This report dealing with the process of attitude change stimulated by social studies material is divided into two parts. Part 1 surveys the literature on attitude formation in four methodological categories: prescriptive teaching strategies; pre/post, quasi-experimental test approach; content analysis; and experimental method approach. Special attention is given to the last two methodologies. The section on content analysis includes matrices to describe five studies on the content of social studies curriculum materials. The section on experimental method in information integration, which seeks to determine the conditions leading to attitude change, concentrates on an analysis of a state adopted textbook dealing with China in order to isolate concrete examples of attitudinal and contextual values. Part 2 of the report describes the application of information integration theory to a study that isolates and quantifies student attitudes influenced by attitudinal and contextual values in social studies materials. The results of this study show that student impressions are functions of the cumulation of value loaded materials. These results underscore the importance of balanced messages in curriculum material and of teaching basic critical skills. The appendixes to the report contain bibliographies and data collected for the study. (JH)