Howard Gardner, a Harvard professor of education who is best known for his multiple intelligences theory, published his "Unschooled Mind" in 1991. In his chapter dealing with the social sciences and humanities, he paraphrases the work of Gaea Leinhardt, who described the complex "moves" that good history teachers typically make. Her depiction of what historians do in class suggests that historians have at least as difficult a time making sense of their subject as do practitioners of the hard sciences. This essay seeks to add to the discussion by arguing that, even given the challenges relating to the complex "moves" required when teaching history in a way that students find meaningful, adding advice about sound pedagogical techniques during class is both possible and desirable. The author stresses that history professors should find time, especially during upper-division history courses, to incorporate instruction on teaching practices that would be useful both to their students who plan to earn secondary teaching certificates and to those who are headed to graduate school and, eventually, their own college courses. The author offers suggestions for future history teachers. (Contains 3 notes.)