In this article, the authors summarize important and promising research on what they call "authentic intellectual work." It is important because so often schoolwork, not only in social studies but across the curriculum, requires little in the way of deep conceptual learning that also connects to life beyond school, and it is promising because the research shows that students who experience higher levels of authentic instruction and assessment achieve more than students who do not; and these results are consistent for students regardless of race, gender, disability status, or socioeconomic status. Examples of students' authentic intellectual work are also presented. (Contains 2 figures and 2 notes.)