The author looks at subject-field disputes about what to teach in the field of social studies in the U.S. He identifies the selection of subject matter to teach as a first source of conflict about the field's nature given the scope of history, geography, and other social sciences. The author argues that disagreements about what and how to teach in social studies is a normal state of affairs, and such contests should not be interpreted as some aberrant circumstance or condition. Such disagreement should be perceived as a positive force, showing a dynamic, not moribund, field. Two sources of conflict about what to teach in the social studies are outlined and then attention is turned to "what to do." Other topics discussed include the role of representation in teaching, the creation of a definitive agreement of what to teach, and a body of knowledge, skills, attitudes, and orientations that will benefit students.