Questions Related to the Use of Lectures to Delivery the Content

APUSH New Teacher Training in the Form of a Blog Post

Here are some of the most common questions new teachers ask related to the use of lectures:

Q1:

Is it true that the best way for students to learn the content is via lecture?

That’s a tough question because teaching methods can vary greatly depending on the students, the teacher, and the specific content being covered. What works well for one class might not work as well for another.

That said, I recently posed this question to the members of various APUSH online teacher communities. The consensus seems to be:

1. Yes, lectures (interactive ones in particular) are the best way for students to learn the content. They allow the teacher to efficiently convey a large amount of information quickly, thus helping keep the class on track and providing a solid foundation for students to build upon, which is crucial in a fast-paced and content-heavy course like APUSH.
2. Lecture should not be the sole method of content delivery. Success in APUSH requires teachers to develop a large repertoire of teaching strategies.
3. The development of these strategies takes time and dedication. Therefore, new teachers should not feel discouraged if they first rely primarily on lectures to deliver the content.
4. If lectures follow the traditional style of the teacher speaking while students take notes, they should not exceed 20 minutes. Research shows that traditional lectures, where the teacher speaks, and students take notes, should not exceed 20 minutes to maintain student engagement. However, if the lecture is interactive and involves student participation, it can be extended effectively for a longer period.
5. In addition to lectures, project-based learning (PBL) has been shown by educational research to be a highly effective way for students to learn content. PBL engages students in exploring real-world problems and challenges, which enhances their understanding and retention of the material. By working on projects, students can apply what they have learned in a practical context, deepening their comprehension and making the learning experience more meaningful.

Q2:

As a new teacher, I believe that lectures are necessary for APUSH, but I worry that I might not be able to lecture well enough to cover all the content and keep my students engaged. What should I do?

For starters, watch the two videos below.

Then, also consider using YouTube explainer videos to help deliver the content. Explainer videos are short, engaging videos designed to quickly and effectively explain important APUSH content. They use clear and concise language, along with visuals, animations, and sometimes narration, to break down complex information into easily digestible segments. In the context of APUSH, explainer videos can be an invaluable tool for all teachers and new teachers in particular, offering an alternative way to present information and helping students grasp challenging topics.

Below is a list of the more engaging and informative APUSH explainer video YouTube channels.

• Adam Norris
• Steve Heimler
• Tom Richey
• Ted-Ed
• Reading Through History
• Sound Smart
• AP Daily Videos: Launched in 2020, these short, on-demand, high-quality, bite-sized bits of knowledge are a far more powerful teaching and learning tool than many AP teachers currently suggest. Click here for details.

Q3:

What is your primary approach for delivering content among all the teaching strategies and methods available?

My primary approach is through ‘interactive lectures’ presented in slideshow format and meticulously aligned with the APUSH Key Concepts and the APUSH Pacing Guide.

• Each lecture starts with me providing every student with a detailed digital outline of the slideshow. You can view the outline for Period 1 (1491–1607) here.
• The students are encouraged to take notes on this outline during the lecture, suggesting that this outline will becomes an invaluable study tool for tests.
• My interactive lectures are not just me talking; they include high-quality, content-rich, brief YouTube videos from renowned APUSH educators like Tom Richey, Adam Norris, Keith Hughes, and Matthew Beat. I also incorporate videos from Reading Through History, TED-Ed, HISTORY, and Sound Smart, among others.

A TED Ed Lecture, at its core, is a 3–5 minute animated video that focuses on topics ranging from chemistry to Shakespeare to origami, with each animation created by TED-Ed in collaboration with an educator, an insanely talented scriptwriter, and an equally talented animator. Here are but three examples

To keep students engaged, my lectures also include activities that require them to leave their seats for tasks like Quadrant Analysis of Images projected on the screen, Six Degrees of Separation exercises, and Continuity and Change Over Time activities.

I also periodically work in the Stand, Recall, and Sit Activity. It goes like this

• At the beginning of the activity, all students stand up.
• The teacher then presents a question that requires recalling information from the lesson. Whenever feasible, the question is crafted to have multiple correct answers, allowing for varied responses. The teacher may call on specific students to provide answers, aiming to distribute opportunities fairly and considerately to protect students’ confidence and avoid singling out individuals unnecessarily.
• Students who provide correct answers have the option to sit down. The teacher progressively adjusts the difficulty of the questions, ensuring that every student has an opportunity to participate successfully and eventually sit down, fostering inclusivity and engagement among all students

Additionally, my lectures feature primary source excerpts for close reading and discussion, as well as 3–4 page articles from the Constitutional Rights Foundation and History.com. These readings allow for deep dives into key concepts and provide opportunities for debates, Socratic seminars, and various interactive activities (like the ‘APUSH Today: Issues and Answers Talk Show simulation.”

Below, the directions for an APUSH Today Talk Show simulation relating to the French and Indian War

The teacher first “teaches’ The French and Indian War. Then names the show (APUSH Today), reveals the core question to be discussed (Who Has the Right to Claim North America?), and lists who is to appear.

* King George II of Great Britain
* King Louis XV of France
* A French Canadian fur trapper from the Great Lakes region
* An American settler from the Ohio Valley
* A Native American chief in alliance with the French
* A Native American chief in alliance with the British

Then the teacher announces that the show is to aire on the eve of the French and Indian War, with the students assessed on ability to answer logically anticipatable questions after the show is over, these questions eaither delivered orally or digitally (with lock down browser installed in case of the latter)

Most important, I frequently stop during my lectures to check for understanding.

My lectures are also designed to support flipped learning and fully editable, making them a valuable resource for other AP US History teachers.

Here are my nine slideshows to get you started:

• P1 Slideshow
• P2 Slideshow
• P3 Slideshow
• P4 Slideshow
• P5 Slideshow
• P6 Slideshow
• P7 Slideshow
• P8 Slideshow
• P9 Slideshow

Q4.

What are your go-to content-delivery teaching strategies other than interactive lectures?

I teach within a block schedule, alternating A and B days from Monday to Thursday with 105-minute classes. On Fridays, all classes meet for 54 minutes each. Below is a list of the strategies that I employ:

Q5.

What about using “Flipped Learning” to deliver the content?

According to flipped learning pioneer Jon Bergmann, flipped learning is an instructional approach in which teachers first deliver the content to students outside of the classroom, typically classroom through video lectures, reading assignments, or other digital resources, then use class time for activities that promote deeper understanding and application of the material.

In an APUSH class, class time activities typically include, but are not limited to, projects or discussions that deepen the students’ understanding of the content and allow for practical application of the concepts (e.g., learning how best to respond to APUSH SAQs, LEQs, and DBQs).

If you’re interested in learning more about the flipped learning approach, check out the short YouTube video found below.

I have not only been a long-time advocate of flipped learning but have also implemented it in my own teaching, spoken about it at conferences, and blogged extensively on its benefits and challenges. Years ago, this dedication to flipped learning earned me recognition from the Flipped Learning Global Initiative (FLGI) as one of the “100+ Global Flipped Learners to Learn From.”

Yet, despite my history with Flipped Learning, I caution new teachers against using the flipped learning approach too frequently. If used often, you may be tagged as “shirking your teaching responsibilities.” When learning is frequently flipped, students and their parents often perceive the teacher as offloading their primary duty of direct instruction (lecture) to students, making it seem like the teacher is not actively teaching or engaging with the students. The fact is that there is still an expectation that teaching means actively delivering lectures and instructions during class time. Frequently flipping the learning can clash with these expectations, leading to misunderstandings about the teacher’s role and effectiveness.

If you decide to implement flipped learning, holding students accountable for the work they are supposed to complete at home — such as watching videos or reading assignments — is crucial. One effective way to hold them accountable is to administer quizzes to ensure they have engaged with the material. I recommend using AI tools to manage the grading workload, especially if you have multiple classes. Programs like Class Companion can help you create and grade quizzes efficiently, preventing students from simply passing down answers and saving you from the time-consuming task of making multiple quizzes.

Additionally, avoid grading students on notes taken from the reading or videos. AI can be used for note-taking, leading to inconsistencies as some students may use AI tools while others do not. Grading such homework can open you up to accusations of unfair practices. Focus instead on assessments that evaluate their understanding and application of the material.

Q6.

How do the teachers from various APUSH online teacher communities respond to your post?

See below for a range of comments from teachers in the Facebook APUSH Teacher Community and the College Board’s APUSH Online Teacher Community on this post.

It’s tough to condense my thoughts on this for a multitude of reasons; I like project-based activities, simulations, doc analysis, graphic organizers, etc. If you ask me to choose… these are more my speed.

That being said, “lecture” in its raw form is a lost art, both for the student and the teacher. Since the dawn of time (Herodotus anyone?) there have been storytellers who have effectively educated the next generation on the histories of the past. Part of our jobs as educators (of history especially), is to help students learn how to tell a fact-based story. Moreover, we are tasked with the challenge of gaining and keeping the attention of a classroom of students who are so entrenched in the fast-paced social media feeds that their attention spans are shorter and shorter.

The solution isn’t “no lecture” or “all lecture”; like with our diets, it’s moderation. We need to teach our young people the discipline it takes to be engaged (and stay engaged) in a story. Traditional note-taking (Cornell notes or otherwise) is just one mechanism of learning how to be engaged in said lectures. There are plenty other modern ways to do this — playposit comes to mind as one I personally like to use in my classroom. Regardless, lectures are a staple practice in large part because they give the basis, or ground work. Then, and only then, can they learn how to build on that story with research (the activities of a class) in order to be able to articulate a more educated argument, albeit, build on the story on their own (assessments like DBQ, LEQ writings).

Some may say, “reading has the same effectiveness as lecture” or “just record the lectures and let them do it at home”. Yes and yes; Two thoughts though; 1. Would we agree that not all students read at the same level and pace? Do we cut out the reading practices? Obviously not — and that is the point. Why would we do that with lecturing when it has the same intention as reading a text? Instead — supplement with other activities to build on that learning. 2. Learning at home. In an age where we have less and less control in our own classrooms (different topic), why would we push the rock of root learning to a place we have zero control over? Students today have more classes, more responsibilities, more distractions (jobs, child care support, sports, etc) at home then ever before. The solution isn’t more work at home; it’s concentrated work in the classroom (whether it’s 50 min a day or 2 hour block schedule).

We are their best resource more often then not — let’s not take that away from them. Let’s show them how to tell a story, with fact-based evidence, in a multitude of ways. Lecturing isn’t inherently bad. It just needs the same care and attention that we give every other type of lesson strategy.

I totally disagree that lecture is the most beneficial. I get the “efficiency” argument, but I’m teaching my students an in-depth look at US History, historiography, sourcing, etc. I hit the key points of the CB requirements, stick to the period content, but I go much further, and think my students would tell you that it’s all for the best. And as the esteemed Peter Paccone has stated, my students routinely score a 3 or better. There will always be that “2.” As I tell the teachers in my department, if you have to lecture it (fill the vessel, oh Sage on the Stage) then it’s not necessary. I also think the depth and pin point accuracy gives the kids unnecessary information. A course based on activities, projects, debates, CMI case studies, this new thing — the DAP, and so much more (and using Amsco, etc.) all make for an enjoyable and interesting course that will benefit the APUSH student beyond the test. I’m not teaching to the test! I’m teaching these kids for LIFE. Huzzah! ; )

It is situationally dependent. My students are from predominantly working class families. Almost all of the students I get in APUSH work part-time jobs and are the backbone of the school as they are involved in sports, clubs, and community service groups plus taking several dual enrollment and AP classes. If I “flip” the classroom many do not have the time and energy to learn the content on their in time for the discussions, projects, etc. So in a five day week for my class it’s typically 3 days of lectures with those days having practice questions to work in groups towards the end of the hour, and the other two days are working on skills.

Every year I administer a post-exam survey to get a feel for what worked and what did not. We do multiple creative projects, group and individual text analysis, verbal and written debates, readings from AMSCO, etc etc. and yet for the last five years in a row, my students have said that my multimedia PowerPoints were the most helpful for learning content. And it tracks, because when I’ve experimented with replacing lectures with other activities while covering an APUSH period, my students did not perform as well on assessments.

True, slide after slide of plain bullet points are deadly dull, so I include lot of visuals and period appropriate video and music clips in the PowerPoints and verbally explain historical events like they’re the most interesting stories ever because, to me, they are! So if you lecture well and not too often, it can most definitely be a valuable tool in your teaching toolbox, and you shuld not let anyone shame you into avoiding using it altogether. IMHO

I teach high ability. I lecture most days for 20–50 minutes and they read 1/2 a chapter each class for homework. We do other activities daily, but there is usually a piece of direct instruction. I’m on a block schedule and see them every other day. They want and prefer direct instruction, but it’s conversational. “Lecturing” is an art. I’m never talking to myself but instead, an engaged audience.

I think it has to be a balance to be the most effective. I do lecture but it’s less than 15–20 minutes (we have 85 minute classes) and in that lecture it includes class discussions and asking them questions. There are also students who like that type of class (usually my Type A gifted kids who want to know what they need to know). And I don’t lecture every day. We do a lot of primary source document reading and discussions. It also depends on the group students in the class. We are on 4x4 block and my fall semester group loved group work and loved doing presentations, discussions and debates. So that’s what we did. My spring semester group liked some group work but liked less presenting and more using gallery walks to see other groups work.

Just like with kids there is no one right answer. The goal is to teach them how to analyze documents and keep them engaged. I also think that depends on the teacher. If you go into the classroom being authentic and trying to do what’s best for you and the students then that’s what needs to happen.

Sidenote #1

This post was created with the input and assistance of a team of highly experienced and well-respected APUSH teachers who wish to remain anonymous. This is a collective effort, not the work of one individual.

Sidenote #2:

I am a San Marino High School social studies teacher with 37 years of classroom experience. Over the years, I have taught APUSH, AP Government, and AP Macroeconomics. Additionally, I run a tutoring business focusing on all of the AP social studies courses, including AP Psychology and the newest AP course, AP African American Studies.

I also serve as the Class Companion Teacher Advisor and Community Outreach Manager. This past year, I was a member of the College Board’s AI in AP Social Studies Committee. I founded and help administrate a Facebook group called “AI in AP Social Studies.” Recently, I was featured in a TIME magazine article titled The Creative Ways Teachers Are Using ChatGPT in the Classroom.

In 2015, I was honored with Henry Ford’s Innovation Nation Teacher Innovator Award, recognizing me as one of America’s top twenty innovative teachers. I’ve also received several other state and regional Innovative Teacher of the Year awards, and in 2015, I received the California Council of Social Studies Teachers’ “Social Studies Teacher of the Year” Award.

On average, 10,000–15,000 teachers view my Medium posts monthly.