Abstract
This article begins with an overview of elementary social studies, considering its purposes and goals, historical and contemporary controversies about learner readiness and curriculum content, and commonly reported problems with textbooks and time pressures. It then considers proposed reforms, first considering approaches recommended by others and then focusing on the approach recommended by the authors. This approach features units on cultural universals, organized around powerful ideas developed with emphasis on their connections and applications. Common features of the units are described and then illustrated as they play out in a unit on government. The final section describes how an exemplary elementary teacher implements these units in her classroom in ways that personalize them to her students' home backgrounds, uses a narrative style for establishing a common content base, and in other ways addresses the challenges of teaching content‐rich subjects to young learners with limited background knowledge and literacy skills.
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