History Lesson Plan

LESSON PLAN

School                                : Global Islamic Boarding School

Subjects                             : History

Class / Semester                : X / 1

Competency Standards       : 1. Understanding the basic principles of historical science

Basic Competencies            : 1.1 Explain the meaning and scope of the science of history

Time Alocation                   : 5 x45 minutes

I. Indicators :

1.1.1Mention understanding the science of history according to the experts
1.1.2 Mention understanding of the scope of history
1.1.3 Explain the historical periodization
1.1.4 Explain the usefulness of history

II. Learning Objective:                    

Student able to :

      Mention understanding the science of history according to the experts

      Mention understanding of the scope of history

      Explain the historical periodization

      Explain the usefulness of history

III. Learning Materials                    

1.      The science of history according to the experts according to the experts.

History in the view of the figures

o According to Herodotus, history has not evolved to the front with less definite purpose, but moves like a circle of high and low due to the human condition.
o Ibn Khaldun defined as a record of history or civilization of the world community about the changes in the nature of that society.

o R. Moh. Ali says that the history of science in charge of investigating the changes or events that is reality.

o For Francis Bacon, in contrast to other scientific history because the history of studying things that range in time and space by using the instrument as essensialnya.

o In view of Vico, the history of science is the discipline of the first humans because humans can only understand what has made his own.

o According to Collingwood, history is a science or an answer to questions about issues of human actions in the past.

o In view Kuntowijoyo, history reveals a diachronic facts (related to the passage of time), ideographic (explained), unique (contains research that typically only applies to something at a particular time and place), and empirical (relying on human experience and deep really).

2. Understanding the scope of history

- The history of the event.

- History as a story.

- History as a science.

- History as art.

3. Periodization of history

Periodization of history is based on the mathematical order of time, but based on the actual problem or event. According to Moh. Yamin periodization of history is divided into Prehistoric Period and Period History.  Examples of historical periodization;
- The period in the century, for example: the 16th century, the 17th, the 17th and so on.
- Periodization by dynasty or king who rules, for example: the Balaputradewa Srivijaya, Majapahit period Hayam Wuruk, China during the Ming Dynasty.
- Periodization by the year of significant events, such as: Indonesia Period of Revolution (1945-1950), Indonesia's New Order period (1966-1998).
- Periodization by schools of thought, for example: Europe during the European Enlightenment and Romanticism

- Periodization which is Eropasentrisme grouped into:

a. Ancient Period I (prehistoric)
b. Antiquity II (age Hindu)
c. Age of Islam
d. Islamic era and the VOC
e. Colonial times (Dutch, English, and Japanese)
f. Age of independence  

- Periodization by Indonesia's National History Books;

a. Volume I: Prehistoric Period Indonesia
b. Volume II: Ancient Period (early AD-1600 AD)
c. Volume III: The Age of Islam (1600-1800)
d. Volume IV: Century 19 (1800-1900)
e. Volume V: National Revival Period and the end of the Dutch East Indies (1900-1942)
f. Volume VI: The Age of Independence-era Japan and the Republic of Indonesia (1942-present)
5. Benefits / Usefulness of history
Various kinds of uses of history:
- Uses educational (lesson)
- Usability instructive (Teaching)
- Usability Inspiring (Inspiration)
- Usability Rekreatis (Recreation)

IV. Learning Methods         

-          Studies library

-          Discuss

V. Learning Activities :

A. Introduction:

- Teachers say hello and invite students to pray before starting the learning process (strengthening religious values)

- Conditioning class: the teacher to prepare classes, attendance, and control the cleanliness class (kedisiplikan familiarize students in the classroom)

- Apperception: what you know about science history?

- Teachers motivate students to learn the spirit of (planting studious attitude) shows the reference books

- The teacher shows the learning objectives and learning model that will be used
 

   B. Main Activities:

a. Activity 1 (literature study)

ü  Preparing learning materials in the form of several references on the history

ü  Students individually read the references on the history of the (exploration) (curiosity)

ü   Assignment seeks to understand the meaning of history and historical view of the figures (intriguing)

ü   Document the findings in the record (communicative, honest, responsibility)

ü  Displaying results (elaboration)

ü  The questioning is based on the findings of the students' views of reference and look at examples of historical figures (polite, respectful opinion)

ü   The teacher agreed with the findings of the students (confirmation)

ü   The teacher provides reinforcement of the sense of history through the additional information

ü   The teacher directs students to take responsibility for returning a borrowed reference to the place

b. Activity 2 (literature study)

ü  Preparing learning materials in the form of several references on the history

ü   Students review the literature in the library to dig up information about the understanding of the scope of history (exploration)

ü  Students present their literature review that has been found (elaboration)

ü   Students create a summary together with the teachers about the understanding of the scope of the history of the (confirmation)

ü   The teacher provides an opportunity to ask for between teachers and students (polite, respectful opinion)

ü   The teacher directs students to take responsibility for returning a borrowed reference to the place

c. Activity 3 (Discussion)

ü  Teachers beginning to explore the potential of students and at the same time motivating students to speak according to knowledge and experience relating to the understanding of the chronology / periodicity of history.

ü  Divide the students into two groups (being fear)

ü  Group 1 was assigned to search for information related to the chronology of the history of the (exploration)

ü  Group 2 was given the task to create a timeline  about the chronology of the history of the (democratic, communicative)

ü  The discussion of each group is written on the paper width (honest)

ü  Then each group presented the results of discussions in class.

ü  Each presentation group, giving the group another chance to respond, ask questions, suggestions, feedback. (Elaboration) (polite, communicative)

ü  Presentation is inseparable from the direction and guidance of teachers.

ü  The end of each core activity students are asked to make inferences or vital records (confirmation)

ü  The teacher reminds students to be honest, hard work, tolerance, and democratic during the discussion

d. Activity 4 (Discussion)

ü Teachers convey an understanding of the benefits of history.

ü In the delivery of these materials, teachers emphasize student participation to provide the benefits of the assumptions and views history through discussions in small groups (exploratory)

ü  Teachers appoint one representative to convey the assumption of the group (elaboration)

ü The teacher asks the students to make conclusions based on the assumption that point acquired (confirmation) (responsible, courteous, respectful opinion)

ü Before ending process of learning the teacher gives students the opportunity to ask questions about the material that has not been understood (curious)

ü The teacher reminds students to be honest, hard work, tolerance, and democratic during the discussion

C. Closing:

- Teachers guide students to make conclusions from the results of learning activities for each student (or reflection)

- The teacher asked some students to measure students' understanding of the material (feedback/quis)

- Teachers provide PT / KMTT students create a time line / time line of periodization of history in Indonesia and studied the subsequent material that is the tradition in the history of Indonesian society and the script praaksara (applying curiosity, independent, creative).

VI. Learning Resources

• Alfian, Magdalena, dkk. 2003. Sejarah SMA dan MA Kelas X. Jakarta: ESIS.
• Tim Penyususn. 2005. Sejarah Kelas X. Klaten: Cepaka Putih.
• Kasdi, Amunuddin. 2005. Memahami Sejarah. Surabaya: Unipress.
• Mind map

VII. Assessment                                

v  Instrument:

Instrument 1 (oral)

§  Make your family tree, then write your family history in the form of a bouquet!

Instrument 2 (oral)

§  Analyze and discuss the writing of history why it can be classified as events, stories, science, and art!

Instrument 3 (assignment-do worksheet)

§  Make a periodization of your life from birth to date in the form of time line on a piece of paper!

Instrument 4 (oral)

§  Make a bouquet of analysis of the demands of reviewing and rewriting the history of Indonesia!

v  Technical assessment

ü Written test

v  Forms of Instruments

ü  Multiple-Choice Test

ü  Essay

                                                                                              Barito Kuala,………......

Principal                                                                                  History teacher

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NIP/NRK.......................                                                         NIP/NRK.......................