The task of the conference reported here was to exchange ideas about approaches taken to social science content in the new curricula. The hope was to contribute to the improvement of the large and growing amount of academically based curriculum work through interdisciplinary exposure. The major emphasis was on cognitive content and its structuring, including the relationship of social science concepts, structure, and theory. Secondary emphasis was on values as content in the curriculum, and tertiary emphasis on the processes of learning. Issues of morality and rationality with respect to teaching substantive values emerged. The discussion of processes included several related ideas: discovery, inductive learning, inquiry, and problem solving. The question of how the components of social science content relate to each other and to science were points of discussion (history, geography, anthropology, Political science). The nature and utility of behavioral objectives, and the individual needs and capabilities of the child, were discussed. The great need for teacher training programs to parallel the development of new curricula was noted along with some brief sketches of projects which are working to meet these needs. (SBE)