grade 9 history essays

• Society and Politics
• Art and Culture
• Biographies
• Publications

Grade 9 - Term 1: World War II (1939 - 1945)

World War II (1939 to 1945) was the most devastating war in history, accounting for between 50 million to 80 million deaths. What made the war significant was the sheer scale of the conflict and the gross violation of Human Rights. All the great powers were involved as the conflict between the Axis and the Allies stretched across all five continents.

Section 1 (The rise of Nazi Germany) begins by  looking at the aftermath of WW I, focusing on the signing of the Treaty of Versailles (1919) and the reparations and concessions made by Germany. The rise of Hitler and Nazism will be examined, as well as how the Great Depression and the failure of democracy in the Weimar Republic boosted Hitler’s popularity. Finally, this section will show how Germany became a Fascist state, through its suppression of Jewish citizens and the persecution of its political opponents. 

Section 2 (World War II: Europe) describes the foreign policy of Nazism and how it lead to the outbreak of WWII. The Axis vs. Allies will be presented and explained. This section will also focus on Human Rights abuse, specifically extermination camps and genocide, the Holocaust and the ‘Final Solution’. Examples of resistance movements such as the Warsaw Ghetto Uprising will be provided and the end of WWII will be explained. 

Section 3(World War II in the Pacific) will focus on the Pacific, looking at the conflict between the USA and Japan, known as Pearl Harbour. This will highlight forced movements and human rights abuses committed by both parties during WWII. 

World War II

The Second World War was the most widespread and deadliest war in history, involving more than 30 countries and resulting in more than 50 million military and civilian deaths. Sparked by Adolf Hitler’s invasion of Poland in 1939, the war would drag on for six deadly years until the final Allied defeat of both Nazi Germany and Japan in 1945. 

This lesson focuses on how Nazi Germany came to power, how the World War II took place in Europe, and how the World War II occurred in the Pacific, as required by the CAPS Curriculum. 

The Rise of Nazi Germany

In 1919, army veteran Adolf Hitler, frustrated by Germany’s defeat in World War which had left the nation economically depressed and politically unstable, joined an emerging political organization called the German Workers’ Party. Founded earlier that same year by a small group of men including locksmith Anton Drexler (1884-1942) and journalist Karl Harrer (1890-1926), the party promoted German nationalism and anti-Semitism, and felt that the Treaty of Versailles, the peace settlement that ended the war, was extremely unjust to Germany by burdening it with reparations it could never pay. In July 1921, he assumed leadership of the organization, which by then had been renamed the Nationalist Socialist German Workers’ (Nazi) Party. Throughout the 1920’s, Hitler gave speeches regarding different socio- economic problems, believing that if communists and Jews were driven from the nation, all Germany’s problems will be solved. His fiery speeches swelled the ranks of the Nazi Party, especially among young, economically disadvantaged Germans.

In 1929, Germany entered a period of severe economic depression and widespread unemployment. The Nazis exploited the situation by criticizing the ruling government and began to win elections. In January 1933, Hitler was appointed German chancellor and his Nazi government soon came to control every aspect of German life.

On 28 June 1919, the peace treaty that ended World War I was signed by Germany and the Allies at the Palace of Versailles near Paris. The Treaty of Versailles was the peace settlement with Germany; it was very harsh. Germany had to accept blame for starting the war;  lose all of its colonies, lose most of its army, navy and all its air force, lose huge territories in Europe, and pay reparations of £6.6 billion.

The Germans despised the Treaty of Versailles and throughout the 1920s and 1930s German politicians tried to reverse the terms of the treaty. In the 1920s Hitler and the Nazis gained support as they promised to reverse the treaty. In the 1930s when the Nazis were in power, Hitler set about reversing these terms. Britain believed that Hitler should be allowed to do this. The policies of letting the Germans take back their lands and building their armed services, with a vague promise of future good behaviour, were called Appeasement.

In 1920 the German Workers' party was renamed the National Socialist German Workers, or Nazi, party; in 1921 it was reorganized with Hitler as chairman. He achieved leadership in the party (and later in Germany) largely due to his extraordinary skill as a speaker, holding large crowds spellbound by his oratory. Hitler made the party a paramilitary organization and won the support of such prominent nationalists as Field Marshal Ludendorff.  Adolf Hitler's contempt for traditional German law had been manifest from his earliest days as leader of the National Socialist German Workers' Party (NSDAP). The NSDAP's Twenty-Five point programme of 1920 proposed that existing law 'be replaced by a German common law'. By implication the NSDAP believed that the primary purpose of law should be to serve a racially defined Aryan national community, enshrined in a 'strong central state power' that would replace the democratic Constitution of 1919. Hitler shared the Party's rejection of the principle of equality for all before the law. 

The Great Depression was a worldwide economic slump that began as an American crisis. Germans were not so much reliant on exports as they were on American loans, which had been propping up the Weimar economy since 1924. No further loans were issued from late 1929, while American financiers began to call in existing loans. Despite its rapid growth, the German economy was not equipped for this retraction of cash and capital. Banks struggled to provide money and credit; in 1931 there were runs on German and Austrian banks and several of them folded. In 1930 the US, the largest purchaser of German industrial exports, put up tariff barriers to protect its own companies. German industrialists lost access to US markets and found credit almost impossible to obtain. Many industrial companies and factories either closed or shrank dramatically. By 1932 German industrial production was at 58 per cent of its 1928 levels. The effect of this decline was spiraling unemployment. By the end of 1929 around 1.5 million Germans were out of work; within a year this figure had more than doubled. By early 1933 unemployment in Germany had reached a staggering six million.

The effects this unemployment had on German society were devastating. While there were few shortages of food, millions of people found themselves without the means to obtain sustence. The children suffered worst, where thousands died from malnutrition and hunger-related diseases. Millions of industrial workers – who in 1928 had become the best-paid blue collar workers in Europe – spent a year or more in a state of inactiveness. But the Great Depression affected all classes in Germany, not just the factory workers. Unemployment was high among white-collar workers and the professional classes. A Chicago news correspondent in Berlin reported that “60 per cent of each new university graduating class was out of work”.

At the annual party rally held in Nuremberg in 1935, the Nazis announced new laws which institutionalized many of the racial theories prevalent in Nazi ideology. The laws excluded German Jews from Reich citizenship and prohibited them from marrying or having sexual relations with persons of "German or related blood." Ancillary ordinances to the laws disenfranchised Jews and deprived them of most political rights.

Between mid-1933 and the early 1940s, the Nazi regime passed dozens of laws and decrees that eroded the rights of Jews in Germany. Anyone who had three or four Jewish grandparents was defined as a Jew, regardless of whether that inpidual identified himself or herself as a Jew or belonged to the Jewish religious community. Weeks after Hitler became Chancellor, a campaign was launched to boycott all Jewish businesses where they were plastered with yellow Stars of David or with negative slogans. During this boycott some Jews were assaulted while others’ property was destroyed. Laws were passed to abolish the employment rights of Jews, and banned non- Aryans from having state jobs. This led to the prevention of Jewish judges, doctors, lawyers and teachers to be able to practice their professions.  Some of these laws were seemingly insignificant, such as an April 1935 mandate banning Jews from flying the German flag; or a February 1942 order prohibiting Jews from owning pets. But other laws withdrew the voting rights of Jews, their access to education, their capacity to own businesses or to hold particular jobs. In 1934 Jews were banned from sitting university exams; in 1936 they were forbidden from using parks or public swimming pools and from owning electrical equipment, typewriters or bicycles. Jews were also subject to cultural and artistic restrictions, forcing hundreds to leave jobs in the theatre, cinema, cabaret and the visual arts. The summer of 1935 saw an escalation in spontaneous violence against Jewish people and property. 

World War II in Europe

Germany started World War II by invading Poland on September 1, 1939. Britain and France responded by declaring war on Germany on September 3. Within a month, Poland was defeated by a combination of German and Soviet forces and was partitioned between Nazi Germany and the Soviet Union. German forces invaded Norway and Denmark on 9 April 1940. On May 10, 1940, Germany began its assault on Western Europe by invading the Low Countries (Netherlands, Belgium, and Luxembourg), which had taken neutral positions in the war, as well as France. In July 1943, the Allies landed in Sicily and in September went ashore on the Italian mainland. On June 6, 1944, as part of a massive military operation, over 150,000 Allied soldiers landed in France, which was liberated by the end of August. The Soviets began an offensive on January 12, 1945, liberating western Poland and forcing Hungary (an Axis ally) to surrender. In mid-February 1945, the Allies bombed the German city of Dresden, killing approximately 35,000 civilians.

Adolf Hitler's government conducted a foreign policy aimed at the incorporation of ethnic Germans (Volksdeutsche) living outside German borders into the Reich; German domination of western Europe; and the acquisition of a vast new empire of "living space" (Lebensraum) in eastern Europe. The realization of German hegemony in Europe, Hitler calculated, would require war, especially in Eastern Europe.

A temporary deviation from Germany's normally anti-Communist foreign policy, this agreement allowed Hitler the freedom to attack Poland on September 1, 1939, without fear of Soviet intervention. Britain and France, Poland's allies, declared war on Germany on September 3, 1939. Hitler's aggressive foreign policy resulted in the outbreak of World War II. 

Despite this, there was a good deal of anti-Nazi criticism, dissent and resistance between 1933 and 1939. Much of this was conducted in secret because of the expansive Nazi police state and the extensive powers of agencies like the Gestapo. The Nazi regime’s decisive leadership and economic successes also meant that it remained popular with many Germans, some of whom were willing to denounce others for anti-Nazi behavior.  

World War 2 in the Pacific

Japan signed the Tripartite Pact with Germany and Italy, thus entering the military alliance known as the "Axis." Faced with severe shortages of oil and other natural resources and driven by the ambition to displace the United States as the dominant Pacific power due to the economic sanctions imposed on Japan by the USA, Japan decided to attack the United States and British forces in Asia and seize the resources of Southeast Asia. In response to Japan’s attach of Pearl Harbour on 1 December 1941, the United States declared war on Japan. After the attack on Pearl Harbour, Japan achieved a long series of military successes, including the conquering of the Philippines, the Dutch East Indies, Hong Kong, Malaya, Singapore, and Burma.

The turning point in the Pacific war came with the American naval victory in the Battle of Midway in June 1942. The Japanese fleet sustained heavy losses and was turned back. In August 1942, American forces attacked the Japanese in the Solomon Islands, forcing a costly withdrawal of Japanese forces from the island of Guadalcanal in February 1943. The Japanese, however, successfully defended their positions on the Chinese mainland until 1945. On August 6, 1945, the United States Air Force dropped an atomic bomb on the Japanese city of Hiroshima. Tens of thousands of people died in the initial explosion, and many more died later from radiation exposure. Three days later, the United States dropped a bomb on the Japanese city of Nagasaki. Approximately 120,000 civilians died as a result of the two blasts. On August 8, the Soviet Union declared war on Japan and invaded Japanese-occupied Manchuria. After Japan agreed to surrender on August 14, 1945, American forces began to occupy Japan. Japan formally surrendered to the United States, Great Britain, and the Soviet Union on September 2, 1945.

Internment camps

Over 127,000 United States citizens were imprisoned during World War II for being of Japanese ancestry, Japanese Americans were suspected of remaining loyal to their ancestral land.   Anti-Japanese paranoia increased because of a large Japanese presence on the West Coast. In the event of a Japanese invasion of the American mainland, Japanese Americans were feared as a security risk. Evacuation orders were posted in Japanese-American communities giving instructions on how to comply with the executive order. Many families sold their homes, their stores, and most of their assets. They could not be certain their homes and livelihoods would still be there upon their return. Because of the mad rush to sell, properties and inventories were often sold at a fraction of their true value.

Until the camps were completed, many of the evacuees were held in temporary centers, such as stables at local racetracks. Almost two-thirds of the interns were Nisei, or Japanese Americans born in the United States. It made no difference that many had never even been to Japan. Even Japanese-American veterans of World War I were forced to leave their homes.

Collections in the Archives

Know something about this topic.

Towards a people's history

• Account details

Grade 9 GCSE History Revision Guide

Preparing for your Edexcel GCSE history exam? We've got you covered with the best history revision notes and resources at Learndojo all for free to help you score top grades.

In this GCSE revision guide, we will break down all the content across all three exam papers which you will need to study and revise for. We've also created content that covers the most popular topics chosen by students such as Weimar and Nazi Germany, 1918-39 and Early Elizabethan England, 1558-88 (and more!)

Let's get started with our History GCSE revision tips:

Download the GCSE History specification for your exam board

The best way to revise GCSE history and start your revision sessions is by downloading the specification (also known as the syllabus). This gives you a comprehensive overview of everything you need to revise and what topics the exam questions will be focused on.

The syllabus is the most useful guide to GCSE History as it contains in detail the entire course and what you will be asked questions on. Simply confirm which exam board you are studying first as this will determine the content you are learning too.

• The 9-1 AQA GCSE History spec is here
• The Edexcel 9-1 GCSE History specification link is here
• Download the OCR GCSE History spec here
• The WJEC GCSE History syllabus is here

Once you've downloaded your exam boards specification, you need to take a look at this as it gives you a detailed overview of all the exam papers, how many marks they are, and what you will be learning. This also tells you how long each exam is.

For example, Edexcel breaks down as follows for paper 1:

Based on the image above, we can see that Edexcel has its course broken down into 3 exam papers you need to learn with a total of 168 marks.

8 marks are also specifically for punctuation, spelling, grammar and the use of specialist terminology. We can also see that the exam will last 1 hour 15 minutes.

This text also shows us that we will answer questions on one of the four options which are:

• Crime and punishment in Britain
• Medicine in Britain
• Warfare and British society
• Migrants in Britain

The second exam paper covers the following:

Therefore, you will answer questions on one of the following options:

• Anglo-Saxon and Norman England, c1060-88
• The reigns of King Richard I and King John, 1189-1216
• Henry VIII and his ministers, 1509-40
• Early Elizabethan England, 1558-88

Students also take one of the following study options:

• Spain and the 'New World', c1490-c1555
• British America, 1713-83: empire and revolution
• The American West, c1835-c1895
• Superpower relations and the Cold War, 1941-91
• Conflict in the Middle East, 1945-95

If we look at the third examination, we can see it covers the following list of topics for which we answer questions on one of them:

• Russia and the Soviet Union, 1917–41
• Weimar and Nazi Germany, 1918–39
• Mao’s China, 1945–76
• The USA, 1954–75: conflict at home and abroad

With a good concise overview of how the subject is broken down, we will now break each subject matter down and identify the individual elements you need to learn within them.

Breakdown your topics

Let's take a look at Weimar and Nazi germany as an example and how this might be broken down. The same technique can be used for the others too.

Within Weimar and Nazi Germany, this actually breaks down into four further sub-topics as follows (with each of them having further individual elements you need to learn):

The Weimar Republic 1918–29

• The origins of the Republic, 1918–19
• The early challenges to the Weimar Republic, 1919–23
• The recovery of the Republic, 1924–29
• Changes in society, 1924–29

Hitler’s rise to power, 1919–33

• Early development of the Nazi Party, 1920–22
• The Munich Putsch and the lean years, 1923–29
• The growth in support for the Nazis, 1929–32
• How Hitler became Chancellor, 1932–33

Nazi control and dictatorship, 1933–39

• The creation of a dictatorship, 1933–34
• The police state
• Controlling and influencing attitudes
• Opposition, resistance and conformity

Life in Nazi Germany, 1933–39

• Nazi policies towards women
• Nazi policies towards the young
• Employment and living standards
• The persecution of minorities

You will notice each chapter keeps breaking down until you have the actual individual elements you need to learn within them. By identifying each individual content we need to learn, our revision becomes manageable as we then use history resources that cover each section specifically.

This is a great way of navigating through the entire course and then subsequently making a revision timetable and creating notes covering all the identified sections.

Download past papers

Downloading historical past papers and using them for practice questions is another excellent technique which can help you improve your understanding straight away.

Past papers can be downloaded from the exam board website and they are a fantastic tool which help you get into the mindset of answering questions with the right exam technique.

• Edexcel history past exam papers are here
• AQA history papers can be downloaded here
• OCR exam papers can be accessed here
• WJEC exam papers are available here

If you are unsure how to use them, we recommend you use them like a quiz by printing out the last 3-4 years worth of past papers as well as the mark schemes and attempt to answer questions within them. To check how you have then done, compare your answers to the mark scheme and what the examiner notes also state in terms of what is required to score in the top marks bracket.

Initially, this may seem tiresome and difficult but over time you should notice your knowledge and answers improving gradually. This technique can be used across all GCSEs and various different subjects too.

Create easy to digest flashcards and condense history revision notes

Another good piece of advice is to learn to "chunk" information onto flashcards. Flashcards can be used to condense large pieces of information into more concise bits of information with the thinking being that if you can remember the concise information, this can help trigger your memory to recall the additional detail that goes with it to expand your answer further.

Write down the key facts, definitions and ideas related to the topic you’re revising. This will allow you to focus on what matters most, so you don’t waste time memorising unnecessary details or waffle.

You would then write a question on the other side of the flashcard for the content you've just written and attempt to answer it, turning over the flashcard to see if you answered correctly. The goal is to cover as much of the information as possible on the opposite side and improve your recall of the topic.

Another benefit to using flashcards is they are more memorable than large walls of text such as revision notes. You can highlight key elements and break the information down concisely as well as colour code the headlines and key phrases to help you jog your memory and recall your learning too.

Download our detailed Edexcel gcse revision guides

Our resources are used by thousands of teachers and students across the UK. We've created our revision guides to make revising gcse history as easy as possible by focusing only on the key information you need to know for the examinations themselves.

You can revise the Edexcel GCSE history course here where we've begun creating free content as well as download revision resources geared to help students, teachers and parents in mastering this subject.

Have regular study revision sessions

Study sessions are a great way to prepare for an upcoming test or exam and consolidate your learning. They allow you to review the material you've been studying and better understand the concepts that you will be tested on. Revision sessions can also be beneficial in helping you identify any weak points in your understanding and correct these knowledge gaps.

When engaging in revision sessions, it’s important to start by breaking down all of the material into manageable sections and topics as we discussed previously. Working through each topic one at a time will help you identify any areas that need further exploration or clarification. Taking breaks throughout your study session is also essential since this allows your brain to rest and reset before diving back into the material with a fresh perspective.

Create a gcse history revision timetable

Leaving revision late is the worst thing you can do and it's why so many people often find themselves searching Google on how to revise for GCSEs in a single day. The truth is, this really isn't possible so what a revision timetable allows you to do is stay on track and motivated with your study.

To create a revision timetable, take a look at your upcoming workload and all the GCSEs you are studying and break down your available time. Your goal is then to allocate blocks of available time in your schedule for every subject and ensure you leave enough room for breaks too. This needs to also factor in homework, assignments and practice papers so it's important you set realistic targets. Also put in time that allows you to relax and do things you enjoy so you don't feel completely burnt out studying all the time.

Finally the goal should be to stick to this revision timetable and ensure it is comprehensive enough to cover everything you need to know so you have no knowledge gaps. Ensure your knowledge is also regularly tested too as simply reading information wont normally help you assimilate it without it being tested and explored.

We've included revision timetables on the back of our revision books which you can simply print and use too. Hopefully, this is all enough to get you started with your course, however if you have any questions, feel free to leave a comment within our content and we'll try to get back to you!

Happy revising! 

Get Free Resources For Your School!

Welcome Back.

Don’t have an account? Create Now

Username or Email Address

Remember Me

Create a free account.

Already have an account? Login Here

Website under development. Dismiss

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.

Additional resources

What do you need help with?

Download ready-to-use digital learning resources.

Copyright © History Skills 2014-2024.

Contact  via email

• PRO Courses Guides New Tech Help Pro Expert Videos About wikiHow Pro Upgrade Sign In
• EDIT Edit this Article
• EXPLORE Tech Help Pro About Us Random Article Quizzes Request a New Article Community Dashboard This Or That Game Popular Categories Arts and Entertainment Artwork Books Movies Computers and Electronics Computers Phone Skills Technology Hacks Health Men's Health Mental Health Women's Health Relationships Dating Love Relationship Issues Hobbies and Crafts Crafts Drawing Games Education & Communication Communication Skills Personal Development Studying Personal Care and Style Fashion Hair Care Personal Hygiene Youth Personal Care School Stuff Dating All Categories Arts and Entertainment Finance and Business Home and Garden Relationship Quizzes Cars & Other Vehicles Food and Entertaining Personal Care and Style Sports and Fitness Computers and Electronics Health Pets and Animals Travel Education & Communication Hobbies and Crafts Philosophy and Religion Work World Family Life Holidays and Traditions Relationships Youth
• Browse Articles
• Learn Something New
• Quizzes Hot
• This Or That Game
• Train Your Brain
• Explore More
• Support wikiHow
• About wikiHow
• Log in / Sign up
• Education and Communications
• College University and Postgraduate
• Academic Writing

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 in San Carlos, California. 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. 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 243,923 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

• Send fan mail to authors

Reader Success Stories

Lea Fernandez

Nov 23, 2017

Did this article help you?

Matthew Sayers

Mar 31, 2019

Millie Jenkerinx

Nov 11, 2017

Oct 18, 2019

Shannon Harper

Mar 9, 2018

Featured Articles

Trending Articles

Watch Articles

• Terms of Use
• Privacy Policy
• Do Not Sell or Share My Info
• Not Selling Info

Get all the best how-tos!

Sign up for wikiHow's weekly email newsletter

• International
• Schools directory
• Resources Jobs Schools directory News Search

Institutional Power in Checking Out Me History Grade 9

Subject: English

Age range: 14-16

Resource type: Assessment and revision

Last updated

17 May 2024

• Share through email
• Share through twitter
• Share through linkedin
• Share through facebook
• Share through pinterest

The PDF file consists of a 30/30 marked comparative essay assessment in timed conditions with an introduction of the relevant context of Checking Out Me History and London to achieve top marks in AO3. Has an in-depth sophisticated analysis for key, judicious quotes, an examination of the form and structure in a high level of detail to achieve the top grades. I had wrote the essay during my GCSEs as a main revision tool to practice my timings and was recommended to share my notes because of its high level quality and originality. In the end, I achieved a Grade 9 in both Literautre and Language. The first page is a typed up version and the second page is my actual wrote up response.

Tes paid licence How can I reuse this?

Your rating is required to reflect your happiness.

It's good to leave some feedback.

Something went wrong, please try again later.

This resource hasn't been reviewed yet

To ensure quality for our reviews, only customers who have purchased this resource can review it

Report this resource to let us know if it violates our terms and conditions. Our customer service team will review your report and will be in touch.

Not quite what you were looking for? Search by keyword to find the right resource:

Sri Lankan Largest MOOC platform for General Education

• Grade 12/13
• විශේෂ අධ්‍යාපනය
• පිරිවෙන් අධ්‍යාපනය
• අපේ රේඩියෝව
• Time Tables
• Entertainment
• Online Courses

Find Your Subject

Grade 9 - subjects (new syllabus), christianity, sinhala language, english language, tamil language, mathematics, western music, health & physical education, for additional knowledge, sinhala words.

You are using an outdated browser. Please upgrade your browser or activate Google Chrome Frame to improve your experience.

Social Sciences Grade 9 History: Cold War

Do you have an educational app, video, ebook, course or eResource?

Contribute to the Western Cape Education Department's ePortal to make a difference.

Home Contact us Terms of Use Privacy Policy Western Cape Government © 2024. All rights reserved.

Download Ethiopian new Curriculum grade 9 history Student Textbooks PDF

Download the Ethiopia New Curriculum Grade 9 History Student Textbook PDF

This Textbook contains 9 chapters

• Unit 1 : The Discipline of History and Human Evolution
• Unit 2 : Ancient World Civilizations up to c. 500 AD
• Unit 3 : Peoples and States in Ethiopia and the Horn to the End of 13th Century
• Unit 4 : The Middle Ages and Early Modern World, C. 500 to 1750s
• Unit 5 : Peoples and States of Africa to 1500
• Unit 6 : Africa and the Outside World 1500- 1880s
• Unit 7 : States, Principalities, Population Movements &Interactions in Ethiopia 13th to Mid-16th C.
• Unit 8 : Political, Social, and Economic Processes in Ethiopia Mid-16th to Mid-19th C.
• Unit 9 : The Age of Revolutions 1750s to 1815

Related books

citizenship education

health and physical education

information technology

mathematics

Andrew Jackson’s Indian Removal Act: a Tragic Legacy of Expansion and Injustice

This essay is about Andrew Jackson’s Indian Removal Act of 1830 and its devastating impact on Native American communities. The act authorized the forced relocation of Native Americans from their ancestral lands to territories west of the Mississippi River, leading to immense suffering and loss of life. The essay discusses the motivations behind the policy, including Jackson’s expansionist desires, and highlights the infamous Trail of Tears, during which thousands of Cherokees and other tribes suffered and died. It also touches on the resistance to the act from Native Americans, legal challenges, and opposition from within the government and religious groups. The essay underscores the enduring legacy of this tragic policy and the importance of acknowledging and addressing historical injustices.

How it works

In the annals of American history, few episodes are as contentious and sorrowful as Andrew Jackson’s Indian Removal Act of 1830. This legislation, born out of the turbulent and expansionist fervor of the early 19th century, led to the forced displacement of tens of thousands of Native Americans from their ancestral homelands to territories west of the Mississippi River. The enactment and execution of this policy not only wrought immense suffering upon Native American tribes but also revealed the dark underbelly of America’s quest for territorial and economic expansion.

The seeds of the Indian Removal Act were planted in the early decades of the 19th century, a period marked by rapid growth and the insatiable desire for new lands among American settlers. As the United States expanded, pressure mounted on Native American tribes to cede their territories, which were increasingly coveted for agriculture, particularly for cotton cultivation. Andrew Jackson, who ascended to the presidency in 1829, was a fervent proponent of westward expansion and believed that the presence of Native Americans in the southeastern United States was a barrier to progress and prosperity.

Jackson’s vision for America did not include coexistence with Native American tribes. Instead, he saw their removal as a necessary step to clear the way for white settlers. The Indian Removal Act, passed by Congress in 1830, provided the legal framework for this vision. The act authorized the federal government to negotiate treaties with Native American tribes, ostensibly to exchange their lands in the east for territories west of the Mississippi. In theory, these treaties were meant to be voluntary, but in practice, they were often secured through coercion, manipulation, and broken promises.

One of the most harrowing outcomes of the Indian Removal Act was the forced relocation of the Cherokee Nation in 1838, an event that came to be known as the Trail of Tears. The Cherokee, along with other tribes such as the Creek, Choctaw, Chickasaw, and Seminole, were among the “Five Civilized Tribes” who had made significant efforts to adapt to European-American customs and lifestyles. Despite these efforts, they were not spared from the brutal reality of removal. Approximately 16,000 Cherokees were driven from their homes, and an estimated 4,000 perished during the treacherous journey due to disease, starvation, and exposure.

The removal of the Cherokee was emblematic of the broader injustices faced by Native American tribes under Jackson’s policy. The suffering inflicted upon these communities was immense and multifaceted. Families were torn apart, cultural practices were disrupted, and the very fabric of tribal societies was irreparably damaged. The physical and emotional toll of the removals left deep scars that have endured through generations.

Resistance to the Indian Removal Act came from various quarters, both within and outside the government. The Cherokee Nation, under the leadership of Chief John Ross, mounted a legal challenge to the policy, taking their case to the U.S. Supreme Court. In the landmark case Worcester v. Georgia (1832), the Court ruled in favor of the Cherokee, asserting that Georgia’s actions violated their sovereign rights. However, President Jackson notoriously disregarded the Court’s decision, allegedly stating, “John Marshall has made his decision; now let him enforce it.”

Opposition also came from individual lawmakers and religious groups who recognized the moral and ethical failings of the removal policy. Congressman Davy Crockett and Senator Theodore Frelinghuysen were among the vocal critics who condemned the act. Christian missionaries, many of whom had worked closely with Native American communities, also decried the removal efforts, highlighting the stark contrast between the nation’s professed values and its actions.

The legacy of the Indian Removal Act is one of profound injustice and enduring sorrow. It stands as a stark reminder of the human cost of America’s expansionist ambitions and the deep-seated prejudices that fueled such policies. The removal of Native American tribes from their ancestral lands not only resulted in immediate suffering and death but also set a precedent for the continued marginalization and mistreatment of indigenous peoples in the United States.

Reflecting on this dark chapter in American history is crucial for understanding the complexities and contradictions of the nation’s past. It underscores the importance of acknowledging and addressing historical wrongs as a means of fostering reconciliation and healing. Efforts to honor the memory of those who suffered under the Indian Removal Act include educational initiatives, public memorials, and policy reforms aimed at supporting Native American rights and sovereignty.

In the present day, the story of the Indian Removal Act serves as a powerful lesson about the dangers of unchecked expansionism and the moral imperative to uphold justice and equality. It calls upon us to critically examine our history and to strive towards a future where the rights and dignity of all peoples are respected and protected. By learning from the past, we can work to ensure that such injustices are never repeated and that the legacy of those who endured the Trail of Tears is honored with the respect and remembrance they deserve.

In conclusion, Andrew Jackson’s Indian Removal Act represents a period of profound injustice that has left an indelible mark on American history. It serves as a poignant reminder of the human cost of policies driven by greed and prejudice, and it challenges us to reflect on the values that should guide our society. By confronting this painful history, we can better understand the struggles of Native American communities and the ongoing quest for justice and equality in our nation.

Cite this page

Andrew Jackson's Indian Removal Act: A Tragic Legacy of Expansion and Injustice. (2024, May 21). Retrieved from https://papersowl.com/examples/andrew-jacksons-indian-removal-act-a-tragic-legacy-of-expansion-and-injustice/

"Andrew Jackson's Indian Removal Act: A Tragic Legacy of Expansion and Injustice." PapersOwl.com , 21 May 2024, https://papersowl.com/examples/andrew-jacksons-indian-removal-act-a-tragic-legacy-of-expansion-and-injustice/

PapersOwl.com. (2024). Andrew Jackson's Indian Removal Act: A Tragic Legacy of Expansion and Injustice . [Online]. Available at: https://papersowl.com/examples/andrew-jacksons-indian-removal-act-a-tragic-legacy-of-expansion-and-injustice/ [Accessed: 22 May. 2024]

"Andrew Jackson's Indian Removal Act: A Tragic Legacy of Expansion and Injustice." PapersOwl.com, May 21, 2024. Accessed May 22, 2024. https://papersowl.com/examples/andrew-jacksons-indian-removal-act-a-tragic-legacy-of-expansion-and-injustice/

"Andrew Jackson's Indian Removal Act: A Tragic Legacy of Expansion and Injustice," PapersOwl.com , 21-May-2024. [Online]. Available: https://papersowl.com/examples/andrew-jacksons-indian-removal-act-a-tragic-legacy-of-expansion-and-injustice/. [Accessed: 22-May-2024]

PapersOwl.com. (2024). Andrew Jackson's Indian Removal Act: A Tragic Legacy of Expansion and Injustice . [Online]. Available at: https://papersowl.com/examples/andrew-jacksons-indian-removal-act-a-tragic-legacy-of-expansion-and-injustice/ [Accessed: 22-May-2024]

Don't let plagiarism ruin your grade

Hire a writer to get a unique paper crafted to your needs.

Our writers will help you fix any mistakes and get an A+!

Please check your inbox.

You can order an original essay written according to your instructions.

Trusted by over 1 million students worldwide

1. Tell Us Your Requirements

2. Pick your perfect writer

3. Get Your Paper and Pay

Hi! I'm Amy, your personal assistant!

Don't know where to start? Give me your paper requirements and I connect you to an academic expert.

short deadlines

100% Plagiarism-Free

Certified writers