This bulletin provides an overview of developmental theory and practice in relation to social studies instruction in K-12 curriculum. In the first of eight chapters developmental theories pertaining to teaching and learning social studies are presented. The theories of Erik Erikson, Jane Loevinger, Jean Piaget, Lawrence Kohlberg, and Robert Selman are discussed. Chapter two describes the rationale and implementation strategies for a social studies program designed to create a "just community" with 8- to 10-year olds. Chapter three summarizes cognitive developmental characteristics of typical middle-school students. It also provides activities and assignments designed specifically to meet the needs of both the concrete and beginning formal operational thinkers. Chapter four focuses on community building activities which function as an integral component of the Carnegie-Mellon civic education project. Chapter five examines the implications of developmental research in the specific context of history teaching at the secondary level. In chapter six, the hypothesis that ethnic identity develops through stages which are similar to some other developmental stages is discussed. The implications of the stages and specific instructional strategies for each stage are given. A rationale for law-related education as a part of social studies curriculum is presented in chapter seven. Chapter eight examines the developmental perspectives presented in the earlier chapters of the bulletin. Future work is proposed in three areas: the clarification of objectives, the creation of developmentally based curricula materials for K-12, and in the refinement of the rationale for developmental social education. (Author/NE)