Television viewing is shaping all of us and especially young people, far more than we know, and perhaps more than we are shaping ourselves. On television Americans see a lot of alcohol consumption; few old people; and many policemen, doctors, lawyers, judges, and law-breakers, but few blue collar workers, artists, salespeople, clerks, or engineers. Television has provoked a wide array of responses from almost total embracement to total rejection, with teachers having generally sought a middle ground. The most authoritative guidance on how teachers should deal with television comes from a federal project to develop a four-level curriculum on critical television viewing, which resulted in the following materials: (1) a K-4 curriculum which includes materials for teachers, students, and families; (2) a middle-school text entitled "Critical Television Viewing: A Language Skills Work-a-Text"; (3) a high school textbook, "Inside Television: A Guide to Critical Viewing"; and a postsecondary/adult textbook, "Television Literacy: Critical Viewing Skills." Although several indicators point to the rapid demise of curricula on critical television viewing skills, such skills have not been completely forgotten. Television should be studied as an element in a broad cultural context, across all curricula. Four reference notes are listed. (LMM)