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| Institution | Michigan State Board of Education, Lansing. |
|---|---|
| Titel | A Study of Selected Eighth Grade United States History Textbooks. 1982-83 Michigan Social Studies Textbook Study. Volume I. Overview, Summary of Findings, Appendices. |
| Quelle | (1984), (466 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Bilingual Students; Check Lists; Cultural Pluralism; Disabilities; Ethnic Bias; Evaluation Criteria; Foreign Countries; Gifted; Global Approach; Grade 8; Junior High Schools; Racial Bias; Readability; Sex Bias; Social Studies; Textbook Bias; Textbook Content; Textbook Evaluation; United States History |
| Abstract | This volume describes a study of 10 frequently used eighth grade U. S. history textbooks which were examined to determine the extent to which they reflected pluralism in the United States, promoted the concept of global interdependence, and were educationally sound. The ten texts examined were: "American History for Today" (Ginn), "America: Its People and Values" (Harcourt), "We the People: A History of the United States" (D.C. Heath), "The American Way" (Holt), "This is America's Story" (Houghton Mifflin), "Two Centuries of Progress--United States History" (Laidlaw), "The Free and the Brave: The Story of the American People" (Rand McNally), "American Adventures" (Scholastic), "America! America!" (Scott, Foresman), and "Let Freedom Ring" (Silver Burdett). Major findings include the following: (1) publishers have continued their attempts to develop materials which accurately portray pluralism; (2) while none of the textbooks were adequate in all respects and categories, the treatment of blacks and of sex equity was significantly better than results found in earlier studies; (3) in regard to the treatment of American Indians, Hispanics, the handicapped, and bilingual students, a large number of deficiencies were identified; (4) the international aspects of our history and our contemporary society are grossly underrepresented, with references to other nations and cultures being weak and frequently distorted, and (5) in terms of educational soundness, scholarship, and readability, comments and ratings were, in general, favorable. Appendices include a series of evaluation criteria checklists, guidelines for reviewers, and a bibliography on textbook evaluation. (LH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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