The strongest possibilities for reforming the social studies curriculum lie with those professionals who actually work with children in the schools and on whom the burden of curriculum implementation rests--local curriculum planners and teachers. Successful local social studies curriculum development is an art. There are essentially three matters for deliberation: judging the existing curriculum, both the written version and the one that is actually taught; making whatever changes are needed; and specifying the demonstrations of achievement that are expected from students at key points in their school progress. In six chapters this volume outlines how to accomplish this task successfully. Chapter 1, "Challenging Lessons on Essential Learnings," briefly defines the major commitments of the book. Chapter 2, "Contexts of Renewal," puts curriculum planning into its various social settings. Chapter 3, "Deliberation for Change," presents a case study of curriculum deliberation by a district social studies curriculum planning committee. Chapter 4, "Renewal Principles and Procedures," outlines three general principles to guide curriculum renewal in social studies and offers an eight-part renewal model. Chapter 5, "Goals, Issues, and Trends," gives an overview of social studies in the United States today. Chapter 6, "Thoughtful Learning and Authentic Assessment," considers the possibility of creating a social studies curriculum that promotes challenging, in-depth study on a limited number of essential topics. Three articles published in the October, 1989 edition of the journal "Social Education" are appended, and a list of networks for social studies educators is provided. (DB)