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* 1. How Does the Public Define “History”?
* 2. Why Does the Public Care about the Past (If It Cares at All)?
* 3. Where Do People Get Their History?
* 4. Which Sources of the Past Are Viewed as Trustworthy?
* 5. How Does the Public Want to Learn about the Past?
* 6. What Have the Public’s History Education Experiences Been Like?
* 7. What Aspects of the Past Does the Public Want to Learn More About?
* 8. How Much Does the Public Value the Field of History and Historians’
Work?
* 9. What Are the Public’s Attitudes toward a Changing and Uncomfortable
Past?
* 10. Is There a Link between Historical Outlooks and Civic Engagement?
* Appendix A: Survey Development and Methodology
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* Guidelines for Family/Partner Hiring
* Guidelines for First-Round Interviews
* Statement on Productivity
* Guidelines for Advising the Doctoral Dissertation Process
* Guidelines for Broadening the Definition of Historical Scholarship
* Guidelines for Online Teaching
* Statement on Right to Engage in Collective Bargaining
* Guidelines for Acknowledgment of Collaborators
* Statement on Research Access
* Improving the Status of Non-Tenure-Track Faculty: Recommendations for
History Departments
* AHA Resolution Supporting Scholars off the Higher Education Tenure Track
* Guide for Dealing with Online Harassment
* Criteria for Standards in History/Social Studies/Social Sciences
* Guidelines for the Incorporation of the Scholarship of Teaching and
Learning in the Work of the History Profession
* Guidelines for Historians for the Professional Evaluation of the
Scholarship of Teaching and Learning
* Guidelines for the Preparation, Evaluation, and Selection of History
Textbooks
* Statement on Dual Enrollment/Concurrent Enrollment
* Statement on Employing International Faculty
* Statement Supporting Skills-Based Employment for International Students
* Standards for Museum Exhibits Dealing with Historical Subjects
* Statement on Age Discrimination
* Statement on Diversity and Affirmative Action
* Statement on Excellent Classroom Teaching of History
* Guidelines for the Preparation of Teachers of History
* Statement of Support for Academic Freedom
* Guidelines on the Professional Evaluation of Digital Scholarship by
Historians
* Statement on Graduate School Offers of Financial Support
* Statement on Policies Regarding the Option to Embargo Completed History
PhD Dissertations
* Statement on Scholarly Journal Publishing
* When Academic Departments Merge: First Principles, Best Practices
* Equity for Minority Historians in the Academic History Workplace: A Guide
to Best Practices
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* Tikkun Olam Prize for Promoting Public Historical Literacy
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* AHA Testimony on Maine Social Studies Standards Review (April 2024)
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* AHA Sends Letter to Iowa Governor Urging Veto of Social Studies Bill
(April 2024)
* Action Alert: Maine K–12 Social Studies Standards (April 2024)
* AHA Researcher Testifies on Maine Social Studies Standards (April 2024)
* AHA Endorses Letter Asking for Congressional Recognition of the US Army’s
First Uniformed Female Combatants (April 2024)
* AHA Letter of Concern about Missing Chinese Scholar (March 2024)
* AHA Letter to South Carolina State University Opposing Plan to Cut Majors
(February 2024)
* Coalition of Organizations Letter Opposing Florida SB 1372 (February
2024)
* AHA Letter to Florida Legislature Opposing Harmful K–12 Teacher Training
Bill (February 2024)
* AHA Letter to Iowa House of Representatives Opposing Bill on K-12 Social
Studies Curriculum (February 2024)
* AHA Action Alert Opposing Florida Teacher Training Bill (February 2024)
* AHA Letter to Indiana Legislature Opposing “Intellectual Diversity”
Tenure Bill (February 2024)
* AHA Letter to Nebraska Legislature Opposing Bill to Eliminate Tenure
(February 2024)
* AHA Letter to Manhattan College Opposing Termination of History Faculty
Members (January 2024)
* Resolution Passed at the 137th Business Meeting (January 2024)
* AHA Announcements
* AHA in the News
* Advertising in FNN
* AHA in the News Archive
* Members Making News
* Everything Has a History
* Ukraine, Russia, and the Cold War and its Legacies: Resources from the
American Historical Association
* The History of Racist Violence in the United States: Resources from the
American Historical Association
* A Bibliography of Historians' Responses to COVID-19
* The Assault on the Capitol in Historical Perspective: Resources for
Educators
* History Behind the Headlines
* Historians on the Confederate Monument Debate
* Everything Has a History Video Library
* America Inside Out Welcome Page
* Teaching History with Integrity
* Freedom to Learn
* Teaching with Integrity: Historians Speak
* AHA Testimony Before Legislatures and Boards of Education
* AHA Speaks in Support of Honest History
* Learn from History
* For Educators: Explaining Today
* Acknowledgments
* Calendar
* Add a Calendar Item
* Calendar Item Details
* Congressional Briefings
* News and Advocacy Archives
* AHA Advocacy 2024
* AHA Advocacy 2023
* All News 2024
* All News 2023
* AHA Announcements 2024
* AHA Announcements 2023
* AHA in the News 2024
* AHA in the News 2023
* Members Making News 2024
* Members Making News 2023
* Press Resources
* Coalitions
* Advocacy with COSSA
* Advocacy with the National Coalition for History
* Advocacy with the National Humanities Alliance
* Research & Publications
* American Historical Review
* Perspectives on History
* About Page
* Masthead
* Mobile Perspectives on History
* Contact Us
* Get Perspectives
* All Topics
* All Articles
* Thematic List
* List of Past Issues
* Remote Teaching Resources
* About
* Staff
* All Topics
* Remote Teaching Resources Search
* All Resources
* History in Focus
* Where Historians Work
* Where Historians Work (2004–13)
* Where Historians Work (2014–17)
* Methodology
* History, the Past, and Public Culture: Results from a National Survey
* Introduction
* 1. How Does the Public Define “History”?
* 2. Why Does the Public Care about the Past (If It Cares at All)?
* 3. Where Do People Get Their History?
* 4. Which Sources of the Past Are Viewed as Trustworthy?
* 5. How Does the Public Want to Learn about the Past?
* 6. What Have the Public’s History Education Experiences Been Like?
* 7. What Aspects of the Past Does the Public Want to Learn More About?
* 8. How Much Does the Public Value the Field of History and Historians’
Work?
* 9. What Are the Public’s Attitudes toward a Changing and Uncomfortable
Past?
* 10. Is There a Link between Historical Outlooks and Civic Engagement?
* Appendix A: Survey Development and Methodology
* Appendix B: Survey Instrument and Topline Results
* Appendix C: Project Advisers
* About the Survey
* Project Leadership
* Acknowledgments
* Directories
* ArchivesWiki
* Listing in the Directory
* Directory of History Departments and Organizations
* Directory of Dissertations
* AHA Reads
* Past AHA Reads Challenges
* Booklet Orders
* Booklet Orders for Members
* Advertising
* Commenting Policy
* Subscriptions
* Permissions
* Mailing Lists
* Teaching & Learning
* Why Study History?
* Department Advocacy Toolkit
* Questionnaire: Why Study History?
* Careers for History Majors
* Teaching Resources for Historians
* Classroom Materials
* Approaches to Teaching
* Teaching with DigHist
* Resources for Globalizing the US History Survey
* Resources for Tuning the History Discipline
* The Decision to Secede and Establish the Confederacy: A Selection of
Primary Sources
* Plagiarism: Curricular Materials for History Instructors
* How to Detect and Demonstrate Plagiarism
* Teaching and Learning in the Digital Age
* Sixteen Months to Sumter
* History and Policy Education Program
* Reacting to the Past
* Mapping the Landscape of Secondary US History Education
* Regional Conferences on Introductory History Courses
* Annual Texas Conference on Introductory History Courses
* Utah Conference on Introductory History Courses
* Online Teaching Resources
* AHA Online Teaching Forum
* History Gateways
* About History Gateways
* History Gateways Resources
* History Gateways Events & Activities
* Globalizing the US History Survey
* About Bridging Cultures
* Tuning the History Discipline
* About Tuning
* Past Events
* 2016 History Discipline Core
* 2013 History Discipline Core
* Tuning Participants
* Future of the African American Past
* Digital History Resources
* Resources for Getting Started in Digital History
* Evaluation of Digital Scholarship in History
* Digital History Glossary
* Project Roles and a Consideration of Process and Product
* Extending the Reach of Scholarly Society Work to HBCU Faculty
* Final Report on Extending the Reach of Scholarly Society Work to HBCU
Faculty
* AHA Online Teacher Institute in World History
* Jobs & Professional Development
* AHA Career Center
* Post a Job
* Career Diversity for Historians
* About Career Diversity
* Career Diversity Data
* Personal Narratives
* Career Diversity Faculty Resources
* Resources for Students and Early Career Professionals
* Career Resources
* AHA Career Contacts
* Five Skills
* Careers for Students of History
* Careers in Public History
* Data on the History Profession
* Resources for Job Candidates and Search Committees
* Why Become a Historian?
* Are You Thinking of a Career in Secondary Schools?
* An Option Worth Pursuing: Teaching Opportunities for History Graduate
Students in Secondary Schools
* The Many Careers of History PhDs
* Retirement Resources
* Professional Life
* Mentoring
* Statements, Standards, and Guidelines of the Discipline
* Statement on Standards of Professional Conduct
* Guidelines for Academic Tenure-track Job Offers in History
* Guidelines on Accessible Publishing
* Guidelines Regarding Transparency in Career Entry Point Records for
Recipients of Graduate Degrees
* Guidelines for Family/Partner Hiring
* Guidelines for First-Round Interviews
* Statement on Productivity
* Guidelines for Advising the Doctoral Dissertation Process
* Guidelines for Broadening the Definition of Historical Scholarship
* Guidelines for Online Teaching
* Statement on Right to Engage in Collective Bargaining
* Guidelines for Acknowledgment of Collaborators
* Statement on Research Access
* Improving the Status of Non-Tenure-Track Faculty: Recommendations for
History Departments
* AHA Resolution Supporting Scholars off the Higher Education Tenure Track
* Guide for Dealing with Online Harassment
* Criteria for Standards in History/Social Studies/Social Sciences
* Guidelines for the Incorporation of the Scholarship of Teaching and
Learning in the Work of the History Profession
* Guidelines for Historians for the Professional Evaluation of the
Scholarship of Teaching and Learning
* Guidelines for the Preparation, Evaluation, and Selection of History
Textbooks
* Statement on Dual Enrollment/Concurrent Enrollment
* Statement on Employing International Faculty
* Statement Supporting Skills-Based Employment for International Students
* Standards for Museum Exhibits Dealing with Historical Subjects
* Statement on Age Discrimination
* Statement on Diversity and Affirmative Action
* Statement on Excellent Classroom Teaching of History
* Guidelines for the Preparation of Teachers of History
* Statement of Support for Academic Freedom
* Guidelines on the Professional Evaluation of Digital Scholarship by
Historians
* Statement on Graduate School Offers of Financial Support
* Statement on Policies Regarding the Option to Embargo Completed History
PhD Dissertations
* Statement on Scholarly Journal Publishing
* When Academic Departments Merge: First Principles, Best Practices
* Equity for Minority Historians in the Academic History Workplace: A Guide
to Best Practices
* Statement on Peer Review for Historical Research
* Statement on Oral History and Institutional Review Boards
* Benchmarks for Professional Development
* Meetings & Seminars Calendar
* Annual Meeting
* Program
* Late-Breaking Sessions at AHA25
* AHA25 Sponsors
* Exhibitors, Sponsors, and Advertisers
* Advertising in the Annual Meeting Program
* Dates & Deadlines
* Hotels and Travel
* Registration
* Refund Policy
* Resources and Guides
* Future Meetings
* Past Meetings
* Past Meetings Archive
* Affiliated Societies at the Meeting
* Instructions for Affiliate Sessions and Events
* Proposals
* Call for Proposals
* Submitting a Proposal
* Proposal Submission FAQs
* Creative Session Formats
* Business Meeting
* Awards & Grants
* Awards & Prizes
* Herbert Baxter Adams Prize
* AHA Prize in American History
* AHA Prize in European International History
* AHA Prize in History prior to CE 1000
* Troyer Steele Anderson Prize
* Eugene Asher Award
* James M. Banner, Jr., Lecture on the State of the Discipline of History
* Jerry Bentley Prize
* Beveridge Family Prize in American History
* Beveridge Family Teaching Prize
* Paul Birdsall Prize
* Albert B. Corey Prize
* Raymond J. Cunningham Prize
* Patricia Buckley Ebrey Prize
* Equity Award
* John K. Fairbank Prize
* Herbert Feis Award
* Morris D. Forkosch Prize
* Leo Gershoy Award
* William and Edwyna Gilbert Award
* Clarence H. Haring Prize
* Honorary Foreign Member
* J. Franklin Jameson Award
* Friedrich Katz Prize
* Joan Kelly Memorial Prize
* Martin A. Klein Prize
* Waldo G. Leland Prize
* John Lewis Award for History and Social Justice
* John Lewis Award for Public Service to the Discipline of History
* Littleton-Griswold Prize
* J. Russell Major Prize
* Helen & Howard R. Marraro Prize
* George L. Mosse Prize
* John E. O'Connor Film Award
* Eugenia M. Palmegiano Prize
* James A. Rawley Prize
* Premio del Rey
* John F. Richards Prize
* James Harvey Robinson Prize
* Nancy Lyman Roelker Mentorship Award
* Dorothy Rosenberg Prize
* Roy Rosenzweig Prize
* Award for Scholarly Distinction
* Sinclair Prize
* Tikkun Olam Prize for Promoting Public Historical Literacy
* Wesley-Logan Prize
* Grants & Fellowships
* Albert J. Beveridge Grant
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TEACHING HISTORY WITH INTEGRITY
APRIL 2024
MARCH 2024
PURCHASE THE CAREERS FOR HISTORY MAJORS BOOKLET
DEPARTMENT ADVOCACY TOOLKIT
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PERSPECTIVES
* MAY 01, 2024 - DEFINING HISTORY’S FUTURE
Perspectives invites submissions on broadening the definition of historical
scholarship for the 2024–25 publication year.
* APR 30, 2024 - ADVOCACY BRIEFS
The AHA continues its state- and institution-level advocacy in the United
States and advocates for a historian abroad.
* APR 25, 2024 - A TRADING CARD COLLECTION
Among the objects we found in my father’s effects after his death was what
seemed to be a photo albu...
* APR 24, 2024 - WILLIAM HANSBERRY (1894–1965)
This Long Overdue tribute honors Horacio Roque Ramírez, historian of Africa
at Howard University, wbo died on November 3, 1965.
* APR 23, 2024 - A NEW FACE AT THE AHA
The AHA welcomes Maria Zavarello as the new director of finance.
* APR 17, 2024 - WHO IS IN CHARGE OF HISTORY CURRICULA?
The AHA’s Mapping the Landscape project has found that teachers are facing a
perennial question.
* APR 16, 2024 - TRACKING UNDERGRADUATE HISTORY ENROLLMENTS IN 2023
Read the results of the AHA’s 2023 survey of undergraduate history
enrollments.
* APR 11, 2024 - EMBODIED KNOWLEDGE
What can a third grader teach a historian about her craft?
Go to Perspectives
News
* MAY 01, 2024 - AHA SUBMITS TESTIMONY ON IDAHO SOCIAL STUDIES STANDARDS REVIEW
(APRIL 2024)
The AHA has reviewed the draft Idaho Content Standards for Social Studies and
submitted testimony to the Idaho Department of Education offering…
* MAY 01, 2024 - AHA SUBMITS TESTIMONY ON MAINE SOCIAL STUDIES STANDARDS REVIEW
(APRIL 2024)
The AHA has reviewed the existing Maine Learning Results for Social Studies
and has submitted testimony to the Maine Department of Education (DOE) as…
* MAY 01, 2024 - AHA AND OAH AMICUS BRIEF FOR DOBBS V. JACKSON CITED IN NEW
YORK TIMES MAGAZINE ARTICLE (MAY 2024)
The amicus curiae brief submitted by the AHA and the Organization of American
Historians (OAH) in the Supreme Court case Dobbs v. Jackson…
* APR 25, 2024 - AHA PRESIDENT AND PRESIDENT-ELECT ELECTED TO AMERICAN ACADEMY
OF ARTS AND SCIENCES (APRIL 2024)
AHA president Thavolia Glymph (Duke Univ.) and president-elect Ben Vinson III
(Howard Univ.) were named as two of the individuals elected to the…
* APR 25, 2024 - AHA SENDS LETTER TO IOWA GOVERNOR URGING VETO OF SOCIAL
STUDIES BILL (APRIL 2024)
The AHA has sent a letter to Iowa Governor Kim Reynolds urging her to veto HF
2545, a bill “[r]iddled with distortions and inaccuracies”…
* APR 24, 2024 - AHA RESEARCHER TESTIFIES ON MAINE SOCIAL STUDIES STANDARDS
(APRIL 2024)
AHA researcher Scot McFarlane will testify on behalf of the AHA to the Maine
Department of Education regarding the state’s current social…
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TEACHING HISTORY WITH INTEGRITY
The AHA, its members, and other historians find ourselves on the front lines of
a conflict over America’s past, confronting opponents who are actively promoting
ignorance in service of misleading notions of unity. Through Teaching History
with Integrity, the AHA leads or participates in several initiatives to provide
resources and support for history educators facing intensifying controversies
about the teaching of the American past. Historians have a crucial role to play
as participants in public deliberations about how to engage students in truthful
and rigorous inquiry in history classrooms.
The Pacific Coast Branch (PCB) of the American Historical Association was
organized in 1903 to serve members of the American Historical Association living
in the Western States of the United States and the Western Provinces of Canada.
All members of the AHA living in those areas, therefore, are also members of the
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* ASSISTANT TEACHING PROFESSOR IN HISTORY, 20TH CENTURY UNITED STATES OR PUBLIC
HISTORY (JOB# 137875) | ARIZONA STATE UNIVERSITY, SCHOOL OF HISTORICAL,
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* ASSISTANT PROFESSOR OF HISTORY | LYON COLLEGE - APR 30, 2024
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Call for Papers | The Role of Public History Within and Outside the United
States: Critical Reflections
* May 6 2024
Washington History Seminar | Made in China: When US-China Interests Converged
to Transform Global Trade
* May 6 2024
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