• Lessons from the History Textbook Wars of the 1920s

    by Bruce W. Dearstyne

    Historians helped defuse a national tempest over allegedly unpatriotic textbooks in the 1920s by explaining the nature of professional historical research, interpretation, and dissemination, and insisting on the right and duty of professionals to exert expertise. That kind of work is needed again today. 

  • New Laws have Teachers Confused, Scared, and Self-Censoring

    Few new laws have (yet) impacted the curriculum or resulted in the prosecution of teachers. But nevertheless, history and social studies teachers across America report a real chilling effect from laws that subject them to community surveillance and censure. 

  • How Will K-12 Book Bans Impact Higher Ed?

    Social media are enabling like-minded parents to network and amplify calls to remove books from schools and libraries. Experts argue that parents' success will fail children's intellectual development and college readiness. 

  • New Hampshire Bill Would Require Teaching Labor History

    Rep. Eric Gallagher, the bill's sponsor, argued that instead of focusing on the workforce development needs of employers the state's curriculum should inform students about "what sort of skills they might need to stand up to their boss."

  • Revising America’s Racist Past

    The organized campaign to demonize and ban "Critical Race Theory" has resulted in legislation that is disrupting the crafting and implementation of curriculum standards in multiple states, a review of state education standards and public comments on them reveals. 

  • Racism in the Curriculum Isn't Limited to History – It Affects Math, Too

    by Theodore Kim

    Math is not a neutral space, beyond the reach of history and entrenched racism. At a time of anti-Asian prejudice, American mathematicians obscured the importance of Chinese scholars in developing core concepts that are still significant today, preserving the fiction of math as a western intellectual tradition.

  • State Laws Mandating "Opposing Viewpoints" Corrupt the Teaching of History

    by Jacqueline Jones and James Grossman

    "The vague wording of SB3 not only creates absurd situations that require teachers to figure out how to offer “opposing viewpoints” on slavery, but also gives license to parents and administrators looking to challenge the teaching of incontrovertible facts relating to controversial issues."

  • There's More War in the Classroom Than You Think

    by William Hitchcock and Meghan Herwig

    Whatever the causes of the decline in history enrollments, it's not because history departments have rejected the study of war and military history. 

  • CRT Debate "Abstract and Uninformed," Says AHA President

    by Jacqueline Jones

    "CRT does not explain all of American history; rather, it provides insights into why achieving the ideals enshrined in the Founders’ declaration that “all men are created equal” has been so elusive over the centuries."

  • Hourlong Wisconsin Legislative Debate over "Critical Race Theory" and Teaching History

    "Teachers do not deliberately set out to make students feel bad about themselves. The problem this bill seems to identify, that Wisconsin's teachers intentionally or otherwise want to make students feel bad, is simply not real," said Jeremy Stoddard, a University of Wisconsin-Madison curriculum and instruction professor.

  • The Slippery Matter of "Truth" in Patriotic Education

    by Timothy Messer-Kruse

    The history of patriotic education shows very little concern with facts as the basis of patriotic feeling. It's not clear that today's conservative claims to promote more "factual" history hold up to scrutiny. 

  • The Void That Critical Race Theory Was Created to Fill

    by Lauren Michelle Jackson

    Legal Scholar Lauren Michelle Jackson argues that liberal defenders of Critical Race Theory have sanded the edges off a body of scholarship that does aim to radically change the way that power is constituted through law.