Examines approximately one-third of the more than 100 college-level U.S. government textbooks, separating them into four general categories: traditional, thematic, essentials, and ideological. Evaluates texts on the basis of accuracy, readability, adequacy, coverage of certain topics, treatment of women and minorities, and particular policy areas.…

Discusses the importance of the Northwest Ordinance to the nation, the Northwest Territories, and Indiana Territory. Concludes the document is fundamental for U.S. history instruction and advocates that it should be studied in the social studies classroom. (RKM)

Examines the essential elements of comparative government and politics textbooks, describing the difficulties involved in trying to cover all topics. Reviews several introductory political science textbooks, concluding that universal texts are too broad, and therefore inadequate. Proposes several qualities that contribute to good textbooks and…

Investigates the development of the United States Constitution in the twentieth century up to and including the Burger Court. Contends that interpreting the Constitution is an important issue of our times. Consequently argues that we should teach students about the development of this document. (RKM)

Examines Charles A. Beard's contribution to how scholars interpret the framing of the Constitution and other events of U.S. history. Describes his work in some detail and includes a transcript of a 1926 conference at which Beard spoke in 1926. (RKM)

Notes the importance of using documents in teaching social studies. Describes several sources which teachers can use to teach about the United States Constitution and the Northwest Ordinance in the bicentennial year of 1987. Describes and lists several organizations, programs, and materials. (RKM)

Argues that the Northwest Ordinance should be emphasized more in U.S. government and U.S. history classes. Contends that the Northwest Ordinance is an innovative instrument of self government which students should study, and discusses the global aspects of using this document. Concludes the Northwest Ordinance and the U.S. Constitution are…

Lists fundamental democratic concepts that make possible the sharing of educational ideas that foster democratic citizenship, and details how they are embodied in two programs: "We the People"...The Citizen and the Constitution, and "We the People"...Project Citizen. Describes how they are structured and have been adapted for curricula outside the…

Analyzes six high school U. S. government textbooks. Discusses method of evaluation. Compares textbooks based on the following criteria: content, physical characteristics, understandability, and fairness. Concludes that all of the textbooks studied competently meet the aforementioned research criteria. (RW)

Discusses the role of citizenship education from the post-World War II period to the present. Finds that social studies teachers may not be providing students with participatory experiences such as community projects, even though research indicates that these activities encourage civic participation. (CFR)