Author opposes separatism and wants the fullest possible integration of women into history. Several teaching approaches to women's history are discussed. Compensatory, contributory, corrective, and feminist history are suggested as temporary substitutes for a future history which will be well integrated and written from a non-sexist point of view.…

Explores the influence of textbooks and teaching practices on the self-concept of Chinese, Japanese, and Jewish children during the periods 1880-1920 and 1966-1976. From 1880-1920, Asians were detested and segregated into separate schools in some states. Jews were also considered unassimilable. During the period 1966-76, most textbooks showed only…

A study evaluated the portrayal of white and non-white ethnic groups in selected textbooks. Results show that writers usually describe ethnic groups in neutral terms. However, some writers, in describing ethnic group interaction with white Americans, associate the ethnic groups with more negative than positive terms. (Author/AV)

The author believes that U.S. history can serve an aesthetic function, contribute to the positive self-image of young Americans by presenting genuine accomplishments of their forepersons, and help students participate more rationally in the attempted resolution of social-political conflicts. (Author/RM)

This review of a 1981 interim report on the United States' and the Soviet Union's distortion of events in history and geography textbooks is intended to encourage educators in both countries to depict the other side more honestly, less aggressively, and more appreciative of each other's virtues and flaws. Organized into two major sections,…

Sex role research shows that (1) some achievement differences are related to students' sex role perceptions and teacher expectations, (2) effects on students of textbook bias against females have not been clearly demonstrated, and (3) instruction designed to reduce sex role stereotyping has had mixed results. (Author/AV)

The literary merit of American History textbooks is explored with emphasis on inspiring and motivating students. Expert panelists reviewed books from fifth, eighth, and eleventh grades. They criticized the following elements: (1) size/weight; (2) prose style; (3) coverage; (4) group consciousness; and (5) format/graphics. (VM)

Examines conditions leading to student misinformation and alienation in the teaching of the American political system at the secondary school level. Describes textbooks as idealizing the system and presenting blatant propaganda, dreary descriptions, and sugar-coated politics. Outlines curriculum goals to provide students with a positive but…

Reviews whether textbook publishers have put the "world" in world history textbooks by comparing the editions of four different world history textbooks over 25 years. Evaluates 10 current editions of world history textbooks. Offers questions to consider and discusses additional content concerns. Includes charts and references of the reviewed…

This study focuses on how U.S. history teachers utilize secondary U.S. history textbooks. The report addresses the questions of: (1) "How do teachers utilize previously studied textbooks in classroom situations?"; (2) "How do teachers deal with the technical knowledge of textbooks?"; (3) "What are possible factors that influence textbook usage?";…

This report contends that most U.S. history and government textbooks give only cursory attention to the Second Amendment "...the right of the people to keep and bear arms..." to the U.S. Constitution, and most endorse a particular political view of the amendment, rather than providing the necessary background for an informed political…

This is a report of the Netherlands/United States Textbook Study Project, the goal of which is to improve each nation's textbooks, especially in regard to the treatment of Netherlands in U.S. textbooks, the treatment of the United States in Netherlands' textbooks, and the treatment of relations between the two countries in each nation's textbooks.…

This book is the result of a study that investigated the influence of "machismo" (a set of attitudes, beliefs, and behavior that perpetuates the myth of male superiority) in elementary education. The study included (1) a content analysis of textbooks used in Spanish and social studies classes in public and private schools in Puerto Rico…