Frances FitzGerald's critique of American social studies and history curricula in "America Revised" is reviewed. The conclusion drawn is that censorship, special interests, and marketability exercise too great an influence on the textbook industry. (JMF)

Outlines the essential elements of a textbook. Analyzes geography textbooks in terms of their commitment to global interdependence, and treatment of a wide range of geographic concepts. Identifies components of a well-integrated textbook program. (RW)

Refutes the claim that textbooks are responsible for educational difficulties. States that textbooks are a reflection of what teachers want. Provides a behind the scenes look at textbook production. Points out the problems created by the lack of a national curriculum and the textbook policies of state adoption committees. (RW)

This collection of materials is designed to assist Indiana educators, administrators, and communities with the textbook selection process. Criteria for making such selections is outlined in the following articles: (1) "Laws, Rules, and Guidelines for Teaching Social Studies in Indiana" (Victor A. Smith); (2) "Indiana's Recommended…

Discusses a study which investigated effects of the New Social Studies movement on social studies textbooks published in the 1970s. Topics discussed include characteristics of the New Social Studies, textbook analysis, and changes reflected in textbooks from 1950 to 1970. (Author/DB)

Discusses the debate over world history survey courses. Examines eight world history textbooks. Compares the treatment of the following topics: Hammurabi's Code, Buddhism, the fall of the Bastille, and the Korean War. Also reviews goals, use of maps, visuals, and skills involving analysis of primary and secondary sources. (RW)

The report is an evaluation of the economic content and teaching strategies of social studies textbooks that are used in grades one through six. The study, supported by the Sears-Roebuck Foundation, was part of a kindergarten through grade twelve assessment of the treatment of economics in social studies textual materials made under the direction…

Discusses the California History-Social Science Framework (1988), in which history is at the center of the social sciences. Traces the sequencing of history courses from the elementary grades through high school, highlighting the interplay between world and United States history which provides a global context for learning. Examines the…

Explores the world of textbook preparation, focusing on the revision of "A History of the United States" by Daniel Boorstin and Brooks Kelley. Describes the process of revising each paragraph in a selected section of the book. Surveys the concerns of teachers regarding textbooks and the interests of the students who use them. (GEA)

Expounds on two headline articles from the "Edmonton Journal" (Canada) that prompted the columnist to reflect on the history of the textbook in social studies. The two articles refer to politically motivated editing of history texts in Hong Kong and Japan. Urges history teachers to teach history "the way it happened." (DSK)

This geography textbook assessment is a tool and a guide for teachers and curriculum administrators who are responsible for adopting classroom geography materials. The assessment's goal is to help teachers identify the geography textbooks that are most compatible with the content goals of the geography education reform movement as stated in "The…

The report is an evaluation of the economic content and teaching strategies in United States and world history textbooks that are used in grades 11 and 12. The study, conducted by the Center for Economic Education, University of Delaware, was part of a kindergarten through grade twelve assessment of the treatment of economics in social studies…

Based on expert review and research, this book provides an innovative standard and guide to social studies textbooks used in kindergarten through 12th grade classrooms for content, style, and design. The standards provide a foundation for individuals to select satisfactory textbooks and to help educators and school boards in the adoption of…

Examines the strengths and weaknesses of an 1828 geography textbook for children, specifically in relation to other textbooks. Jesse Olney's text deviated from the norm by introducing the students to activities focused on community and local geography. Ethnocentrism and racism occasionally marred the lavishly illustrated text. (MJP)

Fifty of the most frequently used social studies textbooks in Missouri are evaluated. The focus of the textbook evaluations is the handling of racial minorities, especially the American Negro. Criteria are outlined for adequate textbook coverage of prejudice, discrimination, and minority groups in the areas of American history and government,…