"Fair Textbooks: A Resource Guide," compiled by the U.S. Commission on Civil Rights, lists resources, bibliographies, and directories to aid teachers in choosing bias free textbooks. (CJ)

Psychology of women textbooks (N=28) were reviewed to determine if their treatment of Afro-American women replicated errors made in introductory textbooks in regard to the treatment of women in general. Results indicated 18 books offered token or no references to Afro-American women, suggesting race and class bias do exist. (Author/BL)

Suggests sources which can guide schools in evaluating textbooks. (MKM)

Criticizes the organization, emphases, scope, and intellectual challenges of basal social studies textbooks widely used in elementary schools. Includes recommendations for improving such textbooks and social studies curricula. (MCG)

Textbooks treat Afro-American history with a general unevenness, with little attention to Afro-American thoughts and activities. A theme that runs consistently throughout American history is the exclusion of Afro-Americans from the concept of American "people." There should be a two-pronged approach to examining this theme in the classroom. (AM)

Discusses factors that psychology professors should consider when selecting a textbook for introductory courses. These include readability, human interest level, comprehensiveness, and authoritative accuracy of the material. (RM)

Many corporations and vested interest groups prepare free or inexpensive educational materials for the schools. The authors present guidelines teachers can use to screen such material for objectivity, accuracy, appropriateness, and feasibility. (SJL)

Many things are wrong with college level economics textbooks. For example, they are too ahistorical, too particularist, or unsystematically eclectic. The requirements of a good college economics textbook are examined. (RM)

Provides British elementary and middle grade teachers with guidelines for teaching about minorities, as well as for judging and taking action on bias in school books. (Editor/SJL)

Describes the sex bias present in a Latin text. Suggests some classroom activities to correct the biased view presented in the texts. Includes exploration of careers open to women in classical times, looking up Latin words for women, and rewriting reading lessons to contain a female character. (DK)

Argues that the first step in reassessing whether the values brought to the Americas by Christopher Columbus are desirable is to examine and dispel the myths surrounding Columbus and his deeds. Includes myths involving the purpose, financing, and manning of the voyage, and Columbus's own beliefs and fate. Suggests sources for locating accurate…

The purpose of this study was to quantitatively analyze the Latin American content of contemporary world geography textbooks published for United States secondary schools. A preliminary review of the literature indicated that Latin America was generally omitted from world geography texts, Central America was given minimal attention, and…

Proposes using children's historical fiction in social studies instruction. Argues that such literature is helpful because (1) children begin to learn about social phenomena through narrative; (2) historical fiction encourages students to invest emotion, take sides, and ask questions; and (3) historical fiction can counter special interest groups'…

Evaluates college, high school, and middle school, textbook treatments of the ratification of the Constitution. Discusses treatment of the Federalist and Antiferalist views. Reports an imbalance between the two views in texts sampled. Attributes the imbalance to Federalist victory, herd mentality, and fear that inclusion of controversy will…