This study centers on the teaching of critical thinking and the extent to which it is emphasized by some educators. Literature reveals that it has been of concern in the past and that interest in it seems to be increasing, especially since the 1960s. Critical thinking is defined as the use of basic thought processes to solve problems, analyze arguments, and generate insight into specific meanings and interpretations. The study investigates experiences, activities, and materials that instructors in a selected public school system use for the purpose of teaching critical thinking in social studies classes. Within the study seven questions are addressed. They center upon how social studies teachers define critical thinking, skills believed to enhance critical thinking, components of critical thinking skills emphasized, activities used to stimulate or to develop critical thinking, the utilization of experiences outside the classroom to encourage critical thinking, the extent to which textbooks and other instructional material emphasize critical thinking, and how the teachers test for evidence of critical thinking
