Online Publications from the AHA

Directory of History Journals

This database provides links to English-language journals that publish in various fields of history.

 

 

 

The Next Generation of History Teachers

A Challenge to Departments of History at American Colleges and Universities

Edward L. Ayers

A national conference at the University Virginia and Monticello in the summer of 2006, funded by the Carnegie Corporation of New York, considered the issues involved in the task of preparing students who hope to become history teachers. The alliance formed at that conference—historians from a broad range of higher education institutions, master teachers from high schools, representatives from leading professional organizations, and specialists in the teaching and learning of history—prepared this document to suggest strategies to make history departments more effective in the important work of teacher training. Roundtables at the American Historical Association, the Organization of American Historians, and the National Council on History Education annual meetings in 2007 carry the conversation forward.

 

 

The AHA Guide to Teaching and Learning with New Media
The AHA Guide to Teaching and Learning with New Media

John McClymer

As an "early adopter," of the Internet as a teaching tool, McClymer presents a wide array of illustrations, hyperlinks, and examples from classroom assignments, to help bridge the gap between the seemingly separate spheres of new information technology—such as the Internet, e-mail, and blogs—and traditional historical scholarship. McClymer’s book is intended for those considering using the Internet in class, as well as those with some experience looking for new ways to bring technology into the history classroom.

 

 

Retrieving the Master's Degree from the Dustbin of History

Prepared for the AHA Committee on the Master's Degree by Philip M. Katz

The AHA's Committee on the Master's Degree has prepared this extensive study of the history master's degree and its often overlooked role within the historical profession, and presents a strong argument for strengthening it.

 

 

History Education in the United States: A Survey of Teacher Certification and State-Based Standards and Assessments for Teachers and Students

By Sarah Drake Brown and John J. Patrick

Published by the American Historical Association and the Organization of American Historians, History Education in the United States: A Survey of Teacher Certification and State-Based Standards and Assessments for Teachers and Students is a comprehensive survey of the differing and continually changing ways that history is taught in each of the fifty American states.

 

 

Statement on Standards of Professional Conduct

2005 Edition

The 2005 Statement on Standards of Professional Conduct addresses dilemmas and concerns about the practice of history that historians have regularly brought to the American Historical Association seeking guidance and counsel. Some of the most important sections of the Statement address questions about employment that vary according to the different institutional settings in which historians perform their work. Others address forms of professional misconduct that are especially troubling to historians. And some seek to identify a core set of shared values that professional historians strive to honor in the course of their work.

 

 

Careers for History Majors—A miniguide from the American Historical Association

What can you do with a degree in history? A brief essay that considers careers for historians in Advocacy, Business, Communications, Education, Information Management, and Research.

 

 

Directory of History Departments and Organizations in the United States and Canada

Thirtieth Edition, 2004–2005

This limited edition of the Directory includes postal addresses, web address, and e-mail contact information for more than 800 Colleges, Universities, and historical organizations.

Building Successful Collaborations to Enhance History Teaching in Secondary Schools

Kathleen Anderson Steeves

This essay examines the issues pertaining to the leading movements and institutions that are stimulating important collaborative efforts among educators, and presents examples of educational research and writing that describe the exciting developments in the field of history.

Kathleen Anderson Steeves is an associate professor of history education at the George Washington University.

 

 

Guidelines for the Preparation of Teachers of History

Second Edition, 1991

Developed by the AHA's Teaching Division and approved by the Council, these guidelines have been revised to address current concerns about the preparation of history and social studies teachers.

 

 

Liberal Learning and the History Major

A Report of the AHA Task Force on the Undergraduate History Major

History as a discipline encompasses the study of historical events and human experiences. This report, completed as part of a national review of arts and sciences majors, examines history's integrative role in liberal learning and the undergraduate major.

 

 

Strengthening History Teaching in the Secondary Schools

Kathleen Anderson Steeves

This essay assesses current issues in colleges and universities and K-12 schools with a focus on the preparation of secondary school history teachers. It identifies new trends in the changing nature of research as they affect the history profession in the classroom, suggesting that the many issues that secondary and college/university history faculty share can be catalysts to strengthen history teaching.

Kathleen Anderson Steeves is an associate professor of history education at the George Washington University.

 

 

Power Tools for Teaching and Learning at an Urban-Access University

Jose Cuello

This essay boldly faces up to some of the widespread pedagogical problems present in many K-16 schools. Students in our history courses--and in other disciplines as well--often lack adequate preparation or the necessary cultural context to be successful. More important, they also lack motivation or fail to understand the skills (educational and personal) that are necessary to succeed in their studies. Cuello's essay makes valuable contributions to the current debate on history teaching in particular and on general education as a whole in U.S. public institutions and inner cities. Cuello's overall goals and methods--the power tools--for empowering students are aimed at minority students and public urban institutions, but his suggestions can be successfully applied to a variety of educational experiences.

Jose Cuello is an associate professor of history and director of the Center for Chicano-Boricua Studies in the College of Urban, Labor, and Metropolitan Affairs at Wayne State University.

 

 

Redefining Historical Scholarship

Report of the AHA's Ad Hoc Committee on Redefining Scholarly Work

In response to the larger discussion throughout higher education on faculty roles and institutional priorities, this statement addresses the specific concerns and problems of historians regarding the nature of scholarly work and provides a beginning point for departmental reassessment of promotion and tenure criteria. The report critiques the trilogy of research, teaching, and service and applies a new four-part conceptualization to suggest how historical scholarship can be redefined to be more inclusive and multidimensional.

 

 

Report on the Status and Hiring of Women and Minority Historians in Academia

Fourth Edition

Developed by the AHA's Committee on Women Historians and approved by the Council, the guidelines in this report provide statistics on appointments, tenure, and promotion. This edition also discusses salary issues and the status of minority women and men.

 

 

Why Become a Historian?

A series of essays by Rodolfo Acuna, David Brody, Gordon Chang, Spencer Crew, Robert Gutierrez, Nadine Hata, Thomas Holt, Patricia Reid, James Riding In, and Isabel Tirado, edited by Robert Blackey.

Ten historians (including college professors, high school teachers, and graduate students) reflect on their profession. Topics discussed within the essays include the personal experiences that led the authors to their current positions; the challenges and rewards of historical study; the appropriate motivations for becoming a historian; and the function of history and the state of the historian in the profession in modern society.

 

 

Why Study History?

Peter N. Stearns

This essay examines the cultural, economic, and political reasons why societies should promote and individuals should pursue the study of history. The author discusses the ways in which historical study offers "access to the laboratory of human experience," and in doing so develops the capabilities and comprehension essential to personal success and informed citizenship.

Peter N. Stearns is Heinz Professor of History and dean of the College of Humanities and Social Sciences at Carnegie Mellon University. He also serves as editor-in-chief of the Journal of Social History. He is author of numerous books on European, U.S. social, and world history. Recent books include Millennium III, Century XXI: A Retrospective on the Future and Fat History: Bodies and Beauty in the Modern West.

 

 

 

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Last Updated: October 9, 2007 10:42 AM