Abstract
I'll report some views of some researches for studying the relation between the terms in Social Studies textbooks and the acquisition of the glossary by school children. The social studies textbook has something in common with the Japanese Studies textbook in that there are more glossaries in both of them than the other subjects and school children understand the contents of the textbook mainly by reading it. So I think the glossary has a heavy responsibility in social studies textbook. Already some researches have been made on how many glossaries there are in the Japanese studies textbook. But it has never been done about the social studies textbook. Therefore I researched chiefly the points. I An analysis of glossaries in social studies textbooks in the elementary school II An analysis of historical terms in social studies textbooks in the elementary school III A research on the communication of historical terms in social studies textbooks in the elementary school IV A comparison of historical terms in social studies textbooks in the elementary school with the junior high and sinior high schools in Japan The following results have been obtained from these researches: I The glossaries at the 6th grade increase remarkably. They are especially in the historical terms. II Historical terms work differently in their meaning from ordinary words in social studies textbooks. III Historical terms can't be communicated sufficiently to the elementary school children.
