{"id":2122,"date":"2024-03-25T12:07:25","date_gmt":"2024-03-25T16:07:25","guid":{"rendered":"https:\/\/www.historians.org\/why-history-matters\/teaching-history-with-integrity\/"},"modified":"2025-11-19T12:42:54","modified_gmt":"2025-11-19T17:42:54","slug":"teaching-history-with-integrity","status":"publish","type":"page","link":"https:\/\/www.historians.org\/why-history-matters\/teaching-history-with-integrity\/","title":{"rendered":"Teaching History with Integrity"},"content":{"rendered":"\n

\n\t\t\tAHA Initiatives & Guides\t<\/h3>\n

\n\t\t\tSupporting Educators\t<\/h4>\n\t

The AHA, our members, and other historians find ourselves on the front lines of a conflict over America’s past, confronting opponents who are actively promoting ignorance in service of misleading notions of unity. Historians have a crucial role to play as participants in public deliberations about how to engage students in truthful and rigorous inquiry in history classrooms.<\/p>\n\t\t\t\t\"pete-alexopoulos-hNUNit89ZB8-unsplash\"\n

\n\t\t\tAHA State History Standards Support\t<\/h5>\n\t

As part of its mission to promote historical thinking in public life and professional integrity in history education, the AHA monitors and offers guidance on state-level academic frameworks.<\/p>\n\t\t\t\n\t\t\t\t\t\t\tLearn More\n\t\t\t\t\t<\/a>\n\t\t\t\t\"Five\n

\n\t\t\tAmerican Lesson Plan: Teaching US History in Secondary Schools<\/i>\t<\/h5>\n\t

The AHA’s 2024 report shares findings from the\u00a0most comprehensive study\u00a0of secondary US history education undertaken in the 21st century.<\/p>\n\t\t\t\n\t\t\t\t\t\t\tRead Now\n\t\t\t\t\t<\/a>\n\t\t\t\t\"AHA\n

\n\t\t\tCriteria for Standards in History\/Social Studies\/Social Sciences\t<\/h5>\n\t

The AHA’s criteria outline foundational elements for history-rich education that can be adapted to account for local priorities.<\/p>\n\t\t\t\n\t\t\t\t\t\t\tLearn More\n\t\t\t\t\t<\/a>\n

\n\t\t\tYour Voice Matters\t<\/h4>\n\t

Federal, state, and local representatives rely on input from constituents to inform their decisionmaking. In many instances, they want to hear from you as they navigate the competing interests of different stakeholders. These guides are intended to help AHA members, and the public more broadly, advocate for history, the work of historians, and history education.<\/p>\n\t\t\t\n\t\t\t\t\t\t\tAccess the Guides\n\t\t\t\t\t<\/a>\n

\n\t\t\tFreedom to Learn\t<\/h3>\n

\n\t\t\tAdvocating for History\t<\/h4>\n\t

The AHA’s Freedom to Learn initiative educates historians and others on how to advocate publicly for honest history education, responds directly to the bills themselves, and creates resources to help teachers directly affected by these bills think about how to maintain the integrity of their history courses.<\/p>\n\t\t\t\n\t\t\t\t\t\t\tLearn More\n\t\t\t\t\t<\/a>\n

\n\t\t\tLegislative Advocacy Letters: Behind the Scenes at the AHA\t<\/h4>\n\t

What is the process of putting together a letter responding to state legislatures?<\/p>\n\t\t\t\n\t\t\t\t\t\t\tLearn More\n\t\t\t\t\t<\/a>\n

\n\t\t\tHistorians Speak Out\t<\/h3>\n\t\t\t\t\"maxresdefault\"\n
\n\t\t\tTeaching with Integrity: Historians Speak\t<\/h5>\n\t

These videos feature historians describing how exploring America’s past honestly in the classroom benefits the nation’s students, and how the freedom to learn also strengthens our shared democracy.<\/p>\n\t\t\t\n\t\t\t\t\t\t\tWatch the Videos\n\t\t\t\t\t<\/a>\n\t\t\t\t\"IMG_7325\"\n

\n\t\t\tAHA Media Appearances & Publications\t<\/h5>\n\t

AHA staff and Council members have written articles and made public appearances highlighting the challenges teachers and educators face from legislation restricting the teaching of “divisive concepts” and issues related to teaching history with integrity.<\/p>\n\t\t\t\n\t\t\t\t\t\t\tRead more\n\t\t\t\t\t<\/a>\n\t\t\t\t\"AHA\n

\n\t\t\tAHA Testimony Before Legislatures and Boards of Education\t<\/h5>\n\t

AHA staff and Council members have written articles and made public appearances highlighting the challenges teachers and educators face from legislation restricting the teaching of “divisive concepts” and issues related to teaching history with integrity.<\/p>\n\t\t\t\n\t\t\t\t\t\t\tWatch\n\t\t\t\t\t<\/a>\n\t\t\t\t\"firmbee-com-SpVHcbuKi6E-unsplash\"\n

\n\t\t\tRecent Action Alerts\t<\/h5>\n\t

The AHA will share action alerts with our members in states where legislation that may affect historians is under consideration.<\/p>\n\t\t\t\n\t\t\t\t\t\t\tRecent Action Alerts\n\t\t\t\t\t<\/a>\n\t\t

Support the AHA’s Advocacy Efforts<\/h4>\n\t\t

The AHA is unique among history organizations with the breadth and depth of our advocacy efforts. Our advocacy work is more critical now than ever before, and we need your help. If you believe in the importance of honest history education, please join the AHA as a member<\/a> or donate to the AHA’s Advocacy Fund<\/a> to support our advocacy work.<\/p>\n\t\t\t\n\t\t\t\t\t\t\tJoin the AHA\n\t\t\t\t\t<\/a>\n

\n\t\t\tAHA News & Resources\t<\/h3>\n\t\t\t\t\"Tulips\n
\n\t\t\tAHA Advocacy\t<\/h5>\n\t

In a wide range of situations, whether involving the rights and careers of individual historians, historical practice in diverse venues, or the role of history in public culture, the AHA has the responsibility to take public stands.<\/p>\n\t\t\t\n\t\t\t\t\t\t\tRecent Advocacy Actions\n\t\t\t\t\t<\/a>\n\t\t\t\t\"A\n

\n\t\t\tPress Resources\t<\/h5>\n\t

The AHA is pleased to provide resources for journalists and media. If you are a member of the media and would like to submit a request for a referral or interview, please email press@historians.org<\/a>.<\/p>\n\t\t\t\n\t\t\t\t\t\t\tLearn More\n\t\t\t\t\t<\/a>\n\t\t\t\t\"kelli-tungay-2LJ4rqK2qfU-unsplash\"\n

\n\t\t\tJoint Statement on Legislative Efforts to Restrict Education about Racism in American History\t<\/h5>\n\t

In June 2021, the American Association of University Professors, the American Historical Association, the Association of American Colleges & Universities, and PEN America authored a joint statement stating their “firm opposition” to legislation that would restrict the discussion of “divisive concepts” in public education institutions.<\/p>\n\t\t\t\n\t\t\t\t\t\t\tRead the Statement\n\t\t\t\t\t<\/a>\n\t\t\t\t\"AHA\n

\n\t\t\tHistory, the Past, and Public Culture: Results from a National Survey\t<\/h5>\n\t

With funding from the National Endowment for the Humanities, the AHA partnered with Fairleigh Dickinson University to develop and implement a national survey to assess public perceptions of, and engagement with, the discipline of history and the past.<\/p>\n\t\t\t\n\t\t\t\t\t\t\tAccess the Survey\n\t\t\t\t\t<\/a>\n

\n\t\t\tAHA Resource Library\t<\/h4>\n\t

Check out the AHA’s Resource Library for teaching and learning resources, AHA Online recordings, professional development, and much more.<\/p>\n\t\t\t\n\t\t\t\t\t\t\tAccess the Resources\n\t\t\t\t\t<\/a>\n\n","protected":false},"excerpt":{"rendered":"

AHA Initiatives & Guides Supporting Educators The AHA, our members, and other historians find ourselves on the front lines of…<\/p>\n","protected":false},"author":1,"featured_media":75606,"parent":1817,"menu_order":4,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"_seopress_robots_primary_cat":"","_seopress_titles_title":"Teaching History with Integrity | American Historical Association","_seopress_titles_desc":"AHA initiatives providing resources and support for history educators facing intensifying controversies about the teaching of the American past.","_seopress_robots_index":"","footnotes":""},"class_list":["post-2122","page","type-page","status-publish","has-post-thumbnail","hentry","has-featured-image"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.historians.org\/wp-json\/wp\/v2\/pages\/2122","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.historians.org\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.historians.org\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.historians.org\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.historians.org\/wp-json\/wp\/v2\/comments?post=2122"}],"version-history":[{"count":28,"href":"https:\/\/www.historians.org\/wp-json\/wp\/v2\/pages\/2122\/revisions"}],"predecessor-version":[{"id":108023,"href":"https:\/\/www.historians.org\/wp-json\/wp\/v2\/pages\/2122\/revisions\/108023"}],"up":[{"embeddable":true,"href":"https:\/\/www.historians.org\/wp-json\/wp\/v2\/pages\/1817"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.historians.org\/wp-json\/wp\/v2\/media\/75606"}],"wp:attachment":[{"href":"https:\/\/www.historians.org\/wp-json\/wp\/v2\/media?parent=2122"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}