Lessons Of History Research Articles

History Lessons: Clinics and public health researchers are taking direct aim at the mpox outbreak by starting in local clinics and using tools that were developed to tackle HIV/AIDS.

History Lessons: Clinics and public health researchers are taking direct aim at the mpox outbreak by starting in local clinics and using tools that were developed to tackle HIV/AIDS.

History education as prevention: the topic of right-wing extremism in German educational media

The rise of right-wing populism and extremism has challenged Western societies in recent years and raised fears of the destruction of liberal democracy. Against this backdrop, it seems reasonable to encourage students in history lessons to study the rise of National Socialism in order to prevent similar developments today. However, researchers and educators have emphasised that ‘learning from history’ does not take place in a straightforward way; moreover, it is questionable whether contemporary right-wing extremism can be best understood by studying the Nazi era. In order to understand how history education could contribute to citizenship education in this respect, this article asks how the topic of contemporary right-wing extremism is approached in German educational media, and how it is linked to the Nazi era. Based on an analysis of the pedagogical approaches towards the topic in 28 history textbook series, it investigates how the pedagogical approaches, the narrative about right-wing extremism and the subject position of the reader/player are intertwined in two selected textbooks and in one serious game. In conclusion, the article reflects on whether the innovative educational design of the serious game could inspire history education to find new approaches to the topic and thereby to contribute to citizenship education.

Difficulties In Assisting Students With Special Educational Needs In Armenian Schools During History Lessons

Inclusive education in Armenia has changed quite much over the years, which were stipulated by various historical, socio-political, and economic changes. The system of inclusive education is oriented toward mainstreaming students with special needs into the common educational process in schools with an equal attitude toward providing all of them with appropriate education. This study is aimed at analyzing the present situation, obstacles, and management peculiarities of inclusive education in Armenia during the History lesson from the viewpoint of the history teachers. Within this frame, the current study used qualitative research methodology as a content-based approach to combine thought, emotions, ideas, and attitudes. It was intended to understand the experiences of history teachers in working with students with special educational needs and go deep to have a richer understanding of the research question. The findings of the study revealed that Armenian inclusive schools are facing various challenges in appropriately supporting students with special educational needs in the History learning environment. These areas of difficulty involve inadequate teaching differentiation to cater to the different learning needs, failure to cope with various students' comprehension levels, and lack of one-on-one attention in a mainstream class. Inadequate resource provision, limited teacher training, and poor specialized support complicate the effective delivery of history education for such learners even further.

Education of patriotism of students through the use of works of Bauyrzhan Momyshuly as a source in history lessons

Education of patriotism of students through the use of works of Bauyrzhan Momyshuly as a source in history lessons

Introduction: War and Peace in the Late Middle Ages

Whither just war? It is a question scholars and activists have been asking with particular intensity and reappraisal in the last two generations. We turn here to the late medieval period, especially around the time when Muslim forces finally achieved in 1453 an earlier goal: the occupation of Constantinople. This fifteenth-century event, along with the decades before and after, focused the 19th biennial meeting of the American Cusanus Society and the International Seminar on Pre-Reformation Theology held at United Lutheran Seminary in Gettysburg PA during the autumn of 2023. Three panels of papers and two workshops on texts studied war, peace, and religious violence. While participants looked closely at the life and works of Nicholas of Cusa (1401–1464), they also considered major events during the long late Middle Ages in Europe and the Middle East. The goal was to reevaluate options and actions for war and peace during this crucible moment in history with an eye toward applying historical lessons. This special issue features five articles that grew out of presentations at the 2023 conference by emerging and established scholars; the sixth is on a related topic (by this author). The journal articles in this special issue continue the prolific publication record of the American Cusanus Society, which since 1991 has published, mostly with Brill, over a dozen volumes of essays originating with papers from the Society’s Gettysburg conferences as well as the annual meetings of the Renaissance Society of America and the International Congress on Medieval Studies at Western Michigan University and Leeds.

The Hidden Histories of Social Studies: Collaborating with Elementary Preservice Teachers on a School-Wide Community Event

ABSTRACT In this reflective piece we address the importance of uncovering hidden histories and voices. Traditional history lessons taught in schools have been predominantly taught through a White, Eurocentric narrative. White males are the dominant voices heard, while People of Color (POC) remain largely silenced from the traditional social studies curriculum (Conner, 2021). After learning of the rich history that thrives in our communities and in our role as university professors, we decided to teach about these critical aspects of history. We share the process of organizing a school-wide social studies, living museum event highlighting unknown New Mexico historical figures. We provide a synopsis of the three themes that emerged from our analysis, which are unveiling hidden historical figures, teaching culturally responsive curriculum, and focusing the project through a critical lens. Within the analysis we describe some of the units presented during the living museum event, followed by a discussion of our reflection.

Virgin Land Development: History Lessons for Modern Russian Land and Environmental Law

Virgin Land Development: History Lessons for Modern Russian Land and Environmental Law

The International Red Cross in contemporary Polish history textbooks: An overview

The main aim of the article is to present how the issues pertaining to the creation and activities of the International Red Cross and the figure of its originator and founder, Henry Dunant, are presented in Polish history textbooks. History lessons at school are a suitable platform to introduce issues related to the concept of humanitarianism. Lessons that mention the establishment and operations of the International Red Cross and its national branches make a valuable contribution to raising awareness of humanitarianism and human rights. It is worth looking at how these issues are treated in school textbooks, which are one of the main sources of students' knowledge of history. Primary and secondary school textbooks currently available on the publishing market and used by active teachers were analysed. Textual content and iconography were analysed, as well as the tasks proposed for classroom use. In order to answer the research questions, a critical textual analysis of the content of twenty-one textbooks was carried out. Textbooks published between 2017 and 2023, which are on the official list of textbooks approved for use in schools, were the subject of analysis. The article also reveals the presence of the Polish Red Cross on the pages of these textbooks.

Use of the TGT Type Cooperative Learning Model TGT on National Disintegration Material in Indonesian History Lessons in Class XII MIA 7

This research is background based on students during collaborative learning or discussions, because not all students have the same learning abilities and active participation. Therefore, researchers have a strategy to overcome this problem. In this research, the researcher used Classroom Action Research (PTK) as a method. Improving the learning outcomes of class XII MIA 7 students at SMA Negeri 3 Medan is the aim of this research by implementing the TGT learning model. The subjects at this were 36 students in class XII MIA 7, consisting of 22 female and 14 male students. The research implementation followed the PTK flow referring to Kemmis and McTaggart, with stages of pre-action, action, observation and reflection. This research was carried out in 2 cycles. Results of the application of learning in cycle I were student activity 72.31, teacher activity 76.13, classical absorption 74.30% and classical completeness 73.39. The learning outcomes of cycle I students do not meet the specified indicators of completeness, namely a minimum of 80% classical completeness. Then proceed to cycle II, by reflecting and correcting the shortcomings that occurred in cycle I. Application of this TGT model in cycle 2 after reflection, namely student activity 82.30, teacher activity 85.28, power classical absorption 79.97% and classical completeness 81.65. Results of using the TGT model in cycle II prove that TGT model is able to improve the quality of learning outcomes for class XII MIA 7 students at SMA Negeri 3 Medan

On the Historical Lessons of Reform and Opening-Up

The reform and opening-up initiative has left us with many valuable historical lessons. This paper mainly discusses the historical background of reform and opening-up, Deng Xiaoping Theory, historical lessons, and explores the reform and opening-up in the new era, in light of the decisions made at the Third Plenary Session of the 20th CPC Central Committee. Comprehensive deepening of reform in the new era must adhere to the principle of upholding the Party's overall leadership and the people-centered approach. While focusing on promoting economic system reform, it is essential to coordinate and plan reforms in other fields to fully advance the great rejuvenation of the Chinese nation through Chinese-style modernization.

Safety first: historical lessons on the responsible implementation of artificial intelligence.

Safety first: historical lessons on the responsible implementation of artificial intelligence.

“I’ve become more critical”: Development of Dutch elementary teachers’ beliefs about history and history teaching in an inquiry-based professional learning program

This study aims to explore how elementary school teachers’ beliefs about the nature of history and pedagogical beliefs about teaching history developed over the course of a two-year professional development (PD) program and which elements of the program stimulated this development. This PD program aimed to develop participants’ skills in historical reasoning and in designing inquiry-based history lessons that encourage students to reason historically. Teachers engaged in historical reasoning and developed and implemented activities for inquiry-based learning in their history lessons. In this qualitative study, we interviewed nine teachers before and after the program, and they completed the Beliefs about Learning and Teaching History questionnaire before, during and after the program. Thematic analysis of the data shows that elementary teachers participating in our PD program developed more nuanced beliefs about history. Both epistemic and pedagogical beliefs became more crystallized and more criterialist in nature, but it is especially participants’ pedagogical beliefs that became more oriented toward inquiry into historical sources and the importance of developing historical reasoning skills in students. Our findings also indicate that more naïve ideas remained in addition to more nuanced beliefs. Participants indicated that their pedagogical beliefs about teaching history and conducting historical inquiry changed because of the program. Based on the final interviews, we identified five elements that enhanced participants’ professional development toward teaching inquiry-based history lessons and influenced their epistemic beliefs. It was the combination of engaging in historical inquiry, modeling by the facilitator, participating in group discussions about historical inquiry, searching for historical sources themselves and developing and discussing their own lesson designs and putting them into practice that made participants see the possibilities of inquiry-based history learning and stimulated the development of their beliefs. The findings of this study imply that to prepare elementary teachers to teach history in a way that fosters inquiry into historical sources and historical reasoning, PD programs and teacher education should pay attention to the epistemology of history as a discipline and provide teachers with tools to do inquiry.

Piagetian Theory and the Psychogenetic Development of Humankind Throughout History. Towards a General Theory of the Human Being.

J. Piaget wanted to study children to find a key to understanding history of mind, culture, science, and philosophy. The new theory program, called the structural-genetic theory program, developed by the author of this article, is an off-spring of Piagetian theory and follows Piaget's main idea concerning the study of parallels between ontogenetic and historical developments. It maintains the full identity of the child's psyche and that of the adult archaic human being concerning traits and features of the preoperational stage and partially the concrete operational stage, thereby evidencing the total sally of the formal operational stage in the minds of archaic people. The identity of the stage structures is not partially given but rather entirely and implies even the smallest details. The article exemplifies this identity concerning several central issues, such as logic, physical understanding, categories such as causality and chance, animism, personification of plants and animals, belief in magic, metamorphosis, ghosts, and understanding of dreams and myths. Accordingly, there is no difference between ontogenetic stages and the psychogenetic development of humankind throughout history. Historically, humankind has gone through the same stages as children do. The new theory program presents the fundamental theory of the human being as he or she existed in history and peopled archaic, ancient, and medieval societies. Consequently, the world history of culture, mind, worldview, politics, law, science, philosophy, morals, religion, and arts must be reconstructed in terms of stages, a task already accomplished by the new program, at least to a certain extent.

Fuzzy Gravity: Four‐Dimensional Gravity on a Covariant Noncommutative Space and Unification with Internal Interactions

AbstractIn the present work, an extended description of the covariant noncommutative space is presented, which accommodates the Fuzzy Gravity model constructed previously. It is based on the historical lesson that the use of larger algebras containing all generators of the isometry of the continuous one helped in formulating a fuzzy covariant noncommutative space. Specifically a further enlargement of the isometry group leads the authors, in addition to the construction of the covariant noncommutative space, also to the suggestion of the group that should be gauged on such a space in order to construct a Fuzzy Gravity theory. As a result, two Fuzzy Gravity models are obtained, one in de Sitter and one in anti‐de Sitter space, depending on the extension of the isometry group, and their spontaneous symmetry breaking leading to fuzzy versions of the noncommutative gravity are discussed. In addition, how to introduce fermions in the fuzzy gravity is discussed for the first time, and even more importantly, how to unify the constructed noncommutative‐fuzzy gravity with internal interactions based on or as grand unified theories.

POSSIBILITIES AND ROLE OF HISTORICAL LITERATURE IN INCREASE COGNITIVE ACTIVITY OF STUDENTS DURING TEACHING HISTORY OF AZERBAIJAN

First of all, the article talks about the role and possibilities of modern literature on the history of Azerbaijan in the development of students' cognitive activity in the teaching of Azerbaijani history in higher schools. Scientific studies and experience show that increasing cognitive activity is of great importance in the teaching of Azerbaijani history lessons. During the research, it is known that there is no specific literature prepared for the analysis of the problem of increasing cognitive activity in the teaching of Azerbaijani history in Higher Schools. However, even if it is not specific, this issue is brought to the fore and highlighted in all the literatures, teaching aids and textbooks that we have analyzed.

EXPLORATORY STUDY ON THE USE OF STORY METHODS IN INCREASING STUDENT INVOLVEMENT IN HISTORY LEARNING AT SMAN 1 MEDAN

This research aims to investigate the use of the story method in increasing student involvement in history learning at SMA Negeri 1 Medan. The story method is an approach that utilizes narrative to bring historical content to students in an interesting and engaging way. This research uses a qualitative approach with an exploratory study design. Data was collected through classroom observations, interviews with history teachers, and questionnaires given to students. Data analysis was carried out using content analysis techniques. The research results show that using the story method can increase student involvement in history learning. Students responded positively to the use of narrative in understanding historical content and felt more involved and enthusiastic in the learning process. The implications of this research provide encouragement for history teachers to consider using the story method as an effective learning strategy for increasing student engagement in history lessons. The story method also encourages students to think critically and reflectively. They are invited to see multiple points of view and understand the complexity of historical events, which helps them develop analytical and critical skills. The use of stories creates a more inclusive and enjoyable classroom atmosphere. Students feel more involved and valued, which in turn increases their motivation to study history. However, this research also identified several challenges in implementing the story method, such as the need for additional time to design interesting and relevant story material as well as differences in student learning preferences. However, these challenges can be overcome through collaboration between teachers and support from the school. Overall, this research concludes that the story method is an effective and innovative learning strategy for increasing student involvement in history learning. The recommendation put forward is to continue developing and perfecting this method, as well as providing training and workshops for teachers so that they are more skilled in implementing the story method. In this way, it is hoped that history learning in high schools can become more interesting, interactive and meaningful for students and help them develop a deeper understanding and appreciation of history.

IMPLEMENTATION OF ACTIVE LEARNING METHODS IN INCREASING STUDENT INTEREST AND UNDERSTANDING IN HISTORY LESSONS AT SMAN 14 MEDAN

This research aims to explore and analyze the implementation of active learning methods in increasing students' interest and understanding in history lessons at SMAN 14 Medan. Active learning methods are used as the main approach to presenting historical material to students. Research was conducted by collecting qualitative and quantitative data from students involved in the active learning process. The research results show that the implementation of active learning methods is effective in increasing students' interest in history lessons and increasing their understanding of the material being taught. These findings underline the importance of using interactive and participation-based learning methods to strengthen the learning process in schools. The implications of this research provide a basis for the development of more effective learning strategies in the context of history learning in high schools. However, the implementation of active learning methods depends not only on the type of activity carried out but also on the teacher's pedagogical skills in designing and implementing interactive learning. Therefore, continued support for developing teacher skills in using active learning methods is the key to success in improving the quality of history learning at SMAN 14 Medan. Thus, this research provides a valuable contribution to our understanding of the importance of active learning methods in increasing students' interest in and understanding of history lessons. Continuous efforts are needed to expand the use of these methods and overcome challenges that may arise in their implementation, so as to create more meaningful and valuable learning experiences for students in understanding their historical heritage.

Uses of Cinematography and Theatre in Developing History Competencies. Proposals for Supporting Film-Making as Mainstream Teaching Strategy of Human Sciences

History lessons, in particular, and human sciences, in general, tend to be more appealing to students when film analysis or filmmaking and role play are regularly integrated in the teaching process. In the wake of the recent pandemic, which imposed remote learning, multimodal teaching strategies have gathered momentum due to their potential of increasing student creativity and insight into the topics under research, and of developing the formative goals of education. Expanding history lesson competencies, values and skills into an interdisciplinary approach to the humanities field by incorporating methods from cinematography and theatre is been proven to stimulate the authenticity of education, thus teaching sustainable citizenship. The article presents two examples on the use of film analysis and dramatization of source information as part of history lessons, which were applied successfully in the case of high school students. By aiming to implement multimodal digital methods of teaching, learning, and assessment at a systemic level, the article demonstrates that experimenting with and using the language and tools of filmmaking and improvisational theatre and dramatization has helped increase student intrinsic motivation to explore their potential vocation, has decreased absenteeism, has raised achievement levels, and enhanced the students’ overall understanding of life and wellbeing.

John Adams – the American Cicero? From the Genealogy of Res Publica Americana

When creating a new republic, the Foundings Fathers deemed it necessary to become well versed in the lessons of history, in order to avoid the fates of previous republics. Above all other historical corollaries, Americans evoked the example of the republican Rome that had upheld a system of government that aspired to ordered liberty as supported by a mixture of public civic virtue and effective institutional design for nearly five centuries. The comparisons were possible because the American colonies had kept the grammar school system of education then common in England, giving all educated Americans a basic grasp of Cicero’s reputation and writings, who represented eloquence, moral virtue and hostility towards tyranny. He thus became a source of inspiration for the Founders, and John Adams directly considered himself an American Cicero. In the article, the authors try to answer the question about the legitimacy of such a position of the 2nd President of the US. To do this, they compare the basic political categories of Cicero and Adams, pointing out their similarities and differences. They also examine to what extent Cicero’s thought could be applied to the reality of the young American republic.

Designing a Game Board to Educate Children in Getting to Know the History of the Majapahit Kingdom

This research aims to design a game board that attracts attention and is educational regarding the introduction to the history of the Majapahit kingdom, which includes the Majapahit kings and the stories of each king. An introduction to the history of the kingdom is a history lesson which is now a mandatory lesson. By studying the kingdom's history, it is hoped that children can understand historical values to form characters who love their homeland. I designed this game board to be an interactive medium as a fun lesson for children. The author designed an educational game board with interesting game components to increase interest and help children learn about the history and kings of the Majapahit kingdom. This game board was designed using a method based on the book 5 Phases of Design Graphic Process 4th. Edition by Robin Landa as follows: (1) Orientation. (2) Analysis and Strategy. (3) Conceptual Design. (4) Design Development. Lastly (5) Implementation. The result obtained in the assessment through a questionnaire that was tested at SD.N.067256 which is located on Jl.Paku.Tanah Six Hundred, kec.Medan Marelan and also for children un the author’s home environment, it can be concluded that more 85% of student and children respondents are interested in playing this educational board game as a medium for learning about the history of the Majapahit kingdom.