Research has pointed out that an over reliance on textbooks and lecturing in the social studies often devolves instruction into narrow perspectives and uninspiring activities. Thus, teachers allowed their students to use something they were interested in, technology, to access a wide range of resources for a class project. This assignment, the Global Advocacy Project, offered high school students an opportunity to research, create and present potential solutions to important global issues by using technologies that included Skype and iMovie and culminated with students posting class videos on YouTube and, in a number of cases, Facebook and MySpace. Throughout the different stages of the project, students were directed to use technology to access and think through information, to communicate, and to showcase their learning. This article discusses the three different stages of the project: (1) students as researchers; (2) students as producers; and (3) students as presenters. (Contains 5 notes.)