provide cohesion between your introductory paragraph and you first body paragraph .

Therefore, a signpost sentence indicates where you will begin proving the argument that you set out in your hypothesis and usually states the importance of the first point that you’re about to make.

Example signpost sentences:

The early development of castles is best understood when examining their military purpose.

The naïve attitudes of those who volunteered in 1914 can be clearly seen in the personal letters and diaries that they themselves wrote.

The significance of these people is evident when examining the lack of political representation the indigenous people experience in the early half of the 20 th century.

The origin of Marius’ later achievements was his military reform in 107 BC, which occurred when he was first elected as consul.

Putting it all together

Once you have written all four parts of the BHES structure, you should have a completed introduction paragraph. In the examples above, we have shown each part separately. Below you will see the completed paragraphs so that you can appreciate what an introduction should look like.

Example introduction paragraphs:

Castles were an important component of Medieval Britain from the time of the Norman conquest in 1066 until they were phased out in the 15th and 16th centuries. Initially introduced as wooden motte and bailey structures on geographical strongpoints, they were rapidly replaced by stone fortresses which incorporated sophisticated defensive designs to improve the defenders’ chances of surviving prolonged sieges. Medieval castles were designed with features that nullified the superior numbers of besieging armies, but were ultimately made obsolete by the development of gunpowder artillery. By the height of the Middle Ages, feudal lords were investing significant sums of money by incorporating concentric walls and guard towers to maximise their defensive potential. These developments were so successful that many medieval armies avoided sieges in the late period. The early development of castles is best understood when examining their military purpose.

The First World War began in 1914 following the assassination of Archduke Franz Ferdinand. The subsequent declarations of war from most of Europe drew other countries into the conflict, including Australia. The Australian Imperial Force joined the war as part of Britain’s armed forces and were dispatched to locations in the Middle East and Western Europe. Australian soldiers’ opinion of the First World War changed from naïve enthusiasm to pessimistic realism as a result of the harsh realities of modern industrial warfare. Following Britain's official declaration of war on Germany, young Australian men voluntarily enlisted into the army, which was further encouraged by government propaganda about the moral justifications for the conflict. However, following the initial engagements on the Gallipoli peninsula, enthusiasm declined. The naïve attitudes of those who volunteered in 1914 can be clearly seen in the personal letters and diaries that they themselves wrote.

The 1967 Referendum sought to amend the Australian Constitution in order to change the legal standing of the indigenous people in Australia. The fact that 90% of Australians voted in favour of the proposed amendments has been attributed to a series of significant events and people who were dedicated to the referendum’s success. The success of the 1967 Referendum was a direct result of the efforts of First Nations leaders such as Charles Perkins, Faith Bandler and the Federal Council for the Advancement of Aborigines and Torres Strait Islanders. The political activity of key indigenous figures and the formation of activism organisations focused on indigenous resulted in a wider spread of messages to the general Australian public. The generation of powerful images and speeches has been frequently cited by modern historians as crucial to the referendum results. The significance of these people is evident when examining the lack of political representation the indigenous people experience in the early half of the 20th century.

In the late second century BC, the Roman novus homo Gaius Marius became one of the most influential men in the Roman Republic. Marius gained this authority through his victory in the Jugurthine War, with his defeat of Jugurtha in 106 BC, and his triumph over the invading Germanic tribes in 101 BC, when he crushed the Teutones at the Battle of Aquae Sextiae (102 BC) and the Cimbri at the Battle of Vercellae (101 BC). Marius also gained great fame through his election to the consulship seven times. Gaius Marius was the most one of the most significant personalities in the 1st century BC due to his effect on the political, military and social structures of the Roman state. While Marius is best known for his military reforms, it is the subsequent impacts of this reform on the way other Romans approached the attainment of magistracies and how public expectations of military leaders changed that had the longest impacts on the late republican period. The origin of Marius’ later achievements was his military reform in 107 BC, which occurred when he was first elected as consul.

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How to Write a Good History Essay. A Sequence of Actions and Useful Tips

Before you start writing your history essay, there is quite a lot of work that has to be done in order to gain success.

You may ask: what is history essay? What is the difference between it and other kinds of essays? Well, the main goal of a history essay is to measure your progress in learning history and test your range of skills (such as analysis, logic, planning, research, and writing), it is necessary to prepare yourself very well.

Your plan of action may look like this. First of all, you will have to explore the topic. If you are going to write about a certain historical event, think of its causes and premises, and analyze what its impact on history was. In case you are writing about a person, find out why and how he or she came to power and how they influenced society and historical situations.

The next step is to make research and collect all the available information about the person or event, and also find evidence.

Finally, you will have to compose a well-organized response.

During the research, make notes and excerpts of the most notable data, write out the important dates and personalities. And of course, write down all your thoughts and findings.

It all may seem complicated at first sight, but in fact, it is not so scary! To complete this task successfully and compose a good history essay, simply follow several easy steps provided below.

Detailed Writing Instruction for Students to Follow

If you want to successfully complete your essay, it would be better to organize the writing process. You will complete the assignment faster and more efficient if you divide the whole work into several sections or steps.

Introduction

Writing a good and strong introduction part is important because this is the first thing your reader will see. It gives the first impression of your essay and induces people to reading (or not reading) it.

To make the introduction catchy and interesting, express the contention and address the main question of the essay. Be confident and clear as this is the moment when you define the direction your whole essay will take. And remember that introduction is not the right place for rambling! The best of all is, to begin with, a brief context summary, then go to addressing the question and express the content. Finally, mark the direction your essay about history will take.

Its quality depends on how clear you divided the whole essay into sections in the previous part. As long as you have provided a readable and understandable scheme, your readers will know exactly what to expect.

The body of your essay must give a clear vision of what question you are considering. In this section, you can develop your idea and support it with the evidence you have found. Use certain facts and quotations for that. When being judicial and analytical, they will help you to easily support your point of view and argument.

As long as your essay has a limited size, don’t be too precise. It is allowed to summarize the most essential background information, for example, instead of giving a precise list of all the issues that matter.

It is also good to keep in mind that each paragraph of your essay’s body must tell about only one issue. Don’t make a mess out of your paper!

It is not only essential to start your essay well. How you will end it also matters. A properly-written conclusion is the one that restates the whole paper’s content and gives a logical completion of the issue or question discussed above. Your conclusion must leave to chance for further discussion or arguments on the case. It’s time, to sum up, give a verdict.

That is why it is strongly forbidden to provide any new evidence or information here, as well as start a new discussion, etc.

After you finish writing, give yourself some time and put the paper away for a while. When you turn back to it will be easier to take a fresh look at it and find any mistakes or things to improve. Of course, remember to proofread your writing and check it for any grammar, spelling and punctuation errors. All these tips will help you to learn how to write a history essay.

How to Write a History Essay with Outline, Tips, Examples and More

Samuel Gorbold

Before we get into how to write a history essay, let's first understand what makes one good. Different people might have different ideas, but there are some basic rules that can help you do well in your studies. In this guide, we won't get into any fancy theories. Instead, we'll give you straightforward tips to help you with historical writing. So, if you're ready to sharpen your writing skills, let our history essay writing service explore how to craft an exceptional paper.

What is a History Essay?

A history essay is an academic assignment where we explore and analyze historical events from the past. We dig into historical stories, figures, and ideas to understand their importance and how they've shaped our world today. History essay writing involves researching, thinking critically, and presenting arguments based on evidence.

Moreover, history papers foster the development of writing proficiency and the ability to communicate complex ideas effectively. They also encourage students to engage with primary and secondary sources, enhancing their research skills and deepening their understanding of historical methodology. Students can benefit from utilizing essay writers services when faced with challenging assignments. These services provide expert assistance and guidance, ensuring that your history papers meet academic standards and accurately reflect your understanding of the subject matter.

History Essay Outline

The outline is there to guide you in organizing your thoughts and arguments in your essay about history. With a clear outline, you can explore and explain historical events better. Here's how to make one:

Introduction

Hook: Start with an attention-grabbing opening sentence or anecdote related to your topic.
Background Information: Provide context on the historical period, event, or theme you'll be discussing.
Thesis Statement: Present your main argument or viewpoint, outlining the scope and purpose of your history essay.

Body paragraph 1: Introduction to the Historical Context

Provide background information on the historical context of your topic.
Highlight key events, figures, or developments leading up to the main focus of your history essay.

Body paragraphs 2-4 (or more): Main Arguments and Supporting Evidence

Each paragraph should focus on a specific argument or aspect of your thesis.
Present evidence from primary and secondary sources to support each argument.
Analyze the significance of the evidence and its relevance to your history paper thesis.

Counterarguments (optional)

Address potential counterarguments or alternative perspectives on your topic.
Refute opposing viewpoints with evidence and logical reasoning.
Summary of Main Points: Recap the main arguments presented in the body paragraphs.
Restate Thesis: Reinforce your thesis statement, emphasizing its significance in light of the evidence presented.
Reflection: Reflect on the broader implications of your arguments for understanding history.
Closing Thought: End your history paper with a thought-provoking statement that leaves a lasting impression on the reader.

References/bibliography

List all sources used in your research, formatted according to the citation style required by your instructor (e.g., MLA, APA, Chicago).
Include both primary and secondary sources, arranged alphabetically by the author's last name.

Notes (if applicable)

Include footnotes or endnotes to provide additional explanations, citations, or commentary on specific points within your history essay.

History Essay Format

Adhering to a specific format is crucial for clarity, coherence, and academic integrity. Here are the key components of a typical history essay format:

Font and Size

Use a legible font such as Times New Roman, Arial, or Calibri.
The recommended font size is usually 12 points. However, check your instructor's guidelines, as they may specify a different size.
Set 1-inch margins on all sides of the page.
Double-space the entire essay, including the title, headings, body paragraphs, and references.
Avoid extra spacing between paragraphs unless specified otherwise.
Align text to the left margin; avoid justifying the text or using a centered alignment.

Title Page (if required):

If your instructor requires a title page, include the essay title, your name, the course title, the instructor's name, and the date.
Center-align this information vertically and horizontally on the page.
Include a header on each page (excluding the title page if applicable) with your last name and the page number, flush right.
Some instructors may require a shortened title in the header, usually in all capital letters.
Center-align the essay title at the top of the first page (if a title page is not required).
Use standard capitalization (capitalize the first letter of each major word).
Avoid underlining, italicizing, or bolding the title unless necessary for emphasis.

Paragraph Indentation:

Indent the first line of each paragraph by 0.5 inches or use the tab key.
Do not insert extra spaces between paragraphs unless instructed otherwise.

Citations and References:

Follow the citation style specified by your instructor (e.g., MLA, APA, Chicago).
Include in-text citations whenever you use information or ideas from external sources.
Provide a bibliography or list of references at the end of your history essay, formatted according to the citation style guidelines.
Typically, history essays range from 1000 to 2500 words, but this can vary depending on the assignment.

How to Write a History Essay?

Historical writing can be an exciting journey through time, but it requires careful planning and organization. In this section, we'll break down the process into simple steps to help you craft a compelling and well-structured history paper.

Analyze the Question

Before diving headfirst into writing, take a moment to dissect the essay question. Read it carefully, and then read it again. You want to get to the core of what it's asking. Look out for keywords that indicate what aspects of the topic you need to focus on. If you're unsure about anything, don't hesitate to ask your instructor for clarification. Remember, understanding how to start a history essay is half the battle won!

Now, let's break this step down:

Read the question carefully and identify keywords or phrases.
Consider what the question is asking you to do – are you being asked to analyze, compare, contrast, or evaluate?
Pay attention to any specific instructions or requirements provided in the question.
Take note of the time period or historical events mentioned in the question – this will give you a clue about the scope of your history essay.

Develop a Strategy

With a clear understanding of the essay question, it's time to map out your approach. Here's how to develop your historical writing strategy:

Brainstorm ideas : Take a moment to jot down any initial thoughts or ideas that come to mind in response to the history paper question. This can help you generate a list of potential arguments, themes, or points you want to explore in your history essay.
Create an outline : Once you have a list of ideas, organize them into a logical structure. Start with a clear introduction that introduces your topic and presents your thesis statement – the main argument or point you'll be making in your history essay. Then, outline the key points or arguments you'll be discussing in each paragraph of the body, making sure they relate back to your thesis. Finally, plan a conclusion that summarizes your main points and reinforces your history paper thesis.
Research : Before diving into writing, gather evidence to support your arguments. Use reputable sources such as books, academic journals, and primary documents to gather historical evidence and examples. Take notes as you research, making sure to record the source of each piece of information for proper citation later on.
Consider counterarguments : Anticipate potential counterarguments to your history paper thesis and think about how you'll address them in your essay. Acknowledging opposing viewpoints and refuting them strengthens your argument and demonstrates critical thinking.
Set realistic goals : Be realistic about the scope of your history essay and the time you have available to complete it. Break down your writing process into manageable tasks, such as researching, drafting, and revising, and set deadlines for each stage to stay on track.

Start Your Research

Now that you've grasped the history essay topic and outlined your approach, it's time to dive into research. Here's how to start:

Ask questions : What do you need to know? What are the key points to explore further? Write down your inquiries to guide your research.
Explore diverse sources : Look beyond textbooks. Check academic journals, reliable websites, and primary sources like documents or artifacts.
Consider perspectives : Think about different viewpoints on your topic. How have historians analyzed it? Are there controversies or differing interpretations?
Take organized notes : Summarize key points, jot down quotes, and record your thoughts and questions. Stay organized using spreadsheets or note-taking apps.
Evaluate sources : Consider the credibility and bias of each source. Are they peer-reviewed? Do they represent a particular viewpoint?

Establish a Viewpoint

By establishing a clear viewpoint and supporting arguments, you'll lay the foundation for your compelling historical writing:

Review your research : Reflect on the information gathered. What patterns or themes emerge? Which perspectives resonate with you?
Formulate a thesis statement : Based on your research, develop a clear and concise thesis that states your argument or interpretation of the topic.
Consider counterarguments : Anticipate objections to your history paper thesis. Are there alternative viewpoints or evidence that you need to address?
Craft supporting arguments : Outline the main points that support your thesis. Use evidence from your research to strengthen your arguments.
Stay flexible : Be open to adjusting your viewpoint as you continue writing and researching. New information may challenge or refine your initial ideas.

Structure Your Essay

Now that you've delved into the depths of researching historical events and established your viewpoint, it's time to craft the skeleton of your essay: its structure. Think of your history essay outline as constructing a sturdy bridge between your ideas and your reader's understanding. How will you lead them from point A to point Z? Will you follow a chronological path through history or perhaps dissect themes that span across time periods?

And don't forget about the importance of your introduction and conclusion—are they framing your narrative effectively, enticing your audience to read your paper, and leaving them with lingering thoughts long after they've turned the final page? So, as you lay the bricks of your history essay's architecture, ask yourself: How can I best lead my audience through the maze of time and thought, leaving them enlightened and enriched on the other side?

Create an Engaging Introduction

Creating an engaging introduction is crucial for capturing your reader's interest right from the start. But how do you do it? Think about what makes your topic fascinating. Is there a surprising fact or a compelling story you can share? Maybe you could ask a thought-provoking question that gets people thinking. Consider why your topic matters—what lessons can we learn from history?

Also, remember to explain what your history essay will be about and why it's worth reading. What will grab your reader's attention and make them want to learn more? How can you make your essay relevant and intriguing right from the beginning?

Develop Coherent Paragraphs

Once you've established your introduction, the next step is to develop coherent paragraphs that effectively communicate your ideas. Each paragraph should focus on one main point or argument, supported by evidence or examples from your research. Start by introducing the main idea in a topic sentence, then provide supporting details or evidence to reinforce your point.

Make sure to use transition words and phrases to guide your reader smoothly from one idea to the next, creating a logical flow throughout your history essay. Additionally, consider the organization of your paragraphs—is there a clear progression of ideas that builds upon each other? Are your paragraphs unified around a central theme or argument?

Conclude Effectively

Concluding your history essay effectively is just as important as starting it off strong. In your conclusion, you want to wrap up your main points while leaving a lasting impression on your reader. Begin by summarizing the key points you've made throughout your history essay, reminding your reader of the main arguments and insights you've presented.

Then, consider the broader significance of your topic—what implications does it have for our understanding of history or for the world today? You might also want to reflect on any unanswered questions or areas for further exploration. Finally, end with a thought-provoking statement or a call to action that encourages your reader to continue thinking about the topic long after they've finished reading.

Reference Your Sources

Referencing your sources is essential for maintaining the integrity of your history essay and giving credit to the scholars and researchers who have contributed to your understanding of the topic. Depending on the citation style required (such as MLA, APA, or Chicago), you'll need to format your references accordingly. Start by compiling a list of all the sources you've consulted, including books, articles, websites, and any other materials used in your research.

Then, as you write your history essay, make sure to properly cite each source whenever you use information or ideas that are not your own. This includes direct quotations, paraphrases, and summaries. Remember to include all necessary information for each source, such as author names, publication dates, and page numbers, as required by your chosen citation style.

Review and Ask for Advice

As you near the completion of your history essay writing, it's crucial to take a step back and review your work with a critical eye. Reflect on the clarity and coherence of your arguments—are they logically organized and effectively supported by evidence? Consider the strength of your introduction and conclusion—do they effectively capture the reader's attention and leave a lasting impression? Take the time to carefully proofread your history essay for any grammatical errors or typos that may detract from your overall message.

Furthermore, seeking advice from peers, mentors, or instructors can provide valuable insights and help identify areas for improvement. Consider sharing your essay with someone whose feedback you trust and respect, and be open to constructive criticism. Ask specific questions about areas you're unsure about or where you feel your history essay may be lacking. If you need further assistance, don't hesitate to reach out and ask for help. You can even consider utilizing services that offer to write a discussion post for me , where you can engage in meaningful conversations with others about your essay topic and receive additional guidance and support.

History Essay Example

In this section, we offer an example of a history essay examining the impact of the Industrial Revolution on society. This essay demonstrates how historical analysis and critical thinking are applied in academic writing. By exploring this specific event, you can observe how historical evidence is used to build a cohesive argument and draw meaningful conclusions.

FAQs about History Essay Writing

How to write a history essay introduction, how to write a conclusion for a history essay, how to write a good history essay.

Samuel Gorbold , a seasoned professor with over 30 years of experience, guides students across disciplines such as English, psychology, political science, and many more. Together with EssayHub, he is dedicated to enhancing student understanding and success through comprehensive academic support.

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How to Write a History Essay?

04 August, 2020

10 minutes read

Author: Tomas White

There are so many types of essays. It can be hard to know where to start. History papers aren’t just limited to history classes. These tasks can be assigned to examine any important historical event or a person. While they’re more common in history classes, you can find this type of assignment in sociology or political science course syllabus, or just get a history essay task for your scholarship. This is Handmadewriting History Essay Guide - let's start!

Purpose of a History Essay

Wondering how to write a history essay? First of all, it helps to understand its purpose. Secondly, this essay aims to examine the influences that lead to a historical event. Thirdly, it can explore the importance of an individual’s impact on history.

However, the goal isn’t to stay in the past. Specifically, a well-written history essay should discuss the relevance of the event or person to the “now”. After finishing this essay, a reader should have a fuller understanding of the lasting impact of an event or individual.

Need basic essay guidance? Find out what is an essay with this 101 essay guide: What is an Essay?

Elements for Success

Indeed, understanding how to write a history essay is crucial in creating a successful paper. Notably, these essays should never only outline successful historic events or list an individual’s achievements. Instead, they should focus on examining questions beginning with what , how , and why . Here’s a pro tip in how to write a history essay: brainstorm questions. Once you’ve got questions, you have an excellent starting point.

Preparing to Write

Evidently, a typical history essay format requires the writer to provide background on the event or person, examine major influences, and discuss the importance of the forces both then and now. In addition, when preparing to write, it’s helpful to organize the information you need to research into questions. For example:

Who were the major contributors to this event?
Who opposed or fought against this event?
Who gained or lost from this event?
Who benefits from this event today?
What factors led up to this event?
What changes occurred because of this event?
What lasting impacts occurred locally, nationally, globally due to this event?
What lessons (if any) were learned?
Why did this event occur?
Why did certain populations support it?
Why did certain populations oppose it?

These questions exist as samples. Therefore, generate questions specific to your topic. Once you have a list of questions, it’s time to evaluate them.

Evaluating the Question

Seasoned writers approach writing history by examining the historic event or individual. Specifically, the goal is to assess the impact then and now. Accordingly, the writer needs to evaluate the importance of the main essay guiding the paper. For example, if the essay’s topic is the rise of American prohibition, a proper question may be “How did societal factors influence the rise of American prohibition during the 1920s? ”

This question is open-ended since it allows for insightful analysis, and limits the research to societal factors. Additionally, work to identify key terms in the question. In the example, key terms would be “societal factors” and “prohibition”.

Summarizing the Argument

The argument should answer the question. Use the thesis statement to clarify the argument and outline how you plan to make your case. In other words. the thesis should be sharp, clear, and multi-faceted. Consider the following tips when summarizing the case:

The thesis should be a single sentence
It should include a concise argument and a roadmap
It’s always okay to revise the thesis as the paper develops
Conduct a bit of research to ensure you have enough support for the ideas within the paper

Outlining a History Essay Plan

Once you’ve refined your argument, it’s time to outline. Notably, many skip this step to regret it then. Nonetheless, the outline is a map that shows where you need to arrive historically and when. Specifically, taking the time to plan, placing the strongest argument last, and identifying your sources of research is a good use of time. When you’re ready to outline, do the following:

Consider the necessary background the reader should know in the introduction paragraph
Define any important terms and vocabulary
Determine which ideas will need the cited support
Identify how each idea supports the main argument
Brainstorm key points to review in the conclusion

Gathering Sources

As a rule, history essays require both primary and secondary sources . Primary resources are those that were created during the historical period being analyzed. Secondary resources are those created by historians and scholars about the topic. It’s a good idea to know if the professor requires a specific number of sources, and what kind he or she prefers. Specifically, most tutors prefer primary over secondary sources.

Where to find sources? Great question! Check out bibliographies included in required class readings. In addition, ask a campus Librarian. Peruse online journal databases; In addition, most colleges provide students with free access. When in doubt, make an appointment and ask the professor for guidance.

Writing the Essay

Now that you have prepared your questions, ideas, and arguments; composed the outline ; and gathered sources – it’s time to write your first draft. In particular, each section of your history essay must serve its purpose. Here is what you should include in essay paragraphs.

Introduction Paragraph

Unsure of how to start a history essay? Well, like most essays, the introduction should include an attention-getter (or hook):

Relevant fact or statistic
Rhetorical Question
Interesting quotation
Application anecdote if appropriate

Once you’ve captured the reader’s interest, introduce the topic. Similarly, present critical historic context. Namely, it is necessary to introduce any key individuals or events that will be discussed later in the essay. At last, end with a strong thesis which acts as a transition to the first argument.

Body Paragraphs

Indeed, each body paragraph should offer a single idea to support the argument. Then, after writing a strong topic sentence, the topic should be supported with correctly cited research. Consequently, a typical body paragraph is arranged as follows:

Topic sentence linking to the thesis
Background of the topic
Research quotation or paraphrase #1
Explanation and analysis of research
Research quotation or paraphrase #2
Transition to the next paragraph

Equally, the point of body paragraphs is to build the argument. Hence, present the weakest support first and end with the strongest. Admittedly, doing so leaves the reader with the best possible evidence.

Conclusion Paragraph

You’re almost there! Eventually, conclusion paragraphs should review the most important points in the paper. In them, you should prove that you’ve supported the argument proposed in the thesis. When writing a conclusion paragraph keep these tips in mind:

Keep it simple
Avoid introducing new information
Review major points
Discuss the relevance to today

Problems with writing Your History essay ? Try our Essay Writer Service!

Proofreading Your Essay

Once the draft is ready and polished, it’s time to proceed to final editing. What does this process imply? Specifically, it’s about removing impurities and making the essay look just perfect. Here’s what you need to do to improve the quality of your paper:

Double check the content. In the first place, it’s recommended to get rid of long sentences, correct vague words. Also, make sure that all your paragrahps contain accurate sentences with transparent meaning.
Pay attention to style. To make the process of digesting your essay easier, focus on crafting a paper with readable style, the one that is known to readers. Above all, the main mission here is to facilitate the perception of your essay. So, don’t forget about style accuracy.
Practice reading the essay. Of course, the best practice before passing the paper is to read it out loud. Hence, this exercise will help you notice fragments that require rewriting or a complete removal.

History Essay Example

Did you want a history essay example? Take a look at one of our history essay papers.

Make it Shine

An A-level essay takes planning and revision, but it’s achievable. Firstly, avoid procrastination and start early. Secondly, leave yourself plenty of time to brainstorm, outline, research and write. Finally, follow these five tips to make your history essay shine:

Write a substantial introduction. Particularly, it’s the first impression the professor will have of the paper.
State a clear thesis. A strong thesis is easier to support.
Incorporate evidence critically. If while researching you find opposing arguments, include them and discuss their flaws.
Cite all the research. Whether direct quotations or paraphrases, citing evidence is crucial to avoiding plagiarism, which can have serious academic consequences.
Include primary and secondary resources. While primary resources may be harder to find, the professor will expect them—this is, after all, a history essay.

History Essay Sample

Ready to tackle the history essay format? Great! Check out this history essay sample from an upper-level history class. While the essay isn’t perfect, the professor points out its many strengths.

Remember: start early and revise, revise, revise . We can’t revise history, but you can revise your ideas until they’re perfect.

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How To Write a Good History Essay

The former editor of History Review Robert Pearce gives his personal view.

First of all we ought to ask, What constitutes a good history essay? Probably no two people will completely agree, if only for the very good reason that quality is in the eye – and reflects the intellectual state – of the reader. What follows, therefore, skips philosophical issues and instead offers practical advice on how to write an essay that will get top marks.

Witnesses in court promise to tell the truth, the whole truth and nothing but the truth. All history students should swear a similar oath: to answer the question, the whole question and nothing but the question. This is the number one rule. You can write brilliantly and argue a case with a wealth of convincing evidence, but if you are not being relevant then you might as well be tinkling a cymbal. In other words, you have to think very carefully about the question you are asked to answer. Be certain to avoid the besetting sin of those weaker students who, fatally, answer the question the examiners should have set – but unfortunately didn’t. Take your time, look carefully at the wording of the question, and be certain in your own mind that you have thoroughly understood all its terms.

If, for instance, you are asked why Hitler came to power, you must define what this process of coming to power consisted of. Is there any specific event that marks his achievement of power? If you immediately seize on his appointment as Chancellor, think carefully and ask yourself what actual powers this position conferred on him. Was the passing of the Enabling Act more important? And when did the rise to power actually start? Will you need to mention Hitler’s birth and childhood or the hyperinflation of the early 1920s? If you can establish which years are relevant – and consequently which are irrelevant – you will have made a very good start. Then you can decide on the different factors that explain his rise.

Or if you are asked to explain the successes of a particular individual, again avoid writing the first thing that comes into your head. Think about possible successes. In so doing, you will automatically be presented with the problem of defining ‘success’. What does it really mean? Is it the achievement of one’s aims? Is it objective (a matter of fact) or subjective (a matter of opinion)? Do we have to consider short-term and long-term successes? If the person benefits from extraordinary good luck, is that still a success? This grappling with the problem of definition will help you compile an annotated list of successes, and you can then proceed to explain them, tracing their origins and pinpointing how and why they occurred. Is there a key common factor in the successes? If so, this could constitute the central thrust of your answer.

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The key word in the above paragraphs is think . This should be distinguished from remembering, daydreaming and idly speculating. Thinking is rarely a pleasant undertaking, and most of us contrive to avoid it most of the time. But unfortunately there’s no substitute if you want to get the top grade. So think as hard as you can about the meaning of the question, about the issues it raises and the ways you can answer it. You have to think and think hard – and then you should think again, trying to find loopholes in your reasoning. Eventually you will almost certainly become confused. Don’t worry: confusion is often a necessary stage in the achievement of clarity. If you get totally confused, take a break. When you return to the question, it may be that the problems have resolved themselves. If not, give yourself more time. You may well find that decent ideas simply pop into your conscious mind at unexpected times.

You need to think for yourself and come up with a ‘bright idea’ to write a good history essay. You can of course follow the herd and repeat the interpretation given in your textbook. But there are problems here. First, what is to distinguish your work from that of everybody else? Second, it’s very unlikely that your school text has grappled with the precise question you have been set.

The advice above is relevant to coursework essays. It’s different in exams, where time is limited. But even here, you should take time out to do some thinking. Examiners look for quality rather than quantity, and brevity makes relevance doubly important. If you get into the habit of thinking about the key issues in your course, rather than just absorbing whatever you are told or read, you will probably find you’ve already considered whatever issues examiners pinpoint in exams.

The Vital First Paragraph

Every part of an essay is important, but the first paragraph is vital. This is the first chance you have to impress – or depress – an examiner, and first impressions are often decisive. You might therefore try to write an eye-catching first sentence. (‘Start with an earthquake and work up to a climax,’ counselled the film-maker Cecil B. De Mille.) More important is that you demonstrate your understanding of the question set. Here you give your carefully thought out definitions of the key terms, and here you establish the relevant time-frame and issues – in other words, the parameters of the question. Also, you divide the overall question into more manageable sub-divisions, or smaller questions, on each of which you will subsequently write a paragraph. You formulate an argument, or perhaps voice alternative lines of argument, that you will substantiate later in the essay. Hence the first paragraph – or perhaps you might spread this opening section over two paragraphs – is the key to a good essay.

On reading a good first paragraph, examiners will be profoundly reassured that its author is on the right lines, being relevant, analytical and rigorous. They will probably breathe a sign of relief that here is one student at least who is avoiding the two common pitfalls. The first is to ignore the question altogether. The second is to write a narrative of events – often beginning with the birth of an individual – with a half-hearted attempt at answering the question in the final paragraph.

Middle Paragraphs

Philip Larkin once said that the modern novel consists of a beginning, a muddle and an end. The same is, alas, all too true of many history essays. But if you’ve written a good opening section, in which you’ve divided the overall question into separate and manageable areas, your essay will not be muddled; it will be coherent.

It should be obvious, from your middle paragraphs, what question you are answering. Indeed it’s a good test of an essay that the reader should be able to guess the question even if the title is covered up. So consider starting each middle paragraph will a generalisation relevant to the question. Then you can develop this idea and substantiate it with evidence. You must give a judicious selection of evidence (i.e. facts and quotations) to support the argument you are making. You only have a limited amount of space or time, so think about how much detail to give. Relatively unimportant background issues can be summarised with a broad brush; your most important areas need greater embellishment. (Do not be one of those misguided candidates who, unaccountably, ‘go to town’ on peripheral areas and gloss over crucial ones.)

The regulations often specify that, in the A2 year, students should be familiar with the main interpretations of historians. Do not ignore this advice. On the other hand, do not take historiography to extremes, so that the past itself is virtually ignored. In particular, never fall into the trap of thinking that all you need are sets of historians’ opinions. Quite often in essays students give a generalisation and back it up with the opinion of an historian – and since they have formulated the generalisation from the opinion, the argument is entirely circular, and therefore meaningless and unconvincing. It also fatuously presupposes that historians are infallible and omniscient gods. Unless you give real evidence to back up your view – as historians do – a generalisation is simply an assertion. Middle paragraphs are the place for the real substance of an essay, and you neglect this at your peril.

Final Paragraph

If you’ve been arguing a case in the body of an essay, you should hammer home that case in the final paragraph. If you’ve been examining several alternative propositions, now is the time to say which one is correct. In the middle paragraph you are akin to a barrister arguing a case. Now, in the final paragraph, you are the judge summing up and pronouncing the verdict.

It’s as well to keep in mind what you should not be doing. Do not introduce lots of fresh evidence at this stage, though you can certainly introduce the odd extra fact that clinches your case. Nor should you go on to the ‘next’ issue. If your question is about Hitler coming to power, you should not end by giving a summary of what he did once in power. Such an irrelevant ending will fail to win marks. Remember the point about answering ‘nothing but the question’? On the other hand, it may be that some of the things Hitler did after coming to power shed valuable light on why he came to power in the first place. If you can argue this convincingly, all well and good; but don’t expect the examiner to puzzle out relevance. Examiners are not expected to think; you must make your material explicitly relevant.

Final Thoughts

A good essay, especially one that seems to have been effortlessly composed, has often been revised several times; and the best students are those who are most selfcritical. Get into the habit of criticising your own first drafts, and never be satisfied with second-best efforts. Also, take account of the feedback you get from teachers. Don’t just look at the mark your essay gets; read the comments carefully. If teachers don’t advise how to do even better next time, they are not doing their job properly.

Relevance is vital in a good essay, and so is evidence marshalled in such a way that it produces a convincing argument. But nothing else really matters. The paragraph structure recommended above is just a guide, nothing more, and you can write a fine essay using a very different arrangement of material. Similarly, though it would be excellent if you wrote in expressive, witty and sparklingly provocative prose, you can still get top marks even if your essay is serious, ponderous and even downright dull.

There are an infinite number of ways to write an essay because any form of writing is a means of self-expression. Your essay will be unique because you are unique: it’s up to you to ensure that it’s uniquely good, not uniquely mediocre.

Robert Pearce is the editor of History Review .

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French zouaves capture Puebla, 17 May 1863. Prints, Drawings and Watercolors from the Anne S.K. Brown Military Collection. Brown Digital Repository. Brown University Library. Public Domain.

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Why should you study history?

To study history is to study change: historians are experts in examining and interpreting human identities and transformations of societies and civilizations over time. They use a range of methods and analytical tools to answer questions about the past and to reconstruct the diversity of past human experience: how profoundly people have differed in their ideas, institutions, and cultural practices; how widely their experiences have varied by time and place, and the ways they have struggled while inhabiting a shared world. Historians use a wide range of sources to weave individual lives and collective actions into narratives that bring critical perspectives on both our past and our present. Studying history helps us understand and grapple with complex questions and dilemmas by examining how the past has shaped (and continues to shape) global, national, and local relationships between societies and people.

The Past Teaches Us About the Present

Because history gives us the tools to analyze and explain problems in the past, it positions us to see patterns that might otherwise be invisible in the present – thus providing a crucial perspective for understanding (and solving!) current and future problems. For example, a course on the history of public health might emphasize how environmental pollution disproportionately affects less affluent communities – a major factor in the Flint water crisis. Understanding immigration patterns may provide crucial background for addressing ongoing racial or cultural tensions. In many ways, history interprets the events and causes that contributed to our current world.

History Builds Empathy Through Studying the Lives and Struggles of Others

Studying the diversity of human experience helps us appreciate cultures, ideas, and traditions that are not our own – and to recognize them as meaningful products of specific times and places. History helps us realize how different our lived experience is from that of our ancestors, yet how similar we are in our goals and values.

History Can Be Intensely Personal

In learning about the past, we often discover how our own lives fit into the human experience. In October 2015, a UW alumnus named Michael Stern contacted Professor Amos Bitzan for help translating letters from his grandmother, Sara Spira, to his parents. Bitzan was able to integrate some of the letters into his class on the Holocaust to bring to life for his students the day-to-day realities of being Jewish in Nazi-occupied Poland. As Bitzan explained, “I realized that Sara Spira’s postcards could be a way for my students to integrate two facets of the study of the Holocaust: an analysis of victims and perpetrators.” And if you have ever seen an episode of “Who Do You Think You Are?”, you’ve seen the ways in which historical research can tell us amazing stories about our ancestors – stories we might not ever know otherwise.

“Doing” History is Like Completing a Puzzle or Solving a Mystery

Imagine asking a question about the past, assembling a set of clues through documents, artifacts, or other sources, and then piecing those clues together to tell a story that answers your question and tells you something unexpected about a different time and place. That’s doing history.

Everything Has a History

Everything we do, everything we use, everything else we study is the product of a complex set of causes, ideas, and practices. Even the material we learn in other courses has important historical elements – whether because our understanding of a topic changed over time or because the discipline takes a historical perspective. There is nothing that cannot become grist for the historian’s mill.

History Careers

Why Study History? More
What can I do with a degree in History? (pdf) More

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Why Studying History is Important

History is one of the most important academic pursuits of any child’s education. Here, we outline the importance of learning history and reveal study tips for pupils.

We all live in the present and we plan for the future – but how do we understand where we’re going and what progress looks like? To know exactly where you’re going, you first need to understand where you have come from. For that you need an appreciation of history.

History is one of the most respected and most valuable academic subjects your child will learn, and one they will study throughout their learning career. History is a cornerstone subject that we teach across all of our curricula, including the British Curriculum, IB Curriculum, and IGCSE Curriculum.

This guide takes a deep dive into the roles of history and why studying history is important at school, plus a few tips for studying it effectively.

Why Do We Learn About History? The Benefits of Learning History

Why do we learn about history? Entire societies, and the individuals within them, benefit from gaining a deeper understanding of history. Here are six benefits of learning history your child will enjoy if they study history in school.

1. Develop an Understanding of the World

Through studying history, we can learn how past societies, systems, ideologies, governments, cultures and technologies were built, how they operated, and how they have changed. The rich history of the world helps us to paint a detailed picture of where we stand today.

Developing your knowledge of history means developing your knowledge of all these different aspects of life. Children can learn about the pillars upon which different civilizations were built, including cultures and people different from their own.

All this knowledge makes them more rounded people who are better prepared to learn in all their academic subjects.

2. Become a More Rounded Person

History is full of stories. Some are inspiring and uplifting; others are chaotic and immoral. Tap into the vivid realm of history, and there are many vital lessons your child needs to learn. They will study times of suffering and times of joy, and the lessons they learn here can then be applied to their own life experience.

Studying history also encourages a deeper understanding of difference. There are lessons, both good and bad, to be learned from the way our ancestors have interacted with other people who have different ways of living. In a modern world where inclusivity is embraced no matter your background, an understanding of how past societies have integrated is key to humanity improving in the future.

3. Understand Identity

Nations are made up of a collection of stories and legends. These stories shape the way we think about our country and our standing within it. History is where we learn about how great institutions are formed, and how they’ve contributed to where we are today.

For many of us, looking back at incredible fellow countrymen is a way of establishing our own identity. Finding who we are and what mark we can make on the world is a huge part of childhood. Allowing children to learn about the identity of their country is one way of facilitating that.

4. Become Inspired

Those historical stories can also serve to inspire individuals to greatness. History remembers brilliant people and their heroic acts that have changed the shape of nations. You get a huge amount of motivation from learning about the inspirational events that make up where we are today.

It only takes one great story from the pages of history to light up children’s imagination and spur them on to do great things.

5. Learn from Mistakes

Those who cannot remember the past are condemned to repeat it.” George Santayana’s quote is one of academia’s most cited and paraphrased lines, and one that explains perfectly why it is important to study history. The past is filled with warning signs. We must be able to reflect on the events that built up to them, learn from mistakes made and resist and question if we see similar patterns emerging.

If your child studies history, they will be able to identify when society is going down perilous routes and contribute towards getting it back on track.

6. Develop Transferrable Skills

History is a respected academic pursuit that challenges our intellect. Students must analyse information that may not have one clear interpretation before offering a balanced conclusion. Critical thought is at the heart of every challenging intellectual pursuit.

The ability to question and evaluate information is one that applies to workplaces in many industries, and Nord Anglia Education strive to provide the necessary transferrable skills to all our students. History is one of the best subjects for stimulating and developing this ability.

How to Study History

Studying history is not about memorising a list of facts or dates. It requires interpretation and analysis of information around subjects which often have no right or wrong answers. Still, there are plenty of effective methods for studying history, like these three:

1. Connect Events Together

History is shaped by a list of chronological events. When studying seismic shifts in a culture or country, it’s important that you know what key events contributed to this and why they were so important. It can lead to a daunting list of times, dates and people to learn.

One popular method for doing this involves making connections to develop the full picture. With your child, note down the different events, facts and people that played a role in a significant historical event. Then create a mind map that connects each part of the picture, using colours and symbols to establish a pattern containing a large amount of easily digestible information.

2. Display Key Information

With so much to learn, it’s important that you’re able to focus in on the most valuable information and retain it for exams. While history usually focuses on the larger picture rather than just a succession of dates or facts, it can also be worthwhile adopting memory techniques to ensure that your child can reach for specific information if they need it.

Flashcards are an excellent way to do this. Write a brief fact or statement on one side of a card. Stick them around your child’s room, allowing them to ingest that piece of information every single day. Before long, they’ll be able to recite the information on each card.

3. Soak up Books and Films

History is packed with incredible, real-life stories – many of which are told for a new generation in the form of novels and films. When your child has finished studying their textbooks, films and books offer a lighter, but still useful, way to learn about history.

Just be sure to choose the right titles. Many books and films take liberties with their chosen subject. Speak to your child’s history teacher for a reading and viewing list that’s tied into their curriculum.

Studying history will provide your child with a more rounded academic skillset and an improved ability to think critically – something they can take into the rest of their education. To see how Nord Anglia Education delivers our outstanding history curriculum, find your nearest school .

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Publications, special projects, teaching tools, media and marketing, conferences, get involved, additional information, awards and prizes, online learning, the challenges of learning history: what students and sotl tell us, mary jo festle.

How do we get our students to take on—and better still, embrace—the challenges we pose? Should we just be thankful when we have students in class who seem to be “wired that way,” or can we actively foster a positive and persistent approach toward learning history?

I believe that knowing what students find challenging and connecting what they tell us to the scholarship of teaching and learning (SOTL) about mindsets and motivation may help us become more effective (and happier) teachers. Recently historians have been unpacking precisely which ways of thinking are “unnatural” for students new to the field and where they commonly get stuck. [1] Because much research on history “bottlenecks” has been done in introductory level courses and at large universities, I was curious about the experiences of undergraduate history majors at my smaller, liberal arts-based comprehensive university.

I posed a handful of questions to the fifty-six upper-level students who took our capstone research seminars during five recent semesters. [2] One question asked, “What’s the most challenging thing about studying history? How do you feel about that?” Students responded anonymously to the prompt by free writing informally for four to five minutes.

What Students Found Challenging

While my analysis of the 131 challenging aspects of studying history that students mentioned (they often said more than one) is not scientific, certain themes emerged. Almost all the responses fell into one of four categories: challenges related to the research and writing process (fifty-two), the nature of the discipline of history (other than research and writing) (sixty), the time studying history takes (twelve), and the department’s requirements, curriculum, or professors (five). I’ll focus here on the two categories with the most responses.

Students who said that doing research challenged them pinpointed different parts of the process. Eleven mentioned difficulty finding sources, sometimes because they were not readily available and sometimes because they felt unsure how to effectively search for them. As one put it, “I have a difficult time finding different ways in which to phrase my searches to find the information that I need. I know that it has to be out there somewhere.”

For others, the most difficult stages came later. “Once I have all this information…I often feel overwhelmed,” reported one of the fourteen who said they struggled with developing an argument. Some got stuck because they couldn’t make up their minds what to argue or because they worried their interpretation was unoriginal. For others, it was the more holistic challenge to “craft a coherent argument and outline a paper that flows logically around that argument with ample amounts of evidentiary support.”

I was not surprised by students’ struggles with the research and writing process. After all, they were in the middle of a research seminar, and the History Education Project scholars noted “constructing and evaluating arguments” was a common bottleneck. [3]

More interesting to me were the many student responses that seemed more epistemological and were sometimes affective. For example, a dozen grappled with the impossibility of fully understanding the past. “There is no way to fix that situation,” one lamented. They cited the passage of time, limitations of sources, or cultural and language differences as barriers to explaining motivation and causation. As one student put it, “In order to understand the true complexities of [history] one must delve deeper than is possible.”

Fifteen responses dealt with the interpretive nature of history. “Many well renowned historians can have different interpretations of the same event—and all of them can be right to an extent,” explained one. Another eleven related to bias. Because “many different eyes see many different events,” it could be difficult to “wade through all the spin and bias that pervades nearly every historical document.” They tried to recognize and “put aside” their own biases. “It takes a concer[t]ed effort to…not use ‘loaded’ words when discussing an event that I feel passionately about. Seeing a photo of someone being lynched, I cannot, with a clear head, write something that isn’t opinionated.” As that quote implies, critically analyzing sources could be both an intellectual and an affective challenge. As one student put it, “Research becomes personal.”

Learning about unsettling events posed another affective challenge for a handful of students. One, who said s/he had “an aggressive sense of right and wrong,” was exasperated by inequality, warfare, and slavery and concluded, “Stupid people fulfilling stupid ideals…that’s a lot of history.” Another noted it was hard to learn that “something you thought was right turns out to be completely wrong! A lot of myths about events become circulated.” Another echoed, “It’s frustrating to learn about American history and realize, wow America was horrible and unfair and we never learned that part in high school. It’s heartbreaking and frustrating and angering.”

How students felt about the challenges

Words like “heartbreaking,” “frustrating,” and “angering” confirm Joan Middendorf’s observation that history students experience emotions that are worth exploring. [4] I tried to characterize student responses about their feelings about the challenges they’d described. Almost one-third didn’t answer that part of the prompt or used neutral terms. Of those who did describe a feeling, about one-quarter used terms that I’d characterize as negative, such as “overwhelming” “scary,” “daunting,” or “discouraging.”

Their responses provided a few hints about why they had negative feelings. Occasionally it seemed due to a lack of confidence: “It is frustrating because you never feel 100% [sure] about your topic or your ability.” Another answered, “[Doing history] takes a lot of time and good writing skills. I don’t like that because I am not a good writer.”

In a couple of cases, their negative reaction seemed to result from feeling forced to do something they were unmotivated about, such as focusing on a very narrow subject, “writing hundreds of pages on topics you aren’t interested in,” or length requirements making them “put loads of useless information in papers.” Another disliked “always having to provide evidence for any statement we make. I know this doesn’t specifically have to do with the study of history but rather my experiences as a history major, but I find this extremely challenging and at most times annoying.” As this quote suggests, some students felt frustrated by things they did not understand were normal parts of doing history, such as adjusting one’s questions and going back to find more sources and learn more. As another noted, “It is…discouraging…to look back over information that I thought would be relevant in the beginning of a research process and realize that I wasted my time in reading it because it really has absolutely nothing to do with what I ended up writing about.”

However, about three-quarters of the students who described their feelings did so in positive terms. “I like the challenge because it forces you to think critically,” said one who typified those who saw challenge as something that promoted growth. Some seemed proud because they had already improved at a task: “I can confidently say that I [now] know how to read enormous amounts of text quickly and efficiently.” Others did not yet feel accomplished, but believed they were going to improve “down the road.” A student who had described a challenge as “FRUSTRATING!!” reported in the next breath, “It’s a skill I have to build. I’ll get better @ it the more history I ‘do.’”

The challenging aspect often was integrally related to students’ enjoyment of history. “The reward at the end of the paper is great because we know we put in a lot of work,” said one. A student who reported struggling with finding persuasive evidence added, “If you come across the fact that you need it is the best feeling in the world.” A student who noted that we can never be certain about motivations of people in the past reported, “That is one of the most interesting things.” Another who cited forming your own opinion as very challenging also said it was one of the most fun parts of studying history.

The “positive” students found their efforts to be worthwhile. They understood why they should persist; as one noted, it’s a “necessary part of studying…history.” About the need to keep finding and evaluating more sources to get as full a view as possible, another commented, “I get why it’s like that.” One who was unsettled by history’s uncertainties reflected, “Although this can be frustrating…,it is actually beneficial because this means historians…will always go back to things like this and to ask questions, constantly studying it.” A student who was distressed by unsavory aspects of U.S. history also felt motivated by them: “It makes me feel like I have the opportunity to bring light on a subject so that high schoolers stop thinking that Columbus was a wonderful person who founded America.” A student who struggled with trying to be unbiased said, “I feel it is difficult, but a challenge we must face, and not even just in history but as…people.”

Connecting Student Writings to SOTL Research

Recent scholarship in human learning helps us make sense of what I heard from our history majors. Those students who described how they felt in more positive and hopeful terms sounded like those who psychologist Carol Dweck describes as having a “growth mindset.” She contrasts them with those who have a “fixed mindset” and believe that their intelligence is finite and unchangeable. As a result, when those with a fixed mindset experience difficult tasks, they doubt their intelligence, give up easily, avoid challenges, and respond negatively to feedback. When students have a growth mindset, they tend to embrace challenges, persist in the face of setbacks, see effort as eventually paying off in a path to mastery, view mistakes as part of the learning process, and learn from constructive criticism. Dweck believes that students can be encouraged to develop a growth mindset by instructors who stress the learnability of skills and concepts in their discipline. [5] One of my undergraduate professors successfully reassured me when she told our Constitutional Law class that reading Supreme Court opinions was like eating mushrooms; you might struggle with it at first, but after a while, you develop a taste for it.

Psychologists also suggest that it’s wise for us to find the optimal level of challenge for our students. If the tasks we pose are too easy, students aren’t pushed to improve and may become unmotivated; but if tasks are too difficult, students struggle, make many errors, and may give up. Marilla Svinicki says that this level of challenge that is “just right” (which psychologists call the “Goldilocks Principle”) makes for effective learning, but she also notes that that it can be good to pose tasks that require somewhat more effort if our goals are to help students transfer skills and knowledge to new situations. [6] We all hope that if we teach students how to interrogate primary sources or grapple with historiography in one course that they will be able to apply those skills in another.

Research on learning suggests that it’s not enough to pose appropriately difficult tasks; we must also provide students with clear and well-structured assignments and low-stakes opportunities to practice difficult skills. We should provide formative feedback on their performance before we remove the “scaffolding” that supports them and give high-stakes exams or projects. [7] When students experience growth in their skills and improvement in their performance, it improves their “expectancy,” which is a crucial component of motivation.

Positive expectancy makes no difference, however, if students do not see value in the tasks we are assigning. [8] Experts in teaching remind us that we need to teach things that are “worth learning.” Asking intriguing questions, studying important problems, and introducing topics that respectfully require students to rethink their assumptions or consider who they are, all lead to engagement with history and sometimes transformative learning. [9]

Historians are good at teasing out the nuances, assumptions, and implications of statements from historical actors in the past; we can do the same with our students’ words. Whether they are excited, frustrated, complaining, or hopeful, students will give us clues about what challenges them. When we combine them with SOTL lessons about motivation and mindsets, we can find ways to help students persist through difficult patches so they learn meaningful lessons from the past.

[ 1 ] Sam Wineburg, Historical Thinking and Other Unnatural Acts (2001); David Pace, “The Amateur in the Operating Room: History and the Scholarship of Teaching and Learning,” American Historical Review 109 (2004): 1171-92; Arlene Díaz, Joan Middendorf, David Pace, and Leah Shopkow, “The History Learning Project: A Department ‘Decodes’ Its Students,” Journal of American History , 94 (March 2008), 1211–24.text

[ 2 ] Departmental colleagues Peter Felten and Mike Carignan helped me craft the questions.

[ 3 ] Joan Middendorf, David Pace, Leah Shopkow, and Arlene Diaz, “Making Thinking Explicit: Decoding History Teaching,” National Teaching and Learning Forum , 16 (Feb. 2007), p. 3.

[ 4 ] Joan Middendorf, et al., “What’s Feeling Got to Do with It? Decoding Emotional Bottlenecks in the History Classroom,” Arts and Humanities in Higher Education , 14 (April 2015), 1–4, 12.

[ 5 ]Carol S. Dweck, Gregory M. Walton, and Geoffrey L. Cohen, Academic Tenacity; Mindsets and Skills that Promote Long-Term Learning (2011), 5–6.

[ 6 ] Marilla Svinicki, “The Goldilocks Principle: ‘Just Right’ and Beyond,” National Teaching and Learning Forum , 24 (May 2015), 11–12.

[ 7 ]Svinicki, “The Goldilocks Principle, 11-12; Susan Ambrose, et al., How Learning Works: 7 Research-Based Principles for Smart Teaching (2010), 124–52.

[ 8 ] Kenneth E. Barron and Chris S. Hulleman, “Is there a formula to help understand and improve student motivation?” Essays from E-xcellence in Teaching , 6 (2006), 34–38, accessed at teachpsych.org

[ 9 ] David Perkins discusses “generative topics” as ones that figure centrally in the discipline and resonate with both the learners’ and the instructor’s interests and concerns. David Perkins, Making Learning Whole: How Seven Principles of Teaching can Transform Education (2009), 58–62. See also Ken Bain, What the Best College Teachers Do (2004), 18; Charity Johansson and Peter Felten, Transforming Students: Fulfilling the Promise of Higher Education (2014), 20–21.

Home — Essay Samples — Education — Study — History’s Value: Influence Of History Background On Modern Well-Being

History's Value: Influence of History Background on Modern Well-being

Categories: Oral History Study

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Words: 1524 |

Published: Mar 1, 2019

Words: 1524 | Pages: 3 | 8 min read

History helps us understand people and societies, history provides identity, the importance of history in our own lives, history is useful in the world of work, works cited.

acquiring a broad range of historical knowledge and understanding, including a sense of development over time, and an appreciation of the culture and attitudes of societies other than our own
evaluating critically the significance and utility of a large body of material, including evidence from contemporary sources and the opinions of more recent historians
engaging directly with questions and presenting independent opinions about them in arguments that are well-written, clearly expressed, coherently organized and effectively supported by relevant evidence;
gaining the confidence to undertake self-directed learning, making the most effective use of time and resources, and increasingly defining one’s own questions and goals.
Carr, E. H. (1961). What is history? Random House.
Gaddis, J. L. (2002). The landscape of history: How historians map the past. Oxford University Press.
Hobsbawm, E. J. (2012). On history. New Press.
Jenkins, K. (2011). Re-thinking history. Routledge.
Marwick, A. (2006). The nature of history. Palgrave Macmillan.
Nash, G. B. (2015). American odyssey: The United States in the twentieth century. Oxford University Press.
Scott, J. W. (1991). The evidence of experience. Critical inquiry, 17(4), 773-797.
Tosh, J. (2017). The pursuit of history: Aims, methods and new directions in the study of history. Routledge.
White, H. (2014). The content of the form: Narrative discourse and historical representation. JHU Press.
Wineburg, S. S. (2001). Historical thinking and other unnatural acts: Charting the future of teaching the past. Temple University Press.

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Introducing the Writing Prompt

Published: March 12, 2018

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At a Glance

Social Studies
The Holocaust

In the first four lessons of the unit, students explore questions about identity, stereotyping, and group membership. This assessment step introduces students to a writing prompt that builds on these important themes and connects them to the history students explore later in this unit. The prompt is designed to serve as both a thematic frame for the unit and a final writing assignment at the unit’s end.

Unit Writing Prompt:

What does learning about the choices people made during the Weimar Republic, the rise of the Nazi Party, and the Holocaust teach us about the power and impact of our choices today?

Because the students have not yet been introduced to the Weimar era, the rise of the Nazi Party, and the Holocaust, this lesson begins with a modified version of the prompt:

Modified Writing Prompt for this Lesson:

How does learning about the choices people made throughout history help us understand the power and impact of our choices in the world today?

This modified prompt enables students to think through larger themes about history and decision making before delving into the specific history in later lessons. This lesson’s activities provide suggestions to help students start to understand the meaning of the prompt and to stake out a preliminary position in response to it. At key points later in this unit (after Lessons 8, 13, 18, 21, and 23), you will be prompted to give students the opportunity to revisit the prompt and consider stories, documents, and other evidence from history that may influence their thinking about it. At these times, students will also have the opportunity to reflect back on, and potentially modify, the initial position they articulate in this lesson.

There are two additional writing prompts that can be used as summative assessments for this unit included in Facing History’s Common Core Writing Prompts and Strategies: Holocaust and Human Behavior . This resource includes lesson plans and writing strategies to help guide students through all phases of the writing process.

Essential Question

Guiding Question

Why study history?

Learning Objective

Students will develop an initial position for an argumentative essay in response to a question about the importance and impact of choices in history.

What's Included

This assessment is designed to fit into one 50-min class period and includes:

3 activities
5 teaching strategies
1 assessment
1 extension activity

Preparing to Teach

Notes to the teacher.

Anticipation Guide Activity

This lesson introduces the Anticipation Guides teaching strategy. You might return to the handout Why Study History? later in the unit to see if students’ ideas about the study of history have changed.

Duration: 1 class period

Related Materials

Teaching Strategy Anticipation Guides

Save this resource for easy access later.

Warm Up with an Anticipation Guide

Before the activity begins, hang four signs in the corners of the classroom that read “Strongly Agree,” “Agree,” “Disagree,” and “Strongly Disagree.”

Pass out the handout Why Study History? and ask students to read the statements and decide if they strongly agree, agree, disagree, or strongly disagree with each one. They should circle their responses and then write a brief explanation for each choice.

Use the Four Corners strategy to debrief the anticipation guide. Read each statement aloud and ask students to stand near one of the signs in the classroom to indicate their response. After students find their positions, ask them to explain their thinking to others in their corner.

Next, ask students in each corner to share their ideas with the rest of the class. As one corner disagrees with another, encourage students to respond directly to each other’s statements and have a mini-debate about the prompt. If students’ ideas change due to the debate, tell them that they are free to switch corners.

Teaching Strategy Four Corners

Generate Initial Responses to a Modified Essay Prompt

Next, ask students to return to their seats and take out their journals so they can reflect on the Four Corners activity and start to think about a new and related question.

Write the modified essay topic on the board and ask students to respond to it in their journals. Students might also reference their ideas about one or more of the quotations on the handout Why Study History? when formulating their responses.

Next, ask students to debrief the journal prompt in a Think, Pair, Share discussion. Ask students to try to support their thinking with an example from the history they have studied or their own lives. Finally, ask students to share a few opinions or ideas with the larger group.

Tell students that they will build on these ideas in the upcoming weeks as they learn about the history of Nazi Germany and the Holocaust. They can keep all their notes about these ideas in their journals and use them later to help them think about their essays.

Teaching Strategy Think-Pair-Share

Exit Tickets

Give each student an exit ticket with the following question:

Did today’s class affect your thinking about why we should study history? Did it affect how you think about the connection between the choices people made in history and the choices you make in your own life? If so, explain how. If not, explain why not.

Collect the exit tickets as students leave the classroom. You might share some interesting ideas or patterns at the start of the next lesson. Unless you have permission from the student, we recommend that you keep these anonymous.

Teaching Strategy Exit Tickets

Check for Understanding

Observe carefully the discussion that occurs during the Four Corners activity in order to check students’ understanding of the themes embedded in the writing prompt. It is important that every student has the opportunity to talk, either in the small groups in their corners or when sharing with the whole group.

Evaluate students’ responses on the exit cards. While their thinking about the writing prompt will evolve over time, check now for evidence that they have a basic understanding of the question itself.

Dissect the Essay Writing Prompt

If your class is ready, you might introduce the full unit writing prompt, rather than the one modified for this lesson. Using the Dissecting the Prompt strategy, students can take apart and analyze the prompt, identifying the historical topics they need to learn more about in the rest of the unit to be able to fully answer the question. This will establish several inquiry questions for the class that are related to students’ broader thinking about the purpose of studying history in this lesson.

Teaching Strategy Dissecting the Prompt

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Ielts essay # 1199 - it is essential to learn history, ielts writing task 2/ ielts essay:, some people think that studying history is a waste of time while others think it is essential for us to learn history., discuss both these views and give your own opinion..

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Historical Nonfiction: Research-Based Writing With Hadley Meares

In this four-part workshop, learn to write your own historical essay through a research-based lens.

Course Description

Have you ever wanted to write a history of personal interest in a 1200-word, Atlas Obscura essay–type format, but didn’t know where to begin? Perhaps you’ve always wondered about the deeper story behind an old family recipe, a run-down building on your block, or a specific moment in time. This four-part online writing workshop with historical journalist Hadley Meares will equip you with the tools you’ll need to start researching and writing.

Over the course of four sessions, you’ll learn how to begin your quest, conduct research, and shape your original project. Along the way, you’ll participate in group exercises and get personalized feedback from Hadley and your fellow participants. By the end of the course, you’ll be well on your way to writing a compelling, nonfiction history that is personal to you and your interests.

Syllabus at a Glance

This course includes four total sessions, each lasting for 1.5 hours with a week between each session.

Spring Section A: Meets Thursdays beginning April 4.

Session 1 (Thursday, 4/4, 8–9:30 PM ET): Finding your voice and your inspiration

Session 2 (Thursday, 4/11, 8–9:30 PM ET): Research methodologies from home

Session 3 (Thursday, 4/18, 8–9:30 PM ET): Essay format and shaping your narrative

Session 4 (Thursday, 4/25, 8–9:30 ET): Story sharing and feedback

Summer Section B: Meets Mondays beginning June 10.

Session 1 (Monday, 6/10, 8-9:30 PM ET): Finding your voice and your inspiration

Session 2 (Monday, 6/17, 8-9:30 PM ET): Research methodologies from home

Session 3 (Monday, 6/24, 8-9:30 PM ET): Essay format and shaping your narrative

Session 4 (Monday, 7/1, 8-9:30 E3T): Story sharing and feedback

Between Sessions

Students will be given optional assignments to complete between sessions, including brief writing prompts and exercises crafted to help aid in research and writing. You can spend as much or as little time on assignments as you'd like—this class is what you make of it!

Pricing Options

In addition to full-price tickets, a limited number of no-pay spots are available for this course. Please note that these tickets are reserved for those who would not otherwise be able to take this course and who expect to attend all sessions. No-pay spots are distributed via a randomized drawing two weeks before each course begins. For more information and to apply for a no-pay spot, please click here . To learn more about our pricing model and randomized selection process for no-pay spots, please visit our FAQ page .

Community Guidelines for Students

Please take a moment to review our community guidelines for students , which aim to share our classroom ethos and help set the stage for the best possible learning experience.

Atlas Obscura Online Courses

Atlas Obscura Courses offer opportunities for participants to emerge with new skills, knowledge, connections, and perspectives through multi-session classes designed and taught by expert instructors. To learn more about our current course offerings, please visit www.atlasobscura.com/online-courses . For answers to commonly asked questions, check out our FAQ page here .

Founded in 2009, Atlas Obscura created the definitive community-driven guide to incredible places across the planet and is now an award-winning company that shares the world’s hidden wonders in person and online.

Once registered, you’ll receive a confirmation email from Eventbrite that will provide access to each class meeting. Please save the confirmation email as you’ll use it to access all sessions of your course via Zoom.

Hadley Meares is an LA-based historical journalist, tour leader, talking head, and the host of the history podcast Underbelly LA . She is a frequent contributor to Vanity Fair , The Hollywood Reporter, Curbed , HISTORY , LAist , Los Angeles Magazine and Atlas Obscura , among other outlets.

This is an interactive, small-group seminar that meets over Zoom. Students may be encouraged to participate in discussions, work on assignments outside of class, and workshop projects with their instructor or classmates. Due to the interactive nature of this course, we strongly recommend students attend as many live sessions as possible. Within 72 hours after each session meets, students will receive access to a recording of the live session, which they can watch for up to two weeks after the course concludes.

Instructors may use Google Classroom to communicate with students outside of class. While students aren’t required to use Google Classroom, instructors may use this platform to post resources, discussion questions, or assignments. This platform also offers a space for students to connect with one another about course material between sessions.

We provide closed captioning for all of our courses and can share transcripts upon request. Please reach out to us at [email protected] if you have any questions, requests, or accessibility needs.

There are 30 spots available on this experience.

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Guest Essay

Learning to Love My Father as His Mind Unraveled

By Cornelia Channing

Ms. Channing is an editorial assistant in Opinion.

When I was around 10 years old, my father started hiding bananas in our house.

We found them in the dishwasher, in the junk drawer, behind the potted plants. I once came upon an entire bunch hanging from the shower head. Too often, he hid them so well — tucked beneath a pile of blankets in a rarely opened closet, say — that we found them only when they started to smell. When confronted, Dad denied it, but we knew it was him.

On their own, the bananas might have been amusing. Like a surrealist art project. But they were part of a more troubling pattern.

He had started acting strange in other ways, too: making jokes that no one could understand and forgetting things, like where he’d parked or the name of the owner of the diner where he’d been a regular for years.

A wood sculptor, he had always been obsessive, almost rabid, about his work. He was up at 5 or 6 every morning and spent every moment he could in his studio, pausing only to eat, which was done standing up over the kitchen sink. But now it was as if someone had yanked out his batteries.

He took to spending large parts of each day sitting in his car in the driveway, poring over the newspaper, circling seemingly random words and scribbling notes that said things like “Welcome to the information age” and “There’s only one way to find out!” When we asked him what he was doing, he brushed us off.

My mother took him to the doctor. They ran some tests and said he was fine, but he was not fine. He was agitated all the time. Both listless and restless. He would wander from room to room as though he was looking for something. Or else he’d sit and stare blankly at some point in the middle distance, disappearing into himself for whole afternoons.

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USA, Pennsylvania, Gettysburg, Close-up view of antique American flag

Teresa Crawford, Associated Press Teresa Crawford, Associated Press

John O'Connor, Associated Press John O'Connor, Associated Press

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What is Flag Day? Here’s a guide

WAUBEKA, Wis. (AP) — Each June, the people of Waubeka venerate perhaps the nation’s most enduring symbol, celebrating Flag Day, a holiday that escapes the notice of many Americans.

But this unincorporated Wisconsin town about 35 miles north of Milwaukee takes the day seriously. After all, it lays claim to being the birthplace of Flag Day, thanks to a tenacious teacher in a one-room schoolhouse.

Here are some things to know about the obscure flag-waving holiday.

What is Flag Day?

Flag Day commemorates June 14, 1777, when the Continental Congress determined the composition of the nation’s banner: “Resolved, That the flag of the thirteen United States be thirteen stripes, alternate red and white; that the union be thirteen stars, white in a blue field, representing a new constellation.”

READ MORE: 8 things you didn’t know about the Fourth of July

President Woodrow Wilson issued a 1916 proclamation of June 14 as Flag Day and in 1949, President Harry S. Truman signed the formal observance into law. And it falls during Flag Week, after another congressional dictum in 1966.

What about July 4?

Yes, Independence Day makes prominent use of the flag. But the emblem is important enough to have its own day, according to David Janik, a Waubeka native and second-generation president of the National Flag Day Foundation.

“July 4th, we’re celebrating our independence,” Janik said. “But on Flag Day, we’re celebrating the birth of our flag, which is the symbol of our country, the symbol that is seen all around the world as the helper, the people who won’t leave you out in the cold.”

READ MORE: A beginner’s guide to celebrating Juneteenth

Why Waubeka?

On June 14, 1885, Bernard J. Cigrand, an 18-year-old Waubeka native teaching at Stony Hill School, put a flag in his inkwell and assigned his students an essay about what the flag means to them. Cigrand left the next year for dental school in Chicago, but he never gave up his advocacy for a national day dedicated to the flag.

Cigrand realized his dream in 1916 when Wilson issued his proclamation.

Although he died in 1932, Waubeka never forgot Cigrand and in 1946, community leaders established the town’s Flag Day celebration, which has run continuously since then.

Any other ‘first’ Flag Days?

Yes. The earliest mention of Flag Day involves a man named George Morris who organized such a commemoration on June 14, 1861, in Hartford, Connecticut, marked by a patriotic program and prayers for Union Army success in a young Civil War. But apparently, the festivities were never repeated.

Pennsylvanians will challenge Cigrand’s coronation as “Father of Flag Day.” Pittsburgh native William T. Kerr began his advocacy in 1888 and a year later became national chairman of the American Flag Day Foundation, holding that position for a half a century. Kerr was among those standing beside Truman when he signed the Flag Day law.

As for the expected friendly rivalry, Janik said his father, the late Jack Janik, “took care of that.” The elder Janik traveled to Washington and lobbied Congress, which in 2004 adopted a resolution naming Waubeka “the birthplace of Flag Day.”

What about the essays?

Along with the parade, the bands, the patriotism awards, the military honor guards and a dog named Harlow who turns 8 on Flag Day and sported a red, white and blue boater on her head, there are the essays.

In the spirit of Cigrand and his students of 139 years ago, the Waubeka Flag Day celebration includes an annual essay contest and draws entries from across the nation — this year from New York to Nevada and Wisconsin to Texas.

The Stars and Stripes “represent a nation where immigrants like my grandparents are welcomed, where diversity is celebrated and where justice is present for all,” wrote Neel Sood, a 4th grader from Bridgewater, New Jersey.

Adell, Wisconsin 7th grader Ryan Spang wrote that “the American flag represents unity. We are one nation, united by our similarities and differences. We support people in our communities in times of need and we cheer them on in times of achievement.”

Why isn’t it a day off?

Flag Day isn’t like Thanksgiving, Memorial Day and a smattering of other federal holidays that generally mean Americans can spend the day off work.

Instead, it’s officially recognized nationwide, and government services are still open and the mail still gets delivered. Only Pennsylvania marks it as a state holiday, allowing residents to stay home from work and school.

But another backyard barbecue isn’t required to feel the love in Waubeka.

“Our passion for the flag here is very deep,” Janik said. “The flag is the symbol of our country — it symbolizes individualism, success, loss, daring, chivalry. People need a compass to guide them, and the flag is a great compass.”

O’Connor reported from Springfield, Illinois.

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Juneteenth provides opportunity to learn about Black history

Juneteenth commemorates a moment in time, June 19, 1865, when enslaved Black Americans in Texas were finally told they were free. Freedom Day has been celebrated for decades in Black communities.

Now a federal holiday, Juneteenth can also be a time of teaching and learning Black history everywhere, said R. Xach Williams , an assistant professor of ethnic studies at Washington State University.

In the Pacific Northwest, for example, Juneteenth celebrations arrived with the migration of Black workers from the South to shipyards and factories during World War II. Though slavery had ended, “the freedom that came afterward wasn’t really equal,” Williams said. Shipbuilding yards in Seattle and Oakland, California, were integrated and migrating was one of the only paths to upward mobility open to Black people.

Many Oregon residents don’t know how unwelcome the state was to Black settlers. In the mid-19 th century Oregon voters passed “exclusion laws” to prevent Black people from moving to the state. Even after the 14 th Amendment to the U.S. Constitution overrode the Oregon statutes, they weren’t officially repealed for another 60 years.

Juneteenth should mean not only thinking about the South and racism and violence, but thinking about how our own places were developed. We have a responsibility to acknowledge this history. R. Xach Williams, assistant professor Washington State University

“I can’t tell you how many times I meet people from Oregon who say, ‘My family has lived in the state for three generations, and I’ve never heard this,’” Williams said. “Juneteenth should mean not only thinking about the South and racism and violence, but thinking about how our own places were developed. We have a responsibility to acknowledge this history.”

Williams has developed a course for WSU, Black Washington, that teaches some of that history.

He’s also part of an effort to re-introduce a Black Studies minor at WSU. At one time WSU had an interdisciplinary Black Studies program that included a broad range of subjects, such as Black literature, politics, history, sociology, and economics. As was the case at many other universities, it was eventually absorbed into the ethnic studies curriculum.

Talking and learning about regional Black history honors the spirit of Juneteenth, Williams said.

“I think it’s really important at this time when there’s so much tension, division, and fractures, because it’s one of the ways we figure out a path together.”

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A Chinese military buff inadvertently bought 4 books of military secrets for under $1

FILE - Military delegates chat before the closing session of the National People’s Congress at the Great Hall of the People in Beijing, Monday, March 11, 2024. Chinese state media said Thursday, June 13, 2024, that a military history buff found a collection of confidential documents related to the country’s military in a pile of old papers he bought for under $1. (AP Photo/Ng Han Guan, File)

A man past by a mural calling for Military Civilian Unity in Beijing, Thursday, June 13, 2024. Chinese state media say that a military history buff found a collection of confidential documents related to the country’s military in a pile of old papers he bought for under $1. (AP Photo/Ng Han Guan)

A municipal worker collects scrap cardboard near a mural calling for Military and Civilian Unity in Beijing, Thursday, June 13, 2024. Chinese state media say that a military history buff found a collection of confidential documents related to the country’s military in a pile of old papers he bought for under $1. (AP Photo/Ng Han Guan)

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BEIJING (AP) — A military history buff in China appears to have made an alarming discovery after picking up four discarded books for less than $1 at a neighborhood recycling station: They were confidential military documents.

The country’s Ministry of State Security told the story in a social media post on Thursday, praising the retired man for calling a hotline to report the incident. It identified him only by his family name, Zhang, and did not say what the documents were about.

“Mr. Zhang thought to himself that he had ‘bought’ the country’s military secrets and brought them home,” the post reads, “but if someone with ulterior motives were to buy them, the consequences would be unimaginable!”

The post, which was reposted on at least two popular Chinese news websites, was the latest in a series by the powerful state security agency that appears to be trying to draw in new audiences with dramatic stories. Some have been told in comic-book style.

The campaign seems designed to raise awareness of the importance of national security at a time when confrontation with the U.S. is rising and both countries are increasingly worried about the possible theft or transfer of confidential and secret information.

Russian President Vladimir Putin, left, and Vietnamese President To Lam pose for a photo prior to their talks at the Presidential Palace in Hanoi, Thursday, June 20, 2024. (Kristina Kormilitsyna, Sputnik, Kremlin Pool Photo via AP)

The post describes Zhang as a former employee of a state-owned company who likes to collect military newspapers and periodicals. It says he found two bags of new books at the recycling station and paid 6 yuan (about 85 cents) for four of them.

State security agents rushed to the station after Zhang reported what had happened, the post says. After an investigation, they found that two military employees charged with shredding more than 200 books instead got rid of them by selling them to a recycling center as paper waste — 30 kilograms (65 pounds) in all — for about 20 yuan ($2.75).

The agents seized the books and the military has closed loopholes in the handling of such material, the post says.

China’s opaque state security bodies and legal system often make it difficult to tell what is considered a state secret.

Chinese and foreign consultancies operating within the country have been placed under investigation for possessing or sharing information about the economy in an apparent broadening of the definition of a state secret in recent years.

Associated Press video producer Penny Wang in Bangkok and researcher Wanqing Chen in Beijing contributed.

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COMMENTS

Why Study History? (1998)
In 2020, Peter N. Stearns revisited his "Why Study History? (1998)" essay with ... Learning history helps one figure out, for example, if one main factor—such as a technological innovation or some deliberate new policy—accounts for a change or whether, as is more commonly the case, a number of factors combine to generate the actual ...
Why Is It Important to Study History?
History is not just a collection of facts and dates. It is a way of understanding ourselves and our world. By studying history, you can learn how people, cultures, and societies have changed over time, and how they have shaped the present. You can also develop critical thinking, communication, and research skills that are valuable for any career. Explore the fascinating and diverse field of ...
Why Study History?
Why Study History? For a great many people, history is a set of facts, a collection of events, a series of things that happened, one after another, in the past. In fact, history is far more than these things-- it is a way of thinking about and seeing the world. To genuinely make sense of the past, you need to learn how to see it on its own ...
Why Study History? Revisited
Over two decades ago I was asked to write a pamphlet for the AHA on the reasons to study history. I emphasized the variety of skills involved in history learning, from writing and developing arguments, to assessing evidence, to dealing with the phenomenon of change over time. The essay has been fairly widely used and consistently ranks among ...
Why study history?
History requires the acquisition and use of many skills. History students must develop the ability to locate, study and interpret written and visual material, in order to extract evidence and meaning. They must be adept at contextualisation, analysis, problem-solving and critical thinking. History students also must be strong communicators, in ...
How Do We Learn from History?
(Essays on Freedom and Power, New York, 1957, 25-26). Many of us doubt that the facts of the past are as discrete and quickly recognizable as grains of gold glittering in the sand; nor are we sure that the truth of past experience can so easily be deployed as an instrument for action. ... What we learn from history depends entirely on how we ...
Writing a history essay
To write an effective essay, students should examine the question, understand its focus and requirements, acquire information and evidence through research, then construct a clear and well-organised response. Writing a good history essay should be rigorous and challenging, even for stronger students. As with other skills, essay writing develops ...
How to write source-based history essays
If you understand how each part works and fits into the overall essay, you are well on the way to creating a great assessment piece. Most essays will require you to write: 1 Introduction Paragraph. 3 Body Paragraphs. 1 Concluding Paragraph.
How to Write a History Essay
Step 1: Understand the History Paper Format. You may be assigned one of several types of history papers. The most common are persuasive essays and research papers. History professors might also ask you to write an analytical paper focused on a particular source or an essay that reviews secondary sources.
How to write an introduction for a history essay
1. Background sentences. The first two or three sentences of your introduction should provide a general introduction to the historical topic which your essay is about. This is done so that when you state your hypothesis, your reader understands the specific point you are arguing about. Background sentences explain the important historical ...
History Essay: A Complete Writing Guide for Students
Well, the main goal of a history essay is to measure your progress in learning history and test your range of skills (such as analysis, logic, planning, research, and writing), it is necessary to prepare yourself very well. Your plan of action may look like this. First of all, you will have to explore the topic.
PDF History Essay Guidelines
History Essay Guidelines _____ 1 Planning and Writing a Successful History Essay Establish what you are being asked to argue about. Because an essay calls for an argument, you need to read the question carefully to determine what you are being asked, and what responses you can make - supporting, rejecting or offering qualified (dis)agreement.
How to Write a History Essay: Examples, Tips & Tricks
Body paragraph 1: Introduction to the Historical Context. Provide background information on the historical context of your topic. Highlight key events, figures, or developments leading up to the main focus of your history essay. Body paragraphs 2-4 (or more): Main Arguments and Supporting Evidence.
History Essay: Topics, Tips and the Outline
Make it Shine. An A-level essay takes planning and revision, but it's achievable. Firstly, avoid procrastination and start early. Secondly, leave yourself plenty of time to brainstorm, outline, research and write. Finally, follow these five tips to make your history essay shine: Write a substantial introduction.
How To Write a Good History Essay
Relevance. Witnesses in court promise to tell the truth, the whole truth and nothing but the truth. All history students should swear a similar oath: to answer the question, the whole question and nothing but the question. This is the number one rule. You can write brilliantly and argue a case with a wealth of convincing evidence, but if you ...
Why should you study history?
To study history is to study change: historians are experts in examining and interpreting human identities and transformations of societies and civilizations over time. They use a range of methods and analytical tools to answer questions about the past and to reconstruct the diversity of past human experience: how profoundly people have ...
Why is It Important to Study History?
Here are six benefits of learning history your child will enjoy if they study history in school. 1. Develop an Understanding of the World. Through studying history, we can learn how past societies, systems, ideologies, governments, cultures and technologies were built, how they operated, and how they have changed.
OAH
Historians are good at teasing out the nuances, assumptions, and implications of statements from historical actors in the past; we can do the same with our students' words. Whether they are excited, frustrated, complaining, or hopeful, students will give us clues about what challenges them. When we combine them with SOTL lessons about ...
History's Value: Influence of History Background on Modern Well-being
History should be studied - there are many interesting history topics from which you can learn about important periods in the life of an individual, country, and even society. So why is it important to study history? This essay provides the reasons.
Introducing the Writing Prompt
In the first four lessons of the unit, students explore questions about identity, stereotyping, and group membership. This assessment step introduces students to a writing prompt that builds on these important themes and connects them to the history students explore later in this unit. The prompt is designed to serve as both a thematic frame ...
Why Study You-Know-What?
We might be good at "doing" history, but are we good at convincing other people that learning about history is worthwhile? Last fall, Stearns updated his essay to account for changes in the economy, higher education, and the discipline over the last quarter century or so. Today, he notes, any discussion of the value of the discipline needs ...
English Essay (Business
Cheap Business Essay Writing Services. Before being accepted into our company, we underwent extensive background checks. Check their credentials to confirm that they have been writing professionally for some time. If they are members of professional associations, check, for instance. Some students may have difficulty completing their research ...
IELTS Essay # 1199
Model Answer 1: [Opinion: It is essential for us to learn history.] In today's fast-paced world, where every minute counts, some people argue that studying history is a waste of time, while others believe it is crucial for us to learn about the past. In this essay, we will discuss both viewpoints and present an argument in favour of learning ...
Historical Nonfiction: Research-Based Writing With Hadley Meares
In this four-part workshop, learn to write your own historical essay through a research-based lens. Course Description. Have you ever wanted to write a history of personal interest in a 1200-word ...
Lesson plan: History of Juneteenth and why it became a national ...
Learn more about Lee's activism and the message of Juneteenth in this NewsHour interview with Opal Lee. If classrooms finish and plan a celebratory activity, please share your ideas with us on ...
Opinion
Guest Essay. Learning to Love My Father as His Mind Unraveled. June 15, 2024. Credit... Liana Finck. Share full article. 173. By Cornelia Channing. Ms. Channing is an editorial assistant in Opinion.
What is Flag Day? Here's a guide
On June 14, 1885, Bernard J. Cigrand, an 18-year-old Waubeka native teaching at Stony Hill School, put a flag in his inkwell and assigned his students an essay about what the flag means to them.
Juneteenth provides opportunity to learn about Black history
Now a federal holiday, Juneteenth can also be a time of teaching and learning Black history everywhere, said R. Xach Williams, an assistant professor of ethnic studies at Washington State University. In the Pacific Northwest, for example, Juneteenth celebrations arrived with the migration of Black workers from the South to shipyards and ...
Rethinking English essay scores: The argument for ...
Writing essays is a well-established tool for monitoring progress in learning English as a foreign language, as it provides a snapshot of a student's mastery of grammar and vocabulary.
A Chinese military buff inadvertently bought 4 books of military
A municipal worker collects scrap cardboard near a mural calling for Military and Civilian Unity in Beijing, Thursday, June 13, 2024. Chinese state media say that a military history buff found a collection of confidential documents related to the country's military in a pile of old papers he bought for under $1. (AP Photo/Ng Han Guan)

Why Is It Important to Study History?

Why do we study history?

How does history impact our lives today?

What lessons can we learn from history?

How do past events help us understand the present?

1. History helps us understand change

2. We learn from past mistakes

3. We gain context for the human experience

How do we study history?

Critical thinking

Finding the “So what?”

Where can I study history online?

Related Posts

Why Study History?

Undergraduate Program

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Herodotus: An Undergraduate Journal

Program Contacts

Thomas Mullaney

Steven Press

Kai Dowding

Department Bookshelf

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The Chinese Computer: A Global History of the Information Age

In the Shadow of Liberty: The Invisible History of Immigrant Detention in the United States

Uncertain Past Time: Empire, Republic, and Politics | Belirsiz Geçmiş Zaman: İmparatorluk, Cumhuriyet Ve Siyaset

Embodied Knowledge: Women and Science before Silicon Valley

Writing a history essay

Study the question

Begin with a plan

Start researching

Develop a contention

Plan an essay structure

Write fully formed paragraphs

Finish with an effective conclusion

Reference and cite your sources

Proofread, edit and seek feedback

Some general tips on writing

How to write an introduction for a history essay

What is an ‘introduction paragraph’?

Introduction paragraph structure

1. Background sentences

2. Hypothesis

3. Elaboration sentences

4. Signpost sentence

Putting it all together

Additional resources

What do you need help with?

How to Write a Good History Essay. A Sequence of Actions and Useful Tips

Detailed Writing Instruction for Students to Follow

How to Write a History Essay with Outline, Tips, Examples and More

What is a History Essay?

History Essay Outline

History Essay Format

How to Write a History Essay?

Analyze the Question

Develop a Strategy

Start Your Research

Establish a Viewpoint

Structure Your Essay

Create an Engaging Introduction

Develop Coherent Paragraphs

Conclude Effectively

Reference Your Sources

Review and Ask for Advice

History Essay Example

FAQs about History Essay Writing

How to Write a History Essay?

Purpose of a History Essay

Elements for Success

Preparing to Write

Evaluating the Question

Summarizing the Argument

Outlining a History Essay Plan

Gathering Sources

Writing the Essay

Introduction Paragraph

Body Paragraphs

Conclusion Paragraph

Proofreading Your Essay