A project facilitated learning of disadvantaged students in 7th and 8th grade social studies classes through the presentation of visuals designed to vividy the presented subject matter. In a number of experimental classrooms teachers used approximately twice as many visuals in their living classrooms as in a number of control classes. Objectives of the study were that students in the experimental group would show: 1) significantly more positive attitudes toward social studies and greater classroom participation (as determined by comparison of pre and post scales; and 2) significantly greater gains in achievement in the area of social studies than they did the previous year. Findings indicated that although there was no measureable change in pupil attitudes toward social studies in the living classrooms, pupil participation in classroom discussions were significantly higher than in control classes. Other significant findings were that pupil marks in social studies were significantly higher than the previous year and, further, that in a standardized city wide test the students in the living classroom achieved scores similar to 8th grade classes in non-Title schools -- an indication that the project did improve pupil achievement. (SJM)