The changing demographics in U.S. institutions have contributed to the increasingly multicultural nature of classrooms. Thus, it is imperative that teachers become cultural brokers and social engineers who have the ability to lead and empower their students. The multicultural construct is seen as a conducive rationale to prepare teachers for the diverse democratic classroom. This paper explores these issues as they pertain to the structure of curriculum and instruction in K-12 social studies classrooms. The paper outlines an alternative approach based on democratic principles and values. It provides pedagogical implications for preservice and inservice teachers to enhance their effective professional teaching roles in helping all learners to succeed. The paper lists nine guidelines that should underlie the structure of social studies curriculum and instruction, and based on those guidelines, it lists a second set of nine specific guidelines that can best govern the structure of social studies to ensure student success. (Contains 15 references.) (BT)