Reviews literature, published between 1930 and 1985, concerning the general content of social studies textbooks for grades 1-4. Notes that scholars, legislators, publishers, and authors have tended to criticize different aspects of these textbooks but that surprisingly few reviewers have criticized their trivial content. (GEA)

Describes a study which compared the effectiveness of two teaching methods--the lecture method and experiential learning aimed at improving college students' topographic map skills. Subjects were 76 University of Georgia undergraduate geography students. (AM)

Criticizes the prevalence of trivial and noninformative content in two primary grade social studies expanding environment textbook series. Extends earlier study, adding three additional analytical categories to its framework. To teach citizenship effectively, recommends (1) eliminating redundant, superfluous, and text-inappropriate content; (2)…