This research investigated the teaching materials of elementary school social science, including lessons and exercises in textbooks, to understand the status represented in the teaching materials of social science of sex awareness that is covered in sex role, sex bias, sex discrimination, and the role of two sexes in modern life. The research was designed to accomplish the following purposes: (I) Analysis of sex roles in the teaching materials of social science; (II) Analysis of sex discrimination in the teaching materials; (III) Analysis of sex bias in the teaching materials; Content analysis and inductive approach were used as the primary methods, and the content analysis method of this research was mainly based on qualitative analysis as well as on quantitative analysis. The findings are presented in tables. The framework of this research: Chapter 1 This chapter mainly describes the background, motive and purpose of this research. Chapter 2 The doctoral and master¡¦s dissertations, journals and literature, domestic and foreign, on gender consciousness in the textbooks of primary schools are reviewed in this chapter. This research also studies the five analytical indexes, define check classifications, and submit the findings of the study. Chapter 3 The theories of social science as well as the information collected from literature were used to analyze the teaching materials. This research was conducted only based on literature and theories. As far as the research approaches are concerned, the methods employed for this research were a little different from the quantified approach. This is the restriction on methods for this research. Chapter 4 The issues such as sex role, sex discrimination, sex bias, etc. are focuses of this research in analysis of the gender consciousness in teaching materials. The researcher also used theories of social science to explain those issues. Chapter 5 In this research, the teaching units were analyzed in the content analysis approach and the check classification tables were also developed for analysis of the teaching materials. Based on the criterion for check classification tables, the subjects of this research, their occupation and activities were discussed. This Chapter also submitted criterion and methods for checking the contents of teaching materials. Chapter 6 In this chapter, a conclusion was drawn from the results of analysis and study of this research as well as the main findings of each chapter, literature and some theories. The researcher also provided suggestions from the viewpoints of this research. The researcher used the literature review done by scholars as the reliability index of this research, and developed the criteria for checking sex awareness patterns studied by scholars into check classification tables and operational definitions of the sex awareness patterns of this research. These tables and definitions were used as the basis for content analysis of the teaching materials of social science. The criteria for check classification tables of this research are divided into six types that are as follows: (¢¹) The condition of sex stereotype in occupational activities and people; (¢º) The condition of deviation imbalance in occupational hierarchy, position ratio, and types of activities; (¢») The condition of gender relationships in activity role play, types of the positions of men and women, and types of activities; (¢¼) Omission in activities and game content, types of occupational contributions by men and women, activities of adults and children; (¢½) Comparisons of superficial work in occupational types and division of labor of modern men and women, occupational types of female positions, and types of roles and positions of men and women, and sex social hierarchy of men and women. (¢¾) Detachment from reality in emphasizing occupational types and occupational hierarchy of modern women, types of contributory people and roles of two sexes, and activities of contributions of two sexes. The major findings concerning the lessons are as follows: 1. Division of household chores between adults and children: a few household, labor and caring roles present in the teaching materials. 2. Most accomplished people in illustrations, such as emperors, religious leaders, revolutionary heroes, and great scholars, are male, while only a few eminent heroes are female. Results of checking deviation imbalance: 1.A few male children are oriented towards structural and household games. 2.A few female children are towards dominating, autonomous, scientific, and technical games. 3.Males occupy 8 types of high-level positions, while females occupy only 5 types of high-level positions. Gender relationships: 1. Males engage in dominating, leadership, economic, religious, and art activities, for example, (1) They have high social status ¡V emperors, leaders with revolution power. (2) Great artists and priests in illustrations all are male. (3) Male contributions are primarily in commerce, service industries, and education. 2. Activities of males only appear in a few groups of females; as far as contributions of males and females are concerned, there is a bias against female minority groups. 3. Male and female children are to some degree balanced in terms of their contributory role, but female children have less opportunity to participate in leadership, for example, chairman of class meetings. 4. With regard to contributions of males and females in occupational hierarchy, males are generally higher than their female counterparts in terms of social class, social status, and reputation, and low-level types are more likely female. 5. Male children prefer religious, traditional and competitive activities. 6. Male accomplishments are related with religion, academic, medicine, culture, and education. 7. Male children are more likely than their female counterparts to take up dominating roles, for example, in public affairs; only a few male children participate in household games. 8. Only a few female children take up dominating games; most of them participate in activity games. Omissions: 1. Males prefer affective, venturous, experimental, and competitive activities, which are usually active and dominating; only a few of them are dominated, participants, or observers. 2. Both female adults and children prefer caring activities. Results of checking omissions: 1. With regard to character, most social contributors are males. 2. Male children are dominating characters. 3. Female children are auxiliary characters. 4. Traditional females take up low-level positions. 5. Modern females are more likely to take up occupations suitable for females. Superficial work: 1. Female and male social status in traditional and modern society: in traditional society, most characters of high social status are males; they are superior to females in both types and numbers. 2. In modern society, the gap between males and females in terms of social status has narrowed, but males are still more likely to take up high-level positions. 3. Most contributions presented in the teaching materials are made by males, while social contributions made by females are rarely mentioned. With regard to sex equality, the teaching materials obviously suppress females. 4. Among political occupations held by females, only a few are high-level occupations. 5. Division of labor between males and females in modern society includes household, tool, labor, economic, caring, and females primarily take up household, caring roles, only a few take up economic roles. Results of checking detachment from realities: 1. With regard to occupational types, females are more likely to take up science and economics fields. 2. With regard to occupational types, males are more likely to be high-tech personnel, bank shareholders, medical doctors, teachers. They are more likely to hold high-level positions in 13 occupations, while females hold only positions in six types. 3. In modern occupational types, males and females are getting close, but males are still superior to their female counterparts in terms of occupational positions. The major findings concerning the exercises are as follows: With regard to exercises, only the question texts with relation to sex awareness appearing in questions after lessons were checked. In most cases, there appear language bias and cultural bias. In question texts, single gender was used to cover both sexes, and single topics were used as perspectives. The exercises ignore the problem of females being discriminated, and the social contributions, social development and status of females are omitted. Keywords: gender consciousness ideology, social science material in the Elementary school