History has been traditionally taught as a presentation of isolated facts which fill studentsí minds with a great volume of dates, actors and events. However, students are seldom encouraged to relate what they learn with changes over time. Thus, they present a lack of understanding of what history has to do with them. Therefore, there is a strong need of placing the understanding of this subject into a structured pattern that leads students to the understanding not only of the past, but also of the present and the future. In this paper, SD is evaluated as a tool to enhance studentsí understanding of history. Experiments with high school students were run, in which SD and the conventional method of teaching history were tested with groups of students with either no previous experimental experience with the teaching method or without previous experimental experiences on them. The results present the SD teaching method as a better tool to teach history with students who used SD before. however, the conventional method reveals to be persistent in studentís minds when they do not posses any previous experience with SD. Important outcomes are documented for future replications of the experiment.