Part I of this social studies report presents the results of curricular research, at Utah State University, to develop a set of "critical thinking" concepts appropriate for the analysis of political-ethical public issues, and to prepare materials and suggestions for teaching those concepts. The analytic concepts, presented in both outline and narrative form, are the nature of decisions about public issues, the need for order, the nature and importance of language, arguments over words, disagreements over facts, disagreement over values. Thirty-three "teaching bundles" detail suggestions for teaching these concepts. Part II of the report describes efforts to repeat and extend the research of the Harvard Project, which investigated the effects of two teaching styles (socratic and recitation) and the interactions of student personality with teaching style in affecting learning. (References, tables, and figures are included.) (MF)