ABSTRACT
Since the social studies curriculum holds potential to shape young peoples’ world views, there has always been pressure to preserve this or change that. Accounting for continuity and change, however, depends on how one de nes what one wants to preserve or change as well as how deeply one looks. Care is therefore imperative in de ning what we mean by social studies and specifying at what level we look for continuity or change. It could also be that continuity, which may lack obvious drama, attracts less attention than change (Cuban, 1979, p. 175). But this may not translate into continuity being any the less signi cant for explaining what has happened to the social studies curriculum (hereafter, curriculum).
