A Possible list of Criteria

Let's begin with the notion that there is no perfect textbook. There will be no textbook that matches your unique style and provides the content that you, your school system or your state is trying to provide students with. That said, there are textbooks that can be more or less useful in helping to shape the course, providing reference materials for students and/or being a springboard from which to contradict or expand on information. The following list of criteria may be used for any supplemental materials/ texts that you are evaluating for their usefulness in world history. Most important, if your materials do not "meet the test," that's fine as long as you make a point in teaching to point out those problems to your students, using the opportunity as a "teaching moment."

How does the book look? How is it laid out?
Does the book use too many sidebars that are distracting or are they motivating? the use of color/ graphics? quality of indexing? table of contents? atlas?

Is the vocabulary accessible and readable for your age group?

How is the book organized- chronologically or thematically- or both?

What periodization does the book use?

Is there a master narrative or several smaller thematic strands or is the book more encyclopedic?

What story do the visuals tell?
Are the pictures and maps predominately the story of Europeans or do they tell a balanced view of all humanity's history?

Does the book provide a global perspective?
How many chapters deal with the affairs of Europe versus ho many deal with the rest of the world?)

What are the weak spots in the book?
Start by focusing on your own strengths especially checking what the book might have in African, Southeast Asian, Latin American history.

How much doe the book integrate social and cultural history?
Are women and minorities integrated only through sidebars or are they part of the story? How much are art and literature included?

Is there an integration of primary sources and documents for students within the text?

Are there focus questions within the chapters that provide students with help in selecting the most important information?

Does the book integrate world history concepts? Does it use ideas of connections?

Does the book help students develop historical skills?

Do the text or the teacher resource materials employ a variety of assessment strategies?

Are further readings included for students at the end of each chapter or unit?