The paper reports on the first year of an eighth grade social studies unit, "Facing History and Ourselves: Holocaust and Human Behavior" (ED 152 670). The unit focuses on the question of individual responsibility in society. During the first year of the program, experimental and control groups were pre- and posttested in four domains: knowledge and understanding, interpersonal awareness, moral reasoning, and ego development. Results indicated that students using this unit increased their skills, knowledge, and level of reasoning about social and moral issues. They gained an understanding of decision making in a society and the range of activities of political groups, the ability to read graphs and tables, new vocabulary terms, and significant growth in interpersonal awareness. Additionally, teacher outcomes were an expanded teaching methodology and a modification of the role of auxiliary staff. Program outcomes included the establishment of a resource center, a draft of the curriculum, dissemination activities, and administrative reports. Three factors accounted for the program's success: the materials, which deal with real people and specific events; the classroom processes which are based on the developmental stages of junior high students; and the active participation of auxiliary staff -- an art teacher, librarian, counselor, and multicultural resource person. (KC)