This paper describes how Wichita, Kansas, public school teachers developed a grade K-2 social studies curriculum focusing upon the developmental needs of children. A group of teachers met to examine textbooks and recommend a future social studies basal textbook adoption. They were not pleased with the primary level texts available through publishers. They found that most first grade social studies texts are picture books, with no more than seven to ten words printed on each page. The teachers knew that research indicates that children at the pre-school through second grade levels prefer kinesthetic or motor modes of learning relating to concrete objects. These texts were not appropriate for use with children who have yet to reach a maturational stage relating to abstractions and symbolic forms. So they decided to develop a new primary social studies resource and activities guide based upon a concrete operational model and addressing district-wide K-12 social studies objectives. These objectives and the district's five basic K-12 social studies curriculum strands (which are presented in the paper) became the frame of reference for project development. Superimposed upon these five strands was the traditional "expanding horizons" schema. Activities developed by teachers were arranged in clusters according to how their objectives related to identified behavioral outcomes for each grade level. Many of the activities were interdisciplinary. Since the Fall of 1981, the guide has been implemented in Wichita's 75 elementary schools. Evaluations by teachers have been overwhelmingly positive. (RM)