This paper examines some cultural misconceptions about young adolescents, describes the outcomes of this distortion, and offers suggestions for the ways in which curriculum can begin to liberate and empower them. Given that early adolescents in the United States are neglected, ignored, stereotyped, and negatively affected by certain social forces, a middle-level education is needed that is both liberating and empowering. Such a curriculum would be rich in meaning and respond to the developmental needs of young adolescents, deal specifically with societal issues, and help young adolescents understand the social forces that exploit them or hinder their development. It is suggested that middle-level curriculum include historical and cross-cultural studies of adolescence that explore the interaction between aspects of adolescent development and societal forces, the development of values, and the relationship between intellectual development and schooling. (Contains 44 references.) (LMI)