Abstract
The purpose of this study is to examine the makeup of history teaching software that assists the understanding of controversy while focusing on the argument model of Britt et al. as the theoretical basis (1994;1996). In learning history, students usually read only one type of historical discourse: textbooks. Textbooks present historical events in the form of simple narratives, with few references to the uncertainties and controversies that surround many history topics. This study focuses on the makeup of computer teaching materials that reveal the inherent nature of history topics, i.e., controversy. Thus, the study examines: a) learning from history texts as suggested by Britt et al., b) the Argument Model as the guiding principle for designing history teaching software, c) the makeup of teaching software as one example of understanding controversy. In the future, it will be necessary to design history teaching software based on the above theoretical examination.
