This study compared two approaches for teaching a history unit on the Civil Rights Movement (1954-1965) to middle school students with learning disabilities (LD) in general education settings. The curriculum was designed to make the content challenging, but accessible. The major text was the documentary, Eyes on the Prize (DeVinney, 1991). Readings were brief and included primary sources from the time period. Curriculum content was constant in both instruction conditions, but in the experimental condition teachers isolated the video selections into brief 2- to 3-min segments to facilitate learning and used peer dyad activities to foster active processing of content. Students with and without disabilities in the experimental condition scored significantly higher on 2 of 3 content measures. (Contains 1 figure and 2 tables.)