This project developed a conceptualization of higher order thinking, dimensions of classroom thoughtfulness, and an assessment exercise applicable to diverse topics taught in more than 70 classes in 11 high schools. Generic qualities of classroom thoughtfulness were not generally associated with the persuasiveness of student writing on a constitutional issue. The impact of classroom thoughtfulness on higher order thinking in subjects that teachers actually taught was not assessed. The study illustrates issues in devising observation schemes and assessment tasks that at once honor diverse forms of domain-specific competence in social studies, but that also yield common indicators of teaching quality and student performance. A 38-item list of references is included as are a number of tables of statistical data. (Author)