|The purpose of this study is to critically analyze the subject organization and integrated curriculum related to ``Social Life`` area of lower grades in elementary school and to propose improvements based on the analysis results. First of all, here are the results of analysis on the integrated curriculum for lower grades elementary school students. First, from the perspective of validity of subject organization, it seems that ``Wise Life`` emphasizing the social perception and ``Disciplined Life`` emphasizing the internalization of moral norms are separated artificially in the integrated curriculum. Additionally, it lack of the continuity with ``Social Life`` area in kindergarten. Second, from the perspective of identity of the subject, internal integrity is not considered although the integrity through the redundancy between subjects is enforced. Third, from the perspective of subject continuity, the contents presented in kindergarten curriculum are not dealt with in the lower grades`` curriculum and the continuity is shown from Grade 3 only. Additionally, the integration of Society and Science is weak in ``Wise Life``. Fourth, from the perspective of validity of subject contents, it was shown that ``Economic Life``, ``Nature and Geographic Characteristics``, ``Basic Functions of Geography``, ``Historical People and Events``, ``Chronological Thinking`` and related learning elements are missing comparing to overseas elementary curriculums. Based on the aforementioned analysis results, the following improvements are proposed. First, from the perspective of subject organization, it is needed to compose ``Social Life (Virtual Name)`` by integrating ``Disciplined Life`` and ``Wise Life``. Second, from the perspective of characteristics and goals of the subject, it is needed to define the characteristics and goals of the subject as nurturing three areas such as knowledge, skills and attitudes in balance and harmony. Third, from the perspective of contents, the expanding environments should be applied flexibly and some missing contents can be added as a separate unit according to the achievements standard. Additionally, the learning contents should be systemized and organized considering the continuity with kindergarten curriculum and higher grades`` curriculum (Grade 3+). Fourth, ``Social Life (tentative name)`` curriculum for lower grade elementary students should be organized with 8 large categories such as ``I``, ``Family``, ``School``, ``Friends and Neighbors``, ``Village``, ``Humans and Environments``, ``My Country``, and ``Culture and Human Rights``. Finally, based on the critical review on the elementary integrated curriculum, the following proposals are made to improve the quality of elementary curriculum. First, discourses and studies on the subject organization of lower grade elementary curriculums should be activated. Second, close follow-up studies on the relevance of ``Social Life`` subject related contents and scope are needed. Third, more attention and interests of related professionals are needed to refine ``Social Life (tentative name)`` which is proposed as an improvement. Fourth, the approach to the organization and composition of social studies curriculum needs to be shifted from ``confronting perspectives`` to ``circulative and reciprocal perspectives``.