The Second World War stands as the most devastating and destructive global conflict in human history. More than 60 nations representing 1.7 billion people or three quarters of the world's population were consumed by its horror. Not surprisingly, therefore, World War II stands as a landmark episode in history education throughout the world and its…

TEFL textbooks should be concerned with teaching all the social strata in countries where English is being studied and should not, therefore, contain materials that are likely to alienate the disadvantaged pupils. (LG)

The treatment of ethnic minorities in Russian history survey textbooks is examined. (DE)

This brief paper presents a guide to detecting and addressing sexist bias in books and other instructional materials. Some research studies that identify sex bias in curriculum materials are cited. It is noted that evidence of sexism is present in all areas; by words and pictures textbooks convey that men act in different, superior ways from women…

This bibliography provides references to works that analyze children's books and school texts in terms of their racist and sexist content. One hundred eighty books, journal articles, and doctoral dissertations, examining works for children from preschool through adolescent years, are cited. (MK)

The treatment of the Negro in junior and senior high school history texts is analyzed in a fairly extensive description of 13 widely used books. The document calls attention to the earlier evaluation made by historians of the texts used in the California schools (see ED 017586) and includes an excerpt from that report. In this review the senior…

General chemistry courses and texts seemed to be geared to students who are going to be chemistry majors. This may relate to the trend of declining interest and knowledge of chemistry. A course is proposed which concentrates only on the most essential facts and fundamental laws and theories. (BB)

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)

Materials selected for instruction should be concerned and sensitive to the self-concept of all children. (JH)

An examination of geography textbooks and scholarly journals reveals that with few exceptions they give inadequate treatment of Black Americans. Omission of any mention of blacks is characteristic. Where Blacks are mentioned, problems are slighted. (NH)