This document describes a practicum that was designed to incorporate student mastery of eight critical thinking skills, their definitions and nature of applicability, with the regular class material, and within the normal scope and sequence of ninth grade world history by introducing each skill concurrent with subject matter, thereby improving students' academic prowess by enabling each to function at more advanced levels of Bloom's "Taxonomy of Educational Objectives." An analysis of the results of the "Cornell Critical Thinking Test, Level X" and a teacher made questionnaire clearly indicate that students spend more time engaged in the memorization of course content than in analyzing, synthesizing, or evaluating it. During the course of implementation, students in the ninth grade world history course were sequentially presented with eight different historical themes, each accompanied by the rules for mastering, then applying a different, specific critical thinking skill. The skills were: (1) identifying frame of reference; (2) locating crucial elements inherent in an issue; (3) distinguishing between evidential and speculative basis for conclusions; (4) identifying main concepts; (5) identifying assumptions; (6) identifying implications and consequences; (7) distinguishing between faulty and justified inferences; and (8) synthesizing material. During the course of fulfilling the specific exercises attached to each theme, students applied each specific critical thinking skill. Working in small groups on some occasions and independently in others, periodic measurement was accomplished by both written and oral presentations. Analysis of post-test data indicates that students progressed from intellectually functioning at the more basic levels of Bloom's taxonomy to the more advanced levels. (DK)