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.

Sessions on Teaching at AHA16

We are pleased to announce our teaching and learning program for the 2016 annual meeting. The wide-ranging program presents you with the perfect opportunity to enhance your professional development and return to your classroom with a host of inspirational new ideas. The program covers teaching at K-12, undergraduate, and graduate levels, and caters to all career stages.

Check out our guides on teaching and learning:

AHA Statement of Support for Revised Framework for Advanced Placement U.S. History

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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

Read the Letter

AHA Tuning History Discipline Core

History Tuning 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. 

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