Eight social studies programs in Illinois, Indiana, Wisconsin, New York, and Virginia are described which offer high school students an opportunity to study the history of the United states using innovative, nontraditional approaches. The content of the eight courses is outlined and discussed in terms of objectives, teacher rationale in designing the courses in their present form, and student options in choosing how they wish to study American history from the unit plans. The extent to which American history courses are being changed noticeably and significantly in both content and organization does differ significantly from school to school. However, the author identifies six elements and emphases that have been introduced generally into social studies curricula and that contribute widely to the revolution in the design of courses in American history as well as to changes in other aspects of social studies instruction. Also included is a listing of five generalizations that explain how new instrucitonal patterns are revolutionizing American history courses. (Author/DB)