A major problem with most contemporary social studies textbook series is that they cannot see the forest for the trees. Instead of being designed to accomplish major, long-term goals that reflect the purpose of social education, they have been constructed to cover long lists of topics and skills found in state and district curriculum guidelines. Frequently not only the content but even the stated goals in these series are trite. As a result, they are long on isolated facts and skills, but short on integration and application of social learning. The authors advocate honoring major social education goals, not just in theory but in practice, and offer examples of what this might mean in a primary-grade unit on shelter as a basic human need and in a fifth-grade U.S. history unit on the American Revolution. They conclude with a list of principles that might guide attempts to focus social studies instruction more clearly around major social education goals. An 11-item list of references is included. (Author/DB)