To test whether elementary social studies texts have changed in response to the back-to-basics movement, a content analysis was made of selected basal texts series published between 1969-1972 and reissued between 1979-1982. Quantitative data, anecdotal data, and educational criticism were used to compare eight matched text series for knowledge base, skills base, values base, and recommended teaching strategies. Results indicate that the back-to-basics movement has effected a return to traditional content and methods in social studies textbooks at all elementary levels. Findings included an increased emphasis on reading development; an increased emphasis on American history, geography, map and globe skills, citizenship education, and traditional American values; use of simpler vocabulary, shorter sentences and fewer concepts; a de-emphasis on innovative teaching suggestions; and increased testing of factual recall. (LP)