Thirty-one secondary level social studies textbooks, published between 1974 and 1984 were examined to determine the characteristics of those identified as heroes and heroines, the extent to which they were presented, and ways in which they were presented. Five institutional settings (family, religious, political, economics, and sports) and five…

This dissertation analyzed how political foundations, economic matters, and social problems of the United States are portrayed in selected English-language textbooks of East and West German publishers. For West Germany the research was based on nine Ieading stage-adopted textbooks at the upper level. The East Germans allow only one series of…

A project is described which was carried out among Unesco member nations from 1971 to 1974 to investigate multilateral arrangements for the review of high school textbooks in the fields of history, geography, and social studies. Objectives of the project were to provide publishers with feedback about the potential of their textbooks to promote…

An evaluation of elementary social studies textbooks indicates that eight factors are making textbooks harder to read. These factors are: (1) the reading level of the book and/or the range of reading levels within it; (2) long sentences and/or too many concepts within a sentence or paragraph; (3) the use of vague terms, technical vocabulary, and…

Describes a recent examination of the treatment of economics in high school social studies textbooks. Concludes that most texts were deficient in their treatment of economics and that there were errors of fact and interpretation in many texts. (Author/DB)

Suggestions are given for teaching students to be constructive, critical assessors of presidential decision making. The "benign leader" image presented in traditional textbooks is criticized, and a decision-making model and source materials are suggested for guiding students' discussions. (AV)

Discusses two sets of activities, one for elementary and one for secondary, to be used during Women's History Month. Provides a textbook checklist, to be used by high school students, to evaluate the coverage of women's history in-class readings. Includes addresses from which to order additional materials. (GEA)

Presents abstracts of six ERIC documents selected specifically for secondary and college level history teachers. Includes sources on geography, evaluation of heroes and heroines in textbooks, images of war in the United States, alternative programs in social studies methods course design, teaching the U.S. Constitution, and global education…

A person considering a textbook for possible adoption should consider the following questions: does the textbook include sufficient information on important females; does the textbook deal adequately with women's issues; do the photographs and illustrations in the textbook deal effectively with women; and does the textbook contain sexist language.…

Author suggests criteria that can be weighted mathematically for computing comparable strengths and weaknesses in textbooks. (MB)

Summarizes results of a cooperative international analysis of social studies texts by the United States/Japan Study Group. The project found books from each country tended to justify their own country's actions while consistently oversimplifying conditions in the other. Teaching strategies to counteract textbook biases are included. (AM)

Presents results of a study undertaken to compare contents of Polish primary school books from two historical periods--1938 and 1976-78. The objective was to relate books from the two periods to the respective ideological and constitutional bases of the socio-political systems they represented. Findings indicated the content of books from the two…

This review of selected social studies texts, series, and supplements, mainly for the secondary level, includes a special section examining eight titles on warfare and terrorism for grades 4-12. (SJL)