what is a historiography in an essay

Historical Methods & Theory

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What is a Historiographical Essay?

Historiographical essays, evaluating secondary sources, acknowledgement.

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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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Write a Historiography

1. narrow your topic and select books and articles accordingly, 2. search for literature, 3. read the selected books and articles thoroughly and evaluate them, 4. organize the selected sources by looking for patterns and by developing subtopics, 5. develop a thesis statement, 6. draft the paper, 7. review your work.

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Consider your specific area of study. Think about what interests you and other researchers in your field.  

Talk to your professor or TA, brainstorm, and read lecture notes and current issues in periodicals in the field.  

Limit your scope appropriately based on the assignment guidelines (i.e., focusing on France's role in the Second World War, not the whole world, or on the legal agency of women in medieval Scotland, not all medieval European women). 

• Four Steps to Narrow Your Research Topic (Video) This 3-minute video provides instructions on how to narrow the focus of your research topic.
• Developing a Research Question + Worksheet Use this worksheet to develop, assess, and refine your research questions. There is also a downloadable PDF version.

Define your source selection criteria (i.e., articles published within a specific date range or written through specific historical lenses; or research applying specific theories and methodologies or focusing on a specific geographic region, chronological period, or historical event).  

Using keywords, search a library database. If you need help finding the literature, contact a librarian through 

• Ask Us Contact a librarian via chat, email, phone or the AskUs desk on the main floor of McLaughlin Library
• Book an appointment Book a consultation to get research help.

Published articles and books always cite earlier studies in the footnotes, endnotes or bibliography: you can use these to trace the development of the subject.  

Include studies with conflicting points of view to help create a more engaging discussion within your historiographical paper.  

Evaluate and synthesize the studies' findings and conclusions.  

Note the following:  

• assumptions some or most historians seem to make.  
• methodologies, theories, and sources that historians have used to answer historical questions.  
• experts in the field, usually recognized as names that come up repeatedly in the literature (cited in the text or in the footnotes).  
• conflicting assumptions, theories, methodologies, and types of sources.  
• popular theories and interpretations, and how these have changed (or not) over time.  

You may not agree with everything you read and, indeed, the point of historiography is to critique (positively and constructively) the work of other historians on a given subject. With that in mind, remember the following historical conventions:  

• Someone writing in 1883 about the Norman Conquest of 1066 may not consider questions that are central to more recent kinds of history, but this does not mean that earlier historians and antiquarians were unqualified, unintelligent, or uninformed: they simply had different biases and experiences. These are worth discussing (for example, it might be worthwhile to compare how Protestant and Catholic historians of the late nineteenth century wrote about the sixteenth-century Protestant Reformation) but avoid condemning the authors outright without a thoughtful explanation of your critiques.  
• Consider why historians writing in the 1930s were not engaging with questions about gender history and compare the outcomes of their methods and research to the arguments being made by feminist scholars writing since the 1970s. Dig into how different theories, assumptions, and methodologies have led scholars to different conclusions about the same events. 

Note the following: 

• Findings that are common/contested. 
• Important trends in the research. 
• Popular sources, important theories, and common methodologies. 
• For example, the histories of many topics, regions, and periods have had “phases” like the Great Man Theory of History, the Cultural Turn, Feminist History, Disability Studies, and Queer History. Each of these has been tied to contemporary social changes, such as interest in nationalism during and after the World Wars, influences from sociology and anthropology, and different waves of social justice activism in the twentieth and twenty-first centuries.

Tip: If your historiography is extensive, find a large table surface, and on it place post-it notes or filing cards to organize all your findings into categories.

• Move them around if you decide that (a) they fit better under different headings, or (b) you need to establish new topic headings. 
• Develop headings/subheadings that reflect the major themes and patterns you detected. 

Write a one- or two-sentence statement summarizing the conclusion you have reached about the major trends and developments you see in the research that has been conducted on your subject.

Some example statements to help you get started are: 

• Historians disagree about X (your topic), but I am the most convinced by the scholars who say Y because… 
• Historians disagree about X (your topic), but there is something bigger going on, and the whole debate should be reframed with Y in mind. 
• Historians have come to a consensus about X (your topic), but I disagree and propose a different interpretation (e.g., one that considers gender, one that takes a middle view, or one that incorporates underused primary sources). 

Explore the following library resources to help you create and revise your thesis statement: 

• Templates for Writing Thesis Statements This template provides a two-step guide for writing thesis statements. There is also a downloadable PDF version.
• 5 Types of Thesis Statements Learn about five different types of thesis statements to help you choose the best type for your research. There is also a downloadable PDF version.
• 5 Questions to Strengthen Your Thesis Statement Follow these five steps to strengthen your thesis statements. There is also a downloadable PDF version.

Note: The thesis statement is typically located in the first paragraph of a short paper (fewer than 2000 words) but can be left to the second paragraph of a larger paper (more than 2000 words) if you feel the reader needs more contextual or background information before you begin your argument. 

Follow the organizational structure you developed above, including any headings and subheadings you constructed. 

Make certain that each section links logically to the one before and after. 

Structure your sections by themes or subtopics, not by individual theorists or researchers. 

• Tip: If you find that each paragraph begins with a researcher's name, it might indicate that, instead of evaluating and comparing the research literature from an analytical point of view, you have simply described what research has been done. 

Prioritize analysis over description. 

• For example, look at the following two passages and note that Student A merely describes the literature. The writing is strong, but Student A has not explained how these two historians came to different conclusions. The paragraph would be stronger if it followed Student B’s approach. 
• Student B takes a more analytical and evaluative approach by comparing the methods and sources used by the historians. One thing to look for (and use) in historiographical writing is keywords that suggest there is some evaluation happening. Here, Student B makes logical connections (“conversely,” “this is due to,” and “as a result”). These techniques demonstrate Student B's ability to synthesize knowledge and explain the differences in the studies based on the sources used. 

Student A: Keith M. Brown argues that, although James VI had clear ideas about what he wanted the reformed Scottish and English churches to look like, he relied on his relationships with magnates and ministers to ensure the speed, success, and cohesion of reform efforts. A different scholar, Julian Goodare, argues that James VI came awfully close and indeed, in some cases, succeeded at reorganizing Scotland’s dissident authoritative bodies—the kirk, nobility, parliament, and crown—into a centralized and moderately absolutist government. According to Goodare, by the end of James VI’s reign, the state attained sufficient command of its organization to reintroduce an episcopal structure to the contemporary kirk. It also gained the authority to define the role of church and state in the trial and conviction of moral and criminal offences. In other words, the crown itself wielded sufficient authority to govern independently, and Scottish nobles acquiesced to or resisted its demands as they performed their institutional duties, with varying rewards and consequences.

Student B: Julian Goodare and Keith Brown have reached quite different conclusions about the role that the Scottish nobility played in helping or hindering the efforts of Protestant reformers.  This is due in part to the bodies of sources each employed. Brown drew on a wide variety of archival sources that provided insight into the lives of individuals and families: family papers and letters, local court records, and documents relating to bloodfeud. For Brown, these records demonstrate that, although James VI had clear ideas about what he wanted the reformed Scottish and English churches to look like, he relied on his relationships with magnates and ministers to ensure the speed, success, and cohesion of reform efforts. Conversely, Goodare offers a more traditional political examination of Scotland’s development from a medieval kingdom into an early modern state. After consulting crown financial documents, proceedings of the general assemblies, state papers, and the records of the privy seal records and justiciary court, Goodare argues that James VI came awfully close and indeed, in some cases, succeeded at reorganizing Scotland’s dissident authoritative bodies—the kirk, nobility, parliament, and crown—into a centralized and moderately absolutist government. As a result, the concepts of personal kingship and crown-magnate negotiations of power so central to Brown’s analysis are absent from Goodare’s assessment, in which the latter argues that the crown itself wielded sufficient authority to govern independently and that Scottish nobles merely acquiesced to or resisted its demands as they performed their institutional duties.

Note: These examples have been reproduced and modified with the permission of the student author. For the purposes of these example paragraphs, citations have been omitted, but you should always indicate your sources using footnotes.

Content 

Make an outline of each section of the paper and decide whether you need to add information, delete irrelevant information, or re-structure sections.  

Look at the topic sentences of each paragraph. If you were to read only these sentences, would you find that your paper presented a clear position, logically developed, from beginning to end? The topic sentences of each paragraph should indicate the main points of your historiography. 

Read your work aloud (or use the speech-to-text feature in your word processor to have the computer read it to you). That way you will be better able to identify where you need punctuation marks to signal pauses or divisions within sentences, where you have made grammatical errors, or where your sentences are unclear. 

Avoid over-generalizations: societies are made up of individuals and they vary regionally and temporally. Starting your paper with “Since the first history was written...” or claiming that "scholars agree that the Enlightenment was the Age of Reason” is neither specific nor accurate. 

Evidence 

Since the purpose of historiography is partly to demonstrate that the writer is familiar with the important literature on the chosen subject, check to make certain that you have covered a broad selection of the important, up-to-date, and pertinent texts. What is considered relevant will depend on your subject, region, and period. Good strategies are to pick a few monographs from each decade of the past fifty years and to follow up on authors whose names show up frequently in the historiography sections of other papers. If you need help, ask your instructor or TA for advice once you have picked your topic. 

Check to make sure that you have not plagiarized either by failing to cite a source of information or by using words quoted directly from a source. (Usually, if you take four or more words—in a row—directly from another source, you should put those words within quotation marks, and cite the page.) 

Formatting 

Make certain that all the citations and references are correct and that you are using the appropriate formatting style for your discipline. Most history courses at the University of Guelph ask that you use the Chicago Manual of Style: Notes & Bibliography. If you are uncertain which style to use, ask your instructor.

Sentences should flow smoothly and logically. The text should be written in a clear and concise academic style; it should not be descriptive in nature or use the language of everyday speech (colloquialisms, slang) or excessive disciplinary jargon (specialist words). There should be no grammatical or spelling errors. 

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Finding historiographic essays -- first steps

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For topics that are of wide interest, you may be able to find an essay that reviews the literature on that topic, and that sets it in context by discussing how other historians have approached that topic. This kind of essay is invaluable when you are starting a research project. There are two easy ways to find them:

History Compass is an online journal that publishes historiographic essays. If there is an essay on your topic, it can be an excellent place to start. Caution: if you do not find what you need with your first search, you will need to scroll to the bottom of the search results page and click on Modify Search to start a new search within History Compass. Otherwise, you will need to specify that you want to search only this journal and not the entire list of Blackwell online journals

If your topic is covered, check Oxford Bibliographies Online (currently, covers Atlantic History, Classics, Criminology, Islamic Studies, Philosophy, and Renaissance and the Reformation)

America: History & Life and Historical Abstracts In both of these bibliographic databases, "historiography" is a Subject. For example, in AHL, to find historiography on the American Civil war, do a Subject search for: civil war historiography

Annual bulletin of historical literature History Reference (SH). Firestone Z6205 .H65 and online

The " Blackwell  Companions" are a series published both in print and online that contain useful historiographical chapters.

Note: to find copies of the Blackwell Companions, do a keyword search in the Main Catalog for " Blackwell companions to history," "Blackwell companions to American history," " Blackwell companions to British history," " Blackwell companions to world history," or " Blackwell companions to European history " to see if there is a volume in this series that covers your topic. Some copies circulate, and others are in the History Reference on A floor, and some are online.

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HIST 300 - Introduction to Historical Studies: Historiographic Essay (Literature Review)

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What is a Historiographic Essay / Historiographic Review?

A Historiographic Essay (also known as a Historiographic Review or, outside of the history discipline, a Literature Review ) is a systematic and comprehensive analysis of books, scholarly articles, and other sources relevant to a specific topic that provides a base of knowledge. Literature reviews are designed to identify and critique the existing literature on a topic, justifying your research by exposing gaps in current research. 

This investigation should provide a description, summary, and critical evaluation of works related to the research problem or question, and should also add to the overall knowledge of the topic as well as demonstrating how your research will fit within a larger field of study.  A literature review should offer critical analysis of the current research on a topic and that analysis should direct your research objective. This should not be confused with a book review or an annotated bibliography; both are research tools but very different in purpose and scope.  A Literature Review can be a stand alone element or part of a larger end product, so be sure you know your assignment.  Finally, don't forget to document your process, and keep track of your citations!

Process of a Literature Review

The process of writing a literature review is not necessarily a linear process, you will often have to loop back and refine your topic, try new searches and altar your plans. The info graphic above illustrates this process.  It also reminds you to continually keep track of your research by citing sources and creating a bibliography.

• Know what the review is for; each assignment will offer the purpose for the review.  For example, is it for “background”, or a “pro and con discussion”, "integration", “summarizing”, etc.
• Create a “search plan”, decide where you will search for information, what type of information you will need.
• Research   - Preform Searches; choose sources and collect information to use in your paper.  Make sure you cite the sources used.
• Think  - Analyze information in a systematic manner and begin your literature review (e.g., summarize, synthesize, etc.). Make sure you cite the sources used.
• Complete  - Write your paper, proof & revise and create your finished bibliography.

Elements in a Literature Review

• Elements in a Literature Review txt of infographic

What to Avoid

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historiography

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• Alamo Colleges District - Historiography: The Presentation of History
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historiography , the writing of history , especially the writing of history based on the critical examination of sources, the selection of particular details from the authentic materials in those sources, and the synthesis of those details into a narrative that stands the test of critical examination. The term historiography also refers to the theory and history of historical writing.

Modern historians aim to reconstruct a record of human activities and to achieve a more profound understanding of them. This conception of their task is quite recent, dating from the development in the late 18th and early 19th centuries of “scientific” history and the simultaneous rise of history as an academic profession. It springs from an outlook that is very new in human experience: the assumption that the study of history is a natural, inevitable human activity. Before the late 18th century, historiography did not stand at the centre of any civilization. History was almost never an important part of regular education , and it never claimed to provide an interpretation of human life as a whole. This larger ambition was more appropriate to religion , philosophy , and perhaps poetry and other imaginative literature .

History of historiography

All human cultures tell stories about the past. Deeds of ancestors, heroes, gods, or animals sacred to particular peoples were chanted and memorized long before there was any writing with which to record them. Their truth was authenticated by the very fact of their continued repetition. History, which may be defined as an account that purports to be true of events and ways of thinking and feeling in some part of the human past, stems from this archetypal human narrative activity.

While sharing a common ancestry with myth , legend , epic poetry , and the novel , history has of course diverged from these forms. Its claim to truth is based in part on the fact that all the persons or events it describes really existed or occurred at some time in the past. Historians can say nothing about these persons or events that cannot be supported, or at least suggested, by some kind of documentary evidence. Such evidence customarily takes the form of something written, such as a letter, a law, an administrative record, or the account of some previous historian. In addition, historians sometimes create their own evidence by interviewing people. In the 20th century the scope of historical evidence was greatly expanded to include, among many other things, aerial photographs, the rings of trees, old coins, clothes, motion pictures, and houses. Modern historians have determined the age of the Shroud of Turin , which purportedly bears the image of Jesus , through carbon-14 dating and have discredited the claim of Anna Anderson to be the grand duchess Anastasia , the daughter of Tsar Nicholas II , through DNA testing

Just as the methods at the disposal of historians have expanded, so have the subjects in they have become interested. Many of the indigenous peoples of Africa, the Americas, and Polynesia, for example, were long dismissed by Europeans as having no precolonial history, because they did not keep written records before the arrival of European explorers. However, sophisticated study of oral traditions, combined with advances in archaeology , has made it possible to discover a good deal about the civilizations and empires that flourished in these regions before European contact.

Historians have also studied new social classes . The earliest histories were mostly stories of disasters—floods, famines, and plagues—or of wars, including the statesmen and generals who figured in them. In the 20th century, however, historians shifted their focus from statesmen and generals to ordinary workers and soldiers. Until relatively recent times, however, most men and virtually all women were excluded from history because they were unable to write. Virtually all that was known about them passed through the filter of the attitudes of literate elites. The challenge of seeing through that filter has been met by historians in various ways. One way is to make use of nontraditional sources—for example, personal documents, such as wills or marriage contracts. Another is to look at the records of localities rather than of central governments.

Through these means even the most oppressed peoples—African-American slaves or medieval heretics , for example—have had at least some of their history restored. Since the 20th century some historians have also become interested in psychological repression—i.e., in attitudes and actions that require psychological insight and even diagnosis to recover and understand. For the first time, the claim of historians to deal with the feelings as well as the thoughts of people in any part of the human past has been made good.

None of this is to say that history writing has assumed a perfect or completed form. It will never do so: examination of its past reveals remarkable changes in historical consciousness rather than steady progress toward the standards of research and writing that represent the best that historians can do today. Nevertheless, 21st-century historians understand the pasts of more people more completely and more accurately than their predecessors did. This article demonstrates the scope of that accomplishment and how it came to be achieved.

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His 423/his 489: historiography assignment, historiography basics, what is historiography, how to find seminal works & major thinkers, 1. start with what you have, 2. find a historiographical essay related to your topic, 3. search for specific article & cross-ref.

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What is Historiography? 

A historiography is a summary of the historical writings on a particular topic - the history of eugenics in America, or the history of epidemics, for example.  It sets out in broad terms the range of debate and approaches to the topic. It identifies the major thinkers and arguments , and establishes connections between them. If there have been major changes in the way a particular topic has been approached over time, the historiography identifies them.

Unlike a research paper, a historiography paper is not a study of a historical subject; instead, it is an analysis of the way in which historians have interpreted that topic. 

How to Write a Historiography?

The most important step in writing a historiography is to become familiar with the history of your topic in broad terms. A good historiography is written from a position of authority on a topic.

A historiography is best situated early on in an essay, preferably in the introduction in order to familiarize the reader with the topic and to set out the scope of previous work in broad terms.

Your historiography should establish:

• the major thinkers on the topic, and
• their main arguments (or theses).

Your historiography may also explain:

• the perspective from which the authors are writing (e.g. Marxist, feminist, postmodernist, structuralist, etc.)
• the type of history they have written (e.g. political, social, cultural, economic, etc.)

A good historiography will present this information in a way that shows the connections between these major works. For example, does one work respond to an argument set out in another? Does it expand on that argument or disagree with it? A good historiography will also situate the author's work within the dialogue, explaining whether his or her thesis builds on or rejects the work that has come before.

Still a little unsure of what a historiography is ? Check out these great examples  or get help . 

Adapated from: http://www.trentu.ca/history/workbook/historiography.php

Clear, quick video defining historiography. 

3. Search for Specific Article & Cross-Reference

The following may refer you to important works, thinkers, or schools of thought on your topic. 

• class notes
• course readings
• bibliographies/footnotes/endnotes of your textbook, journal articles, or other secondary sources
• sources for history of medicine background info

They can also help you identify relevant authors, concepts, works, or keywords for searching the library catalogue ,  history databases , or specific history of medicine journals .  

There are lots of ways to find historiographical essays. Here's one strategy: 

Did you know when a bibliographic database (ex. America: History & Life or MEDLINE) receives an article, indexers apply a certain number of SUBJECT HEADINGS to an article to describe the article's content? Did you know that those subject headings are searchable? Did you know that Historiography is a subject heading? 

The following sample search strategies in 3 databases of history secondary sources available in EbscoHost (ex. America: History & Life; History of Science Technology and Medicine; Historical Abstracts) are a quick way to find historiographical essays. 

1. DE "Historiography" AND (psychiatry OR psychoanalysis OR psychosurgery)

2. DE "Historiography" AND social AND medicine

3. DE "Historiography" AND (eugenics OR social darwinism)

What's going on here? 

DE "Historiography" -> searches Historiography as the SUBJECT of the article. The DE code tells these particular databases to search the subject field. Other databases use different codes (ex. CINAHL uses MH). Library databases all have helpful HELP features that tell you which code searches which field. 

DE "Historiography" is combined with keywords on a topic (ie. psychiatry OR psychoanalysis OR psychosurgery)

This query is applied to three databases, and results that have Historiography in the subject field AND psychiatry OR psychoanalysis OR psychosurgery in the text fields are retrieved. 

Now try to make a search strategy of your own!

Want more HELP with databases? 

Use a citation database like SCOPUS or WEB of SCIENCE to search for a specific article, and use the database features to find its references, see who has cited it, and search for any related citations. 

For example, if I search SCOPUS for ' Grand Narrative and Its Discontent: Medical History in the Social Transformation of American Medicine ' in the Article Title field, I see that it has been cited 7 times in the SCOPUS database and that there are 5,113 other citations that share references with my article. I can also easily link to the full-text or catalogue records for each of the author's references. 

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History 300: A Guide to Research: Historiography

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• Historiography

What is a Historiography?

A historiography (noun) or  historiographical paper  is an analysis of the interpretations of a specific topic written by past historians. 

• Specifically, a historiography identifies influential thinkers and reveals the shape of the scholarly debate on a particular subject.
• You can think of this as a narrative description of the web of scholars writing on the same or similar topics. A historiography traces how scholars' understanding of historical events has evolved and how scholars are in conversation with each other, both building on and disputing previous works. The process is similar to that used for creating literature reviews in other disciplines. 

The major purpose of writing a historiographical paper is to convey the scholarship of other historians on a particular subject, rather than to analyze the subject itself.

• A historiography can be a stand-alone paper, in which case your paper examines the work completed by other historians. 
• Alternately, a historiography can act as an introduction to a major research paper, in which you will go on to add your own analysis.

Thus, a good historiography does the following:

• Points out influential books and papers that exemplified, shaped, or revolutionized a topic or field of study.
• Shows which scholars were most effective in changing the scope of the discussion/debate.
• Describes the current trends in the field of study, such as which interpretations are currently in the mainstream.
• Allows the writer (that's you!) to position themselves in the discussion for their analysis.

Writing a Historiography

Parts of a historiography.

• presents the issue or event at stake, then introduces your sources and articulates, in brief, their authors' perspectives and their main points of (dis)agreement. 
• elaborates upon and develop your introduction, pulling out specific points of (dis)agreement, juxtaposing quotes (and/or paraphrasing arguments) and subjecting them to analysis as you go along. As you do so, ask (and answer)  why  you think the authors of your various sources disagree. Is their disagreement a product of personal or professional rivalry, ideological incompatibility, national affiliation? 
• briefly summarizes your findings and, more importantly, assess the credibility of your various sources, and specify which one(s) you find to be most compelling, and why. In final conclusion you might articulate in brief the insights you have gained into the event or issue at stake, the sources you have used, and the implications for the scholarly discussion about your topic/historical event overall.

Sample Historiographies

• Sample Historiographic Essay (CUNY)
• University of Toronto LibGuide: Examples of historiographic essays
• Historiographical essay examples

Historiographical Questions

Questions of historiography include the following:

• who writes history, with what agenda in mind, and towards what ends?
• how accurate can a historian ever hope to be, analyzing past events from the vantage point of the historian's present?
• does the historian's  own  perspective, impacted as it undoubtedly is by gender, age, national and ideological affiliation, etc., contribute to an "agenda" that the historian's work is playing into, unwittingly or consciously?
• what about the types of sources, both primary and secondary, an historian chooses to base their work upon? Do  they  too contribute to the above-mentioned "agenda"?
• does the very selection of sources (and, by extension, the decision to exclude certain other sources) prejudice the outcome of the historian's work in certain ways?  et cetera ...

As you can tell, the underlying sentiment of historiography is one of skepticism. This is due to the recognition that historians  do  have agendas and  do  select sources with the intent of "proving" certain preconceived notions. History is therefore never truly "objective," but always a construct that presents the historian's view of things.

Historiographical Evaluation

General source questions (the five ws).

• Who  – Who made the source - did they have an opinion or bias? Were they involved?
• What  – What information does the source give? Is it the full story? Is it accurate?
• Why  – Why was the source made? Was it made to persuade people of a particular opinion? Was it made to take the mickey out of something/someone?
• When  – Was it made at the time? Or years later? Was the person there?
• Where  – Where was the source made? Were they involved in the event? Did they have an opinion?

Questions for Evaluating Secondary Sources

• Who is the author (their expertise, previous research, affiliations, positionality, etc.), and what seems to have been their likely intention in writing this?
• What is the source's main argument?
• When was the source written, and does the date of publication potentially impact upon the source's information or argument?
• Who seems to be the intended audience for the source?
• How is the source structured?
• Does the structure of the source (its various parts, sections, and/or chapters) reinforce its larger argument? How?
• What kinds of sources, or examples, does the source offer in support of its argument, and which are most (and least) effective? Why?
• Does the source engage other writers' works on the same subject and, even if not, how would you position the source in relation to other texts you are aware of on the same subject (texts you have read for class, for example)?
• does the author uses inflammatory language: in the most extreme cases, racial epithets, slurs, etc.;
• does the author consistently makes claims whose larger purpose is to elevate (or demean) one social, ethnic, national, religious, or gender group as compared to another, or all others;
• does the author consciously presents evidence that serves to tell only one side of an event or issue, purposefully withholding or ignoring information that may shed the opposing view in a more positive light;
• does the author manufactures, falsifies and/or dishonestly cites evidence in order to present his or her case in a more positive light.
• and if so, is that prejudice the product of the author's own background, ideology, research agenda, etc. as far as you can tell?
• How persuasive is the source (if certain aspects are more persuasive than others, explain why)
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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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History: Historiography and Historiographical Essays/Literature Reviews

• Beginning Your Historical Research
• Primary Sources
• Historiography and Historiographical Essays/Literature Reviews
• Books and Ebooks
• Dissertations and Theses
• Review Sources (Including Book Reviews)
• Latin America
• Middle East
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• History of Science
• Annotated Bibliographies and Literature Reviews

Strategy to Search for Historiographical Sources

In addition to using the sources identified below, a useful strategy to search for historiographical literature in library catalogs and article databases is to search for:

 historiograph* (historiography OR historiographical) AND particular subject area(s) 

What is Historiography

History is a classical intellectual/research discipline with roots stretching back for centuries.  As Such, History has its own, complex tradition of literature review called “historiography.”  Simply defined, Historiography is the History of History – that is, the study of the History produced and written on a given project, including:

• Approaches/angles to studying that history
• Subthemes beneath a wider historical umbrella theme
• Different historical traditions, including Social History, Cultural History, Diplomatic and Political History, the History of Science, Intellectual History, and much more
• Theoretical Frameworks used to shape that history
• Existing used and unused sources to research particular histories

There are also many books dedicated to historiography – both as a discipline (that is, books dedicate to the general theory, philosophy and practice of historiography) as well as books reviewing historiographies of scholarship in particular areas of history. 

The American Historical Review is the seminal journal published in the United States dedicated to Historiography on all (not just U.S.) historical topics.

Reference Sources to Assist with Historiography

There are several excellent sources to identify key historians and key works in particular fields (whether subject, temporal, or geographically based).  These may also be helpful in preparing for qualifying exams as they provide overviews of the historiography on given topics as well as the frameworks and theoretical orientations associated and/or applied with/to them.  Unfortunately the print works below are dated; much new history has been written since their publication!

• The Encyclopedia of Historians and Historical Writing by Kelly Boyd Call Number: Geisel Floor2W Reference D14.E58 1999 Publication Date: 1999
• A Global Encyclopedia of Historical Writing by D. (Daniel) R. Wolf Call Number: Geisel Floor2W Reference D13.G47 1998 Publication Date: 1999
• The AHA Guide to Historical Literature Call Number: Geisel Floor2W Reference D2.A55 1995 Publication Date: 1995 More than Historical Essays, this contains Bibliographies in Different Fields

Oxford Bibliographies :  Annotated bibliographies and Bibliographic Essays on a wide range of subjects which not only point to excellent publications, but also provide examples of bibliographic essays, which are closely related to historiographical essays and literature reviews.

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Historical Research & Historiography

• History Databases
• Types of Sources: Getting Started
• Book Reviews
• Research Tips: Getting Started with Your Topic
• Research Tips: Database Searching
• Evaluating Resources
• Annotated Bibliography

Historiography

• Chicago Style Citations
• Interlibrary Loan

A historiography is a survey of the historical research conducted on a certain topic, for example the history of midwifery in the United States. Historiography is often called "the history of history," because they assess what research has been conducted on the topic, what was said and how primary sources were analyzed, and how certain arguments compare and contrast to one another within the broader context of the scholarly record.

To use our example above, a historiography of the history of midwifery in the United States would discuss which historians have researched midwifery in the US, what analytical lens did they use, what argument did they make, and how their argument sits against others' and in the scope of the research on the topic.

Historiographies will:

• identify the various debates and approaches that have influenced study of the topic
• identify the important scholars and works in relation to the topic
• identify the past and current arguments about the topic
• identify potential areas for more study

The purpose of a historiography is to discuss the research conducted by other historians on the topic, not to perform original research or commentary on the subject itself.

When Starting Research for a Historiography Paper

You are creating a survey of the research that has been conducted on a topic, so you will, of course, need to discover and become familiar with the notable scholars and arguments on that topic. There are a couple strategies you can use to find these figures and perspectives:

• Are there any scholars that your professor has identified as important to the topic? In the books or articles you have read for assigned readings, look through their bibliographies, references, and/or footnotes for other scholars to investigate on the topic.
• Using what you know, create a list of keywords you believe will be relevant to your topic. When you search these within the database, you will undoubtedly find more key words to add to your search strategy, so do not worry if your lists starts out small.
• For example: in a database, you may search (DE Historiography) AND citizenship AND women to look for historiographies on the history of women and citizenship. 
• When you find a book or article on your topic, search that resource's reference list to see what scholars they cited when constructing their argument.
• In certain databases like Scopus or in Google Scholar, you can also see what other articles have cited a particular resource. 

Preparing to Organize and Write the Historiography

As you search for and collect resources related to your topic, make note of common themes or analyses that the scholar's are making. A historiography should not only identify the prominent scholars and arguments on a topic - they need to set those arguments in context with each other and with scholarly trends over time.

• Identify the perspective from which an author is writing and their approach (for example, postmodern, feminist, structuralist, Marxist, etc.)
• Identify the type of history they have written (for example: cultural, social global, economic, etc.)

Once you have pinpointed the approach and type of history, you can then compare and contrast with your sources:

• What scholars are using the same overall approach? What specific argument are they making, and how do those arguments intersect?
• Does the argument of one scholar seem in response to the other? How so?
• What trends can you identify in the research? Has the focus or type of analysis on the topic changed over time?

When you have found commonalities in perspective, approach, or type, then you can use these to help organize your paper.

Historiography: Examples and Additional Resources

Examples of Historiographies

• Petrov, Yury. 2021. “Russia on the Eve of the Great Revolution of 1917: Recent Trends in Historiography.”   Russian Social Science Review  62 (1/3): 68–85. doi:10.1080/10611428.2021.1911516.
• Chapman, Erin D. 2019. “ A Historiography of Black Feminist Activism.”   History Compass  17 (7): N.PAG. doi:10.1111/hic3.12576.
• Wright, Sharon Hubbs. 2018. “Medieval English Peasant Women and Their Historians: A Historiography with a Future?”   History Compass  16 (8): 1. doi:10.1111/hic3.12461.
• Jones, Catherine A. 2018. “ Women, Gender, and the Boundaries of Reconstruction. ”  Journal of the Civil War Era  8 (1): 111–31. 

Additional Resources

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• Written Essays

How to write source-based history essays

The biggest assessment task you will be required to complete is a written research essay which develops an argument and uses a range of sources.

All types of assessment tasks will need you to use essay-writing skills in some form, but their fundamental structure and purpose remains the same.

Therefore, learning how to write essays well is central to achieving high marks in History.

What is an 'essay'?

A History essay is a structured argument that provides historical evidence to substantiate its points. 

To achieve the correct structure for your argument, it is crucial to understand the separate parts that make up a written essay. 

If you understand how each part works and fits into the overall essay, you are well on the way to creating a great assessment piece.

Most essays will require you to write:

• 1 Introduction Paragraph
• 3 Body Paragraphs
• 1 Concluding Paragraph

Explanations for how to structure and write each of these paragraphs can be found below, along with examples of each: 

Essay paragraph writing advice

How to write an Introductory Paragraph

This page explains the purpose of an introduction, how to structure one and provides examples for you to read.

How to write Body Paragraphs

This page explains the purpose of body paragraphs, how to structure them and provides examples for you to read.

How to write a Conclusion

This page explains the purpose of conclusions, how to structure them and provides examples for you to read.

More essay resources

What do you need help with, download ready-to-use digital learning resources.

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How to create a historiography.

• Historiography: Definitions
• Step-By-Step Creation

Searching for Historiographies

Examples of student-written historiographies, examples of historiographical books.

Click on the black arrow to open the chat in a new window. If we're not online, please email us at [email protected]. Please allow 1-2 business days for a response.

A quick search in the library catalog using "Historiography" as a keyword will get you a host of books on a variety of subjects.

To find a historiography of a particular subject, you can use the following search structure: specific topic name AND historiography

• Ex: Holocaust AND Historiography

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IB History: How to Include Historiography in Your Essays

Officially, historiography is “the writing of history” but it can generally be thought to   refer to other historians’ perspectives on a historical event or figure . It is crucial you include historiography in your essays. Especially if you are aiming for a high score (6+) in IB History. The IB states in their mark scheme that in order to receive a 13-15 on a paper there must be “an evaluation of different perspectives, and it must be integrated effectively into the answer.”  

It can be quite difficult at first to memorise and incorporate historiography naturally into your essays. This is usually because it is quite specific and a new concept for most students. However, there are two ways to make this aspect of IB History a little easier.

Memorising Historiography

Throughout your course, you will encounter historiography through your teacher, textbooks, or personal external research. Whenever you find a quote or a school of thought, note it down in a separate document or spreadsheet. If you are able to, create a shared spreadsheet with your classmates. Each student can update then it with any useful historiography that they find. You can further organise this spreadsheet by including additional columns for schools of thought or specific topics. Having all of your historiographies in one collective place makes it a lot easier to review them rather than having to look through pages and pages of notes. 

Furthermore, you can use flashcards to help memorise some specific quotes or overarching perspectives. Write the historian or school of thought on one side. On the other side of the flashcard, write their quote or what the explanation of the perspective is. Go through them periodically and it will help you to memorise them in the long term.

With regards to which historiography to memorise, it is important to remember that it will be incredibly difficult to memorise every piece of historiography relating to your curriculum. This is Especially if there are many long quotes. Try and find historiography that can be applicable to large portions of your curriculum’s content and memorise those. That way, you can incorporate that historiography into a variety of different essay topics. 

You can also memorise an overview of a historian’s perspective or a smaller section of their quote, rather than memorising the entirety of the quote provided. As cliche as the saying is: “work smarter, not harder”. Only choose the most relevant and versatile pieces of historiography instead of simply memorising everything.

One example from my personal curriculum is with Paper 2 Authoritarian States, specifically Hitler’s Rise to Power. I always used Ian Kershaw’s Hitler Myth . This is the idea that Hitler’s charisma and oratory skills were the main reasons for the Nazi Party’s success. This was so useful for this particular topic because I did not have to memorise long quotes. On top of that, it fit into most Rise to Power questions that came up in exams. 

Incorporating Historiography

When incorporating historiography into your essays, it is important to remember that you should not simply be mentioning historians or schools of thought for the sake of doing so. Historiography should not replace your arguments but instead support them. One way to ensure this is to build your argument first and incorporate historiography towards the end of your paragraph. You can use phrases such as:

• This perspective is shared by…
• In reference to ______, [historian] stated that…
• This view is contrasted by…
• On the other hand, [historian] has stated that…

Once you have added historiography to your argument, offer your personal opinion on it in the context of your essay and evaluate that piece of historiography. Do you agree with this historian or school of thought, and why or why not? This helps to show that you truly understand what it is you are talking about. It also shows that the historiography is actually adding value to your essay.

One example where I did this in an essay was for the following exam question:

“Discuss the view that the use of force was the main method used to establish authoritarian rule in one state you have studied.”

“One of the more successful ways in which the Nazis rose to power was through Hitler’s cult of personality and his oratory skills. Kershaw was a strong proponent of the ‘Hitler Myth’ which is the idea that Hitler was successful for the Nazi’s rise to power and that, without him, the Nazi party would not have succeeded. Kershaw stated that it was Hitler that engaged and persuaded many people who would have otherwise only been marginally interested in the NSDAP.” (Cho, 2022)

At the end of the day, it is more important to have strong arguments and evidence rather than numerous pieces of historiography. Nevertheless, for those hoping to receive higher grades in IB History, remember to be selective in what you choose to memorise and to evaluate the historiography in your essay!

You may also like…

• Cynthia’s overview on of the History IA
• Zeynep’s tips on how to ace History paper 1

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Nazi Germany & WW2 - 1939-45 – Essay Questions – Germany 1918-45 – IAS History

Subject: History

Age range: 16+

Resource type: Lesson (complete)

Last updated

22 August 2024

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The essay booklet contains all the Part 4 past paper questions, and a range of suggested questions based on patterns.

It can be used to plan essays on the wartime economy, opposition during WW2, the intensification of the Nazis’ racial policy and the reasons Germany lost WW2.

It was made using 5 AS textbooks and all the past papers.

The resource was produced by an experienced teacher and used to prepare pupils who achieved A grades in the examination.

It is in line with assessment requirements and can be used to support improvements in writing

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A bundle is a package of resources grouped together to teach a particular topic, or a series of lessons, in one place.

Nazi Germany & WW2 – 1939-45– Lesson & Revision Pack – IAS History

This pack of can be used for IAS, AS and GCSE History. It can be used to plan essays on the wartime economy, opposition during WW2, the intensification of the Nazis' racial policies, including the Final Solution, and the reasons Germany lost WW2. Each lesson includes detailed notes, relevant past paper questions, suggested questions and plans. Lessons were made using 5 AS textbooks and all the past papers. It also includes an essay planning booklet covering a full range of past papers and suggested questions. The resources were produced by an experienced teacher and used to prepare pupils who achieved A grades in the examination. They are in line with assessment requirements and can be used to support improvements in writing.

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Women Who Shaped History

A Smithsonian magazine special report

History | July 9, 2024

Meet Vivian Maier, the Reclusive Nanny Who Secretly Became One of the Best Street Photographers of the 20th Century

The self-taught artist is getting her first museum exhibition in New York City, where she nurtured her nascent interest in photography

Ellen Wexler

Assistant Editor, Humanities

Vivian Maier took more than 150,000 photographs as she scoured the streets of New York and Chicago. She rarely looked at them; often, she didn’t even develop the negatives. Without any formal training, she created a sprawling body of work that demonstrated a wholly original way of looking at the world. Today, she is considered one of the best street photographers of the 20th century.

Maier’s photos provide audiences with a tantalizing peek behind the curtain into a remarkable mind. But she never intended to have an audience. A nanny by trade, she rarely showed anyone her prints. In her final years, she stashed five decades of work in storage lockers, which she eventually stopped paying for. Their contents went to auction in 2007.

Many of Maier’s photos ended up with amateur historian John Maloof , who purchased 30,000 negatives for about $400. In the years that followed, he sought out other collectors who had purchased boxes from the same lockers. He didn’t learn the photographer’s identity until 2009, when he found her name scrawled on an envelope among the negatives. A quick Google search revealed that Maier had died just a few days earlier. Uncertain of how to proceed, Maloof started posting her images online.

“I guess my question is, what do I do with this stuff?” he wrote in a Flickr post . “Is this type of work worthy of exhibitions, a book? Or do bodies of work like this come up often? Any direction would be great.”

Maier quickly became a sensation. Everyone wanted to know about the recluse who had so adeptly captured 20th-century America. Her life and work have since been the subject of a best-selling book , a documentary and exhibitions around the world .

Now, the self-taught photographer is headlining her first major American retrospective. “ Vivian Maier: Unseen Work ,” which is currently on view at Fotografiska New York, features some 230 pieces from the 1950s through the 1990s, including black-and-white and color photos, vintage and modern prints, films, and sound recordings. The show is also billed as the first museum exhibition in Maier’s hometown, the city where she nurtured her nascent interest in photography.

Born in New York City in 1926, Maier grew up mostly in France, where she began experimenting with a Kodak Brownie , an affordable early camera designed for amateurs. After returning to New York in 1951, she purchased a Rolleiflex , a high-end camera held at the waist, and began developing her signature style: images of everyday life framed with a stark humor and intuitive understanding of human emotion. She started working as a governess, a role that allowed her to spend hours wandering the city, children in tow, as she snapped away.

She left New York about five years later, when she secured a job as a nanny for three boys—John, Lane and Matthew Gensburg—in the Chicago suburbs. The family was devoted to Maier, though they knew very little about her. The boys remember attending art films and picking wild strawberries as her charges, but they don’t recall her ever mentioning any family or friends. Their parents knew that Maier traveled—they would hire a replacement nanny in her absence—but they didn’t know where she went.

“You really wouldn’t ask her about it at all,” Nancy Gensburg, the boys’ mother, told Chicago magazine in 2010. “I mean, you could, but she was private. Period.”

Despite Maier’s reclusive tendencies, the Gensburgs knew about her photography. It would have been difficult to hide. After all, she lived with the family and had a private bathroom, which she used as a darkroom to develop black-and-white photos herself. The Gensburgs frequently witnessed her taking photos; on rare occasions, she even showed them her prints.

Maier stayed with the Gensburgs until the early 1970s, when the boys were too old for a nanny. She spent the next few decades working in other caretaking roles, though she doesn’t appear to have developed a similar relationship with these families, who viewed her as a competent caregiver with an eccentric personality. Most never saw her prints, though they do remember her moving into their homes with hundreds of boxes of photos in tow.

“I once saw her taking a picture inside a refuse can,” talk show host Phil Donahue, who employed Maier as a nanny for less than a year, told Chicago magazine. “I never remotely thought that what she was doing would have some special artistic value.”

Meanwhile, the Gensburgs kept in touch. As Maier grew older, they took care of her, eventually moving her to a nursing home. They never knew about the storage lockers. When she died at age 83, a short obituary appeared in the Chicago Tribune , describing her as a “second mother” to the three boys, a “free and kindred spirit,” and a “movie critic and photographer extraordinaire.”

Maier’s mysterious backstory is a large part of her present-day appeal. Fans are captivated by the photos, but they’re also intrigued by the reclusive nanny who developed her talents in secret. “Vivian Maier the mystery, the discovery and the work—those three parts together are difficult to separate,” Anne Morin, curator of the new exhibition, tells CNN .

The show is meant to focus on the work rather than the mystery. As Morin says to the Art Newspaper , she hopes to avoid “imposing an overexposed interpretation of her character.” Instead, the exhibition aims to elevate Maier’s name to the level of other famous street photographers—such as Robert Frank and Diane Arbus —and take on the daunting task of examining her large oeuvre.

“In ten years, we could do another completely different show,” Morin tells CNN. “She has more than enough material to bring to the table.”

The subjects of Maier’s street photos ran the gamut, but she often turned her lens toward “people on the margins of society who weren’t usually photographed and of whom images were rarely published,” per a statement from Fotografiska New York. The Gensburg boys recall her taking them all over the city, adamant that they witness what life was like beyond the confines of their affluent suburb.

The exhibition is organized thematically, with sections devoted to Maier’s famous street photos, her experimental abstract compositions and her stylized self-portraits. The self-portraits, which frequently incorporate mirrors and reflections, amplify her enigmatic qualities, usually showing her with a deadpan, focused expression. Her voice can be heard in numerous audio recordings, which play throughout the exhibition. As such, even as the show focuses on the work, Maier the person is still a frequent presence in it.

“The paradox of Vivian Maier is that the lifetime of anonymity that has captured the public imagination persists in the work,” writes art critic Arthur Lubow for the New York Times , adding, “An artist uses a camera as a tool of self-expression. Maier was a supremely gifted chameleon. After immersing myself in her work, other than detecting a certain wryness, I could not get much sense of her sensibility.”

The artist undoubtedly possessed a curiosity about her immediate surroundings, which she photographed with a “lack of self-consciousness,” Sophie Wright, the New York museum’s director, tells CNN. “There’s no audience in mind.” There is no evidence that Maier wondered about her viewers—or that she ever imagined having viewers in the first place. They, however, will never stop wondering about her.

“ Vivian Maier: Unseen Work ” is on view at Fotografiska New York through September 29.

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Ellen Wexler is Smithsonian magazine’s assistant digital editor, humanities.

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Essay: Is Nicaragua’s Dictatorship Nearing Its End?

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Is Nicaragua’s Dictatorship Nearing Its End?

How the once-revolutionary ortega regime may have destined itself to the dustbin of history..

• Human Rights

This summer marks the 45th anniversary of the Nicaraguan Revolution, when the guerilla forces of the Sandinista National Liberation Front (FSLN) overthrew the Somoza dictatorship, the U.S.-backed dynasty that had ruled the country for more than 40 years. On July 19, 1979, after nearly two decades of struggle, armed Sandinistas entered the capital of Managua victorious, their red and black bandanas heralding a new era of socialist transformation.

The jubilation of victory was quickly tempered by the exigencies of war. From 1980 to 1989, a coalition of counterrevolutionary forces known as the Contras—who were financed and trained by the United States during the Reagan administration—waged a ruthless but unsuccessful terror campaign to unseat the revolutionary government. Between 30,000 and 40,0000 people died in the ensuing violence.

FSLN commander Daniel Ortega emerged as the leader of the revolutionary junta, and he was elected president in 1984. Six years later, Ortega was voted out by a coalition of opposition groups. In 2007, he was reelected and has served as president ever since, since the National Assembly modified the Nicaraguan Constitution in 2014 to allow for his indefinite reelection in contests widely recognized as shams.

Today, 17 years into Ortega’s rule, the 1979 revolution’s promise of liberation and equality has become little more than window dressing for another iron-fisted dictatorship. It is not one of the proletariat or of the people, but of another all-powerful family, led by Ortega and his wife, Rosario Murillo, who is often referred to as his “co-president.” But as the two tighten their grip on power, it seems to be slipping through their fingers, and their rule appears increasingly precarious.

Nicaraguan President Daniel Ortega (right) and his wife, Vice-President Rosario Murillo, flash the V sign during the commemoration of the 40th anniversary of the Sandinista-led Nicaraguan Revolution, seen in Managua on July 19, 2019. Inti Ocon/AFP via Getty Images

For nearly two decades, “the commander” and “comrade Rosario” have consolidated power through a series of radical legislative and constitutional changes. Murillo has steadily increased her influence since 2008, when she was appointed president of the Councils of Citizen Power , party-state committees that ensured loyalty to the regime and distributed resources at the local level. She assumed Nicaragua’s vice presidency in 2017 after a constitutional reform allowed for her election despite being the president’s wife.

“Ortega’s dictatorship is unique insofar as he is singularly uncharismatic and is uninterested in direct appeals to the Nicaraguan people that other more personalist populist leaders rely on to bolster support,” said Michael Paarlberg, an associate fellow at the Washington, D.C.-based Institute for Policy Studies and a professor of political science at Virginia Commonwealth University. Instead, Paarlberg added, Ortega “has had to rely chiefly on repression, both to create fear and to shrink the pool of potential rivals within civil society, religious institutions, and NGOs,” or nongovernmental organizations.

Any inkling of dissent in Nicaragua has been met with ruthless military violence. In 2018, soldiers, police, and paramilitary death squads crushed a civil rebellion, leaving more than 350 people dead, at least 2,000 injured, and thousands more imprisoned, disappeared, or exiled. Ortega and Murillo have since further entrenched their dictatorship, clamping down on the opposition, securing control of the judiciary and legislature, purging the party-state apparatus of perceived traitors, and criminalizing civil society.

The government has outlawed public protest; seized the offices and assets of dozens of news outlets; revoked the legal standing of thousands of nonprofit organizations, universities, and churches—most recently in mid-August, when the regime banned 1,500 nonprofit organizations in a single day—and denounced hundreds of students, journalists, literary figures, and human rights defenders as “foreign agents,” stripping them of their citizenship. Since 2018, more than 300,000 Nicaraguans have sought asylum in neighboring Costa Rica—and U.S. Customs and Border Protection has encountered nearly 440,000 at the southern border of the United States. Many hope to win an asylum claim. Today, 1.5 million Nicaraguans —roughly 22 percent of the country’s population—live outside the borders of their homeland.

A masked member of a riot police force gestures to a photographer during a protest against Nicaraguan President Daniel Ortega’s government, seen in Managua on Sept. 16, 2018. Inti Ocon/AFP via Getty Images

Recently, however, the Ortega dictatorship has appeared increasingly precarious as the presidential couple pluck away at the base of their own house of cards. Ortega and Murillo are getting old—they are 78 and 73, respectively—and the prospect of a democratic opening hangs over their hopes for smooth dynastic succession. All signs indicate that the couple is positioning their son Laureano to succeed his mother after she inherits the presidential crown from her husband.

But as Ortega and Murillo grow more isolated and self-destructive—executing mass purges and banning civil society groups—their popularity continues to wane, down to about 15 percent by last Gallup count in 2023. As their inner circle shrinks and their enemies multiply, a seamless succession appears increasingly unlikely.

For many observers, the question is not whether the dictatorship will implode, but when and how.

“There is no question that the dictatorship of Daniel Ortega and Rosario Murillo is getting weaker and weaker every day,” said Tamara Dávila , a leader of the opposition coalition Blue and White National Unity who is now exiled in the United States. Dávila believes that Ortega’s death or departure from office could create the possibility for a democratic opening despite the regime’s hopes for dynastic succession.

“The question is what that possibility will look like,” she said.

Since February 2023, when the regime released, banished, and denaturalized Dávila and 221 other political prisoners, Nicaragua has drifted out of the international spotlight. But repression and terror continue apace; according to the most current and commonly cited estimate, at least  141 political prisoners languish in Nicaragua’s prisons, according to the United Nations, enduring isolation, torture, and other inhumane conditions.

Dora María Téllez, a celebrated former Sandinista commander, was one of the 222 dissidents imprisoned and then exiled by the Ortega-Murillo regime. She said that the real number of political prisoners in Nicaragua is much higher than 141. “Families are afraid to report people as political prisoners. So there’s probably a little over 250 in total,” she told me in a recent interview. “But it’s a system of revolving doors: They let some out, they bring more in. … It’s a mechanism of repression that the Ortega-Murillo regime uses to keep the whole country intimidated.”

As recently as April, police intensified patrols in Nicaragua’s major cities, detaining five family members of protesters who were killed during the 2018 crackdown. On April 15, the body of opposition activist Carlos Alberto Garcia Suárez was found in a garbage dump in the city of Jinotepe. His corpse was badly burned, but police ruled out foul play, and the coroner ordered an immediate burial without an autopsy.

What is left of the opposition in the country is small and operates in secrecy.

A protester is assisted after being wounded by a rubber bullet during a demonstration to demand the release of political prisoners during clashes between anti-government protesters and riot police in Managua on Sept. 21, 2019. Inti Ocon/AFP via Getty Images

Power in Nicaragua is structured vertically. Members of Ortega and Murillo’s loyal inner circle have some influence over decision-making, but their main role is administrative: All policy decisions lie in the hands of the ruling couple. Dismissals for perceived disloyalty are routine, and purges are increasingly common. Often, they are carried out under the personal direction of Murillo, maneuvering to eliminate perceived threats to her presumed succession.

No one is immune: Friends and close relatives of the couple have been branded traitors and remanded to El Chipote prison or exiled. In 2021, the former Sandinista commander Hugo Torres Jiménez, who risked his life securing Ortega’s release from prison in 1974, was prosecuted by the regime as a traitor. Torres had served as vice president of an opposition party led by ex-Sandinistas and was a vocal critic of Ortega and Murillo, calling the dictatorship “fiercer and more totalitarian than that of the Somozas.” He died in prison two years after his arrest, at age 73.

The presidential couple even went after Ortega’s brother , Gen. Humberto Ortega, a hero of the revolution and the former head of the Nicaraguan Army, accusing him of treason for criticizing the regime’s authoritarian drift and for questioning Murillo’s dynastic succession. On May 19, police surrounded Humberto’s home, placing him under house arrest. Later, after suffering symptoms of a heart attack, he was transferred to a military hospital in Managua.

Some of the leaders of the FSLN government including brothers Daniel and Humberto Ortega (center and second from right, both in glasses), photographed during a military parade in Managua in December 1982. Robert Nickelsberg/Getty Images

“Just because we’re blood brothers, that doesn’t mean that Daniel and his group aren’t extremely uncomfortable with someone like me,” Humberto said in a recent interview with Infobae . “Some have even thought about eliminating me. I’ve never heard it from Daniel himself, but I’ve heard it from people who are close to him.”

In October 2023, the regime dismissed 10 percent of all judicial branch employees, including the president of the Supreme Court, a devoted Sandinista militant personally disliked by Murillo. Even the judge who had dismissed charges brought against Ortega for sexually assaulting his now-exiled stepdaughter, Zoilamérica Ortega Murillo, was caught up in the mass firing .

High-level officials continue to fall as the dictatorship closes ranks around Murillo. In the past six years, she has assumed an increasing share of power in areas once managed by her husband, such as the judiciary and Foreign Affairs Ministry. She has also maneuvered to eliminate intermediaries between her and the leaders of key institutions, such as the Interior Ministry, the attorney general’s office, and the national police. The resulting loss of power among Sandinistas loyal to Ortega has increased internal struggles within the party.

Last month, Nicaraguan police raided the office and home of Finance Minister Ivan Acosta, who was forced to resign—allegedly for acts of corruption, but more likely because he had fallen out of favor with the presidential couple. Employees in the Finance Ministry now fear a wave of dismissals, similar to those that occurred following Murillo’s purge last year of the Supreme Court, which resulted in the mass firing of some 900 government workers—including magistrates, secretaries, janitors, drivers, and even Ortega’s first-born son , Camilo Ortega Herrera, who led the court’s technical services department.

On Aug. 6, Nicaraguan news outlet Confidencial reported that in late July, Murillo dismissed Ortega’s chief police escort, Commissioner-General Marcos Alberto Acuña Avilés, who had served as a loyal member of the president’s security team since the 1990s.

All this reveals “an internal crisis tied up with the growing power of Rosario Murillo,” said Téllez, the former FSLN commander, who served as Nicaragua’s health minister from 1979 to 1990. “Rosario is not satisfied with appointees who are unconditionally supportive of Daniel Ortega. She wants people who are unconditionally supportive of her.”

Nicaraguan citizens exiled in Costa Rica demonstrate in front of the Nicaraguan Embassy to oppose the latest inauguration of Ortega, seen in San Jose on Jan. 10, 2022. Ezequiel Becerra/AFP via Getty Images

The dismissals, surveillance, harassment, and imprisonment—not only of opposition figures, but also of Sandinista partisans, including high-level members of Ortega and Murillo’s inner circle—are dramatically reconfiguring the makeup of power in Nicaragua. The presidential couple has generated discontent, distrust, and fear at every level of the party-state apparatus.

With institutions in chaos, what little support and perceived legitimacy the regime has remains tied to the increasingly frail and marginalized figure of Ortega, who is a lingering symbol of the revolution. The vast majority of the Nicaraguan population disfavors the dictatorship, and it appears increasingly unlikely that Murillo would be able to fill his shoes without creating a power vacuum that could very well spell the regime’s end.

“Murillo is perhaps the only person in Nicaragua with a less credible claim on authority than Ortega, given her deep unpopularity and having never been popularly elected in a legitimate election,” said Paarlberg, the fellow with the Institute for Policy Studies.

“She would have no choice but to double down on repression,” he continued. “Should she fail to hold power, such as by failing to maintain the loyalty of the Sandinista security apparatus, it would create the conditions for a regime transition.”

Max Granger is a freelance writer and translator. His work has appeared in  El País , the Guardian ,  High Country News , and the Intercept , among others. He is a regular translator for El Faro . X:  @_maxgranger

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My husband, Haywood, reached retirement age this summer, but instead of actually retiring, he decided to stay on and teach part time. I work from home, alone in a silent house, and I am thrilled to have more time with the person I like best in all the world. The only downside was his stuff. When it’s time to give up his classroom, what does a veteran English teacher do with 37 years’ worth of posters and three-ring binders and author photos and various bringing-literature-to-life aids? What does he do with all the books?

Whatever teaching materials his colleagues couldn’t use, Haywood brought home, along with all the books, to a house already piled to the rafters with the belongings we inherited when our parents died . It was no big deal to hang the pictures in my husband’s home office, to lean the “Moby Dick”-era harpoon in a corner, but the books stymied us. Every bookcase in the house — and there are a lot of bookcases in this house — was already stuffed beyond budging.

One son and his sweetheart carried off three large cartons, mostly duplicates of books we already owned. The rest of the classroom books sat in boxes while we tried to figure out what to do with them.

People have been arguing that print is dead, or about to be dead, for at least half my husband’s teaching career. It is not dead in this house. We write in books. We dogear pages and underline passages and draw little stars in the margins. To read a book after my husband has read it is to have a window into his curious and wide-ranging mind.

Before the objections commence, let me say that I am 100 percent in favor of every kind of reading there is: e-books, audiobooks, Braille books, graphic books, you name it. I’m for it all.

My husband and all three of our children borrow audiobooks and e-books by the hundreds from our public library. They read on various electronic devices, moving seamlessly from laptop to e-reader to phone app. It’s much more convenient than what I do, which is carry books around in my bag, from which they sometimes leave and do not return. How many books have I lost in airports? I once lost two copies of Richard Powers’s Pulitzer Prize-winning novel, “The Overstory,” one right after another, on the same book tour. Thank heaven for airport bookshops.

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