Author describes the Brunswick Institute's work on bias in history textbooks. (Editor/RK)

Presents the annecdotal results of an analysis of 11 major publishers' high school world history textbooks. Provides criteria for evaluating such books and concludes that, as a group, these textbooks promoted Western ethnocentrism. (JDH)

History, not being amenable to scientific method, requires subjective interpretation by the teacher. (DB)

The content of seventeen widely used secondary school United States history textbooks was examined, focusing on economic and labor history from the Civil War to World War I. It was found that the content reflects the ideology of particular groups in society and excludes that of others. (CT)

Criticizes accounts of Christopher Columbus and the Age of Exploration in 12 high school textbooks of U.S. history, citing their Eurocentrism, presentation of textbook history as absolute truth, lack of unpleasant details, and presentation of Columbus's voyage as origin myth. Lists 14 possible earlier expeditions to America. (SV)

Entire generations of U.S. historians have ignored the role of Hispanics in U.S. history. Yet Hispanics have played major roles from the time of the Revolutionary War to the present. General Bernardo de Galvez, the Spanish governor of the Louisiana Territory during the American Revolution, sent supplies to the rebel armies. When Spain entered the…

Analyzes the content of South African history text books from the primary level upwards and from the 1980s to the most recent publications. The considerable changes in the content of these books seem to be based on two different theoretical models: the multicultural model and the notion of the universality of humanity. (Contains 40 references.)…

In this paper, the subject of bias in historical materials is examined. Three articles and two reviews are presented. The articles are: (1) "How Multicultural Educational Materials Affect Children," by Neil J. Kressel and James W. Loewen; (2) "Pluralist History and Public Relations History," by James W. Loewen; and (3) "Televised History and Race…

Textbook writers in countries around the world interpret our forefathers' actions in ways that, while often curious, broaden our own perspective. (Editor)

Compares a survey of 1973-77 high school texts with a similar survey conducted in 1963. Concludes that the greatest change in the texts' discussions of abolition has been the elimination of the previous idealization of the southern slave owner as a benevolent proprietor. (Author/GC)

Perestroika and glasnost are not only influencing the economic and social structure of Soviet society, but also have led to a revision of the authorized history of the USSR as Soviet historians struggle to create a national history based on fact instead of dogma. The Soviet history profession itself is also undergoing a major self-examination, as…

Article adapted from a talk to the Connecticut Council for Social Studies on May 3, 1968.

Nearly three decades ago, the author started writing an American history textbook. He recently finished the revisions on the ninth edition and here he describes the struggles he had with his publisher, The Macmillan Publishing Company, in developing his history text. (Author/RK)