This study of the traditional elementary social studies curriculum was conducted during 1974-76 in 16 school systems in cities of 10,000 and above population in Iowa and southern Minnesota. A traditional social studies curriculum incorporates history and geography, but not other social science fields. The purposes of the study were to (1) determine relevant areas of the traditional social studies curriculum, (2) determine desirable curriculum additions in terms of contemporary student needs, and (3) compile a profile of elementary social studies teachers and determine the relationship between their backgrounds and how they rate curriculum. The Curriculum Rating Scale (CRS) and the Teacher Information Form (TIF) were developed and used. The traditional curriculum was rated by 1,615 elementary school teachers according to topics it covers, and the teachers supplied information about their backgrounds, working conditions, and preferences. Composite profiles on CRS ratings were plotted for significant TIF scale values and categories. Analysis of teacher responses indicates that, while part of the traditional curriculum should be retained, a considerable portion of it could be replaced by topics more relevant to students. Also, both inservice training in social studies and changes in classroom organization could result in more effective implementation of social studies curriculum, both traditional and innovative. Appendices provide data tables of course ratings by grade level, teacher backgrounds, classroom materials used, classroom organization, curriculum selection factors, curriculum additions by grade level, and copies of CRS and TIF. (Author/ND)