While pointing out some of the criticism being leveled at the social studies in recent years, this paper suggests a need to reassess the historical development of the social studies as part of the public school curriculum. It argues that such a reassessment is needed to resolve present difficulties and effect future possibilities. The period 1890-1920 is crucial to examine. Concern during this period for the manner in which young people were educated to fulfill their political, social, and economic roles played a prominent role in the development of the social studies. Since sufficient historical perspective has not yet been obtained, three possible models are offered to interpret the formative history (1890-1920) of the social studies: the conventional model views its development as an inevitable outgrowth of national progress; the revisionist model saw it as an effort to produce quiescent labor for capitalistic enterprise; and the cultural politics model saw social study's emergence as a reaction to cultural disintegration. Since 1920 the direction of the social studies has been influenced by three competing traditions: the conventional tradition emphasizes social science content; the second tradition centers on inquiry process; and the third tradition focuses on citizenship. (Author/JK)