high school life essay conclusion

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The La Salle Falconer

The high school experience: a personal reflection.

Filled with growth and life lessons, the high school experience has been a journey worth the climb.

Anna Waldron , Editor May 4, 2022

High school is arguably the most transformative time of a person’s life. My own experience has been filled with more memories, laughter, stress, and — most importantly, growth — than I ever could have anticipated when I began. 

The lessons I have learned about myself, about others, and about the world in the last four years have shaped who I am today, and that person is far from the naive 14-year-old girl who walked through those glass doors of La Salle nearly four years ago. I was oblivious to the overwhelming emotional distress that I would feel when I started high school. 

In some ways, it feels like an everyday battle. 

As a freshman, the struggle began with adjusting to what felt like a whole new world. I was desperately trying to make friends, considering I had only one. I never knew what it was like to feel alone in a school with so many people. I felt like I had to act a certain way or be a certain person in order to maintain a basic conversation with people in my classes or on my soccer team. 

Every day, my head was filled with an overwhelming concern about how I could manage to make myself look like someone with more friends than I actually had at the time. 

I remember constantly thinking, “I’ll start enjoying this at some point, right?” 

The truth is, I did. 

To anyone who is feeling the way I once felt, please know that those feelings do go away. By the end of my freshman year and into the next, I enjoyed myself. School wasn’t particularly challenging, and I was spending my weekends having fun with my friends and going to basketball games and sleepovers. I had finally created a routine and felt mostly content with my life, aside from daunting thoughts in my head telling me it was all a lie.

I think that’s something that all teenagers deal with. It comes with the age, the questions, “do my friends actually like me?” or “am I enough?” — “do people worry about me or have I tricked myself into thinking they do?” 

I continued to move throughout my sophomore year feeling a new level of comfort with my life. Then, the pandemic hit. 

The original two weeks of quarantine turned into two months, and then two years. The predictable high school experience I had become accustomed to was no longer my reality, and instead, high school turned into an atypical rollercoaster of isolation from all the essential parts of the experience. 

To say it was hard would be an understatement, but after the initial forced adjustment to a remote life, I was forced to be content without relying on others.

Without having to fear other people’s judgments of me or having to conceal myself in social situations to appear more “acceptable,” I gained independence and confidence within myself that I didn’t know existed.

Then finally — after over a year — the long-awaited return to school arrived. 

I rejoiced in my ability to thrive academically again and I was so relieved to feel like I was really learning. I reconnected with my friends, ate lunch outside, took finals, and then — after a blur of two months — the year ended. My junior year flew by like no other. 

When senior year rolled around, I felt out of place. I couldn’t imagine a world where I belonged to the oldest class at the school. In the beginning, it was odd getting used to, but after a few weeks, it was nothing but a thrill as I planned what the next weekend alongside my friends would hold. 

My friendships were flourishing and I was becoming closer and closer with people I had never really gotten to know. 

Unlike the three years prior, my senior year has felt like a stereotypical high school experience, and I could not be more grateful for it. 

I always thought of myself as someone who was above enjoying things like attending soccer games, getting ready for homecoming with my friends, singing karaoke in someone’s basement, or going to a trampoline park for an 18-year-old’s birthday party. 

The truth is, I’m not. 

I regret that I spent so long depriving myself of the things I love in order to fit a narrative that I created for myself. 

I love that I will graduate high school happier and more fulfilled than I ever felt during my other three years here. It feels like everything has finally come full circle, after all these years of feeling so alone. 

So yes, it was transformative. I am finally content with the person I have become and the life I have chosen to lead. I wouldn’t be the same without La Salle and I wouldn’t be the same without the people I’ve gotten to know here. 

I know that I will look back on my high school experience here, not feeling critical of the insecurities I have felt, but feeling grateful for the memories and lessons that came regardless of them. 

Senior Anna Waldron has lived in Portland, Oregon her whole life, in the same neighborhood as nine members of her extended family.  Outside of The...

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Student Essays

11 Essays on My School Life [ School Memories, Childhood, School Life ]

My school life memories and years essay, speech and paragraph. The essay includes primary, high school and college life memories, experiences, feelings and joys, first day and last of school life. The essay is for all 1,2,3,4,5,6,8,9,10,11 and 12 classes.

School Life Essay | Experiences, Joys, Memories, Achievements

The school life is the wonderful period of our life. Apart from getting education, the students learns  a lot of things from the school environment including; patience, sincerity, loyalty, sincerity, friendship, discipline etc. The school is really an unforgettable account of our experiences

1. Essay on My School Life Days, Experiences and Joys

Memories are the part and parcel of every one’s life. A man always remembers the good days he has passed. There are some good memories and some bad memories in life.

The good memories are the good experiences one gets in one’s life. The good memories includes; school life memories including primary, high school, college and university life memories. The memories of school life period, are definitely the treasure to cherish for the rest of your life. The school continuously plays and effective role in our later life period.

Related Post: Speech on My School Life Memories, For Students

The school life is the best life. A man, who has been the student, knows what school life is. The school life is the golden time period of learning. It truly impacts the life of students . The importance of school life can never be negated. The school life is important for children as well as for the grown up students alike.

We get good learning experience, the self confidence , motivation and the will to do the best. It is the school life that blesses with best ever friends for the rest of our life. The school life friends are like your old and sincere friends for the rest of your life. The school days are the best days of our lives. I have the best school life memories. They are like a treasure for me. The joys of school life are invaluable.

The school days are the best days of my life. I clearly remember my first day at school. My first day school life memories are still vivid. I can still feel how warmly I was welcomed at the school. That truly defines the importance of school life for a child.

As a child, I learned, cooperated, got myself motivated and groomed under the best company of my best friends. I remember the first year love and wishes from my teachers. That is why I always regard my primary school life memories as the treasure for my life.

I have the best friends today and the learning experience that I got from my high school. The high school life memories are the invaluable part. I did a lot of blunders and mistakes. But thanks to my sincere friends and true teachers I was always rescued. That is how I learned from high school life the true meaning of cooperation and love.

I had a lot of shortcoming. I still remember how ignorant I was during my school days. My school life memories make me realize how important school life is for anyone. Had it not been, I would have surely missed many things in my life. I would not be having good friends, good knowledge, good experience and the good memories.

The high school life days are very much filled with excitement. During high school life period, one becomes matured enough to understand the value of time. My high school life is a wonderful chapter in my entire memories. In that period I learned truly. I directed myself. I learned dedication, hard work, motivation and self actualization.

This is the period when I started working hard. Thanks to that hard work done, today I am happy with my career. I believe, what you learn during high school life or college life, it truly impacts the rest of your life.

One of my best high school memory was the day when I won prize in annual inter schools science fair. It was the moment of great pride for me, my parents and for my school. The Principal of our school gave me a shield. That shied is still with me.

I always had the habit, during my school life, to note down everything on a diary. During my free time I always open that diary. It helps me soothes my pain. It fulfills me with confidence and courage. I miss a lot friend of mine. I have a good amount of school life pictures.

Those school life pictures are like my best memories. I remember the days we celebrated, the extracurricular activities we took part in. I remember how happy were my parent when I obtain first position in my entire school. That’s the best part of my school life. It never let me be bored.

It is said that a person always remembers his first day at school and the last day at school. The first day a child remembers because he came there weeping. And the last day a student remember because he left the school weeping again. In my case, I remember clearly my first day at school and my last day at the school. The joys of school life are surely countless. Indeed, the school days are the best of our lives.

2. Essay on High School Life:

High school is a time in our lives that we will never forget. It is where we start to form our own identity and make lifelong memories. As I reflect on my high school experience, I realize how much it has shaped me into the person I am today.

The transition from middle school to high school can be both exciting and scary. For me, it was a bit of both. I was excited to have more freedom and opportunities, but at the same time, I was intimidated by the new environment and responsibilities. Nevertheless, I pushed myself to step out of my comfort zone and make the most out of my high school years.

One of the biggest highlights of my high school life was being part of various extracurricular activities. From joining the school newspaper to being a member of the drama club, I was able to explore my interests and develop new skills. These activities also allowed me to make new friends and create unforgettable memories.

Academically, high school challenged me in ways that I never thought possible. The workload was much heavier than middle school, but it taught me the importance of time management and discipline. I also had the opportunity to take advanced courses and push myself academically, which has helped me in my college journey.

But high school wasn’t just about academics and extracurriculars; it was also a time for personal growth. The four years of high school taught me valuable life lessons that I’ll carry with me forever. From learning how to deal with failures to building strong relationships with my peers, high school taught me the importance of resilience and self-growth.

However, like any other journey, my high school experience had its fair share of challenges. From dealing with peer pressure to balancing academics and extracurriculars, there were times when I felt overwhelmed. But these challenges only made me stronger and pushed me to become the best version of myself.

In conclusion, my high school life has been a rollercoaster ride filled with unforgettable moments, valuable lessons, and personal growth. I am grateful for the experiences that have shaped me into the person I am today.

3. Essay on My Unforgettable Experience in School:

Growing up, school was a huge part of my life. It was where I spent most of my days, learning new things and making memories with my friends. However, there was one particular experience that stood out to me and has stayed with me till this day.

It was during my high school years when my English teacher announced that we would be putting on a theatre production for the end of the year school play. I had always been interested in acting, but never had the opportunity to pursue it. This was my chance.

The excitement and nervousness that filled me as we went through rehearsals and prepared for the big day is something that I will never forget. It was a rollercoaster of emotions, from forgetting lines to perfecting our performances. But the bond that formed between my classmates and I was something truly special.

On the night of the performance, as I stood behind the curtains waiting for my cue, I couldn’t believe how far we had come. Throughout all the hard work and dedication, we had created a masterpiece. As the curtains opened and we performed in front of a packed audience, I felt a sense of pride and accomplishment that I had never experienced before.

That unforgettable experience in school taught me the power of teamwork, dedication, and the ability to overcome challenges. It also showed me the importance of stepping out of my comfort zone and trying new things. Looking back, I am grateful for that opportunity and all the lessons it taught me.

It truly was one of the most unforgettable experiences of my life. So, I encourage everyone to take advantage of any opportunities that come your way, you never know what amazing memories and lessons they may bring. Happy learning!

4. Short Essay on Primary School Memories:

As I sit down to write about my primary school memories, it feels like going down the memory lane. Those were truly some of the best days of my life. I remember walking into the school premises for the first time as a tiny, nervous child and feeling overwhelmed by everything around me. However, as days went by, this place became my second home.

My primary school was a small, close-knit community where everyone knew each other. The teachers were more like friends and mentors who encouraged us to pursue our interests and passions. I fondly remember the annual sports day, where we competed in various events with enthusiasm and camaraderie.

Apart from academics, my primary school also emphasized on co-curricular activities. I had the opportunity to participate in school plays, dance performances and even started a band with my classmates. These experiences not only helped me develop new skills but also gave me the confidence to express myself.

One of the most memorable moments was when our class went on a field trip to a nearby farm. We got to see how crops were grown, milked cows and even tasted fresh fruits and vegetables. It was a fun and educational experience that we still talk about to this day.

As I look back, I am grateful for the wonderful memories and friendships that I made during my time in primary school. They have shaped me into the person I am today and will always hold a special place in my heart. So whenever I feel nostalgic, I close my eyes and think of my primary school days, filled with laughter, learning and love. Memories truly are the most precious possessions we have.

Remembering them keeps us connected to our past and reminds us of the joys that lie ahead in life. So, cherish your memories and make new ones every day! Life is a journey, and it’s these little moments that make it worth living

5. Essay on School Days are the Best Days of our Lives:

School days, the phrase that brings back a flood of memories for many. For most of us, school was the first place we interacted with strangers and made friends who became like family. It’s a time when life is simple, and all we had to worry about was homework and getting good grades.

We often hear people say that school days are the best days of our lives, and I couldn’t agree more. These are the days when we experience a plethora of emotions – joy, fear, excitement, and sometimes even heartbreak. It’s during this time that we learn valuable life lessons that stay with us forever.

Looking back on my school days, I remember the carefree laughter with friends, the thrill of trying something new for the first time, and the endless possibilities that lay ahead. As children, we are filled with boundless energy and an insatiable curiosity to explore the world. School days gave us the platform to do just that.

Moreover, school was not just about academics; it also exposed us to different cultures, beliefs, and perspectives. We learned how to work in teams, communicate effectively, and take on leadership roles. These skills are essential in our personal and professional lives.

Even though school may have its challenges – long hours of studying or dealing with bullies – it’s a time we will always look back on with fondness. As we grow older, we realize that those simple days were the best days of our lives.

So let’s cherish these memories and be grateful for the experiences that shaped us into who we are today. After all, school days may have ended, but the lessons and memories will stay with us forever. So let’s make the most of our present, just like we did during our school days. Let’s live life without any regrets!

6. My First School Memories Essay:

As I sit down to think about my first school memories, a wave of nostalgia washes over me. The feeling is overwhelming and as I close my eyes, flashes of those early days come rushing back.

I remember walking into that big building for the very first time, clutching onto my mother’s hand tightly. Everything was so new and exciting, from the colorful walls to the friendly faces of my classmates. I couldn’t wait to start learning and exploring this new world.

My first day at school was a blur, but what stood out the most was meeting my teacher for the very first time. She had a warm smile and kind eyes that immediately put me at ease. She introduced herself and showed us around the classroom, explaining all the different areas and tools we would be using. I remember feeling so small in that big classroom, but also filled with a sense of wonder and curiosity.

As the days passed, school became my second home. I had made new friends, learned new things, and started to understand what it meant to be part of a community. Those early years were full of laughter, playtime, and endless curiosity. I remember our colorful art projects, singing in the school choir, and eagerly raising my hand to answer questions.

Looking back, those first school memories hold a special place in my heart. They shaped me into who I am today and instilled in me a love for learning that continues to this day. My first years of school were truly magical, and I will always be grateful for the experiences and memories that I carry with me. So, whenever I think about my first school memories, I can’t help but smile and feel a sense of joy and gratitude for those formative years.

7. Feeling About School Essay:

School. It’s a word that brings up mixed emotions for many people, especially students. As someone who has spent most of their life in school, I have experienced all the highs and lows that come with it.

On one hand, school has been a place of learning, growth and opportunities for me. It’s where I discovered my love for science and literature, made lifelong friends, and gained valuable skills that have helped me in my personal and professional life. I am grateful for the education I have received and the teachers who have guided me along the way.

On the other hand, school can also be a source of stress, pressure, and even boredom at times. The constant assignments, exams, and expectations can take a toll on students’ mental and physical well-being. It’s no wonder that many students struggle with anxiety and burnout during their academic years.

But beyond the academic aspects, school is also a place where we learn about ourselves and the world around us. We are exposed to different cultures, ideas, and perspectives, which broadens our understanding of society. We learn how to work in teams, overcome challenges, and take on responsibilities. These experiences are just as valuable as the lessons we learn from textbooks.

However, I also believe that school is not always the best environment for everyone to thrive in. The traditional education system may work for some students, but it can also leave many feeling frustrated and unfulfilled. It’s essential to recognize that every student has their unique strengths and passions, and the education system should cater to that.

In conclusion, my feelings about school are complex. It has been a place of growth and learning for me, but I also acknowledge its flaws and limitations. As we continue to evolve and improve our education system, it’s crucial to remember that every student’s experience is different

8. My Childhood School Memories Essay:

As I sit here and reflect on my childhood school memories, I can’t help but feel a sense of nostalgia. Some of the best times of my life were spent in school, surrounded by friends and teachers who shaped me into the person I am today.

I remember the excitement of starting kindergarten, with its bright colors and new experiences. It was my first taste of independence as I learned how to read, write and make new friends. As I moved on to elementary school, the days were filled with laughter and learning. I have fond memories of playing dodgeball during recess, participating in talent shows and going on field trips.

Middle school brought about a new set of challenges, but also some of my most cherished memories. It was during this time that I made lifelong friendships and discovered my love for music and sports. High school was a rollercoaster of emotions, but it was also where I learned valuable life lessons and made unforgettable memories.

My teachers played a crucial role in shaping my childhood school memories. They not only taught me academic subjects, but they also instilled values like respect, responsibility, and perseverance. They believed in me, encouraged me to dream big and helped me achieve my goals.

In conclusion, my childhood school memories hold a special place in my heart. They represent a time of innocence, discovery, and growth. Even though those days are long gone, the lessons I learned and the memories I made will stay with me forever. I am grateful for all the experiences and friendships that I gained during my school years, and I will always look back on them with a smile.

So to all the students out there, cherish your school memories and make the most of every moment because one day you’ll look back on them and realize how much they truly meant to you. Keep learning, growing and creating wonderful memories!

9. Best High School Memory Essay:

High school can be a rollercoaster ride for many students, filled with both highs and lows. For me, one of the most cherished memories from my high school days was during my sophomore year.

It was our school’s annual sports day event, where all students participated in various sports and games. I remember being part of the relay race team representing my class. We had been practicing for weeks, and I was determined to do my best.

As the day arrived, there was a sense of excitement and nervousness in the air. The entire school gathered at the stadium, cheering on their respective classes. When our turn came, I ran my heart out, giving it my all. Our team ended up winning the race, and I remember feeling an immense sense of pride and accomplishment.

But what made this memory truly special was the support and camaraderie I felt from my classmates. We were not just a team; we were a family, cheering each other on and celebrating our victory together.

Looking back, that moment taught me the power of teamwork, determination, and friendship. It’s a memory that I will always hold close to my heart and cherish for years to come. High school may have its ups and downs, but it’s moments like these that make the journey worthwhile. So, always cherish your high school memories because they are truly some of the best memories of our lives!

10. Essay on Last Year of School Life:

As a senior in high school, the thought of leaving my last year of school life behind and entering the “real world” is both exciting and terrifying. It’s a bittersweet feeling, knowing that this chapter of my life is coming to an end.

On one hand, I can’t wait to move on to new adventures and experiences. The freedom and independence that comes with college and adulthood is incredibly alluring. No more waking up early for class, no more strict schedules or rules to follow. I’ll finally have the chance to explore my interests and passions, make new friends, and take control of my own life.

But on the other hand, I can’t help but feel a sense of nostalgia for the past four years. High school has been a place of growth and learning, both academically and personally. I’ve made lifelong friendships, learned valuable lessons, and discovered who I am as a person. It’s scary to think that all of that will soon be left behind as I embark on a new journey.

As my last year of school life progresses, I find myself cherishing every moment more and more. I attend school events, participate in extracurricular activities, and spend time with my friends whenever possible. I know that these experiences will soon become memories, and I want to make the most of them while I can.

Leaving high school also means leaving behind the comfort and familiarity of my hometown. It’s a place where I’ve grown up and created countless memories. Saying goodbye to my family, friends, and the place I’ve called home for so long is a daunting thought.

But as much as it may be scary and sad to leave behind my last year of school life, I know that it’s necessary for growth and progress. And although I may leave this chapter of my life behind, the experiences and lessons will stay with me forever. As I move on to new adventures, I’ll always look back on my last year of school life with fondness and gratitude for all that it has taught me. So here’s to the last year of high school – may it be filled with memories, laughter, and bittersweet goodbyes as we prepare for the next chapter of our lives

11. My School Life Essay  ( 150-200, 300-500 Words )

I know what you’re thinking, “Another essay?” But hear me out, this one’s not about some boring topic that you’ll never use in your life. It’s about something we can all relate to – our school life.

School is something most of us have known since we were little. It’s where we learn and grow as individuals, make friends and create memories that we’ll cherish forever. It’s a place where we spend the majority of our time during our formative years, and it plays a crucial role in shaping who we become.

For some of us, school might have been a drag – long hours, boring lectures, endless exams. But for others (myself included), it was the best time of our lives. Sure, there were challenges and tough moments, but looking back, those experiences have helped us become who we are today.

One of the best things about school is the friendships we make. Our classmates become our partners in crime as we navigate through the ups and downs of academic life. They’re the ones who understand what it’s like to pull an all-nighter to finish a project or cram for an exam. And let’s not forget the inside jokes that only we and our classmates will understand.

Apart from friendships, school life also teaches us important life lessons. We learn discipline, time management, and responsibility as we juggle between classes, extracurricular activities, and personal commitments. We learn to work in teams, communicate effectively, and think critically. These are all skills that we’ll use throughout our lives, whether in further studies or in our careers.

But it’s not just about academics and life lessons, school life also gives us opportunities to explore our interests and passions. From joining a sports team to participating in drama productions, there’s something for everyone. These extracurricular activities not only provide a break from studying, but they also allow us to discover our talents and strengths.

And let’s not forget the unforgettable moments that make up our school life – field trips, school events, prom night, and graduation. These are all milestones that we’ll look back on with nostalgia and fondness. They’re also a reminder of how far we’ve come and the amazing memories we’ve created.

So, if you’re still in school, make the most of it. Take advantage of all the opportunities and experiences that come your way. And if you’ve already graduated, look back on your school life with a smile because those were some of the best years of our lives.

25 thoughts on “11 Essays on My School Life [ School Memories, Childhood, School Life ]”

Wow awesome report I will fudge it and use it 4 my own report thanks bye

Awesome . Nice experience of school 💖

Wow amazing report 🔥gave me inspiration for mobspeech …not meaning im copying tho 😪thanks

I think that is among the such a lot vital info for me. And i’m satisfied studying your article. However wanna commentary on some common issues, The website taste is wonderful, the articles is in point of fact nice : D. Just right job, cheers

Well done, the writer.

Amazing ,really helped me to focus on wt to write

Àwesome notice

This is very artist like paragraph

yaaa even I like it 🤘💖

Very nice report I like this outobiography thanks

Good I Like It

Great essay

Beautifully expressed 🖒❤😀 It was useful…

It was very nice and helpful to us wt and how to write our own life experience in school , relatives,near and dear etc… Thanks a lot

Thank you very much ❤️❤️

it never let s you feel board , I like that , thanks for sharing your article // have such a nice days in school actually good luck !

Very nice experience

Right this is good for a student absolutely right i am very for that thank you so much

So funny hahahahaha(sarcasm) 😀

My school memory is the such a wonderful part ok in my life. It’s was really how some feeling and wonderful experience. One day I leave from the World🌏 never come to back🔙 that’s line for suitable for my school days. It’s was not come to for following the life continues….. Missing my school days ans missing my lovely💕😍 friends👭👬👫

It is nice but it didn’t help me ☹

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High School Essay

High school essay generator.

Navigating the complexities of High School Essay writing can be a challenging yet rewarding experience. Our guide, infused with diverse essay examples , is designed to simplify this journey for students. High school essays are a crucial part of academic development, allowing students to express their thoughts, arguments, and creativity. With our examples, students learn to structure their essays effectively, develop strong thesis statements, and convey their ideas with clarity and confidence, paving the way for academic success.

What Is a High School Essay? A high school essay is anything that falls between a literary piece that teachers would ask their students  to write. It could be anything like an expository essay , informative essay , or a descriptive essay . High school essay is just a broad term that is used to describe anything that high school student writes, probably in subjects like English Grammar or Literature.

It is a good way to practice every student’s writing skills in writing which they might find useful when they reach college. Others might even be inspired to continue writing and take courses that are related to it.

Download High School Essay Bundle

When you are in high school, it is definite that you are expected to do some write-ups and projects which require pen and paper. Yes. You heard that right. Your teachers are going to let you write a lot of things starting from short stories to other things like expository essays. However, do not be intimidated nor fear the things that I have just said. It is but a normal part of being a student to write things. Well, take it from me. As far as I can recall, I may have written about a hundred essays during my entire high school years or maybe more. You may also see what are the parts of an essay?

High School Essay Format

1. introduction.

Hook: Start with an engaging sentence to capture the reader’s interest. This could be a question, a quote, a surprising fact, or a bold statement related to your topic. Background Information: Provide some background information on your topic to help readers understand the context of your essay. Thesis Statement: End the introduction with a clear thesis statement that outlines your main argument or point of view. This statement guides the direction of your entire essay.

2. Body Paragraphs

Topic Sentence: Start each body paragraph with a topic sentence that introduces the main idea of the paragraph, supporting your thesis statement. Supporting Details: Include evidence, examples, facts, and quotes to support the main idea of each paragraph. Make sure to explain how these details relate to your topic sentence and thesis statement. Analysis: Provide your analysis or interpretation of the evidence and how it supports your argument. Be clear and concise in explaining your reasoning. Transition: Use transition words or phrases to smoothly move from one idea to the next, maintaining the flow of your essay.

3. Conclusion

Summary: Begin your conclusion by restating your thesis in a new way, summarizing the main points of your body paragraphs without introducing new information. Final Thoughts: End your essay with a strong closing statement. This could be a reflection on the significance of your argument, a call to action, or a rhetorical question to leave the reader thinking.

Example of High School Essay

Community service plays a pivotal role in fostering empathy, building character, and enhancing societal well-being. It offers a platform for young individuals to contribute positively to society while gaining valuable life experiences. This essay explores the significance of community service and its impact on both individuals and communities. Introduction Community service, an altruistic activity performed for the betterment of society, is a cornerstone for personal growth and societal improvement. It not only addresses societal needs but also cultivates essential virtues in volunteers. Through community service, high school students can develop a sense of responsibility, a commitment to altruism, and an understanding of their role in the community. Personal Development Firstly, community service significantly contributes to personal development. Volunteering helps students acquire new skills, such as teamwork, communication, and problem-solving. For instance, organizing a local food drive can teach students project management skills and the importance of collaboration. Moreover, community service provides insights into one’s passions and career interests, guiding them towards fulfilling future endeavors. Social Impact Secondly, the social impact of community service cannot be overstated. Activities like tutoring underprivileged children or participating in environmental clean-ups address critical societal issues directly. These actions not only bring about immediate positive changes but also inspire a ripple effect, encouraging a culture of volunteerism within the community. The collective effort of volunteers can transform neighborhoods, making them more supportive and resilient against challenges. Building Empathy and Understanding Furthermore, community service is instrumental in building empathy and understanding. Engaging with diverse groups and working towards a common goal fosters a sense of solidarity and compassion among volunteers. For example, spending time at a senior center can bridge the generational gap, enriching the lives of both the elderly and the volunteers. These experiences teach students the value of empathy, enriching their emotional intelligence and social awareness. In conclusion, community service is a vital component of societal development and personal growth. It offers a unique opportunity for students to engage with their communities, learn valuable life skills, and develop empathy. Schools and parents should encourage students to participate in community service, highlighting its benefits not only to the community but also in shaping responsible, caring, and informed citizens. As we look towards building a better future, the role of community service in education cannot be overlooked; it is an investment in our collective well-being and the development of the next generation.

Essay Topics for High School with Samples to Edit & Download

• Should schools have dress codes?
• Sex education in middle school
• Should homework be abolished?
• College education costs
• How does technology affect productivity?
• Is climate change reversible?
• Is social media helpful or harmful?
• Climate change is caused by humans
• Effects of social media on youth
• Are men and women treated equally?
• Are professional athletes overpaid?
• Changes over the past decade
• Guns should be more strictly regulated
• My favorite childhood memory
• Religion in school
• Should we stop giving final exams?
• Video game addiction
• Violence in media content

High School Essay Examples & Templates

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High School Essay For Students

High School Essay Outline

High School Essay Example

High School Self Introduction Essay Template

High School Student Essay

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Reflective High School

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Argumentative Essays for High School

Informative Essays for High School

High School Persuasive

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Narrative Essays

Scholarship Essays

High School Application

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High School Graduation Essay

High School Leadership Essay

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How to Write a High School Essay

Some teachers are really not that strict when it comes to writing essay because they too understand the struggles of writing stuff like these. However, you need to know the basics when it comes to writing a high school essay.

1. Understand the Essay Prompt

• Carefully read the essay prompt or question to understand what’s required. Identify the type of essay (narrative, persuasive, expository, etc.) and the main topic you need to address.

2. Choose a Topic

• If the topic isn’t provided, pick one that interests you and fits the essay’s requirements. Make sure it’s neither too broad nor too narrow.

3. Conduct Research (if necessary)

• For expository, argumentative, or research essays, gather information from credible sources to support your arguments. Take notes and organize your findings.

4. Create an Outline

• Outline your essay to organize your thoughts and structure your arguments effectively. Include an introduction, body paragraphs, and a conclusion.

5. Write the Introduction

• Start with a hook to grab the reader’s attention (a quote, a question, a shocking fact, etc.). Introduce your topic and end the introduction with a thesis statement that presents your main argument or purpose.

6. Develop Body Paragraphs

• Each body paragraph should focus on a single idea or argument that supports your thesis. Start with a topic sentence, provide evidence or examples, and explain how it relates to your thesis.

7. Write the Conclusion

• Summarize the main points of your essay and restate your thesis in a new way. Conclude with a strong statement that leaves a lasting impression on the reader.

Types of High School Essay

1. narrative essay.

Narrative essays tell a story from the writer’s perspective, often highlighting a personal experience or event. The focus is on storytelling, including characters, a setting, and a plot, to engage readers emotionally. This type allows students to explore creativity and expressiveness in their writing.

2. Descriptive Essay

Descriptive essays focus on detailing and describing a person, place, object, or event. The aim is to paint a vivid picture in the reader’s mind using sensory details. These essays test the writer’s ability to use language creatively to evoke emotions and bring a scene to life.

3. Expository Essay

Expository essays aim to explain or inform the reader about a topic in a clear, concise manner. This type of essay requires thorough research and focuses on factual information. It’s divided into several types, such as compare and contrast, cause and effect, and process essays, each serving a specific purpose.

4. Persuasive Essay

Persuasive essays aim to convince the reader of a particular viewpoint or argument. The writer must use logic, reasoning, and evidence to support their position while addressing counterarguments. This type tests the writer’s ability to persuade and argue effectively.

5. Analytical Essay

Analytical essays require the writer to break down and analyze an element, such as a piece of literature, a movie, or a historical event. The goal is to interpret and make sense of the subject, discussing its significance and how it achieves its purpose.

6. Reflective Essay

Reflective essays are personal pieces that ask the writer to reflect on their experiences, thoughts, or feelings regarding a specific topic or experience. It encourages introspection and personal growth by examining one’s responses and learning from them.

7. Argumentative Essay

Similar to persuasive essays, argumentative essays require the writer to take a stance on an issue and argue for their position with evidence. However, argumentative essays place a stronger emphasis on evidence and logic rather than emotional persuasion.

8. Research Paper

Though often longer than a typical essay, research papers in high school require students to conduct in-depth study on a specific topic, using various sources to gather information. The focus is on presenting findings and analysis in a structured format.

Tips for High School Essays

Writing a high school essay if you have the tips on how to do essay effectively . This will give you an edge from your classmates.

• Stay Organized: Keep your notes and sources well-organized to make the writing process smoother.
• Be Clear and Concise: Avoid overly complex sentences or vocabulary that might confuse the reader.
• Use Transitions: Ensure that your paragraphs and ideas flow logically by using transition words and phrases.
• Cite Sources: If you use direct quotes or specific ideas from your research, make sure to cite your sources properly to avoid plagiarism.
• Practice: Like any skill, essay writing improves with practice. Don’t hesitate to write drafts and experiment with different writing styles.

Importance of High School Essay

Aside from the fact that you will get reprimanded for not doing  your task, there are more substantial reasons why a high school essay is important. First, you get trained at a very young age. Writing is not just for those who are studying nor for your teachers. As you graduate from high school and then enter college (can see college essays ), you will have more things to write like dissertations and theses.

At least, when you get to that stage, you already know how to write. Aside from that, writing high essays give a life lesson. That is, patience and resourcefulness. You need to find the right resources for your essay as well as patience when finding the right inspiration to write.

How long is a high school essay?

A high school essay typically ranges from 500 to 2000 words, depending on the assignment’s requirements and the subject matter.

How do you start a personal essay for high school?

Begin with an engaging hook (an anecdote, quote, or question) that introduces your theme or story, leading naturally to your thesis or main point.

What makes a good high school essay?

A good high school essay features a clear thesis, coherent structure, compelling evidence, and personal insights, all presented in a polished, grammatically correct format.

Text prompt

• Instructive
• Professional

Write a High School Essay on the importance of participating in sports.

Discuss the role of student government in high schools in a High School Essay.

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• 5 Common Types of High School Essays (With Examples)
• Last modified 2024-04-01
• Published on 2021-08-28

When it comes to high school essays, descriptive and narrative essays are very similar in the sense that they encourage writers to be creative in expressing their ideas. Expository and argumentative essays focus on providing clear information and making compelling points. Analytical essays require writers to present their arguments and are intended to enhance readers’ understanding of a topic, while persuasive writers try to persuade readers to accept a point of view.

In this article, we will go into detail about each one to help you better define the type and the writing method when you start writing.

1. Descriptive high school essays

A descriptive essay asks writers to describe something vividly —object, person, place, experience, emotion, situation, etc., but more commonly, you will be asked to describe something abstract —emotions, experiences, or something outside of your typical experience.

A descriptive essay allows writers to be creative and have the freedom to express, especially when the topic is personal about them and what they care about, such as their favorite food or culture. Even though this sounds easy, this type of essay tests the writer’s ability to make appropriate word choices and have strong creativity to help readers visualize the overall picture of what they are writing about. A descriptive essay normally starts with introducing the subject or object of description, continuing with giving an overall picture, and then going into details. Additionally, understanding different points of view, as detailed in the Guide to Point of View in Writing , can greatly enhance the descriptive elements of the essay, providing varied perspectives and enriching the reader’s experience

Below is an example of a descriptive essay from Yourdictionary :

I watched a thunderstorm, far out over the sea. It began quietly, and with nothing visible except tall dark clouds and a rolling tide. There was just a soft murmur of thunder as I watched the horizon from my balcony. Over the next few minutes, the clouds closed and reflected lightning set the rippling ocean aglow. The thunderheads had covered up the sun, shadowing the vista. It was peaceful for a long time.

I was looking up when the first clear thunderbolt struck. It blazed against the sky and sea; I could see its shape in perfect reverse colors when I blinked. More followed. The thunder rumbled and stuttered as if it could hardly keep up. There were openings in the cloud now, as if the sky were torn, and spots of brilliant blue shone above the shadowed sea.

I looked down then, watching the waves. Every bolt was answered by a moment of spreading light on the surface. The waves were getting rough, rising high and crashing hard enough that I could hear them.

Then came the rain. It came all at once and in sheets, soaking the sand, filling the sea. It was so dense I could only see the lightning as flashes of light. It came down so hard the thunder was drowned. Everything was rhythmic light and shadow, noise and silence, blending into a single experience of all five senses.

In an instant it stopped. The storm broke. The clouds came apart like curtains. The rain still fell, but softly now. It was as if there had never been a storm at all, except for a single signature. A rainbow, almost violently bright, spread above and across the water. I could see the horizon again.

2. Narrative Essay

A narrative high school essay is similar to a descriptive essay but focuses more on the story description rather than the object description. The story can be about a personal experience that the writer has had, an event, a story, or an incident. Writers can even narrate a fictional experience that they haven’t had. Narrative essays are typically written in the first person. For example, the personal statement high school students must write for college applications.

The purpose of a narrative essay is not only to tell a story, but also to highlight the importance of the experience. Therefore, to write a perfect narrative essay, writers must include the elements of settings, context, plot, ending, and climax.

We have an example from a student’s work, which was published on the blog: People’s Republic of Creativity

Glup, glup.

I sat watching the plunger slowly make its way down the tube and into Miriam’s body. Inside the tube was a clear unknown liquid that would soon be injected into my own body. This was the third time this week, the twelfth time this month, and who knows how many times since we have been trapped in this hell on earth. Each day, we have only been given the bare minimum of food, water, and sleep. I don’t know how much longer we can survive before deemed useless by him.

Miriam fell out of her chair and onto the cold concrete floor, screaming in pain. She scrambles for something she can grasp onto to prop her malnourished body up. Then the piercing sound just suddenly stopped. Her thin arms that look only of bones and skin drop to the ground and she lay still on the floor, as if she were…dead. Please don’t tell me she’s dead! No, she couldn’t be; we promised each other to live until the day of liberation.

She needs to live.

It was my turn. He walked over with a syringe full of what had just been injected into Miriam. I try to focus on the red, black, and white badge on his left arm instead of letting the fear crawl in and take over my brain. But the unsettling tension stirs my thoughts around and around.

“Twin A1387, let’s hope what happened to your sister doesn’t happen to you.” He smirked. The needle pierced through my skin and my body was suddenly aflame. The raging blaze spread through every one of my veins, until I was shrouded in darkness.

When I opened my eyes again, I found myself in an empty confinement. The space next to me, the space for Miriam, was empty too. Where was everyone? Most importantly, where was Miriam?

I got up and set my bare foot onto the dirty, wooden floor. Suddenly, my head started spinning and along with it, the world spun too. I fell to the ground, and when I could finally lift my head, what I saw above me terrified me. It was him, death in human form, and beside him were four of his helpers. They grabbed my arms and forced me to stand up.

“Good morning A1387. I am afraid your dear twin sister couldn’t handle the injections from yesterday. Let’s hope your fragile little limbs can endure those chemicals. I wonder how many more injections it will take for you to meet your pathetic sister,” he said, patting my head. His tone was playful, but deadly.

I froze. What? Miriam…dead? That one word, “twins”, has taken away everything of what feels like my past life, and now my last hope? I felt a surge of anger, hatred, sadness, fear, devastation swirling inside me like boiling lava in a volcano, ready to erupt. I wanted to scream, to shout, to kill him, but I couldn’t. My soft limbs felt as if they would collapse merely by trying to stand up. They would be harmless and defenceless against the Angel of Death. When he saw the hatred on my face, he started laughing hysterically and simply said, “What a shame; she was only 13. I cannot wait to see how long it will take for you to fall apart!”

3. Expository Essay

According to Purdue University , the expository essay is a genre of essay that requires the student to investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and concise manner. To accomplish this, writers use the method of comparison and contrast, definition, example, cause and effect, etc.

Writers are not required to argue or make a personal opinion but to present balanced and well-organized facts and figures.

In an expository essay–as the name suggests–you need to expose the particular subject in question by providing enough information. It is an informative piece of writing that provides a balanced analysis of the topic. It does not contain any personal opinion; instead, it is based on real facts and figures. Therefore, this kind of high school essay is commonly assigned in high school or college in order to test students’ familiarity with a topic and ability to convey information.

This is an example from College Board’s SAT Writing Prompt.  

In response to our world’s growing reliance on artificial light, writer Paul Bogard argues that natural darkness should be preserved in his article “Let There be dark”. He effectively builds his argument by using a personal anecdote, allusions to art and history, and rhetorical questions.

Bogard starts his article off by recounting a personal story – a summer spent on a Minnesota lake where there was “woods so dark that [his] hands disappeared before [his] eyes.” In telling this brief anecdote, Bogard challenges the audience to remember a time where they could fully amass themselves in natural darkness void of artificial light. By drawing in his readers with a personal encounter about night darkness, the author means to establish the potential for beauty, glamour, and awe-inspiring mystery that genuine darkness can possess. He builds his argument for the preservation of natural darkness by reminiscing for his readers a first-hand encounter that proves the “irreplaceable value of darkness.” This anecdote provides a baseline of sorts for readers to find credence with the author’s claims.

Bogard’s argument is also furthered by his use of allusion to art – Van Gogh’s “Starry Night” – and modern history – Paris’ reputation as “The City of Light”. By first referencing “Starry Night”, a painting generally considered to be undoubtedly beautiful, Bogard establishes that the natural magnificence of stars in a dark sky is definite. A world absent of excess artificial light could potentially hold the key to a grand, glorious night sky like Van Gogh’s according to the writer. This urges the readers to weigh the disadvantages of our world consumed by unnatural, vapid lighting. Furthermore, Bogard’s alludes to Paris as “the famed ‘city of light’”. He then goes on to state how Paris has taken steps to exercise more sustainable lighting practices. By doing this, Bogard creates a dichotomy between Paris’ traditionally alluded-to name and the reality of what Paris is becoming – no longer “the city of light”, but moreso “the city of light…before 2 AM”. This furthers his line of argumentation because it shows how steps can be and are being taken to preserve natural darkness. It shows that even a city that is literally famous for being constantly lit can practically address light pollution in a manner that preserves the beauty of both the city itself and the universe as a whole.

Finally, Bogard makes subtle yet efficient use of rhetorical questioning to persuade his audience that natural darkness preservation is essential. He asks the readers to consider “what the vision of the night sky might inspire in each of us, in our children or grandchildren?” in a way that brutally plays to each of our emotions. By asking this question, Bogard draws out heartfelt ponderance from his readers about the affecting power of an untainted night sky. This rhetorical question tugs at the readers’ heartstrings; while the reader may have seen an unobscured night skyline before, the possibility that their child or grandchild will never get the chance sways them to see as Bogard sees. This strategy is definitively an appeal to pathos, forcing the audience to directly face an emotionally-charged inquiry that will surely spur some kind of response. By doing this, Bogard develops his argument, adding gutthral power to the idea that the issue of maintaining natural darkness is relevant and multifaceted.

Writing as a reaction to his disappointment that artificial light has largely permeated the presence of natural darkness, Paul Bogard argues that we must preserve true, unaffected darkness. He builds this claim by making use of a personal anecdote, allusions, and rhetorical questioning.

4. Argumentative Essay

The argumentative high school essay is similar to the expository essay, because it requires writers to present their evidence-based arguments. Writers have to present a thesis statement, gather and evaluate evidence, and establish a position on the topic. Many people think argumentative and expository essays are the same. They belong to a similar genre, but an argumentative essay requires more research than an expository essay. An expository essay is normally used in the SAT test, because test takers are required to investigate and present points from the prompts given. An argumentative essay is generally used in a final project or a capstone, which requires length and detailed research. The essay is divided into 3 parts: introduction, body, and conclusion. The introduction has a topic and thesis statement, the body has evidence and arguments, and the conclusion summarizes the arguments and potential directions for future research.

Below is an example from a GRE writing answer from ETS : 

Prompt : The best ideas arise from a passionate interest in commonplace things

Discuss the extent to which you agree or disagree with the statement above and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how those considerations shape your position.

Passion is clearly necessary for a truly great idea to take hold among a people—passion either

on the part of the original thinker, the audience, or ideally both. The claim that the most lucrative

subject matter for inspiring great ideas is “commonplace things” may seem initially to be counterintuitive. After all, aren’t great ideas usually marked by their extraordinary character? While this is true, their extraordinary character is as often as not directly derived from their insight into things that had theretofore gone unquestioned. While great ideas certainly can arise through seemingly pure innovation… say, for example, Big Bang cosmology, which developed nearly all of its own scientific and philosophical precepts through its own process of formation, it is nevertheless equally true that such groundbreaking thought was, and is, still largely

a reevaluation of previous assumptions to a radical degree… after all, the question of the ultimate nature of the universe, and man’s place in it, has been central to human thought since the dawn of time. Commonplace things are, additionally, necessary as material for the generation of “the best ideas” since certainly the success among an audience must be considered in evaluating the significance and quality of an idea.

The advent of Big Bang cosmology, which occurred in rudimentary form almost immediately upon Edwin Hubble’s first observations at the Hooker telescope in California during the early 20th century, was the most significant advance in mankind’s understanding of the universe in over 400 years. The seemingly simple fact that everything in the universe, on a very large scale, is moving away from everything else in fact betrays nearly all of our scientific knowledge of the origins and mechanics of the universe. This slight, one might even say commonplace, distortion of tint on a handful of photographic plates carried with it the greatest challenge to Man’s general, often religiously reinforced, conception of the nature of the world to an extent not seen since the days of Galileo. Not even Charles Darwin’s theory, though it created more of a stir than Big Bang cosmology, had such shattering implications for our conceptions of the nature of our reality. Yet it is not significant because it introduced the question of the nature of what lies beyond Man’s grasp. A tremendous number of megalithic ruins, including the Pyramids both of Mexico and Egypt, Stonehenge, and others, indicate that this question has been foremost on humankind’s collective mind since time immemorial. Big Bang cosmology is so incredibly significant in this line of reasoning exactly because of the degree to which it changed the direction of this generally held, constantly pondered, and very ancient train of thought.

Additionally, there is a diachronic significance to the advent of Big Bang cosmology, which is that, disregarding limitations such as the quality of optical devices available and the state of theoretical math, it could have happened at any point in time. That is to say, all evidence points to roughly the same raw intellectual capacity for homo sapiens throughout our history, our progress has merely depended upon the degree of it that a person happens to inherit, a pace that has been increasing rapidly since the industrial revolution. Yet this discovery had to happen at a certain point in time or another—it cannot have been happening constantly or have never happened yet still be present—and this point in time does have its own significance. That significance is precisely the fact that the aforementioned advent must have occurred at precisely the point in time at which it truly could have occurred—that is to say, it marks the point in our history when we had progressed sufficiently to begin examining, with remarkable substantiated acuity, the workings of the universe across distances that would take millions of human lifetimes to reach or to traverse. The point for the success of this advent must necessarily have been, additionally, the point at which the audience concerned was capable and prepared to accept such a radical line of reasoning.

Both factors, a radical, passionate interpretation of the commonplace and the preparedness to accept such an interpretation, are necessary for the formulation of a truly great idea. If the passion is absent from an inquiry by the thinker or by the bulk of an audience, the idea will die out if it comes to fruition at all. If the material is not sufficiently commonplace to be considered by an informed audience of sufficient size, the same two hazards exist. Given these two factors, the idea must still be found palatable and interesting by the audience if it is to hope to gain a foothold and eventually establish itself in a significant fashion.

5. Analytical Essay

An analytical essay is a writing genre that provides an in-depth analysis of a topic, ranging from art, music, and literary text to politics, science, and philosophy, etc. Analytical essays can boost a writer’s writing skills and overall comprehension of a topic while helping readers become more educated about the subjects of importance. This type of essay does not aim to persuade readers to a certain point of view but rather to provide a well-rounded and comprehensive analysis for the readers. The analytical essay is normally used in the GRE writing section.

A good analytical essay includes a thesis statement stating your main argument, followed by an analysis of your thesis and supporting evidence. Here are the 7 Steps to Write a Literary Analysis Essay .

We will take an example from a student’s work about CRISPR, a genetic engineering method. The full essay can be accessed here , but below is the preview of the essay:

No matter how much money people are willing to pay for health care, they may still suffer terribly from incurable diseases such as AIDS and cancer because of the underdevelopment of medical technology. However, today, the advancement in human knowledge has led to the introduction of human gene-editing, turning impossibility to possibility. In particular, the recent technology for genome editing called CRISPR has been having a groundbreaking impact on research in genetic science. This is due to its remarkable potential to simply cure genetic diseases in an embryo before they have a serious effect on further developmental progression. Although currently, there have been numerous debates regarding its extension in research for widespread uses, CRISPR is a completely promising technology because of the benefits it brings to people.

CRISPR, or Clustered regularly interspaced short palindromic repeats, is the newest innovation in genetic engineering. The way CRISPR works is similar to “the scissor-like action of Cas 9 to target… any specific DNA sequence” (Baylis and Rossant). By making cuts in specific locations in DNA, CRISPR can cure diseases and make alterations in an embryo’s DNA, which prevent diseases from being passed down to following generations (Baylis and Rossant). Throughout the history, governments and researchers came up with different approaches politically and scientifically in attempt to control population. They hoped to encourage the “richest, wisest and healthiest to breed like rabbits” and the “sick, stupid, and poor to take one for the empire and remain childless” (Comfort 28). The second attempt happened during the 20th century, when the U.S government passed the law preventing marriage and immigration that would threaten a perceived core American “stock.” Another more extreme example was when Nazi sterilization law further advanced this population control approach. Later in the century, a biotechnological approach was established as a safer and more humane way to manage population health (qtd in Comfort 28). “Gene surgery,” which is similar to CRISPR technology, was established and followed by contentious debates regarding ethical issues between disease treatment and human trait enhancements. Currently, there has been a halt in the use of CRISPR because of the increase in concern from the public about the pros and cons of this technology.

Further reading: 

• Where to Submit Your Writing Works: 5 Main Platforms
• 6 Differences between High School and College Writing
• 20 Tips to Improve Your Writing
• Guide to Point of View in Writing
• 10 Mistakes High School Students Make in Creative Writing
• How to Overcome Writer’s Block in High School Writing Competitions

Aralia Writing Courses

This class is offered in the summer every year. Students from 13 to 18 years old wanting to learn how to shape their written English into effective and publishable creative pieces will find this particular Writing Competition course very exciting. The class will be shown a range of tools to learn the nuances of controlled, purposeful writing, including: figurative language, effective structuring and specific forms that they will apply to their own pieces.

This course helps students develop and improve their writing skills to prepare students for higher education courses. The methodology emphasizes the ability to read critically, think critically, and write critically. Students will learn informative, narrative, descriptive, creative, and persuasive essay writing skills. Students will learn how to brainstorm, structure and outline, form an argument, defend it, incorporate academic sources, and develop a clear, articulate writing style. The focus will be on the writing process, intended audience, consistent tenses, point of view, correct grammar uses, building vocabulary, appropriate style, and proper research and citation protocols.

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Aralia Education is an innovative online education platform for ambitious middle and high school students worldwide. Aralia’s instructors propel students forward by helping them build a strong foundation in traditional academic courses. They also actively engage and guide students in exploring personal interests beyond their school curriculum. With this holistic approach, Aralia ensures its students are well-prepared for college and equipped for success in their future careers.

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How to Write Any High School Essay (With Examples!)

Last Updated: August 1, 2024 Fact Checked

• Research & Outlining Your Essay
• Writing the Intro
• Types of Essays & Sample Topics

Writing Techniques Cheat Sheet

This article was co-authored by Emily Listmann, MA and by wikiHow staff writer, Sophie Burkholder, BA . Emily Listmann is a Private Tutor and Life Coach in Santa Cruz, California. In 2018, she founded Mindful & Well, a natural healing and wellness coaching service. She has worked as a Social Studies Teacher, Curriculum Coordinator, and an SAT Prep Teacher. She received her MA in Education from the Stanford Graduate School of Education in 2014. Emily also received her Wellness Coach Certificate from Cornell University and completed the Mindfulness Training by Mindful Schools. There are 16 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 566,631 times.

Writing an essay is an important basic skill that you will need to succeed in high school, college, and beyond. While the exact requirements of any essay will vary depending on the teacher and assignment, most high school essays follow the same basic structure. By presenting a well-written five-paragraph essay with a strong thesis statement, you can successfully write an essay for any high school class or topic!

Writing in a High School Essay Format

Decide on and research a topic, then create your essay outline. Write an introduction that states your argument with a thesis statement, then support the thesis statement with evidence in your three main body paragraphs. Finally, restate your thesis and summarize your argument in your concluding paragraph.

Writing a High School Essay: The Preparation Stage

• While most high school essays follow a similar format, different requirements are needed for different types of essays —such as a persuasive, expository, narrative, or descriptive essay. [1] X Research source
• If you need help coming up with a topic , brainstorm or search for subjects related to your assignment’s focus.

• Eventually, the sources you find in your research will be the evidence to back up the main point of your essay.

• For example, the statement “Elephants are used to perform in circuses” does not offer an arguable point—this statement just presents a fact.
• Instead, you may try a thesis statement like “Elephants should not be kept in the circus since they are mistreated.” Since people may reasonably agree or disagree with this statement, you’ll be able to find supporting arguments for and against it to use in your essay.
• Keep in mind that some types of essay writing may not require an argument, such as a narrative essay. However, the standard high school essay structure typically requires a thesis statement.

• Introduction Paragraph Hook: Thesis Statement:
• Body Paragraph 1 Topic Sentence: Supporting Evidence #1: Supporting Evidence #2: Supporting Evidence #3:
• Body Paragraph 2 Topic Sentence: Supporting Evidence #1: Supporting Evidence #2: Supporting Evidence #3:
• Body Paragraph 3 Topic Sentence: Supporting Evidence #1: Supporting Evidence #2: Supporting Evidence #3:

• Talk to your school’s librarian for direction on specific books or databases you could use to find your information.
• Many schools offer access to online databases like EBSCO or JSTOR where you can find reliable information. If you need help, consult with your teacher.
• Wikipedia is a great starting place for your research, but it can be edited by anyone in the world, so it’s not a reliable source. Instead, look at a related Wikipedia article’s references to find the sites where the information really came from.
• Use Google Scholar if you want to find peer-reviewed scholarly articles for your sources.
• Make sure to consider the author’s qualifications when determining source credibility . If a source does not include the author’s name, then it might not be a good option.

Writing an Essay Introduction

• However, make sure that your hook is both accurate and related to the subject of your essay.
• Example : Gender inequality has been an inescapable fact of life for as long as history can remember.

• Example: Women have been seen as inferior, and have been treated as such, for centuries. But to respond to such sexist ideas and treatment, the modern feminist movement arose. Feminism has become a prevalent theme in all forms of art, including literature. Feminist criticism examines works of literature in order to analyze their portrayal of the sexes.

• Example: In John Steinbeck’s short story “The Chrysanthemums,” the lens of feminist criticism provides insight into how the issue of gender inequality affects the main protagonist, Elisa Allen.

• Mapping out this structure for the reader helps them know exactly what you’re discussing and what they should expect from the rest of your essay.
• However, this structural preview in the introductory paragraph is typically only included in longer, more advanced essays. If you’re not sure about including this segment, double-check with your teacher. When in doubt, leave it out and end the intro with your thesis.
• Example: This paper begins by exploring the limitations placed on Elisa due to her gender, then goes on to discuss the ways in which Steinbeck showcases Elisa’s struggles through symbolism and other literary devices. Finally, this essay will explore the modern-day parallels of Elisa’s story and the continuing ramifications of gender inequality.

Writing Body Paragraphs

• Check with your teacher if you’re not sure how many paragraphs should be in the body of your essay.

• Don’t assume your reader will make the connection between your info and the thesis of your paper. Analysis also gives you a chance to include your own thoughts and interpretation of the facts you provide.
• Unless you’re writing a personal essay, avoid the use of “I” statements since this could make your essay look less professional.
• When quoting or paraphrasing specific pieces of information or evidence, don’t forget to cite your sources in-text based on the format required for your paper. [10] X Research source Many high school essays are written in MLA or APA style. Ask your teacher what format they want you to follow if it’s not specified.

• For example, if your body paragraphs discuss similar points in a different way, you can use phrases like “in the same way,” “similarly,” and “just as” to start other body paragraphs.
• If you are posing different points, try phrases like “in spite of,” “in contrast,” or “however” to transition.

Writing an Essay Conclusion

• For example, if your thesis was, “The cell phone is the most important invention in the past 30 years,” then you may restate the thesis in your conclusion like, “Due to the ability to communicate anywhere in the world and access information easily, the cell phone is a pivotal invention in human history.”
• If you’re only writing a 1-page paper, restating your main ideas isn’t necessary.

• For example, if you write an essay discussing the themes of a book, think about how the themes are affecting people’s lives today.

• Try to pick the same type of closing sentence as you used as your attention getter.

• Including a Works Cited page shows that the information you provided isn’t all your own and allows the reader to visit the sources to see the raw information for themselves.
• Avoid using online citation machines since they may be outdated.

• At the high school level, most teachers dislike common concluding phrases like “To sum up” or “In conclusion,” so avoid using those in your final paragraph.

Revising & Completing Your Essay

• Have a peer or parent read through your essay to see if they understand what point you’re trying to make.
• If you find any off-topic or contradictory sections, cut them from your essay or find a way to tie it into your main focus. If you do cut parts out of your essay, make sure to reread it again to see if it affects the flow of how it reads.

Writing Different Types of High School Essays

• Write a clear thesis statement in the introductory paragraph.
• Provide evidence support for your thesis statement in each body paragraph.
• Use clear and concise language without any figurative or sensory imagery.
• Sample Topics: “What makes a good leader?,” “Describe how the internet changed the world,” “What is the theme of [literary work]?”

• Write a thesis statement in the first paragraph that clearly states your opinion.
• Use well-researched, factual, and detailed information to support your argument .
• Include a counterpoint paragraph where you present the opposing argument and point out its flows.
• Use the conclusion to synthesize the essay and provide insight into further research.
• Sample Topics: “The best music genre is…,” “Is capitalism the best form of economy?,” “Should schools have dress codes?”

• Structure your essay like a story with a plot, characters, setting, conflict, and theme.
• Use the first-person pronoun “I” as needed, since the story is told from your point of view.
• Write the events in chronological order to aid organization and help readers understand better.
• Sample Topics: “Describe a performance or sporting event you took part in,” “Describe a time in your life when you’ve been scared,” “Explain a family tradition, how it developed, and its importance today.”

• Structure your essay with an introduction, body paragraph, and summary conclusion.
• Use figurative and vivid language to provide a sensory description to the reader. Mention what something looks, feels, smells, sounds, and tastes like.
• Use transition words to lead the readers into the right stages of emotions and follow the logical flow of the essay.
• Sample Topics: “What is your happiest memory?,” “Write about your favorite place,” “Describe yourself to someone who has never met you.”

Community Q&A

• If you have writer's block , take a break for a few minutes, stretch, get a snack, and come back to your essay. Thanks Helpful 0 Not Helpful 0
• Your teacher should have provided you with a rubric, so use that as your final guide to make sure your essay is meeting all of the criteria for this assignment. Thanks Helpful 0 Not Helpful 0

• Avoid using plagiarism since this could result in academic consequences. Thanks Helpful 5 Not Helpful 1

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• ↑ https://www.grammarly.com/blog/types-of-essays/
• ↑ https://writingcenter.unc.edu/tips-and-tools/thesis-statements/
• ↑ https://facultyweb.ivcc.edu/rrambo/eng1001/outline.htm
• ↑ https://guides.libs.uga.edu/reliability
• ↑ https://examples.yourdictionary.com/20-compelling-hook-examples-for-essays.html
• ↑ https://wts.indiana.edu/writing-guides/how-to-write-a-thesis-statement.html
• ↑ https://guidetogrammar.org/grammar/five_par.htm
• ↑ https://academicguides.waldenu.edu/writingcenter/paragraphs/topicsentences
• ↑ https://writingcenter.unc.edu/tips-and-tools/transitions/
• ↑ https://writingcenter.fas.harvard.edu/pages/ending-essay-conclusions
• ↑ https://libguides.newcastle.edu.au/how-to-write-an-essay/conclusion
• ↑ https://pitt.libguides.com/citationhelp
• ↑ https://writingcenter.unc.edu/tips-and-tools/revising-drafts/
• ↑ https://www.csueastbay.edu/scaa/files/docs/student-handouts/expository-essay.pdf
• ↑ https://owl.purdue.edu/owl/general_writing/academic_writing/historical_perspectives_on_argumentation/toulmin_argument.html
• ↑ https://gallaudet.edu/student-success/tutorial-center/english-center/writing/resources-for-writing-different-types-of-essays/guide-to-different-kinds-of-essays/

About This Article

Writing good essays is an important skill to have in high school, and you can write a good one by planning it out and organizing it well. Before you start, do some research on your topic so you can come up with a strong, specific thesis statement, which is essentially the main argument of your essay. For instance, your thesis might be something like, “Elephants should not be kept in the circus because they are mistreated.” Once you have your thesis, outline the paragraphs for your essay. You should have an introduction that includes your thesis, at least 3 body paragraphs that explain your main points, and a conclusion paragraph. Start each body paragraph with a topic sentence that states the main point of the paragraph. As you write your main points, make sure to include evidence and quotes from your research to back it up. To learn how to revise your paper, read more from our Writing co-author! Did this summary help you? Yes No

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50 Engaging Narrative Essay Topics for High Schoolers

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What’s Covered:

Narrative essays vs. analytical essays, how to pick the right narrative essay topic, elements of a strong narrative essay, engaging narrative essay topics for high schoolers, where to get your narrative essay edited for free.

Narrative essays are an extensive form of writing that gives readers the opportunity to follow along as a person goes through a journey or sets of experiences. Rather than providing analytic insight, narrative essays simply share a story and offer a first-person account. These essays may seem easy to write at first, but it takes a certain finesse to write a narrative essay that is interesting, cohesive, and well-researched. Whether you’re looking for a unique topic to write about, or just want some new inspiration, CollegeVine is here to help! These 50 narrative essay topics are engaging, unique and will have you writing in no time.

A narrative essay is a great way to express your personal experiences and opinions, but it is important to remember that this type of essay is different from an analytical paper. In a narrative essay, you do not need to provide background information or explain your thoughts and feelings; instead, you simply tell a story. It’s important to avoid too much telling in your writing; instead, use creative details and vivid imagery to make readers feel as if they are actually right there with you.

Where You Will Encounter Narrative Essays

This type of essay is typically encountered in high school, where students may be required to write personal statements to prepare for their Common App essay . Narrative essays are also commonly seen in AP Language and Composition. Therefore, it’s important you are aware of the style because you are bound to have a narrative essay assignment.  

Of course, before you start writing, it is important to pick the right essay topic. There are many factors involved in the process of picking the perfect narrative essay topic for your story.

You should always choose a topic that you are passionate about, since writing on something you care about will make the process much easier. Not only will it be more interesting to create your paper around something that truly interests you, but it will also allow you to fully express yourself in your essay. You also want to be sure that the topic has enough material to work with. If your chosen topic is too short, you will not have enough content to write a complete paper. For example, if you are writing about your experience getting lost at the mall, make sure that you have enough information to work with to craft an engaging narrative. 

The best topic for an engaging narrative essay is one that focuses on showing versus telling, has a clear structure, and provides a dialogue. These elements come together to form an engaging narrative essay. Regardless of what subject you pick, any topic may be turned into a fascinating, A+ worthy narrative using the tips below.

Show, Don’t Tell

To write a good narrative essay, it’s important to show, not tell. Instead of simply informing your audience, show them what you mean. For example, instead of saying “I was nervous,” you could say “My heart began to race and my stomach filled with butterflies.” Also make sure to use sensory details, such as sights, sounds and tastes, and include a personal reflection at the end of your narrative. 

Begin with a Strong Opening Line

A good narrative essay will begin with an attention-grabbing opening line. But make sure to avoid common clichés, such as “It was the best of times, it was the worst of times.” Instead, come up with something original and specific to you and your situation. For example: “My pre-calc teacher was obsessed with circles. I mean, he even used circular note cards.” Or, “It all started the day my mom brought home a guinea pig.”

Follows a Three-Act Structure

A strong narrative essay follows the same three-act structure as other essays. But in order to make it interesting, you’ll need to come up with a creative way to break things down into sections. For example, using the guinea pig example from above, you could write the following:

• Act 1 – Introduction: The day my mom brought home a guinea pig.
• Act 2 – Conflict: The day I had to say goodbye to my beloved pet.
• Act 3 – Conclusion: Looking back at how much I miss him now that he’s gone.

Conclude with Personal Reflection

To conclude your narrative essay, you’ll want to explain what this specific experience taught you or how you’ve changed. For example, upon realizing that her pre-calc teacher was obsessed with circles, the writer of the previous example begins to notice circular shapes everywhere. Another way to conclude your narrative essay is by touching on how this experience impacted you emotionally. For example, after losing his guinea pig, the writer explains how much he missed it.

Use Dialogue

Include a conversation in your essay to make it come alive. For example, instead of simply saying that you met a new friend, talk about how you introduced yourselves or what they were wearing when you met them.

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The following list of 50 narrative essay topics is divided into categories. This will make it easier to find a topic that fits your writing style.

1. What is a childhood song that still sticks with you today?

2. Your first day of Kindergarten

3. Talk about a time when you’re siblings looked up to you

4. Describe the best birthday party you’ve ever had

5. Talk about the best day you ever spent with a childhood friend

6. Explain your first childhood hobby

7. Describe your first halloween costume

8. A family vacation gone wrong

9. Your first family reunion

10. Describe a tradition that is unique to your family

11. Describe your family to a person who’s never met them before

12. What frustrates you most about your family

13. If you could only keep one memory of your family, what would it be and why?

14. Describe a time your family embarrassed you in public

15. The most beautiful place in the world

16. Your favorite season and why

17. If you were a part of nature, what element would you be? Why?

18. When you go outside, which of your senses are you most thankful to have?

19. Describe the first time you witnessed a tornado 

20. Write a poem about your favorite season

21. Describe yourself as one of the four seasons

22. Describe a time in which you felt connected with nature

23. Describe the first time you played an instrument and how you felt

24. What major event would be much worse if music was removed, and why?

25. If you could only listen to one song for the rest of your life, what would it be and why?

26. What would a life without music look like?

27. If you could master one instrument, what would it be and why?

Relationships

28. What if you had never met your best friend?

29. Describe a time when you fixed a broken relationship

30. Talk about a movie that defined a relationship for you

31. Describe your first date

32. Describe the first time you made a friend

33. Describe your relationship with your parents

Self Reflection

34. Have you ever fooled someone? If so, describe what happened and how you felt about it

35. What is the worst thing you’ve done to someone else?

36. Write about the difference between how things seem and how they really are. 

37. Have you ever been embarrassed in some way? If so, describe the situation and how it affected you as well as those around you

38. Have you ever witnessed something really beautiful? Describe it

39. Is your glass half empty or half full?

Overcoming Adversity 

40. Have you ever been very afraid of something but tried your hardest to appear fearless? If so, describe that experience

41. When have you ever succeeded when you thought you might fail

42. What are your secret survival strategies?

43. Describe the last time you were stressed and why?

44. Describe a time when you were discriminated against

45. The most memorable class you’ve had and why

46. Your favorite study abroad memory

47. Describe your kindergarten classroom

48. Describe your first teacher

49. The first time you experienced detention

50. Your first field trip

Hopefully these topics will get you thinking about a personal experience that could make for a thoughtful and engaging narrative essay. Remember, a strong narrative essay must contain relatable details and a clear flow that keeps the reader entertained and engaged to read all the way to the end.

If you need some additional guidance on your narrative essay, use CollegeVine’s free peer review essay tool to get feedback for free!

Related CollegeVine Blog Posts

Essay on Experience In Senior High School

Students are often asked to write an essay on Experience In Senior High School in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Experience In Senior High School

First day feelings.

Starting senior high school can be exciting and scary. You meet new teachers and make new friends. The big campus makes you feel grown-up. You might worry about getting lost or fitting in. But soon, you find your way and start enjoying this new chapter.

Classes and Learning

In senior high, subjects get harder but more interesting. You study science, math, and literature in depth. Projects and homework increase, and you learn to manage time. Teachers expect more, but they also guide you to understand complex ideas.

School Activities

There are clubs and sports to join. Whether it’s drama, soccer, or robotics, these groups help you find your passions. You learn teamwork and leadership. School events like dances create fun memories with friends.

Preparing for the Future

Senior high is about planning your future. You think about college and jobs. Counselors help with these decisions. You learn what interests you and what you’re good at, shaping your path after graduation.

250 Words Essay on Experience In Senior High School

Life in senior high school.

In senior high, the classes become harder. Students study subjects like math, science, and history in more detail. Teachers expect more from students, like doing research and giving presentations. Many students also choose special courses that interest them, which can help decide what they want to do after school.

Friendships and Social Life

Friends are a big part of high school. Students meet new people and sometimes make friends for life. There are also many groups and clubs to join, like sports teams or music bands. These activities help students learn to work with others and build strong relationships.

Senior high is also about getting ready for what comes next. Students start thinking about college or jobs. They might visit colleges or learn about different careers. This helps them make big decisions about their lives after high school.

Challenges and Growth

High school is not always easy. There are tests and homework that can be tough. But these challenges help students grow. They learn to manage their time and to keep trying even when things are hard.

In conclusion, senior high school is a mix of learning, making friends, and planning for the future. It can be challenging, but it is also a time when students grow a lot and prepare to become adults.

500 Words Essay on Experience In Senior High School

Introduction to senior high school, academic life.

In senior high school, the level of study becomes more serious. Subjects are more detailed, and students often have to pick a track or a focus area. This could be science, arts, commerce, or vocational studies. Teachers expect more from students, and the homework can be tough. But it’s also exciting to learn new things and understand subjects on a deeper level. Some students find their passion during this time, which can guide their future career choices.

Social Changes

Social life changes a lot in senior high school. Friendships become stronger or may shift as interests change. There are many events like sports, prom, and school festivals that bring everyone together. It’s a time to make new friends and learn about teamwork and cooperation. Students also learn to deal with more complex social issues and personal relationships.

Extracurricular Activities

Extracurricular activities are a big part of senior high school. Clubs, sports teams, and other groups let students explore interests outside of class. These activities can be fun and also help with college applications. They teach important skills like leadership, time management, and commitment.

Senior high school isn’t always easy. There can be a lot of pressure to do well in exams and make important decisions about the future. It’s also a time when students might face personal challenges. But overcoming these difficulties can lead to growth. Students learn to be responsible, how to manage stress, and how to ask for help when they need it.

If you’re looking for more, here are essays on other interesting topics:

Apart from these, you can look at all the essays by clicking here .

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High School Memories Essay | The Best Memories of Our High School Life Essay

October 18, 2021 by Prasanna

High School Memories Essay: We often think of a moment as a snapshot in time that is captured by our memories. However, what we perceive as a good memory will depend on our environment and the way we felt at the time. In one person’s memory, an event may be something to cherish and celebrate while in another person’s memory, an event might be something to forget.

We can’t look back on our past without being biased or filtered by what we currently know or have been through. Moreover, our memories are not factual and never perfect: they reflect how we feel about ourselves and the world around us at that moment in time. In other words, memories are inherently partial or selective. As soon as we begin to think about recalling something, our brains start to filter out all sorts of details, which might be irrelevant or not entirely accurate. Regardless, individuals who have completed their high school have fond memories of the same. For these people, it was a time of self-discovery and exploration. In this essay, we shall explore a few nostalgic highschool memories and important life lessons learnt from the same.

You can also find more  Essay Writing articles on events, persons, sports, technology and many more.

What are the Best Memories of Our High School Life?

It is a well known fact that high school students are the most impressionable people in the world. When a student enters a new school they are entering a new world with different social norms, values, and rules. They must endure cliques, bullying, and teachers who may not care about them as much as their previous teachers.

However, looking back on high school now is an interesting experience. It was a time for new friendships, meeting new people, and getting used to a new environment. But for some, it’s also a time of dread. For others, high school was a time of crippling anxiety and stress. Regardless, high school memories are an important milestone in our lives that we will never forget. It’s the place where we met our friends, where we socialised, and where we started to get into careers that would shape the rest of our lives.

High school is an important time in everyone’s life and it can be hard to remember all of the great moments. A great way to document these memories is to take a class picture. However, not all schools have a photographer come in and take pictures every year. Luckily, most high schools allow students to bring their mobile phones or cameras on special occasions. Some schools are more relaxed with their mobile phone policies and may allow students to carry and use them under certain conditions.

Memories of our Parents in High school

High school is a time of great change. It is a time of great personal evolution, as one tries to discover themselves. This is the same for those who have parents, as those who don’t. Unsurprisingly, memories about our parents during high school depend on the relationship we had with them and how they shaped our lives. If we had a close and warm relationship with them, then we will remember fond memories of them while we were in high school. On the other hand, a cold and distant relationship will hardly leave any pleasant memories. College years are also often fraught with nostalgia, especially for parents who can’t stop reminiscing about their own college days. However, for some parents, college years may seem more like a distant memory. There are a number of reasons for this- For example, the young adults they used to be are now adults with jobs and families of their own. Life changes so quickly, and it can become difficult to keep up.

Memories with Friends and Classmates in High School

Memories with friends in high school are often the best memories in our lives. Moreover, the friends in high school are probably closer to you than any other kind of friends. In most cases, these are the people that have been with you through everything since elementary school. They have watched you grow up and change, they have seen your flaws and supported you through difficult times. In other words, friends make high school better. They can find joy in each other, and create a support system for themselves and their peers. While the culture of “cool kids” still prevails in many schools, there are also many students who are not part of this clique. For these students, friends are often their only source of happiness.

Memories with Teachers in High School

It is important to remember what you learned from your teachers, not just for the sake of remembering, but because they are the ones who shape our future. They are responsible for shaping our views of the world and its people, they are responsible for shaping our knowledge base. Teachers are responsible for more than just what happens in the classroom. They play an important role in shaping how students see the world. They introduce their students to new ideas and help them learn to think critically.

“Not-so-good” Memories in High School

Bullying can have a devastating impact on the lives of both the victim and the perpetrator. Bullies are often misguided teenagers who have been on the receiving end of other bullies themselves. When they don’t know how to handle being called names, they resort to bullying someone else. High-school bullies need to understand that their actions can have long-lasting consequences for themselves and others.

Life Lessons from High School

The modern teenager is confronted with a vastly different set of issues than their predecessors encountered. Recent studies have also found that while most parents are confident in their teenagers’ ability to handle difficult or traumatic situations, many admit that they are unprepared for the realities of today’s world. Regardless, students need to be prepared for what’s to come and learn to thrive in today’s society. Some important lessons that students should learn in high school are:

• Importance of teamwork: Teamwork is the need of the hour. When students are part of a team, they get more done in less time. For instance, when students work together with their teammates on a project, they are able to complete more in less time with the help of people who have different skill sets.
• The importance of life skills: Students need to be equipped with life skills in order to succeed in today’s society. These skills include financial literacy, time management, and prioritizing tasks. Students who don’t have these skills will find it more difficult to find employment and balance their personal life.
• The importance of money management: It is important for children to be financially literate in order to avoid the pitfalls of unwise financial decisions when they grow up. Financial literacy educates and empowers people to make informed personal financial decisions. Moreover, financial literacy can help students become less susceptible to fraud.
• The importance of good manners : Good manners are a way of showing respect to not only humans, but animals and even the environment. When we have good manners, it is easier to live in harmony with others. Moreover, when people observe how courteous we are, most will naturally return the favour and be kind to us as well.
• The importance of honesty and integrity: Honesty and integrity are two primary virtues that define a person’s character. When a person possesses these attributes, they will have the confidence to stand up for themselves and their beliefs.
• T he importance of responsibility: Responsibility is a general moral obligation to do something. It can also refer to the state of being responsible for one’s actions. Responsibility is not just an obligation, but it is also the capacity to live up to expectations.
• To Lose Gracefully: Losing with grace is an art form that many people have yet to master. It’s important to know when it’s time to give up on a project or relationship.
• Importance of Compassion and Forgiveness : Compassion and forgiveness are essential to living a happy life. When we are compassionate, forgiving, and kind to ourselves and others, it can help us reduce stress, anxiety, depression, anger, resentment, jealousy and other negative emotions which can lead to physical health problems. Hence, it is paramount that students inculcate this quality as early as possible.

Conclusion on High School Memories Essay

High school is one of the most memorable times in a person’s life. It’s easy to remember the classmates that were close with you, but there are also some classmates that are more memorable than others. Just like classmates, teachers are a vital part of high school. They often have a profound influence on their students, shaping their future and the way they interact with the world around them.

FAQS on High School Memories

Question 1. What are high school memories?

Answer: We all have memories from back in high school. These memories are usually some of the most important ones. Whether it’s your first relationship, close friends, or graduation, these are the memories that you will never forget.

Question 2. What do people remember from high school?

Answer: Many people remember their high school years as a time of exploration and self-discovery. They might meet new friends, try out new sports or hobbies, and start figuring out who they are and what they want to do with the rest of their lives.

Question 3. Why do I feel so nostalgic about high school?

Answer: The reason we feel nostalgic about high school is because it’s a time in our lives when we had a lot of free time to do what we wanted. We didn’t have a stressful job or any significant responsibilities. The people around us were teenagers, too, so they understood how hard it was to fit in. School was our number one priority and it occupied most of our thoughts and conversations.

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Essay on My School Life

Table of Contents

Essay on My School Life: School life is the best phase of a student’s life. It is a time when a student learns new things and explores his/her own potential. It is a time when a student discovers his/her own identity and develops a sense of self-confidence. School life is also a time when a student develops friendships and bonds with classmates. These friendships and bonds often last a lifetime.

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We have always heard that school life is the best life, enjoy yourself till you are in school make as many mistakes as you can till you are in school, and many such phrases which make the kids who are still in school wonder that why are the elder people hyping this thing up. But as soon as the school life is over and people enter the real world they realize that how right the elders were.

Children should live their school life to the fullest. They will be missing these days later in life and would never be able to enjoy such carefree life again. School life lived well gives memories to cherish and friend to keep for a lifetime. Here are essays on My School Life of varying lengths to help you with the topic in your exam. You can select any My School Life Essay as per your interest and need:

Long and Short Essay on My School Life in English

Essay on my school life 200 words.

School is said to be a temple of knowledge, the very first place that introduced you to the world and more so your own self. My school life is all about the memories I deeply cherish. The memories of not only the fun, friendship and all the sport and extracurricular but also the way it helped me find my interests. I owe it all to my school life. It has made me who I am today.

My school life has been full of different experiences over the years. It gave various opportunities to develop not only my scholastic abilities but also the art and sport side. It supported me in my sports as well as exposed me to numerous types of people. All of this accounted to make me understand how to behave socially and in building a personality which I have today.

There are numerous things that make school life the best phase in one’s life. All of this eventually is because we are young to do mistakes again and again till we realize, dumb enough to not think about people and do what we feel like doing, curious to know everything we can and most importantly still not exposed and contaminated with the evil feelings of this world. And all of this makes us build a personality of our own.

Essay on My School Life Experience 300 words

In my school life, I’ve always been that ideal studious student so I typically don’t have that super amazing bunch of memories like the notorious back benchers except for ones that I remember when I was in my eighth grade.

My School Life Experience

It was a usual day at school until this incident took place. It was about the time of recess when I used to play football with my classmates. One day while I was out in the field suddenly a boy called Stephen Francis who was also the captain of our school football team kicked my brand new Liverpool FC soccer ball out of the school premises, to the narrow lane that passed just behind our school ground.

The walls of our school were a bit high and fenced and like every other school, going out of the premises was strictly prohibited. We partially climbed the wall so that we could have a look on the ball and waited for some genuine person to pass by so that we could ask him to return our ball.

We had to wait for quite long until a guy of almost same age as ours walked by. He was quite far however he saw the ball and went towards it. We saw that he tried to run away taking the ball. So, without thinking twice I and my friend jumped the school wall but till the time we could make it past the wall he was already running with our soccer ball.

We started running behind him and my friend bumped into a bike and was hurt badly. I probably had to let go off my soccer ball and see how she was hurt. She got three stitches from that injury. We were scolded by teachers and principal for this, as a punishment our parents were called to school the next day to discuss the seriousness of the trouble.

Since then me and this friend of mine have been partners in numerous mischief that have made my school life memorable.

Essay on School Life is the Best Life 400 words

Every phase in a person’s life holds special importance as it helps him grow and develop his personality. But one can never learn as much as he does from his school life because that is the time when we are doing everything for the first time. This is the time we can make mistakes and get away with them. We don’t care much about the people around and are curious to try everything out. We build our unique personality from our mistakes and experiences.

How School Life is the Best Life?

Here are some reasons that prove that school life is the best life:

• Uniform : One hates school uniform while in school but when we grow up we realize how difficult it is to figure out what to wear each day.
• Holidays : This is the major perk of school life which we crave the most after it ends. We got numerous holidays while in school and spent them in a carefree manner without any stress. We visited our cousins and extended family and also invited them over to our place. As we join jobs, we don’t get as many holidays to relax and enjoy.
• Friends : The longest known friendships are made during the school days. This is mainly because during this time we can trust people easily. We are also enthusiastic and curious to meet new people, try new things and build new friendships.
• Teachers : We realize how important it is to always have a guide who still thinks that we are immature for everything and makes us understand accordingly. We cannot get such a mentor/ guide after we have completed our schooling.
• Homework : A thing which we hate during our school life and tried hundreds of creative excuses to avoid was actually fun. School life would have been so incomplete without it.
• Punishments and rewards : Punishments used to come in the variety of standing whole period or getting out of the class or going to the principal’s office and the best reward was when someone was made the class monitor.
• First Experiences : It was the time when we are allowed to make mistakes as too many things were our firsts, whether it was our first crush, first heartbreak without even being in relationship, first fight or first kiss.

All of these experiences hold a special importance in our hearts even as we grow up. They have taught me a lot and have helped me become the person I am today.

Essay on My School Life Memories 500 words

A school is a building dedicated to provide learning space and environment to provide education. It is a building wherein your majority of childhood has passed, a building that everyone misses after they’ve finally left it, same is the scenario in my case. I’ve studied in Don Bosco High School Vadodara, an all-boys Christian missionary School. Hard for other people to admit but being in an all-boys school has got some perks that only those who study here can understand.

My Memories of Primary and Secondary Classes

I’ve been a part of Don Bosco institution since kindergarten until my tenth grade. After tenth in higher secondary I went to Rosary high school, which was more or less like an unofficial dummy school for the students in science stream so I barely have any school memories from higher secondary school. So, the story of my enchanting school memories revolves around my school from junior years.

Like a stereotypical school going kid I used to go to the school in a school van. I would wake up at quarter to six in the morning, get fresh, wear school uniform, arrange my school bag according to the time table for the day and have a quick breakfast by 6:40 am as at sharp quarter to seven my school van would be right in front of my house honking. Then, further half an hour until we reached school was a time for chit-chat and discussion about the homework assigned to us the earlier day.

The Daily Activities at School

We would reach the school at around 7:30 am, approximately fifteen minutes prior to the school bell. We had to be in our respective classes before the bell rang. Then it was time for national song and school prayer that went on until eight which was a time for regular school periods to begin. This continued for four periods continuously until the recess bell rang at 10:30 am. Recess felt more of a games period then a lunch break. Everyone would be seen doing different activities during this time. The kind of activities one indulged in depended on the class he was in.

When we were in the primary classes we played different games in the school garden. Basketball, football, running and hide and seek were some of our favourite games. As we reached the secondary classes, we began to sit in the canteen to chit chat about the various things and enjoy delicious food. After the recess, we had to attend four more periods. Not every period was that boring though, art and craft, PT, value education and mathematics periods were interesting for me.

Apart from this formal schedule at school, those gossips with friends, hanging around at canteen, going to washroom to partially bunk the lecture, that fear of punishment when we’d forgotten to complete the homework, that note which the teacher wrote in the handbook when we’d done some mischief in the class, the ride in nervousness from home to school on the result day, from immature fights to the innocent laughs – everything from the school feels so dear now, maybe because the things were simple back then.

Essay on My High School Experience 600 words

It is said that entering the high school is the first step in the real world in any student’s life. It is the place where one gets experiences for life. So, one is obviously nervous while entering this phase, but over and above that, extremely excited as now they’ll be adults and will be able to take their decisions on their own. And it is well said that with great authority, comes greater responsibility, and with these responsibilities, comes social pressure. All of which we were unaware of from our childhood time because that is when we were allowed to do mistakes thinking that we are kids, but this doesn’t happen in high school as we are considered adults now.

My High School Experience

One cannot live a carefree life in the high school. There is a lot of study pressure. We need to balance between our academics and extra-curricular activities and also prepare for competitive examinations that lie ahead. Even as we have so much to do we don’t want to miss out on the fun we can have with our friends as this is also the time for blooming friendships and a lot of mischief.

The Day I Bunked My School

I had many bittersweet high school experiences. One of these was when I bunked a lecture, with two of my friends, for the first time. Not only did we bunk the lecture, but also we jumped through our school walls to get out of the school premises and watch a newly released movie. We had a class of 70 students, out of which, around 55 students were present that day.

Now coincidentally, 10 more students from my class also bunked the lecture which made the decreased class strength visible. Moreover, the bags of all of the 13 students, including us, were still there in the class, as we were not allowed to leave the class with bags during school hours. So, our teacher did the checking and found out about the students who bunked and so eventually we were suspended from our laboratory sessions for a week.

However, we didn’t stop bunking lectures post this. We became really smart in finding ways to bunk. We tried to strike a balance between being a good student and enjoying high school. During all those bunks, I realized how important it is to have friends to make your life worth living.

The Ups and Downs in My High School

Then, there came our first high school exam and I managed to be on the list of top 10 students of my class. I had always been a good student academically. So this time, even after all the shenanigans that I indulged in, I managed to score good marks. But this was the last time that I got good marks. My grades started degrading after that and this led to a lot of stress and anxiety. I lost interest in studies and indulged in gaming, watching movies or reading novels.

Thankfully, I didn’t do anything bad, but this normal stuff made the situation worse as I could not concentrate on my studies. So, I went through counselling which I never thought I’ll ever require. It was a difficult period for me but eventually I was able to get decent score in my finals. My parents stood as my pillar of strength during this time. They encouraged me to study and motivated me to lead the right path. I cannot thank them enough for their guidance and support.

All of such experiences from my high school gave me lessons to remember for a lifetime. They made me realize how everything wrong could turn right if only you believe so and have support from your loved ones.

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Essay on My School Life FAQs

How do i write an essay about my school.

To write an essay about your school, start with an introduction, describe the campus, mention teachers and friends, highlight activities, and conclude with your thoughts.

How to write 10 lines about our school?

Write about the school's name, location, facilities, teachers, subjects, friends, favorite spots, activities, why it's special, and how you feel about it.

What makes my school special essay?

Your school is special because of its caring teachers, fun activities, great friends, and a positive learning environment that makes you happy to go there.

What is the paragraph of my school?

My school is a wonderful place where I learn, play, and make friends. Teachers are kind, and I love my school because it feels like a second home.

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Home — Essay Samples — Education — Graduation — Life After High School: Setting Goals and Exploring Career Options

Life after High School: Setting Goals and Exploring Career Options

• Categories: Graduation High School

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Published: Sep 7, 2023

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The importance of setting life goals, the significance of career exploration.

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The Big List of Essay Topics for High School (120+ Ideas!)

Ideas to inspire every young writer!

High school students generally do a lot of writing, learning to use language clearly, concisely, and persuasively. When it’s time to choose an essay topic, though, it’s easy to come up blank. If that’s the case, check out this huge round-up of essay topics for high school. You’ll find choices for every subject and writing style.

• Argumentative Essay Topics
• Cause-and-Effect Essay Topics
• Compare-Contrast Essay Topics
• Descriptive Essay Topics
• Expository and Informative Essay Topics
• Humorous Essay Topics

Literary Essay Topics

• Narrative and Personal Essay Topics
• Personal Essay Topics
• Persuasive Essay Topics

Research Essay Topics

Argumentative essay topics for high school.

When writing an argumentative essay, remember to do the research and lay out the facts clearly. Your goal is not necessarily to persuade someone to agree with you, but to encourage your reader to accept your point of view as valid. Here are some possible argumentative topics to try. ( Here are 100 more compelling argumentative essay topics. )

• The most important challenge our country is currently facing is … (e.g., immigration, gun control, economy)
• The government should provide free internet access for every citizen.
• All drugs should be legalized, regulated, and taxed.
• Vaping is less harmful than smoking tobacco.
• The best country in the world is …
• Parents should be punished for their minor children’s crimes.
• Should all students have the ability to attend college for free?
• Should physical education be part of the standard high school curriculum?

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• Schools should require recommended vaccines for all students, with very limited exceptions.
• Is it acceptable to use animals for experiments and research?
• Does social media do more harm than good?
• Capital punishment does/does not deter crime.
• What one class should all high schools students be required to take and pass in order to graduate?
• Do we really learn anything from history, or does it just repeat itself over and over?
• Are men and women treated equally?

Cause-and-Effect Essay Topics for High School

A cause-and-effect essay is a type of argumentative essay. Your goal is to show how one specific thing directly influences another specific thing. You’ll likely need to do some research to make your point. Here are some ideas for cause-and-effect essays. ( Get a big list of 100 cause-and-effect essay topics here. )

• Humans are causing accelerated climate change.
• Fast-food restaurants have made human health worse over the decades.
• What caused World War II? (Choose any conflict for this one.)
• Describe the effects social media has on young adults.

• How does playing sports affect people?
• What are the effects of loving to read?
• Being an only/oldest/youngest/middle child makes you …
• What effect does violence in movies or video games have on kids?
• Traveling to new places opens people’s minds to new ideas.
• Racism is caused by …

Compare-Contrast Essay Topics for High School

As the name indicates, in compare-and-contrast essays, writers show the similarities and differences between two things. They combine descriptive writing with analysis, making connections and showing dissimilarities. The following ideas work well for compare-contrast essays. ( Find 80+ compare-contrast essay topics for all ages here. )

• Public and private schools
• Capitalism vs. communism
• Monarchy or democracy
• Dogs vs. cats as pets

• Paper books or e-books
• Two political candidates in a current race
• Going to college vs. starting work full-time
• Working your way through college as you go or taking out student loans
• iPhone or Android
• Instagram vs. Twitter (or choose any other two social media platforms)

Descriptive Essay Topics for High School

Bring on the adjectives! Descriptive writing is all about creating a rich picture for the reader. Take readers on a journey to far-off places, help them understand an experience, or introduce them to a new person. Remember: Show, don’t tell. These topics make excellent descriptive essays.

• Who is the funniest person you know?
• What is your happiest memory?
• Tell about the most inspirational person in your life.
• Write about your favorite place.
• When you were little, what was your favorite thing to do?
• Choose a piece of art or music and explain how it makes you feel.
• What is your earliest memory?

• What’s the best/worst vacation you’ve ever taken?
• Describe your favorite pet.
• What is the most important item in the world to you?
• Give a tour of your bedroom (or another favorite room in your home).
• Describe yourself to someone who has never met you.
• Lay out your perfect day from start to finish.
• Explain what it’s like to move to a new town or start a new school.
• Tell what it would be like to live on the moon.

Expository and Informative Essay Topics for High School

Expository essays set out clear explanations of a particular topic. You might be defining a word or phrase or explaining how something works. Expository or informative essays are based on facts, and while you might explore different points of view, you won’t necessarily say which one is “better” or “right.” Remember: Expository essays educate the reader. Here are some expository and informative essay topics to explore. ( See 70+ expository and informative essay topics here. )

• What makes a good leader?
• Explain why a given school subject (math, history, science, etc.) is important for students to learn.
• What is the “glass ceiling” and how does it affect society?
• Describe how the internet changed the world.
• What does it mean to be a good teacher?

• Explain how we could colonize the moon or another planet.
• Discuss why mental health is just as important as physical health.
• Describe a healthy lifestyle for a teenager.
• Choose an American president and explain how their time in office affected the country.
• What does “financial responsibility” mean?

Humorous Essay Topics for High School

Humorous essays can take on any form, like narrative, persuasive, or expository. You might employ sarcasm or satire, or simply tell a story about a funny person or event. Even though these essay topics are lighthearted, they still take some skill to tackle well. Give these ideas a try.

• What would happen if cats (or any other animal) ruled the world?
• What do newborn babies wish their parents knew?
• Explain the best ways to be annoying on social media.
• Invent a wacky new sport, explain the rules, and describe a game or match.

• Imagine a discussion between two historic figures from very different times, like Cleopatra and Queen Elizabeth I.
• Retell a familiar story in tweets or other social media posts.
• Describe present-day Earth from an alien’s point of view.
• Choose a fictional character and explain why they should be the next president.
• Describe a day when kids are in charge of everything, at school and at home.

Literary essays analyze a piece of writing, like a book or a play. In high school, students usually write literary essays about the works they study in class. These literary essay topic ideas focus on books students often read in high school, but many of them can be tweaked to fit other works as well.

• Discuss the portrayal of women in Shakespeare’s Othello .
• Explore the symbolism used in The Scarlet Letter .
• Explain the importance of dreams in Of Mice and Men .
• Compare and contrast the romantic relationships in Pride and Prejudice .

• Dissect the allegory of Animal Farm and its relation to contemporary events.
• Interpret the author’s take on society and class structure in The Great Gatsby .
• Explore the relationship between Hamlet and Ophelia.
• Discuss whether Shakespeare’s portrayal of young love in Romeo and Juliet is accurate.
• Explain the imagery used in Beowulf .

Narrative and Personal Essay Topics for High School

Think of a narrative essay like telling a story. Use some of the same techniques that you would for a descriptive essay, but be sure you have a beginning, middle, and end. A narrative essay doesn’t necessarily need to be personal, but they often are. Take inspiration from these narrative and personal essay topics.

• Describe a performance or sporting event you took part in.
• Explain the process of cooking and eating your favorite meal.
• Write about meeting your best friend for the first time and how your relationship developed.
• Tell about learning to ride a bike or drive a car.
• Describe a time in your life when you’ve been scared.

• Share the most embarrassing thing that ever happened to you.
• Tell about a time when you overcame a big challenge.
• Tell the story of how you learned an important life lesson.
• Describe a time when you or someone you know experienced prejudice or oppression.
• Explain a family tradition, how it developed, and its importance today.
• What is your favorite holiday? How does your family celebrate it?
• Retell a familiar story from the point of view of a different character.
• Describe a time when you had to make a difficult decision.
• Tell about your proudest moment.

Persuasive Essay Topics for High School

Persuasive essays are similar to argumentative , but they rely less on facts and more on emotion to sway the reader. It’s important to know your audience, so you can anticipate any counterarguments they might make and try to overcome them. Try these topics to persuade someone to come around to your point of view. ( Discover 60 more intriguing persuasive essay topics here. )

• Do you think homework should be required, optional, or not given at all?
• Everyone should be vegetarian or vegan.
• What animal makes the best pet?
• Visit an animal shelter, choose an animal that needs a home, and write an essay persuading someone to adopt that animal.
• Who is the world’s best athlete, present or past?
• Should little kids be allowed to play competitive sports?
• Are professional athletes/musicians/actors overpaid?
• The best music genre is …

• Is democracy the best form of government?
• Is capitalism the best form of economy?
• Students should/should not be able to use their phones during the school day.
• Should schools have dress codes?
• If I could change one school rule, it would be …
• Is year-round school a good idea?

A research essay is a classic high school assignment. These papers require deep research into primary source documents, with lots of supporting facts and evidence that’s properly cited. Research essays can be in any of the styles shown above. Here are some possible topics, across a variety of subjects.

• Which country’s style of government is best for the people who live there?
• Choose a country and analyze its development from founding to present day.
• Describe the causes and effects of a specific war.
• Formulate an ideal economic plan for our country.
• What scientific discovery has had the biggest impact on life today?

• Analyze the way mental health is viewed and treated in this country.
• Explore the ways systemic racism impacts people in all walks of life.
• Defend the importance of teaching music and the arts in public schools.
• Choose one animal from the endangered species list, and propose a realistic plan to protect it.

What are some of your favorite essay topics for high school? Come share your prompts on the WeAreTeachers HELPLINE group on Facebook .

Plus, check out the ultimate guide to student writing contests .

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Chapter 13 Introductory Essay: 1945-1960

Written by: patrick allitt, emory university, by the end of this section, you will:.

• Explain the context for societal change from 1945 to 1960
• Explain the extent to which the events of the period from 1945 to 1960 reshaped national identity

Introduction

World War II ended in 1945. The United States and the Soviet Union had cooperated to defeat Nazi Germany, but they mistrusted each other. Joseph Stalin, the Soviet dictator, believed the Americans had waited too long before launching the D-Day invasion of France in 1944, leaving his people to bear the full brunt of the German war machine. It was true that Soviet casualties were more than 20 million, whereas American casualties in all theaters of war were fewer than half a million.

On the other hand, Harry Truman, Franklin Roosevelt’s vice president, who had become president after Roosevelt’s death in April 1945, believed Stalin had betrayed a promise made to Roosevelt at the  Yalta summit  in February 1945. That promise was to permit all the nations of Europe to become independent and self-governing at the war’s end. Instead, Stalin installed Soviet  puppet governments  in Poland, East Germany, Czechoslovakia, Rumania, Hungary, and Bulgaria, the parts of Europe his armies had recaptured from the Nazis.

These tensions between the two countries set the stage for the Cold War that came to dominate foreign and domestic policy during the postwar era. The world’s two superpowers turned from allies into ideological and strategic enemies as they struggled to protect and spread their systems around the world, while at the same time developing arsenals of nuclear weapons that could destroy it. Domestically, the United States emerged from the war as the world’s unchallenged economic powerhouse and enjoyed great prosperity from pent-up consumer demand and industrial dominance. Americans generally supported preserving the New Deal welfare state and the postwar anti-communist crusade. While millions of white middle-class Americans moved to settle down in the suburbs, African Americans had fought a war against racism abroad and were prepared to challenge it at home.

The Truman Doctrine and the Cold War

Journalists nicknamed the deteriorating relationship between the two great powers a “ cold war ,” and the name stuck. In the short run, America possessed the great advantage of being the only possessor of nuclear weapons as a result of the Manhattan Project. It had used two of them against the Japanese cities of Hiroshima and Nagasaki to end the war in the Far East, with destructive power so fearsome it deterred Soviet aggression. But after nearly four years of war, Truman was reluctant to risk a future conflict. Instead, with congressional support, he pledged to keep American forces in Europe to prevent any more Soviet advances. This was the “ Truman Doctrine ,” a dramatic contrast with the American decision after World War I to withdraw from European affairs. (See the  Harry S. Truman, “Truman Doctrine” Address, March 1947   Primary Source.)

President Harry Truman pictured here in his official presidential portrait pledged to counter Soviet geopolitical expansion with his “Truman Doctrine.”

The National Security Act, passed by Congress in 1947, reorganized the relationship between the military forces and the government. It created the National Security Council (NSC), the Central Intelligence Agency (CIA), and the office of Secretary of Defense. The Air Force, previously a branch of the U.S. Army, now became independent, a reflection of its new importance in an era of nuclear weapons. Eventually, NSC-68, a secret memorandum from 1950, was used to authorize large increases in American military strength and aid to its allies, aiming to ensure a high degree of readiness for war against the Soviet Union.

What made the Soviet Union tick? George Kennan, an American diplomat at the U.S. Embassy in Moscow who knew the Soviets as well as anyone in American government, wrote an influential article titled “The Sources of Soviet Conduct.” Originally sent from Moscow as a long telegram, it was later published in the journal  Foreign Affairs  under the byline “X” and impressed nearly all senior American policy makers in Washington, DC. The Soviets, said Kennan, believed capitalism and communism could not coexist and that they would be perpetually at war until one was destroyed. According to Kennan, the Soviets believed communism was destined to dominate the world. They were disciplined and patient, however, and understood “the logic of force.” Therefore, said Kennan, the United States must be equally patient, keeping watch everywhere to “contain” the threat.

Containment  became the guiding principle of U.S. anti-Soviet policy, under which the United States deployed military, economic, and cultural resources to halt Soviet expansion. In 1948, the United States gave more than $12 billion to Western Europe to relieve suffering and help rebuild and integrate the economies through the Marshall Plan. The Europeans would thus not turn to communism in their desperation and America would promote mutual prosperity through trade. The Berlin crisis of 1948–1949 was the policy’s first great test. (See the  George Kennan (“Mr. X”), “Sources of Soviet Conduct,” July 1947  Primary Source.)

Berlin, jointly occupied by the major powers, lay inside Soviet-dominated East Germany, but access roads led to it from the West. In June 1948, Soviet forces cut these roads, hoping the Americans would permit the whole of Berlin to fall into the Soviet sphere rather than risk war. Truman and his advisors, recognizing the symbolic importance of Berlin but reluctant to fire the first shot, responded by having supplies flown into West Berlin, using aircraft that had dropped bombs on Berlin just three years earlier. Grateful Berliners called them the “raisin bombers” in tribute to one of the foods they brought.

After 11 months, recognizing their plan had failed, the Soviets relented. West Berlin remained part of West Germany, making the first test of containment a success. On the other hand, the United States was powerless to prevent a complete Communist takeover in Czechoslovakia, whose government had shown some elements of independence from Moscow’s direction. (See  The Berlin Airlift  Narrative.)

Alarm about the Czech situation hastened the American decision to begin re-arming West Germany, where an imperfect and incomplete process of “de-Nazification” had taken place. The United States also supervised the creation in 1949 of the North Atlantic Treaty Organization (NATO), an alliance of Western nations to forestall Soviet aggression in central Europe. The U.S. government also continued research on and development of new and more powerful nuclear weapons. Americans were dismayed to learn, in 1949, that the Soviets had successfully tested an atomic bomb of their own, greatly facilitated by information provided by Soviet spies. Europe and much of the world were divided between the world’s two superpowers and their allies.

U.S. Secretary of State Dean Acheson along with the foreign ministers of Canada and 10 European nations gathered to sign the North Atlantic Treaty on April 4 1949 founding NATO.

Postwar Uncertainty

The postwar years were politically volatile ones all over the world, due to widespread decolonization. Britain, though allied with the United States during World War II, had been weakened by the conflict and could no longer dominate its remote colonies. The British Empire was shrinking drastically, and this made the Truman Doctrine all the more necessary. In 1947, an economically desperate Britain reluctantly granted India and Pakistan the independence their citizens had sought for years. Britain’s African colonies gained independence in the 1950s and early 1960s. The United States and the Soviet Union each struggled to win over the former British colonies to their own ideological side of the Cold War. (See the  Who Was Responsible for Starting the Cold War?  Point-Counterpoint and  Winston Churchill, “Sinews of Peace,” March 1946  Primary Source.)

Israel came into existence on May 14, 1948, on land that had been a British-controlled  mandate  since the end of World War I. The Zionist movement, founded in the 1890s by Austro-Hungarian journalist Theodore Herzl, had encouraged European Jews to immigrate to Palestine. There, they would buy land, become farmers, and eventually create a Jewish state. Tens of thousands, indeed, had migrated there and prospered between 1900 and 1945. Widespread sympathy for the Jews, six million of whom had been exterminated in the Nazi Holocaust, prompted the new United Nations to authorize the partition of Palestine into two states, one Jewish and one Arab. From the very beginning, these two states were at war, with all the neighboring Arab states uniting to threaten Israel’s survival. President Truman supported Israel, however, and in the ensuing decades, most American politicians, and virtually all the American Jewish population, supported and strengthened it.

In 1949, a decades-long era of chaos, conquest, and revolution in China ended with the triumph of Mao Zedong, leader of a Communist army. Against him, America had backed Chiang Kai-Shek, the Chinese Nationalist leader, whose defeated forces fled to the offshore island of Taiwan. American anti-communist politicians in Washington, DC, pointed to the growing “red” (Communist) areas of the map as evidence that communism was winning the struggle for the world. Domestically, Truman and the Democrats endured charges that they had “lost” China to communism.

War in Korea

Korea, one of the many parts of Asia that Japan had conquered in the earlier twentieth century but then lost in 1945, was now partitioned into a pro-Communist North and an anti-Communist South. In June 1950, the Truman administration was taken by surprise when North Korea attacked the South, overpowering its army and forcing the survivors back into a small area of the country’s southeast, the Pusan perimeter. Truman and his advisors quickly concluded they should apply the containment principle to Asia and procured a resolution of support from the United Nations, which was unanimous because the Soviet representatives were not present in the Security Council during the vote. See the  Truman Intervenes in Korea  Decision Point.)

U.S. troops were sent to Korea shortly after Truman’s decision to apply containment to the region. Pictured is a U.S. gun crew near the Kum River in July 1950.

An American invasion force led by General Douglas MacArthur thus made a daring counterattack, landing at Inchon, near Seoul on the west coast of the Korean peninsula, on September 15, 1950. At once, this attack turned the tables in the war, forcing the North Koreans into retreat. Rather than simply restore the old boundary, however, MacArthur’s force advanced deep into North Korea, ultimately approaching the Chinese border. At this point, in October 1950, Mao Zedong sent tens of thousands of Chinese Communist soldiers into the conflict on the side of North Korea. They turned the tide of the war once again, forcing the American forces to fall back in disarray.

After a brutal winter of hard fighting in Korea, the front lines stabilized around the  38th parallel . MacArthur, already a hero of World War II in the Pacific, had burnished his reputation at Inchon. In April 1951, however, he crossed the line in civil-military relations that bars soldiers from dabbling in politics by publicly criticizing one of President Truman’s strategic decisions not to expand the war against the Chinese. MacArthur was so popular in America, he had come to think the rules no longer applied to him, but they did. Truman fired him with no hesitation, replacing him with the equally competent but less egotistical General Matthew Ridgway. The war dragged on in a stalemate. Only in 1953, after the inauguration of President Dwight D. Eisenhower, was a truce declared between the two Koreas. It has held uneasily ever since. (See  The Korean War and The Battle of Chosin Reservoir  Narrative.)

Prosperity and the Baby Boom

The late 1940s and early 1950s were paradoxical. They were years of great geopolitical stress, danger, and upheaval, yet they were also a time of prosperity and opportunity for millions of ordinary American citizens. Far more babies were born each year than in the 1930s, resulting in the large “ baby boom ” generation. Millions of new houses were built to meet a need accumulated over the long years of the Great Depression and the war. Suburbs expanded around every city, creating far better and less-crowded living conditions than ever before. Levittown housing developments were just one example of the planned communities with mass-produced homes across the country that made homeownership within the reach of many, though mostly white families, thanks to cheap loans for returning veterans (See the  Levittown Videos, 1947–1957  Primary Source). Wages and living standards increased, and more American consumers found they could afford their own homes, cars, refrigerators, air conditioners, and even television sets—TV was then a new and exciting technology. The entire nation breathed a sigh of relief on discovering that peace did not bring a return of depression-era conditions and widespread unemployment. (See  The Sound of the Suburbs  Lesson.)

Television became a staple in U.S. households during the 1940s and 1950s.

Full employment during the war years had strengthened trade unions, but for patriotic reasons, nearly all industrial workers had cooperated with their employers. Now that the war was over, a rash of strikes for better pay and working conditions broke out. In 1945, Truman expanded presidential power by seizing coal mines, arguing it was in the national interest because coal supplied electricity. He then forced the United Mine Workers to end their strike the following year.

Although coal miners won their demands, the power of organized labor waned over the next few decades. Republican members of Congress, whose party had triumphed in the 1946 mid-term elections, passed the Taft-Hartley Act in 1947, aiming to curb the power of unions by banning the closed shop, allowing states to protect the right to work outside the union, setting regulations to limit labor strikes and excluding supporters of the Communist Party and other social radicals from their leadership. Truman vetoed the act, but Congress overrode the veto. In 1952, Truman attempted to again seize a key industry and forestall a strike among steelworkers. However, the Supreme Court decided in  Youngstown Sheet & Tube Co. v. Sawyer  (1952) that Truman lacked the constitutional authority to seize private property, and steelworkers won significant concessions.

Watch this BRI AP U.S. History Exam Study Guide about the Post-WWII Boom: Transition to a Consumer Economy to explore the post-World War II economic boom in the United States and its impacts on society.

Joseph McCarthy and the Red Scare

Fear of communism, not only abroad but at home, was one of the postwar era’s great obsessions. Ever since the Russian Revolution of 1917, a small and dedicated American Communist Party had aimed to overthrow capitalism and create a Communist America. Briefly popular during the crisis of the Great Depression and again when Stalin was an American ally in World War II, the party shrank during the early Cold War years. Rising politicians like the young California congressman Richard Nixon nevertheless discovered that anti-Communism was a useful issue for gaining visibility. Nixon helped win publicity for the House Committee on Un-American Activities (HUAC), whose hearings urged former communists to expose their old comrades in the name of national security, especially in government and Hollywood. In 1947, President Truman issued Executive Order No. 9835, establishing loyalty boards investigating the communist sympathies of 2.5 million federal employees. (See  The Postwar Red Scare  and the  Cold War Spy Cases  Narratives.)

The most unscrupulous anti-communist was Senator Joseph R. McCarthy (R-WI), who used fear of communism as a powerful political issue during the early Cold War. He made reckless allegations that the government was riddled with communists and their sympathizers, even including Secretary of State George Marshall. Intimidating all critics by accusing them of being part of a great communist conspiracy, McCarthy finally overplayed his hand in publicly televised hearings by accusing the U.S. Army of knowingly harboring communists among its senior officers. The Senate censured him in December 1954, after which his influence evaporated, but for four years, he had been one of the most important figures in American political life. Although he was correct that the Soviets had spies in the U.S. government, McCarthy created a climate of fear and ruined the lives of innocent people for his own political gain during what became known as the “Second Red Scare.” (See the  McCarthyism DBQ  Lesson.)

Senator Joseph McCarthy (left) is pictured with his lawyer Roy Cohn during the 1950s McCarthy-Army clash.

Be sure to check out this  BRI Homework Help video about The Rise and Fall of Joseph McCarthy  to learn more about Joseph McCarthy and his battle against communists in the U.S. government.

Several highly publicized spy cases commanded national attention. Klaus Fuchs and other scientists with detailed knowledge of the Manhattan Project were caught passing nuclear secrets to the Soviet Union. In 1950, Alger Hiss was prosecuted for perjury before Congress and accused of sharing State Department documents with the Soviets. Julius and Ethel Rosenberg were tried for espionage in 1951 and executed two years later. Julius was convicted of running a spy ring associated with selling atomic secrets to the Russians, though the case against Ethel’s direct involvement was thinner.

From Truman to Eisenhower

After the 1946 midterm election, in which Republicans won a majority in the House and the Senate, the Democratic President Truman struggled to advance his domestic program, called the Fair Deal in an echo of Franklin Roosevelt’s New Deal. For instance, Truman was the first American president to propose a system of universal health care, but the Republican Congress voted it down because they opposed the cost and regulations associated with the government program and called it “socialized medicine.” Truman did succeed in other areas. He was able to encourage Congress to pass the Employment Act of 1946, committing the government to ensuring full employment. By executive order, he desegregated the American armed forces and commissioned a report on African American civil rights. He thus played an important role in helping advance the early growth of the civil rights movement.

Truman seemed certain to lose his re-election bid in 1948. The Republicans had an attractive candidate in Thomas Dewey, and Truman’s own Democratic Party was splintering three ways. Former Vice President Henry Wallace led a Progressive breakaway, advocating a less confrontational approach to the Cold War. Strom Thurmond, a South Carolina senator, led the southern “Dixiecrat” breakaway by opposing any breach in racial segregation. The  Chicago Daily Tribune  was so sure Dewey would win that it prematurely printed its front page with the headline “Dewey Defeats Truman.” One of the most famous photographs in the history of American journalism shows Truman, who had upset the pollsters by winning, holding a copy of this newspaper aloft and grinning broadly.

President Truman is pictured here holding the Chicago Daily Tribune with its inaccurate 1948 headline.

Four years later, exhausted by Korea and the fierce stresses of the early Cold War, Truman declined to run for another term. Both parties hoped to attract the popular Supreme Allied commander, Dwight D. Eisenhower, to be their candidate. He accepted the Republicans’ invitation, defeated Adlai Stevenson in November 1952, and won against the same rival again in 1956.

Rather than roll back the New Deal, which had greatly increased the size and reach of the federal government since 1933, Eisenhower accepted most of it as a permanent part of the system, in line with his philosophy of “Modern Republicanism.” He worked with Congress to balance the budget but signed bills for the expansion of Social Security and unemployment benefits, a national highway system, federal aid to education, and the creation of National Aeronautics and Space Administration (NASA). In foreign policy, he recognized that for the foreseeable future, the Cold War was here to stay and that each side’s possession of nuclear weapons deterred an attack by the other. The two sides’ nuclear arsenals escalated during the 1950s, soon reaching a condition known as “ mutually assured destruction ,” which carried the ominous acronym MAD and would supposedly prevent a nuclear war.

At the same time, Eisenhower and Secretary of State John Foster Dulles supported the “New Look” foreign policy, which increased reliance on nuclear weapons rather than the more flexible but costly buildup of conventional armed forces. Despite the Cold War consensus about containment, Eisenhower did not send troops when the Vietnamese defeated the French in Vietnam; when mainland China bombed the Taiwanese islands of Quemoy and Matsu; when the British, French, and Egypt fought over the Suez Canal in 1956; or when the Soviets cracked down on Hungary. Instead, Eisenhower assumed financial responsibility for the French war effort in Vietnam and sent hundreds of military advisers there over the next several years. (See the  Dwight D. Eisenhower, Farewell Address, January 1961  Primary Source.)

Birth of the Civil Rights Movement

Encouraged by early signs of a change in national racial policy and by the Supreme Court’s decision in  Brown v. Board of Education  (1954) , African American organizations intensified their efforts to challenge southern segregation. Martin Luther King Jr., then a spellbinding young preacher in Montgomery, Alabama, led a Montgomery bus boycott that began in December 1955. Inspired by the refusal of Rosa Parks to give up her seat on a city bus, African Americans refused to ride Montgomery’s buses unless the company abandoned its policy of forcing them to ride at the back and to give up their seats to whites when the bus was crowded. After a year, the boycott succeeded. King went on to create the Southern Christian Leadership Conference (SCLC), which practiced nonviolent resistance as a tactic, attracting press attention, embarrassing the agents of segregation, and promoting racial integration. (See the  Rosa Parks, Martin Luther King Jr., and the Montgomery Bus Boycott  Narrative and the  Rosa Parks’s Account of the Montgomery Bus Boycott (Radio Interview), April 1956  Primary Source.)

In 1957, Congress passed the first federal protection of civil rights since Reconstruction and empowered the federal government to protect black voting rights. However, the bill was watered down and did not lead to significant change. In August, black students tried to attend high school in Little Rock, Arkansas, but were blocked by National Guard troops. Over the next few weeks, angry crowds assembled and threatened these students. President Eisenhower decided to send in federal troops to protect the nine black students. In the postwar era, African Americans won some victories in the fight for equality, but many southern whites began a campaign of massive resistance to that goal.

Check out this BRI Homework Help video about Brown v. Board of Education to learn more about the details of the case.

Thus, the pace of school desegregation across the south remained very slow. White southerners in Congress promised massive resistance to the policy. When it came to the point, however, only one county, Prince Edward County, Virginia, actually closed down its public schools rather than permit them to be desegregated. Other districts, gradually and reluctantly, eventually undertook integration, but widespread discrimination persisted, especially in the South.

Mexican Americans, like African Americans, suffered from racial discrimination. Under the  bracero  program, inaugurated during the 1940s, Mexicans were permitted to enter the United States temporarily to work, mainly as farm laborers in the western states, but they too were treated by whites as second-class citizens. They were guest workers, and the program was not intended to put them on a path to U.S. citizenship. (See  The Little Rock Nine  Narrative.)

Pictured are Mexican workers waiting to gain legal employment and enter the United States as part of the “ bracero ” program begun in the 1940s.

The Space Race

The desegregation of schools was only one aspect of public concern about education in the 1950s. The Soviet Union launched an artificial orbiting satellite, “Sputnik,” in 1957 and ignited the “ Space Race .” Most Americans were horrified, understanding that a rocket able to carry a satellite into space could also carry a warhead to the United States. Congress reacted by passing the National Defense Education Act in August 1958, devoting $1 billion of federal funds to education in science, engineering, and technology in the hope of improving the nation’s scientific talent pool.

NASA had been created earlier that same year to coordinate programs related to rocketry and space travel. NASA managed to catch up with the Soviet space program in the ensuing years and later triumphed by placing the first person on the moon in 1969. Better space rockets meant better military missiles. NASA programs also stimulated useful technological discoveries in materials, navigation, and computers. (See the  Sputnik and NASA  Narrative and the  Was Federal Spending on the Space Race Justified?  Point-Counterpoint.)

Another major initiative, also defense related, of the Eisenhower years was the decision to build the interstate highway system. As a young officer just after World War I, Eisenhower had been part of an Army truck convoy that attempted to cross the United States. Terrible roads meant that the convoy took 62 days, with many breakdowns and 21 injuries to the soldiers, an experience Eisenhower never forgot. He had also been impressed by the high quality of Germany’s autobahns near the war’s end. A comprehensive national system across the United States would permit military convoys to move quickly and efficiently. Commerce, the trucking industry, and tourism would benefit too, a belief borne out over the next 35 years while the system was built; it was declared finished in 1992. See  The National Highway Act  Narrative and the  Nam Paik,  Electronic Superhighway , 1995  Primary Source.)

New Roles for Women

American women, especially in the large and growing middle class, were in a paradoxical situation in the 1950s. In one sense, they were the most materially privileged generation of women in world history, wealthier than any predecessors. More had gained college education than ever before, and millions were marrying young, raising their children with advice from Dr. Spock’s best-selling  Common Sense Book of Baby and Child Care  (1946), and enjoying labor-saving domestic devices and modern conveniences like washing machines, toasters, and electric ovens. Affluence meant many middle-class women were driving cars of their own. This  1950s advertisement for Ford automobiles  persuaded women to become a “two Ford family.” At the same time, however, some suffered various forms of depression and anxiety, seeking counseling, often medicating themselves, and feeling a lack of purpose in their lives.

This situation was noticed by Betty Friedan, a popular journalist in the 1950s whose book  The Feminine Mystique , published in 1963, helped ignite the new feminist movement. Its principal claim was that in America in the 1950s, women lacked fulfilling careers of their own, and material abundance was no substitute. (See the  Dr. Benjamin Spock and the Baby Boom  Narrative.) A feminist movement emerged in the 1960s and 1970s seeking greater equality. In the postwar period, however, not all women shared the same experiences. Millions of working-class and poor women of all races continued to work in factories, retail, domestic, or offices as they had before and during the war. Whether married or single, these women generally did not share in the postwar affluence enjoyed by middle-class, mostly white, women who were in the vanguard of the feminist movement for equal rights for women.

By 1960, the United States was, without question, in a superior position to its great rival the Soviet Union—richer, stronger, healthier, better fed, much freer, and much more powerful. Nevertheless Eisenhower, in his farewell address, warned against the dangers of an overdeveloped “military-industrial complex,” in which American traditions of democracy, decentralization, and civilian control would be swallowed up by the demands of the defense industry and a large, governmental national security apparatus. He had no easy remedies to offer and remained acutely aware that the Cold War continued to threaten the future of the world.

Timeline of events in the postwar period from 1945 to 1960.

Additional Chapter Resources

• Eleanor Roosevelt and the United Nations Narrative
• The G.I. Bill Narrative
• Jackie Robinson Narrative
• The Murder of Emmett Till Narrative
• The Nixon-Khrushchev Kitchen Debate Narrative
• William F. Buckley Jr. and the Conservative Movement Narrative
• Truman Fires General Douglas MacArthur Decision Point
• Eisenhower and the Suez Canal Crisis Point-Counterpoint
• Richard Nixon “Checkers” Speech September 1952 Primary Source
• Critics of Postwar Culture: Jack Kerouac On the Road (Excerpts) 1957 Primary Source
• Kennedy vs. Nixon: TV and Politics Lesson

Review Questions

1. The major deterrent to Soviet aggression in Europe immediately after World War II was

• that the Soviets lost 20 million people during the war
• the Truman Doctrine
• the United States’ possession of atomic power
• the presence of U.S. troops in western Europe after World War II was over

2. Why did the United States maintain large armed forces in Europe after World War II?

• To stop renewed German aggression
• To halt Soviet aggression despite the wartime alliance
• To help the British relinquish their empire
• To maintain high levels of employment at home

3. The memorandum NSC-68 authorized

• the formation of the CIA
• the creation of the Department of Defense
• increases in the size of U.S. military forces
• the formation of an independent air force

4. The United States’ first successful application of its policy of containment occurred in

• Prague Czechoslovakia
• Moscow U.S.S.R.
• Berlin Germany
• Bombay India

5. During the late 1940s the Truman Administration supported all the following countries except

• Republic of Korea
• People’s Republic of China

6. When North Korea invaded South Korea the Truman Administration resolved to apply which strategy?

• The Truman Doctrine
• Containment
• A plan similar to the Berlin Airlift
• The bracero program

7. Events in which European country led the United States to allow the re-arming of West Germany?

• East Germany
• Czechoslovakia

8. The Taft-Hartley Act was most likely passed as a result of

• fear of labor involvement in radical politics and activities
• concern that strong labor unions could rekindle a depression
• fear that labor would restrict the freedom of workers
• desire to make the labor strike illegal

9. Why was it reasonable to expect Truman to lose the presidential election of 1948?

• McCarthyism was creating widespread dislike of the Democratic Party.
• Truman had been unable to win the Korean War.
• The Democratic Party split into three rival branches including one dedicated to racial segregation.
• The Democrats had controlled Congress since 1933.

10. Why were many middle-class women dissatisfied with their lives in the 1950s?

• They were excluded from most career opportunities.
• The cost of living was too high.
• Fear of losing their traditional roles caused them constant anxiety.
• They opposed the early civil rights movement.

11. All the following were Cold War based initiatives by the Eisenhower Administration except

• the creation of NASA
• the National Defense Highway Act
• the National Defense Education Act
• the Taft-Hartley Act

12. Anti-communist crusader Senator Joseph McCarthy overplayed his advantage in the Red Scare when he

• claimed members of the president’s Cabinet were known communists
• charged Martin Luther King Jr. with being a communist
• asserted the U.S. Army knowingly protected known communists in its leadership
• hinted that President Eisenhower could be a communist

13. As a presidential candidate Dwight Eisenhower recognized the significance of all the following except

• the success of some New Deal programs
• the Cold War’s impact on U.S. foreign policy
• racial integration
• mutually assured destruction (MAD)

14. Which of the following statements most accurately describes the United States’ foreign policy during 1945-1960?

• The United States distanced itself from the global free-market economy.
• The United States based its foreign policy on unilateral decision-making.
• The Cold War was based on military policy only.
• The United States formed military alliances in reaction to the Soviet Union’s aggression.

15. Betty Friedan gained prominence by

• supporting women’s traditional role at home
• promoting the child-rearing ideas of Dr. Benjamin Spock
• researching and writing about the unfulfilling domestic role of educated women
• encouraging more women to attend college

16. Before leaving the office of the presidency Dwight D. Eisenhower warned the nation of the danger of

• falling behind in the space race
• having fewer nuclear weapons than the Soviet Union
• allowing the growth of the military-industrial complex
• overlooking communists within the federal government

Free Response Questions

• Explain President Harry Truman’s reaction to the Taft-Hartley Act.
• Describe President Truman’s role in advancing civil rights.
• Describe Dwight D. Eisenhower’s reaction to the New Deal programs still in existence when he was elected president.
• Explain the main reason for the United States’ military participation in Korea.

AP Practice Questions

Political cartoon by Clifford Berryman regarding civil rights and the 1948 election.

1. The main topic of public debate at the time this political cartoon was published was the

• deployment of U.S. troops in Korea
• dropping of the atomic bomb on Japan
• integration of the U.S. military

2. Which of the following groups would most likely support the sentiments expressed in the political cartoon?

• Progressives who argued for prohibition
• William Lloyd Garrison and like-minded abolitionists
• Antebellum reformers in favor of free public education
• Members of the America First Committee

“It would be an unspeakable tragedy if these countries which have struggled so long against overwhelming odds should lose that victory for which they sacrificed so much. Collapse of free institutions and loss of independence would be disastrous not only for them but for the world. Discouragement and possibly failure would quickly be the lot of neighboring peoples striving to maintain their freedom and independence. Should we fail to aid Greece and Turkey in this fateful hour the effect will be far reaching to the West as well as to the East. We must take immediate and resolute action. I therefore ask the Congress to provide authority for assistance to Greece and Turkey in the amount of $400 0 000 for the period ending June 30 1948.”

President Harry S. Truman The Truman Doctrine Speech March 12 1947

3. President Truman’s speech was most likely intended to increase the public’s awareness of

• rising tensions over oil reserves in the Middle East
• the Cold War and the struggle against Communism in Europe
• the United States’ need for access to the Black Sea
• the need to rebuild Europe after World War II

4. The immediate outcome of the event described in the excerpt was that

• the United States unilaterally rebuilt Europe
• worldwide freedom of the seas was guaranteed for all nations
• the United States’ foreign policy of containment was successfully implemented
• Europe was not as vital to U.S. interests as initially believed

5. Based on the ideas in the excerpt which of the following observations of U.S. foreign policy in the post World War II years is true?

• The United States was making a major shift in foreign policy from its stance after World War I.
• More people opposed the idea of U.S. involvement in world affairs.
• A majority believed that U.S. foreign policy was being dictated by the United Nations.
• The United States needed to reassert the “Good Neighbor Policy” but with a focus on Europe.

“Women especially educated women such as you have a unique opportunity to influence us man and boy and to play a direct part in the unfolding drama of our free society. But I am told that nowadays the young wife or mother is short of time for the subtle arts that things are not what they used to be; that once immersed in the very pressing and particular problems of domesticity many women feel frustrated and far apart from the great issues and stirring debates for which their education has given them understanding and relish. . . . There is often a sense of contraction of closing horizons and lost opportunities. They had hoped to play their part in the crisis of the age. . . . The point is that . . . women “never had it so good” as you do. And in spite of the difficulties of domesticity you have a way to participate actively in the crisis in addition to keeping yourself and those about you straight on the difference between means and ends mind and spirit reason and emotion . . . In modern America the home is not the boundary of a woman’s life. . . . But even more important is the fact surely that what you have learned and can learn will fit you for the primary task of making homes and whole human beings in whom the rational values of freedom tolerance charity and free inquiry can take root.”

Adlai Stevenson “A Purpose for Modern Women” from his Commencement Address at Smith College 1955

6. Which of the following best mirrors the sentiments expressed by Adlai Stevenson in the provided excerpt?

• Women should be prepared to return to a more traditional role in society.
• The ideals espoused by Republican Motherhood should be upheld.
• The United States would not have won World War II if women had not worked in factories.
• Women had the opportunity to influence the next generation of citizens.

7. The reference that “many women feel frustrated and far apart from the great issues and stirring debates for which their education has given them understanding and relish” is a reference to the ideas espoused by

• Martin Luther King Jr.
• Betty Friedan
• Dr. Benjamin Spock

Primary Sources

Eisenhower Dwight D. “Eisenhower’s Farewell Address to the Nation.” http://mcadams.posc.mu.edu/ike.htm

Eisenhower Dwight D. “Interstate Highway System.” Eisenhower proposes the interstate highway system to Congress. https://www.presidency.ucsb.edu/documents/special-message-the-congress-regarding-national-highway-program

“‘Enemies from Within’: Senator Joseph R. McCarthy’s Accusations of Disloyalty.” McCarthy’s speech in Wheeling West Virginia. http://historymatters.gmu.edu/d/6456

Friedan Betty. The Feminine Mystique . New York: W. W. Norton 1963.

Hamilton Shane and Sarah Phillips. Kitchen Debate and Cold War Consumer Politics: A Brief History with Documents . Boston: Bedford Books 2014.

Kennan George F. American Diplomacy . New York: Signet/Penguin Publishing 1952.

King Martin Luther Jr. “(1955) Martin Luther King Jr. ‘The Montgomery Bus Boycott.'” http://www.blackpast.org/1955-martin-luther-king-jr-montgomery-bus-boycott

King Martin Luther Jr. Stride Toward Freedom: The Montgomery Story . New York: Harper & Brothers Publishers 1958.

MacLean Nancy. American Women’s Movement 1945-2000: A Brief History with Documents . Boston: Bedford Books 2009.

Marshall George C. “The ‘Marshall Plan’ speech at Harvard University 5 June 1947.” http://www.oecd.org/general/themarshallplanspeechatharvarduniversity5june1947.htm

Martin Waldo E. Jr. Brown v. Board of Education: A Brief History with Documents . Boston: Bedford Books 1998.

Schrecker Ellen W. The Age of McCarthyism: A Brief History with Documents . Boston: Bedford Books 2016.

Story Ronald and Bruce Laurie. Rise of Conservatism in America 1945-2000: A Brief History with Documents. Boston: Bedford Books 2008.

Truman Harry. “A Report to the National Security Council – NSC 68 April 12 1950.” https://www.trumanlibrary.gov/library/research-files/report-national-security-council-nsc-68

Truman Harry. “The Fateful Hour (1947)” speech. http://www.americanrhetoric.com/speeches/harrystrumantrumandoctrine.html

Suggested Resources

Ambrose Stephen and Douglas Brinkley. Rise to Globalism: American Foreign Policy since 1938. Ninth ed. New York: Penguin 2010.

Branch Taylor. Parting the Waters: America in the King Years 1954-63 . New York: Simon and Schuster 1988.

Brands H.W. American Dreams: The United States Since 1945 . New York: Penguin 2010.

Brands H.W. The General vs. the President: MacArthur and Truman at the Brink of Nuclear War . New York: Anchor 2016.

Cadbury Deborah. Space Race: The Epic Battle Between American and the Soviet Union for Dominion of Space. New York: Harper 2007.

Cohen Lizabeth A. A Consumers’ Republic: The Politics of Mass Consumption in Postwar America . New York: Vintage 2003.

Coontz Stephanie. The Way We Never Were: American Families and the Nostalgia Trap . New York: Basic Books 2016.

Dallek Robert. Harry S. Truman . New York: Times Books 2008.

Diggins John Patrick. The Proud Decades: America in War and Peace 1941-1960 . New York: W. W. Norton 1989.

Fried Richard. Nightmare in Red: The McCarthy Era in Perspective . Oxford: Oxford University Press 1991.

Gaddis John Lewis. The Cold War: A New History . New York: Penguin 2005.

Halberstam David. The Coldest Winter: America and the Korean War. New York: Hyperion 2007.

Hitchcock William I. The Age of Eisenhower: America and the World in the 1950s. New York: Simon and Schuster 2018.

Johnson Paul. Eisenhower: A Life. New York: Penguin 2015.

Lewis Tom. Divided Highways: Building the Interstate Highways Transforming American Life. Ithaca NY: Cornell University Press 2013.

May Elaine Tyler. Homeward Bound: American Families in the Cold War Era . New York: Basic 2008.

McCullough David. Truman. New York: Simon and Schuster 1993.

Patterson James T. Grand Expectations: The United States 1945-1974. Oxford: Oxford University Press 1996.

Whitfield Stephen J. The Culture of the Cold War. Baltimore MD: Johns Hopkins University Press 1996.

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Life, Liberty, and the Pursuit of Happiness

In our resource history is presented through a series of narratives, primary sources, and point-counterpoint debates that invites students to participate in the ongoing conversation about the American experiment.

Parish Life in Moscow in the 1920s-1930s (A Parishioner's Recollections)

*    *   *

Whenever the theme of the Church’s position during the first two Soviet decades is discussed, attention is usually concentrated on the tragic side of her life; thus parish life, the life of ordinary worshippers, pastoral activity (Fr. Alexiy Mechev perhaps being the only clergyman given scholarly attention), and traditions which have already become a thing of the past, unfortunately escape researchers' attention. All this is preserved in reminiscences of old parishioners, whose number is naturally and inexorably depleting.

However, the theme of repressions against the Church, the aggressive state-encouraged atheism, the role of the Obnovlentsy (Renovationists) can­not be avoided here, either. Our insecure, troubled life is not guaranteed against a recurrence—even if on a different scale and in different forms—of evil doings of the past.

To what can we, ordinary parishioners who do not know the whole truth about the crimes perpetrated against the Church, testify as eye-witnesses?

Naturally, I cannot remember what was experienced by our fathers and grandfathers during the first few years of my life: brutal killings of clergymen, desecration of churches, the opening up of relics, plunder of church valuables on the pretext of raising funds for famine-stricken people, de­portation and exile of religious thinkers, the persecution of His Holiness Patriarch Tikhon and his premature death. I learned about all this later from my relatives and friends.

My generation witnessed the second wave, which began in the year 1929 ("the year of the great change", as it was called by the Soviet press). This involved mass exiles, arrests and executions of clergymen. My godfa­ther, Archpriest Ilya Zotikov, was an associate of His Holiness Patriarch Tikhon. Prior to his arrest, Fr. Ilya was the rector of the Holy Spirit Church at Prechistenskiye Gate (in Soviet times called Kropotkinskiye Gate). Serving in this church together with Fr. Ilya was a deacon, Fr. Mikhail Astrov, [2] a man remarkable for his Christian conviction and devotion to the Church. He would seat me on his lap and initiate me into the fundamentals of Orthodox catechism. In the late 1920s, when I was still a little boy, I assisted Fr. Ilya who served in a cemetery church in the city of Vladimir, which, after the closure of the Dormition Cathedral, served as the cathedral church of the Vladimir diocese. Together with other clergymen, including Archdeacon Konstantin Lebedev, Fr. Ilya was sent to the Vladimir prison, notorious for its brutal regime. Fr. Ilya died of a heart attack on the way to the place of his execution.

I remember the destruction of the Cathedral Church of Christ the Savior, which was situated opposite my house. Its demolition was preceded by an unbridled campaign in the press, which some scientists, even art scholars, were not ashamed to take part in, especially since at that time the Byzantine-Rus­sian style of the mid-19th century was almost considered a failure in the de­velopment of Russian architecture.

Recently I saw a newsreel about the destruction of the Cathedral Church of Christ the Savior, as well as some other churches. I was literally thrown off balance by the merry mischief with which workers and hired peasants destroyed the cathedral and the nearby Church of the Laudation of the Mother of God, by the jauntiness with which women no longer young, their eyes undimmed by tears, took out icons and threw them into a bonfire. Very often people explain all of this by some dark, di­recting force. But what about the people themselves? It is quite unlikely that in 1917 they suddenly became atheists en masse as if on somebody's orders. Consequently, prior to the revolution neither the government nor even the Church—and this is emphasized by Archbishop Luka Voino-Yasenetsky (†1961) in his diaries—showed due concern for the religious education of people. In his famous "Letter to N. Gogol", Vissarion Belinsky wrote with bitterness about our superficial religiosity. Poet M. Voloshin was also quite right when he said in his poem, "The Vladimir Icon of the Mother of God", that during that wrathful time, some people themselves gave up the keys to their shrines, and the Virgin Protectress left Her desecrated strongholds. I remember that people not only burned icons, but also used them as boards, that they wrapped herrings in beautifully orna­mented Gospel pages, wore caps made of Church vestments; chapels were turned into lavatories... But against the dark background of the mass apostasy, new martyrs, whose blood washed the Rus­sian Orthodox Church, shine all the more bright, like stars.

In 1930, bell ringing was banned in Moscow, and bells began to be thrown down from churches. I think I still hear the moan of bells being broken. The Vorobyovy Hills were then located outside the city boundary, which ran along the circular railway, and Muscovites used to go there to listen to the ringing of bells in the modest Trinity Church be­fore this tradition became a taboo everywhere.

There was a time when Christmas-trees were also prohibited, and people had to decorate them behind carefully drawn blinds, lest the "politically conscious" (those who broke off with religion were called "people who came to know what's what") should inform the authorities.

My childish soul was particularly badly wounded by the unbridled anti-religious campaign, which was usually stepped up on the eve of church feasts. Spasms contracted my throat when quite by chance (I did my best to avoid this) I saw in the magazine Bezbozhnik (Atheist) or on a fence, caricatures ridiculing the images in front of which lampadas burned in the right corner of our home, images which were infinitely dear to the heart—the meek sufferer Christ, the kind and sad Mother of God, the always helpful and yet stern St. Nicho­las. I have retained for the rest of my life the almost physically intolerant attitude to Moor's drawings and Demyan Bedny's poems.

Strange as it may seem, but a few years ago, when this country witnessed the beginning of the revival of spiri­tuality and normalization of relations between the Church and the state, on somebody's initiative the Sovetsky Khudozhnik (Soviet Artist) Publi­shing House brought out an album of anti-religious caricatures of the 1920s-1930s.

The anti-religious shows staged du­ring October and May Day demonstra­tions were disgusting. Dressed in real church vestments and wearing at­tachable red noses and wigs, young people represented priests and yelled obscene ditties .

I cannot remember, of course, how the Renovationits movement came into being, but I was an eye-witness of its development. I shall abstain from describing the so-called "red Church" and her ideological leader, the self-styled metropolitan, "apologist and preacher of Christ's truth", A. Vvedensky—a lot has already been written about it. [3] The Moscow authorities confiscated the Cathedral of Christ the Savior and other churches, first of all cemetery churches, from the Patriarchate and turned them over to the Renovationists. Prior to this, as I vaguely remember, my mother and I attended one divine service in the overcrowded Cathedral of Christ the Savior. We stood with candles in our hands in the gallery, by the marble plaques bearing the names of heroes of the War of 1812. I cannot say for sure what day it was—Palm Saturday or Holy Thursday, but it was a patriarchal service, I think. It was considered a sin to visit the church that had come into in the hands of the schismatics and so, walking in the nearby garden, I was just watching from afar how A. Vvedensky arrived at the cathedral in a luxurious taxi and was welcomed on the stairs by his ecstatic admirers. Later I visited the church of St. Pimen (naturally, I did not receive Holy Communion and did not come to the priest for blessing) where the "metropolitan" had moved his cathedra after the Cathedral Church of Christ the Saviour was torn down. The church was visited by a pitiful handful of his adherents. I watched hasty and slip­shod divine services, and listened to preten­tious sermons. The last time I saw Vvedensky was in 1946, shortly before his death and the complete collapse of the renovationist schism. People whom I highly respect, including well-known clergymen, said of Vvedensky that he is an unfortunate man and deserves pity. I understood this to mean that because he was deprived of God's grace, the apostate who had ruined many people was generally unhappy despite his seeming prosperity, and he should be especially prayed for as a great sinner.

However, among the renovationist hierarchs there was a man who was respected even by the "Tikhonites" for his fulfillment of his ministry, his strict monasticism, and adhe­rence to traditions. I am speaking of Metropolitan Vitaly Vvedensky (†1950), namesake of the renovationist leader. His cathedra was in the Church of the Resurrection in Sokolniki. Many Moscow shrines—the Iveron, Bogolyubovo, "Passion", Georgian, and "Unexpected Joy" (now in the St. Elijah Church in Obydensky Lane) icons of the Mother of God, appropriat­ed by the renovationists, were there at that time. Metropolitan Vitaly was one of the first to repent before the patriarchal Church, to which he was reunited in the rank of archbishop.

In the house next to my own lived Vladimir Bykov, an renovationist who served in the Church of the Rzhev Icon of the Mother of God on Prechistensky Boulevard (under Communism, Gogolevsky). Wearing a kind of lace cloak instead of traditional priest's vestments, he would sit down in the middle of the church and pray aloud, say, for a woman he knew to buy good potatoes in the nearby market. He arranged spiritualistic séances in the surviving tower of the Conception Convent; once he even show­ed me his book with photographs of the "spirits" of great people, such as Napoleon.

I shall mention one more clergyman, but this time with a feeling of deep respect. I mean Bishop (later metropo­litan) Boris Rukin (†1943) of Mozhaisk. He lived in the parish house of the clergy of the Cathedral Church of Christ the Savior. Unlike other clergymen, he appeared in the streets not in civilian clothes but in a cassock. As is known, he and Archbishop Hilarion Troitsky (†1929) of Verea were among the people closest to His Holiness Patriarch Tikhon in the last period of his life in the Donskoy Monastery. In the 1920s, he often read on Thursdays the Akathist Hymn to the Vladi­mir Icon of the Mother of God, in the St. Elias Church on Obydensky Lane. Refusing to accept the leadership of Metropolitan Sergius Stragorodsky (†1947), he joined Grigory's schismatics, [4] who had Moscow's Church of Forty Holy Martyrs, oppo­site the New Monastery of the Savior at their disposal. In all probability, this was due to the circumstance that, unlike the Renovationists, the Grigorians did not intend to modernize the Church and merely refused to accept Sergianism’s administra­tive aspect.

I remember that Moscow worshippers and clergymen were outraged not so much by the 1927 Declaration, [5] as by the interview Metropolitan Sergius gave in 1930, in which he said that "some churches are being closed down, however this is done not on the authori­ties' initiative but at the population's will and in some cases even in accordance with the faithful’s decision", and clergymen are persecuted only for political hostility. [6] It was simply impossible to understand and justify this. God alone knows what motives guided the Metropolitan... it is not up to us to judge... Probably, after such statements the primate counted on abatement of repressions. But this did not happen—persecutions were stepped up. I saw Metropolitan Sergius closely only once—in 1931, on the Feast of St. Elias, when, during the cere­mony of the vesting of the bishop, I brought his saccos (the stole worn by a bishop) from the sanctuary. I was thirteen at the time, and as far as I could understand at this age, the attendants did not display the usual touching popular reverence for a hierarch.

The Theophany Cathedral in Dorogomilovo was the Metropolitan's chief cathedral. It was pulled down shortly before the Great Patriotic War of 1941-1945. After that the Church of the Epiphany in Yelokhovo was made the cathedral church. Metropolitan Sergy liked to conduct services and ordinations in the Church of the Protecting Veil in Krasnoselskaya St.

The Transfiguration Cathedral in the square of the same name (destroyed in the years of Khrushchov's persecu­tions) was another hierarchal residence. Serving there was Vladyka Sergy Voskresensky (†1944). He was Bishop of Kolomna, then of Bronnitsy, a vicar of the Metropolitan of Moscow; he edited The Journal of the Moscow Patriarchate till the day of its decease; he subsequently became the Metropolitan of Lithuania and Vilna, Exarch to the Baltic Region. I often came to the Transfiguration Cathedral to attend his services. Nature endowed him with an impressive appearance, artistry, vita­lity, a strong voice (tenor) and excellent articulation but, in my opi­nion, his services lacked inspiration and spirituality. [7]

In pre-war years I often attended services conducted by well-known Moscow priests. Archpriest Alexander Khotovitsky, together with Fr. Ilia Zotikov, accompanied the future Patriarch Tikhon on his mission to America, and later concelebrated with him in the Cathedral Church of Christ the Savior. He was known for his ardent sermons and con­gregational, or common, confessions. For some time afterwards, he was the rector of the Church of the Deposition of the Lord's Robe on Donskaya Street. After repeated arrests he was executed by shooting.

I remember Fr. Alexander Voskresensky and his splendid services and edifying sermons at the Church of St. John the Warrior in Yakimanka Street, Fr. Pavel Lepyokhin of the St. Nicholas Church in Khamovniki, Fr. Alexander Skvortsov of the former Jerusalem Metochion in the Arbat, Fr. Georgi Chinnor of the Dormition Church in Moghiltsy, Fr. Pavel Tsvetkov of the St. Elias Church in Cherkizovo, Fr. Stefan Markov of the Church of the Icon of the Mother of God "Of The Sign", Frs. Alexei Mechev and Sergy Mechev of the Church of St. Nicholas in Klenniki. In the mid-1980s, a most worthy pastor, Alexander Tolgsky, succeeded Fr. Vitaly as rector of the Church of St. Elias the Prophet in Obydensky Lane. These were illustrious personali­ties, people who were staunchly devoted to Orthodoxy and who left an indelible trace in the ecclesiastical life of Moscow; they raised a genera­tion of people who have lived to see this day when the Church is no longer persecuted. Now that some eye-witnes­ses of the past are still alive, it would be appropriate to compile for the church press essays devoted to Moscow clergymen (and not only Moscow clergymen, of course) of the past. Their names should be constantly remembered in prayer in the churches where they once served, especially during the years of persecution. The fine words of a Soviet era poet: "nobody has been forgot­ten, nothing has been forgotten", have lost their value in our life full of vanity, and only the Church pre­serves the prayerful memory of people who have passed away, and who are still alive.

Although there were rather few churches left in Moscow, there was often a shortage of priests for celebration of early Liturgies on Sundays and feast days. Retired priests were often invited in such cases. Thus, Fr. Phillip, a very aged priest from the then closed St. John Convent, was usually invited to serve in the Church of St. Elijah in Obydensky Lane. There were no schools for training clergymen. True, in the 1930s, the personnel of the miraculously surviving churches was replenished as a result of the merger of parishes. It goes without saying that, as a rule, clergymen were far from young, and they enjoyed the love and profound respect of their parishioners.

In those distant years there was a custom to invite well-known archdeacons on local or patronal church feasts. One of the greatest favorites of Orthodox Moscow was Fr. Mikha­il Kholmogorov. His peculiar appea­rance was immortalized by Pavel Korin in his famous canvas, "Departing Rus". Unlike Fr. Vladimir Prokimnov, another famous Moscow clergy­man, Mikhail Kholmogorov continued his church service to the end, and during the last years of his life served in the former Jerusalem Metochion in the Arbat. His voice lost its former strength but preserved its noble timbre even in old age. The archdeacons had their favorite reper­toire: Lyubimov's "Blessed is the man", M. Strokin's "Lord, now lettest Thou thy servant depart in peace…", P. Chesnokov's "Save us, O Lord", A. Arkhangelsky's "Creed", Communion "concertos" by va­rious composers. I happened to attend a church service conducted by Maksim Mikhailov; true, it was not long before he became a professional singer.

Needless to say, in those years clergymen were very highly qualified; they knew liturgical ser­vices by heart and could do well without the service book. Sermons were of a purely religious nature, without any excursions into science and politics. There was no abuse of apocryphal traditions. It never occurred to anyone at that time to touch upon issues which preachers sometimes discuss to­day: whether or not the Mother of God experienced pain during the birth of the Savior, what did She look like, who to pray to before shopping, etc. And, of course, there were no lists on church walls recommending what saints to pray to for specific occasions, like Martyr. Antipas for a tooth-ache, St. Artemy for a rupture, and so on.

Church awards were generously dispensed. Practically all Moscow priests were mitred, which is quite understandable—they were elderly people and had a long record of priestly service.

Sisterhoods became widespread. Young girls, adult and elderly women, wearing modest dark clothes and white headscarves, maintained order during divine services, lighted candles, adjusted lampadas, led children and infirm worshippers to the Communion chalic, the Cross and icons, and went about the church with a plate, col­lecting parishioners' modest donations.

Sisterhoods' functions were limited to the church; charity and similar activities were prohibited by the civil legisla­tion then in force. Sisters were not nuns; many of them were married and had children.

As a rule, the psalm readers who served in churches were excellent. They read distinctly, observing logical pauses and stresses; their reading was devoid of indifferent mumbling or deli­berate, purely secular, expressiveness. And, of course, they knew Church Slavonic and service procedure to perfection. For instance, one fine point, which is marked in all Horologions but invariably ignored today, was strictly observed at that time. Church people were reluctant to use liturgical books with secular type (as opposed to Church Slavonic lettering). Very often the Six Psalms and pre-Communion prayers were read by parishioners, who did it with great reverence and diligence.

In divine services, particularly at Vespers, Compline, and Matins, some reductions were allowed at the expense of stichera and Old Testament rea­dings. Lights were not switched off during the singing of "Open unto us the door of repentance". [8] Akathists and molebens with the blessing of the waters were not conducted in churches as often as they are now, and there were no mass or congregational Unction services.

The time of divine services was fixed to suit working people and not only pensioners: on weekdays Divine Liturgy was celebrated at 6:30 a.m., and evening service started at 6:30 p.m.

What was church singing like in those distant years? The famous syno­dal choir, conducted by Danilin, which sang in the Kremlin Cathedral of the Dormition, has long since become a thing of the past, but Danilin's name has not been forgotten. Yukhov's choir changed hands, becoming a radio company, and the choir conducted by Chesnokov is no more. In the late 1920s-early 1930s, the best church music ensemble was the choir conducted by Nesterov and then Antonov. It sang in the Dorogomilovo Cathedral. Part of the choir was invited to sing in other places, for instance to sing the Akathist to the Icon of the Mother of God "Unexpected Joy" in the Church of the    Laudation of the Mother of God (the louder, the better), often without going into the meaning of the words. Besides, this deprives us, probably for ever, of the possibility to enjoy the wonderful, profoundly prayerful mu­sic: A. Kastalsky's and A. Grechaninov's "I Believe..." (The Creed), and "Our Father" by Kedrov, K. Shvedov and P. Chesnokov. In general, without favoring a vulgar, concert style of church singing, it is hardly worth neglecting the aesthetic side of divine services, including singing, reducing everything to custom and completely rejecting the heritage of church music composed by our native composers. God granted them talent, and they devoted it to the service of God. We are sure to become spiritually poorer without D. Bortnyansky's "Cherubic Hymn", A. Lvov's "Mystical Supper", P. Zinovyev's "God Is With Us", P. Turchaninov's "Let All Mortal Flesh Keep Silence" and much else. Besides, as opposed to anti-human and depraved rock music, the melodious, profoundly national, exalted and inspired Orthodox music purifies spiritual nature of people, especially young people—and not only of those who regularly attend church, but also of those who come there out of curiosity.

Inasmuch as religiosity was cruelly persecuted, and at school and in "politically conscious" families children were educated as atheists, very few young people visited the church. In my childhood and youth, and even as recently as some six years ago, parish Sunday schools and children's choirs singing in churches were well nigh impossible. But can one fail to rejoice now at the sight of children dressed in their Sunday best, calmly standing on the solea, assiduously making signs of the cross, kneeling, collecting candle stubs from candle stands, and joining adult parishioners singing? People of my generation cannot but be happy for the young men and women who now stand in churches, following the divine services with awe and attention, using books published by the Moscow Patriarchate.

Most of the pre-war parishioners managed to acquire elementary religious knowledge before 1917, knew liturgical routine well and were free from the prejudices that have become so widespread now; such as passing candles only over the right shoulder, stretching forth their palms at the pronouncement of “Peace be to you all”, lighting candles before specific saints’ icons for specific categories of requests (according lists earlier mentioned), and did not go to cemeteries to pray for the dead on Bright Monday, since the day the Church has designated for this is the Tuesday after Bright Week ( Radonitsa ). The religious intelligentsia did not combine Christian convictions with anti-Christian mysticism — astrology and other doctrines.

People stood still in the church, and it never occurred to anyone to walk about, elbowing parishioners. They usually went to one and the same church, especially on feast days. They kept to their own parish, knew each other well, and each had his or her own usual place for praying. An atmosphere of kindness and goodwill reigned in church: nobody was rebuked, nobody hissed spitefully at bare-headed women. Service personnel was not unceremonious with shrines, there was nothing deliberately masterful in their deportment, nor did they bark out orders, spoiling parishioners' moods. Prior to Khrushchev's "reform", the main figure in church was the priest, and not the churchwarden or charwomen. Incidentally, despite the oppression and control on the part of the state in those years, priests managed, with the hem their black cassocks tucked up under their coats and accompanied by psalm-readers, to go about (though on the sly) to the homes of the parishioners they knew on Christmas, Theophany, and Easter to serve molebens there.

Regrettably, I must say that at that time people were not overly particular about fasting; they rarely took Holy Communion—for the most part on Holy Thursday and Palm Sunday, and on their name-days.

From The Journal of the Moscow Patriarchate , 1993, No. 4. Edited by OrthoChristian.com.

Andrei Kozarzhevsky

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• Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.
• The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?
• Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?
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• Share an essay on any topic of your choice. It can be one you've already written, one that responds to a different prompt, or one of your own design.

University of Washington believes that the essay portion of their application is very important but will not consider the Common App essay.

Applicants are required to respond to two essay prompts within the school specific section of the Common App.

Essay Prompt (required): Tell a story from your life, describing an experience that either demonstrates your character or helped to shape it. Maximum length: 650 words .

Short Response (required): Our families and communities often define us and our individual worlds. Community might refer to your cultural group, extended family, religious group, neighborhood or school, sports team or club, co-workers, etc. Describe the world you come from and how you, as a product of it, might add to the diversity of the UW. Maximum length: 300 words.

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Essay "Do's

• Focus on the SMALL moments.
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• SHOW  don’t tell.
• Make the reader FEEL something.
• Read it OUTLOUD.
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• Show that you are MORE than a GPA and a test score!
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Essay "Don't"s

• Don’t have TOO MANY people edit.
• Don’t OVERUSE the thesaurus.
• Don’t forget the ‘ SO WHAT? ’
• Don’t mention the wrong SCHOOL.
• Don’t stray off topic. Stay FOCUSED !
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• Don’t be a CLICHÉ – use care on these topics! (sports injuries, volunteerism, winning state, moving to US, summer camp, covid-19)

Thoughtful and honest

Answers the questions, demonstrates your knowledge, strives for depth, not breadth, transforms blemishes into positives, exudes confidence, breaking down all 7 common app essay prompts.

1962 Moscow High School

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