ERIC Number: ED354207
Record Type: Non-Journal
Publication Date: 1991
Reference Count: N/A
Europe in U.S. Social Studies: Textbooks and Teaching Materials. (Case Study: Germany) and Executive Summary. A Qualitative and Quantitative Analysis.
Kraemer, Dagmar; Stassen, Manfred
This study examines the representation of Western Europe, particularly Germany, in world history, world geography, western civilization, and U.S. history textbooks used in U.S. social studies classrooms. The goal of the study was to identify avoidable imbalances in the representations of Germany and Europe, point to areas in which the portrayals obfuscate rather than enlighten, highlight reasons for problems, and suggest improvements. Among the study's conclusions was that material concerning the period before 1945 tended to be Eurocentric, while Europe virtually was absent from textbook discussion of the postwar period. Many of the books did not question the ideological indebtedness of the United States to Western Europe, treated Europe as a collection of individual states rather than a region, and took the "great men" approach to history. The textbooks often treated the two German postwar states as mere satellites of the East and West and the modern unified German nation as technologically advanced but somehow threatening. The study recommended greater coverage of postwar Europe and increased attention to social history. With regard to Germany, the study called for an emphasis on recent developments, historical traditions, technological prowess, and updated information on World War II. An executive summary and bibliography listing the 16 textbooks analyzed in the study along with 51 references are included. (LBG)
Publication Type: Reports - Research
Education Level: N/A
Audience: Teachers; Researchers; Practitioners
Sponsor: German Marshall Fund of the United States, Washington, DC.
Authoring Institution: Johns Hopkins Univ., Baltimore. American Inst. for Contemporary Studies.
Identifiers - Location: Germany