The purpose of this study is to explore the practical aspect on alignment of the curriculum–instruction–assessment–records in the social studies of elementary school teachers. Accordingly, a semi-structured interview was conducted with six elementary school teachers who had practiced the reconstruction of elementary social studies curriculum. The interviews for data collection were conducted from March 2020 to July 2020, in a non-face-to-face manner corresponding to the COVID-19 situation. The results are as follows. First, research participants formed an elementary social studies’ identity through past instruction experience which indicated that each participant emphasizes the “understanding of social phenomena,” “acquiring the knowledge necessary to lead a life,” and "cultivating the qualities of democratic citizens.” Second, to overcome the limitations of elementary social studies textbooks, research participants reconstructed the elementary social studies curriculum by highlighting aspects of teaching and learning methods. Third, research participants were found to consider “students' interests and levels” and “students' communication and interaction” when reorganizing the elementary social studies curriculum. Fourth, research participants were observed to pay relatively less attention to the elements of assessment and records among alignment of the curriculum–instruction–assessment–records in the elementary social studies. Finally, the research participants emphasized the ability of teachers to improve social studies curriculum literacy, including the ability to link social issues to instruction, the ability to understand learners, and a flexible view of society, by exploring the practical aspect on alignment of the curriculum–instruction–assessment–records.