Teaching & Learning
The AHA's broad-based teaching mission includes making resources available to educators at all levels and at public history venues, introducing and integrating historians into the discipline, providing ongoing education for historians at every stage of their careers—through topical and professional sessions at the annual meeting, and by way of both innovative web resources and distinguished print publications.
Historians are equally concerned with learning—their own ongoing research and other activities that expand their mission to bring history into public life. The AHA provides resources to historians in all fields and career paths, and advocates for the profession as a whole.
Future of the African American Past
On May 19-21, 2016, the AHA and the National Museum of African American History and Culture co-hosted The Future of the African American Past. The conference was held at the National Museum of the American Indian and the National Museum of American History. More than 60 scholars gathered together to celebrate the upcoming opening of the NMAAHC and consider the future of the study of African American history. All sessions were recorded, and noted historians blogged on the sessions in the following days. Participants tweeted to #FutureAAPast.
AHA Statement of Support for Revised Framework for Advanced Placement U.S. History
The release of a new "framework" for the Advanced Placement examination in United States History has provoked controversy over the nature and content of the AP course. The AHA supports the direction that the College Board has taken with this new approach to Advanced Placement history education, as indicated in the framework and in the sample exam subsequently released by the Board.
AHA Tuning History Discipline Core
The following document represents the AHA Tuning Project's effort to describe the skills, knowledge, and habits of mind that students develop in history courses and degree programs. We have revised it since the first version was offered last fall. We articulate the ways history supports an educated workforce and citizenry and demonstrate that its value goes far beyond narrow professional training. Because we believe that any discussion of teaching and learning history must be faculty-driven, we have used the expertise of history faculty from nearly 70 different institutions to draft, debate, and revise our ideas. Grounded in the excellent work already done by the AHA and scholars of teaching and learning, we developed this set of core competencies and examples of specific ways students might demonstrate their competence.
AHA Teaching Prizes
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The Eugene Asher Award for distinguished postsecondary history teaching
The Beveridge Family Teaching Prize for distinguished K–12 history teaching
The William and Edwyna Gilbert Award for outstanding contributions to the teaching of history through the publication of journal articles
The Nancy Lyman Roelker Mentorship Award for teachers of history who taught, guided, and inspired their students in a way that changed their lives
A New Guide for Teaching in Civics, Economics, Geography, and History
In collaboration with over 20 states and 15 social studies content organizations, including the AHA, the National Council for the Social Studies (NCSS) has released a guide to help states strengthen their social studies standards. The "College Career, and Civic Life (C3) Framework for Social Studies" encourages states to upgrade their social studies standards by offering robust guidelines to promote inquiry-based learning in civics, economics, geography, and history. AHA members and staff, joined by representatives of the Teaching Division, worked closely with the NCSS, state representatives, educators, and scholars to ensure that the standards demonstrate best practices in the discipline of history.