Social science syllabi and textbooks at the school level are highly contentious curricular material in India. This essay traces the historical roots of the current situation to the structural and epistemological foundations of higher education. The ill-conceived perceptions of political parties, bureaucracy, judiciary and civil society organisations about the so-called "impact" of curricular materials developed by educational professionals on young learners, and the pressure they exert on curriculum development agencies aggravate the situation. All this obstructs curricular reforms initiated to improve the status and quality of social science learning in schools.