Social studies methods textbooks constitute a rich source of data for trends in teaching and learning. This study examined twenty secondary social studies methods texts for the instructional approaches they recommend. The researchers concluded that methods texts published over the past fifty years consistently call for pedagogical variety and…

Discusses the development of an instrument to be used by elementary teachers in the evaluation of social studies textbooks. The instrument itself is included in the article. (RM)

Reviews practical suggestions for social studies textbook evaluation based on research by the Asia Society Textbook Evaluation Project. Teachers should check prices, reading levels, and overall objectives; identify authors and publication dates; and determine underlying assumptions about other cultures depicted in the books. (AV)

The Raygor Readability Estimate, described in this article, is much like the widely used Fry Readability Graph, except that it determines vocabulary difficulty by counting words of six or more letters, rather than by counting syllables. An evaluation found that Raygor was faster and easier to use and more objective than the Fry method. (RM)

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)

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)

A survey of social studies professors in Australian colleges and universities showed that curriculum materials analysis is not a major emphasis in elementary methods courses. (RM)

Traces the changes in the visuals used in U.S. history textbooks since the 1900s, concentrating on contemporary texts. Provides questions educators can use in assessing the educational value of textbook visuals. Critiques current textbook visuals, and suggests ways that they enhance understanding of educational information. (RW)

Contends that differences in historical interpretations presented in textbooks have implications for citizenship education. Compares the treatment of the civil rights movement in two secondary level U.S. history textbooks. Concludes that selection committees should examine historical interpretation as well the amount of information about…