This paper describes two new family life curriculum development projects at Carnegie-Mellon University and presents the results of an evaluation of two mini-courses using a modified Solomon four-group experimental design. Based on historical, sociological, anthropological, and psychological research, the first unit presents family life in Japan and the Kibbutz, while the second emphasizes American adolescence. In both courses students examine the changing norms, roles, role clusters, and socialization processes of family members in historical and contemporary contexts. The experimental design includes analyses of variance of posttest scores from 60 classes in three urban high schools. The results of standardized tests for evaluating students' attitudes toward their family indicate no significant curriculum effects for either unit. The cognitive test results are strong and unambiguous in all schools despite the differences in socioeconomic characteristics and school climate. Each unit did increase the students' knowledge of family life and their inquiry skills. (Author/DE)