what is history essays

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.

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How to Write a History Essay

Last Updated: December 27, 2022 Fact Checked

This article was co-authored by Emily Listmann, MA . Emily Listmann is a Private Tutor and Life Coach in Santa Cruz, California. In 2018, she founded Mindful & Well, a natural healing and wellness coaching service. She has worked as a Social Studies Teacher, Curriculum Coordinator, and an SAT Prep Teacher. She received her MA in Education from the Stanford Graduate School of Education in 2014. Emily also received her Wellness Coach Certificate from Cornell University and completed the Mindfulness Training by Mindful Schools. There are 8 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 246,360 times.

Writing a history essay requires you to include a lot of details and historical information within a given number of words or required pages. It's important to provide all the needed information, but also to present it in a cohesive, intelligent way. Know how to write a history essay that demonstrates your writing skills and your understanding of the material.

Preparing to Write Your Essay

• The key words will often need to be defined at the start of your essay, and will serve as its boundaries. [2] X Research source
• For example, if the question was "To what extent was the First World War a Total War?", the key terms are "First World War", and "Total War".
• Do this before you begin conducting your research to ensure that your reading is closely focussed to the question and you don't waste time.

• Explain: provide an explanation of why something happened or didn't happen.
• Interpret: analyse information within a larger framework to contextualise it.
• Evaluate: present and support a value-judgement.
• Argue: take a clear position on a debate and justify it. [3] X Research source

• Your thesis statement should clearly address the essay prompt and provide supporting arguments. These supporting arguments will become body paragraphs in your essay, where you’ll elaborate and provide concrete evidence. [4] X Trustworthy Source Purdue Online Writing Lab Trusted resource for writing and citation guidelines Go to source
• Your argument may change or become more nuanced as your write your essay, but having a clear thesis statement which you can refer back to is very helpful.
• For example, your summary could be something like "The First World War was a 'total war' because civilian populations were mobilized both in the battlefield and on the home front".

• Pick out some key quotes that make your argument precisely and persuasively. [5] X Research source
• When writing your plan, you should already be thinking about how your essay will flow, and how each point will connect together.

Doing Your Research

• Primary source material refers to any texts, films, pictures, or any other kind of evidence that was produced in the historical period, or by someone who participated in the events of the period, that you are writing about.
• Secondary material is the work by historians or other writers analysing events in the past. The body of historical work on a period or event is known as the historiography.
• It is not unusual to write a literature review or historiographical essay which does not directly draw on primary material.
• Typically a research essay would need significant primary material.

• Start with the core texts in your reading list or course bibliography. Your teacher will have carefully selected these so you should start there.
• Look in footnotes and bibliographies. When you are reading be sure to pay attention to the footnotes and bibliographies which can guide you to further sources a give you a clear picture of the important texts.
• Use the library. If you have access to a library at your school or college, be sure to make the most of it. Search online catalogues and speak to librarians.
• Access online journal databases. If you are in college it is likely that you will have access to academic journals online. These are an excellent and easy to navigate resources.
• Use online sources with discretion. Try using free scholarly databases, like Google Scholar, which offer quality academic sources, but avoid using the non-trustworthy websites that come up when you simply search your topic online.
• Avoid using crowd-sourced sites like Wikipedia as sources. However, you can look at the sources cited on a Wikipedia page and use them instead, if they seem credible.

• Who is the author? Is it written by an academic with a position at a University? Search for the author online.
• Who is the publisher? Is the book published by an established academic press? Look in the cover to check the publisher, if it is published by a University Press that is a good sign.
• If it's an article, where is published? If you are using an article check that it has been published in an academic journal. [8] X Research source
• If the article is online, what is the URL? Government sources with .gov addresses are good sources, as are .edu sites.

• Ask yourself why the author is making this argument. Evaluate the text by placing it into a broader intellectual context. Is it part of a certain tradition in historiography? Is it a response to a particular idea?
• Consider where there are weaknesses and limitations to the argument. Always keep a critical mindset and try to identify areas where you think the argument is overly stretched or the evidence doesn't match the author's claims. [9] X Research source

• Label all your notes with the page numbers and precise bibliographic information on the source.
• If you have a quote but can't remember where you found it, imagine trying to skip back through everything you have read to find that one line.
• If you use something and don't reference it fully you risk plagiarism. [10] X Research source

Writing the Introduction

• For example you could start by saying "In the First World War new technologies and the mass mobilization of populations meant that the war was not fought solely by standing armies".
• This first sentences introduces the topic of your essay in a broad way which you can start focus to in on more.

• This will lead to an outline of the structure of your essay and your argument.
• Here you will explain the particular approach you have taken to the essay.
• For example, if you are using case studies you should explain this and give a brief overview of which case studies you will be using and why.

Writing the Essay

• Try to include a sentence that concludes each paragraph and links it to the next paragraph.
• When you are organising your essay think of each paragraph as addressing one element of the essay question.
• Keeping a close focus like this will also help you avoid drifting away from the topic of the essay and will encourage you to write in precise and concise prose.
• Don't forget to write in the past tense when referring to something that has already happened.

• Don't drop a quote from a primary source into your prose without introducing it and discussing it, and try to avoid long quotations. Use only the quotes that best illustrate your point.
• If you are referring to a secondary source, you can usually summarise in your own words rather than quoting directly.
• Be sure to fully cite anything you refer to, including if you do not quote it directly.

• Think about the first and last sentence in every paragraph and how they connect to the previous and next paragraph.
• Try to avoid beginning paragraphs with simple phrases that make your essay appear more like a list. For example, limit your use of words like: "Additionally", "Moreover", "Furthermore".
• Give an indication of where your essay is going and how you are building on what you have already said. [15] X Research source

• Briefly outline the implications of your argument and it's significance in relation to the historiography, but avoid grand sweeping statements. [16] X Research source
• A conclusion also provides the opportunity to point to areas beyond the scope of your essay where the research could be developed in the future.

Proofreading and Evaluating Your Essay

• Try to cut down any overly long sentences or run-on sentences. Instead, try to write clear and accurate prose and avoid unnecessary words.
• Concentrate on developing a clear, simple and highly readable prose style first before you think about developing your writing further. [17] X Research source
• Reading your essay out load can help you get a clearer picture of awkward phrasing and overly long sentences. [18] X Research source

• When you read through your essay look at each paragraph and ask yourself, "what point this paragraph is making".
• You might have produced a nice piece of narrative writing, but if you are not directly answering the question it is not going to help your grade.

• A bibliography will typically have primary sources first, followed by secondary sources. [19] X Research source
• Double and triple check that you have included all the necessary references in the text. If you forgot to include a reference you risk being reported for plagiarism.

Sample Essay

Community Q&A

You Might Also Like

• ↑ http://www.historytoday.com/robert-pearce/how-write-good-history-essay
• ↑ https://www.hamilton.edu/academics/centers/writing/writing-resources/writing-a-good-history-paper
• ↑ https://owl.purdue.edu/owl/general_writing/the_writing_process/thesis_statement_tips.html
• ↑ http://history.rutgers.edu/component/content/article?id=106:writing-historical-essays-a-guide-for-undergraduates
• ↑ https://guides.lib.uw.edu/c.php?g=344285&p=2580599
• ↑ http://www.hamilton.edu/documents/writing-center/WritingGoodHistoryPaper.pdf
• ↑ http://www.bowdoin.edu/writing-guides/
• ↑ https://www.wgtn.ac.nz/hppi/publications/Writing-History-Essays.pdf

About This Article

To write a history essay, read the essay question carefully and use source materials to research the topic, taking thorough notes as you go. Next, formulate a thesis statement that summarizes your key argument in 1-2 concise sentences and create a structured outline to help you stay on topic. Open with a strong introduction that introduces your thesis, present your argument, and back it up with sourced material. Then, end with a succinct conclusion that restates and summarizes your position! For more tips on creating a thesis statement, read on! Did this summary help you? Yes No

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Steps for Writing a History Paper

Writing a history paper is a process.  Successful papers are not completed in a single moment of genius or inspiration, but are developed over a series of steps.  When you first read a paper prompt, you might feel overwhelmed or intimidated.  If you think of writing as a process and break it down into smaller steps, you will find that paper-writing is manageable, less daunting, and even enjoyable.  Writing a history paper is your opportunity to do the real work of historians, to roll up your sleeves and dig deep into the past.

What is a History paper?

History papers are driven by arguments.  In a history class, even if you are not writing a paper based on outside research, you are still writing a paper that requires some form of argument.  For example, suppose your professor has asked you to write a paper discussing the differences between colonial New England and colonial Virginia.  It might seem like this paper is straightforward and does not require an argument, that it is simply a matter of finding the “right answer.”  However, even here you need to construct a paper guided by a larger argument.  You might argue that the main differences between colonial New England and Virginia were grounded in contrasting visions of colonization.  Or you might argue that the differences resulted from accidents of geography or from extant alliances between regional Indian groups.  Or you might make an argument that draws on all of these factors.  Regardless, when you make these types of assertions, you are making an argument that requires historical evidence.  Any history paper you write will be driven by an argument demanding evidence from sources.

History writing assignments can vary widely–and you should always follow your professor’s specific instructions–but the following steps are designed to help no matter what kind of history paper you are writing.  Remember that the staff of the History Writing Center is here to assist you at any stage of the writing process.

• Sometimes professors distribute prompts with several sub-questions surrounding the main question they want you to write about.  The sub-questions are designed to help you think about the topic.  They offer ideas you might consider, but they are not, usually, the key question or questions you need to answer in your paper.  Make sure you distinguish the key questions from the sub-questions.  Otherwise, your paper may sound like a laundry list of short-answer essays rather than a cohesive argument. A helpful way to hone in on the key question is to look for action verbs, such as “analyze” or “investigate” or “formulate.”  Find such words in the paper prompt and circle them.  Then, carefully consider what you are being asked to do.  Write out the key question at the top of your draft and return to it often, using it to guide you in the writing process.  Also, be sure that you are responding to every part of the prompt.  Prompts will often have several questions you need to address in your paper.  If you do not cover all aspects, then you are not responding fully to the assignment.  For more information, visit our section, “Understanding Paper Prompts.”
• Before you even start researching or drafting, take a few minutes to consider what you already know about the topic.  Make a list of ideas or draw a cluster diagram, using circles and arrows to connect ideas–whatever method works for you.  At this point in the process, it is helpful to write down all of your ideas without stopping to judge or analyze each one in depth.  You want to think big and bring in everything you know or suspect about the topic.  After you have finished, read over what you have created.  Look for patterns or trends or questions that keep coming up.  Based on what you have brainstormed, what do you still need to learn about the topic?  Do you have a tentative argument or response to the paper prompt?  Use this information to guide you as you start your research and develop a thesis.
• Depending on the paper prompt, you may be required to do outside research or you may be using only the readings you have done in class.  Either way, start by rereading the relevant materials from class.  Find the parts from the textbook, from the primary source readings, and from your notes that relate to the prompt. If you need to do outside research, the UCLA library system offers plenty of resources.  You can begin by plugging key words into the online library catalog.  This process will likely involve some trial and error.  You will want to use search terms that are specific enough to address your topic without being so narrow that you get no results.  If your keywords are too general, you may receive thousands of results and feel overwhelmed.  To help you narrow your search, go back to the key questions in the essay prompt that you wrote down in Step 1.  Think about which terms would help you respond to the prompt.  Also, look at the language your professor used in the prompt.  You might be able to use some of those same words as search terms. Notice that the library website has different databases you can search depending on what type of material you need (such as scholarly articles, newspapers, books) and what subject and time period you are researching (such as eighteenth-century England or ancient Rome).  Searching the database most relevant to your topic will yield the best results.  Visit the library’s History Research Guide for tips on the research process and on using library resources.  You can also schedule an appointment with a librarian to talk specifically about your research project.  Or, make an appointment with staff at the History Writing Center for research help.  Visit our section about using electronic resources as well.
• By this point, you know what the prompt is asking, you have brainstormed possible responses, and you have done some research.  Now you need to step back, look at the material you have, and develop your argument.  Based on the reading and research you have done, how might you answer the question(s) in the prompt?  What arguments do your sources allow you to make?  Draft a thesis statement in which you clearly and succinctly make an argument that addresses the prompt. If you find writing a thesis daunting, remember that whatever you draft now is not set in stone.  Your thesis will change.  As you do more research, reread your sources, and write your paper, you will learn more about the topic and your argument.  For now, produce a “working thesis,” meaning, a thesis that represents your thinking up to this point.  Remember it will almost certainly change as you move through the writing process.  For more information, visit our section about thesis statements.  Once you have a thesis, you may find that you need to do more research targeted to your specific argument.  Revisit some of the tips from Step 3.
• Now that you have a working thesis, look back over your sources and identify which ones are most critical to you–the ones you will be grappling with most directly in order to make your argument.  Then, annotate them.  Annotating sources means writing a paragraph that summarizes the main idea of the source as well as shows how you will use the source in your paper.  Think about what the source does for you.  Does it provide evidence in support of your argument?  Does it offer a counterpoint that you can then refute, based on your research?  Does it provide critical historical background that you need in order to make a point?  For more information about annotating sources, visit our section on annotated bibliographies. While it might seem like this step creates more work for you by having to do more writing, it in fact serves two critical purposes: it helps you refine your working thesis by distilling exactly what your sources are saying, and it helps smooth your writing process.  Having dissected your sources and articulated your ideas about them, you can more easily draw upon them when constructing your paper.  Even if you do not have to do outside research and are limited to working with the readings you have done in class, annotating sources is still very useful.  Write down exactly how a particular section in the textbook or in a primary source reader will contribute to your paper.
• An outline is helpful in giving you a sense of the overall structure of your paper and how best to organize your ideas.  You need to decide how to arrange your argument in a way that will make the most sense to your reader.  Perhaps you decide that your argument is most clear when presented chronologically, or perhaps you find that it works best with a thematic approach.  There is no one right way to organize a history paper; it depends entirely on the prompt, on your sources, and on what you think would be most clear to someone reading it. An effective outline includes the following components: the research question from the prompt (that you wrote down in Step 1), your working thesis, the main idea of each body paragraph, and the evidence (from both primary and secondary sources) you will use to support each body paragraph.  Be as detailed as you can when putting together your outline.

If you have trouble getting started or are feeling overwhelmed, try free writing.  Free writing is a low-stakes writing exercise to help you get past the blank page.  Set a timer for five or ten minutes and write down everything you know about your paper: your argument, your sources, counterarguments, everything.  Do not edit or judge what you are writing as you write; just keep writing until the timer goes off.  You may be surprised to find out how much you knew about your topic.  Of course, this writing will not be polished, so do not be tempted to leave it as it is.  Remember that this draft is your first one, and you will be revising it.

A particularly helpful exercise for global-level revision is to make a reverse outline, which will help you look at your paper as a whole and strengthen the way you have organized and substantiated your argument.  Print out your draft and number each of the paragraphs.  Then, on a separate piece of paper, write down each paragraph number and, next to it, summarize in a phrase or a sentence the main idea of that paragraph.  As you produce this list, notice if any paragraphs attempt to make more than one point: mark those for revision.  Once you have compiled the list, read it over carefully.  Study the order in which you have sequenced your ideas.  Notice if there are ideas that seem out of order or repetitive.  Look for any gaps in your logic.  Does the argument flow and make sense?

When revising at the local level, check that you are using strong topic sentences and transitions, that you have adequately integrated and analyzed quotations, and that your paper is free from grammar and spelling errors that might distract the reader or even impede your ability to communicate your point.  One helpful exercise for revising on the local level is to read your paper out loud.  Hearing your paper will help you catch grammatical errors and awkward sentences.

Here is a checklist of questions to ask yourself while revising on both the global and local levels:

– Does my thesis clearly state my argument and its significance?

– Does the main argument in each body paragraph support my thesis?

– Do I have enough evidence within each body paragraph to make my point?

– Have I properly introduced, analyzed, and cited every quotation I use?

– Do my topic sentences effectively introduce the main point of each paragraph?

– Do I have transitions between paragraphs?

– Is my paper free of grammar and spelling errors?

• Congratulate yourself. You have written a history paper!

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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)

Castles were an important component of Medieval Britain from the time of the Norman conquest in 1066 until they were phased out in the 15 th and 16 th 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.

WWI (Year 9 Level)

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.

Civil Rights (Year 10 Level)

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.

Ancient Rome (Year 11/12 Level)  

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.

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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History Essay Examples

Top History Essay Examples To Get Inspired By

Published on: May 4, 2023

Last updated on: Jan 31, 2024

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History essays are a crucial component of many academic programs, helping students to develop their critical thinking, research, and writing skills. 

However, writing a great history essay is not always easy, especially when you are struggling to find the right approach. This is where history essay examples come in handy. 

By reading and examining samples of successful history essays, you can gain inspiration, learn new ways to approach your topic. Moreover, you can develop a better understanding of what makes a great history essay.

In this blog, you will find a range of history essay examples that showcase the best practices in history essay writing. 

Read on to find useful examples.

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Sample History Essays

Explore our collection of excellent history paper examples about various topics. Download the pdf examples for free and read to get inspiration for your own essay.

History Essay Samples for Middle School

The Impact of Ancient Civilizations on Modern Society

The Rise and Fall of the Roman Empire

The Causes and Consequences of the American Revolution

History Writing Samples for High School Students

The Impact of the Industrial Revolution on Society

Grade 10 History Essay Example: World War 1 Causes and Effects

Grade 12 History Essay Example: The Impact of Technology on World War II

Ancient History Essay Examples

The Societal and Political Structures of the Maya Civilization

The Role of Phoenicians in the Development of Ancient Mediterranean World

The Contributions of the Indus Civilization

Medieval History Essay Examples

The Crusades Motivations and Consequences

The Beginning of Islamic Golden Age

The Black Death

Modern History Essay Examples

The Suez Crisis and the End of British Dominance

The Rise of China as an Economic Powerhouse

World History Essay Examples

The Role of the Silk Road in Shaping Global Trade and Culture

The Rise and Fall of the Ottoman Empire

The Legacy of Ancient Greek Philosophy and Thought

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American History Essay Examples

The Civil Rights Movement and its Impact on American Society

The American Civil War and its Aftermath

The Role of Women in American Society Throughout History

African History Essay Examples

The Impact of Colonialism on African Societies

The Rise and Fall of the Mali Empire

European History Essay Examples

The Protestant Reformation and the Rise of Protestantism in Europe

The French Revolution and its Impact on European Politics and Society

The Cold War and the Division of Europe

Argumentative History Essay Examples

Was the US Civil War Primarily About Slavery or States

The Effects of British Colonization on Colonies

Art History Essay Examples 

The Influence of Greek and Roman Art on Neoclassicism

The Depiction of Women in Art Throughout History

The Role of Art in the Propaganda of Fascist Regimes

How to Use History Essay Examples

History essay examples are a valuable tool for students looking for inspiration and guidance on how to approach their own essays. 

By analyzing successful essays, you can learn effective writing techniques that can be expected in a high-quality history essay. 

Here are some tips that will help you take full advantage of the samples above.

Tips for Effectively Using History Essay Examples

• Analyze the Structure:

Pay close attention to how the essay is organized, including the introduction, body paragraphs, and conclusion. Look for how the author transitions between paragraphs and the use of evidence to support their argument.

• Study the Thesis Statement:

The thesis statement is the backbone of any successful history essay. Analyze how the author crafted their thesis statement, and consider how you can apply this to your own writing.

• Take Note of the Evidence: 

Effective history essays rely on using strong evidence to support their arguments. Take note of the sources and types of evidence used in the essay. Consider how you can apply similar evidence to support your own arguments.

• Pay Attention to the Formatting and Other Academic Formalities:

The sample essays also demonstrate how you can incorporate academic formalities and standards while keeping the essay engaging. See how these essays fulfill academic standards and try to follow them in your own writing.

• Practice Writing:

While analyzing history essay examples can be helpful, it is important to also practice writing your own essays. Use the examples as inspiration, but try to craft your own unique approach to your topic. 

History essays are an essential aspect of learning and understanding the past. By using history essay examples, students can gain inspiration on how to develop their history essays effectively. 

Furthermore, following the tips outlined in this blog, students can effectively analyze these essay samples and learn from them. 

However, writing a history essay can still be challenging. 

Looking for an online essay writing service that specializes in history essays? Look no further!

Our history essay writing service is your go-to source for well-researched and expertly crafted papers.

And for an extra edge in your academic journey, explore our AI essay writing tool . Make history with your grades by choosing our online essay writing service and harnessing the potential of our AI essay writing tool.

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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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Ethical Research Paper Topics

Writing a research paper on ethics is not an easy task, especially if you do not possess excellent writing skills and do not like to contemplate controversial questions. But an ethics course is obligatory in all higher education institutions, and students have to look for a way out and be creative. When you find an […]

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Students obtaining degrees in fine art and art & design programs most commonly need to write a paper on art topics. However, this subject is becoming more popular in educational institutions for expanding students’ horizons. Thus, both groups of receivers of education: those who are into arts and those who only get acquainted with art […]

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.

What this handout is about

This handout was written with several goals in mind: to explain what historians do and how they approach the writing process, to encourage you to think about your history instructor’s expectations, and to offer some strategies to help you write effectively in history courses.

Introduction: What is history?

Easy, right? History is everything that happened in the past: dates, facts, timelines, and the names of kings, queens, generals, and villains. For many students, the word “history” conjures up images of thick textbooks, long lectures, and even longer nights spent memorizing morsels of historical knowledge.

For your instructors in the history department, however, history is a fascinating puzzle with both personal and cultural significance. The past informs our lives, ideas, and expectations. Before shrugging off this abstract notion, ask yourself another “easy” question: Why are you here at UNC-CH?

Maybe you’re at UNC because it was the best school that accepted you, or because UNC has great sports teams. In the big picture, however, you are here because of history, i.e., because of past events and developments. You are here (on the planet) because two people’s lives collided—in the past. You may be here (in North Carolina) because you or some ancestor crossed an ocean several weeks, years, decades or centuries ago. You are here (in Chapel Hill) because, two hundred years ago, some people pooled their ideas, energy, and money to dig a well, collect some books, and hire some professors. You are here (at an institution of higher education) because long ago, some German scholars laid the groundwork for what we call the “modern university.”

In other words, your presence on this campus is the result of many, many historical developments. Although we are all unique, we share parts of our identities with past peoples and cultures. The problems we face today may have puzzled—or even been created by—past people and cultures. This same past has eliminated many hurdles for us (think of the polio vaccine) and may even offer possible solutions for contemporary concerns (consider the recent revival of herbal medicines).

Finally, history is ever-changing. Question: what did Christopher Columbus do? Well, if you’re like many people, you’re thinking, “He discovered the New World.” Well, sort of. It took a while before the Spaniards realized he’d landed on an island off the coast of this New World. It took even longer for historians to figure out that the Vikings crossed the Atlantic long before Columbus. And now we know that this world wasn’t really “new”—there were civilizations here that far predated organized cultures in Europe.

So, historians study the past to figure out what happened and how specific events and cultural developments affected individuals and societies. Historians also revise earlier explanations of the past, adding new information. The more we know about the past, the better we can understand how societies have evolved to their present state, why people face certain problems, and how successfully others have addressed those problems.

As you can see, the questions of history include the immediate and personal (how did I get here?), the broad and cultural (why do universities function as they do?) and the purely factual (what exactly did Columbus find?). The answers historians offer are all more or less educated guesses about the past, based on interpretations of whatever information trickles down through the ages.

History instructors’ expectations of you

You can assume two things about your Carolina history instructors. First, they are themselves scholars of history. Second, they expect you to engage in the practice of history. In other words, they frequently want you to use information to make an educated guess about some bygone event, era, or phenomenon.

You probably know how to guess about the past. High school history exams and various nameless standardized tests often encourage students to guess. For example:

1. The hula hoop was invented in

d) none of the above

In academia, however, guessing is not enough. As they evaluate assignments, history instructors look for evidence that students:

• know about the past, and can
• think about the past.

Historians know about the past because they look at what relics have trickled down through the ages. These relics of past civilizations are called primary sources. For some periods and cultures (20th century America, for example), there are tons of primary sources—political documents, newspapers, teenagers’ diaries, high school year books, tax returns, tape-recorded phone conversations, etc. For other periods and cultures, however, historians have very few clues to work with; that’s one reason we know so little about the Aztecs.

Gathering these clues, however, is only part of historians’ work. They also consult other historians’ ideas. These ideas are presented in secondary sources, which include textbooks, monographs, and scholarly articles. Once they’ve studied both primary and secondary sources, historians think. Ideally, after thinking for a while, they come up with a story to link together all these bits of information—an interpretation (read: educated guess) which answers a question about some past event or phenomenon.

Sounds pretty straightforward, right? Except when two historians using different sources come up with contradictory answers to the same question. Even worse, what if two historians ask the same question and use the same sources but come up with different answers? This happens pretty regularly and can lead to heated debates, complete with name-calling. Even today, for example, historians still can’t agree on the extent of apocalyptic panic surrounding the year 1000.

To avoid unnecessary disagreements and survive legitimate debates, good historians explain why their question is important, exactly what sources they found, and how they analyzed those sources to reach a particular interpretation. In other words, they prove that both their approach and answers are valid and significant. This is why historical texts have so many footnotes. It’s also why history instructors put so much emphasis on how you write your paper. In order to evaluate the quality of your answer to a historical question, they need to know not only the “facts,” but also:

• why your question is significant
• where you got your facts
• how you engaged and organized those facts to make your point

To sum up: most UNC history instructors will expect you to both know information and interpret it to answer a question about the past. Your hard-won ability to name all the governors of Idaho in chronological order will mean little unless you can show why and how that chronology is significant.

Typical writing assignments

(For general tips, see our handout on understanding assignments .)

A typical Carolina history course includes several kinds of writing assignments:

• Research papers —As the name suggests, these assignments require you to engage in full-fledged historical research. You will read sources (primary and/or secondary), think about them, and interpret them to answer some question about the past. Note: Contrary to popular fears, research papers are not the most common kind of paper assigned in college-level history courses.
• Response papers —Much more common in survey courses, these assignments ask you to reflect on a given reading, film, or theme of the course and discuss/evaluate some aspect of it. Don’t be disillusioned, however; these are rarely intended to be free-flowing, last minute scrawls on the back of a napkin. Be prepared to address a question and support why you think that way about it.
• Exam essays —Essay exam questions are close cousins of response papers. Assuming you’ve kept up with the course, you should have all the “facts” to answer the question, and need only (!?!) to organize them into a thoughtful interpretation of the past. For tips on this, see our handout on essay exams .
• Book reviews —These will vary depending on the requirements of the course. All book reviews in history should explain the basic argument of the book and assess the argument’s strengths and weaknesses. Your assessment can include an evaluation of the author’s use of evidence, methodology, organization, style, etc. Was the argument convincing? If so, then explain why, and if not, explain why. Some instructors will also expect you to place the book within its historiographical context, examining the relationship between this work and others in the field. For more information, see our handout on book reviews .
• Historiographical essays —These assignments are common in upper-level and graduate history classes. Historiographical essays focus on how scholars have interpreted certain events, not on the events themselves. Basically, these assignments are “histories of history” and require that students be able to explain the different schools of thought on a subject.

Here’s an example of a thesis statement for a historiographical essay:

The historiography of the American Revolution can be primarily seen as a shift between various Whig and Progressive interpretations. While Whig historians are concerned with political ideology and the actions of powerful people, Progressive interpretations generally examine the social causes of the Revolution.

To begin a historiographical essay, you will first read multiple works on the same topic, such as the American Revolution. As you would for a book review, you will then analyze the authors’ arguments, being sure to avoid simple summaries. You can organize your essay chronologically (in the order that the books on the topic were published) or methodologically (grouping historians with similar interpretations together).

Some questions to consider as you write a historiographical essay are: How has the historiography on this subject evolved over time? What are the different schools of thought on the topic, and how do they impact the interpretations of this subject? Why have different scholars come to different conclusions about this topic? You may find some of the information in our handout on literature reviews helpful.

The specifics of your particular assignment will obviously vary. However, if you’re not sure how to attack a writing assignment in your history course (and why else would you be reading this?), try our 8½ Step Plan.

8½ step plan

1. Recall the link between history and writing In case you missed this, history is basically an educated guess about the past.

When you write, you will most likely have to show that you know something about the past and can craft that knowledge into a thoughtful interpretation answering a specific question.

2. Read with an eye towards writing

You will have to read before you write. If the reading has been assigned, guess why your instructor chose it. Whatever you read, ask yourself:

• How does this text relate to the themes of the lecture/discussion section/course?
• What does this text say? What does it not say?
• How do I react to this text? What are my questions? How could I explain it to someone else (summarize it, diagram the main points, critique the logic)?

For more on this, see also our handout on reading to write .

3. Dissect the question

Since you now (having completed step 1) anticipate having to make—and support—an educated guess, pick the question apart. Identify:

A. Opportunities to show what you know. These are requests for information and are usually pretty easy to find. Look for verbs like these:

B. Opportunities to show what you think. These are requests for interpretation. If you’re lucky, they will be just as obvious. Look for key words like these:

Requests for interpretation may not always be worded as questions.

Each of following statements asks for an educated guess:

• Compare the effects of the French Revolution and white bread on French society.
• Analyze what freedom meant to Cleopatra.
• Discuss the extent to which television changed childhood in America.

Warning: Even something as straightforward as “Did peanut butter kill Elvis?” is usually a plea for both knowledge and interpretation. A simple “yes” or “no” is probably not enough; the best answers will include some information about Elvis and peanut butter, offer supporting evidence for both possible positions, and then interpret this information to justify the response.

3½. Dissect any other guidelines just as carefully

Your assignment prompt and/or any writing guidelines your instructor has provided contain valuable hints about what you must or could include in your essay.

Consider the following questions:

• In all papers for this course, be sure to make at least one reference to lecture notes.
• Evaluate two of the four social classes in early modern Timbuktu.

History instructors often begin an assignment with a general “blurb” about the subject, which many students skip in order to get to the “real” question. These introductory statements, however, can offer clues about the expected content and organization of your essay. Example:

The modern world has witnessed a series of changes in the realm of breadmaking. The baker’s code of earlier societies seemed no longer relevant to a culture obsessed with fiber content and caloric values. The meaning of these developments has been hotly contested by social historians such as Al White and A. Loaf. Drawing on lecture notes, class readings, and your interpretation of the film, The Yeast We Can Do , explain which European culture played the greatest role in the post-war breadmaking revolution.

Although it’s possible this instructor is merely revealing his/her own nutritional obsessions, a savvy student could glean important information from the first two sentences of this assignment. A strong answer would not only pick a culture and prove its importance to the development of breadmaking, but also:

• summarize the relationship between this culture and the series of changes in breadmaking
• briefly explain the irrelevance of the baker’s code
• relate the answer to both the arguments of White and Loaf and the modern world’s obsessions

For more on this, see our handout on understanding assignments .

4. Jot down what you know and what you think This is important because it helps you develop an argument about the question.

Make two lists, one of facts and one of thoughts.

FACTS: What do you know about breadmaking, based on your sources? You should be able to trace each item in this list to a specific source (lecture, the textbook, a primary source reading, etc).

THOUGHTS: What’s the relationship between these facts? What’s your reaction to them? What conclusions might a reasonable person draw? If this is more difficult (which it should be), try:

• Freewriting. Just write about your subject for 5-10 minutes, making no attempt to use complete sentences, prove your ideas, or otherwise sound intelligent.
• Jotting down your facts in no particular order on a blank piece of paper, then using highlighters or colored pencils to arrange them in sets, connect related themes, link related ideas, or show a chain of developments.
• Scissors. Write down whatever facts and ideas you can think of. Cut up the list and then play with the scraps. Group related ideas or opposing arguments or main points and supporting details.

5. Make an argument This is where many people panic, but don’t worry, you only need an argument, not necessarily an earth-shattering argument. In our example, there is no need to prove that Western civilization would have died out without bread. If you’ve been given a question, ask yourself, “How can I link elements of my two lists to address the question?” If you get stuck, try:

• Looking back at steps 3 and 3½
• More freewriting
• Talking with someone
• Letting all the information “gel” in your mind. Give your subconscious mind a chance to work. Get a snack, take a walk, etc.

If no question has been assigned, give yourself plenty of time to work on step 4. Alternately, convince yourself to spend thirty minutes on a 6-sided strategy Donald Daiker calls “cubing.” (If thirty minutes seems like a long time, remember most instructors really, really, really want to see some kind of argument.) Spend no more than five minutes writing on each of the following (just thinking doesn’t count; you have to get it down on paper):

• Describe your subject. It’s breadmaking. Everyone eats bread. Bread can be different textures and colors and sizes…
• Compare it. Breadmaking is like making steel because you combine raw ingredients…It’s totally different than…
• Associate it. My grandfather made bread twice a week. Breadmaking makes me think of butter, cheese, milk, cows, the Alps. Loaf talks about Germans, and some of them live in the Alps.
• Analyze it. White thinks that French bread is the best; Loaf doesn’t. There are different kinds of bread, different steps in the breadmaking process, different ways to make bread…
• Apply it. You could teach a course on breadmaking. You could explain Franco-German hostilities based on their bread preferences…
• Argue for or against it. Breadmaking is important because every culture has some kind of bread. People focus so much on food fads like smoothies, the “other white meat,” and Jell-O, but bread has kept more people alive over time…

Now, do any of these ideas seem significant? Do they tie in to some theme of your reading or course? Do you have enough information in your earlier “facts” and “thoughts” lists to PROVE any of these statements? If you’re still stumped, gather up all your lists and go talk with your instructor. The lists will prove to them you’ve actually tried to come up with an argument on your own and give the two of you something concrete to talk about. For more on this, see our handout on making an argument , handout on constructing thesis statements , and handout on asking for feedback on your writing .

6. Organize

Let’s say you’ve batted around some ideas and come up with the following argument:

Although White’s argument about the role of food fads suggests that French culture drove the modern breadmaking revolution, careful consideration of Loaf’s thesis proves that German emigres irreversibly changed traditional attitudes towards bread.

The next step is to figure out a logical way to explain and prove your argument. Remember that the best thesis statements both take a position and give readers a map to guide them through the paper. Look at the parts of your thesis and devote a section of your essay to each part. Here’s one (but not the only) way to organize an essay based on the above argument:

• P1: Introduction: Why is breadmaking a relevant subject? Who are White and Loaf? Give thesis statement.
• P2: What is/was the breadmaking revolution? What traditional attitudes did it change?
• P3: How does White’s argument about food fads lead one to believe the French have dominated this revolution?
• P4: Why is White wrong?
• P5: What is Loaf’s thesis and how do you see it asserting the role of German emigres?
• P6: Why does Loaf’s thesis make sense?
• P7: Conclusion: Sum up why Loaf’s argument is stronger, explain how society has been changed the breadmaking revolution as he understands it, and tie these ideas back to your original argument.

7. Fill in the content

Fill in each section—also called a paragraph—using your lists from step 5. In addition to filling in what you know and what you think, remember to explain each section’s role in proving your argument and how each paragraph relates to those before and after it. For more help with this, see our handout on introductions , handout on conclusions , handout on transitions , and handout on paragraph development .

Ideally, this would really be steps 8, 9, and 10 (maybe even 11 and 12 for a big or important paper), but you’d never have gotten this far if you suspected there were that many steps. To maintain the illusion, let’s just call them 8a, 8b, and 8c.

8a. Check the organization This is really double-checking STEP 6. Do the parts of your paper make sense—and prove your point—in this order?

8b. Check content First, read your draft and ask yourself how each section relates to your thesis or overall argument. Have you explained this relationship? If not, would it be easier to rework the body of your paper to fit your argument or to revise your thesis to fit the existing content?

Next, reread your draft, and identify each sentence (based on its actual content): Is it “knowing” or “thinking” or both? Write one or both of those words in the margin. After doing this for each sentence in the whole paper, go back and tally up how many times you scribbled “I know” and “I think.” This next part is important:

THE “KNOWS” and “THINKS” SHOULD BALANCE EACH OTHER OUT (more or less).

This should usually be true both within specific paragraphs and in the paper as a whole. It’s fine to have 4 “knows” and 6 “thinks,” but if things are way out of balance, reread the assignment very carefully to be sure you didn’t miss something. Even if they ask for your opinion, most history instructors expect you to back it up by interpreting historical evidence or examples.

8c. Proofread for style and grammar This is also important. Even though you’re not writing for an English course, style and grammar are very important because they help you communicate ideas. For additional tips, see our handout on style and handout on proofreading .

While every assignment and course will have its unique quirks and requirements, you’re now armed with a set of basic guidelines to help you understand what your instructors expect and work through writing assignments in history. For more information, refer to the following resources or make an appointment to work with a tutor at the Writing Center.

Works consulted

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

Collingwood, R. G. 1989. The Written World: Reading and Writing in Social Contexts . New York: Harper Collins.

Daiker, Donald, Andrew Kerek, and Max Morenberg. 1994. The Writer’s Options: Combining to Composing , 5th ed. New York: Harper & Row.

Marius, Richard, and Melvin E. Page. 2010. A Short Guide to Writing About History , 7th ed. New York: Longman.

Smith, Hadley M. 2012. Writing in the Disciplines: A Reader for Writers , edited by Mary Lynch Kennedy and William J. Kennedy, 7th ed. New York: Pearson.

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

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Why Study History? (1998)

/ AHA Resource Library

/ Why Study History? (1998)

Published Date

January 1, 1998

Resource Type

AHA Archival Document, Essay

History of the Discipline, Teaching Methods

Graduate Education, K–12 Education, Teaching & Learning

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

In 2020, Peter N. Stearns revisited this essay with “ Why Study History? Revisited ” in  Perspectives on History .

By Peter N. Stearns

People live in the present. They plan for and worry about the future. History, however, is the study of the past. Given all the demands that press in from living in the present and anticipating what is yet to come, why bother with what has been? Given all the desirable and available branches of knowledge, why insist—as most American educational programs do—on a good bit of history? And why urge many students to study even more history than they are required to?

Any subject of study needs justification: its advocates must explain why it is worth attention. Most widely accepted subjects—and history is certainly one of them—attract some people who simply like the information and modes of thought involved. But audiences less spontaneously drawn to the subject and more doubtful about why to bother need to know what the purpose is.

Historians do not perform heart transplants, improve highway design, or arrest criminals. In a society that quite correctly expects education to serve useful purposes, the functions of history can seem more difficult to define than those of engineering or medicine. History is in fact very useful, actually indispensable, but the products of historical study are less tangible, sometimes less immediate, than those that stem from some other disciplines.

In the past history has been justified for reasons we would no longer accept. For instance, one of the reasons history holds its place in current education is because earlier leaders believed that a knowledge of certain historical facts helped distinguish the educated from the uneducated; the person who could reel off the date of the Norman conquest of England (1066) or the name of the person who came up with the theory of evolution at about the same time that Darwin did (Wallace) was deemed superior—a better candidate for law school or even a business promotion. Knowledge of historical facts has been used as a screening device in many societies, from China to the United States, and the habit is still with us to some extent. Unfortunately, this use can encourage mindless memorization—a real but not very appealing aspect of the discipline. History should be studied because it is essential to individuals and to society, and because it harbors beauty. There are many ways to discuss the real functions of the subject—as there are many different historical talents and many different paths to historical meaning. All definitions of history’s utility, however, rely on two fundamental facts.

History Helps Us Understand People and Societies

In the first place, history offers a storehouse of information about how people and societies behave. Understanding the operations of people and societies is difficult, though a number of disciplines make the attempt. An exclusive reliance on current data would needlessly handicap our efforts. How can we evaluate war if the nation is at peace—unless we use historical materials? How can we understand genius, the influence of technological innovation, or the role that beliefs play in shaping family life, if we don’t use what we know about experiences in the past? Some social scientists attempt to formulate laws or theories about human behavior. But even these recourses depend on historical information, except for in limited, often artificial cases in which experiments can be devised to determine how people act. Major aspects of a society’s operation, like mass elections, missionary activities, or military alliances, cannot be set up as precise experiments. Consequently, history must serve, however imperfectly, as our laboratory, and data from the past must serve as our most vital evidence in the unavoidable quest to figure out why our complex species behaves as it does in societal settings. This, fundamentally, is why we cannot stay away from history: it offers the only extensive evidential base for the contemplation and analysis of how societies function, and people need to have some sense of how societies function simply to run their own lives.

History Helps Us Understand Change and How the Society We Live in Came to Be

The second reason history is inescapable as a subject of serious study follows closely on the first. The past causes the present, and so the future. Any time we try to know why something happened—whether a shift in political party dominance in the American Congress, a major change in the teenage suicide rate, or a war in the Balkans or the Middle East—we have to look for factors that took shape earlier. Sometimes fairly recent history will suffice to explain a major development, but often we need to look further back to identify the causes of change. Only through studying history can we grasp how things change; only through history can we begin to comprehend the factors that cause change; and only through history can we understand what elements of an institution or a society persist despite change.

The Importance of History in Our Own Lives

These two fundamental reasons for studying history underlie more specific and quite diverse uses of history in our own lives. History well told is beautiful. Many of the historians who most appeal to the general reading public know the importance of dramatic and skillful writing—as well as of accuracy. Biography and military history appeal in part because of the tales they contain. History as art and entertainment serves a real purpose, on aesthetic grounds but also on the level of human understanding. Stories well done are stories that reveal how people and societies have actually functioned, and they prompt thoughts about the human experience in other times and places. The same aesthetic and humanistic goals inspire people to immerse themselves in efforts to reconstruct quite remote pasts, far removed from immediate, present-day utility. Exploring what historians sometimes call the “pastness of the past”—the ways people in distant ages constructed their lives—involves a sense of beauty and excitement, and ultimately another perspective on human life and society.

History Contributes to Moral Understanding

History also provides a terrain for moral contemplation. Studying the stories of individuals and situations in the past allows a student of history to test his or her own moral sense, to hone it against some of the real complexities individuals have faced in difficult settings. People who have weathered adversity not just in some work of fiction, but in real, historical circumstances can provide inspiration. “History teaching by example” is one phrase that describes this use of a study of the past—a study not only of certifiable heroes, the great men and women of history who successfully worked through moral dilemmas, but also of more ordinary people who provide lessons in courage, diligence, or constructive protest.

History Provides Identity

History also helps provide identity, and this is unquestionably one of the reasons all modern nations encourage its teaching in some form. Historical data include evidence about how families, groups, institutions and whole countries were formed and about how they have evolved while retaining cohesion. For many Americans, studying the history of one’s own family is the most obvious use of history, for it provides facts about genealogy and (at a slightly more complex level) a basis for understanding how the family has interacted with larger historical change. Family identity is established and confirmed. Many institutions, businesses, communities, and social units, such as ethnic groups in the United States, use history for similar identity purposes. Merely defining the group in the present pales against the possibility of forming an identity based on a rich past. And of course nations use identity history as well—and sometimes abuse it. Histories that tell the national story, emphasizing distinctive features of the national experience, are meant to drive home an understanding of national values and a commitment to national loyalty.

Studying History Is Essential for Good Citizenship

A study of history is essential for good citizenship. This is the most common justification for the place of history in school curricula. Sometimes advocates of citizenship history hope merely to promote national identity and loyalty through a history spiced by vivid stories and lessons in individual success and morality. But the importance of history for citizenship goes beyond this narrow goal and can even challenge it at some points.

History that lays the foundation for genuine citizenship returns, in one sense, to the essential uses of the study of the past. History provides data about the emergence of national institutions, problems, and values—it’s the only significant storehouse of such data available. It offers evidence also about how nations have interacted with other societies, providing international and comparative perspectives essential for responsible citizenship. Further, studying history helps us understand how recent, current, and prospective changes that affect the lives of citizens are emerging or may emerge and what causes are involved. More important, studying history encourages habits of mind that are vital for responsible public behavior, whether as a national or community leader, an informed voter, a petitioner, or a simple observer.

What Skills Does a Student of History Develop?

What does a well-trained student of history, schooled to work on past materials and on case studies in social change, learn how to do? The list is manageable, but it contains several overlapping categories.

The Ability to Assess Evidence . The study of history builds experience in dealing with and assessing various kinds of evidence—the sorts of evidence historians use in shaping the most accurate pictures of the past that they can. Learning how to interpret the statements of past political leaders—one kind of evidence—helps form the capacity to distinguish between the objective and the self-serving among statements made by present-day political leaders. Learning how to combine different kinds of evidence—public statements, private records, numerical data, visual materials—develops the ability to make coherent arguments based on a variety of data. This skill can also be applied to information encountered in everyday life.

The Ability to Assess Conflicting Interpretations . Learning history means gaining some skill in sorting through diverse, often conflicting interpretations. Understanding how societies work—the central goal of historical study—is inherently imprecise, and the same certainly holds true for understanding what is going on in the present day. Learning how to identify and evaluate conflicting interpretations is an essential citizenship skill for which history, as an often-contested laboratory of human experience, provides training. This is one area in which the full benefits of historical study sometimes clash with the narrower uses of the past to construct identity. Experience in examining past situations provides a constructively critical sense that can be applied to partisan claims about the glories of national or group identity. The study of history in no sense undermines loyalty or commitment, but it does teach the need for assessing arguments, and it provides opportunities to engage in debate and achieve perspective.

Experience in Assessing Past Examples of Change . Experience in assessing past examples of change is vital to understanding change in society today—it’s an essential skill in what we are regularly told is our “ever-changing world.” Analysis of change means developing some capacity for determining the magnitude and significance of change, for some changes are more fundamental than others. Comparing particular changes to relevant examples from the past helps students of history develop this capacity. The ability to identify the continuities that always accompany even the most dramatic changes also comes from studying history, as does the skill to determine probable causes of change. 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 change that occurs.

Historical study, in sum, is crucial to the promotion of that elusive creature, the well-informed citizen. It provides basic factual information about the background of our political institutions and about the values and problems that affect our social well-being. It also contributes to our capacity to use evidence, assess interpretations, and analyze change and continuities. No one can ever quite deal with the present as the historian deals with the past—we lack the perspective for this feat; but we can move in this direction by applying historical habits of mind, and we will function as better citizens in the process.

History Is Useful in the World of Work

History is useful for work. Its study helps create good businesspeople, professionals, and political leaders. The number of explicit professional jobs for historians is considerable, but most people who study history do not become professional historians. Professional historians teach at various levels, work in museums and media centers, do historical research for businesses or public agencies, or participate in the growing number of historical consultancies. These categories are important—indeed vital—to keep the basic enterprise of history going, but most people who study history use their training for broader professional purposes. Students of history find their experience directly relevant to jobs in a variety of careers as well as to further study in fields like law and public administration. Employers often deliberately seek students with the kinds of capacities historical study promotes. The reasons are not hard to identify: students of history acquire, by studying different phases of the past and different societies in the past, a broad perspective that gives them the range and flexibility required in many work situations. They develop research skills, the ability to find and evaluate sources of information, and the means to identify and evaluate diverse interpretations. Work in history also improves basic writing and speaking skills and is directly relevant to many of the analytical requirements in the public and private sectors, where the capacity to identify, assess, and explain trends is essential. Historical study is unquestionably an asset for a variety of work and professional situations, even though it does not, for most students, lead as directly to a particular job slot, as do some technical fields. But history particularly prepares students for the long haul in their careers, its qualities helping adaptation and advancement beyond entry-level employment. There is no denying that in our society many people who are drawn to historical study worry about relevance. In our changing economy, there is concern about job futures in most fields. Historical training is not, however, an indulgence; it applies directly to many careers and can clearly help us in our working lives.

Why study history? The answer is because we virtually must, to gain access to the laboratory of human experience. When we study it reasonably well, and so acquire some usable habits of mind, as well as some basic data about the forces that affect our own lives, we emerge with relevant skills and an enhanced capacity for informed citizenship, critical thinking, and simple awareness. The uses of history are varied. Studying history can help us develop some literally “salable” skills, but its study must not be pinned down to the narrowest utilitarianism. Some history—that confined to personal recollections about changes and continuities in the immediate environment—is essential to function beyond childhood. Some history depends on personal taste, where one finds beauty, the joy of discovery, or intellectual challenge. Between the inescapable minimum and the pleasure of deep commitment comes the history that, through cumulative skill in interpreting the unfolding human record, provides a real grasp of how the world works.

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• Introduction

Smokey’s origins

The real smokey, confusion over smokey’s name.

Smokey Bear

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• Table Of Contents

Smokey Bear , an official mascot of the USDA Forest Service, created in 1944 as part of a national campaign to educate campers and others on forest fire prevention and safety; it is the longest-running public service advertising campaign in U.S. history. A black bear cub that survived a New Mexico forest fire in 1950 became a living embodiment of the cultural icon and was a popular attraction at the Smithsonian Institution ’s National Zoo in Washington, D.C. , for more than two decades.

Smokey’s story begins at the start of the United States’ involvement in World War II (1939–45). Just months after the Japanese attack on Pearl Harbor , a Japanese submarine shelled an oil field near Santa Barbara , California , raising the fear that nearby Los Padres National Forest might catch fire. It also prompted a broader concern that forests along the coast were at risk of being set ablaze from any future shellings—a particularly troubling thought, given that experienced forest firefighters and other capable personnel, as well as necessary equipment, were no longer readily available, having been drawn into the war effort. In order to educate the country about the importance of forest fire prevention, the Cooperative Forest Fire Prevention (CFFP) campaign was created by the Forest Service, the Association of State Foresters (since 1964, known as the National Association of State Foresters), and the War Advertising Council (after the war, known as the Ad Council). Among its initial slogans were “Our carelessness, their secret weapon” and “Forest fires aid the enemy.”

August 9 is considered Smokey Bear’s official birthday.

The motion picture Bambi (1942), produced by Walt Disney , premiered about the same time as the prevention campaign, and Disney gave the CFFP permission to use Bambi and other characters from the film on its posters for one year. Another mascot would be needed thereafter, and on August 9, 1944, the Forest Service authorized the creation of Smokey Bear. As a result, August 9 is considered Smokey’s official birthday.

Smokey proved extremely popular, and over the years his image has been found on posters, cards, comic books, and more; Smokey Bear has even appeared in the Macy’s Thanksgiving Day Parade. Interest from the commercial sector caused Congress to pull the mascot from the public domain in 1952 and place him under the auspices of the secretary of agriculture. Fees and royalties collected from the use of Smokey’s image are used to fund wildfire education.

In early 1950 a massive wildfire raged through a forest in New Mexico’s Capitan Mountains, pulling in crews from New Mexico and Texas . Firefighters received a report of a bear cub near the fire line but were too busy to go to its assistance. Shortly after, the fire overwhelmed the firefighters, forcing them to flee to a rockslide, where they lay, face down, for more than an hour as the fire burned around them. The bear cub, which had climbed a tree to escape the inferno, suffered burns on its legs and paws.

A ranger with the New Mexico Department of Game and Fish learned of the cub and recovered it from a firefighting rancher who had taken it home. The cub was flown to Santa Fe , where it received care for its burns. As news of its survival story spread, the country became entranced by the cub. It was presented to the Forest Service, which in turn presented it to the Smithsonian ’s National Zoo , in Washington, D.C. , under the condition that it be part of a national wildfire prevention program. The cub was named Smokey and lived at the zoo until its death on November 9, 1976. Under the terms of a congressional resolution that had been passed two years earlier, Smokey was returned to New Mexico and buried at the Smokey Bear Historical Park in Capitan. His passing was noted in a front-page obituary in The Wall Street Journal .

During his lifetime, the real Smokey Bear quickly became one of the most popular attractions in the National Zoo’s history. Smokey regularly received gifts, such as honey, from fans and received so much fan mail that the bear was given its own ZIP code: 20252. Numerous artifacts from Smokey’s life at the zoo are contained in the Smithsonian’s archives.

In 1971 Smokey was joined at the National Zoo by Little Smokey, an orphaned black bear cub rescued in the Lincoln National Forest, New Mexico, by the Forest Service. During a ceremony on May 2, 1975, Smokey officially retired, and Little Smokey was formally designated Smokey Bear II.

In 2019 a special outdoor exhibit debuted at the National Zoo in celebration of the life of the real Smokey Bear as well as the 75th anniversary of the iconic fire prevention character. Visitors were greeted by a 6-foot- (1.8-meter-) tall statue of the beloved mascot, as well as by archival photos and posters along the path near Smokey’s former habitat at the zoo.

The Essay: History and Definition

Attempts at Defining Slippery Literary Form

• An Introduction to Punctuation
• Ph.D., Rhetoric and English, University of Georgia
• M.A., Modern English and American Literature, University of Leicester
• B.A., English, State University of New York

"One damned thing after another" is how Aldous Huxley described the essay: "a literary device for saying almost everything about almost anything."

As definitions go, Huxley's is no more or less exact than Francis Bacon's "dispersed meditations," Samuel Johnson's "loose sally of the mind" or Edward Hoagland's "greased pig."

Since Montaigne adopted the term "essay" in the 16th century to describe his "attempts" at self-portrayal in prose , this slippery form has resisted any sort of precise, universal definition. But that won't an attempt to define the term in this brief article.

In the broadest sense, the term "essay" can refer to just about any short piece of nonfiction  -- an editorial, feature story, critical study, even an excerpt from a book. However, literary definitions of a genre are usually a bit fussier.

One way to start is to draw a distinction between articles , which are read primarily for the information they contain, and essays, in which the pleasure of reading takes precedence over the information in the text . Although handy, this loose division points chiefly to kinds of reading rather than to kinds of texts. So here are some other ways that the essay might be defined.

Standard definitions often stress the loose structure or apparent shapelessness of the essay. Johnson, for example, called the essay "an irregular, indigested piece, not a regular and orderly performance."

True, the writings of several well-known essayists ( William Hazlitt and Ralph Waldo Emerson , for instance, after the fashion of Montaigne) can be recognized by the casual nature of their explorations -- or "ramblings." But that's not to say that anything goes. Each of these essayists follows certain organizing principles of his own.

Oddly enough, critics haven't paid much attention to the principles of design actually employed by successful essayists. These principles are rarely formal patterns of organization , that is, the "modes of exposition" found in many composition textbooks. Instead, they might be described as patterns of thought -- progressions of a mind working out an idea.

Unfortunately, the customary divisions of the essay into opposing types --  formal and informal, impersonal and familiar  -- are also troublesome. Consider this suspiciously neat dividing line drawn by Michele Richman:

Post-Montaigne, the essay split into two distinct modalities: One remained informal, personal, intimate, relaxed, conversational and often humorous; the other, dogmatic, impersonal, systematic and expository .

The terms used here to qualify the term "essay" are convenient as a kind of critical shorthand, but they're imprecise at best and potentially contradictory. Informal can describe either the shape or the tone of the work -- or both. Personal refers to the stance of the essayist, conversational to the language of the piece, and expository to its content and aim. When the writings of particular essayists are studied carefully, Richman's "distinct modalities" grow increasingly vague.

But as fuzzy as these terms might be, the qualities of shape and personality, form and voice, are clearly integral to an understanding of the essay as an artful literary kind. 

Many of the terms used to characterize the essay -- personal, familiar, intimate, subjective, friendly, conversational -- represent efforts to identify the genre's most powerful organizing force: the rhetorical voice or projected character (or persona ) of the essayist.

In his study of Charles Lamb , Fred Randel observes that the "principal declared allegiance" of the essay is to "the experience of the essayistic voice." Similarly, British author Virginia Woolf has described this textual quality of personality or voice as "the essayist's most proper but most dangerous and delicate tool."

Similarly, at the beginning of "Walden, "  Henry David Thoreau reminds the reader that "it is ... always the first person that is speaking." Whether expressed directly or not, there's always an "I" in the essay -- a voice shaping the text and fashioning a role for the reader.

Fictional Qualities

The terms "voice" and "persona" are often used interchangeably to suggest the rhetorical nature of the essayist himself on the page. At times an author may consciously strike a pose or play a role. He can, as E.B. White confirms in his preface to "The Essays," "be any sort of person, according to his mood or his subject matter." 

In "What I Think, What I Am," essayist Edward Hoagland points out that "the artful 'I' of an essay can be as chameleon as any narrator in fiction." Similar considerations of voice and persona lead Carl H. Klaus to conclude that the essay is "profoundly fictive":

It seems to convey the sense of human presence that is indisputably related to its author's deepest sense of self, but that is also a complex illusion of that self -- an enactment of it as if it were both in the process of thought and in the process of sharing the outcome of that thought with others.

But to acknowledge the fictional qualities of the essay isn't to deny its special status as nonfiction.

Reader's Role

A basic aspect of the relationship between a writer (or a writer's persona) and a reader (the implied audience ) is the presumption that what the essayist says is literally true. The difference between a short story, say, and an autobiographical essay  lies less in the narrative structure or the nature of the material than in the narrator's implied contract with the reader about the kind of truth being offered.

Under the terms of this contract, the essayist presents experience as it actually occurred -- as it occurred, that is, in the version by the essayist. The narrator of an essay, the editor George Dillon says, "attempts to convince the reader that its model of experience of the world is valid." 

In other words, the reader of an essay is called on to join in the making of meaning. And it's up to the reader to decide whether to play along. Viewed in this way, the drama of an essay might lie in the conflict between the conceptions of self and world that the reader brings to a text and the conceptions that the essayist tries to arouse.

At Last, a Definition—of Sorts

With these thoughts in mind, the essay might be defined as a short work of nonfiction, often artfully disordered and highly polished, in which an authorial voice invites an implied reader to accept as authentic a certain textual mode of experience.

Sure. But it's still a greased pig.

Sometimes the best way to learn exactly what an essay is -- is to read some great ones. You'll find more than 300 of them in this collection of  Classic British and American Essays and Speeches .

• Periodical Essay Definition and Examples
• Learn How to Use Extended Definitions in Essays and Speeches
• Understanding General-to-Specific Order in Composition
• Definition and Examples of Humorous Essays
• Thesis: Definition and Examples in Composition
• Definition Examples of Collage Essays
• Reading Quiz on 'Why I Want a Wife' by Judy Brady
• Best Practices for the Most Effective Use of Paragraphs
• 11 Weird and Interesting Words in English
• Definition and Examples of Symbolic Action
• What Is a Compound Verb?
• Definition and Examples of Formal Essays
• Conclusion in Compositions
• personal statement (essay)
• Definition and Examples of Body Paragraphs in Composition
• Topic In Composition and Speech

HIST 290 Historical Methods & Theory

• Thinking Like a Historian
• Finding Books & Videos
• Finding Articles

What is a Historiographical Essay?

Historiographical essays, evaluating secondary sources, acknowledgement.

• Citing Sources This link opens in a new window
• Need Help? Ask a Librarian This link opens in a new window

A historiographical essay:

• Is based on a broad, less focused topic or theme, e.g., Reconstruction in the United States)
• Critically examines secondary sources written by historians
• Puts emphasis on the historian, the historian's bias and how the writing of a particular topic has changed over the years
• Examines and compares other historians' arguments in opposition to each other

The purpose of an historiographic essay is threefold:

• To allow you to view an historical event or issue from multiple perspectives by engaging multiple sources;
• To display your mastery over those sources and over the event or issue itself; and
• To develop your critical reading skills as you seek to answer why your sources disagree, and what their disagreement tells you about the event or issue and the very nature of history itself.

Selected Titles About Historiography

• What information is given about the author? Is the author an historian?
• Can you identify the historian's school of thought?
• Read the table of contents, preface and other introductry material. Does the author set up his/her thesis (or point of view) in these sections? Who is the intended audience? Is it written for historians or for a general audience?
• What is the date of publication? If the book or article is old, it will not highlight recent scholarship. Is this important? Is it a reflection of the histories of the time or does it deviate from the norm?
• What primary source material does the author use? What primary source material may have been available to the author at the time?
• Consider the bibliography. Do the sources listed indicate serious works that are relevant to your topic? You may want to consult works used by the author. 

All materials from: Historiography: Ramapo College,   https://libguides.ramapo.edu/HIST201rice

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• Last Updated: Aug 28, 2024 3:23 PM
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The Great Inflation

The Great Inflation was the defining macroeconomic event of the second half of the twentieth century. Over the nearly two decades it lasted, the global monetary system established during World War II was abandoned, there were four economic recessions, two severe energy shortages, and the unprecedented peacetime implementation of wage and price controls. It was, according to one prominent economist, “the greatest failure of American macroeconomic policy in the postwar period” (Siegel 1994).

But that failure also brought a transformative change in macroeconomic theory and, ultimately, the rules that today guide the monetary policies of the Federal Reserve and other central banks around the world. If the Great Inflation was a consequence of a great failure of American macroeconomic policy, its conquest should be counted as a triumph.

Forensics of the Great Inflation

In 1964, inflation measured a little more than 1 percent per year. It had been in this vicinity over the preceding six years. Inflation began ratcheting upward in the mid-1960s and reached more than 14 percent in 1980. It eventually declined to average only 3.5 percent in the latter half of the 1980s.

While economists debate the relative importance of the factors that motivated and perpetuated inflation for more than a decade, there is little debate about its source. The origins of the Great Inflation were policies that allowed for an excessive growth in the supply of money—Federal Reserve policies.

To understand this episode of especially bad policy, and monetary policy in particular, it will be useful to tell the story in three distinct but related parts. This is a forensic investigation of sorts, examining the motive, means, and opportunity for the Great Inflation to occur.

The Motive: The Phillips Curve and the Pursuit of Full Employment

The first part of the story, the motive underlying the Great Inflation, dates back to the immediate aftermath of the Great Depression , an earlier and equally transformative period for macroeconomic theory and policy. At the conclusion of World War II, Congress turned its attention to policies it hoped would promote greater economic stability. Most notable among the laws that emerged was the  Employment Act of 1946 . Among other things, the act declared it a responsibility of the federal government “to promote maximum employment, production, and purchasing power” and provided for greater coordination between fiscal and monetary policies. 1  This act is the seminal basis for the Federal Reserve’s current  dual mandate  to “maintain long run growth of the monetary and credit aggregates…so as to promote effectively the goals of maximum employment, stable prices and moderate long-term interest rates” (Steelman 2011).

The orthodoxy guiding policy in the post-WWII era was Keynesian stabilization policy, motivated in large part by the painful memory of the unprecedented high unemployment in the United States and around the world during the 1930s. The focal point of these policies was the management of aggregate spending (demand) by way of the spending and taxation policies of the fiscal authority and the monetary policies of the central bank. The idea that monetary policy can and should be used to manage aggregate spending and stabilize economic activity is still a generally accepted tenet that guides the policies of the Federal Reserve and other central banks today. But one critical and erroneous assumption to the implementation of stabilization policy of the 1960s and 1970s was that there existed a stable, exploitable relationship between unemployment and inflation. Specifically, it was generally believed that permanently lower rates of unemployment could be “bought” with modestly higher rates of inflation.

The idea that the “Phillips curve” represented a longer-term trade-off between unemployment, which was very damaging to economic well-being, and inflation, which was sometimes thought of as more of an inconvenience, was an attractive assumption for policymakers who hoped to forcefully pursue the dictates of the Employment Act. 2   But the stability of the Phillips curve was a fateful assumption, one that economists Edmund Phelps (1967) and Milton Friedman (1968) warned against. Said Phelps “[I]f the statical ‘optimum’ is chosen, it is reasonable to suppose that the participants in product and labour markets will learn to expect inflation…and that, as a consequence of their rational, anticipatory behaviour, the Phillips Curve will gradually shift upward...” (Phelps 1967; Friedman 1968). In other words, the trade-off between lower unemployment and more inflation that policymakers may have wanted to pursue would likely be a false bargain,  requiring ever higher inflation to maintain .

The Means: The Collapse of Bretton Woods

Chasing the Phillips curve in pursuit of lower unemployment could not have occurred if the policies of the Federal Reserve were well-anchored. And in the 1960s, the US dollar was anchored—albeit very tenuously—to gold through the Bretton Woods agreement. So the story of the Great Inflation is in part also about the collapse of the Bretton Woods system and the separation of the US dollar from its last link to gold.

During World War II , the world’s industrial nations agreed to a  global monetary system  that they hoped would bring greater economic stability and peace by promoting global trade. That system, hashed out by forty-four nations in Bretton Woods, New Hampshire, during July 1944, provided for a fixed rate of exchange between the currencies of the world and the US dollar, and the US dollar was linked to gold. 3

But the  Bretton Woods system  had a number of flaws in its implementation, chief among them the attempt to maintain fixed parity between global currencies that was incompatible with their domestic economic goals. Many nations, it turned out, were pursing monetary policies that promised to march up the Phillips curve for a more favorable unemployment-inflation nexus.

As the world’s reserve currency, the US dollar had an additional problem. As global trade grew, so too did the demand for U.S. dollar reserves. For a time, the demand for US dollars was satisfied by an increasing balance of payments shortfall, and foreign central banks accumulated more and more dollar reserves. Eventually, the supply of dollar reserves held abroad exceeded the US stock of gold, implying that the United States could not maintain complete convertibility at the existing price of gold—a fact that would not go unnoticed by foreign governments and currency speculators.

As inflation drifted higher during the latter half of the 1960s, US dollars were increasingly converted to gold,  and in the summer of 1971, President Nixon halted the exchange of dollars for gold by foreign central banks . Over the next two years, there was an attempt to salvage the global monetary system through the short-lived  Smithsonian Agreement , but the new arrangement fared no better than Bretton Woods and it quickly broke down. The postwar global monetary system was finished.

With the last link to gold severed, most of the world’s currencies, including the US dollar, were now completely unanchored. Except during periods of global crisis, this was the first time in history that most of the monies of the industrialized world were on an irredeemable paper money standard.

The Opportunity: Fiscal Imbalances, Energy Shortages, and Bad Data

The late 1960s and the early 1970s were a turbulent time for the US economy. President Johnson’s Great Society legislation brought about major spending programs across a broad array of social initiatives at a time when the US fiscal situation was already being strained by the Vietnam War. These growing fiscal imbalances complicated monetary policy.

In order to avoid monetary policy actions that might interfere with the funding plans of the Treasury, the Federal Reserve followed a practice of conducting “even-keel” policies. In practical terms, this meant the central bank would not implement a change in policy and would hold interest rates steady during the period between the announcement of a Treasury issue and its sale to the market. Under ordinary conditions, Treasury issues were infrequent and the Fed’s even-keel policies didn’t significantly interfere with the implementation of monetary policy. But as debt issues became more prevalent, the Federal Reserve’s adherence to the even-keel principle increasingly constrained the conduct of monetary policy (Meltzer 2005).

A more disruptive force was the repeated energy crises that increased oil costs and sapped U.S. growth. The first crisis was an Arab oil embargo that began in October 1973  and lasted about five months. During this period, crude oil prices quadrupled to a plateau that held until the Iranian revolution brought a  second energy crisis in 1979 . The second crisis tripled the cost of oil.

In the 1970s, economists and policymakers began to commonly categorize the rise in aggregate prices as different inflation types. “Demand-pull” inflation was the direct influence of macroeconomic policy, and monetary policy in particular. It resulted from policies that produced a level of spending in excess of what the economy could produce without pushing the economy beyond its ordinary productive capacity and pulling more expensive resources into play. But inflation could also be pushed higher from supply disruptions, notably originating in food and energy markets (Gordon 1975). 4   This “cost-push” inflation also got passed through the chain of production into higher retail prices.

From the perspective of the central bank, the inflation being caused by the rising price of oil was largely beyond the control of monetary policy. But the rise in unemployment that was occurring in response to the jump in oil prices was not.

Motivated by a mandate to create full employment with little or no anchor for the management of reserves, the Federal Reserve accommodated large and rising fiscal imbalances and leaned against the headwinds produced by energy costs. These policies accelerated the expansion of the money supply and raised overall prices without reducing unemployment.

Bad data (or at least a bad understanding of the data) also handicapped policymakers. Looking back at the information policymakers had in hand during the period leading up to and during the Great Inflation, economist Athanasios Orphanides has shown that the real-time estimate of potential output was significantly overstated, and the estimate of the rate of unemployment consistent with full employment was significantly understated. In other words, policymakers were also likely underestimating the inflationary effects of their policies. In fact, the policy path they were on simply wasn’t feasible without accelerating inflation (Orphanides 1997; Orphanides 2002).

And to make matters worse yet, the Phillips curve, the stability of which was an important guide to the policy decisions of the Federal Reserve, began to move.

From High Inflation to Inflation Targeting—The Conquest of US Inflation

Phelps and Friedman were right. The stable trade-off between inflation and unemployment proved unstable. The ability of policymakers to control any “real” variable was ephemeral. This truth included the rate of unemployment, which oscillated around its “natural” rate. The trade-off that policymakers hoped to exploit did not exist.

As businesses and households came to appreciate, indeed anticipate, rising prices, any trade-off between inflation and unemployment became a less favorable exchange until, in time, both inflation and unemployment became unacceptably high. This, then, became the era of “stagflation.” In 1964, when this story began, inflation was 1 percent and unemployment was 5 percent. Ten years later, inflation would be over 12 percent and unemployment was above 7 percent. By the summer of 1980, inflation was near 14.5 percent, and unemployment was over 7.5 percent.

Federal Reserve officials were not blind to the inflation that was occurring and were well aware of the dual mandate that required monetary policy to be calibrated so that it delivered full employment and price stability. Indeed, the Employment Act of 1946 was re-codified in 1978 by the  Full Employment and Balanced Growth Act , more commonly known as the Humphrey-Hawkins Act after the bill’s authors. Humphrey-Hawkins explicitly charged the Federal Reserve to pursue full employment and price stability, required that the central bank establish targets for the growth of various monetary aggregates, and provide a semiannual Monetary Policy Report to Congress. 5    Nevertheless, the employment half of the mandate appears to have had the upper hand when full employment and inflation came into conflict. As Fed Chairman  Arthur Burns  would later claim, full employment was the first priority in the minds of the public and the government, if not also at the Federal Reserve (Meltzer 2005). But there was also a clear sense that addressing the inflation problem head-on would have been too costly to the economy and jobs.

There had been a few earlier attempts to control inflation without the costly side effect of higher unemployment. The  Nixon administration introduced wage and price controls  over three phases between 1971 and 1974. Those controls only temporarily slowed the rise in prices while exacerbating shortages, particularly for food and energy. The Ford administration fared no better in its efforts. After declaring inflation “enemy number one,” the president in 1974 introduced the Whip Inflation Now (WIN) program, which consisted of voluntary measures to encourage more thrift. It was a failure.

By the late 1970s, the public had come to expect an inflationary bias to monetary policy. And they were increasingly unhappy with inflation. Survey after survey showed a deteriorating public confidence over the economy and government policy in the latter half of the 1970s. And often, inflation was identified as a special evil. Interest rates appeared to be on a secular rise since 1965 and spiked sharply higher still as the 1970s came to a close. During this time, business investment slowed, productivity faltered, and the nation’s trade balance with the rest of the world worsened. And inflation was widely viewed as either a significant contributing factor to the economic malaise or its primary basis.

But once in the position of having unacceptably high inflation and high unemployment, policymakers faced an unhappy dilemma. Fighting high unemployment would almost certainly drive inflation higher still, while fighting inflation would just as certainly cause unemployment to spike even higher.

In 1979,  Paul Volcker , formerly the president of the Federal Reserve Bank of New York, became chairman of the Federal Reserve Board. When he took office in August, year-over-year inflation was running above 11 percent, and national joblessness was just a shade under 6 percent. By this time, it was generally accepted that reducing inflation required greater control over the growth rate of reserves specifically, and broad money more generally. The Federal Open Market Committee (FOMC) had already begun establishing targets for the monetary aggregates as required by the Humphrey-Hawkins Act. But it was clear that sentiment was shifting with the new chairman and that stronger measures to control the growth of the money supply were required. In  October 1979 , the FOMC announced its intention to target reserve growth rather than the fed funds rate as its policy instrument.

Fighting inflation was now seen as necessary to achieve both objectives of the dual mandate, even if it temporarily caused a disruption to economic activity and, for a time, a higher rate of joblessness. In early 1980, Volcker said, “[M]y basic philosophy is over time we have no choice but to deal with the inflationary situation because over time inflation and the unemployment rate go together.… Isn’t that the lesson of the 1970s?” (Meltzer 2009, 1034).

Over time, greater control of reserve and money growth, while less than perfect, produced a desired slowing in inflation. This tighter reserve management was augmented by the introduction of credit controls in early 1980 and with the  Monetary Control Act . Over the course of 1980, interest rates spiked, fell briefly, and then spiked again. Lending activity fell, unemployment rose, and the economy entered a brief recession between January and July. Inflation fell but was still high even as the economy recovered in the second half of 1980.

But the Volcker Fed continued to press the fight against high inflation with a combination of higher interest rates and even slower reserve growth.  The economy entered recession again in July 1981, and this proved to be more severe and protracted, lasting until November 1982 . Unemployment peaked at nearly 11 percent, but inflation continued to move lower and by recession’s end, year-over-year inflation was back under 5 percent. In time, as the Fed’s commitment to low inflation gained credibility, unemployment retreated and the economy entered a period of sustained growth and stability. The Great Inflation was over.

By this time, macroeconomic theory had undergone a transformation, in large part informed by the economic lessons of the era. The important role public expectations play in the interplay between economic policy and economic performance became de rigueur in macroeconomic models. The importance of time-consistent policy choices—policies that do not sacrifice longer-term prosperity for short-term gains—and policy credibility became widely appreciated as necessary for good macroeconomic results.

Today central banks understand that a commitment to price stability is essential for good monetary policy and most, including the Federal Reserve, have adopted specific numerical objectives for inflation. To the extent they are credible, these numerical inflation targets have reintroduced an anchor to monetary policy. And in so doing, they have enhanced the transparency of monetary policy decisions and reduced uncertainty, now also understood to be necessary antecedents to the achievement of long-term growth and maximum employment.

• 1  The act also created the president’s Council of Economic Advisers.
• 2  The Phillips curve is a negative, statistical relationship between inflation (or nominal wage growth) and the rate of unemployment. It is named after British economist A.W. Phillips, who is often credited with the revelation of the relations. Phillips, A.W. "The Relationship between Unemployment and the Rate of Change of Money Wages in the United Kingdom 1861–1957." Economica 25, no. 100 (1958): 283–99. http://www.jstor.org/stable/2550759 .
• 3  Dollars were convertible for gold by foreign governments and central banks. For domestic purposes, the US dollar was separated from gold in 1934 and has remained unconvertible since.
• 4  The concept of core inflation—the measurement of aggregate prices excluding food and energy goods—has its origin about this time.
• 5  The Humphrey-Hawkins Act expired in 2000; the Federal Reserve continues to provide its Monetary Policy Report to Congress on a semiannual basis.

Bibliography

Friedman, Milton. “The Role of Monetary Policy.” American Economic Review 58, no. 1 (March 1968): 1–17.

Gordon, Robert J. “Alternative Responses of Policy to External Supply Shocks.” Brookings Papers on Economic Activity 6, no. 1 (1975): 183–206.

Meltzer, Allan H., “ Origins of the Great Inflation ,” Federal Reserve Bank of St. Louis Review 87, no. 2, part 2 (March/April 2005): 145-75.

Meltzer, Allan H. A History of the Federal Reserve, Volume 2, Book 2, 1970-1986 . Chicago: University of Chicago Press, 2009.

Orphanides, Athanasios, “ Monetary Policy Rules Based on Real-Time Data ,” Finance and Economics Discussion Series 1998-03, Federal Reserve Board, Washington, DC, December 1997.

Orphanides, Athanasios, “ Monetary Policy Rules and the Great Inflation ,” Finance and Economics Discussion Series 2002-08, Federal Reserve Board, Washington, DC, January 2002.

Phelps, E.S. “ Phillips Curves, Expectations of Inflation and Optimal Unemployment Over Time .” Economica 34, no. 135 (August 1967): 254–81.

Phillips, A.W. " The Relation between Unemployment and the Rate of Change of Money Wage Rates in the United Kingdom 1861–1957 ." Economica 25, no. 100 (1958): 283–99.

Siegel, Jeremy J. Stocks for the Long Run: A Guide to Selecting Markets for Long-Term Growth , 2nd ed. New York: McGraw-Hill, 1994.

Steelman, Aaron. “ The Federal Reserve’s ‘Dual Mandate’: The Evolution of an Idea .” Federal Reserve Bank of Richmond Economic Brief no. 11-12 (December 2011).

Written as of November 22, 2013. See disclaimer .

Essays in this Time Period

• Launch of the Bretton Woods System
• Community Reinvestment Act of 1977
• Federal Reserve Reform Act of 1977
• Volcker's Announcement of Anti-Inflation Measures
• Full Employment and Balanced Growth Act of 1978 (Humphrey-Hawkins)
• Garn-St Germain Depository Institutions Act of 1982
• Nixon Ends Convertibility of U.S. Dollars to Gold and Announces Wage/Price Controls
• Depository Institutions Deregulation and Monetary Control Act of 1980
• Oil Shock of 1973–74
• Oil Shock of 1978–79
• Recession of 1981–82
• Savings and Loan Crisis
• The Smithsonian Agreement

Related People

Arthur F. Burns Chairman

Board of Governors

1970 – 1978

Paul A. Volcker Chairman

1979 – 1987

Related Links

• FRASER: Origins of the Great Inflation

Federal Reserve History

George M. Johnson’s “Flamboyants” uncovers the heroes of Black queer history

Beyoncé’s “Welcome to the Renaissance”—which opened every show of her $579.8 million-grossing, 39-city concert tour of 2023—was an invitation to step into a brave world celebrating Black creativity, intersectionality and multi-faceted expressions of sexual identity. It looked back at one of the most impactful moments of intellectualism, social consciousness, and artistic expression in Black History, The Harlem Renaissance of the 1920s, to help create a better future.

Into this august territory steps author George M. Johnson with his new book  Flamboyants: The Queer Harlem Renaissance I Wish I’d Known , a celebration of “writers, performers, and activists from 1920s Black America whose sexualities have been obscured throughout history.” Through 14 essays, Johnson reveals how American culture has been shaped by icons who are both Black and Queer—and whose stories deserve to be retold, celebrated and remembered.

Do you want more? Subscribe to Native Son’s newsletter for more news, information, and conversations about Black gay and queer everything.

Johnson, whose  Ne w York Times Best Selling memoir  All Boys Aren’t Blue  is one of the most banned books in the United States, is at the forefront of the cultural zeitgeist. Flamboyants explores the expansive and intersectional existence of Black queer life from the past to create space for the future.

Native Son asked Johnson five questions about Flamboyants , the Harlem Renaissance, and which historical figure inspires. 

Native Son: What is the origin story of Flamboyants ? 

View this post on Instagram A post shared by George M Johnson (@iamgmjohnson)

George M. Johnson: Flamboyants is interesting in the sense that we originally wanted to do this on television or in film. I worked with Twiggy Pucci Garçon, my sister, my best friend. We own a production company together called No Shade. And during the pandemic, after All Boys Aren’t Blue was optioned by Gabrielle Union, we were like, Oh, we wanna create more stories and renaissance-like periods of queerness where the stories have been told either incorrectly or not given the full Black experience . So we were pitching, having general meetings, but the industry was just in a weird place.

I already have two books out. I’m doing great in the Young Adult Space and I live by Tony Morrison’s words: If there’s a book that you want to read, but it hasn’t been written yet, then you must write it. And it’s like, baby, I should write the book . Originally the book was gonna be more biographical, but it charnged with the illustrations, with the poetry.

Native Son: The Harlem Renaissance was a vibrant, creative, and politically charged era where Black folks thrived. What inspires you most about it? 

George M. Johnson: I think the thing that inspired me the most about the Harlem Renaissance was the societal standards. And I mean that in the sense of the Great Depression what was happening in 1929. It was a period of resiliency, period. Just the fact that you have the Women’s Rights Movement, the Women’s Suffrage Movement—there were so many other movements happening at the same time, and mind you, this is still the Harlem Renaissance prior to the actual civil rights movement in the ‘60s. This was a period of amazing Black expansion. This was a period where we really had to go hard in the late 1800s. We started getting our first political offices with the ability to even be able to vote as Black men ’cause Black women were not able to vote. 

We were going to expand in every area. We are going to expand arts and culture and Black Wall Street, and all of these things. But for all intents and purposes of this book, it was the beauty of watching pivotal figures—people like Zora Neale Hurston who helped us understand accents, dialect, and Southern culture. I feel like that’s what the Harlem Renaissance was. This was our first inkling of Diasporic work to the masses where you have Josephine Baker. There were just so many of them who traveled overseas and our work expanded beyond what the notion of an African American was. That’s what I love most about this period and the expansiveness of us. Even ballroom culture was also involved. It’s like everything that we have today we touched on in that period. 

Native Son: So we’re kind of in that same time period now—where it’s really dark. There are all these movements. It’s expansive. So why is this book perfect for today? 

George M. Johnson: The book is perfect for today because when I think about Alaine Locke and The New Negro, it was the African American Bible. And so we’re almost a hundred years later now. And this was not planned in that way. But I was inspired to learn about these figures. To learn about Alaine and so many other people. Almost a hundred years later I’m putting something into the world that was put into the world a hundred years ago. It felt like my ancestors put this together. Alaine put together artists, speakers, orators, and writers. I’m grateful for the fact that not only did I have an understanding because was able read about so many of these people, but that a hundred years later I get to kind of re-share these people with the world.

Native Son: Your books focuse on educating young LGBTQ folks and normalizing their experiences, normalizing their existence. What do you want young people to learn from Flamboyance and the Harlem Renaissance? 

George M. Johnson: Yes. The takeaway from Flamboyants and the Harlem Renaissance is: You’ve been here before. A person like you has existed before. A person like you has had to navigate this before . That was the ultimate premise. In the introduction chapter I talk about how my heroes were hidden from me, my heroes have been stolen from me. I grew up as a Black kid not knowing what queerness was, not fully understanding what it was, but there were people who also grew up like me and I should have been able to learn about them. They had some of the similar identity struggles that I had. And that’s what’s been most unfortunate. The fact that I grew up not knowing who Zora Neale Hurston was and Josephine Baker and Ma Rainey and Bessy Smith and Langston Hughes, the list goes on. The biggest piece is letting people know that people existed like you before you, who have fought this fight for you. So continue to fight the fight, but also know you have heroes who came before you, too. 

Native Son: Who’s your favorite figure from the Harlem Renaissance and why? 

George M. Johnson: Okay. Okay. Very, very good question. It is hard. It is between Langston Hughes and Countee Cullen. I feel like Langston Hughes would’ve been the Wendy Williams of our era. I’m screaming because he knew everybody and knew everybody’s business and that’s probably why he had fallouts with Lorraine Hansberry and everybody else. Because Langston Hughes knew the tea. The person I related to most was Countee Cullen. He was really the one with the biggest juxtaposition of his identity versus his societal stance. He married W.E.B. Du Bois’s daughter and was bisexual. The fact of the matter is that he had the biggest Black wedding probably ever recorded—over 3000 people showed up. All of the Black intelligentsia showed up, but also all of the Black radicals. I think I was able to relate to him the most because I think that is the part of identity we struggle with, having to fit into multiple communities when we’re a leader. And he was leader—his poetry was amazing, his thinking was amazing, but also can we really be led by a single person? And that is something that a hundred years later we still grapple with.

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Wrong Side of History

Why is Britain poor?

‘foundations’ offers a diagnosis and maybe a cure.

Perhaps one of the few positive benefits of British teenagers being hooked on TikTok is that, by viewing the lives of their contemporaries in the United States, they might come to appreciate just how poor their own country is. And, who knows, some of them might even want to do something about it.

When my parents were born, Britain had been the richest country in Europe for a century, and still the second wealthiest on earth after the United States. Today many British regions are near outliers in western Europe on poverty, and the few foreign visitors who go outside the historic heritage cities are shocked by how run down our towns are. Yet the fundamental reasons for why Britain has fallen behind are strangely absent in the national debate; indeed, most politicians aren’t even that interested in the subject.

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Perhaps that will change, with the ground-breaking essay, Foundations , written by Ben Southwood, Samuel Hughes and Sam Bowman. As a declaration of interest, I’ve known all three for several years, and count them as friends, but their report feels like something historic: a diagnosis of where things have gone wrong for us.

The theme running through the essay is that the British system makes it very hard to invest and extremely expensive and legally difficult to build, making housing and energy costs prohibitive. 

While we all know we have fallen in status, ‘most popular explanations for this are misguided. The Labour manifesto blamed slow British growth on a lack of “strategy ” from the Government, by which it means not enough targeted investment winner picking, and too much inequality. Some economists say that the UK’s economic model of private capital ownership is flawed , and that limits on state capital expenditure are the fundamental problem . They also point to more state spending as the solution, but ignore that this investment would face the same barriers and high costs that existing infrastructure projects face, and that deters private investment.’

The problem is that ‘all of these explanations take the biggest obstacles to growth for granted: at some point it becomes impossible to grow when investment is banned.’

Even before the Russian invasion of Ukraine, the industrial price of energy had tripled in under 20 years. Per capita electricity generation in Britain is only two-thirds that of France, and a third of the US, making us closer to developing countries like Brazil and South Africa than other G7 states. Transport projects are absurdly expensive, mired by planning rules, and all of this helps explain why annual real wages for the median full-time worker are 6.9 per cent lower than in 2008.

In one of the most notorious examples, the authors note that ‘the planning documentation for the Lower Thames Crossing, a proposed tunnel under the Thames connecting Kent and Essex, runs to 360,000 pages, and the application process alone has cost £297 million. That is more than twice as much as it cost in Norway to actually build the longest road tunnel in the world.’

Britain’s political elites have failed, they argue, because they do not understand the problems, so ‘they tinker ineffectually, mesmerised by the uncomprehended disaster rising up before them.’

Even ‘before the pandemic, Americans were 34 percent richer than us in terms of GDP per capita adjusted for purchasing power, and 17 percent more productive per hour … The gap has only widened since then: productivity growth between 2019 and 2023 was 7.6 percent in the United States, and 1.5 percent in Britain … the French and Germans are 15 percent and 18 percent more productive than us respectively.’ The gap continues to widen, and on current trends, Poland will be richer than the United Kingdom by the end of the decade.

Britain began to fall behind after the War, but after decades of relative stagnation, its GDP per capita had converged with the US, Germany and France in the 1980s, and our relative wealth peaked in the early Blair years. (Personally, I wonder if one reason for the great Oasis nostalgia is simply that we were rich back then.) If Britain had continued growing in line with its 1979-2008 trends, average income today would be £41,800 instead of £33,500 - a huge difference.

France is the most natural comparison point to Britain, a country ‘notoriously heavily regulated and dominated by labour unions.’ This is sometimes comical to British sensibilities, so that ‘French workers have been known to strike by kidnapping their chief executives – a practice that the public there reportedly supports – and strikes are so common that French unions have designed special barbecues that fit in tram tracks so they can grill sausages while they march.’ Only in France.

It is also heavily taxed, especially in the realm of employment, and yet despite this, French workers are significantly more productive. The reason is that France ‘does a good job building the things that Britain blocks: housing , infrastructure and energy supply .’

With a slightly smaller population, France has 37 million homes compared to our 30 million. ‘Those homes are newer, and are more concentrated in the places people want to live: its prosperous cities and holiday regions. The overall geographic extent of Paris’s metropolitan area roughly tripled between 1945 and today, whereas London’s has grown only a few percent. ’ One quality-of-life indicator is that ‘ 800,000 British families have second homes compared to 3.4 million French families .’

They also do transport far better, with 29 tram networks compared to seven in Britain, and six underground metro systems against our three. ‘Since 1980, France has opened 1,740 miles of high speed rail, compared to just 67 miles in Britain. France has nearly 12,000 kilometres of motorways versus around 4,000 kilometres here… In the last 25 years alone, the French built more miles of motorway than the entire UK motorway network . They are even allowed to drive around 10 miles per hour faster on them.’

Britain has many advantages, including a much-envied legal regime, low levels of corruption and a long tradition of free trade. The authors quote the economist Tyler Cowen, who said that England remains ‘ one of the few places where you can really birth and execute a new idea ’. 

Yet ‘we fail to capitalise on these rare advantages because the economy lacks the most important foundations: private investment is blocked from going where it could generate the highest returns, meaning we have lower investment than all our peer economies; in particular we do not allow investment in the infrastructure we need to allow people to access prosperous areas, the houses they need to live there, and the offices, labs, factories, and warehouses they need to work there, which, together with our high and rising energy costs, stop the companies in those cities reaching their full potential.’

Agglomeration is the key to economic success, because ‘no individual by themselves can create much value, no matter how gifted or hardworking they might be. They need to combine their efforts with machinery and other people to really succeed. Investment rates determine the amount and quality of the tools they can use; energy costs determine how they can use them; and agglomeration – including both housing and infrastructure – determines who they can use them with. More agglomeration drives higher rates of innovation, and increases the choices that businesses have about who to hire.’

Countries become rich when its people are able to move to the most dynamic cities and regions. They note how, in the 19 th century, huge numbers flocked to industrial cities across the North, Midlands and Wales: ‘Cardiff grew by around 1,000 percent in 45 years as people moved near the coal that enabled heavy industry. Manchester grew from 90,000 in 1800 to 700,000 in 1900, in part due to the soft water that enabled Lancashire’s world-beating cotton textiles. Liverpool grew by over 1,000 percent between 1800 and the 1930s.’

This continued into the 1930s, when ‘cities like Birmingham, Coventry, London, Leicester, and Nottingham expanded at breakneck pace as the link with raw materials was broken, and jobs shifted to offices and factories in the South and Midlands.’ 

Until the War, there were very few restrictions on development, and even after 1909, when permission was required from the council, these local authorities were incentivised to allow house-building through local property taxes.

Because of this, ‘people moved to places where wages were higher, raising wage competition for workers in the places that they left. This meant that there were fewer and narrower persistent income differences between places than those we see today. Liberal development policy generated a country with a natural force pushing against persistent, entrenched regional inequality, which was narrowing in the decades to the 1940s and has been widening since .’

Then, in 1947, came the Town and Country Planning Act (TCPA), which removed the incentives for councils to give planning permission, since they no longer received much of the upside from local taxes.

‘The law also added a requirement to get permission from national government for any development, and to pay to the national government a tax of 100 percent on any value that resulted from permission being granted.’ The TCPA also granted powers to create green belts around cities, and private house building has never recovered.

Systems become damaging when they create incentives for individuals to behave in ways which impoverish the wider community, creating a ‘tragedy of the commons’,  and they point out that local people bear most of the costs of new development - ‘disruption, congestion, and competition over access to state-provided services like healthcare and education’ - yet receive almost none of the benefits. This makes NIMBYism totally logical, and usually successful. 

There are other rules tying up development, such as the need to provide ‘nutrient neutrality’, or surveys ‘for protected species like newts and bats (even in places where their presence has never been detected ).’

Many of these problems create their own destructive positive feedback loop. Higher housing costs lead governments to demand more subsidised housing, which act as a tax on new developments. Local politicians are incentivised to propose things like rent controls, a policy that has repeatedly failed whenever it’s been tried.

‘Because only the best paid people can afford to move to the most prosperous cities, there is no longer general migration across the economic spectrum , as there was in the nineteenth century when it was the poorest people who were most likely to move to find better work . Today, this has created a situation where only the most gifted and educated people can afford to move to richer cities and stay there. Their less well-off peers are quite literally “left behind”, and compete with one another over a narrow pool of jobs, driving the wages down even further, making those places feel even more deprived.’

Because the supply of homes in successful cities is so constrained, it makes it far harder for expanding sectors to grow there, as employers are ‘less able to hire mid- and lower-skilled people to support them in the workplace… It is not an exaggeration to say that Britain could be forgoing its role in another industrial revolution today – that of artificial intelligence, biotech, and related technologies – by making the corresponding mistake.’

Under the liberal pre-war system, Cambridge’s huge success in life sciences would have allowed it to grow , both up and out, ‘connected by new train lines, trams, tubes, and roads. It would likely have a population of at least a million today, just as Glasgow grew from a population of 70,000 in 1800 to over 700,000 in 1900 to facilitate its world-leading shipbuilding industry.’

The strangulation of growth is shown by the way ‘we blocked a £750 million film studio by a dual carriageway , right by the UK’s strongest film cluster. Britain is the most advanced country, per capita, in artificial intelligence, but we blocked a £2.5 billion “super hub” data centre site by the M25 .’

This contrasts with how our ancestors made the country rich: ‘In the eighteenth century, a total of 1,116 private companies built and renewed 22,000 miles of tolled roads, while other companies dug 4,000 miles of canals. The result was by far the best transport system in Europe. In the nineteenth century, Britain built a system of railways that is still impressive today, despite having hardly been added to since 1914 (in fact, we have half as many miles of railway today than we did then ). London had an extensive underground railway system in the 1860s, almost four decades before the first underground metro line anywhere else in the world.’

In a decade either side of 1900, five more underground lines were constructed, at no cost to taxpayers, while 90 cities built electric tram networks. ‘This superb transport system was one of the conditions of Britain’s revolutionary economic expansion, and of London’s position as the foremost city and unquestioned economic capital of the globe.’

Although this was largely built by the private sector, the state had a vital role. ‘Delivering national infrastructure is extremely difficult without compulsory purchase powers: if every property owner on the route of a railway can play holdout, it is extremely unlikely to be practicable to buy them all out voluntarily. Until the 1940s, these powers were created through private Acts of Parliament: a select committee considered requests for compulsory purchase powers from the project’s promoters, and if they believed the project was in the national interest, they created an ad hoc law giving the promoters the powers they needed to make it happen . This system was extraordinarily swift and inexpensive: the planning process for major national projects generally took months.’

Compare this to today, where even if HS2 had gone as planned, it would have been two-to-four times as expensive as similar projects in Italy and France. As it turned out, it is up to eight times as costly (if it is even finished).

Crossrail was the second most expensive metro line ever built, at £1.4 billion per mile, compared to the Madrid Metro, delivered at just £68 million per mile, or Copenhagen’s underground at £350 million per mile. Although the Elizabeth Line is still economically viable, ‘if construction costs were more moderate, dozens of other rail schemes would be good value for money too.’ For similar reasons, Britain also lags behind in electrification, not just compared to Italy, Germany or France, but even India.

Then there are trams, which flourished between 1890 and the 1950s, ‘enabling urban expansion, economic growth and higher living standards.’ Then they were almost all removed, which led grown Glaswegian men to weep in the streets. Many countries are now rebuilding these efficient and environmentally friendly forms of transport, yet France has again raced ahead, in part because our tram projects cost 2.5 times as much.

‘There are now French cities of 150,000 people with fast modern tram systems - towns comparable in size to Carlisle or Lincoln. It is inconceivable that cities of this size could get tramways in England at current build costs.’ The most egregious example is Leeds, the largest urban area in Europe without a metro system; the Yorkshire city is comparable in size to Munich, which ‘has an 11.4 kilometre tunnel in the centre of the city allowing it to turn its seven commuter railways into Crossrails, plus eight underground metro lines with around 100 stations, totalling more than 100 kilometres in length.’ A Leeds ‘supertram’ was given the go-ahead in 1993, and there is still no sign of it. 

Britain is also vulnerable to judicial review, excessive consultations and a system in which central government picks up the costs, reducing the incentives to deliver within budget. We also have hugely expensive environmental assessments, ‘like the 18,000 pages, costing £32 million, on reopening just three miles of track for the Bristol-Portishead rail link .’ 

Then there is energy, where we again compare badly with France, which gets 70 per cent of its needs from nuclear, compared to just 12.5 per cent here. Yet Britain, the country where the atom was split, built the first commercial nuclear power plant, and in 1965 ‘had more operational nuclear reactors than the USA, the USSR, and every other country in the world put together .’ We haven’t finished a single nuclear power station in almost three decades, during which time we have ‘ shuttered eight reactors – and eight more are set for the chop .’

Britain grew rich by becoming an energy superpower through coal expansion from the Elizabethan period, meaning that by the 18 th century, the ‘average Briton ate something like 600 calories more per day than the average Frenchman, and was about five centimetres taller.’

Until the 1960s, Britain produced more energy per person than any other country except the US. As coal’s enormous downsides became clear, Britain became a leader in nuclear power, yet it has thrown that lead away, with a system ‘beset by extreme delays and uncertainty caused by planning and environmental approval processes’. 

From proposal to construction, ‘Hinkley Point C took ten years. By contrast, France and Finland have started building similar reactors in just three or four.’ Sizewell C required ‘a 44,260 page environmental impact assessment (EIA) and 2,229 written questions at examination stage… before a spade was even in the ground (which it still is not).’

This has contributed to Britain becoming ‘the most energy-starved nation in the developed world’, hammering our industrial sector; they cite the  ammonia plant in Billingham which recently shut , citing high energy costs. ‘Deindustrialisation was not the inevitable result of economic progress,’ they argue, and even services-based economies like Switzerland and Sweden ‘have kept their energy costs well below ours and avoided the erosion of their industrial base that we have experienced.’

Britain has some deep and often worrying social problems, but all of these are aggravated by economic malaise, yet it’s rare for a politician to argue that Britain should be richer. Perhaps there are cultural reasons that make it unseemly to idolise wealth, but as the authors argue, ‘Prosperity is intrinsically important. It gives people security and dignity, leisure and comfort, opportunity and economic freedom. It gives us freedom to pursue our other national goals: caring for older and less fortunate members of society, upholding a law-governed international order, preserving and enhancing our landscapes and townscapes, and leading the way in world-changing scientific research.’

The ‘enduring strengths of the British social settlement – responsibility, autonomy, love of debate, respect for the individual’ – are sapped by economic failure. ‘It begets dependency, resentment, defeatism, division and bitterness. It turns win-win relationships into zero-sum ones, where someone else must fail for you to succeed. Economic reform is not only the key to prosperity: it is the key to preserving and amplifying what is valuable about our society itself.’

Although a tale of failure, this is essentially an optimistic paper, for the problems are not intractable or too culturally-rooted to solve. It can be fixed, and indeed it has been done before, by the much-maligned Stanley Baldwin government.

‘By the end of the 1920s, Britain was still reeling from the national catastrophe of the First World War… The housing sector was moribund, thanks to a combination of rent controls imposed during the First World War, tight lending policy, and the effects of rapid inflation, which made the rent controls even more punitive in real terms.’

The Baldwin government abolished rent controls and removed mortgage regulations, and as a result ‘millions of extra homes were built in just six years – the fastest period of building ever – probably adding several percentage points to GDP growth in just a few years .’ Homes sprang up where they were needed, allowing those industries to expand, and this was ‘the key reason we didn’t experience a Great Depression while Germany, the USA, and France did.’

During the 1930s, Britain was able to build a huge amount of infrastructure, including the national electricity grid, ‘with 4,000 miles of cables running across 26,000 pylons around the country’ put up in just five years. Electricity costs tumbled, Britain became much richer and, as a result, was able to survive its greatest ever test.

As the authors conclude: ‘Across the world, the economic collapse of the 1930s brought social malaise and political destabilisation. Britain’s success and prosperity averted these, and left it to face crisis and war in a position of strength, unity and confidence. The international situation today is not so grave as it was then. But the future is always perilous, and it is vital that Britain should once more have the strength and self-belief of 1939 with which to play its part in the leadership of the free world.

‘The good news is that the hardest things to create are ours already. No government can legislate into being a respect for the rule of law, appetite for scientific discovery and entrepreneurship, or tolerance of eccentricity and debate. Such a culture takes centuries to build: it is the most precious inheritance that we have received from the generations that went before us. By comparison, what we must do is surprisingly simple: get Britain building by removing barriers and lowering costs. If we can establish these foundations, growth and dynamism will follow. We have done this before. We can do it again.’

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