The purpose of this intervention was to examine the effects of delivering social studies instruction with technology. A curriculum web contains resources needed by both instructors and learners in order to complete a technology-based unit. The activities were designed to improve attitudes towards social studies and strengthen abilities to think critically. Each morning for six weeks, one fourth grade class participated for 40 minutes. This study included observation, an interview, pre- and post-intervention surveys, a multiple-choice test, and scoring rubrics. Participants researched persons and events related to the American Revolution. While researching history with the Internet, participants looked for cause-effect relationships. Participants completed semantic webs to organize ideas and completed projects such as PowerPoint presentations and individual Web pages for inclusion in a class Web site. Twenty-two of the original 24 participants were able to complete each assigned project. Findings suggest that attitudes towards social studies and the curriculum web instruction itself were positive for all students. Very little evidence of critical thinking was found in the written pieces created by the participants, but was evident in class discussions. The results of the study were communicated to the learning community through an email to the faculty and administration at my school. The e-mail supported Internet-based learning as effective in improving attitudes and achievement patterns and encouraged teachers to increase technology-based activities in social studies.