This study proposed to create a value-oriented unit of short, fast-moving fiction, poetry, and discussion lessons for and about contemporary young people, and then to measure their appraisal of this unit. Subjects were 303 students from one suburban and two urban high schools (one all Negro, one all white, and one evenly integrated). Information was gathered from the responses of participating teachers and from an analysis of students' responses to an attitudinal questionnaire. The unit drew favorable and preferential response from a majority of both inner city and suburban students, and every poem or story was selected as a favorite by a substantial percentage of the population. No appreciable difference was noted between suburban and urban students, indicating that the similarities between such students may be greater than the differences. The greatest differences between students followed an alignment according to sex. Indications are that a change in literature textual content may be needed in suburban as well as urban schools. (Author/LH)