High School History Teachers Research Articles

High School History Teachers' Perceptions of the Teacher Competency Test (UKG) in Binawidya and Tuah Madani Districts

Every history teacher has the ability or competence as a teacher. The government created a skills testing program called the Teacher Competency Test (UKG). This research aims to determine the perceptions of high school history teachers regarding the Teacher Competency Test (UKG) in Binawidya and Tuah Madani Districts, Pekanbaru City. This study uses a qualitative method. Data was collected through observation, interviews and documentation. The subjects of this research were 6 teachers in the field of History at the high school level in Binawidya and Tuah Madani Districts, Pekanbaru City who had passed the UKG. Data analysis techniques use data reduction, data presentation, data verification and drawing conclusions. The results of research on High School History Teachers' Perceptions of the Teacher Competency Test (UKG) in Binawidya and Tuah Madani Districts are that teachers think they have various kinds of obstacles during UKG, such as problems with questions that are considered difficult, inadequate facilities and infrastructure for remote areas and a lack of socialization regarding the Competency Test program. This teacher means that in 2024 the government will have overcome this problem by forming a Regional/Ministry/Other Institution Competency Test team. These teams have members who have played a role according to their use, such as a Helpdesk which helps provide solutions to problems experienced during the Competency Test. The purpose of holding this UKG is to map teacher abilities and to meet the requirements for appointment to functional positions through transfer from other positions, promotion and re-appointment to functional positions. With the evaluation results obtained by teachers in the form of certificates and letters of recommendation, which are important and useful for their functional position.

Unearthing Heritage: Empowering High School History Teachers to Illuminate Local Narratives

Purpose of the study: This research aims to discuss the role of history teachers in local history learning at State 3 Palu high school, the development of local history learning at State 3 Palu high school, and the role of history teachers in local history learning. Methodology:This research is descriptive qualitative research. The sample in this research was high school history teachers with a sampling technique using purposive sampling. Data collection techniques use interviews, observation and documentation. The analysis was carried out using interactive model data analysis. Main Findings: The research results show that in the history learning process, history teachers have carried out their role well. History teachers try to build students' historical awareness by teaching local history of Central Sulawesi and visiting historical sites in the environment around students. Local history is integrated into history subjects so that in implementing learning, history teachers adjust learning plans to the basic competencies specified in curriculum. Adding historical material with local history, especially by utilizing historical sources that are close to the students' environment. History teachers are one of the important elements who must play an active role in developing local history learning. Novelty/Originality of this study: This research provides valuable insight into the role of history teachers in the context of local history learning, with a focus on integration, local resources, and the development of students' historical awareness.

Teachers' Narratives about the Possibility to Teach Controversial History of the 1965 Affair in Indonesia

Abstract: Some Indonesian teachers have entangled alternative versions in their teachings on the 1965 affair, a controversial vicious and political event in Indonesia, to counterbalance or even contest the communist coup narrative in the history lesson curriculum and school textbooks. Employing the sociological tools of Margaret Somers, this paper dissects the stories of eleven high school history teachers about what enables them to teach multiple interpretations of the 1965 affair. The inclusion of different accounts in their teachings is navigated by various narratives of the affair that they acquired or fabricated in certain socio-historical and political settings. However, teaching is far from an independent pedagogical action. Accordingly, the extent to which each teacher could easily teach multiple versions was related to surrounding actors inside or outside of the school and their narratives of the 1965 affair and communism, as well as perceived absence of any institutional practice to veto such teachings.

Clara Luper, Freedom's Classroom, and the Civil Rights Movement: A Conversation with Marilyn Luper Hildreth

Clara Luper, Freedom's Classroom, and the Civil Rights MovementA Conversation with Marilyn Luper Hildreth Editorial note: The University of Oklahoma Press's new edition of Behold the Walls is forthcoming in August 2023. Click for larger view View full resolution Ebony Iman Dallas, Songs of Freedom (2021), acrylic and Ghanaian textiles on hand-carved birchwood / Portrait of activist and teacher Clara Luper singing with members of the NAACP Youth Council [End Page 14] BEARING WITNESS In his ongoing column, which appears in every other issue, Karlos K. Hill highlights the efforts of cultural figures doing works of essential good around issues of social justice. ON AUGUST 19, 1958, a high school history teacher named Clara Luper and thirteen members of the National Association for the Advancement of Colored People (NAACP) Youth Council, ranging in age from seven to fifteen, organized a sit-in at a segregated Katz Drug Store in downtown Oklahoma City. Within two days, the Katz Drug Company had desegregated not just this one local store but more than fifty locations in states across the Midwest. One of the first sit-ins of the civil rights movement, this peaceful protest by a small group of young activists would galvanize future demonstrators in Oklahoma City and throughout the nation. Over the next six years, Clara Luper and her students organized sit-ins, layins, and boycotts that would eventually lead to the desegregation of white downtown stores and restaurants in advance of the 1964 Civil Rights Act. By courageously fighting against injustice while simultaneously centering youth activism, Luper created an enduring legacy of nurturing social change through nonviolent civil disobedience. Clara Luper passed away in June 2011. On May 3, 2023, she would have turned one hundred years old. Additionally, August 19, 2023, will mark the sixty- fifth anniversary of the historic Katz Drug Store sit-in. In anticipation of these upcoming commemorations, I talked with Clara Luper's daughter, Marilyn Luper Hildreth, who participated in the Katz Drug Store sit-in, to help me understand its significance. Click for larger view View full resolution Karlos Hill: To start with a simple question, can you explain to readers who Clara Luper was to you? Marilyn Luper Hildreth: Clara Luper was my mother. And not only was she my mother, but she was a mother to many other children, both in our community and in our society. She would always make room for another child. Mom was a teacher before she became the Youth Council adviser, and she was really popular with her students. She enjoyed creating experiences for young people that they otherwise could never have had, and that was especially true in the classroom. She had a way of bringing history alive in her classes. For example, in order that they could better understand the functions of the government in Washington, DC, she had her students take part in mock elections, where they cast votes to elect fellow classmates as senators, members of the House of Representatives, and president. And for fifty years she took young people to the NAACP National Convention, including people who I call the "have-nots." They did not have a lot of money and did not have a lot of things, but she wanted to give them that opportunity, because she was able to see things in young people that others overlooked. [End Page 15] She believed that all children can learn, so she had to find out how best to teach those young people in order to motivate them to be the best that they could be. She remembered every one of her students for the rest of her life. She had a real concern for them and felt deeply committed to them, and they felt the same way about her. They knew that she would always be honest with them. Even when she was correcting them, they knew that she was trying to help guide them in the right direction. She tried to bring out the best in everyone she dealt with. Hill: Can you share a favorite story about your mother, perhaps a time when she helped to guide you in that same kind of way? Luper Hildreth: Mom...

Typology of History Teachers in 21st-Century Learning (Grounded Theory Study in Senior High School in Indonesia)

The teaching styles of history teachers should be more heterogeneous and varied in 21st-century learning. The purpose of the study was to determine the types of history teachers that conform to the requirements of the history teaching function and the characteristics of 21st-century learning. Grounded theory was used to formulate a typology of high school history teachers in Indonesia. Interviews, observations, document analysis, and literature studies were conducted as data collection techniques regarding history teachers. A total of 10 participants were selected from 10 schools. Open coding, axial coding and selective coding were used for data analysis. The results of the study show that history teachers in high schools in Indonesia have various styles in teaching history, such as conservative teachers, normative teachers, inspirational teachers, imaginative teachers, and innovative teachers. These various typologies are understood through aspects of student motivation, curriculum, teaching styles, student roles, and learning evaluation. Through these findings, history teachers can identify their own styles and try to improve their quality and competence in their readiness to become part of 21st-century learning. Therefore, this research has implications for developing the characteristics and competencies of history teachers according to their type so that teaching activities become more effective. Future studies could conduct in-depth research on each type of history teacher or to formulate a history teacher typology through different perspectives and indicators from the research that has been conducted in order to enrich theories about history teacher typologies.

Deutschschweizer Geschichtslehrpersonen als Akteure der Themenbestimmung in einer globalisierten Lebenswelt: ein Fallbeispiel aus einer empirischen Studie

This paper treats Swiss high school history teacher’s practice of lesson preparation, focusing the construction of topics in the context of a globalized world. Four half-structured interviews were conducted with high school history teachers and subsequently evaluated. The paper zooms in on one interview as case example. The survey concludes with the main finding, that despite of teacher’s awareness of their students’ interests and perspectives and the range of didactical opportunities allowed by the frame of the curriculum, they rather shy away from consequently implementing approaches based on a globalized world.

Teachers’ narratives about the possibility to teach controversial history of the 1965 affair in Indonesia

Some Indonesian teachers have entangled alternative versions in their teachings on the 1965 affair, a controversial vicious and political event in Indonesia, to counterbalance or even contest the communist coup narrative in the history lesson curriculum and school textbooks. Employing the sociological tools of Margaret Somers, this paper dissects the stories of eleven high school history teachers about what enables them to teach multiple interpretations of the 1965 affair. The inclusion of different accounts in their teachings is navigated by various narratives of the affair that they acquired or fabricated in certain socio-historical and political settings. However, teaching is far from an independent pedagogical action. Accordingly, the extent to which each teacher could easily teach multiple versions was related to surrounding actors inside or outside of the school and their narratives of the 1965 affair and communism, as well as perceived absence of any institutional practice to veto such teachings.

Multilayered

Multilayered

Six by Toby Marlow and Lucy Moss

Reviewed by: Sixby Toby Marlow and Lucy Moss Horacio Sierra SIX. By Toby Marlow and Lucy Moss. Directed by Lucy Moss and Jamie Armitage. Brooks Atkinson Theatre, New York City. October 9, 2021. In a theatrical landscape regularly awash with jukebox musicals that cull the catalogs of big-name pop artists such as ABBA, Alanis Morrissette, Gloria Estefan, the Go-Gos, and more, Toby Marlow and Lucy Moss's Sixarrived on Broadway with an original score of radio-friendly hooks, TikTok-ready dance moves, and a racially diverse cast of tabloid-worthy divas that gave legitimate pop stars a run for their money. The musical's selling point is that its supersonic score takes inspiration from King Henry VIII's six wives as much as it does the pop sirens of the last twenty years. This dynamic combination gave the audience the chance to veer from silently thanking their high school history teachers for giving them the ability to laugh at puns about the Protestant Reformation to priding themselves for recognizing choreography indebted to Beyoncé's "Formation." By amalgamating the academic humor of The Complete Works of William Shakespeare (Abridged)with the rhetoric of superficial third-wave feminist pop stars, Sixcreated a frothy but provocative musical that offered bespoke narratives for sixteenth-century women whose travails are all the more relevant in the #MeToo era. Whether on London's West End or the various cruise ships where Sixwas staged before it debuted on Broadway, its creators proved that they found a formula that caters to an audience of pop music–loving millennials and Generation Zers who, in a post-Madonna cultural landscape, are liable to see Catherine of Aragon, Gloria Steinem, and Selena Gomez as equals in the feminist canon. Like a Black Pink music video, Six's plot was threadbare but straightforward enough: the women form a girl group and each one is competing to become the sextet's lead singer. The sole criterion for becoming the leader is winning the audience's applause by proving they suffered the most during their marriage to King Henry VIII. The competition format is more akin to the messy politics of twenty-first-century reality TV shows that pit women against one another rather than the sororal communities portrayed in actual early modern literary works such as Christine de Pizan's City of Ladies(1405), María de Zayas's Desenagños amorosos(1647), and Margaret Cavendish's The Convent of Pleasure(1688). The show's earnest though superficial take on feminist discourse attempts to mirror Zayas's work wherein a safe space is created for women to be candid about the ways in which men belittle, deceive, and murder them without repercussions in a patriarchal society. Six's opening number, "Ex-Wives," encapsulates how the show borrows from the historical lore of England, Broadway, and pop music. Each character is given a verse to flesh out the details of the dreary-but-catchy refrain of "divorced, beheaded, died / divorced, beheaded, survived" à la the imprisoned women of Chicagoin "Cell Block Tango." But unlike the "merry murderesses of the Cook County Jail," these women were unable to exact revenge on their husband. Catherine of Aragon's (Adrianna Hicks) stature as a regal Queen Bee was solidified with its keen homage to Beyoncé at her peak with the fist-pumping "No Way." But more could have been made of how Earth-shattering her divorce was. As the daughter of Europe's most powerful royals, Spain's Catholic monarchs Fernando and Isabel, Catherine was a queen among queens. Her fierce devotion to the Roman Catholic Church and twenty-four-year marriage to the king proved her as a loyal steward of traditional monarchies. Henry's divorce from Catherine ensured that England, Europe, and the world would never be the same as the Reformation ushered in religious wars, geopolitical standoffs, and a refreshing stream of liberal intellectual discourse. Anne Boleyn, played by the addictively charming Andrea Macasaet, garnered hearty laughter every [End Page 77]time she reminded the other wives and audience about the horrors of being beheaded. Lily Allenesque lines such as "The rules were so outdated / Us two wanted...

Heaven's Wrath: The Protestant Reformation and the Dutch West India Company in the Atlantic World

Heaven's Wrath: The Protestant Reformation and the Dutch West India Company in the Atlantic World

TANTANGAN PENGEMBANGAN DESAIN PEMBELAJARAN SEJARAH LOKAL BERBASIS KEHIDUPAN DI MASA PANDEMI COVID 19

The Covid-19 pandemic hit Indonesia since mid-March 2020 and caused changes to various fields. One of the areas affected is education. Learning activitiess that were originally done face-to-face or directly, are now turning into distance learning or online learning. In the study of history, especially local history, online learning experienced quite complex challenges. This research aims to analyze the problems or challenges experienced by history teachers in East Java in developing life-based history learning designs. This research uses qualitative descriptive methods. The subject of this study is a high school history teacher in East Java. Data collection techniques are carried out using observations, interviews and documentary studies. Data analysis is done by collecting data reduction data, presenting data and verifying the resulting data. As a result, there are obstacles faced by teachers and make learning designs such as doing learning planning, determining, material, choosing media, teaching materials to learning resources. The solution to the challenges faced is to make adjustments to existing conditions by making local history learning designs based online. The initial stage is to analyze basic competencies on the syllabus. The second stage is to determine the indicator of competency achievement (ICA). After the teacher has a ICA, it can determine the material, media, learning resources to learning strategies to create local history learning based on life.

Tensions with international mindedness: teaching in the international baccalaureate program

PurposeInternational mindedness (IM) is a core element of International Baccalaureate (IB) programs. Implementation of IM varies with the type of international school and where the IB school is situated. This article seeks to understand the tensions that three teachers experienced while teaching the IB Diploma Program history curriculum.Design/methodology/approachFor this study, three IB teachers examined their experiences teaching the history curriculum. This article offers relevant research on the difficulties in implementing IM and the following tensions: (1) situating the IB curriculum; (2) with hegemonic privilege and (3) in high-stakes testing.FindingsIM can be integrated into the history curriculum to make the history curriculum relevant for the global community. While each interviewee enjoys teaching in the IB program and believes the IB history curriculum offers opportunity for IM, they also feel the history curriculum would benefit from modification. Each interviewee's points of view bring a relevancy and an authenticity for why tensions exist when teaching IB diploma history.Originality/valueThere is a gap of research in how and to what extent teachers implement IM into the IB high school history curriculum. Further, teachers' views regarding the IB history curriculum and whether the history curriculum facilitates one's teaching IM is largely anecdotal. Thus, this study is unique in its offering three interviews by IB high school history teachers on IM and the tensions they feel when teaching about and attempting to implement IM.

Kreativitas Guru dalam Mengembangkan Media Pembelajaran Digital pada Pembelajaran Sejarah Daring (Studi Deskriptif Terhadap Guru Sejarah SMA Di Kota Bandung)

This research is motivated by the findings of researcher at the research location which show that in the online history learning process, teacher creativity is needed, one of which is in terms of developing digital learning media. So the study in this research is the creativity of teachers in developing digital learning media in online history learning, with the main problem formulation "how is the creativity of teachers in developing online history learning media?" This study uses a descriptive study that aims at obtaining a description of the creativity of high school history teachers in Bandung City in developing digital learning media based on indicators of flexibility, fluency, originality, and presentation. This includes studying the constraints and efforts as well as student’s responses to the developed media. The results of this study indicate that teachers have developed digital learning media which are realized in several forms, such as slides, videos, and podcasts. However, from the media products that have been developed, podcasts are the media with the most prominent elements of originality compared to others. This shows that there are still several aspects that have not been met based on the findings of each indicator. One of them is caused by the obstacles felt by the teacher both from internal and external factors. However, students still feel helped by the media developed by the teacher to understand the material presented, but it does not mean that all students feel that the media is interesting. This is largely determined by what media the teacher uses during the online learning process.

Compulsively Moral: OCD, Ethics, and the Law.

Compulsively Moral: OCD, Ethics, and the Law.

Do Youtube à escola: transformações nas práticas docentes dos professores de história, provocadas pelo acesso de estudantes a conteúdos de história veiculados por youtubers

This article describes changes in the teaching practices of high school history teachers, when their students access history content through the digital social network Youtube. As a result of the results of a master’s research, it aims to identify and describe the strategies adopted by teachers in the face of the challenge of teaching to a hyperconnected generation. The research was structured as being of a qualitative nature and had as theoretical and methodological assumptions: Goodman (1961) for the research technique Snowball; Bardin (2004) for the analysis of the content of the interviews; in addition to the dialogue with the authors Bruno Latour (2012); André Lemos (2008); Martha K. Borges (2007); Pierre Lévy (2010); Lucia Santaella and Renata Lemos (2010); Maria Auxiliadora Schmidt and Marlene Cainelli (2004); and Maria Mizukami (1986). The evidence corroborates with the understanding that the teaching-learning process in the time of cyberculture and cyberspace demand new initiatives and approaches that go beyond the traditional teaching model, such as, for example, dedicating planning time in the observation and analysis of YouTube channels that disseminate distorted concepts.

Epiphanic "The Third Wave Experience" - Ron Jones and students

The Third Wave Experience was an experiment created by California high school history teacher Ron Jones in 1967 to explain how the German population could accept the Nazi regime before the Second World War. The paper presents in detailes the course of this experiment, analysis and assessment of teacher's attitudes and activities as well as factors conditioning students involvement. Analyzes conducted in the paper indicate an epiphanic character of The Third Wave Experience.

Teacher Perspective: Innovative, Adaptive, and Responsive Instructional Design Aimed at Life Skills

Teachers have the main task in developing learning designs. The industrial revolution 4.0 and society 5.0 call forth different learning and paradigms. A new paradigm that requires the ability of teachers to maintain a complexity in the real world becomes a fact that it easily apprehended in the class. The complex process in making learning design requires automation to facilitate its application with valid result and reliable learning design. Learning design that stimulates students with challenging tasks helps to maximize their zone of proximal development. Such learning design leads to innovative, adaptive, and responsive learning design aimed at life skills. This research involves survey that aims to analyze teachers’ perceptions of the opportunities for developing innovative, adaptive, and responsive learning designs aimed at life skills. The research samples involved 14 high school History teachers in Jember. Research results show that 85.71% of teachers have the readiness to design innovative, and adaptive learning aimed at life skills. Unfortunately, teachers still have difficulty developing it. While 14.29% of teachers stated that they were not ready because they did not have the provision of knowledge related to their development. This research also described ideas and teacher perspective in designing innovative learning, adaptive responsive aimed at life skills. Furthermore, this study also described the level of teachers’ readiness based on analytic abilities, developmental abilities and measurement. The study recommends that the urgency of developing learning designs that are innovative, adaptive and responsive aimed at life skills to empower students facing challenge of life.

Studi Pemanfaatan Huma Betang Tumbang Anoi sebagai Sumber Pembelajaran Sejarah Lokal di Kalimantan Tengah

A qualitative study has been carried out to determine the role of Betang Tumbang Anoi as a source of local history learning in Central Kalimantan Province. The study was conducted in Palangka Raya City and Gunung Mas Regency with respondents coming from high school history teachers in both regions. The results show that local history material is very important and although it is not explicitly contained in the K 13 curriculum, it can be given. Local history material does not conflict with the K 13 curriculum and even becomes part of K curriculum 13. Local history is important to be taught so that the younger generation is more familiar with their identities and increases their sense of nationality through local characters who are more down to earth. Learning local history also brings positive changes in students by introducing local history, among others, the growth of nationalism and historical awareness. Betang Tumbang Anoi as a peaceful meeting place Tumbang Anoi can be used as a source of local history learning in Central Kalimantan Province, but its use directly faces obstacles in the form of remote geographical location, poor transportation infrastructure and expensive travel costs. The use of Betoi Tumbang Anoi as a source of local history learning uses tools in the form of pictures or photographs obtained through the internet which are proven to be able to increase students' level of understanding.

Zur Praxis und Reflexion historischen Schreibens im Geschichtsunterricht: Fallbasierte Ergebnisse einer Interviewstudie mit Lehrkräften an Deutschschweizer Gymnasien

This paper refers to the field of historical writing in upper secondary school and examines history teacher’s didactical measures and reflections on fostering and assessing and furthermore their beliefs about and objectives followed with writing in their history classes. The design bases on half-structured interviews with ten Swiss High School history teachers. The interviews were evaluated with a qualitative content analysis. Two teachers with above-average writing activities but different approaches to writing in history classes were taken as case studies. Results suggest, that all history teachers use writing activities in their lessons, but in different ways and to a different extent. They try to foster historical writing with a variety of methods, often mirroring indirect approaches such as oral forms of exercise and feedback. On the other hand, they also frequently name obstacles in daily education, most notably a lack of time. Moreover, teachers seem to believe, that historical writing basically can be fostered. Nonetheless, some of them argue that there are limitating parameters such as natural ability. Despite teachers’ attitude, that history education generally should support the purpose of developing historical thinking, their writing activities in history classes don’t seem to be embedded in this overall didactical intention. In conclusion, data indicate, that despite a variety of different writing practices, teachers don’t view historical writing as a genuine part of historical learning. Finally, the paper is making a case for historical writing as an important aspect of history teacher’s beliefs in future research.

Teaching Thomas Edison Using Primary Sources

In this edition of “Teaching NJ History,” West Morris Mendham High School History Teacher Steve Santucci shares information to assist educators who wish to teach Thomas Edison using primary sources. Mr. Santucci has presented on teaching with primary sources at several conferences over the past few years, most recently at the 2018 NJ History Forum at Monmouth University, “Greetings from New Jersey: Popular Culture and the Garden State.” There, he presented on Edison with fellow West Morris Mendham teacher Jonathan Dowler.