College students reported memorable social studies activities that they had experienced in kindergarten through grade eight by describing both the activities themselves and what they learned from those activities. These memories were coded for subject matter, type of activity, and learning outcomes. The responses reflected the influence of the expanding communities curriculum when viewed across grade levels, but with more history and fewer sociology/communities memories than expected. Learning outcomes ratings varied by activity types, being least favorable for repetitive, low level seatwork and most favorable for activities that involved opportunities for experiential learning or higher order applications. Contains 14 references and 12 tables. (Author/SG)