This research involves case studies of four public high school teachers handling and modeling the problem of inclusion in their social studies classrooms. In interpreting and implementing social studies curriculum, teachers represent to their students particular images of citizenship, leadership, and the political system in which these are embedded. In hidden as well as overt social studies curriculum, students are shown what kinds of people may be social or political actors, and shown what kinds of behaviors are expected of citizens. Curriculum may attempt to foster love of country by emphasizing similarity and unanimity, minimizing conflict, or alternatively by emphasizing the wide scope of valued members in the national community, using conflict as a learning opportunity. For this study, contrasting versions of implemented social studies curriculum in their living form, including students' and teachers' words and deeds, in four high school classrooms in two economically and ethnically diverse districts were observed. The result of the data collection is a detailed picture of four implemented social studies curricula in specific multiethnic contexts, and a flavor of each teacher's reflections about their own work. The study concludes that classroom conflict is very often avoided. One teacher generally avoided conflict in either curricular substance or pedagogical process by focusing on independent seatwork. Another teacher in the same school used both pedagogical conflict and curricular conflict. The third used simple curricular content coupled with an open climate of conflictual discussion. The last teacher presented conflictual information by means of tightly teacher controlled pedagogical strategies. (DK)