This paper describes a social studies unit which addresses the problem of cultural dissonance in black, inner city kindergarten children who enter school without adequate classroom social interaction skills. In order to avoid using extensive academic time to orient children toward cooperative behavior and discipline procedures throughout the school year, step-by-step intervention program to promote prosocial behavior is offered. The program consists of modeling by an authority figure, practice of modeled behavior, video taping of the practice, and viewing the video tapes on a weekly basis for a period of ten weeks. Procedures for implementing the curriculum unit, as well as its setting, general goals, objectives, solution strategy, and calendar for implementation, are described in the body of the paper. A final chapter gives results, conclusions, and recommendations. (Author/DST)