ABSTRACT
This chapter suggests that elementary social studies be part of a state assessment system, school leaders cultivate a climate of professional autonomy for teachers, and social studies curriculum for the primary grades be reformulated. Social studies have never been a prioritized subject at the elementary level. The importance of autonomy for social studies teaching is related to teachers' role as curricular-instructional decision-makers, or gatekeepers. It is related to teachers' role as curricular-instructional decision-makers, or gatekeepers. Gatekeeping is influenced by teachers' professional agency as well as multiple sources that exert varying degrees of authority. Gatekeeping is influenced by teachers' professional agency as well as multiple sources that exert varying degrees of authority. Along with teachers' skills, interests, and knowledge, these sources include colleagues and administrators, students, and organizational structures that interact with state and district curriculum policy as manifested in textbooks, standards, and tests. Policy tools at the school level are crucial.
