Through an analysis of activities called for in social studies texts at three grade levels, the author critically examines the links between children's improvisational performance and social studies curricula. He asks: What is unique about the process of embodying a historical or contemporary character as part of the learning process (such as a re-enactment of the "First Thanksgiving" scenario)? How do students adopt various ideologies through playing a role? How have adult textbook writers and teachers constructed history and contemporary issues through the parameters of these performances? Using typologies and assertion development, the author finds that the activities call for young people to perform a normative U.S. citizenship. He explores some ways this performance might be disrupted through the application of extended drama and/or creative writing practices.