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)

The article examines the history, philosophy, and rationale of Rugg's social studies series and discusses accusations that the series is subversive and un-American. An analysis of two textbooks and a brief summarization of the controversy are included. (JK)

Reports on a study of how seven fifth-grade teachers organized their social studies curriculum following the adoption of a new textbook. Finds that teaching styles were more varied than might be expected given the similarity of materials. Discusses three observed teaching styles. (CFR)

Reports on a review of 25 content analysis studies of social studies textbooks published between 1982 and 1992. Finds that many of the problems noted in other types of social studies research also are evident in these studies. Provides recommendations for improving the quality of content analysis studies. (CFR)