This study, part of a larger effort to assess the effects of the Anthropology Curriculum Study Project course, "Patterns in Human History", was designed to assess the learning dynamics involved in a short lesson sequence from Part I on the concept of social position. Random structured samples of 82 project and 82 control students were selected. The research strategy employed was derived from Gagne's theoretical model of learning in which the attainment of any complex intellectual task depends upon the prior learning of a number of simpler tasks, and involved the following steps: 1) the terminal objective of the sequence was analyzed to identify an hypothesized hierarchy of simpler underlying tasks; 2) the Status Identification Test was constructed which contained one test item for each of the seven most complex underlying tasks, and two items representing the terminal objective of the sequence; 3) post-performance for each task was compared separately for a sample of project and control students; 4) the mean number of social positions identified was compared between samples; and, 5) performance configurations between samples were compared. The absence of significant performance differences on the two measures of the terminal objective indicated that the lesson sequence was unsuccessful. Differences were detected, however, on several of the underlying tasks and recommendations were made from analyses of these differences. (JLB)