This content assessment project is designed to determine what social studies content should be tested on national standardized tests and how that content should be defined. Sixteen historians, political scientists, and social studies educators were interviewed to identify key concepts. In a second phase, the cultural literacy rationale for content was examined. This report focuses on the third phase, which addressed the actual content definition process. A fourth phase will make content recommendations. To investigate the process, test developers were interviewed. Altogether, 10 people involved in test construction for the National Assessment of Educational Progress (NAEP), history and social studies tests, and a state assessment were interviewed. Overall, a relatively small number of people define actual content; many of the same people, not necessarily subject matter specialists, work on several tests. The NAEP uses a small committee, with checks from various reviewers. The commercial test developer relies heavily on widely used tests, and the state process relies on the input of many people. For the most part, these processes do not produce the same content. Consideration is given by the test developers to issues of regionality, ethnicity, gender, and race; it would seem that the same consideration should be given by subject matter specialists to test content. There are seven references. Three appendices discuss the interview process and the content domains of the tests. (SLD)