Discusses why teachers must help to review and/or select textbooks on a regular basis and how they can participate in this process. A slightly revised edition of the criteria used by the State of Michigan Social Studies Review Steering Committee illustrates critical factors that must be considered in evaluating textbooks. (SR)

Discusses a study of 19 junior and senior high school textbooks used in the Washington D.C. area to introduce students to the Arab World and Islam. Findings indicated that Middle Eastern culture and history were frequently measured by western standards, information was often inaccurate, the Arab-Israeli conflict often portrayed Arabs as being at…

Provides a checklist to aid the elementary and secondary educator in selecting a social studies textbook or curriculum package. The three-page checklist considers the textbook's philosophy and objectives, instructional materials, teacher's manual, supplementary materials, and administrative concerns. (KC)

Presents a technique by which educators or laymen can measure textbooks' treatment of various population groups. Also reviews textbook evaluation methods developed by the National Education Association and the Council on Interracial Books for Children. (AV)

Explores the relationship between a major reliance on textbooks, and the problem solving, inquiry oriented approach to social studies curriculum. (JB)

Social studies educators interested in estimating the comprehensibility of social studies textbooks should pay attention to concepts. The assumptions of previous learning, the development and presentation of concepts, and concept loading are discussed. (RM)

Explores the ability of social studies education to include balanced controversial issues within its textual materials. Suggests a code of content for the textbook industry and social studies educators, stating that the textbook industry should seek and develop ideas relating to controversial public issues and that personal opinions of authors in…

Findings from a Fry readability test indicated that the readability of "This Is America's Story" was about ninth-grade level but that many junior high school students would find the text too difficult because of readability variation. (DB)

Surveys textbooks to examine how the deposing of the monarchy in Hawaii is treated. Suggests that teachers present three questions: (1) was the United States responsible for the overthrow of the monarchy; (2) how was the overthrow treated in textbooks; and (3) is it correct for the United States to deny responsibility? Argues that textbooks…

An analysis showed that elementary social studies textbooks inadequately treat the Vietnam War. Alternatives for the teacher are suggested. (RM)

Discusses a study to ascertain the historical viewpoints of junior high school American history textbooks written below the junior high school level. Findings indicated that texts are not all alike. Additional research is needed to determine if the findings of this study can be generalized to other social studies materials and/or other subject…

Author opposes separatism and wants the fullest possible integration of women into history. Several teaching approaches to women's history are discussed. Compensatory, contributory, corrective, and feminist history are suggested as temporary substitutes for a future history which will be well integrated and written from a non-sexist point of view.…

Explores the influence of textbooks and teaching practices on the self-concept of Chinese, Japanese, and Jewish children during the periods 1880-1920 and 1966-1976. From 1880-1920, Asians were detested and segregated into separate schools in some states. Jews were also considered unassimilable. During the period 1966-76, most textbooks showed only…

A study evaluated the portrayal of white and non-white ethnic groups in selected textbooks. Results show that writers usually describe ethnic groups in neutral terms. However, some writers, in describing ethnic group interaction with white Americans, associate the ethnic groups with more negative than positive terms. (Author/AV)

An analysis of 11 contemporary secondary U.S. history textbooks showed that the sentences per page devoted to the Black experience represents a substantial increase over more dated textbooks. Not only has the quantity improved, but the range of coverage suggests an improvement in quality as well. (RM)