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This research purports to answer the question "What results may be derived from a classroom study of family history?" From a review of literature by four score teachers, administrators, and curriculum theorists, Hayes has elicited claims of 65 specific results in eight different categories. The quoted authors perceived that the classroom study of genealogy and family history: (1) Affects in positive ways how students feel about non-family history; (2) Promotes the learning of several disciplines related to history; (3) Reveals the interconnectedness of human society, and encourages multiracial and multicultural understanding; (4) Improves scholastic skills; (5) Builds students' sense of identity, sense of self; (6) Increases sense of "family," enhances intergenerational relationships, ameliorates the outlook on life for those involved; (7) Benefits children of "non-traditional" parentage; and (8) Creates a valuable family document. Hayes then observed two classroom family history projects (1997-1998) which are assigned annually, one in a sophomore Language Arts course, one in a senior U.S. History course, as an empirical study of the 65 result-claims. The 40 students and two teachers were then asked to fill out questionnaires in a Likert-type Scale manner; frequency-counts were extracted and are herewith presented. The students and teachers were also individually interviewed as to their perceptions of results to be gained from family history projects. Two authorities--one Ph.D. psychologist and one clinical social worker--were additionally consulted. Transcriptions of ail interviews are included in this dissertation. And, finally, Hayes has drawn conclusions on the 65 result-claims, awarding each a yes, a conditional yes, or a no decision. Of the 65 results claimed, 46 were awarded yes, 11 a conditional yes, and 8 a no. And, if family stories are shared in class, the yes count immediately rises to 54. Implications for teaching life-history in the curriculum and implications for future research are herein expressed. One has the feeling that the classroom study of family history is a positive experience, is healthy for all students, is an excellent educator's tool, and should be utilized several times between kindergarten and 12{dollar}\\sp{lcub}\\rm th{rcub}{dollar} grade.