Abstract
This study aimed at critiquing progressive citizenship education approach, highlighting its evidence, and examining its status in Iran's elementary school curriculum. A use was made of a descriptive approach and content analysis. The sample of the content analysis involved forth and fifth grade curriculum sampled purposively from the elementary curriculum of humanities. The content analysis of the objectives, most importantly, indicated that there was agreement of 59/07 percent between the objectives analyzed and those suggested by progressive citizenship education. These agreement indexes, more notoriously, were 10/18 and 4/78 percent for textbooks and teacher's guides respectively. These findings, taken together, revealed that components of progressive citizenship education were neglected to a great extent by the curriculum
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