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Guiding Principles on Taking a Public Stance
Policies and Procedures for Considering Amicus Brief Requests
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)
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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
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Teaching with Integrity: Historians Speak
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History in Focus
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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
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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
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Extending the Reach of Scholarly Society Work to HBCU Faculty
Final Report on Extending the Reach of Scholarly Society Work to HBCU Faculty
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Statement on Productivity
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Guidelines for Online Teaching
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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
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Guidelines for Historians for the Professional Evaluation of the Scholarship of Teaching and Learning
Guidelines for the Preparation, Evaluation, and Selection of History Textbooks
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Statement on Employing International Faculty
Statement Supporting Skills-Based Employment for International Students
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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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Statement on Oral History and Institutional Review Boards
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Teaching & Learning
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Sixteen Months to Sumter
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Civil War and Life Insurance
January 2, 1861
