The introduction of nontraditional teaching techniques into a solid framework of traditional teaching can greatly increase student motivation and attention. Nontraditional methods involve students as dynamic actors in the educational process in three ways: by increasing student motivation, maximizing the level of subtlety or detail achieved, and enlisting students in the process of teaching each other. A course in urban history provides several examples of the integration of nontraditional and traditional pedagogy. Students are encouraged to take extra credit assignments in which they research and present role plays to the class on events or people of interest to them. Two variations on the student field project appeal to students' puzzle-solving interests. In a self-guided tour project, students are assigned to visit and describe local historical landmarks. In an extended version on this project, students travel to a nearby metropolitan area for five days, visiting and reacting to historical and architectural landmarks. Such assignments provide students with a greater understanding of events in urban history. Students take a greater interest in the subject matter and retain information longer. (LP)