The panel brings together classroom and institutional perspectives on teaching history, particularly in public institutions, amid polarization and heightened political scrutiny. Drawing on experiences from K–12 classrooms and higher education, panelists examine how neutrality and “impartiality” are invoked, enforced, and contested in practice. Papers explore the challenges of managing politicized student discourse, responding to state mandates that shape curriculum and constrain inquiry, and sustaining rigorous historical method under conditions of surveillance and professional risk. The panel invites sustained reflection on partiality and transparency, shared governance, and the value of teaching history with both purpose as well as intellectual humility.