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The article focuses on the vibrant atmosphere and experiences at the AHA24 annual meeting, capturing moments from the conference through photographs taken by various contributors. Topics highlighted include the energetic atmosphere of the event, diverse discussions and presentations and the engaging interactions among attendees, offering a glimpse into the dynamic nature of the gathering.

The article addresses legislative attempts to restrict U.S. history teaching, emphasizing the lack of evidence supporting these efforts. Topics discussed include the historical context of such legislation, the findings of the American Historical Association (AHA) research on U.S. history education, and the need for evidence-based discourse and support for history teachers.

The article discusses the current state of secondary US history education and the challenges faced by social studies educators. The study conducted by the AHA reveals that history curriculum is often seen as an afterthought and receives less attention, resources, and respect compared to other subjects covered by standardized tests. The article also highlights the impact of standardized testing on history instruction and the decreasing autonomy of teachers. It emphasizes the tension between management and labor, with administrators prioritizing skills development while teachers focus on content knowledge. The article acknowledges the culture war surrounding history education but notes that most teachers do not regularly face criticism. It concludes by emphasizing the importance of restoring teachers' confidence as experts and the role of historians in supporting history education. [Extracted from the article]

The article discusses the challenges and opportunities of teaching LGBTQ+ history in Texas, particularly in the context of recent legislation targeting diversity, equity, and inclusion (DEI) efforts in higher education. The author shares their experience teaching a course on the Queer South and highlights the importance of building community in the classroom, teaching local LGBTQ+ history, and utilizing the power of public history. Despite the uncertain future for LGBTQ+ life in public schools, the author emphasizes the importance of empowering students to study and interpret queer histories to claim belonging and affirm their commitment to each other. [Extracted from the article]

The article delves into the contemporary phenomenon of outrage and the often-misguided invocation of history's judgment on current events. Grigoli discusses the tendency for individuals, particularly politicians and pundits, to appeal to history's verdict as a form of rhetorical weapon, despite historical understanding emphasizing forgetfulness over judgment. Furthermore, the piece reflects on the evolving role of history as a discipline, its ties to power structures.