Since the early 20th century, educational theorists and researchers have often debated topics regarding the validity, purposes, and best approach to education public and the discipline of social studies in the United States. Since the adoption of Ralph Tyler's essentialist and teacher-centered approach, John Dewey's call for progressive reform and student-centered learning, and Paolo Freire's call for an education that advocates social change and the destruction of social oppression, education experts have found themselves stuck. between the different objectives, outcomes and possibilities of teaching social studies. A review of recent literature provides evidence that one goal, critical literacy, is often at the center of curriculum debates. Essentially, to understand the importance of critical literacy, one must ask: "What is critical literacy and why is it important?" » An abundant literature has attempted to provide a definition of critical literacy. Researchers have determined that a curriculum designed to meet the demands of critical literacy interacts with the way people, as members of a global community, a national society, and a local network, look and interact with the world around them (Wolk, 2003, p. 102; Wile, 2000, p. Critical literacy allows students to question social institutions by addressing topics such as power, equality, empowerment, oppression, and democracy, by challenging these institutions, students also develop skills that make them more informed citizens (Wolk, 2003, p. 102; Kumashiro, 2001, pp. 9-11). ; Wineburg, et. al., 2004, p. 45). Much of critical literacy relies on a person's ability to analyze certain controversial issues that remain in the middle of paper. New York City Public Schools: A Descriptive Study. Journal of Curriculum and Supervision, 17(3), 206-231. Dotolo, F. and Nicolay, T. (2008). Approaching history through literature: Generating knowledge through writing and research in a first-year interdisciplinary learning community. Professor of History, 42(1), 25-34.O'Brien, J. (1998). Use literary themes to develop historical perspective. Social Studies, 89(6), 276-280.Schon, I. (2004). From ancient Rome to the Intifada: historical novels for Spanish-speaking adolescents. Social Studies, 95(2), 75. Turk, D.B., Klein, E., & Dickstein, S. (2007). Mixing “fact” and “fiction”: strategies for integrating literature into history and social studies courses. Professor of History, 40(3), 397-406. Vogler, K. (2003). Where does social studies fit into a high-stakes testing environment? Social studies, 94(5), 207-211.