While there has been some genuine improvement in the textbook presentations of Jews, Nazi persecutions, black Americans, and Americans of Indian, Oriental, and Spanish-speaking heritage, it has been uneven at the best. A significant number of texts continue to present a principally white, Anglo-Saxon, Protestant view of America. (DM)

This study of 45 social studies texts widely used in American junior and senior high schools examines the current treatment of Negroes, Jews, and other minorities. It is stated that, despite past criticism of publishers and authors, "a significant number of texts published today continue to present a principally white, Protestant, Anglo-Saxon view…

Current editions of texts for elementary students reflect, more than did older texts, the pluralistic nature of American society. However, questions still remain regarding the inclusion of minorities in texts, the extent to which males and females are represented, and the proportion of representation of these two areas. (Author/EB)

The second installment of comments from the Task Force on Social Sciences Textbooks: Grades five through eight is presented in this document. The first comments, covering part of the textbooks, were attached as an appendix to "Report and Recommendations: Task Force to Evaluate Social Science Textbooks: Grades Five Through Eight" offered in related…

This document represents Volume I of a two volume study to determine the extent to which four elementary level social studies programs reflect the multi-racial, multi-cultural nature of American society. The document is presented in three parts. Part I covers the Michigan Social Studies Textbook Act, an historical overview of previous Michigan…

This document, Volume II of a two-volume report on the extent to which four elementary level social studies programs reflect the multi-racial, multi-cultural nature of American society, contains individual reports of each reviewer. Fifteen reviewers examined textbooks and accompanying instructional materials according to the degree to which they…

Although the minority content of textbooks has increased and improved over time, its purpose and application are seldom discussed. Various approaches that promote multicultural principles, such as films, intergroup contact, curriculum innovation, multi-ethnic readers, and literature packages, are outlined in this review of the effective…

Discusses the recent controversy emerging over California's first serious attempt at rewriting traditional history texts from a more multicultural perspective. Analyzes the opposition to the idea of a common U.S. history and the solutions offered in its place. (CJS)

The most recent evidence available indicates that prejudice against minorities and women is still widespread in America. Schools have not only failed to combat these prejudices, but they have often served to actively promote them. Textbooks generally ignore the position of minority Americans in contemporary life and often discuss minority history…

This second report on American History textbooks used in Michigan schools is divided into three sections: 1) background information of the 1968, ED 032 369 survey; 2) a description of the 1970-71 study; and, 3) conclusions and alternative actions being considered by the State Board of Education. A survey was conducted to determine impact of the…

Includes an historical overview of reading textbooks, a discussion of some procedures used by publishers to eliminate textbook bias, an analysis of a popular Houghton-Mifflin reading series (for grades 1-3), and a proposed statement of the rights of children to unbiased textbooks. (Author/GC)

Six popular high school American history textbooks are examined to address accusations of overcompensation by textbook publishers as a result of the raised ethnic consciousness of the 1970s. The textbooks are: "Our American Heritage" (Silver Burdett); "The Pageant of American History" (Allyn and Bacon); "A History of Our American Republic"…

In order to improve the treatment of minorities in United States history textbooks, the National Education Association has developed guidelines for evaluating multiethnic materials. According to the guidelines, textbooks should portray cultural pluralism as a value to respect; present sexual, racial, religious, and ethnic groups in such a way as…

This 1976 review by the Michigan Department of Education of senior high school government textbooks used in Michigan schools suggests that the majority of textbooks are "grossly lacking" in terms of the fair inclusion of the "achievements and accomplishments of ethnic and racial groups," as specified in Act 127 (Social Studies…

In compliance with the Social Studies Textbook Act of the State of Michigan, 18 elementary, junior high school, and high school level social studies books were examined to determine the extent to which they adequately reflect the multi-racial, multi-ethnic and pluralistic nature of American society, both past and present. A group of 27 educators,…