This study aimed generally to survey and interpret, for social studies supervisors and curriculum directors, the findings of significant research and development during the last decade that bear on: 1) what and how social studies are taught to disadvantaged students; and, 2) social studies content concerning disadvantaged or deprived groups in American society. Particularly pertinent to the study was the close relationship with social studies for slow learners. Some 400 projects were identified through inquiries, published reports, and bibliographies. Of these, 120 projects were reviewed, 65 projects findings were abstracted and interpreted, and 15 were visited. Some of the major findings of the 65 were: 1) subject matter is appropriate when it is specific in nature and dealt with through the real-people approach; 2) successful content includes elements of law, political science, culture, and social issues; 3) recurrent ethnic study in several grades is effective; 4) either inductive or deductive methods can be used successfully; 5) multimedia approaches facilitate more learning; 6) some decision-making simulation games have been successful; 7) racially mixed classes promote greater knowledge and higher self concept; 8) there is some indication that teacher attitudes influence their success; and, 9) participation of teachers in curriculum development is favorably regarded. Some 170 pages of abstracts and references are appended; ED 037 588 is a related document. (Author/SBE)