In the mid-1960's, the American Jewish Committee published a report on suburban schools' failure (or inability) to teach children about "human differences." Since then, there have been significant changes and solid progress in some school systems: new textbooks and supplementary materials have been published; new courses have been added to teachers' training. Ethnic, really multiethnic, ferment is now accepted as part of the 1970's social climate. But now the difficult task is just beginning, especially in the schools. There are many ways school administrations, teachers, and curriculum developers interpret "ethnic studies." Most of the materials reviewed in this publication were extensions of traditional education methods. Yet, as the examples suggest, the area of ethnic studies offers many possibilities for innovation that go beyond adding textual content or new individual learning packets. There are many needs for sensitivity, self-understanding, and a better grasp of the complexities of American reality among all children. Similar needs exist among teachers. Publishers are beginning to shape materials more along truly multiethnic, pluralistic lines. One purpose of this paper is to point to useful examples so that each school or system does not feel compelled to "reinvent the wheel." In short, new curricula in ethnic studies, or adding an ethnic dimension to existing curricula, need not be difficult. (Author/JM)