ERIC Number: ED313268
Record Type: RIE
Publication Date: 1987
Reference Count: N/A
Democracy's Untold Story: What World History Textbooks Neglect.
Content weakness in textbooks is a major obstacle to effective social studies teaching. Chapters 1-3 of this book provide the Education for Democracy Project's Statement of Principles, a consideration of history's role as the core of social studies education, and the role of textbooks in teaching world history. Chapters 4-14 examine five selected world history textbooks in terms of included information about and treatment of: (1) the purpose of history instruction; (2) the Greek legacy; (3) Rome's fall and legacy; (4) Judaism's and Christianity's basic ideas; (5) the Middle Ages as a source of representative government; (6) the 17th century English Parliament; (7) ideas from the Enlightenment; (8) the American and French Revolutions; (9) major ideas of the 19th century; (10) nation-states, nationalism, and imperialism; (11) World War I; (12) totalitarianism; (13) U.S. foreign policy; and (14) democracy in the world since 1945. This book concludes that these world history textbooks tend to neglect democracy's ideas, principles, origins, needs, and significance and that, when included, these concepts are not systematically presented. Teachers may not be able to rely on world history textbooks to convey and teach the concepts of struggles for freedom, self-government, and justice. (JHP)
Descriptors: Content Analysis, Democracy, Democratic Values, High Schools, Instructional Materials, Social Studies, Textbook Content, Textbook Evaluation, World History
Education for Democracy Project, American Federation of Teachers, 555 New Jersey Ave., NW, Washington, DC 20001 ($4.98).
Publication Type: Books; Opinion Papers
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: California State Dept. of Education, Sacramento. Bureau of Adult Education.; Department of Education, Washington, DC.
Authoring Institution: Freedom House, Inc., New York, NY.; American Federation of Teachers, Washington, DC.; Columbia Univ., New York, NY. Teachers College.
Note: For related documents, see SO 019 821, SO 020 352, and EJ 357 591. Prepared in conjunction with the Education for Democracy Project.