Provides eight concepts, with illustrative questions for interpreting the authorship of texts, that are borrowed from cultural studies literature: (1) representation; (2) the gaze; (3) voice; (4) intertextuality; (5) absence; (6) authority; (7) mediation; and (8) reflexivity. States that examples were taken from British Columbia's (Canada) social…

Discusses the evaluations of U.S. history textbooks conducted by People for the American Way. Concludes that the higher-rated textbooks are useful only for college-bound students and the lower-ranked textbooks seem to be aimed at children with reading difficulties, thus pointing out some of the problems facing selection committees. (KO)

Explores the history of social studies instruction. Reports findings of an analysis of 1,217 lessons contained in 5 social studies textbooks. Concludes that geography, history, and anthropology receive the greatest coverage in the books, whereas sociology and political science are stressed least. Identifies differences among the five books.…

Critiques an elementary social studies program by analyzing commercially available curriculum materials. Discusses goals, content selection, organization and sequencing, and explication in the text. Suggests that publishers should (1) shift from content coverage objectives to more general social education purposes; (2) connect information in…

Reviews three works that each examine a specific area of metahistory: (1) "World Historians and their Goals" by Paul Costello; (2) "The Structure of Big History" by Fred Spier; and (3) "The Myth of Continents" by Martin Lewis and Karen Wigen. (CMK)

Investigated the nature and representation of vocabulary instruction in the teachers' edition of social studies textbooks for grades four through eight. Found that although publishers realized the importance of vocabulary, they continued to include vocabulary activities that represent traditional rather than higher order ideas about how to support…

This study compared the effects of utilizing children's books, maps, and videos in a theme integrated unit in social studies with the effects of using a social studies textbook in an elementary class. One fifth grade class in New York state was used for this study. In the first treatment, the class received instruction in a unit on Canada using…

Elementary social studies textbooks in the United States were analyzed to determine the sort of information they contained about Australia. Only those texts which made substantive references to Australia were analyzed; these included 4 books for level 3, 2 for level 4, and 4 for level 6. Books examined were all published by major textbook…

The first purpose of a high school course in U.S. history must be to help students understand the essence of democracy and those events, institutions, and forces that have either promoted or obstructed it. This review examines five textbooks and analyzes how useful they are in aiding that process, and how they might be made more helpful. The five…

Discusses and compares surveys made in 1965 and again in 1971 of the fourth, fifth and sixth grade textbooks of six publishers: the publishers chosen were those most frequently mentioned when a random sample of Minnesota school districts was asked to name the basic social studies textbook(s) being used at the time. (Author/JM)

Discusses the influence of textbooks on student attitudes and the right of parents to participate in textbook selection. Controversy over parental participation in one school system is described. (Author/DB)

Discusses how most study skills are not appropriate for reading social studies textbooks. Asserts that sophisticated readers of social studies textbooks use a nation schema to organize the information. Finally, provides specific instructions on how to use a nation schema to teach social studies. (SRT)

An analysis of elementary social studies textbooks published between 1970 and 1980 showed that few of the innovations resulting from the "new social studies" movement found their way into social studies texts. The profit motive of publishing companies is blamed. (RM)

An analysis showed that elementary social studies textbooks inadequately treat the Vietnam War. Alternatives for the teacher are suggested. (RM)