An 18-week economics course for high school students is described. Students develop and present a group project that explains and justifies an economic policy for the United States, develop their own economic seminar consisting of student-invited speakers from the community, conduct economic research, and simulate a community business. (RM)

This project involves secondary students in selecting and researching an event in U.S. history and writing a poetic ballad, from a first person point of view. Completed works are presented at a school assembly. (RM)

Describes a semester-long class for secondary school students that examines the Black experience in the United States. The interdisciplinary course includes a preassessment quiz; a section on stereotypes, prejudice, and racial attitudes; a historical overview; literature; guest speakers; and a major project or paper. (KC)

Describes a secondary U.S. history course in which students study the impact of industrialization on U.S. culture and society. Asserts that assignments in which students create political cartoons, poetry, posters or other visual products enhance student interest and provide diverse evaluation strategies. (CFR)

Maintains that one challenge in teaching social sciences is finding ways to help students design, implement, and analyze their own social science research project. Describes a seventh-grade anthropology course in which students conducted research projects on gender issues. Includes an observations chart and two figures. (CFR)