This thesis examines anthropology teaching materials for public schools in light of their characteristics -- subject content, rationale and objectives, antecedent conditions, evaluation, background of materials development -- and the determination of their accuracy and representation. The study also serves as a guide to types of anthropology material available and provides a listing of publishers who offer materials. Six projects containing materials entirely anthropological or units concentrating on anthropology were selected for the study. A primary tool of analysis was the revised Long Form Curriculum Materials Analysis System (CMAS) developed by the Social Science Education Consortium. Professional anthropologists, representing cultural and physical anthropology, archaeology, and linguistics, analyzed the materials to determine the accuracy and representativeness of the anthropological content. The study is organized into seven chapters. Chapters I through III contain background materials; IV and V, findings of the analysis system and the results of the anthropology examinations; VI, a critique of the CMAS; and VII a review, conclusions, and recommendations. Appendices and a bibliography are included. (Author/SJM)