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The article describes and criticizes the nature and form of knowledge that should be sought in social studies and history textbooks in the U.S. It explores the lack of objectivity in textbooks of social studies in the country. Information is given on the generation of textbook knowledge within a socio-historical context. It discusses the interpretative and evaluative structure of textbooks. It also criticizes the lack of substantial knowledge in social studies textbooks. It explains how substantial knowledge is constructed by social scientists.