THE TREATMENT AND PRESENTATION OF EAST EUROPEAN CULTURAL AND HISTORICAL DEVELOPMENTS WITHIN SELECT NEW JERSEY SCHOOL SYSTEMS AND CURRICULUMS: A CRITICAL ANALYSIS (SLAVIC, ETHNIC, EDUCATION)

This investigation examined aspects of Eastern Europe's history and culture that Americans, through boards of education and schools elected to make available to students. The study determined the extent of instructional coverage for Eastern Europe's historical and cultural developments within selected schools, and examined aspects of knowledge offered as social indicants deemed appropriate relative to specific historical, political and cultural developments. The objectives were to determine the attention provided within curriculum guides, references, and audio/visual materials. The USSR was a comparative element.;In K-8 no significant coverage of Eastern Europe's history and culture was found.;In the 9-12 group, almost all districts provided no significant coverage of Eastern Europe with a corresponding emphasis on the USSR. Latter coverage emphasized Imperial Russia, 1917 Revolution, WW II and US Alliance, Russian cultural and literary figures, and the over-bureaucratized Soviet society. No significant attention was given the Stalinist crimes against Eastern Europe and Ukraine. Attention to the USSR was significant with reference and audio/visual materials.;All responses indicated an absence of attention to historical and cultural attributes of Eastern Europe with corresponding emphasis upon the USSR. Soviet crimes against humanity were absent. The curriculum appeared non anti-Soviet, which contrasted with studies from 1930-60.;Responses were grouped by grade levels and coverage. Historical validity of textbooks, references and audio/visual materials was not addressed.;The investigation demonstrated a need for reevaluation of all current instructional materials, social studies curriculums, and academic qualifications of teachers responsible for such instruction.