-
News & Advocacy
-
AHA Advocacy
- Guiding Principles on Taking a Public Stance
- Policies and Procedures for Considering Amicus Brief Requests
- AHA Signs ACLS Statement Opposing Major Cuts to West Virginia University Programs (September 2023)
- AHA Signs CIE Letter Urging HEA-Title VI Funding for FY 2024 (September 2023)
- AHA Statement on Florida’s African American History Standards (August 2023)
- AHA Letter to New College of Florida Expressing Concern over History Professor’s Nonrenewal (July 2023)
- AHA Letter Opposing Alabama Legislation Stripping Funding from Department of Archives and History (July 2023)
- AHA Signs ACLS Statement on Supreme Court Affirmative Action Ruling (July 2023)
- AHA Sends Letter Opposing Museum of the American Revolution’s Hosting of Moms for Liberty Event (June 2023)
- AHA Endorses Resolution Recognizing Anniversary of the 1921 Tulsa Race Massacre (June 2023)
- AHA Letter to Alabama Senate Opposing “Divisive Concepts” Bill (May 2023)
- AHA Statement Opposing Exclusion of LGBTQ+ History in Florida (May 2023)
- AHA Signs CIE Letter Urging Title VI Funding for FY 2024 (May 2023)
- AHA Testimony Opposing Ohio Learning Standards Legislation (May 2023)
- AHA Letter to North Carolina House of Representatives Opposing Bill to Eliminate Tenure (May 2023)
- AHA Letter to Florida Senate Opposing Restrictive Education Bill (May 2023)
- AHA Letter to SFSU President Regarding “Investigation” of History Professor (April 2023)
- AHA Sends Letter to Texas House of Representatives Opposing Legislation to Eliminate Tenure (April 2023)
- AHA Letter Opposing Proposed South Dakota Social Studies Standards (April 2023)
- AHA Letter to Ohio Senate Opposing Higher Education Bill (April 2023)
- AHA Signs On to ACLS Statement Opposing Florida House Bill 999 (March 2023)
- AHA Statement Opposing Florida House Bill 999 (March 2023)
- AHA Letter Expressing Concern for US Citizen and History Teacher Imprisoned in Russia (March 2023)
- AHA Sends Letter to Marymount University Opposing Proposed Elimination of History Major (February 2023)
- AHA Signs On to ACLS Statement in Support of Academic Freedom and New College of Florida (February 2023)
- Manager of Teaching and Learning Testifies before Virginia Board of Education (February 2023)
- AHA Letter to US Secretary of State Urging Assistance with Safe Return of Pierre Buteau (January 2023)
- AHA Sends Letters Opposing Proposed Elimination of History Major at Marymount University (January 2023)
- AHA Signs On to American Anthropological Association Letter Opposing Appointees to New College of Florida Governing Board (January 2023)
- AHA Signs On to CIE Letter Urging Title VI Funding for 2023 (January 2023)
- AHA Collaboration on Proposed Virginia History and Social Science Draft Standards (December 2022)
- AHA Letter to Virginia Board of Education Urging Adoption of Proposed History Standards (October 2022)
- AHA Supports Nomination of Colleen Shogan as Archivist of the United States (September 2022)
- AHA Sends Letter to South Dakota Board of Education Opposing Social Studies Standards Revision Process (September 2022)
- AHA Amicus Curiae Brief in Haaland v. Brackeen (August 2022)
- AHA Letter to Virginia Governor Regarding Board of Historic Resources Appointments and Confederate Monuments (August 2022)
- History, the Supreme Court, and Dobbs v. Jackson: Joint Statement from the AHA & the OAH (July 2022)
- AHA Endorses the LGBTQI+ Data Inclusion Act (June 2022)
- AHA Signs ASEH Letter Opposing Closure of EPA Digital Archive (June 2022)
- AHA Signs Letter Advocating for Title VI Funding (May 2022)
- AHA Signs On to Joint Statement of Opposition to Banning Scholars Based on Citizenship (March 2022)
- AHA Sends Letter to Kansas Legislature Opposing Legislation Restricting History Education (March 2022)
- AHA Sends Letters to South Carolina Legislature Opposing Legislation Restricting History Education (March 2022)
- AHA Letter to Iowa State University Urging Reconsideration of Planned Budget Cuts (March 2022)
- AHA Signs On to Coalition for International Education Letter Urging Reauthorization of Key Title IV Programs (March 2022)
- AHA Signs On to African Studies Association Statement on Discriminatory Treatment of Africans Fleeing War in Ukraine (March 2022)
- AHA Sends Letter to Nebraska Legislature Opposing Legislation Restricting History Education (March 2022)
- AHA Sends Letters to Oklahoma Legislature Opposing Legislation Restricting History Education (March 2022)
- AHA Sends Letters to Alaska Legislature Opposing Legislation Restricting History Education (March 2022)
- AHA Sends Letters to Alabama Legislature Opposing Legislation Restricting History Education (March 2022)
- AHA Sends Letter to Ohio Legislature Opposing Legislation Restricting History Education (March 2022)
- AHA Sends Letter to Maryland Legislature Opposing Legislation Restricting History Education (March 2022)
- AHA Sends Letter to West Virginia Legislature Opposing Legislation Restricting History Education (March 2022)
- AHA Sends Letter to Kentucky Legislature Legislature Opposing Legislation Restricting History Education (March 2022)
- AHA Sends Letters to Tennessee Legislature Opposing Legislation Restricting History Education (March 2022)
- AHA Sends Letter to Indiana Legislature Opposing Legislation Restricting History Education (February 2022)
- AHA Statement Condemning Russian Invasion of Ukraine (February 2022)
- Bomb Threats against HBCUs: A History of Domestic Terrorism (February 2022)
- AHA Sends Letters to Arizona Legislature Opposing Legislation Restricting History Education (February 2022)
- AHA Sends Letters to Florida Legislature Opposing Legislation Restricting History Education (February 2022)
- AHA Sends Letters to Georgia Legislature Opposing Legislation Restricting History Education (February 2022)
- AHA Sends Letter to Missouri Legislature Opposing Legislation Restricting History Education (February 2022)
- AHA Sends Letters to South Dakota Legislature Opposing Legislation Restricting History Education (February 2022)
- AHA Statement Condemning Violations of Presidential Records Act (February 2022)
- AHA Letter to Collin College President Regarding Nonrenewal of History Faculty (February 2022)
- AHA Signs Statement Urging State Department to Protect Afghan Students and Scholars (February 2022)
- AHA Letter Opposing Placentia-Yorba Linda Unified School District Resolution (January 2022)
- AHA Announcements
- AHA in the News
- 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
- Calendar
- Congressional Briefings
- News and Advocacy Archives
- Press Resources
- Coalitions
-
AHA Advocacy
-
Research & Publications
- American Historical Review
- Perspectives on History
- Remote Teaching Resources
- History in Focus
- Where Historians Work
-
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
- AHA Reads
- Booklet Orders
- Advertising
-
Teaching & Learning
-
Why Study History?
- Department Advocacy Toolkit
- Questionnaire: Why Study History?
-
Careers for History Majors
- Introduction
- What Can You Do with That History Degree?
- History Discipline Core
- Taking Charge of Your Education
- Talking to Employers about Your Degree
- Many Paths, One Degree Introduction
- An Education to Last a Lifetime
- Opening Doors to Life in a Global Economy
- Connecting Past to Present
- The Landscape after College
- What Employers Want
- The Well-Rounded History Graduate
- Contributors
- History Major Testimonials
-
Teaching Resources for Historians
- Classroom Materials
-
Approaches to Teaching
- Other Perspectives Articles on Assessment and Outcomes
- Resources on K-16 Teaching
- Training Teachers to Teach History in K-12 Schools
- New State Guidance to Improve the Rigor of Teaching in Civics, Economics, Geography, and History
- Internationalizing Student Learning Outcomes in History
- Other Resources on Teaching History to Undergraduates
-
Power Tools for Teaching and Learning at an Urban-Access University
- Author's Preface and Introduction
- 1. From Retention to Empowerment
- 2. I Must Want a University Education
- 3. The Fundamentals for Studying a Liberal Arts Subject
- 4. When the University Becomes a Jungle Full of Stress
- 5. A Student Code for Academic Success
- 6. Do You Want to Go Higher? Empowering Yourself
- Appendix: The CBS Student-Parent Contract
-
The AHA Guide to Teaching and Learning with New Media
- Preface
- From Scarcity to Abundance
- Abundance
- Multiple Points of Entry
- Cognitive Flexibility
- Making Mental Links across Time and Among Diverse Materials
- Conclusion
- Western Civ. Examples
-
Some Very Detailed Examples
- Renaissance Humanism: Machiavelli and More
- Renaissance Art: Vasari's Lives of the Artists
- Conquest of Mexico
- Life at Versailles in the Reign of Louis XIV
- An Age of Reason: The Encyclopedic Century
- The Five Points Neighborhood and the New York City Draft Riots
- The Crisis at Fort Sumter
- The Dramas of Haymarket
- World War I as a Turning Point
- The Seattle General Strike and the "Great Red Scare"
- Living through the Great Depression
- Reprise: A New Domesticity and a New Feminism
- How Do I Find the Good Stuff?
- Helping Students Use Bibliographic Tools
- Using E-Mail, Blogs, Bulletin Boards
- A Conversation with Richard E. Bond
- Advice to History Departments on NCATE Review of Teacher Preparation Programs
- Video Resources for K-12 History Teachers
- Teaching and Learning Video Resources
- The Teaching History Conference
-
Teaching with DigHist
- Resources for Globalizing the US History Survey
-
Resources for Tuning the History Discipline
-
Two-Year/Community Colleges
- Degree Specification Profile for the AA, Bergen Community College
- Alumni Survey for Students Graduating with an AA in Liberal Arts, Bergen Community College
- Going Beyond General Education at the Associate’s Level, Bergen Community College
- Degree Specification Profile for the AA in History, Central New Mexico Community College
- Sample Course Syllabus for Recent American History, Delta College
- Degree Specification Profile for the AA (History Pre-Major), Delta College
- Basic Requirements for AA Degree, Delta College
- Course Outcomes and Objectives: A Survey of Early Western Civilization (Delta College)
- Course Outcomes and Objectives: A Survey of Later Western Civilization (Delta College)
- Course Outcomes and Objectives: Early American History (Delta College)
- Course Outcomes and Objectives: Recent American History (Delta College)
- Degree Specification for AA in History, Fullerton College
- Degree Specification Profile for Transfer Students, Fullerton College
- Degree Specification Profile for the AA and AS in History, North Seattle Community College
- What Do You Learn from Taking History Classes? (North Seattle Community College)
- Degree Specification Profile for the History Pre-Major, Portland Community College
- Degree Specification Profile for the AS in Social Science, Tidewater Community College
- Proposal for AA in Social Sciences, Tidewater Community College
-
Four-Year Private Universities
- Saint Vincent College History Department Goals and Assessment
- General Education Learning Goals and Outcomes, Southern Hew Hampshire University
- History Teaching at an AAUP-LEAP Campus
- Degree Specification Profile, Alverno College
- Ability Based Learning Program, Alverno College
- Tuning Research Description, Alverno College
- Degree Specification Profile for the BA in History, Augsburg College
- Alumni Survey, Augsburg College
- Degree Specification Profile for the BA in History, Augustana College
- Degree Specification Profile for the BA in History, Carleton College
- Degree Specification Profile for the BA in History, Millsaps College
- Major Requirements for the BA in History, Regis University
- History Rubric, Regis University
- Degree Specification Profile for the BA in History, Southern New Hampshire University
- Tuning Project Summary, Southern New Hampshire University
- Degree Specification Profile for the BA in History, St. Francis College
- Degree Specification Profile for the BA in History, Willamette University
- Degree Specification Profile for the BA in History, Wingate University
- Degree Specification Profile for the BA in History, York College of Pennsylvania
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Four-Year Public Universities
- Degree Specification Profile, CSU Long Beach
- History Quick Guide, CSU Long Beach
- Teaching U.S. Environmental History to STEM (and History) Majors at CSULB
- Degree Specification Profile for the BA/BS in History, Florida A&M University
- Degree Specification Profile for the Masters of Applied Social Sciences, Florida A&M University
- Degree Specification Profile for the BA in History, Georgia State University
- Degree Specification Profile for the BA in History, James Madison University
- Degree Specification Profile for the MA in History, James Madison University
- Degree Specification Profile for the BA in History, Marshall University
- Core Competencies/Learning Outcomes Matrix, Morgan State University
- Degree Specification Profile, New College of Florida
- Requirements for Selecting an Area of Concentration, New College of Florida
- Student Progress Evaluation Worksheet, New College of Florida
- Sample Rubric, New College of Florida
- Degree Specification Profile for the BA in History, SUNY Fredonia
- Degree Specification Profile for BA/BS in History, University of Wisconsin-Eau Claire
- Student Learning Outcomes, University of Wisconsin-Eau Claire
- Degree Specification Profile for MA in History, University of Wisconsin-Eau Claire
- Degree Specification for the MA in History, University of Maine
- Degree Specification Profile for the BA in History, University of Maine
- Degree Specification Profile for the BA in History, University of Florida
- Degree Specification Profile for the PhD in History, University of Maine
- Degree Specification Profile for the BS in History, Technology and Society, Georgia Institute of Technology
- Degree Specification Profile for the BA/BS in History, Utah State University
- Degree Specification Profile for the MA/MS in History, Utah State University
- Degree Specification Profiles
- Tuning: Further Reading
-
Two-Year/Community Colleges
- 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
-
The History of the Americas
-
The Conquest of Mexico
- Biography
- Reflective Essay
- Abstract
- For Teachers
- For Students
- Maps
- Timeline
- Narrative Overviews
- Contrast and Comparison Exercises
- Image Exercises
-
Florentine Codex
- Omens Predicting Catastrophe
- Moctezuma Learns of Strange Visitors
- Moctezuma Sends Messengers to the Strangers
- Moctezuma's Messengers Greet Cortes
- Moctezuma Learns about the Spaniards
- Moctezuma Sends Emissaries to the Spaniards
- Moctezuma Learns of Malinche
- Mexica Account of Cholula Massacre
- Moctezuma Sends Sorcerers to Stop the Spaniards
- Mexica Accounts of Moctezuma Meeting Cortes
- Cortes Puts Moctezuma under House Arrest
- Malinche Begs Mexicas to Help Spaniards
- Mexicas Prepare to Celebrate the Festival of Toxcatl
- The Festival of Toxcatl
- The Death of Moctezuma
- Spaniards Flee Tenochtitlan
- Plague Strikes Tenochtitlan
- Spaniards Besiege Tenochtitlan with Brigantines
- Mexicas Defend Themselves against the Spanish Catapult
- Mexica Receive Omens Predicting Defeat
- Mexica Capture and Sacrifice Spaniards and Their Horses
- Cuauhtemoc Surrenders
-
Letters from Hernan Cortes
- Cortes Describes the Country
- The Spaniards Describe Indigenous Religion
- Cortes Defends His Decision to Conquer Mexico
- Cortes Defends His Expedition
- Cortes Receives Gold from Caciques
- Cortes Meets Xicotencatl, Tlaxcala Chief
- Moctezuma Sends Gold to the Spaniards
- Cortes Thrilled to Learn of Divisions and Conflicts in Mexico
- Tlaxcalans Urge Cortes to Visit Cholula
- Cortes Meets Cholulans
- Moctezuma Asks Spaniards to Stay Put
- The Spaniards Investigate the Volcano Popocatepetl
- Cortes on Meeting Moctezuma
- Cortes Decides to Imprison Moctezuma
- Cortes Forces Moctezuma to Tell Mexicas to Obey King of Spain
- Cortes Describes Tenochtitlan
- Cortes Describes Mexica Temples and Rituals
- Cortes Decides to Fight Panfilo Narvaez
- Cortes Defeats Narvaez
- Cortes Learns of Revolt in Tenochtitlan
- Cortes Returns to Tenochtitlan
- Moctezuma Killed
- Cortes on La Noche Triste or The Night of Sorrows
- Spaniards Fight Their Way Back to Tlaxcala
- Xicotencatl and Other Tlaxcalan Leaders Promise to Help Spaniards
- Cortes Constructs Brigantines as Crucial Weapon
- Cortes Begins to Retake Tenochtitlan with Brigantines
- Spaniards Assault Tenochtitlan
- Cortes Wins New Indian Allies and Strategizes How Best to Deploy the Brigantines
- Cortes Decides to Destroy Tenochtitlan
- Cortes Explains Why Spaniards Can't Stay in Tenochtitlan Overnight
- Cortes Gains More Indian Allies
- Mexicas Force Pedro de Alvarado to Retreat from the Marketplace
- Mexicas Inflict Casualties on the Spaniards
- Mexicas Sacrifice Spaniards
- Cortés Tries to Take Tenochtitlan
- Spaniards Construct Catapult (Battering Ram)
- Cortes Begs Mexicas to Surrender
- Cuauhtemoc Taken Prisoner
- Conqueror of Mexico
-
Historia Verdadera
- Diaz del Castillo Describes How the Spaniards Found Geronimo de Aguilar
- Spaniards Given Gifts of Women after Defeating Tabascans
- Diaz del Castillo Explains the Significance of Dona Marina
- Diaz del Castillo Reports on Usefulness of Dona Marina
- Spaniards Attempt to Convert Tlaxcalans
- Tlaxcalan Leaders Tell Cortes about the Mexicas and Their History
- Spaniards Learn about Myth of Quetzalcoatl
- Cholulans Agree to Talk To Spaniards, but Not Tlaxcalans
- Cholulans and Mexicas Plot to Defeat Spaniards
- Cortes Wants Cholulans To Destroy Idols
- An Old Woman Warns Dona Marina of the Plot to Kill the Spaniards
- Spaniards Attack Cholulans
- Spaniards Send Message to Moctezuma
- Spaniards Take the Blocked Road
- Cortes Meets Moctezuma
- Spaniards Want to Visit a Temple
- Diaz del Castillo Describes Moctezuma and His Customs
- Spaniards Put Moctezuma under House Arrest
- Cortes and Moctezuma Clash Over Religion and Other Values
- Spaniards Demand Gold
- Cortes Rallies His Small Army to Take Narvaez
- Cortes Defeats Narvaez
- Spaniards Destroy Idols and Set Fire to the Great Temple
- The Death of Moctezuma
- Spaniards Learn That the Tlaxcalans Continue to Support Them
- La Noche Triste or The Night of Sorrows
- Online Course in American Indian History
-
Migration and the American South
- Biography
- Reflective Essay
- Project Summary
- How to Use This Case Study: A Guide for Students and Teachers
- Migration and the Twentieth-Century South: An Overview
- Study Questions
- Population Statistics
- Agricultural Statistics
- Images of Farming
- Business, Industry, and Government
- Interviews
- Annotated Bibliography of Primary Sources
- Acknowledgements
-
Like a Family: The Making of a Southern Cotton Mill World
- Reflective Essay
- Project Summary
- Overview
- Life on the Land: Introduction
- Life on the Land: Images
- Life on the Land: Interviews
- Life on the Land: Teaching
- Mill Village and Factory: Introduction
- Mill Village and Factory: Images
- Mill Village and Factory: Interviews
- Mill Village and Factory: Teaching
- Work and Protest: Introduction
- Work and Protest: Images
- Work and Protest: Interviews
- Work and Protest: Teaching
- Links
-
Web Modules for Teaching American History
- Introduction to Individual Web Projects for the US Survey
- The United States from the Colombian Exchange to the Civil War Syllabus
- Web Modules for the First Semester
- First Semester Assessment
- The United States 1865 to the Present Syllabus
- Web Modules for the Second Semester
- Second Semester Assessment
- The United States since the Civil War
- American Religions through the Civil War
- Discovering American Social History on the Web
-
Teaching Difficult Legal or Political Concepts
- Biography
- Reflective Essay
- Project Summary
- United States History through the Civil War Syllabus
- United States History from the Civil War to the Present Syllabus
- The National Security Archive
- Truman Presidential Library Digital Archives, Project WhistleStop
- The Avalon Project at the Yale Law School
- Western Civilization to the Renaissance Syllabus
- Western Civilization since the Renaissance Syllabus
- Hanover Historical Texts Project
- Tudor England
- 17th Century Reenacting and Living History Resources Site
- The World War I Document Archive
- The Versailles Treaty
- Annotated Bibliography of Primary Sources
-
The Conquest of Mexico
- World History
- Imperialism: European, American, and Japanese
- Creation Stories and Epics
- Social Science Laboratories via the Web: Active Learning with Data
-
The World History Survey: Visual Literacy and Associative Thought
- Reflective Essay
- Teaching Visual Literacy
- Comparing Visual with Textual Primary Sources
- Teaching Associative Thought
- How to Prepare Visual Primary Sources
- How to Prepare Textual Primary Sources
- Examples of Islamic Medieval Art
- Examples of European Medieval Art
- Visual Primary Sources, Exercise 1
- Visual Primary Sources, Exercise 2
- Keywords
- History 110B-01: World Civilizations II Syllabus
-
World Civilizations: The Ancient Period to 500 CE
- Biography
- Reflective Essay
- Project Summary
- History of World Civilizations: Ancient Period Syllabus
- Teaching and Assessing the 'Doing World History' Method in the World History Survey
- Introduction to Doing World History
- Suggestions for Preparing Notebook Entries Using 'Doing World History'
- Student Work: Common Phenomena
- Directed Reading Questions: Odyssey, Ramayana, and Analects
- Annotated Bibliography
-
Through the Lens of History: Biafra, Nigeria, the West and the World
- Biography
- Reflective Essay
- Annotated Bibliography
- Annotated Listing of Site Materials
- Why Study about Biafra?
-
The Republic of Biafra
- Biafra: From First Coup to Final Defeat
- Current City Map of Nigeria
- Location of Nigerian Ethnic Groups
- Nigeria: Four Regions at the Time of Independence
- Map of Nigeria, 1996
- Oil Revenue in Nigeria
- The Biafran National Anthem
- Letters to the Editor on the Biafran Question
- Biafran Declaration of Independence
- "The Dawn of National Reconciliation"
- Global Concerns about Biafran Secession
- A Pro-Biafra Statement of Causes
- The First Nigerian Republic: Formation and Operation
-
The Colonial and Pre-Colonial Eras in Nigeria
- The Pan-African Movement
- Indirect Rule in Theory and Practice
- England's Indirect Rule in Its African Colonies
- The French Argument for Direct Rule
- The Womens Market Rebellion of 1929
- The Corrupting Influences of the West
- Igbo Village Democracy
- An Outsider's View of the Igbo People (1840)
- Slavery among the Igbo
- "The White Man's Burden"
- Slavery--The European Impact
- Echoes of the Biafran Era in Nigeria Today
- The Structure and Operation of This Unit
- Unit Goals and Suggestions for Evaluation
- Why Was This Unit Created?
- Biafra on the Internet
- Background Readings
- Images of Power: Art as an Historiographic Tool
-
Linking Family History and World History
- Biography
- Bridging the Digital Divide
- Project Summary
- Note to Instructors
- Photoanalysis of a Family Photograph
- Finding the Historical Context for the Family Photograph
- Sephardic Jews and Their History
- Monastir
- The Ladino Language
- Sara's Story
- Jacob's Story
- Morris's Story
- Clara's Story
- Photoanalysis of the Marriage Photograph
- How This Family History Project Has Been Researched
- Connections to World History
- Did the Sans-Culottes Wear Nikes? The Impact of Electronic Media on the Understanding and Teaching of History
- Links for the AHA Teaching and Learning Project
-
The History of the Americas
-
Sixteen Months to Sumter
- Chronology
- Location Index
-
Newspaper Index
- Akron Summit County Beacon
- Albany Atlas and Argus
- Albany Evening Journal
- Allentown Democrat
- Augusta Daily Chronicle and Sentinel
- Augusta Daily Constitutionalist
- Augusta Kennebec Journal
- Aurora Beacon
- Bangor Daily Evening Times
- Bangor Daily Union
- Bedford Gazette
- Bellefontaine Republican
- Boston Daily Advertiser
- Boston Daily Atlas and Bee
- Boston Daily Courier
- Boston Daily Journal
- Boston Daily Post
- Boston Daily Traveller
- Boston Evening Transcript
- Boston Herald
- Boston and New York Pine and Palm
- Boston Saturday Evening Gazette
- Brooklyn Daily Eagle
- Bucyrus Weekly Journal
- Buffalo Commercial Advertiser
- Buffalo Daily Courier
- Buffalo Morning Express
- Burlington Daily Hawk-Eye
- Burlington Daily Times
- Burlington Weekly Sentinel
- Camden Democrat
- Cannelton Reporter
- Canton Stark County Democrat
- Charleston Kanawha Valley Star
-
Charleston Mercury
- The Territorial Rights of the South "Barren Abstractions"--No Territory
- Virginia Refuses to Confer with Her Southern Sister States
- South and North
- The Democratic Party
- The New Compromise--Grand "Ultimatum of the South"
- The Richmond Enquirer and the Richmond Convention
- National Conventions
- The Union
- The Presidential Election and Union Savers
- The Terrors of Submission
- What Shall the South Carolina Legislature Do?
- Delay
- Charlestown Advertiser
- Charlottesville Review
- Chatfield Republican
- Chicago Daily Democrat
- Chicago Daily Journal
- Chicago Daily Post
- Chicago Daily Tribune
- Chicago Times
-
Cincinnati Daily Commercial
- The South and a Republican Administration
- Shall We Govern Ourselves?
- The Right of Secession
- America, or Austria?
- The Mouth of the Mississippi
- The Course of Western Commerce
- The Niggerism of the Secession Movement
- The State of the Country
- A Few Words to the Opponents of "Coercion"
- What We Have at Stake in the Struggle
- The Western Virginia Convention--The Result and the Prospect
- Cincinnati Daily Enquirer
- Cincinnati Daily Gazette
- Cincinnati Daily Press
- Cincinnati Daily Times
- Circleville Watchman
- Cleveland Daily National Democrat
- Cleveland Daily Plain Dealer
- Cleveland Morning Leader
- Columbia Daily South Carolinian
- Columbus Crisis
- Columbus Daily Capital City Fact
- Columbus Daily Ohio State Journal
- Columbus Daily Ohio Statesman
- Columbus Gazette
- Concord Democratic Standard
- Constantine Weekly Mercury and St. Joseph County Advertiser
- Davenport Daily Gazette
- Davenport Democrat and News
- Dawson's Fort Wayne Daily Times
- Dayton Daily Journal
- Des Moines Iowa State Journal
- Des Moines Iowa State Register
- Detroit Daily Advertiser
- Detroit Daily Tribune
- Detroit Free Press
- Dubuque Daily Times
- Dubuque Herald
- Easton Argus
- Easton Daily Evening Express
- Elkhorn Independent
- Erie Weekly Gazette
- Evansville Daily Journal
- Florence Gazette
- Gallatin Examiner
- Grand Rapids Daily Enquirer
- Greenfield Gazette and Courier
- Guttenberg Mississippi Valley Register
- Hamilton Telegraph
- Harrisburg Daily Patriot and Union
- Harrisburg Daily Telegraph
- Hartford Daily Courant
- Hartford Daily Times
- Hartford Evening Press
- Henderson Weekly Democrat
- Indianapolis Daily Journal
- Indianapolis Indiana American
- Indianapolis Daily State Sentinel
- Ithaca American Citizen
- Jersey City American Standard
- Jersey City Daily Courier and Advertiser
- Joliet Signal
- Kenosha Democrat
- Kentucky Statesman
- Lancaster Daily Evening Express
- Lancaster Examiner and Herald
- Lancaster Intelligencer
-
Leavenworth Daily Times
- Congress
- The Census--Admission of Kansas
- Democracy?
- The Power of Congress over the Internal Affairs of Territories
- The Charleston Convention
- Ready for the Conflict
- A Break Up--Adjournment to Baltimore
- The Constitutional Union Convention
- Lincoln Nominated!
- The Democratic Nominations
- The Wrongs of Kansas
- The Antagonism of Parties
- Wide-Awake
- Mr. Douglas--The Homestead Bill
- The Victory Is Ours!
- Disunion--Is There Danger of It?
- A New "Compromise"
- Hostilities Commenced
- The Washington Convention
- Give Thanks
- Appointments in the South
- Virginia
- Louisville Daily Courier
- Louisville Daily Journal
- Lowell Daily Journal and Courier
- Lynn Weekly Reporter
- Madison Daily Argus and Democrat
- Madison Wisconsin Daily Patriot
- Madison Wisconsin Daily State Journal
- Manchester Union Democrat
- Manhattan City Western Kansas Express
- Martinsburg Virginia Republican
- Milwaukee Daily People's Press
- Milwaukee Daily Press and News
- Milwaukee Daily Sentinel
- Milwaukee Daily Wisconsin
- Montgomery Daily Post
- Montgomery Weekly Confederation
- Montgomery Weekly Post
- Montpelier Daily Green Mountain Freeman
- Montpelier Vermont Watchman and State Journal
- Muscatine Daily Review
- Muncie Eastern Indiana Courant
- Nashville Daily Patriot
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- New Albany Daily Ledger
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New Orleans Bee
- A Bad Sign
- Causes and Effects
- Theory and Practice
- The Chicago Nomination
- Political Probabilities
- Disappointed
- What Shall Be Done?
- The True Policy
- Signs of the Times
- Are They Blind?
- The Reason Why
- The President and the Union
- Vain Hopes
- Public Sentiment
- A Possible Future
- Co-Operation
- South Carolina and Her Sisters of the South
- Prospect of Conciliation
- Seward on the Crisis
- Northern Sentiment
- The Peace Congress
- Lincoln's Position
- The War
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New Orleans Daily Crescent
- The Northern Delusion
- Political Affairs North
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- The President-Elect
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- An Eventful Day
- The Times Change
- The Difference
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New York Daily Tribune
- The American Experiment
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- Self-Government
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New York Herald
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- Coercion or Conciliation?
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- Nigger Worship and Its Consequences
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- The Salutary Effects of the War
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New York Journal of Commerce
- The Negro Race
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- Let Us Reason Together
- President Lincoln's Inaugural Message
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- The Position of Northern Conservatives
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- The Value of a Leader
- Effect of the War upon Moral and Material Improvement
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- New York Morning Courier and Enquirer
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Richmond Semi-weekly Examiner
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- Salem Washington Democrat
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San Francisco Daily Alta California
- The Senatorial Contest
- The News
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Regional Conferences on Introductory History Courses
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Annual Texas Conference on Introductory History Courses
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Annual Texas Conference on Introductory History Courses
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Tuning the History Discipline
- About Tuning
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Tuning Participants
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Professional Life
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Statements, Standards, and Guidelines of the Discipline
- Statement on Standards of Professional Conduct
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- Littleton-Griswold Grant Recipients
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- Eugenia M. Palmegiano Prize Recipients
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Theodore Roosevelt-Woodrow Wilson Award Recipients
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Awards & Prizes
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Reports of Committees and Divisions
- 2016 Report of the Two-Year College Faculty Task Force
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- LGBTQ Task Force Final Report (2015)
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- Task Force on Disability Final Report (2011)
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AHA History and Archives
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Historical Archives
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Gutenberg-e Program (1999-2008)
- What is the Gutenberg-e Program?
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Gutenberg-e Reports
- A Proposal to Publish a Prize for Electronic Monographs in History
- Report on the First Year
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- A Request for a Renewal of the Gutenberg-e Program
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- Closeout Report to the Andrew W. Mellon Foundation for 1998 Gutenberg-e Prizes Competition Grant
- Report on the Fifth Year
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- The Status of Women in the Historical Profession (2005)
-
Retrieving the Master's Degree from the Dustbin of History (2005)
- Introduction
- I. A (Very) Brief History of the Master's Degree
- II. The History Master's Degree: A Snapshot in Statistics
- III. Destinations and Desires
- IV. Where Is the Mastery in the Master's Degree?
- V. Defining a Distinctive Role for the Master's Level in History
- VI. Unanswered Questions
- Appendix 1
- Appendix 2
- Appendix 3
- Appendix 4
- Appendix 5
- Notes
- Report on the Status and Hiring of Women and Minority Historians in Academia (2004)
- Public History, Public Historians, and the American Historical Association (2004)
-
The Education of Historians for the Twenty-first Century (2004)
- Committee Members
- Acknowledgements
- Introduction
- Chapter 1. We Historians
- Chapter 2. Necessary Discussions
- Chapter 3. Recommendations
- Chapter 4. The National Shape of Doctoral Education: A Survey of Graduate Programs
- Appendix A: Consultations with the Discipline
- Appendix B: List of Respondents to the Graduate Program Survey
- Bibliography
- Questions Regarding the Policy Statement on Institutional Review Boards (2003)
- Standards for Employment of Part-Time Faculty (2003)
- Who Is Teaching in US College Classrooms? (1999)
- Working Together to Strengthen History Teaching in Secondary Schools (1998)
- Guidelines for the Employment of Part-Time and Temporary Faculty in History (1998)
- Why Study History? (1998)
- Statement on Intellectual Diversity by the Coalition of History Editors for Publishing in the Future (1998)
- Statement of Priorities (1997)
- Redefining Historical Scholarship
- AHA Statement on Discrimination and Harassment in Academia
- Guidelines for AHA-Sponsored Regional Teaching Conferences
- Why Study History? (1985)
- Committee on Women Historians' 1980 Summary Report (1980)
- The FBI Files: A Challenge for Historians (1980)
-
Report of the AHA Committee on the Rights of Historians (1974)
- Report of the AHA Committee on the Rights of Historians: Executive Director's Preface
- Committee Submission Letter
- I. Foreword
- II. Analysis of the Questionnaire
- III. Analysis of Individual Cases
- IV. Statement of Professional Standards
- Appendix A: Tabulation of the Results of the Questionnaire
- Appendix B: Excerpts from Reports on Cases and Conditions in the Questionnaires
- Appendix C: Letter Sent to Historians on Violations of Academic Freedom
- Appendix D: Letter Sent to Historians with Questionnaire
- The AHA Review Board: Final Report (1973)
-
The AHA Review Board: A Preliminary Report (1972)
- The AHA Review Board: A Preliminary Report: Letter of Transmittal
- 1. The Review Board
- 2. The Present State of the Association
- 3. Governance
- 4. The Committee System
- 5. The Divisons of the Associations
- 6. Publications
- 7. The Annual Meeting
- 8. Associated Specialized Historical Societies
- 9. Finance
- 10. Dues
- The American Revolution Bicentennial and the Papers of Great White Men (1971)
-
Report of the AHA Committee on the Status of Women (1970)
- Rose Report: Introduction
- Part One: Recommended Resolutions
- Part Two: The Committee's Charge and Its Interpretation
- Part Three: Summary of Findings
- Appendix A: Survey of Employment Patterns in Thirty Representative Institutions
- Appendix B: Questionnaire Addressed to 1970 PhD Recipients
- Appendix C: Decennial Check of Women Participants in AHA Programs and on AHA Committees
- Appendix D: Principal Sources Consulted
- Appendix E: Proportion of Women to Men Receiving PhD and MA Degrees between 1900 and 1970
- Professional Comment and Controversy (1970)
- Minutes of the Annual Business Meeting, December 28-29, 1969
- On the Education of Historians in the United States (1963)
-
The Education of Historians in the United States (1962)
- Foreword
- Acknowledgments and Sources
- Introduction: As Seen by the Chairman
- Do We Need More College Teachers?
- Graduate Students in History
- History in the Colleges
- The Master’s Degree
- Ph.D.-Training Institutions
- Doctoral Study in History
- Major Criticisms of Ph.D. Training
- Experiments with Teacher Training and Tightened Programs
- Recommendations
- Appendixes
-
American History in Schools and Colleges (1944)
- American History in Schools and Colleges: Preface
- Chapter 1: Do Americans Know Their Own History?
- Chapter 2: Why Should Americans Know Their Own History?
- Chapter 3: American History in the Classroom
- Chapter 4: History beyond the Classroom
- Chapter 5: History among the Social Studies
- Chapter 6: Recommended Content for American History Courses
- Chapter 7: American History in Schools and Colleges
- Chapter 8: The Social Studies Teacher
- Chapter 9: Public Opinion and History Teachers
- Chapter 10: As We See It
- Appendix - American History in Schools and Colleges - 1944
- Final Report of the Committee of Ten on Reorganization and Policy (1939)
- Letter from President Franklin D. Roosevelt to the AHA (1934)
-
Historical Scholarship in America: Needs and Opportunities (1932)
- Historical Scholarship in America: Preface
- Part I: Introduction
- Part I: Findings of the Committee
- Part II: Report of the Conference on Ancient History
- Part II: Report of the Conference on Mediaeval History
- Part II: Report of the Conference on Modern European History
- Part II: Report of the Eastern Conference on American History
- Part II: Report of the Middle-Western Conference on American History
- Appendix: Conference Agenda
- The Writing of History (1926)
-
The Study of History in Schools (1898)
- The Study of History in Schools: Preface
- Value of Historical Study
- Continuity of Historical Study and the Relation of History to Other Subjects
- Four Years' Course, consisting of Four Blocks or Periods
- Why No Short Course in General History is Recommended
- How the Different Blocks or Periods May be Treated
- Methods of Instruction
- Sources
- Intensive Study
- The Need of Trained Teachers
- College-Entrance Requirements
- Entrance Examinations
- Appendix I: The Present Condition of History in American Secondary Schools
- Appendix II: Study of History Below the Secondary School
- Appendix III: History in the German Gymnasia
- Appendix IV: History in French Lycees
- Appendix V: History in English Secondary Schools
- Appendix VI: History in Canadian Secondary Schools
- Appendix VII: Some Books and Articles on the Teaching of History
- Appendix VII: Maps and Atlases
- The Significance of the Frontier in American History (1893)
- The Requirements for the Historical Doctorate in America (1893)
- First Meeting of the American Historical Association (1884)
-
Presidential Addresses
- By Year
- By Name
- Albert Bushnell Hart
- Alfred Thayer Mahan
- Allan Nevins
- Andrew C. McLaughlin
- Anthony Grafton
- Arthur M. Schlesinger
- Arthur S. Link
- Akira Iriye
- Andrew Dickson White (1884)
- Andrew Dickson White (1885)
- Barbara D. Metcalf
- Barbara Weinstein
- Bernadotte E. Schmitt
- Bernard Bailyn
- C. H. McIlwain
- C. Vann Woodward
- Carl Bridenbaugh
- Carl L. Becker
- Carl N. Degler
- Carlton J. H. Hayes
- Caroline Walker Bynum
- Charles Gibson
- Charles A. Beard
- Charles Francis Adams
- Charles Homer Haskins
- Charles Kendall Adams
- Charles M. Andrews (1924)
- Charles M. Andrews (1925)
- Conyers Read
- Crane Brinton
- Dana C. Munro
- David Herlihy
- David H. Pinkney
- Dexter Perkins
- Edward Channing
- Edward Eggleston
- Edward P. Cheyney
- Eric Foner
- Evarts B. Greene
- Frederic C. Lane
- Frederic L. Paxson
- Frederic Wakeman Jr.
- Frederick Jackson Turner
- Gabrielle M. Spiegel
- George Bancroft
- George Burton Adams
- George F. Hoar
- George L. Burr
- George Park Fisher
- Goldwin Smith
- Gordon A. Craig
- Gordon Wright
- Guy Stanton Ford
- H. Morse Stephens
- Hajo Holborn
- Henry Adams
- Henry Charles Lea
- Henry Osborn Taylor
- Herbert E. Bolton
- J. Franklin Jameson
- Jacqueline Jones
- James B. Angell
- James Ford Rhodes
- James G. Randall
- James H. Sweet
- James Harvey Robinson
- James Henry Breasted
- James J. Sheehan
- James M. McPherson
- James Schouler
- James Westfall Thompson
- Jan E. Goldstein
- Jean Jules Jusserand
- John Bach McMaster
- John H. Coatsworth
- John Hope Franklin
- John Jay
- John K. Fairbank
- John R. McNeill
- Jonathan Spence
- Joseph C. Miller
- Joseph R. Strayer
- Joyce Appleby
- Julian P. Boyd
- Justin Winsor
- Kenneth Pomeranz
- Kenneth Scott Latourette
- Laurel Thatcher Ulrich
- Lewis Hanke
- Linda K. Kerber
- Louis Gottschalk
- Louis R. Harlan
- Louise A. Tilly
- Lynn Hunt
- Lynn Thorndike
- Lynn White Jr.
- Mary Lindemann
- Mary Beth Norton
- Max Farrand
- Merle Curti
- Michael I. Rostovtzeff
- Natalie Zemon Davis
- Nellie Neilson
- Patrick Manning
- Philip D. Curtin
- R. R. Palmer
- Richard B. Morris
- Richard S. Storrs
- Robert Darnton
- Robert Livingston Schuyler
- Roy F. Nichols
- Samuel Eliot Morison
- Samuel Flagg Bemis
- Sidney B. Fay
- Simeon E. Baldwin
- Theodore Roosevelt
- Thomas C. Cochran
- Thomas C. Holt
- Thomas J. Wertenbaker
- Tyler Stovall
- Vicki L. Ruiz
- W. S. Ferguson
- Walter Prescott Webb
- William Cronon
- William A. Dunning
- William E. Dodd
- William E. Leuchtenburg
- William F. Poole
- William H. McNeill
- William J. Bouwsma
- William L. Langer
- William Linn Westermann
- William M. Sloane
- William Roscoe Thayer
- William Wirt Henry
- Wm. Roger Louis
- Worthington C. Ford
-
GI Roundtable Series
- GI Roundtable Series: Introduction
-
Pamphlets
- EM 1: Guide for Discussion Leaders (1944)
-
EM 2: What Is Propaganda? (1944)
- Defining Propaganda I
- Enemy Propaganda
- Democratic vs. Enemy Propaganda
- War Propaganda
- The Story of Propaganda
- What Are the Tools of Propaganda?
- Some Limitations of Propaganda
- News and Propaganda
- Defining Propaganda II
- How to Size Up Propaganda
- To the Leader
- A Few Suggestions for Further Reading about Propaganda
- EM 3: Is a Crime Wave Coming? (1946)
-
EM 4: Are Opinion Polls Useful? (1946)
- What Was the Old-Fashioned Way of Polling Opinion?
- What Are Public Opinion Polls?
- How Are Polls Made?
- Why Do Polls Get Different Results?
- Is It Important to Know Public Opinion?
- What Types of Information Can Polls Find?
- Do Polls Form Public Opinion?
- Should Congressmen Rely on Poll Results?
- Should Polls Be Financed and Used by Federal Agencies?
- Should An Unbiased Check Be Made of All Polls?
- To the Discussion Leader
- For Further Reading
-
EM 5: Why Do We Have a Social Security Law? (1946)
- What's Behind the Search for Social Security?
- What Is Our Social Security Program Now?
- Do Veterans Get Any of These Benefits?
- What Do Americans Think about Social Security?
- Is Social Security a Federal Monopoly?
- Should the Present System Be Changed?
- Where Does the Money Come From?
- To the Discussion Leader
- For Further Reading
- EM 6: Why Do Veterans Organize? (1946)
-
EM 10: What Shall Be Done about Germany after the War? (1944)
- What Was Done after the Last War?
- What Caused Germany to Start Another War?
- What Could Have Been Done about Germany after the Last War?
- What Should Be Done, after Germany's Defeat this Time?
- Preventing Future German Aggression
- Eliminating the Promoters of War
- Justice to Germany's Victims
- Economic Recovery of Europe
- Punishment of German War Criminals
- Can Germany Become a Free and Democratic Country?
- Can Germany Become Peaceful and Law-Abiding?
- The Main Questions
- To the Leader
- Suggestions for Further Reading
-
EM 11: What Shall Be Done with the War Criminals? (1944)
- Who Are the War Criminals?
- The Rules of Warfare and Their Violation
- What Happened after the Last War?
- Under What Laws Shall the United Nations Proceed?
- Trial by Local Courts
- Trial by International Tribunals
- Are Chiefs of State Liable?
- Getting Hold of the Accused
- Are "Superior Orders" a Legitimate Defense?
- How Shall the Guilty Be Punished?
- To the Discussion Leader
- Suggestions for Further Reading
- EM 12: Can We Prevent Future Wars? (1944)