This research study: (1) looks at what happens in social studies classrooms; and (2) attempts to determine the characteristics and behaviors of effective teachers. To collect data, the researcher observed several high school (grades 9-12) social studies classes since the fall semester of 1991 in the San Francisco (California) Bay Area for 3 months and in five other countries (Australia, New Zealand, Germany, Poland, and Korea). In addition, teachers and students answered questionnaires and were interviewed. Teachers were asked about their expectations for students, what good or effective teaching is, how they characterized today's students, and whether or not they treat honors classes differently than they treat non-honors classes. Students were asked whether or not they liked social studies, and to define good and poor social studies teachers. Tests, lesson plans, teacher's notes, and student notebooks and assignments were examined. The study found that effective teachers behave similarly and share certain characteristics. They tend to maintain high expectations for their students, are able to explain things clearly to their students, and vary their teaching methods and classroom activities. The study also showed that effective teachers saw their courses as having an impact on their students' lives, and were concerned with not only course contents, but also with student learning processes. Tables throughout the paper describe types of research activities, compare classroom activities of effective teachers to those of ineffective teachers, show evidence of student learning, compare how frequently various classroom activities occurred in United States and overseas schools, list student ratings of classroom activities, and list characteristics and behaviors of effective social studies teachers. (LP)