This study analyzes the process of curriculum development in Social Studies in Philippine basic education during the period 1980-2010 and argues that the curriculum, as a product, is shaped and determined by socio-political contexts and results from the deliberations and decisions of a group of people tasked to craft it. Analyzing primary documents such as memos, reports, curriculum document, teacher’s guide; and drawing from the interview with curriculum writers and consultants, this study is able to identify societal and political factors that influence the articulation of curriculum objectives and content. Teachers, consultants, and staff from the Department of Education, who constitute the curriculum writing team play different roles and representations as the curriculum document is produced. In the process, they each wield levels of power to influence the curriculum