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State and national education initiatives require that historical information be introduced in the classroom through the utilization of multiple diverse texts. The role of non-fiction in the English/language arts classroom, as well as informational texts in the history/social studies classroom, increased considerably. The use of trade books allows teachers to connect the two curricula, while also meeting the standards. Primary sources can assist in filling the informational gap left by trade books and textbooks, which allow students to gain a more balanced view of historical events. Teachers, however, are not given direction as to which specific curricular materials are most appropriate. My research empirically evaluated how ancient Egypt is represented in trade books, a curricular topic that appears in world history. I reported misrepresentations that were found to be present within the data pool. My findings can direct classroom teachers in selecting appropriate literature about ancient Egypt.