High school social studies students (n=160) were each assigned to 1 of 8 groups defined by possible combinations of 2 teacher uncertainty conditions (uncertainty vs. no uncertainty), 2 teacher "bluffing" conditions (bluffing vs. no bluffing), and 2 lecture notes conditions (students receive lecture notes handout vs. students do not receive lecture notes handout). Each group was presented a social studies lesson based on an article in the "Atlantic Monthly." After the lesson, each group was tested on comprehension of the material, and then each group completed a lesson evaluation. Teacher uncertainty significantly reduced achievement, and lecture notes significantly increased achievement. While handouts positively affected achievement, students rated lessons significantly lower on four of the lesson evaluation items when they received lecture notes. One possible explanation for this may be that students preferred a different format for their notes, such as full notes or personal notes. (Author/JD)