A pre/post experimental-control design was used to evaluate a social studies curriculum based upon inquiry methods. Subjects were 308 eighth-grade students. The results indicated that there were no significant changes in creative thinking, attitudes toward power, understanding of power concepts, and problem-solving skills as a result of experience with the inquiry curriculum. There was significant improvement in information mastery. In addition, student attitudes toward their experiences and the instructional materials were positive. The gaming and discussion sessions were viewed by students as having a beneficial effect on their interaction skills and comprehension of the subject matter. (Author)