Data on elementary social studies education in Rhode Island public schools in 1979 are analyzed. Of the 62 schools randomly selected for the study, 265 elementary teachers completed a 63-item social studies questionnaire. The questionnaire asked teachers to identify the curriculum design method they employed; indicate the types of curriculum sources, methods, and materials which they used; evaluate social studies objectives; and express their views on the effectiveness of their social studies programs. Two-thirds of the teachers use an expanding environment curriculum design; most teachers rely on their own ideas and the textbooks as sources for directing their classroom programs; primary and intermediate grade teachers support both student citizenship and other social studies objectives; and teachers consider their program to be somewhat successful and of average quality compared to others. Among the conclusions are that (1) while course content and instruction may be excellent in individual classrooms, there is not a well-defined, integrated six-year program; (2) the reliance on basal texts for program direction is viewed with some reservations; (3) the support of citizenship and social studies objectives is in line with the goals of public education; and (4) because social studies teachers do not design their programs, they neither identify with nor are very enthusiastic about them. (NE)