Reports on the treatment of the Progressive Era of U.S. history in eight college-level introductory history textbooks. Finds that text authors are divided into two groups: the "unitarians," who portray the progressives as a homogeneous, purposeful phenomenon; and the "pluralists," who focus on Progressivism's varieties,…

Reports labor history coverage in seven college-level introductory history courses. Finds that all incorporated some material about unions and offered an interpretation of their effectiveness. Also finds the absence of gender and race as shaping forces in labor history to be the most neglected topic. (CFR)

Contends that social studies textbooks remain a basic source of information for students and they ascribe to texts the values of objectivity and truth. Concludes that, in spite of improvements in recent years, six major concerns about gender-related issues remain. (CFR)

Maintains the 1991 publication of the English/Welsh National Curriculum was followed by new history textbooks. Reviews 36 textbooks on their coverage of women and women's issues on 3 core units. Concludes with an evaluation of the impact of these resources on initiatives to integrate women's experiences into history. (CFR)

Asserts that there is an important difference between history as socially constructed knowledge and as an objective, fixed account. Reports on a content analysis of three high school world history texts to determine how the meaning from them may be influenced in the content and power relations implicit in the textbook language. (CFR)