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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.

The article focuses on Enrollment Survey from American Historical Association (AHA) which found decline in total number of undergraduate history enrollments. It mentions changes to higher education wrought by the coronavirus pandemic reflected in next year's responses. It also mentions AHA vantage point can help to discern patterns both in the external, structural changes that are affecting history programs.

A personal narrative is presented which explores the author's experience spending 40 percent of his time traveling for interviews, and was being in home only four days a week for three months straight, during his final semester.

A personal narrative is presented which explores the author's experience of visiting University of Michigan' s history department to develop priorities and initiatives around what the American Historical Association calls "career diversity.

The article informs that the American Historical Association (AHA) has conducted an optional annual enrollments survey of history departments. It mentions that For many institutions, department funding is tied directly to enrollment numbers. It reports that courses that do not meet minimum enrollment requirements are canceled, snarling the distribution of teaching responsibilities among faculty and narrowing the intellectual range in the curriculum.

In this article, the author who is president at American Historical Association (AHA), in which he discusses AHA membership includes historians working in all kinds of settings. It mentions experienced teachers are often asked, or volunteer, to teach something new and unfamiliar and faces the challenge of keeping up with new technologies intended to improve teaching. It also mentions annual meeting as a professional development space and history education as a learning continuum.

The article highlights few actions American Historical Association (AHA), committed to advocating and safeguarding the centrality of history and humanities education in public life. Topics discussed include AHA's signing on a joint letter authored by the American Philosophical Association and the American Sociological Association; and AHA's endorsement of a letter from the Coalition for International Education to Lamar Alexander and Senator Patty Murray.

An interview with Jacqueline Jones, president at American Historical Association (AHA), presented. Topics discussed include rewarding aspects of teaching for and introducing students to documents; Texas has a huge influence on the nation's history curriculum and requires all students at publicly funded universities to take at least six credit hours of history to graduate and AHA's role in legitimating and promoting racist scholarship and racism.

The article focuses on complex roles of history courses in general education and Teaching Division of American Historical Association (AHA) began looking closely at the issue of declining enrollments. It mentions the humanities are conflated with the arts and seen as teaching self-understanding, empathy, and expression through textual analysis. It also mentions cultural literacy goal is fulfilled by history or any other equivalent discipline, such as literature.

The article focuses on landscape of higher learning, from an enrollment crisis in college-level history courses, to the intense financial pressures facing students, complications and opportunities provided by new technologies. It mentions COVID-19 pandemic and recent acts of resistance to structural racism have deepened the demand that the U.S. embedded assumptions and behaviors. It also mentions broad agreement for community building.

The article focuses on using communities of practice to build better introductory history courses and American Historical Association (AHA) and others have identified on a national scale such as drops in overall enrollment; and changes to general education requirements. It also mentions students can easily transfer credits earned at nearby Central New Mexico Community College (CNM) and use of new technologies in the classroom.

The article examines that the departments offer public history courses as electives but rarely require them to graduate. Topics include examines that public history demands that students practice history in collaboration with a wider community of people as it develops additional skills that history majors should master and considered that skills at the core of public history practice such as teamwork, storytelling, simplifying complex data, problem solving can be applied to number of vocations.

The article focuses on "Marketing the History Major" session of annual meeting of American Historical Association (AHA) on the experiences of four departments to suggest new directions for recruitment and retention. It mentions changes in general education requirements often mean that fewer students are required to take meaningful history courses. It also mentions introductions to the humanities or social sciences have replaced specific history surveys.

The article focuses on Career Diversity initiative of American Historical Association (AHA) which is a framework for describing the spectrum of work that humanists actually do and is an appropriate initiative for organizations like the AHA and graduate departments. It mentions Master's students in the course clarified how exclusively the existing conversation about Career Diversity focuses on doctoral students.

The article explores how to find comics for classroom use, techniques for teaching with comics, and how to go about turning your own research into graphic nonfiction. It mentions upcoming anthology on woman suffrage and use of purple and yellow as the main colors was dictated by the suffrage movement's own color choices. It also mentions publishers are looking for more and more graphic nonfiction.

The article informs how unequal access affects historians working in a wide variety of contexts American Historical Association's (AHA's) Career Diversity initiative, AHA have pressed history departments to articulate the purpose of their PhD program. It mentions history department's ethical obligation to provide scholars with the requisite means, since only a small proportion are likely to land in institutions that can provide access to necessary resources.

The article discusses that career diversity and its role in the restructuring of the historical profession have resonated with us at the University of California, Berkeley, as of October 2019. It further highlights efforts of American Historical Association (AHA) in 2018 for developing and implementing a career diversity initiative with the aim of embedding it within the graduate program.

The article presents insights from several historians on the importance of learning to teach history as part of career preparation for people who have doctor of philosophy degrees (PHDs). Such insights emerged from informal discussions during the 2017 Organization of American Historians annual meeting. Professor Nancy Aguirre motivated her students to study Latin American history by emphasizing military themes, while professor John Paul A. Nuño describes the challenges he faced.

This section offers American Historical Association (AHA) advocacy news briefs as of May 2018. Two letters were issued by AHA president Mary Beth Norton about developments that would have negative consequences for history education and research and her opposition to the inclusion of a citizenship question on the 2020 Census. The AHA also rejected proposals to reduce funds for several federal humanities programs.

The author describes her method of teaching introductory history courses. Topics discussed include her use of the Internet and Twitter to encourage student participation, the benefits of using the free browser-based word processor Google Docs, and some guidelines to prepare students for collaborative note-taking.

A personal narrative is presented which explores the author's experience of teaching history to high school students.

A review of the article "Civil rights, educational inequality, and transnational takes on the US history survey," by Laura Muñoz, about her U.S. history survey course, published in the February 2016 issue of the journal "History of Education Quarterly," is presented

The article presents the recipients of various awards, prizes and honors at the 132nd annual meeting of the American Historical Association (AHA) on January 4, 2018 in Washington, D.C., including the Awards for Scholarly Distinction for Richard S. Dunn of the University of Pennsylvania.

The article presents the recipients of various awards, prizes and honors at the 132nd annual meeting of the American Historical Association (AHA) on January 4, 2018 in Washington, D.C., including the Honorary Foreign Member for professor emeritus Patrick Fridenson.

The article discusses the highlights of the Getting Started in Digital History workshop at the 2017 American Historical Association (AHA) annual meeting in Denver, Colorado. Topics discussed include assistant history professor Evan Faulkenbury's blog post about his digital history fact-finding mission and relevance of training in digital skills and methods for research and teaching.

The author discusses the white nationalist posters placed on college campuses in the U.S. and their direct connection to the iconography and ideology of National Socialism. Topics discussed include his aim to disrupt the posters' deceptive identitarian message, demographic profile of the student population at the Iowa State University and highlighting the elements of the poster to help his students recognize them as repurposed Nazi iconography mixed with white nationalist ideology.

The article focuses on the history of faculty of history at the Sam Houston State University, discussing the drop in majors and revival of history department with efforts of faculty and former chairs including Ken Hendrickson.

The article looks at the potential of virtual reality (VR) technology for the teaching of history. Topics covered include developments in VR technology, use of VR by British history classes to enable students to tour the Thiepval Memorial and surrounding lands, how the high school history course "The American Revolution," utilized VR in mini-lecture modules and the possible pitfalls of VR courses.

The article presents information on DC History Grad, an organization established to create a supportive community of history graduate students in Washington, D.C. Topics covered include the value placed by the organization on holding regular events for graduate students, ways by which members of DC History Grad shape their own education and professionalization, and how the organization is addressing the mental health issues facing graduate students.

A reprint of the article which presents a discussion of the features of doctoral studies in history by year 2022 which appeared in the August 28, 2017 issue of "Chronicle of Higher Education," is presented. Topics covered include the impact of traditional norms in doctoral training, and the emergence of projects aimed at changing graduate-school training and culture with initiation from societies like the American Historical Association.

The article discusses the benefits of physical experience of historical timelines in supporting student learning outcomes (SLOs) in the U.S. The benefits include increased retention, deeper understanding of a prominent religious ritual, better critical thinking and reading skills, and ability to navigate historical social landscapes. It also mentions that student gain an understanding of the sensory experience and inherent logic of the historical actors they are studying.

The article discusses the changes at the American Historical Association's (AHA) as of 2017. These include the redesign of the AHA's "Perspectives on History" magazine led by Allison Miller, the changes of its Career Diversity programs, and Lumina's funding to the National Communication Association as a response to AHA Tuning.

The article discusses the importance of accessibility of digital history content. It discusses the Web Content Accessibility Guidelines (WCAG) by the World Wide Web Consortium (W3C) for easy comprehension and interpretation of accessible content. It offers information on the National Endowment for the Humanities (NEH) grants for digital history programs for people with disabilities, which include funding of Helen Keller Archive of the American Federation for the Blind (AFB).

The article discusses a need for history educators to address the issue of declining grades of college students in introductory U.S. history courses. It highlights the study and statistics of aggregate and disaggregated rates of D, F, W (any form of withdrawal), and I (incomplete) grades. Topics include increase in institutional dropout rates and concerns of inequitable outcomes in history courses in the U.S.

The article focuses on the need for effective teaching of history in the 21st century outside the history classroom format. Topics include ineffectiveness of teaching and evaluation based on students economic and social advantage, the Tuning movement and the interdisciplinaryscholarship of teaching and learning (SoTL). Information on the web site "the International Society for the Scholarship of Teaching and Learning in History" available at http://www.indiana.edu/~histsotl/blog/ is included.

The article explores the history of Rondo, St. Paul, Minnesota which is a predominantly African American neighborhood, highlighting the History Harvest course at Macalester College to learn more about Rondo. Rondo was reportedly destroyed by authorities in the late 1950s to construct I-94 highway that links Minneapolis and St. Paul. Also discussed are the activities in the History Harvest course which include oral history and the Rondo First policy.

The article presents the author's views on his experience of teaching a 19th-century European history survey course in the U.S., highlighting his strategies to address the ideological divide in the classroom. He states that several of his students in the course refused to engage with the book "Communist Manifesto" that contextualizes Karl Marx's theories in unionization, worker representation, and European parliamentary politics. Also discussed are the challenges that he faced in teaching.

The article talks about an increasing trend of veterans that have enrolled for history undergraduate courses in colleges and universities across the U.S. since the passage of the Post-9/11 GI Bill in 2008. Topics discussed include the challenge in ensuring the veterans are enrolled in accredited colleges, and instructors often not making a concerted effort to include veterans in lessons.