In this article, the author posits a dual argument. First, he contends that the post-WWII discourse of national unity pushed intolerance to the forefront of the domestic agenda linking its elimination with social cohesion while simultaneously advancing assimilationist and meritocratic beliefs about "the" American experience. Here, he utilizes the writings of Project creators/leaders to illustrate the ways in which they understood the amelioration of intolerance as integral to the safety and image of America and as inseparable from the purpose of strengthening national unity. Second, he argues that the curricular work of the teachers involved in the Project allow people a historically rare opportunity to understand how educators mediated the content of intergroup education. The freedom Project teachers experienced to act as both intergroup-curriculum creators and implementers allows people to glimpse the ways in which they reproduced "and" challenged beliefs about assimilation, intolerance, and the curricular treatment(s) of diverse populations in American society. (Contains 8 notes.)