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)

Reviews nine U.S. history textbooks, evaluating their analyses of the Spanish-American War, World Wars I and II, and the Cold War. Documents their failure to link U.S. foreign policy to economic interests. Criticizes the texts' lack of an historical framework. Concludes students are taught neither historical truth nor critical analysis skills. (CH)