Purpose: This conceptual paper aims to explore biases in reading textbooks that have been used to teach generations of Americans, including children in urban communities. While these texts are no longer used, the images they present and the ideas embedded in these texts unfortunately contribute to who we are as a nation. Design/methodology/approach: These texts were identified by Catherine Compton-Lilly as she trolled the historical archives of a major university. Findings: In addition to an analysis of historic texts, more recent attempts to create culturally responsive texts often designed to serve children in urban communities are examined, and the learnings from these attempts are being explored. Practical implications: This conceptual paper points to the need for systematic analyses of biases operating in textbooks that are currently used in schools. Originality/value: This work reveals and explores one way in which historical bias has historically infected the early learning experiences of young children in the USA.