The purpose of this study was to investigate and characterize current practice in secondary history education and its relationship to best practices. In this phenomenological study, the author examines the pedagogy of three high school history teachers and the extent to which their current methods exhibited recent thinking on best practices in…

Discusses uses of the lecture approach in social studies education and presents ten guidelines for preparing effective lectures. Lectures are effective for illustrating and clarifying issues and interpretations stated in textbooks and for creating controversy and stimulating debate. (KC)

The role and effectiveness of lecture is examined as a method of teaching social studies, and is seen as a useful tool of teacher instruction. (JR)

Describes a "Generic Model for Planning Expository Lessons" for improving the lecture--discussion method used by most history teachers. The model is based on a lesson format developed by John J. Patrick and Richard Remy and uses a five-step procedure employing a variety of approaches to expository teaching. (BSR)

Classroom-tested strategies for implementing mainstreaming in the secondary social studies classroom are described. These included textbook and lecture strategies; discussion, role-play, and debate strategies; and map, globe, and art projects. (RM)

Recommends using informal writing exercises to increase students' involvement in large survey history courses. Explains several activities in which undergraduates collect their thoughts on particular lecture topics. Also suggests that students keep journals to accompany reading assignments. Argues that journal writing enlivens the material and…