Lies My Teacher Told Me

sixteen high school history textbooks in Looking at History (Washington, D.C.:
People for the American Way, 1986). “Most of the thirty-one texts were good,”
they concluded; “some were excellent.” Nathan Glazer and Reed Ueda’s brief
examination of six textbooks, Ethnic Groups in History Textbooks
(Washington, D.C.: Ethics and Public Policy Center, 1983), offers a mixed
evaluation of praise and blame. So does Gilbert Sewall’s study of eleven
textbooks, four on the high school level, American History Textbooks: An
Assessment of Quality (New York: Columbia University Teachers College,
1987).