This study is centred on the work of two departmental subcommittees responsible for the design and development of social studies syllabuses and related curriculum materials for state primary schools in Queensland from 1969 to 1989. The formation, role and curriculum development activities of both subcommittees are examined as part of broader attempts to reform the primary school curriculum in Queensland. The intellectual and other contextual influences which impacted upon the work of both subcommittees are examined by identifying and interpreting the source of social studies ideas, their influence upon the processes of curriculum design and development, and their identifiable curricular products. Two significant episodes of curriculum design and development within the period 1969 to 1989 are investigated. The first subcommittee developed a 'new social studies' syllabus from 1969 to 1971 in response to perceived inadequacies in the 1952 syllabus. It drew heavily on the inductive theory of Hilda Taba from the United States in terms of its philosophy, structural arrangement and teaching strategies. It was a theoretically well informed and innovative episode of curriculum design and development which called for the reform of teaching and learning of social studies in state primary schools in Queensland. The 1971 syllabus was revised by another subcommittee, from 1981 to 1989. This subcommittee responded to perceived problems experienced with the implementation of the 'new social studies' syllabus in state primary classrooms, but not with its intentions, curricular structure and design. A major aspect of the work of the second subcommittee involved the design and development of a scope and sequence chart which drew on a theoretical framework ('the expanding communities' curriculum) advanced by Paul R Hanna in the United States. They also prepared voluminous teaching materials as sourcebooks for each year level. However, insufficient attention was given to the construction of significant social and cultural knowledge in the sourcebooks, and the teaching strategies were not as advanced pedagogically as those designed in the 1971 syllabus. It was a reactionary era of curriculum development, one which addressed the pragmatic concerns of teachers and sought to reestablish more centralised control over the social studies curriculum. Their work in curriculum development was not as theoretically informed as the preceding subcommittee, and failed to extend the teaching and learning of social studies in state primary schools in Queensland. The findings of the study suggest that future revisions of the social studies curriculum in Queensland need to acknowledge the significance of intellectual and other contextual influences such as, advances in conceptual thinking about syllabus design and development, about teaching, and about the professional needs of teachers. Their impact on past curriculum development and reform efforts, and their continuing influence upon existing syllabuses and related curriculum materials should also be considered carefully.