Representation of Historical Events within Social Studies Textbooks Using Critical Literacy to Enhance the Social Studies Classroom

This study aims to examine the representation of historical events within two social studies textbooks. Data was collected through a questionnaire, student written responses to the textbook, textbook evaluations, field notes, student led discussion, and teacher led discussion. The study reveals textbooks may not provide students will a well-rounded representation of historical events, students might be able to critically view the textbook but may not internalize the same skills used, and students may struggle with connecting historical events and the world today. Students and teachers, alike, need to recognize the impact of the social studies textbook. In addition, a critical literacy approach to the classroom can provide opportunities for students to question, analyze and redefine their beliefs through social interaction