In contrast to other researchers, Fallace argues that the 1916 Committee on Social Studies Report, which instigated social studies, was not the moment in time when history as a subject was dropped from the U.S. curriculum, but instead suggests that this occurred in the post-WWII era as a result of life adjustment education. Using local, state, and city curriculum guides, in addition to national reports, surveys, and proposals, he provides a nuanced picture of the overall effects of the 1916 report and life adjustment education on the curriculum. He finds that after the 1916 report, more problem-based learning was introduced into the classroom, but the content was historical and remained arranged following a traditional narrative. After WWII, life adjustment education, which focused on the sixty percent of the school population believed to not benefit from either college preparation or vocational training, strove to keep students in school with a more meaningful and relevant curriculum. This coincided with the rise of curriculum specialists and an “explosion” in the production of social studies curriculum guides (579). Analyzing these guides, Fallace finds that during this era the history curriculum in many schools became based more on process than content, and was used to teach social behaviours and good citizenship instead of academic history.