Several years ago, after a career of teaching biochemistry and introductory biology, the author decided to offer a course for biology majors on biological explanations of social phenomena (Biosocial Problems in Contemporary America). His goal in examining these topics was to help students develop critical-thinking skills that would allow them to consider the truth of these explanations. In reading any scientific paper, students need to understand the nature of evidence, assess the reliability of data, and recognize how an argument is being presented; in addition they need to assess how political or social dimensions influence what people perceive to be truth. In this article, the author describes Biosocial Problems in Contemporary America, a course on the use and misuse of scientific knowledge. His effort in this course is not primarily to arrive at any final judgments as to the validity of the arguments presented, but rather to explore the criteria for studies that might help to answer the complex issues at the nexus of biology and social issues. (Contains 3 figures and 1 resource.)