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Truth in Texas Textbooks ReviewPublisher/Publication/Year: Discovery Education/US History Civil War to the Present/2015

Editor: Dr. Amy Jo Baker; Editor/Consultant: Dr. Sandra AlfonsiProblem: Bias (B), Omission of Fact (OF), Half-Truth (HT), Factual Error (FE)

Page #/Line # Quote Problem Fact & Source

1. UNIT 1A NATIONDIVIDEDCHAPTER 1SLAVERY & THE CIVIL WARPage 3Line 26

“The Second Amendment asserts the right to own firearms. This right has long been at the center of debate in the United States. Many Americans continue to disagree on whether or not the Amendment permits governments to pass some restrictions on individual gun ownership.

HT This has not been a long-debated issue, only since the last quarter of the 20th century. People in recent history having been basing interpretation on current English language, not as it was the language was used by our founding fathers.

http://www.madisonbrigade.com/library_bor.htm William Howard Taft, 10th Chief Justice of the U.S.

1921-1930:”It is revealing that in the thousands of pages of proceedings that were published in the course of the debates that took place in the state and federal legislatures before the drafting of the bill of rights and throughout the ratification period, little mention is made of the individual right to keep and bear arms. This indicates, I think it is fair to say, that whatever their disagreements about the inclusion of a bill of rights in the Constitution, the Federalists and Anti-federalists were unanimous in their support of an individual right to keep and bear arms.”

2. Page 3Line 47

“One argument against including a bill of rights in the Constitution was the fear of leaving something out. All of amendments limit the power of government, but people feared that a list of specific rights would suggest that the government could violate any rights would suggest that the government could violate any rights they had forgotten or not thought of. The Ninth and Tenth Amendments were designed to address these fears. The Ninth Amendments says that people have rights other than those listed in the Constitution. For example, this

HT The Tenth Amendment protecting states’ rights against encroaching federal rights has been in contention in recent history:

http://www.foxnews.com/politics/2009/05/26/tenth- amendment-movement-aims-power-states/

There is a movement of states to try and reach the mandated number in which they can call for a States’ Constitutional Convention and a non-partisan website devoted to protecting Tenth Amendment rights:

http://tenthamendmentcenter.com/ http://www.foxnews.com/politics/2009/05/26/tenth-

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amendment has been used to protect an individual right to privacy. The Tenth Amendment has primarily been interpreted to protect states from potential abuses by the federal government. It reserves to states and to the people powers that are not specifically granted to the federal government by the Constitution.”

amendment-movement-aims-power-states/ https://conventionofstates.com/

3. 3.1 Explore 1;Industrialization in the United States;

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The country’s industrial transformation and urbanization also contributed to its increasing diversity. Hoping to find better lives and steady work in American factories, millions of immigrants arrived in the United States in the late 1800s and early 1900s. Many came from eastern and southern European and Asian countries that, in the past, had rarely been sources of American immigration. The arrival of these “new immigrants” created cultural and economic tensions over the meaning of American citizenship.

B People seeking the American Dream and the opportunity of a better life.

Yes, there has been economic hardships and some discrimination (“No Irish need apply”) however, the United States contains a highly diverse population; its diversity has to a great degree come from an immense and sustained global immigration. Probably no other country has a wider range of racial, ethnic, and cultural types than does the United States. In addition to the presence of surviving native Americans (including American Indians, Aleuts, and Eskimo) and the descendants of Africans taken as slaves to America, the national character has been enriched, tested, and constantly redefined by the tens of millions of immigrants who by and large have gone to America hoping for greater social, political, and economic opportunities than they had in the places they left.

America was the first of the European colonies to separate successfully from its motherland, and it was the first nation to be established on the premise that sovereignty rests with its citizens and not with the government

http://www.britannica.com/EBchecked/topis/ 616563/United-States

4. 3.1 Explore 1;Industrialization in the United States;Paragraph 6

Industrialization also affected the class structure of the United States and contributed to income inequality. As the industrial companies grew larger and more powerful, a wealthy upper class of business leaders began to dominate American society and politics. A few industrial giants, such as Andrew Carnegie and John D. Rockefeller, attained levels of wealth that at one time seemed unimaginable. Larger businesses also hired

B; Conflicting statements in this paragraph. American middle class is presented as an ambiguous

understatement instead of being celebrated. While these historians concede that many suffered

through this transitional period, while they acknowledge that wages were low, farmers' status was precarious, and urban conditions were deplorable, American entrepreneurs, large and small,

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managers and other office workers to perform administrative tasks. These white-collar jobs paid more than factory and farm work, and contributed to the emergence of an American middle class. However, unskilled workers, often immigrants, who toiled in factories and in mines often lived in poverty and faced very difficult and often unsafe conditions both at home and at work.

were building a national economy that would deliver better goods, improved lifestyles, and eventually higher wages for the vast majority of Americans. http://www.shmoop.com/gilded-age/summary.html

5. 3.1 Explore 5A Corporate WorldParagraph 3Line 2-4

For example, a large oil company would might all of the oil refineries in a single region, forcing all oil for the region to be refined at one of its refineries.

Syntax This sentence does not make sense as it is written.

6. 3.1 Explore 8Everybody's TalkingTelegraph Cables View Image

Once the telegraph was invented, companies rushed to put up telegraph lines all across the country and across the seas. This drawing shows the laying of a telegraph cable off the Arabian Coast in 1859.

B On this slide, why is a photo of the Arabian coast shown as opposed to a photo of an American or European coast? This is United States History!

7. 3.2 Explore 1The Transcontinental RailroadParagraph 2

The railroads would not have become the country’s transportation backbone without massive government support and subsidy, or financial assistance. Congress enacted the Pacific Railroad Act in 1862, which gave two companies—Union Pacific Railroad and Central Pacific Railroad—the assignment of building a transcontinental railroad. When completed, this rail line would cross the continent, connecting the East Coast with the West Coast. The federal government paid the railroad companies $16,000 per mile, and sometimes more, to plan and build the track. Additionally, the government purchased or traded for the land needed to build the rail line. The government granted this land to the railroads, along with additional neighboring lands. The land grants were not so valuable at the time, but once the railroad was completed land values would skyrocket. A railroad already existed from the East Coast to Chicago. Soon, workers extended this track westward to Omaha, Nebraska.

B; OF; HT There were many individual investors who became wealthy (that invested in RR)

The tycoons, also called barons, were the early pioneers of the railroad industry amassing or overseeing the construction of large Class I railroads through the late 19th and early 20th centuries. These included names like James Hill, Jay and George Gould, Cornelius Vanderbilt, Edward Harriman, Collis P. Huntington, and others.

http://www.american-rails.com/railroad-tycoons.html

Central Pacific Railroad, American railroad company founded in 1861 by a group of California merchants known later as the “Big Four” (Collis P. Huntington, Leland Stanford, Mark Hopkins, and Charles Crocker); they are best remembered for having built part of the first American transcontinental rail line. The line was first conceived and surveyed by an engineer, Theodore Dehone Judah, who obtained the financial backing of the California group and won federal support in the form of the Pacific Railway Act (1862), which provided land grants and subsidies to the Central Pacific and Union Pacific. Each company was granted financial support from government bonds

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and awarded sizable parcels of land along the entire length of their route as an added incentive. http://www.britannica.com/ EBchecked/topic/102543/Central_Pacific_Railroad

8. 3.2 Explore 1Transcontinental RailroadParagraph 4Line 2-3

By the end of the 1900s, the United States had constructed four more transcontinental railroads.

FE Should state: By the end of the 1800s,...

9. 3.2 Explore 3

Dispelling the Cowboy Myth

Throughout the 1800s, cowboys drove cattle across the American plains. In Western mythology, the cowboy was a rugged individual who tamed the wilderness and protected the innocent. However, cowboys were usually employees of wealthy businessmen who raised cattle to sell. A cowboy’s job was to work with the team to get the cattle to railcars to be shipped to slaughterhouses.

HT Although some ranch owners were wealthy there were homesteaders who drove cattle to market. Ranchers only owned enough land for a homestead and sources of water. Twice a year, cowboys rounded up cattle to brand calves (in spring) and gather steers for sale (in autumn).

cowboy, in the western United States, a horseman skilled at handling cattle, an indispensable labourer in the cattle industry of the trans-Mississippi west, and a romantic figure in American folklore. But cattle were only a small part of the economy of Texas until after the Civil War. The development of a profitable market for beef in northern cities after 1865 prompted many Texans to go into cattle raising. Within a decade that lucrative industry had spread across the Great Plains from Texas to Canada and westward to the Rocky Mountains.

http://www.britannica.com/EBchecked/topic/ 141239/cowboy

10. 3.2 Explore 3

Dispelling the Cowboy Myth

The First CowboysWhen the Moors, the people of the empire of North Africa, conquered Spain in the eighth century, the Spaniards quickly learned how to handle horses and use them as an effective tool in wartime.

B; FE The history of the horse in Spain pre-dates the invasion of the Moors. “About 875 BC the Phoenician colony of Carthage, located on the north coast of Africa, dominated trade in the western Mediterranean. Carthage traded with Britain and the Baltic area, eventually encroaching on the Greek colonies in Sicily. Defeated by Romans in the First Punic War (9th C. BC) the Carthaginians of northern

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Africa turned their energies to the conquest and occupation of the Iberian Peninsula - Spain and Portugal. The new possessions were protected by the highly efficient army of her general, Hamilcar. Hamilcar placed special emphasis on the quality and strength of his cavalry and of course, the strength of a cavalry depends on the quality of its horses. Spain already had a large holding of horses that had been brought across the Pyrenees Mountains from Gaul (modern France and parts on northern Italy). The Carthaginians brought many fine stallions from northern Africa, that were used to improve the overall quality of the Spanish horse. The Spanish horses soon became the best in the world. The horses of Ancient Spain were descendants of the best horses available in the Mediterranean world and could trace their history back through many centuries and generations to the horses of the Steppes of Central Asia.” http://www.spanishjennet.org/history.shtml

11. 3.2 Explore 3

Dispelling the Cowboy Myth

Hollywood’s idea of a cowboy is usually a large man of European descent, a man skilled in shooting. The real cowboys were all types of people who worked together to bring cattle to the market to feed America’s appetite for beef. In the two decades of the Cowboy Era, cowboys drove more than six million steers and cows along the cattle trails to the railheads.

HT During the Cowboy Era (1866-1886) one sixth of the cowboys were Mexican, and many others were African-American or Native American. Most cowboys had small or medium physical frames since large men were too heavy to ride mustangs. http://www.blantonmuseum.org/elearning/aac/teacher/cowboy/game.html

Hollywood’s “cowboy” was a well-trained actor who told a story.

12. 3.2 Explore 5Life on FarmsParagraph 3Line 1-2

Many farmers made their first shelter by digging holes into hillsides. On the prairie, they used sod cut from the ground as building material for houses. These sod houses used little wood, which was scarce on the prairie, and kept cool during the summer and warm during the winter. However, they were naturally extremely dirty. If farmers earned enough money from selling crops, they could have lumber shipped in to build a larger house.

OF The term “sod” needs to be defined.

13. 3.2 Explore 8Native Americans in the WestSegment of Just the

“…giving away other people’s land is actually a fairly easy thing to do… eminent domain.”

OF Speakers are not identified on the videos; no written transcripts are given; no bibliography is given.

Opinions are stated as facts with no means of authenticity.

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Facts:Documents of Destiny:The Civil War and ...Video Segment 3 of 11Pacific Railway Act & Morrill Act of 1862(time 0:34-0:54)

14. 3.2 Explore 8Native Americans in the WestSegment of Just the Facts:Documents of Destiny:The Civil War and ...Video Segment 6 of 11Gettysburg Address(time 1:40-2:29)

“The argument that Lincoln made was that Republican government, self-government, democracy, depended on the preservation of the American Experiment and ordered liberty. An experiment that had begun 4 score and 7 years earlier; and if you count back those 87 years, you don’t get to the Constitution, you get to the Declaration of Independence – to 1776 – to the great proposition that “all men are created equal.” There are no natural kings or serfs. All are equal. All have an equal right to participate in self-government, and that people are endowed by God Himself, by the Creator, with unalienable rights.”

OF Excellent statement given here. A full transcript is needed for the student to fully

appreciate the Gettysburg Address. The speaker needs to be identified as well as his

credentials.

15. 3.2 Explore 8Native Americans in the WestSegment of Just the Facts:Documents of Destiny: The Civil War and Video Segment 6 of 11(time 2:34-3:18)

“The Gettysburg Address came at a celebration of what was a great catastrophe for the South because after Gettysburg, it is quite clear that in some ways, at least, that the North is going to prevail in this war. But Lincoln was so overwrought by the loss of life that he thought that brevity was the best way of approaching this moment.”

B; FE This statement is unsubstantiated. The speaker is unidentified and unqualified in the

video. This statement is totally opposite from the previous

speaker/statement and leads to confusion.

16. 3.2 Explore 8Native Americans in the WestSegment of Just the Facts:Documents of Destiny:The Civil WarVideo Segment 10 of 11 (time 1:13)

“The problem here, of course, is that the Southerners were extremely proud people and they felt that they were being treated in a fashion in which no other white people in the history of the world had ever been treated. That is, that they were being forced now to live with black people as their equals. And in 1866 & 67, they made it quite clear that this was completely unacceptable.”

B; FE The speaker is the same as above in #14, but again is not identified.

The speaker is shouting at the camera during this rant. The speaker gives no factual basis for this segment

which is clearly his opinion. Why is this speaker included in this history lesson?

17. 3.2 Explore 9Native Americans Fight Back

Before about 1840, few American citizens had ever seen the far West, apart from a few trappers, a handful of traders and a small number of emigrants

B Negative perspective given in this video segment. Once people had earned enough money or got tired of

living in the cramped cities, they headed West to

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Video SegmentNative Americans & Manifest DestinyVideo Segment of Gone West: The Growth of a Nation(time 1:50)

who had migrated to Oregon, California and Texas. Almost no one had ever been west of the settlements bordering the Mississippi River; but a few did go West and wrote about what they saw. They described the unsurpassed beauty of the land. They told of wide open spaces, under endless skies. Easterners came to see the West as a kind of Promised Land-brimming with opportunity and free for the taking. Oddly, the right of Americans to occupy that land was scarcely questioned, even though, of course, it was already occupied. Numerous tribes of Native Americans had lived in the western and eastern regions since pre-historic times; but whatever rights these first Americans might have had by reason of first occupation, were largely ignored. Still, the systematic suppression of Indian rights did require a rationale, a principal on which to build public policy. That principal was to be found in the concept of “Manifest Destiny.” It was the belief that Americans-with their democratic institutions, their religion and their industrial civilization-had an obvious, God-given right, almost an obligation, to spread their culture over the continent.

follow their dreams and live a better life. http://www.britannica.com/EBchecked/topic/616563

18. 3.2 Explore 10African and Mexican Americans in the West

Video Segment:The Mexican American War and the Gadsden Purchase

In 1846, the Americans and Zachary Taylor invaded Mexico with no pretext.

FE Santa Anna, the President of Mexico, signed two treaties one public and one private: the Treaty of Velasco after the decisive Battle at San Jacinto stating that the Rio Grande was the border of Texas. Later, Mexico said that the Nueces River was the boundary. Texas became a state in Feb. 1846. Troops were sent to the disputed area and the war broke out. Attempts were made to buy the area. American blood was shed on American soil. https://www.tsl.texas.gov/treasures/republic/velasco-01.html

The Gadsden Purchase, or Treaty, was an agreement between the United States and Mexico, finalized in 1854, in which the United States agreed to pay Mexico $10 million for a 29,670 square mile portion of Mexico that later became part of Arizona and New Mexico. Gadsden’s Purchase provided the land

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necessary for a southern transcontinental railroad and attempted to resolve conflicts that lingered after the Mexican-American War. http://history.state.gov/milestones/1830-1860/Gadsden_Purchase_of_1854

19. 3.2 Explore 11Immigrants in the WestVideo Segment:Chinese Exclusion Act

Based on the video clip, how do you think racial stereotypes influenced government policies restricting Chinese immigration?

OF Video history clips need to be verified and highlighted with transcripts.

Important events are trivialized in this presentation.

20. 3.2 Explore 12Women in the WestVideo Segment:Women in the West

More to Explore: Education for Afghan WomenThere are 10 videos concerning women in Afghanistan.

B Why are modern Afghan women included in this chapter? This is a U.S. History book not World History or World Geography. These videos need to be removed.

21. 3.3 Explore 2Getting Along

Paragraph 5

Lines 4-6

While settlement houses provided shelter for immigrant populations, they also set out to assimilate immigrants to the United States. Assimilation is the process by which immigrants or other minority groups take on the characteristics of the dominant culture. To help them become “Americanized” and enter the labor force, the immigrants, working class, and poor who lived in settlement houses received education in subjects such as history, literature, and art, and were taught middle-class American values. Child care and other social services, such as public kitchens and baths, helped lessen some of the harsh conditions of living in poverty.

OF English was the first course taught to new immigrants who were eager to become Americans. Immigration and Assimilation in the Late 19th Century America by Josef Barton, Professor Emeritus of History Spanish and Portuguese, Northwestern University. http://www.nationalhumanitiescenter.com/ows/seminarsflvs/BecomingAmerican

22. 3.3 Explore 4Immigrants at Work

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Lines 2-3

In 1900, the United States was the most dangerous country in the world for industrial workers. Without government regulation, factories were often poorly lit and unsanitary, and machinery was not regularly serviced. Factory workers performed the same repetitive task for 10 hours or more a day, six days a week.

HT This statement is historically false and contextually inaccurate.

Workers themselves asked for better working conditions which resulted in changes in local, state and national safety standards.

It was also a period of reform, in which many Americans sought to regulate corporations and shape the changes taking place all around them. http://www.gilderlehrman.org/history-by-era/essays/rise-industrial-america-1877-1900

For all United States workers the number of fatalities per dollar of real (inflation-adjusted) GNP dropped by 96 percent between 1900 and 1979. Back in 1900

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half of all worker deaths occurred in two industries—coal mining and railroading. But between 1900 and 1979 fatality rates per ton of coal mined and per ton-mile of freight carried fell by 97 percent.

This spectacular change in worker safety resulted from a combination of forces that include safer production technologies, union demands, improved medical procedures and antibiotics, workmen's compensation laws, and litigation. Ranking the individual importance of these factors is difficult and probably would mean little. Together, they reflected a growing conviction on the part of the American people that the economy was productive enough to afford such change.

Wages and Working Conditions by Stanley Lebergott, Emeritus Professor of Economics at Wesleyan University, Middletown, CT; Economist-US Bureau of the Budget & US Dept of Labor; President’s Commission on Federal Statistics in 1971; President of Economic History Association 1984

http://www.econlib.org/library/Encl/ Wages&Working...

23. 3.3 Explore 6Closing the Doors on Immigration

Paragraph 1

Although factory owners may have liked cheap workers, and landlords liked the never-ending source of renters, not all residents wanted immigrants on American soil. In the 1840s, nativists had organized to try to keep immigrants from gaining political, social, and economic power. When the second surge of immigration began in the 1880s, nativists again fought against the influx of immigrants. Immigrants were blamed for the overcrowding, sanitation, and crime issues plaguing American cities. Nativists also disliked immigrants because of their Roman Catholic or Orthodox Christian religion. They believed that new immigrants would change the culture of the United States.

B This paragraph uses labels to describe people; which lead the reader to discrimination and alienation against the groups named.

24. 3.3 Explore 6Closing the Doors on Immigration

More to Explore videos AB The videos regarding Israel and the Middle East are out of place in this History techbook and are more appropriate in World History.

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Immigrant Women video segment

25. 3.4 Explore 2New Technology and Social Issues Fuel Urban Growth

Paragraph 4

Line 1-2

After Reconstruction ended, Jim Crow laws and racial discrimination prevented African Americans in the rural South from buying land and from obtaining high-paying jobs. Over time, increasing numbers of African Americans looked to the country’s growing cities for economic opportunities and social advancement.

OF “Jim Crow laws” needs to be identified.

26. 3.4 Explore 7City Government

Paragraph 7

There were also strong forces fighting against public health efforts. New York City’s Board of Health faced opposition from William Magear “Boss” Tweed’s political machine. A political machine is a group that controls the actions of a political party. Tweed’s organization, Tammany Hall, operated through graft. Graft means that a politician uses his or her political authority for personal gain. Tammany Hall did not want public agencies to have power unless Tammany Hall controlled them. Tweed pushed through a new city charter that returned health control to the city. Corrupt politicians scuttled, or eliminated, many proposals to clean up the streets, inspect drinking water supplies, and inspect milk and other foods.

Highlights the problem of crony politics and socialist agendas brought from European countries.

27. 3.4 Explore 12Nativism and Cultural Conflict

Paragraph 1-2

Feelings of nativism ran high and influenced a number of social issues, including education and the use of alcohol. Nativism is the idea that the needs of native-born citizens should be favored over those of immigrant populations.

Nativists in the late 1800s worried about the patriotism of immigrants and about their competence as voters. Non-nativist educational leaders, as well as the general public, worried about literacy. People from all these groups debated whether public schools in ethnic neighborhoods should offer classes only in English to force immigrants to assimilate.

MANN, HORACE (1796–1859) Principal advocate of the nineteenth-century common school movement, Horace Mann became the catalyst for tuition-free public education and established the concept of state-sponsored free schools. The zeal with which Mann executed his plan for free schools was in keeping with the intellectual climate of Boston in the early days of the republic. The Mann contribution, state government sponsored education unfettered by sectarian control, made possible a democratic society rather than a government by elites. The atmosphere of early-nineteenth-century Boston stimulated keen minds to correct social disharmonies caused by ignorance, intemperance, and human bondage.

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Reform that emanated from the Lockean notion that human nature may be improved by the actions of government motivated these New Englanders, who shaped social and political thought for generations.

28. CHAPTER 4CONFLICT IN THE GILDED AGE4.1 Explore4Governing a Free Enterprise EconomyParagraph 1Lines 5-8

Governments redistribute wealth. Sometimes, the market-based system distributes wealth in a manner that is not considered desirable by society as a whole. In these cases, the government uses taxation and spending to redistribute wealth from one segment of society to another.

B; OF Socialism, like communism, calls for putting the major means of production in the hands of the people, either directly or through the government. Socialism also believes that wealth and income should be shared more equally among people. Socialists differ from communists in that they do not believe that the workers will overthrow capitalists suddenly and violently. Nor do they believe that all private property should be eliminated. Their main goal is to narrow, not totally eliminate, the gap between the rich and the poor. The government, they say, has a responsibility to redistribute wealth to make society more fair and just. http://www.ushistory.org/gov/13b.asp

SOCIALIST governments redistribute wealth. http://www.britannica.com/EBchecked/topic/478619

29. 4.1 Explore4Governing a Free Enterprise EconomyParagraph 1

Lines 9-13

Governments attempt to correct market failures. In a market-based economy, there are times when the marketplace either contributes to, or is unable to prevent, undesirable outcomes. To prevent such situations, governments enact policies called regulations, or ground rules for businesses to follow, when producing and selling goods and services.

B; OF Government intervention can increase economic efficiency when market failures or externalities exist. Political choices may lead to second-best economic outcomes, however, and some argue that, for that reason, market failures can be preferable to government intervention. In the absence of market failures and externalities, there is little economic justification for government intervention, which lowers efficiency and probably economic growth.

Congressional Research Service http://fas.org/sgp/crs/misc/RL32162.pdf

If left alone, the market will adjust itself with a better outcome.

marketization, introduction of competition into the public sector in areas previously governed through direct public control. In its broadest usage, the term marketization refers to the process of transforming an

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entire economy away from a planned economic system and toward greater market-based organization. This process might include the liberalization of economic activity (e.g., removing price controls), reducing regulation, and opening the system for market-based allocation of resources

http://www.britannica.com/EBchecked/topic/ 1937901

30. 4.2 Explore 4The Labor Movement

Wages & Working Conditionsvideo segment

Wages and Working ConditionsWhat problems did industrialization create for the poor and underprivileged?

B In Pursuit of Equity author is featured and promoted. Author promotes socialism. Why not use ideas from an American

Constitutionalist?

31. 4.2 Explore 5National Labor Organizations

Paragraph 3Lines 4-7

The Knights wanted industrial workshops and stores to be collectively owned by members of the union, meaning that rather than profits being paid to shareholders, they would be divided among the workers. To unite workers all across the nation, the Knights of Labor held the first Labor Day celebration in 1882.

B; OF First important national labour organization in the U.S. Founded in 1869 by Uriah Smith Stephens as the Noble Order of the Knights of Labor, it included both skilled and unskilled workers, and it proposed a system of workers' cooperatives to replace capitalism. To protect its members from employers' reprisals, it originally maintained secrecy. Under Terence V. Powderly (187993) it favoured open arbitration with management and discouraged strikes. National membership reached 700,000 in 1886. Strikes by militant groups and the Haymarket Riot caused an antiunion reaction that rapidly reduced the organization's influence. A splinter group left to form the AFL (later AFL-CIO).

http://www.answers.com/topic/knights-of- labor#ixzz3BWtkS5dZ

32. 4.2 Explore 7Labor & Politics

Paragraph 1

Late in the 1800s, the idea of socialism increasingly appealed to the working class. Socialism calls for common ownership and control of the fundamental means of production, such as farms and factories. It also seeks to equalize a society’s distribution of wealth. For instance, socialism emphasizes the nationalization of monopolized branches of industry and trade. This means that in a socialist economy, the national government would own the banks, railroads, utility

OF No space is given to the critics of socialism; unbalanced coverage of the concept leading students with a favorable impression of socialism.

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companies, and communication networks. Pricing for these goods and services would be determined by efficiency and access for all rather than by how much profit shareholders could earn.

33. 4.2 Explore 7Labor & PopulismReference Term:Social Gospel Movement(Overview)

Social Gospel was a religious social-reform movement. It was especially active during the Progressive Era of the late 1800s and early 1900s. Protestant groups promoted Social Gospel as the betterment of society through Christian values. The movement was especially interested in labor reforms. These included the abolition of child labor, regulation of factories, and the establishment of both a shorter work week and a living wage. To further these aims, some members of Social Gospel established settlement houses. There, they cared for immigrants and the underprivileged. New Deal legislation and the rise of organized labor helped Social Gospel to achieve some of its goals in the 1930s.

OF The last sentence implies that since New Deal legislation and the rise of organized labor helped Social Gospel to achieve some of its goals, they were without criticism. Some discussion of the disadvantages to and unintended consequences of government charity could provide balance to the topic. See "Giving that worked" by Marvin Olasky, World Magazine, March 14, 2009, http://www.worldmag.com/2009/03/giving_that_worked/

34. 4.3 Explore 4Rise of Realism

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The spirit of the Progressive Era inspired the works of other writers and artists. A greater emphasis on showing life as it really was, known as realism, appeared throughout the arts. Jacob Riis, for example, sought to tell stories about the struggles of everyday life in urban ethnic neighborhoods through his photographs. Novelist Theodore Dreiser drew on the real-life experiences of people he knew to write novels such as Sister Carrie and An American Tragedy, which attacked greed and other societal consequences of industrialization. In An American Tragedy, the real tragedy is not that a character murders his girlfriend. The tragedy is that U.S. society created a man who could do such a thing.

B; OF Socialism delivered through education, literature. No personal responsibility or accountability. Culture

and society are at fault.

35. 4.3 Explore 9Socialism & Radicalism

Paragraph 1

During the Progressive era, some liberal reformers were drawn to the growing socialist movement. Socialism calls for the government or citizen groups to control property and resources rather than private individuals. Farmers and laborers struggling during the late 1800s had found aspects of socialism

B Lacks balance in that no criticism of the socialist movement is offered. “The free enterprise system helped many to rise to the middle class and is incompatible with socialism. The cornerstone of free enterprise is the right to own private property. Any individual has the right to go into business, compete, and make a profit as opposed to the government

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appealing. The continued rise of the labor movement and interest in government-sponsored social, economic, and political reforms meant that socialist ideals seemed in line with contemporary thinking. Progressive intellectuals such as Upton Sinclair and John Dewey identified with socialist ideals. Popular American heroes including Helen Keller also campaigned for socialist causes.

owning a business or industry.” https://www.dallasfed.org/assets/documents/educate/everyday/free.pdf

36. 4.3 Explore 9Socialism & Radicalism

Paragraph 2

During the late 1800s, several Socialists, including Victor Berger and Eugene V. Debs, founded the Social Democratic Party. In 1901, that party became the Socialist Party. These Socialists sought to support the needs of the working class and encourage social welfare programs through collective action. The party’s 1912 platform, for example, called for the creation of government programs to reduce unemployment. It also supported laws requiring that workers receive at least one-and-one-half-days off each week. The party supported women’s suffrage and called for direct election of the U.S. president.

B The 1912 platform of the progressive party has a link that is summarized but does not have the complete platform available to read. The Republican and Democrats platforms are not featured.

37. 4.3 Explore 11Progressivism & ImmigrationParagraph 1Line 8

immigrants often opposed Progressive reforms. OF Text does not explain why immigrants often opposed Progressive reforms.

38. 4.4 Explore 4Woodrow Wilson's Reforms

Paragraph 4

Wilson supported the establishment of a nationwide centralized banking system. He also believed that a new federal currency was needed to assist the flow of money.

B; OF Federal bank was opposed by the Founding Fathers. To preserve our independence, we must not let our

rulers load us with perpetual debt. We must make our choice between economy and liberty or profusion and servitude." --Jefferson 1816

"I, however, place economy among the first and most important republican virtues, and public debt as the greatest of the dangers to be feared. It is incumbent on every generation to pay its own debts as it goes." – Jefferson 1816

http://memory.loc.gov/master/mss/mtj/ mtj1/049/0200/0298.jpg

"If the American people ever allow private banks to 14

control the issue of their currency, first by inflation, then by deflation, the banks and corporations that will grow up around them will deprive the people of all property until their children wake up homeless on the continent their Fathers conquered...I believe that banking institutions are more dangerous to our liberties than standing armies... The issuing power should be taken from the banks and restored to the people, to whom it properly belongs." – -Jefferson 1802

http://memory.loc.gov/ammem/collections/ jefferson_papers/mtjquote.html

39. 5.1 Explore 5Taking the Philippines

Paragraph 3Lines 1-3

ANNEX link

Instead of simply leaving the Philippines, McKinley sought to annex the territory. This would mean that, instead of keeping their newly declared freedom, Filipinos would be subjects of the foreign U.S. government.The word annex means “to obtain or take for oneself.” In historical terms, it means “to incorporate one state or territory into another.” Sometimes, annexation is peaceful. At other times, it is the result of armed conflict. For example, when the Muslim caliph Umar I succeeded Caliph Abu Bakr in 634, he inherited Bakr’s jihad, or holy war, against the Byzantine Empire. Bakr led his armies to conquer much territory in the Middle East. This included the city of Jerusalem, as well as Iraq, Syria, Palestine, and Egypt. Bakr also annexed Mesopotamia.

B; OF; Why use this Muslim example in US History? There are many examples of annexation in US

History that can be used.

40. 5.2 Explore 2The Rise of Nationalism

Paragraph 1

Nationalism is a strong feeling of loyalty or devotion to one’s country of origin. Before the 1800s, most European identified themselves either with their religious group or with political leaders more than they did with their countries of origin. In the 1800s, however, a shift began to occur. Many Europeans began to think that a nation or country should be made up of a single ethnic group. They also felt that the members of a nation’s ethnic group owed more loyalty to

B; OF What is the authorization for this broad statement?

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their fellow citizens than to a king or their religion. As a result, nationalism led to the emergence of democratic traditions in Europe as the power of monarchies and the Roman Catholic Church dwindled.

41. 5.3 Explore 2Work in Wartime

Paragraph 2

Political leaders debated the best way to raise the huge sums needed to pay for the war. Eventually, they decided to generate new revenue, or funds, through higher taxes. The War Revenue Act, passed in October 1917, raised income tax rates and placed a special “war profits” tax on some industries. Even with the taxes, the government still needed a great deal of additional money. As a result, the government began issuing special war bonds for sale, called Liberty bonds. A bond is a loan certificate. Citizens who purchased Liberty bonds were promised payment of a set amount of interest after a predetermined period of time. Buying Libery bonds was promoted as a patriotic action.

OF

Typographical ErrorLiberty

Income tax was originally a “temporary tax” during WWI.

42. 5.3 Explore 4Wilson & the League of Nations

Paragraph 2

Wilson’s idealistic foreign policy was quickly revealed. The president had justified the war by claiming that the “world must be made safe for democracy.” He hoped for what he called “peace without victory:” a better, safer world without punishment for the losers. He also expressed these ideals in a series of policy goals known as the Fourteen Points. The Fourteen Points called for free trade, freedom of the seas, the end of colonialism, and national borders that respected ethnic differences.

OF All 14 points need to be listed in the text so they can be read.

43. CHAPTER 6NEW VOICES EMERGE6.2 Explore 6The Lost Generation

Paragraph 1

Lines 4-6

Many Americans were struck by the horrors that soldiers faced during World War I. To them, if WWI was the result of traditional values, there was something seriously wrong with those values. Nothing could justify the amount of death and destruction that young men and women experienced during the war. Disappointed with the American Dream and still recovering from the horrors of World War I, American writers traveled abroad in search of inspiration, living as expatriates, or citizens

HT Lost Generation, in general, the post-World War I generation, but specifically a group of U.S. writers who came of age during the war and established their literary reputations in the 1920s. The term stems from a remark made by Gertrude Stein to Ernest Hemingway, “You are all a lost generation.” Hemingway used it as an epigraph to The Sun Also Rises (1926), a novel that captures the attitudes of a hard-drinking, fast-living

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residing in a foreign country. set of disillusioned young expatriates in postwar Paris.

The generation was “lost” in the sense that its inherited values were no longer relevant in the postwar world. http://www.britannica.com/EBchecked/topic/348402

44. 6.2 Explore 10Conservative Christians & the Scopes Trial

Paragraph 1

In response to scientific advances that coincided with industrialization, some conservative Christians advocated state and local laws that prohibited the teaching of modern scientific theories in public schools. One theory that they believed contradicted the Protestant Bible and undermined Christian morality was Darwin’s theory of evolution by natural selection.

The Scopes trial pitted religious fundamentalists against scientists.

HT/OF

FE

Christians did not advocate the prohibition of modern scientific theories in public schools in response to scientific advances, but like William Jennings Bryan, they “…saw that it [evolution] was only hypothesis, not proven theory. And as a populist, he felt that taxpayers had the right to control the content of their children’s education. (He was not proposing that Christian views be taught in the schools, but that atheistic and secularist views not be taught either.) Finally, he objected to the teaching of evolution, especially with regard to the origin of man, because he felt that it led to the rise of ugly ideas like eugenics and social Darwinism, and furthermore discouraged any hope for the progress of mankind.”

A Third Way? Summer for the Gods: The Scopes Trial and America’s Continuing Debate Over Science and Religion. Edward J. Larson. Basic. 318 pp. $25 cloth, $14.95 paper. Reviewed by Carol Iannone. http://www.firstthings.com/article/1999/02/003-a-third-way

The Scopes trial pitted Christian traditionalists (not religious fundamentalists) against secularists over the following: “…there were questions of importance to American governance and culture - such as the right of a state, representing a majority of its citizens, to set school curriculum, versus the constitutional ban on state action that "establishes" religion or limits individuals' rights of conscience or expression. In another context, would a majority more secular than that of 1920s Tennessee have a right to impose the teaching of evolution on children of fundamentalist families? The issues of tolerance raised by Scopes cut

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all ways, and they are as cogent as ever in late 20th-century America. Today's activists on the Christian right aren't pushing for laws banning Darwin's theory from schools, but they're very interested in laws requiring equal time for creationist theories. And their opponents in the ACLU and elsewhere are just as determined now as decades ago to fight that on constitutional grounds. The Scopes trial is still with us. Larson has elevated its presence from simplified myth to illuminating fact.

Key Religious Issues Behind Scopes Trial Ring True Today by Keith Henderson. http://www.csmonitor.com/1997/1015/101597.feat.books.1.html

45. CHAPTER 9AFTER THE WAR9.1 8Explore Para1L5

southeastern Europe Correction Southeastern Europe

46. 9.1 8Explore Para 5L3

However Correction Better word = Moreover

47. CHAPTER 10A TIME OF CHANGE10.1 1Para 4 L2Para5 L1

“Jim Crow laws” mentioned but no definition of what the term meant.

OF The term "Jim Crow" originally referred to a

black character in an old song, and was the name of a popular dance in the 1820s. Around 1828, Thomas "Daddy" Rice developed a routine in which he blacked his face, dressed in old clothes, and sang and danced in imitation of an old and decrepit black man. Rice published the words to the song, "Jump, Jim Crow," in 1830. Beginning in the 1880s, the term "Jim Crow" saw wide usage as a reference to practices, laws or institutions that arise from or sanction, the physical separation of black people from

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white people. www.USHistory.com

48. 10.1 5Para 2 All

Brown VS Board of Education, based on comments from socialist Kenneth B. Clark, who used black and white dolls, “bad and good”

B Inflammatory. Should be deleted

49. 10.1 14Para 3 All

Describes Watts riots as starting because of police brutality.

HT In predominantly black Watts neighborhood of Los Angeles, racial tension reaches a breaking point after two white policemen scuffle with a black motorist suspected of drunken driving. A crowd of spectators gathered near the corner of Avalon Boulevard and 116th Street to watch the arrest and soon grew angry by what they believed to be yet another incident of racially motivated abuse by the police. A riot soon began, spurred on by residents of Watts who were embittered after years of economic and political isolation. The rioters eventually ranged over a 50-square-mile area of South Central Los Angeles, looting stores, torching buildings, and beating whites as snipers fired at police and firefighters. Finally, with the assistance of thousands of National Guardsmen, order was restored on August 16. The five days of violence left 34 dead, 1,032 injured, nearly 4,000 arrested, and $40 million worth of property destroyed. The Watts riot was the worst urban riot in 20 years and foreshadowed the many rebellions to occur in ensuing years in Detroit, Newark, and other American cities. www.USHistory.com

50. 10.28 Videos and images

Warren Court and Brown v Board of EducationBrown v Board of EducationThe Doll Test

B These are redundant, having been thoroughly covered in the chapter on civil rights and should be deleted. Surely, other actions of the Warren Court were just as significant as those that pertained to Civil Rights.

51. 10.3 1Para 7 L 3

His administration was corrupt and ineffective. He arrested thousands of communists in South Vietnam.

FE The fact that he arrested communists must indicate that he was not ineffective. Needs explaining.

52. 58

10.3 7Para 2 L 2

This means Correction This meant

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53. 59

10.3 11Para 5 L 1

By 1966, the military was calling almost 400,000 Americans for duty

Correction 400,000 per day? Per week? Per year?

54. 60

10.4 5Title

Advancing the rights of Latin Americans FE This part concerns the rights of all immigrants from Latin American countries, legal and illegal. Those here illegally should not be considered as Americans until they are legally Americans. Find another name for them than Latin American.

55. 61

10.4 5Para 4 L 1

Goal was to incorporate Mexican Americans into mainstream society.

FE Same criticism as one above. Also, the goal has not been obtained since the term Mexican Americans are used as self descriptions. If really incorporated, they would call themselves “Americans”.

56. 62

10.4Review Flash Cards 2Para 2 L 5-9

Other Hispanic –rights organizations such as La Unida Raza, worked to improve educational, professional and social opportunities for Latin Americans.

HT MEChA and the La Raza movement teach that Colorado, California, Arizona, Texas, Utah, New Mexico, Oregon and parts of Washington State make up an area known as “Aztlan” — a fictional ancestral homeland of the Aztecs before Europeans arrived in North America. As such, it belongs to the followers of MEChA. These are all areas America should surrender to “La Raza” once enough immigrants, legal or illegal, enter to claim a majority, as in Los Angeles. The current borders of the United States will simply be extinguished. This plan is what is referred to as the “Reconquista” or reconquest, of the Western U.S.

Human Events 4-17-200657. 10.4 12

Para 2 AllCarson’s book showed the unintended side effects of DDT, including its effect on birds and animals and its contamination of the human food supply.

OF This only presents what they consider the positive side of banning DDT without considering the negative effects of such a world-wide unnecessary action. The most evident negative effect of banning an effective pesticide was the resultant deaths of thousands, perhaps millions of African people over the years from mosquito borne malaria, previously almost completely held in

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control by an insecticide with no reported ill effects upon humans. www.discoverthenetworks.org/malaria

58. CHAPTER 12A NEW DIRECTION 12.1 Engage Growth at HomeWelfare ReformVideo: Clinton Reforms Welfare0:38

“It (welfare reform), was far more draconian than anyone would have predicted."

B In the video, nothing positive is said about welfare reform. All statements are negative.

59. 12.1 ExploreGrowth at Home2 A Polarized Political LandscapeVideo: Lobbyingand Political Participaion 2:19

“One of the biggest mobilizing institutions in the United States is churches.”

HT Churches are allowed to preach about issues, but may not campaign for a particular candidate. http://www.alliancedefendingfreedom.org/content/docs/issues

60. 12.1 ExploreGrowth at Home2 A Polarized Political LandscapeVideo: 1989 Abortion Demonstrations 0:15

“But abortion foes are now much more aggressive. They expand the nationwide campaign blocking the entrances to health centers which perform abortions. And in some cases, they turn to violence, bombing abortion clinics.”

B The pro abortion demonstrators are portrayed as peaceful, while the pro-life demonstrators are shown only as aggressive and violent.

61. 12.1 Explore Growth at Home5 The Reagan BudgetReference Term:MedicareVideo and ImagesRonald Reagan’s Domestic AgendaLine 5

Americans became disillusioned when the economy continue to struggle and federal spending increased due to defense and entitlements.

correction It should read: Americans became disillusioned when the economy continued to struggle and federal spending increased due to defense and entitlements.

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62. 12.1 ExploreGrowth at Home7 The Clinton Years: PoliticsVideo: Welfare Debate and Reform

This is a repeat of the video in Engage, Clinton Reforms Welfare.

B Nothing positive is said about welfare reform.

63. 12.1 Explore 8Clinton’s Domestic AgendaFighting CrimeLines 1-9, 12-14

In 1994, Congress passed President Clinton’s crime bill. This law increased federal funding for crime prevention through community policing, programs for “at risk” youths, and programs to help integrate ex-convicts into healthy community and family relationships. It contained numerous provisions to help prevent violence against women, spouses, and children and to support victims. It also increased penalties for many crimes and provided money for prison construction. The crime bill also placed a strict ban on ownership of certain types of assault weapons, but this expired in 2004. These new laws, combined with new policing techniques and a growing economy, led to a large drop in crime. Overall crime, violent crime, gun crime, school crime, and domestic violence all dropped steadily from 1992 to 2000.

HT The reduction in crime in the 1990s is true, but the reason can be disputed:

"Today, for the first time in a generation, police and low-income communities are winning the war on crime. When final statistics come out later this year, the FBI will announce that crimes such as murder, rape, robbery, aggravated assault, burglary, larceny, motor vehicle theft, and arson fell over one-third between 1990 and 1999, due largely to improvements in a few large cities like New York. Nevertheless, the late 1990s saw declines in every type of city and in every major category of crime. Between 1994 and 1998, only 29 of the 205 American cities with 1999 populations over 100,000 for which comparable data are available saw their crime rates rise. The preliminary data for 1999 paint an even more positive picture. In 1999, there would have been nearly 8,000 additional murders, about 20,000 additional rapes, and over 200,000 additional armed attacks had crime not fallen. Criminals would have committed more than 3 million additional crimes during 1999 alone and over 18 million more during the decade. "Crime Fighting and Urban Renewal” by Eli Lehrer, Heritage Foundation, September 21, 2000 . http://www.heritage.org/research/commentary/2000/09/crime-fighting-and-urban-renewal

The passage give too much credit to the Clinton 1994 crime bill. Crime is a complex phenomenon: decreases in the crime rate are due to many different factors and social scientists continue to debate whether increased spending on police reduces crime. According to Heritage, the reason for the reduction in crime in the 1990s had more to do with welfare reform and new policing techniques developed by

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Mayor Giuliani in NYC which were copied in major cities around the country. http://www.heritage.org/research/reports/1998/09/what-to-do-about-the-cities

The editors chose to note that the assault weapon ban expired in 2004, but failed to note that the gun homicide rate has continued to decrease despite that fact. http://www.pewsocialtrends.org/2013/05/07/gun-homicide-rate-down-49-since-1993-peak-public-unaware/#what-is-behind-the-crime-decline

64. 12.2 A New World OrderExplore 3Reagan’s Strategic Defense InitiativeLines 12-13

Supporters of the plan stated than any technical obstacles to implementing it could be overcome soon.

Correction It should read: Supporters of the plan stated that any technical obstacles to implementing it could be overcome soon.

65. 12.2 A New World OrderExplore 11Reference term:Israel

Seeking to create a Jewish homeland, Jews began to immigrate to the region, which was then called Palestine, in the late 1800s.

FE After World War I, the name "Palestine" was applied to the territory that was placed under British Mandate; this area included not only present-day Israel but also present-day Jordan.

Leading up to Israel's independence in 1948, it was common for the international press to label Jews, not Arabs, living in the mandate as Palestinians. It was not until years after Israeli independence that the Arabs living in the West Bank and Gaza Strip were called Palestinians. In fact, Arabs cannot even correctly pronounce the word Palestine in their native tongue, referring to area rather as “Filastin.” http://www.jewishvirtuallibrary.org/jsource/History/palname.html

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66. 12.2 A New World OrderExplore 12Terrorism in the Middle EastLines 6-7

The attack was carried out by Hezbollah, a Lebanese organization strongly opposed to the state of Israel and U.S. involvement in the Middle East.

HT The sentence omits the fact that Hezbollah is an Islamic terrorist organization.

Formed in 1982 in response to the Israeli invasion of Lebanon, Hizballah (the “Party of God”), a Lebanon-based Shia terrorist group, advocates Shia empowerment globally. The group also supports Palestinian rejectionist groups in their struggle against Israel and provides training for Iraqi Shia militants attacking Western interests in Iraq. http://www.nctc.gov/site/groups/hizballah.html

67. 12.2 A New World OrderExplore 12Terrorism in the Middle EastLines 2-3

One of the largest attacks occurred in Lebanon, which was embroiled in a long civil war from 1975 to 1990.

OF The cause of the civil war should be stated. “The experiment in state building started by Chehab and continued by Hélou came to an end with the election of Suleiman Franjieh to the presidency in August 1970. Franjieh, a traditional Maronite clan leader from the Zghartā region of northern Lebanon, proved unable to shield the state from the conflicting forces lining up against it. The dramatic increase in social and political mobilization sparked by the growing presence of Palestinian guerrillas led to the emergence of various new social and political movements, including Mūsā al-Ṣadr’s Ḥarakat al-Maḥrūmīn (“Movement of the Deprived”), and to the rise of numerous sectarian-based militias. Unable to maintain a monopoly of force, the Lebanese state apparatus was powerless to stop the increase in violence that was gradually destroying the country’s fragile social and political fabric. On the eve of the civil war in the mid-1970s, the escalating violence had deepened the fault line between the Maronite Christian and Muslim communities, symbolized in turn by the increasing power of the Christian Phalangists, led by Pierre Gemayel (see Gemayel family), and the predominantly Muslim Lebanese National Movement (LNM), led by Kamal Jumblatt.” http://www.britannica.com/EBchecked/topic/334152/Lebanon/279120/Civil-war.

68. 12.2 A New World After the end of the war between Afghanistan and FE "Plans to attack the United States were developed 24

OrderExplore 12Terrorism by alQaedaLines 4-6

the Soviet Union, al-Qaeda shifted its focus to target the United States and its allies to reduce their influence in the Middle East, North Africa, and Central Asia.

with unwavering single-mindedness throughout the 1990s. Bin Ladin saw himself as called “to follow the footsteps of the Messenger and to communicate his message to all nations,” and to serve as the rallying point and organizer of a new kind of war to destroy America and bring the world to Islam." From The 9/11 Commission Report, 2.2 A Declaration of War, page 48. http://www.gpo.gov/fdsys/pkg/GPO-911REPORT/pdf/GPO-911REPORT.pdf

In February 1998, al-Qaeda issued a statement under banner of "The World Islamic Front for Jihad Against the Jews and Crusaders" saying it was the duty of all Muslims to kill US citizens-civilian or military-and their allies everywhere. ... In an al-Qaeda house in Afghanistan, New York Times reporters found a brief statement of the "Goals and Objectives of Jihad":

o Establishing the rule of God on eartho Attaining martyrdom in the cause of Godo Purification of the ranks of Islam from the

elements of depravity In 1998, several al-Qaeda leaders issued a declaration

calling on Muslims to kill Americans-including civilians-as well as "those who are allied with them from among the helpers of Satan." Pike, J. (2014). Al-Qaida / Al-Qaeda (The Base). [online] Globalsecurity.org. Available at: http://www.globalsecurity.org/military/world/para/al-qaida.htm

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Evaluation of Social Studies Skills and other important issuesNumber Questions Yes No

1. Is the appropriate vocabulary relevant to the subject matter presented to students?For example, on comparative government are terms such as monarchy, oligarchy, democracy, socialism, fascism, and communism presented?

Yes There is no vocabulary reference for al Qaeda

2. Are the captions under pictures factual? Yes Some are biased

3. Are the charts and graphs relevant to the topic being presented? Yes Some

4. Are the maps accurate and relevant to the topic? Yes, but some are hard to see.

5. Are questions thought provoking? Is adequate and accurate material provided so that the students can formulate appropriate answers?

Yes, but the material in the book was leading the reader to conclusion that book publisher wanted, vs. independent thinking

Most information is given in video format with no transcripts of the presentations.

6. Are primary and secondary sources presented for students to examine (for bias, propaganda, point of view, and frame of reference)?*

Yes- There is definite bias

Not always.Speakers are not identified on the videos.No bibliography is given.

7. Does the text present a lesson on how to evaluate the validity of a source based on language, corroboration with other sources, and information about the author? *

No

8. Does the textbook have a Glossary? Are key terms included and defined? Yes No, and key terms are not defined

9. Does the textbook have accurate timelines to help the student understand chronological historical developments?

Yes No. There are too many references to modern Muslims, Islam, Middle East where there is no historical significance or relevance to US History before 1935.The mass media headlines/issues/agenda of the day are promoted.

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Chronological timelines would be beneficial in keeping the editors on task.

Concerns:This is a resource that would be very attractive to very lazy teachers. Teachers would need to make sure the students each have a television to watch! The United States is a Christian country and only two references were made to Christianity; whereas, Muslims were injected in almost every chapter.

My main concern would be that too much of the book is taken up with racial politics. I got the idea that racism and civil rights might be the defining issues within the entire time frame of the book. There are over 50 pages explaining the plights of minorities compared with 11 for the Vietnam War. I think that such rhetoric might be inflammatory to some students, causing them to believe that America is still racist and that no progress has been made in racial politics, when actually, much has been made in the last few years.

The content in these videos is so skewed that socialism is presented as the salvation of the human race. Some of the slides were hard to navigate. I found bias in some parts.

Evaluations based on templateChoices Explanations Yes No

This text has minor changes that need to be made

This text has a moderate number of changes Yes

This text has substantial changes that need to be made Major changes need to be made.

This book is so flawed that it is not recommended for adoption. Yes. This is not a book.This is cable television.Save taxpayers’ money and keep the students at home in front of their own televisions!

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