Issues-centered social studies emphasizes contemporary and historical problems, utilizes learning tools such as reflective thinking, generalizations or conclusions, and draws from community resources and non-textbook materials. The issues-centered approach has been a part of the social studies movement since its inception, though its usage in the schools has been limited since the 1940s. Despite almost vanishing in the 1950s and 60s, the issues-centered method has found a new generation of supporters who claim that this approach emphasizes the connection between what they learn in the classroom with what is happening in their communities, and to an extent, the world. Furthermore, these educators believe that this approach to social studies would be more relevant and subsequently more interesting to the students.

The purpose of this study was to investigate the origins of social studies curriculum in order to determine if the objectives of the issues-centered approach are more in line with the original purpose of social studies education than the history-dominated approach. An examination of the origins of issues-centered education will show that this methodology shares key identifiable characteristics with the impetus for the creation of the social studies as a way to prepare students to be better informed and ultimately better contributors in society. Included as part of this research question were topics or issues such as the textbooks of Harold Rugg, the creation of The National Council for the Social Studies, and the influence of social issues on pedagogy and curriculum. By analyzing Harold Rugg's influence on the early years of social studies in context with early twentieth century educational practices, I have provided information that has helped to frame the arguments of today's issues-centered advocates.

For this dissertation, a number of research methods were utilized. The study was an historical research project dominated by document review and other unobtrusive measures. To gather data, both secondary and primary sources were examined, paying special attention to archival material written by and/or about Harold Rugg and other influential leaders of the social studies movement. To insure trustworthiness, the researcher examined material on both sides of the issues-centered debate.