This articles suggests the advantages of incorporating brief, informal, yet content-rich classroom history skits as a way to motivate students, generate interest, and ease students into the more "academic" content found in textbooks and primary source documents.

This paper communicates the generative potential of classroom skits as curricular openings in teacher education. Although assorted incidences of the use of skits in classrooms have been documented, literature on the use of skits as a learning tool is very limited. I suggest that skits allow for the generally absent observation component during…