This study was undertaken to see if pictures in primary social studies textbooks (the elementary subject preparing citizens for effective lives in a democracy) are sexually discriminating in role distinctions (the concern of the American Sociological Association). (Author)

Examines sex bias in teacher-education methods textbooks in reading, social studies, science, and mathematics. Identifies several forms of bias. Suggests strategies for classroom teachers and teacher educators to counter sex bias in textbooks and curriculum materials. Includes list of teacher-education textbooks used in study. (PKP)

Proposes using children's historical fiction in social studies instruction. Argues that such literature is helpful because (1) children begin to learn about social phenomena through narrative; (2) historical fiction encourages students to invest emotion, take sides, and ask questions; and (3) historical fiction can counter special interest groups'…

One-hundred and twenty-six of New York City's most frequently used elementary social studies and basal reader textbooks were evaluated to determine their treatment of black Americans in the 1950's and today. (Author)

To tackle the issue of sex discrimination in social studies, three areas need to be changed: employment patterns, curriculum materials, and sexist behavior in schools. (JR)

Includes a comment on the article by William B. Fink.

This paper discusses bias against southern and eastern European ethnic groups as it appears in current elementary school textbooks, popular fiction, newspapers, television, and movies. Anti-ethnic sentiment expressed by nineteenth and twentieth century politicians is also mentioned. It is held that bias and stereotypes in the media perpetuate and…

If public education is going to attempt to meet children's needs in our present and future ever-changing society, teachers must continually review the material they use in their classrooms. Considers this factor in teaching the concept of family in a social studies lesson. (Author/RK)

Examines the problem of inadequate coverage of ethnic groups in social studies texts. Claims that the coverage of groups included is often unbalanced. Defines reasons for this failure as including political and economic constraints. (BSR)

Describes the nature and form of knowledge that should be in social studies textbooks. Argues that substantial knowledge can be used by academic reviewers and teachers as a framework for analysis of social studies texts and to encourage dialogue about the purpose and structure of social studies lessons. (BSR)

Briefly reviews the literature on sex discrimination in U. S. history textbooks and its potential impact on students. Presents the results of a content analysis of five high school U. S. history textbooks adopted in Texas during 1979-84. Concludes sex discrimination and sex stereotyping were present in these textbooks. (JDH)

Explores the relationship between a major reliance on textbooks, and the problem solving, inquiry oriented approach to social studies curriculum. (JB)

Discusses the results of several studies which evaluated how Africa was and is presented in elementary and secondary social studies textbooks. In the past five years, the coverage given to Africa has increased in quantity and quality. However, major new problems have arisen. (RM)