Five seventh grade and four sixth grade social studies textbooks most commonly used in Michigan public schools were examined (1) to determine the extent to which these textbooks reflected the pluralistic nature of the global society, past and present, and (2) to ascertain the quality of scholarship, educational soundness, and readability levels. The major findings were: (1) The textbooks tended to be primarily geography textbooks; (2) The quality and design of the textbooks were good and many supplementary activities to encourage greater student involvement in learning were included; (3) Many interesting readings and special skill development activities were inserted in the textbooks to accompany the printed subject matter; (4) There were many attempts to encourage students to think and to work in groups; (5) Most textbooks placed too much emphasis on presenting factual information to be memorized; (6) It appeared that reputable scholars in specific regional areas were not used as writers/consultants; (7) The regional areas were somewhat inadequately presented; (8) The diversity of peoples within the regional areas was sometimes weakly presented; (9) Controversial issues were either avoided or presented in a rather antiseptic manner; and (1) The interests, capabilities, and needs of seventh graders were not considered enough in the development of the textbooks for that grade. The document includes a summary of recommendations for action, a list of the books reviewed, a list of the reviewers, and the evaluative criteria checklists used by the reviewers. (JB)