The current debate about social studies education is the focus of this paper, and the questions and the charges raised by recent surveys and reports are addressed. Survey results from the Ravitch and Finn, the Chandler, and the National Catholic Educational Association studies reflecting student ignorance of social studies knowledge are discussed. Student inability to read and write at the appropriate grade level, student and parent apathy, and peer pressure are cited as obstacles to learning social studies. In the past, attempts to provide competent social studies teachers have included additional training, competency tests, and recertification. Today's debate focuses on process and method versus content, including the back-to-basics movement of the late 1970s and the early 1980s that succeeded in bringing the nation back to the mindset of the 1950s and 1960s and that appears to be in the ascendancy today. Attention is also given to: (1) the lack of time allocated for social studies instruction; (2) the emphasis on science and mathematics skills; (3) the length of the U.S. school year; and (4) the lack of discussion about controversial issues and democratic values and ethics. The Catholic educational system includes imparting democratic values and ethics while it tackles the most controversial and moral subjects and issues in its social studies curriculum. Ten strategies for Catholic education are suggested that may encourage schools to continue and improve this practice. (DJC)