If history teachers' aim is to teach students how to think, why not ask: What forms of thought do historians use, and what specific techniques will inculcate these forms? In this article, the author proposes a fundamental shift, from courses with a focus on the mastery of data to courses with a priority on learning the historian's craft. The author has explored this approach through experimentation over the years with the cooperation of students at Lakeside School in Seattle, and devised a format which works. Here, the author describes this model which is applied to a tenth grade world history (since 1500) course during the 1998-99 academic year. The content begins with a tour of varied societies, and then proceeds to an introduction to Islamic and Atlantic intercommunicating zones during the fourteenth through seventeenth centuries. From there it moves to a more traditional, and more specific, study of European developments. The course concludes with personally engaging subjects, including genocide, nonviolent social change, and an inquiry into what it means to be human. (Contains 15 notes.) ["Teaching Thinking" was written with Reed Adam, Darren Delaye, Tessa Goodhew, Laura Matsen, Tim Ramsey, and Luke Rona.]