Identification questions (or IDs), according to some critics, merely test factual knowledge (which involves only memorization), but for them to be effective learning tools for students, teachers must also make sure that students develop their understanding of the significance or importance of people, events, and concepts both in the context of their times and with regard to ramifications. These are unlike essay questions, which rely on an ability to interpret historical events, use judgment, and include factual knowledge in appropriate ways to support a thesis and to draw conclusions based on evidence. Whether at the secondary school level (including Advanced Placement courses) or the college/university level, regularly instructing students in how to respond to IDs, and integrating that instruction into daily activities, provides teachers with an opportunity to strengthen students' ability to think historically, and to become better informed citizens. The suggestions (offered in this article in two variations or approaches) should not be especially taxing for students to follow, with practice, but they do require teachers to demonstrate the methodology regularly. Not only do teachers need to understand what to focus on, they must also practice enough with students until, ultimately, the students are able to incorporate the thinking behind these suggestions into their own exam preparation and written answers.