Social studies teachers face pressures from demands for greater emphasis in the areas of multicultural aspects of the world population, expansive technological changes, citizenship and moral education, and accountability for basic competence. The latter demand offers an opportunity to return to the broad perspective of teaching students not "what to learn" but "how to learn." A student should be able to inquire, investigate, evaluate, and assimilate. A systematic approach for identification of teaching goals, precision in developing strategies to meet these goals, and an evaluation process that reflects what the student has learned is needed. This need can be satisfied by using teaching strategies that develop basic skills for greater learning and academic progress within the social studies. A sequential teaching strategy incorporating these elements includes demonstration, practice, and evaluation components. Clear presentation of skills, an opportunity to practice them, and accurate appraisal of their performance is necessary for maximum skill development. (JD)