Central questions in the 1980s social studies curriculum reform literature concern selection, organization, and presentation of academic subject materials to elementary and secondary school students. This paper reviews general curriculum and comprehensive social studies reform literature of this period and explores the 1987 Bradley Commission report, "Building a History Curriculum," in terms of: (1) how the report fits the themes and tone of social studies reform literature; (2) the compatibility of the report's support of history as the core of the social studies curriculum with other reports that advocate geography, economics, civics, or international studies as curriculum cores; and (3) the commission's views about history in relation to other social studies curriculum trends. Various practical and possible areas of curriculum reform are described, and the paper concludes that the greatest value of the 1980s social studies curriculum reform reports has been stimulation and public discussion about teaching and learning in schools. Extensive end notes are provided.(JHP)