The concept of conflict is replete in today's world and is a concept upon much social studies instruction is built, beginning in New Jersey's fourth-grade classrooms with the study of the American Revolution. Many elementary schoolteachers approach the teaching of social studies without subject-area certification and without subject-area materials due to the competing curricular forces in today's schools. Consequently, teachers' talk becomes the primary vehicle for curriculum enactment. Acknowledging teaching and learning as a social practice, this dissertation study illuminates the complexities of language, as three fourth-grade, suburban schoolteachers' talk is foregrounded through an analysis of their discourse practices. Central to this qualitative case study was the participant-teachers' ways of talking, as their values, attitudes, and beliefs revealed their situated meanings, situated identities, and figured worlds about the subject of social studies; their roles as social studies teachers; and the content-area concept of conflict. An analysis of these elementary schoolteachers' discourse practices, backlit by an analysis of their teacher-selected classroom artifacts, became the looking-glass for teachers, leaders, and teacher-educators to tune their ears into teachers' talk about social studies to learn what ideas are being perpetuated and rejected, empowered and silenced, and privileged and non-privileged by these teachers. Five thematic conclusions emerged from the data: (a) teacher as knower and learner, (b) excitement defines learning and value, (c) a push against the usual, (d) a delicate balance, and (e) a story of togetherness. These five themes have direct implications for teachers' and leaders' practices and for teacher-education programs to think beyond a figured world and to move the social studies curriculum beyond control and fear. Through this analysis of talk on the line, above the line, and below the line, the sociocultural webs of discourse practices, in which teachers are oftentimes unknowingly entangled and which ultimately impact students' social studies experiences, were illuminated. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]