Abstract Although Grade 1-9 Curriculum has been put into practice in Social Studies learning area for a period of time, there isn¡¦t a complete discussion about it. Therefore, the purpose of the study is to analyze the related studies in ¡§core rationale and curriculum goal¡¨ part, ¡§competence indicators and main content¡¨ part and ¡§implement guidelines¡¨ part and to investigate the suggestions of the related studies. The subjects are 177 curriculum guideline studies studies. The results are as follows: 1. ¡§Competence indicators and main content¡¨ studies and ¡§implement ation guidelines¡¨ studies are the most part. They are 109 and 61 separately. 2. The number of ¡§core rationale and curriculum goal¡¨ studies is seven. They all agree with the integration trand which the curriculum guideline and curriculum goals pursue. However, there is no connection between theory and practice. 3. Developing competence indicators and main content: there are some discussions according to the nine theme axes and main content. 4. Implementation guideline: First: cognitive part: more and more teachers understand the curriculum guideline, which facilitates the accomplishment of curriculum guideline. Secont: integration part: there is lack of the principle explanation of the connection between integration, cognition, and practice. Therefore, it is necessary to offer the main reasons of pursuing the integration. Third: textbook: Teachers¡¦ transformations are crucial. Forth: evaluation: Although that the government should establish the professional institution to develop the long-term which is still lack in corrent elementary schools and junior high schools. Fifth: competence indicators are too abstract to understand. Therefore, it increases the difficulties in designing learning materials. Key Words: Social Studies learning area, Social Studies, Grade 1-9 Curriculum Guidelines