Teachers and administrators should be able to distinguish between adequate and inadequate treatment of different ethnic groups when selecting culture-fair materials for the classroom. When selecting such materials, they should consider the following criteria: (1) validity of information (accuracy, perpetuation of stereotypes); (2) balance (comparisons of cultural values, presentation of distinctive cultural characteristics, acknowledgement of differences of social classes and values within the ethnic group); (3) unity (viewpoints concerning historical events or issues, full range of events when discussing historical events, contribution and involvement of the ethnic group(s) at all appropriate and meaningful points); and (4) realism (no erroneous impressions, individual and group portrayal in true-to-life fashion, overall impression of the text's language, tone, and illustrations, and no literal or stilted translations). The concise discussion on curricular content presented in this booklet describe and apply these criteria from the perspectives of Native Americans, Mexican Americans, Black Americans, Chinese Americans, women, blue-collar workers, aged, non-Christians, and those having alternative life styles. (NQ)