A survey of 12 leading high school U.S. History textbooks has resulted in the opinion put forth in this book that the textbooks currently used in high schools are an embarrassing amalgam of bland optimism, blind patriotism, and misinformation. In addition to critiquing existing textbooks, the book also suggests how U.S. History should be taught.…

This book describes courses on women's studies for the high school curriculum in literature and language and in history and social studies. Based on the women's social movement, women's studies is an alternative curriculum with goals to raise student consciousness about sexist curricula and society, compensate for the omission of women from…

These critiques of a high school American government textbook, "American Government in Action," (Resnik and Nerenberg, 1973) represent the first in a series of studies designed to assess the effectiveness of social science textbooks in communicating and reinforcing Western values. The critiques are followed by a response by the authors of the…

This analysis of U.S. history textbooks from the 19th century to the present examines how and why textbooks have changed during certain decades. The book is organized into three chapters. Chapter I, Past Masters, discusses the politics of textbook publishing, the influence of large adoption units, and the book from which a majority of American…

Selections from the recent history texts of 13 foreign countries are contained in this document as an effort to gather the curricular perceptions of other countries about key events or periods in American history related to the U.S. Revolutionary War. The compilation provides American secondary teachers with contemporary source material not…