Ten frequently used eighth grade U.S. history textbooks were examined to determine the extent to which they reflected the pluralistic nature of the United States, promoted the concept of global interdependence, and were educationally sound. This volume includes checklists completed by 16 individual reviewers. For each completed checklist, specific comments and corresponding page numbers are given, along with a summary of the review. Specific checklists focus on the following categories: Blacks, American Indians, sex equity, Hispanics, bilingual, gifted and talented, and handicapped persons; educational soundness; and areas of the world (Africa, East Europe, Middle East, Asia, Latin America, and Canada). Major findings include the following: (1) publishers have continued their attempts to develop materials which accurately portray pluralism; (2) while none of the textbooks were adequate in all respects and categories, the treatment of blacks and of sex equity was significantly better than results found in earlier studies; (3) in regard to the treatment of American Indians, Hispanics, the handicapped, and bilingual students, a large number of deficiencies were identified; (4) the international aspects of our history and our contemporary society are grossly underrepresented, with references to other nations and cultures being weak and frequently distorted, and (5) in terms of educational soundness, scholarship, and readability, comments and ratings were, in general, favorable. The document concludes with a list of steering committee members and reviewers. (LH)