This is the report of an attempt to develop and teach a high school American history course based on inquiry techniques. Chapter I and II discuss recent changes in teaching methodology and the author's interest in the problem. Chapter III details the search for materials. Chapter IV describes the new method being tested in the classroom. Students were provided with copies of mass publication magazines and newspaper microfilm produced in 1948. These materials, along with limited reprints of statistical data and secondary sources, constituted a "history laboratory." After following the 1948 campaign and arguing the major issues, each student voted and defended himself in a final essay examination. Evaluations by independent observers are presented in Chapter V. It was agreed that the course was more than normally popular, and that there were some real cognitive gains. The final chapter presents the author's assessment and recommendations regarding the art of teaching and the process of innovation. Appendices include numerous examples of work done by a random sampling of students in the experimental classroom. (Author/KSM)