Truth in Texas Textbooks ReviewPublisher/Publication/Year: Worldview/World History Semester A/2015

Editor: Dr. Amy Jo Baker; Editor/Consultant: Dr. Sandra Alfonsi; Editor: Mark Solberg

Problem: Bias (B), Omission of Fact (OF), Half-Truth (HT), Factual Error (FE)

The publisher did not provide a response to this report. The publisher’s responses included below in orange are to the critiques provided by individuals during the public comment hearing in September.

Page #/Line # Quote Problem Fact & Source1. Chapter 1 - Overview

The Beginning of CivilizationSubtitle:Early Human EvolutionLine 7

Archaeologists found a number of different hominids that lived millions of years ago, one of which may be the ancestor of modern humans.

OF “may be” does not represent fact Others feel that early hominids were created by

God and have no connection to humans. The theory of evolution is exactly that, a theory. “Darwin’s Doubt” by Stephen c. Meyer -

Copyright 20132. Chapter 1

OverviewThe Beginning of CivilizationSubtitle:Early Human EvolutionLine 12

This period, called the Old Stone Age (or the Paleolithic period), is the longest period of human development.

OF No dates to establish a time frame for this period. Leave the Paleolithic period the Paleolithic period.

3. Chapter 1OverviewThe Beginning of CivilizationSubtitle:Early Human EvolutionLine 13

About 2 million years ago, early hominids learned how to use stones as weapons and to crack nuts and bones. This period, called the Old Stone Age (or the Paleolithic period), is the longest period of human development. The early ancestors of humans chipped rocks to give them points or sharp edges to use as awls, knives, or arrowheads, learned to use fire for heat and cooking, and began wearing animal skins for warmth.

OF The author gives no facts to back up this statement other than a picture of 2 arrowheads at the beginning of the paragraph.

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4. Chapter 1OverviewThe Beginning of CivilizationSubtitle:Early Human EvolutionLine 21

Early humans survived by using their larger brain capacity to adapt to changing climates and food sources.

OF Author’s opinion as to whether these were “Early humans” or not.

How does a larger brain identify these “humans”? Call them hominids, or creatures with human-like

characteristics. Skulls showed they had larger brain cavities than previous forms of life.

5. Chapter 1OverviewSubtitle:The Emergence and Spread of Modern HumansLine 2

Over 100,000 years ago, early Homo sapiens, the direct ancestor of modern humans, evolved in Africa and later began to migrate to other parts of the globe.

OF Author’s opinion that humans “evolved” Critique could read “…Homo sapiens whom some

archaeologists believe to be direct ancestors of modern humans, evolved,” etc.

Darwin’s Doubt and the case for “Intelligent Design”

Stephen C. Meyer – Copyright 20136. Chapter 1

OverviewSubtitle:The Emergence and Spread of Modern HumansLine 5

In Europe Cro-Magnon people encountered the Neanderthals, a different species of hominids that had evolved parallel with Homo sapiens.

OF No words considering creationism as a possibility archaeological remains show that Cro-Magnons

and Neanderthals were more or less contemporaneous

Darwin’s Doubt and the case for “Intelligent Design”

Stephen C. Meyer – Copyright 20137. Chapter 1

OverviewSubtitle:The Emergence and Spread of Modern HumansLine 7

Neanderthals had many features in common with modern humans; however, some anatomical differences placed them at a disadvantage when in competition with modern humans.

OF/B What anatomical differences? Author needs to give examples of anatomical

differences

8. Chapter 1OverviewSubtitle:The Emergence and Spread of Modern HumansLine 14

Humans are unusual in that Homo sapiens are the only species of hominids in the animal kingdom. All other species have become extinct. Skin color and some differences in body structure are minor variations that evolved among the races within the single species of humankind.

OF Humans are “unusual” because they can think! Animals survive on instinct. Leading the student to believe that humans came

from monkeys, or better yet evolved from bugs 530 million years ago.

Darwin’s Doubt – Stephen C. Meyer

9. Chapter 1OverviewSubtitle:The Neolithic PeriodParagraph 1

The population of humans began to increase as the last glacial period ended around 11,000 years ago. Many bands of people had begun to live less nomadic lives, even though they depended on hunting and gathering. However,

HT This is true that the earth was warming after the ice age.

However, author gives no facts to explain what kinds of changes “global warming” made.

2

Line 3 people had to find new food sources because global warming caused changes in the ecology.

10. Chapter 1OverviewSubtitle:The Neolithic PeriodParagraph 1Line 14

Independently of other cultures, farming began in the Middle East, Southeast Asia, China, Mexico, and Peru. Farming and herding spread rapidly from the Middle East to Europe and across Central Asia to India.

OF No facts or sources to back up this sentence. How does author know where farming started? No

facts and sources.

11. Chapter 1OverviewSubtitle:The Neolithic PeriodParagraph 2Line 1

At first, early Neolithic farmers often did not do as well as nomadic hunters and food gatherers because their diet was limited to grains that did not supply all the nutrients necessary for good health.

OF “did not do as well” does not represent facts. We are talking “Neolithic” period?

12. Chapter 1OverviewSubtitle:The Neolithic PeriodParagraph 2Line 1

However, populations had increased beyond the capacity of the environment to provide enough food through hunting and gathering. Neolithic farmers often altered the environment by cutting down trees and changing watercourses.

OF What does “beyond the capacity of the environment” mean?

13. Chapter 1OverviewSubtitle:The Neolithic PeriodParagraph 2Line 7

Sometimes over-cutting of forests and over-grazing of pastures led to a deterioration of the environment that forced the people to abandon their communities and resettle elsewhere.

OF “Sometimes” does not represent facts.

14. Chapter 1GlossaryCro-Magnon

Cro-MagnonHomo sapiens of about 40,000 B.C.E.; the ancestor of modern humans who was no different anatomically from people today; named for the cave in southern France where skeletal remains were found.

FE Though we do understand that the elevation of Cro-magnon and Neanderthal to Sapien status, does solve a great many problems - none related to science though. However, the current move to place Cro-magnon with modern man as "Homo-sapien-sapien", is really taking it too far, and it is pointless, as science proves, Caucasians did NOT evolve from Cro-Magnons in Europe.

http://realhistoryww.com/world_history/ancient/cro_magnon_Homo_sapien.htm

15. Chapter 1GlossaryHominids

hominidsprimate mammals that stand on two feet; modern humans, their prehistoric ancestors, and related life-forms.

HT Omit the words “their prehistoric ancestors” Any of a family (Hominidae) of erect bipedal

primate mammals that includes recent humans together with extinct ancestral and related forms

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and in some recent classifications the gorilla, chimpanzee, and orangutan

http://www.merriam-webster.com/dictionary/hominid

16. Chapter 1GlossaryHomo Erectus

Homo erectusLatin for "upright man," a now extinct early form of human that lived in East Africa; believed to have lived 1.5 million years ago; homo erectus spread from Africa to other continents.

OF an extinct large-brained hominid of the genus Homo (H. erectus) that is known from fossil remains in Africa, Europe, and Asia, is estimated to have flourished from 1.6 million years ago to 250,000 years ago

http://www.merriam-webster.com/dictionary/homo%20erectus

17. Chapter 1GlossaryHomo Habilis

Homo habilisLatin for "handy man," a now extinct very early form of human that lived in East Africa 1.5 to 2.5 million years ago; called "handy" because the remains of homo habilis have been found with very simple stone tools.

OF an extinct species of upright East African hominid having some advanced humanlike characteristics, dated as being from about 1.5 million to more than 2 million years old and proposed as an early form of Homo. http://dictionary.reference.com/browse/homo+habilis

18. Chapter 1GlossaryHomo Sapiens

Homo sapiensLatin for "thinking man," the direct ancestor of modern humans; prehistoric homo sapiens had a brain capacity about the same as modern humans; early forms of homo sapiens are believed to have emerged in Africa between 100,000 and 200,000 years ago and spread from there to all regions of the globe by 10,000 B.C.E.

OF The Merriam-Webster dictionary defines Homo sapiens as “the species of human that exists today.” The textbook says “prehistoric homo sapiens” implying evolution.

“the species of bipedal primates to which modern humans belong, characterized by a brain capacity averaging 1400 cc (85 cu. in.) and by dependence upon language and the creation and utilization of complex tools.

humankind. http://www.thefreedictionary.com/Homo+sapiens

19. Chapter 1GlossaryNeanderthals

Neanderthalshominids, possibly evolved from Homo erectus, which lived from c. 240,000 B.C.E. until c. 30,000 B.C.E. in Europe and southern Russia; a different species of humans that evolved parallel with Homo sapiens, but became extinct.

OF/FE The name derives from the discovery in 1856 of remains in a cave above Germany's Neander Valley. Some scholars designate the species as Homo neanderthalensis and do not consider Neanderthals direct ancestors of modern humans (Homo sapiens).

http://www.merriam-webster.com/dictionary/neanderthal

20. Chapter 1GlossaryOld Stone Age

Old Stone Agethe oldest and longest period of human development beginning 2 million years ago and

FE Full Definition of OLD STONE AGE: -- the Paleolithic period

Replace “human” with hominids4

ending as early as 10,000 years ago in some parts of the world; technical term is the Paleolithic period.

http://www.merriam-webster.com/dictionary/old %20stone%20age

See definition of Paleolithic Age (Period) below

21. Chapter 1GlossaryPaleolithic Period

Paleolithic periodthe technical term for Old Stone Age (see Old Stone Age).

OF/B Author refers reader back to “Old Stone Age” which is not found in the dictionary instead of using the word that is in the dictionary.

Paleolithic Age - second part of the Stone Age beginning about 750,00 to 500,000 years BC and lasting until the end of the last ice age about 8,500 years BC

Palaeolithic , Paleolithic Stone Age - (archeology) the earliest known

period of human culture, characterized by the use of stone implements

Lower Paleolithic - the oldest part of the Paleolithic Age with the emergence of the hand ax; ended about 120,000 years ago

Middle Paleolithic - the time period of Neanderthal man; ended about 35,000 years BC

Upper Paleolithic - the time period during which only modern Homo sapiens was known to have existed; ended about 10,000 years BC

http://www.thefreedictionary.com/Paleolithic+Age22. Chapter 1

GlossarySumerians

SumeriansSemitic people of lower Mesopotamia who created the first civilization in human history between 4000 B.C.E. and 3500 B.C.E.

FE Sumerians invented the 1st system of writing. Different meaning than 1st civilization.

Ancient people of southern Mesopotamia in present-day southern Iraq. Archaeological evidence dates the beginnings of Sumer to the fifth millennium B.C. By 3000 a flourishing civilization existed, which gradually exerted power over the surrounding area and culminated in the Akkadian dynasty, founded c. 2340 by Sargon I. Sumer declined after 2000 and was later absorbed by Babylonia and Assyria. The Sumerians are believed to have invented the cuneiform system of writing. Read more: http://www.answers.com/topic/sumer#ixzz37mYgOVQX

23. Chapter 2 Between 4000 and 3500 B.C.E., city-states in HT No Facts to help the student form their own

5

OverviewMiddle Eastern CivilizationsSubtitle:First CivilizationsPar 2 Line 1

Mesopotamia had the features historians look for in a civilization. The Sumerians at the southern reaches of the Tigris and Euphrates Rivers had cities ruled over by a central government. The people were divided into social classes, had job specialization, and practiced a religion.

opinion about what took place 4000 BC.

24. Chapter 2OverviewMiddle Eastern CivilizationsSubtitle:First CivilizationsPar 2 Line 6

In Egypt, the Nile River Valley had become densely settled at a time period later than in Mesopotamia. However, evolution from Neolithic village-life to a civilization took place more rapidly, possibly because of contact with the Sumerians.

OF This paragraph began by saying “Between 4000 and 3500 BC”. Five lines later the author talks about “Neolithic village-life” which was 10,000 yrs. BC.

25. Chapter 2OverviewSubtitle:The Sumerian CivilizationPar 2 Line 6

The Sumerians developed trade early because the Tigris-Euphrates plains lacked natural resources. They imported wood, stone, and metals in return for grain and items hand-made by artisans. Artisans, merchants, and scribes made up the small middle class. A small group of rulers and priests were the upper class, whereas most of the people were peasants of the lower class. Scribes became important after the Sumerians developed cuneiform writing around 3300 B.C.E. Early written records reveal that slavery had become common in the city-states.

OF/B Omission of facts. What do the writings say that leads the author to believe these statements?

Not allowing the student to make their own decision

26. Chapter 2OverviewSubtitle:New KingdomsPar 1 Line 9

Hammurabi, king of Babylon, adapted the law codes of the Sumerians; however, the city-states of Sumer were absorbed after thousands of years of independence.

OF No “law codes” in the glossary to explain what these were

27. Chapter 2OverviewSubtitle:New KingdomsPar 3 Line 1

Around the same time, Indo-Europeans began moving onto the Iranian Plateau. They merged with local tribes to establish the kingdom of Persia. The dominant group in the Middle East had been the Semites whose language is the basis of Hebrew and Arabic, as well as Aramaic and other languages commonly spoken in ancient times.

OF No reference to what time the text is referring to in this entire section “New Kingdoms”

Not sure if we are still referring to the “Neolithic Period”

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28. Chapter 2OverviewSubtitle:Religious and Cultural Developments in the LevantPar 1 Line 13

Following the expulsion of Jews from Spain in 1492, Jews migrated to other parts of Europe, including France, Holland, Italy, Turkey, Poland, and Russia. With the colonizing of the New Word, Jewish merchants and bankers immigrated to South America, the Caribbean, and in the 17th century to the thirteen British colonies in North America where they established their businesses and Judaism.

FE Should be “New WORLD”

29. Chapter 2OverviewSubtitle:Religious and Cultural Developments in the LevantPar3 Line 1

During the Roman occupation of Palestine, Jesus , a Jew , began preaching ideas that Roman and Jewish leaders' thoughts were contrary to their interests. Following the arrest and execution of Jesus, his followers, especially Peter and Paul, spread his teachings about salvation and brotherhood among gentiles as well as Jews. The new religion of Christianity was a monotheistic religion based on the divinity of Jesus.

FE/OF Palestine did not exist during the time of Jesus. No reference to the fact that it was this event

(Jesus) in history that marked the difference between B.C. and A.D. in Chronology.

30. Chapter 2OverviewSubtitle:Religious and Cultural Developments in the LevantPar3 Line 5

The new religion of Christianity was a monotheistic religion based on the divinity of Jesus.

OF Definition of divinity not included in the Glossary. Definition of “divinity”: the state of being a god :

the state of being divine http://www.merriam-webster.com/dictionary/

divinity Christianity presented as new...the term may not

have been used before the early church but certainly Christ was/is King since the beginning (Genesis 1:1)

31. Chapter 2GlossaryNeolithic Period

Neolithic periodthe technical term for the New Stone Age (see New Stone Age).

B Who’s technical term and when was it established? Attempt of the Author to change the meaning of a word.

“New Stone Age” is a “NEW” word in history and does not change the “Neolithic period”

32. Chapter 2GlossaryProphet

prophetin religious terms, one who receives revelations from God and proclaims them to the people; Moses and Jesus were major prophets.

FE Jesus is not a prophet in the Christian Religion, Jesus is the Son of God

Bible

33. Chapter 2 Zoroastrianism FE Christianity was “influenced” by Jesus Christ.7

GlossaryZoroastrianism

a religion founded in the 6th century B.C.E. that became widespread in Persia and Mesopotamia in ancient times; worship of a supreme god, Ahura Mazda, who enlists the good deeds of followers in the eternal struggle of good against evil and light against darkness; the dominant religion of Persia until the Arab conquest; a religion that influenced Christianity.

Bible

34. Chapter 2Case StudiesIntroductionPar 1 Line 1

IntroductionMost ancient societies were characterized as being overwhelmingly patriarchal, that is to say that they were dominated by men. Virtually all positions of authority were held by men and women were rarely in a position of equality, often denied even the most basic of civil rights enjoyed by male citizens. This was the general trend, but not an absolute. While not an ideal model of gender equality, the dynamics of ancient Egyptian society were distinctly different when it came to treatment of the sexes. Ancient Egyptian women enjoyed a much greater degree of equality as well as influence than their counterparts abroad.

OF “Most” does not represent facts No factual evidence presented for this type of

analogy to be made.

35. Chapter 2Case StudiesSubtitle:Equal under the LawPar 1 Line 1

There are strong indications that despite the patriarchal nature of Egyptian society, women enjoyed the same rights and privileges as men under the law.

OF “strong indications” do not represent facts. Students are led to this conclusion.

36. Chapter 2Case StudiesSubtitle:MotherhoodPar 1 Line 1

One of the most iconic images to emerge from ancient Egyptian culture is that of the goddess Isis nursing her son, Horus. (It is believed that this image inspired Christian images of Mary nursing Jesus.)

OF/B “It is believed” by whom? Who wouldn’t want to see a picture of the mother

of God nursing God?

37. Chapter 2DocumentsCode of HammurabiIntroductionPar 2 Line 7

Hammurabi reasoned that the people would know that the government intended to end wickedness and evil, protect the weak, and promote justice. Many of its provisions seem harsh by our standards;

B These standards are what the American government encourages

“seem harsh” by whose standards?

38. Chapter 2 Gilgamesh, believed to be a real person, was FE Even secular scholars have recognized the 8

DocumentsEpic of GilgameshIntroductionPar 1 Line 7

said to be part-god, much like the Greek heroes Hercules and Perseus.

parallels between the Babylonian, Phoenician, and Hebrew accounts, although not all are willing to label the connections as anything more than shared mythology.3

http://www.icr.org/article/noah-flood-gilgamesh/

39. Chapter 2DocumentsEpic of GilgameshEpic of Gilgamesh

"Bull of Heaven" 2000 B.C.E.'O Gilgamesh,' she said, 'if you would be my husband, I would harness to the storm a chariot of lapis lazuli and gold; on golden wheels would you ride earth and air, and all the kings and princes of the world would bow themselves before you, and give praise.'

HT No mention of the great flood in this story which is what gave this document, The Epic of Gilgamesh” its comparison to the story of Noah in the Bible.

The Epic of Gilgamesh has been of interest to Christians ever since its discovery in the mid-nineteenth century in the ruins of the great library at Nineveh, with its account of a universal flood with significant parallels to the Flood of Noah's day.1, 2 The rest of the Epic, which dates back to possibly third millennium B.C., contains little of value for Christians, since it concerns typical polytheistic myths associated with the pagan peoples of the time.

http://www.icr.org/article/noah-flood-gilgamesh/

40. Chapter 3Ancient India

[Well balanced chapter with facts explained]

41. Chapter 4The Foundation of Chinese Culture and HistoryOverviewSubtitle:Geographic OverviewPar 4 Line 8

Throughout Chinese history, farmers and government officials constructed dykes to keep the Huang He in its course. However, this practice also made the floods more destructive.

OF “more destructive” does not represent facts Could be important as to why this practice caused

more destruction.

42. Chapter 4OverviewSubtitle: Pre Historic ChinaPar 2 Line 5

Many archaeologists believe that the need to control water, such as through irrigation or flood control projects, led to the development of more complex governments. Such governments were needed in order to organize, control, and supervise the laborers who would build these projects.

OF/B No facts to lead the student to this conclusion. Biased attempt of author to tell students that big

government is necessary. 1st line says: “Many archaeologist believe”, and

the conclusion is “governments were needed”

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43. Chapter 4The Foundation of Chinese Culture and HistoryTutorialsTechnological Inventions from the 8th to…. Par 1 Line 8

by Chinese alchemists who were looking for an elixir to gain immorality -- a substance that would give the consumer eternal life.

FE Slip of the tongue? Should read “gain immortality”.

44. Chapter 4The Foundation of Chinese Culture and HistoryTutorialsTechnological Inventions from the 8th to….Par 1 Line 9

The discovery that the mixture of 75 parts potassium nitrate with 15 parts charcoal and 10 parts sulfur was explosive was most likely an accident. However, the use of the mixture to propel projectiles was almost immediately seized upon as a weapon. The Song Dynasty (960-1279) eventually forbade the sale of gunpowder to foreigners, but the formula was too valuable to stay secret for long; by 1280 it had been published in the West.

It is inappropriate material for K-12 textbook. Do not understand the need to give this formula in

a K-12 textbook. Making reference to gunpowder would be better than describing the actual formula.

45. Chapter 4The Foundation of Chinese Culture and HistoryTutorialsTechnological Inventions from the 8th to….Par 2 Line 5

The method spread east through Korea (where seaweed was also used as a raw material) and to the West through the extensive (Islamic) Abbasid Dynasty (750-1258). The mariner's compass came into widespread use during the Song Dynasty. While compasses had long been made by many cultures, the idea to fix the magnetized needle to a stem (known as a floating compass) made them fit for use at sea. These compasses likely spread to Europe via Arab traders.

OF. Abbasid Dynasty is not included in the Glossary. “Abbasid Dynasty, second of the two great dynasties of the Muslim Empire of the Caliphate. It overthrew the Umayyad caliphate in AD 750 and reigned as the Abbasid caliphate until destroyed by the Mongol invasion in 1258.” http://www.britannica.com/EBchecked/topic/465/Abbasid-Dynasty

46. Chapter 4The Foundation of Chinese Culture and HistoryCase StudiesIntroductionPar 1 Line 3

that they had been divinely designated or inspired to lead. In China, this concept translated into the Mandate of Heaven, the notion that rulers were chosen by God (or gods) to rule.

B The word “notion” does not represent facts

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47. Chapter 4The Foundation of Chinese Culture and HistoryCase StudiesOrigins, Par 1 Line 1

The notion of the Mandate of Heaven was first recorded in China by the Duke of Zhou, younger brother of King Wu of Zhou and regent to then-infant King Cheng of Zhou.

B The word “notion” does not represent facts. Whose “notion”?

48. Chapter 4The Foundation of Chinese Culture and HistoryCase StudiesThe Mandate of HeavenPar 1 Line 3

The first was that the right to rule China was given by Heaven. In other words, the legitimacy of rulers came from above rather than the people themselves. Signs would indicate when a ruler had failed. If a ruler was overthrown or killed, it was because Heaven willed it that way. The second notion was there could only be one legitimate ruler of China.

B The author implies that the “Mandate of Heaven” is a notion and is “silly”

49. Chapter 4The Foundation of Chinese Culture and HistoryDocumentsAnalects of ConfuciusIntroductionPar 1 Line 12

Confucius placed much emphasis on learning as well as duty. In the Analects, Confucius is referred as "The Master."

OF Confucius placed much emphasis on learning “facts”.

Considered “The Master” because of what he learned and shared with the people of China.

50. Chapter 4The Foundation of Chinese Culture and HistoryProjects – TimelineUsing TimelinesPar 2 Line 3

If the events span 2,000 years, the timeline could be divided into sections of 100 years. Second, timelines should be arranged in chronological order. Remember that the years marked B.C.E. (Before the Common Era -- previously designated as B.C.) occurred prior to those marked C.E. (Common Era -- previously designated as A.D.).

HT/B This is an American textbook and there is no reason to change B.C and A.D. in our teaching of history.

This form of time measurement has been in existence for over 2000 years.

If this time –line is used in other countries, so be it, but this is America!

51. Chapter 5 - TheTriumph of Greek CivilizationOverviewGovernment in Classical Greece (800 - 400 B.C.E.)Par 1 Line 7

In some city-states, an oligarchy of wealthy citizens ruled. A governing system developed in some city-states called a democracy. Under this type of government, all male citizens could vote on important issues.

HT around 950 AD, democracy was associated with the creation and diffusion of public assemblies.

According to the Greek philosopher Aristotle (384-322 BC), democracy was self-government among equals, who rule and are ruled in turn. Democracy was the lawful rule of an assembly of male citizens – women, slaves and foreigners were normally excluded – whose sovereign power to decide things was no longer to be given over to imaginary gods, or an aristocracy, or to

11

bloodthirsty tyrants. http://johnkeane.net/36/topics-of-interest/

democracy-a-short-history

52. Chapter 5 - TheTriumph of Greek CivilizationTutorialGreek Influence on Islamic ScholarsPar 1 Line 5

Hypatia of Alexandria, was tortured and burned to death by a Christian mob for being a pagan (and probably also for being an educated, outspoken female).

HT A few years later, according to one report, Hypatia was brutally murdered by the Nitrian monks who were a fanatical sect of Christians who were supporters of Cyril. According to another account (by Socrates Scholasticus) she was killed by an Alexandrian mob under the leadership of the reader Peter. What certainly seems indisputable is that she was murdered by Christians who felt threatened by her scholarship, learning, and depth of scientific knowledge.

http://www-history.mcs.st-and.ac.uk/ Biographies/Hypatia.html

53. Chapter 5 - TheTriumph of Greek CivilizationTutorialGreek Influence on Islamic ScholarsPar 2 Line 4

Translating these texts was a serious, organized task that was primarily undertaken by the Abbasid ruler al-Ma'mun, who founded a library-academy, and sent scholars abroad in search of texts. The translations helped foster the intellectual awakening under the Umayyads, and led to a tremendous flowering under the Abbasids.

OF Omits discussion of the miḥnah, the Islāmic courts of inquiry established about ad 833 by the ʿAbbāsid caliph al-Maʾmūn (reigned 813–833) to impose the Muʿtazilite doctrine of a created Qurʾān (Islāmic sacred scripture) on his subjects. “Al-Maʾmūn adopted the Muʿtazilite view and demanded that all judges and legal scholars in the empire submit to questioning to determine the soundness of their positions. Most acquiesced, utilizing the principle of taqiya (concealment of one’s beliefs under duress) to avoid imprisonment. When al-Maʾmūn died, the new caliph, al-Muʿtaṣim (reigned 833–842), continued the policies of his brother. The caliph al-Wāthiq (reigned 842–847) also vigorously enforced the miḥnah, in one case trying himself to execute a man he considered a heretic. The inquisition continued until about 848, when al-Mutawakkil (reigned 847–861) made the profession of the Muʿtazilite view of a created Qurʾān punishable by death.” Encyclopædia Britannica Online, s. v. "mihnah", accessed October 29, 2014, http://www.britannica.com/EBchecked/topic/3819

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31/mihnah.

Publisher’s response: As Greece was subsumed by Rome (Archimedes was killed by a Roman soldier), its focus on speculative and logical investigation were gradually lost. As a culture, Rome, both as republic and as empire, was interested only in practical applications -- as opposed to mathematics, science, or philosophy. Nevertheless, there were Romans who investigated mathematics, science, or philosophy, absorbing knowledge largely originating with the Greeks, then synthesizing, expanding, and recording so that it could be passed on to later civilizations.

Pliny the Elder (23-79 C.E.) was a Roman author, naturalist, and natural philosopher. His sole surviving work is a 10-volume encyclopedia, "Natural History," which purports to cover all ancient knowledge gleaned from the works of more than 400 authorities, including 146 Roman and 327 Greek. It included, among others, mathematics, the sciences of astronomy, botany, mineralogy, and zoology, and the technologies of metallurgy and mining. Manuscripts of Pliny's work spread across Europe; it was one of the first classical manuscripts to be printed.

Ptolemy (Greco-Roman living in Alexandria, c. 100 C.E.) is known as a mathematician, astronomer, geographer, and astrologer. In his work, "Almagest," he systematized the geocentric system of planets (in which Earth is at the center of the solar system) which predicted the positions of the planets accurately enough for naked-eye observations. Ptolemy's work survived in Arabic translation; it was later translated into Latin in the 12th century in Spain and Italy. Through the Middle Ages, "Almagest" was the authoritative text on astronomy.

Galen of Pergamon (129-c.215) was a prominent 13

physician, surgeon, and philosopher living in the Roman Empire whose influence in anatomy and medicine lasted for centuries. Galen not only summarized previous Greek developments in medicine, he did research that combined experimentation with theoretical analysis. Some of Galen's works in anatomy, physiology, and therapeutics survived in the original Greek; however, most are available only in the Arabic, Hebrew, and Medieval Latin translations.

Many of the Greek and Roman contributions to mathematics, technology, and science survived because they were translated into Arabic, Persian, Sanskrit, and Syriac. Translating these texts was a serious, organized task that was primarily undertaken by the Abbasid ruler al-Ma'mun, who founded a library-academy, and sent scholars abroad in search of texts. The translations helped foster the intellectual awakening under the Umayyads, and led to a tremendous flowering under the Abbasids.

54. Chapter 6 OverviewThe Rise and Fall of Rome Subtitle: Our Heritage from Ancient RomePar 1 Lines 3-5

The Romans preserved classical Greek and Hellenistic culture, but “did not make any significant contributions themselves to science or mathematics”.

FE/B Romans used math and science to build highways, bridges, arches, aqueducts. Aqueducts and viaducts merit a separate category. They were the ancestors of modern viaduct (suspension bridges, etc.). Aqueducts would bring drinkable water from hundreds of kilometres away and were designed with just the right inclination so that the water would not run too fast (and erode the stone), nor too slow (and evaporate or become muddy). Combined with canalisations and sewers, they enabled a city like Rome to sustain a population of over 1 million. The Roman highways were so straight, plane and resistant that some are still used nowadays (e.g. Via Appia). http://www.eupedia.com/forum/threads/20285-Greatest-Ancient-Roman-contribution%28s%29-to-the-world

Publisher’s response: The commentator is 14

confusing math and science with technology. Roman technology is fully discussed elsewhere. The veracity of the quote is supported by Carl B. Boyer and Uta C. Merzbach in their classic work, "A History of Mathematics" (John Wiley & Sons, 2011) in which they wrote: "but during its long history, ancient Rome contributed little to science or philosophy and less to mathematics" (first page of chapter 8).

55. Chapter 6 OverviewThe Rise and Fall of Rome Subtitle The Early Roman RepublicPar 1 lines 1-3

The ancestors of the Romans were the Indo-European peoples who entered Italy about 2000 “B.C.E.” Kings ruled Rome from the 8th to the 6th century “B.C.E.” In 509 “B.C.E.”

HT The BC/AD system for identifying historical dates has been in continuous use ever since the earliest part of the Middle Ages, at least. Critics view the new system as an attempt to remove the religious significance inherent in the BC/AD system. http://www.wisegeek.org/what-is-the-difference-between-ad-bc-bce-and-ce-in-identifying-historical-dates.htm

56. Chapter 6 OverviewThe Rise and Fall of Rome Subtitle: Christianity Develops in the Roman Empire Para 1 Lines 6-7

His followers recognized him as the Messiah or savior who would save the Jewish people from oppression.

HT Publisher’s comment on this Chapter Overview (not in response to this critique) appears to be a re-write of the first four paragraphs: Christianity developed in the 1st century C.E. in the Roman-controlled area of Palestine. The people who followed the teachings of Jesus were eventually called Christians. Our knowledge of Jesus and his teachings comes mostly from four books of the New Testament called the Gospels. Matthew, Mark, Luke, and John wrote the Gospels after the death of Jesus. Jesus was baptized by his cousin John the Baptist when he was about 30 years of age. His followers recognized him as the Messiah or savior who would save the Jewish people from oppression. Jesus was known as Christ, from the Greek word Christos, which means savior.Jesus believed that there was only one true God, and that the people should follow the Ten Commandments. To these beliefs found in Judaism, he added many new teachings. He taught that God was the loving father of all people, not only the Jews. He preached that all people were the children of God. In the Sermon on the Mount he

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preached "Blessed are the meek for they shall inherit the earth." He also said, "Blessed are the peacemakers for they shall be called the children of God." Jesus soon gained 12 followers (or disciples) who traveled with him as he taught and preached. Jesus taught that all who believed in him would gain the kingdom of heaven after they died.The Roman rulers were unhappy with the commotion that the teachings of Jesus created within the Jewish community. Jesus' teachings created controversy with the powerful group of Jewish elites that effectively ruled Jerusalem, but more importantly, from the Roman point of view, was that they attracted crowds that could be swayed to insurrection. Jesus and his disciples went to Jerusalem to celebrate Passover (c.30 C.E.). Following the Passover meal (the Last Supper) Judas Iscariot, one of the followers of Jesus, betrayed him to the authorities. He was tried for blasphemy by the high priest Caiaphas, and was handed over to Pontius Pilate, the Roman governor of the area known as Judea, who sentenced Jesus to die on the cross (crucifixion). According to the teachings of the apostles, Jesus rose from the dead and 40 days later ascended into heaven. The followers of Jesus believed that not only was Jesus the Messiah for whom the Jewish people had been waiting, but also was the Son of God.In the years following the death of Jesus, his followers became apostles, traveling throughout Palestine and Syria and spreading his teachings to all people. Peter and Paul were the most effective in spreading the teachings of Jesus. Since Paul was able to speak Hebrew, Latin, and Greek, he was the most successful in spreading Christian beliefs to people in many areas, including Greece and Rome. It was Paul who made Christianity an independent religion by separating it from Judaism.

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57. Chapter 6 OverviewThe Rise and Fall of Rome Subtitle: Christianity Develops in the Roman Empire Para 3 Line 1

The Roman rulers were “unhappy” with the teachings of Jesus.

OF This needs an explanation of what the Romans feared from his preaching.

Publisher’s response: The comment is not entirely clear in how the commentator is suggesting the text should be modified.The tactics of the Roman guards, though quite brutal, cannot be considered evidence for the sentiments of Roman rulers such as Pilate, let alone the emperor.In the first place, crucifixion was the standard operating procedure for Roman punishment of common criminals, i.e., Jesus was not singled out for unusually cruel treatment. Citation: Nigel Rodgers, "The History and Conquests of Ancient Rome" (Leicestershire: Hermes House, 2011).Secondly, the Roman attitude to their backwater client state of Jerusalem’s internal politics can be summed up in the image of Pontius Pilate washing his hands of the whole affair. (Matthew 27:24‐36)The cited text is included in the excerpted paragraphs:"Jesus believed that there was only one true God, and that the people should follow the Ten Commandments. To these beliefs found in Judaism, he added many new teachings. He taught that God was the loving father of all people, not only the Jews. He preached that all people were the children of God. In the Sermon on the Mount he preached "Blessed are the meek for they shall inherit the earth." He also said, "Blessed are the peacemakers for they shall be called the children of God." Jesus soon gained 12 followers (or disciples) who traveled with him as he taught and preached. Jesus taught that all who believed in him would gain the kingdom of heaven after they died.The Roman rulers were unhappy with the teachings of Jesus. His teachings were in opposition to the Roman worship of the emperor as a god. Jesus and his disciples went to Jerusalem to celebrate Passover (c.30 C.E.). Following the

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Passover meal (the Last Supper) Judas Iscariot, one of the followers of Jesus, betrayed him to the Roman authorities. Pontius Pilate, the Roman governor of the area known as Judea, sentenced Jesus to die on the cross (crucifixion). According to the teachings of the apostles, Jesus rose from the dead and 40 days later ascended into heaven. The followers of Jesus believed that Jesus was the Son of God, the Messiah for whom the Jewish people had been waiting."No changes envisioned to the text.

58. Chapter 6Ancient RomeGlossaryChristianity 10th entry

Christianitythe religion based on the belief that Jesus Christ is the son of God.

Fourteen words is hardly an adequate definition of the greatest and most powerful religion in the known world or all of history.

Publisher’s response: Expand glossary term on Christianity and add glossary term on Protestantism: Christianity: a religion that evolved from Judaism in the 1st to 2nd century C.E. that is centered on a belief in the divinity of Jesus of Nazareth. It developed after the death of Jesus (in 30 C.E.) when his followers spread his teachings beyond Palestine to Anatolia, Greece, and Rome. Christianity espouses that Jesus was both a mortal man (the Messiah) as well as the Son of God. He is considered part of the Trinity, which is a union of Jesus, God the Father, and the Holy Spirit. As part of this trinity, Jesus was born as a human and died for the specific purpose of redeeming all people from sin. The term "Christian" is derived from the description of Jesus as "Christ" or "anointed one," referring to his role as the Messiah. The followers of Jesus grew exponentially after his lifetime (boasting over two billion adherents today the world over) and it was the efforts of Paul of Tarsus (formerly Saul), a disciple who embraced the message of Jesus after his death, that led to the expansion of Christianity far beyond the Jewish community of Judea. As early as the 1st century, the beliefs and principles that would become the basis of the new faith were

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hotly contested among followers of Jesus. This controversy never fully died down and over the centuries, Christian groups split into factions, each embracing different visions of Jesus and the basic principles that formed their faith. Some of the largest Christian groups today are the Roman Catholics, Eastern Orthodox Christians, and various sects of Protestants (see Protestantism). The Christian house of worship is called a “church.”Protestantism: along with Catholicism and Eastern Orthodoxy, Protestantism is one of the three largest divisions of Christianity in the world. The movement as a whole has its origins in the 16th century when a German priest, Martin Luther published a document called "The Ninety-Five Theses on the Power and Efficacy of Indulgences," which protested a number of practices of the Roman Catholic Church. Luther became the first of a number of reformers, several of whom inspired their own movements such as John Calvin, Huldrych Zwingli, and even English King Henry VIII. Since then, Protestantism has split into numerous sects (Anglican, Evangelical, Lutheran, Methodist, Presbyterian, etc.) each with significantly different beliefs and practices. What they all share, however, is a rejection of the universal power of the Pope and the Roman Catholic Church. Protestantism holds the Bible as the ultimate authority and rejects the Church as the sole pathway to salvation. There are approximately 800 million Protestants worldwide.

59. Chapter 6Ancient RomeGlossary diaspora 15th entry

diasporathe exile of Jews to lands outside “Palestine” after their revolts against Rome during the 1st and 2nd centuries C.E.

FE/OF The history of the Jewish Diaspora (dispersion from Judea) began in the year 587 B.C.E., when the kingdom of Judea was conquered by the Babylonians, who destroyed the temple in Jerusalem and exiled a large part of the Jewish population to Babylonia (now southern Iraq).

135 - Judea Renamed PalestineDuring a final Jewish uprising against the Romans

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(the Bar Kochva Revolt) Jerusalem was once again, for a short, three-year period, under Jewish control. After the Romans' inevitable, crushing victory many hundreds of thousands of Jews were either deported, sold as slaves or killed. The Roman Emperor Hadrian leveled Jerusalem to the ground, and barred Jews from entering the city.

In an attempt at definitively eliminating the Jewish connection to the land, the Romans renamed Judea to "Palaestina", a word believed to be derived from the "Philistines", a people from Crete, which a thousand years earlier roamed the Mediterranean coast of Judea. Jews still lived in the area, though, and less than 100 years later they were once again allowed access to Jerusalem.

http://history-of-israel.org/history/ chronological_presentation11.php

60. Chapter 7Byzantine EmpireGlossaryArabs4th entry

Arabsa group of people speaking a Semitic language who inhabited Arabia and who, after converting to Islam, “spread” throughout the Middle East, North Africa, Spain, and southern Asia.

OF The “spreading” included violent conquest.

61. Chapter 7GlossaryIslam27th entry

Islama religion based on the revelations of Allah as set forth in the Koran; "there is no God but Allah and Mohammed is his prophet" is the main belief.

OF It’s important for the students to know that the Koran teaches that all non-believers are given three choices: convert, subjugation (contract of the dhimmi or dhimmitude) or death.

62. Chapter 7GlossaryMuslim30thentry

Muslima believer in Islam; one who submits to God.

FE/B Muslims submit to “Allah” but not to the God of the Jews and Christians. There is no Judeo-Christian religion. There is Judaism and there is Christianity.

63. Chapter 7GlossaryPatriarch35th entry

Patriarchthe bishops of Antioch, Alexandria, Constantinople, and Jerusalem during the “early years of the Christianity.”

Possible Typo?

Early years of the Christianity? Early years of Christianity.

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64. Chapter 7 Byzantine Empire Chronology Para 1 Lines 1-2

B.C.E. ("Before the Common Era") is replacing the previous designation of B.C. They both refer to the years before the birth of Jesus Christ.

OF The BC/AD system for identifying historical dates has been in continuous use ever since the earliest part of the Middle Ages, at least. Critics view the new system as an attempt to remove the religious significance inherent in the BC/AD system. http://www.wisegeek.org/what-is-the-difference-between-ad-bc-bce-and-ce-in-identifying-historical-dates.htm

Publisher’s response: The usage of the BCE/CE notation is the current and growing trend in publications, including textbooks. The 2007 World Almanac was the first edition to switch over to the BCE/CE usage, ending a 138‐year usage of the traditional BC/AD dating notation. It is used by the College Board in its history tests, and by the Norton Anthology of English Literature. In 2011 in the UK, the BBC announced it would be using CE/BCE notation on its programs and website.Former United Nations Secretary‐General Kofi Annan argued, "[T]he Christian calendar no longer belongs exclusively to Christians. People of all faiths have taken to using it simply as a matter of convenience. There is so much interaction between people of different faiths and cultures – different civilizations, if you like – that some shared way of reckoning time is a necessity. And so the Christian Era has become the Common Era."With no disrespect to any religious denomination, WorldView is electing to follow the modern trend.

65. Chapter 7 Byzantine EmpireSubtitle: Chronology Para 4 Lines 1-3

c. 4-2 million years B.C.E.Early ancestors of humankind - The remains of ape-like hominids with some human characteristics were found in East Africa.

OF Darwin's theory is by no means the only hypothesis on the origins of humans and their evolution. It is difficult to say which theory is correct because we find out new things about our own development and ancestors every day through archaeological and scientific discoveries. Many Christian institutions disagree with Darwin's theory because in their belief system the first man, Adam, was created by God out of dust, while the first woman, Eve, was created out of Adam's ribs. The evolutionary theory suggesting that humans'

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ancestors are apes also does not fit with many religious groups who believe humans were made in the image of God. Some scientists also disagree with Darwin. http://www.sahistory.org.za/article/human-evolution.

Publisher’s response: WorldView is following current and standard usage of the terms in question.From the National Academy of Sciences:"Is Evolution a Theory or a Fact?It is both. But that answer requires looking more deeply at the meanings of the words "theory" and "fact."http://www.nas.edu/evolution/TheoryOrFact.html"Fact:In science, a "fact" typically refers to an observation, measurement, or other form of evidence that can be expected to occur the same way under similar circumstances. However, scientists also use the term "fact" to refer to a scientific explanation that has been tested and confirmed so many times that there is nolonger a compelling reason to keep testing it or looking for additional examples."The text has been revised to make it very clear that the comparison is based on physical characteristics only.

66. Chapter 8Russia Before the RomanovsNotable PeopleJesus Christ (c. 4 BCE-c30C.E.)Lines 1-9

Jesus Christ (c. 4 B.C.E. - c. 30 C.E.)

Jewish teacher and prophet in Palestine who was accepted by some followers as the Messiah, the son of God. According to the New Testament accounts, Jesus was tried and crucified in Jerusalem. Christianity, a new religion centered on a belief in the divinity of Jesus, developed as disciples spread his teachings beyond Palestine to Anatolia, Greece, and Rome. Jesus is accepted by Muslims as a prophet, but not as a divine

OF A limited view of one who claimed to be God, was dead for three days and rose again. Bias for the reason of providing 9 lines of copy as compared to 27 for Buddha and 30 for Confucius. Even Martin Luther was given twice as many lines as Jesus and even more than that to Wang Schichen.

Publisher’s response: The commentator correctly points out that our biography of Jesus is inadequate. A more robust biography has been written for insertion into the product. A review of the biography for Confucius and Buddha revealed

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being. that a discussion of Confucianism and Buddhism had become part of the biographies; this information was moved to the glossary.Expanded biography of Jesus; see next row for expanded description of Christianity and the new glossary term for Protestantism.

Jesus (c. 6-4 B.C.E. - c. 30 C.E.)

Jesus was a Jewish teacher in Palestine who was accepted by some followers as the Jewish Messiah. The term “Christ” which is usually added to his name is derived from the Hebrew term “meshiah” (Messiah, meaning “the anointed one”) -- “christos” is its translation in Greek. This title was given to Jesus by his followers indicating that they thought him to be the Jewish Messiah, a descendent of King David, whom Jews expected would restore Israel to its former glory. Jesus’ life is described in a religious text, the New Testament. At that time, Palestine was ruled by the Romans. However, the Roman authorities relied on local leaders to do much of the day-to-day governing and control. Jesus was born in the town of Bethlehem in Judah (the southern region of Palestine), but was raised in the village of Nazareth in Galilee (the northern region of Palestine). The New Testament asserts that he was the son of God, giving him a divine origin. As a young man, Jesus began living the life of an itinerant teacher (rabbi) and healer. He eventually attracted large crowds of followers which worried the Jewish religious leaders because some of his teachings were radically different than traditional Jewish ones. They came to believe that he was a threat. Jesus went to Jerusalem in Judah at the time of the Jewish Passover in 30 C.E. He created a scene in the Jewish temple and mentioned to his followers that it would be destroyed, which alarmed the authorities even further. He was arrested by the local authorities on a charge of

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blasphemy, then tried, convicted, and sentenced to death. Jesus offered no defense to the accusations brought forth against him. However, only the Romans could carry out a death sentence, so Jesus was then turned over to the Roman prefect (magistrate) with a charge that he claimed to be the king of the Jews, which would have threatened Roman rule. The prefect confirmed the death sentence and ordered his crucifixion, which was at that time a common form of capital punishment in the Middle East for political or religious agitators. Roman soldiers carried out the sentence. The New Testament asserts that Jesus came back to life on the third day after his burial and rose to Heaven a few days later. Christianity, a new religion centered on a belief in the divinity of Jesus, developed as his disciples spread his teachings beyond Palestine to Anatolia, Greece, and Rome. Jesus is accepted by Muslims as a prophet, but not as a divine being.

67. Chapter 9Tang Dynasty: China’s Golden AgeNotable PeopleChristopher Columbus

Columbus, Christopher (1451-1506)

He was the navigator who located the "New World" for Spain in 1492 while attempting to find an all-water route to the Far East.

OF One sentence is hardly sufficient for American students.

Christopher Columbus was an Italian explorer, navigator, and colonizer, born in the Republic of the auspices of the Catholic Monarchs of Genoa, under Spain, he completed four voyages across the Atlantic Ocean that led to general European awareness of the American continents. He has been credited for opening up the Americas to European colonization. http://www.biography.com/people/christopher-columbus-9254209

68. Chap 10. The Founding of Islam, Lines 12-14

However, the leaders of Mecca opposed Muhammad’s rejection of the pagan gods because the community gained economic benefit from pilgrimages.

OF/HT The elders and priests of the ruling tribe persecuted Muhammad because his belief in monotheism threatened their idolatry.

http://www.answering-christianity.com/life.htm

69. Chap 10. Islam as a Religion and Culture, Para 2, Lines 3-4

Muslims accept Abraham, Moses, and Jesus as prophets;

HT The word “accept” connotes approval. This section in the book talks about Islam in the present day, in which there is no approval of Jesus (the text and teachings deny His crucifixion, divinity &

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resurrection). If “accept” is changed to “acknowledge”, students will not be misled about modern Muslim beliefs.

In Sunan Abu Dawud.37:4310, “He will fight for the cause of Islam. He will break the cross, kill pigs, and abolish the poll-tax. Allah will destroy all religions except Islam. He (‘Isa) will destroy the Evil One and will live on the earth for forty years and then he will die’. “Isa, the Muslim Jesus” by Dr. Mark Durie. http://www.answering-islam.org/authors/durie/islamic_jesus.html

70. Chap 10. Islam as a Religion and Culture, Para 2, Line 6

The third pillar is to help the poor. HT Charity collected under the third pillar is also used to finance jihad. Shafi’I Islamic Fiqh. Reliance of the Traveler, Ahmed al-Misri, translated Nuh Ha Mim Keller, 1991, Amana Pbl, Beltsville, MD h8.11 and h8.17

71. Chap 10. Islam as a Religion and Culture, Para 2, Line 10

The Koran sets ethical standards that stress honesty, generosity, and justice.

OF Omitted is that the Qur’an has one set of ethical standards for Muslims’ relations with other Muslims and another set for their relations with non-Muslims

Shakir “O you who believe! do not take the Jews and the Christians for friends; they are friends of each other; and whoever amongst you takes them for a friend, then surely he is one of them; surely Allah does not guide the unjust people.” http://quran.com/5/51

Omitted also is the Quranic instruction to lie to attain an obligatory goal. “…it is permissible to lie if the goal is permissible…and obligatory to lie if the goal is obligatory.” Reliance of the Traveler, op.cit. p. 745

72. Chap 10. Islam as a Religion and Culture, Para 3, Line 6

The laws cover diet (pork and alcoholic beverages are forbidden), marriage, divorce, family life, commercial relations, and criminal behavior.

OF This description of Islamic law significantly understates the pervasiveness of Islam over all aspects of human thought and behavior. The textbook fails to inform the students (a) that Islamic Shari’a law is imposed, to varying degrees, on all non-Muslims living in lands conquered and controlled by Muslims; (b) that

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Shari’a law is grossly discriminatory against non-Muslims and Muslim women; (c) that Shari’a law regulates and controls all governmental functions, and is incompatible with the concept of separation of church and state; and (d) that according to the Qur’an, it is the religious duty of all Muslims who are able to wage aggressive jihad warfare until Islam and Shari’a law are supreme over the entire world. See Sharia versus Freedom: The Legacy of Islamic Totalitarianism. Dr. Andrew Bostom . Prometheus Books, 2012

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73. Chap 10. Islam as a Religion and Culture, Para 4,

Muhammad raised the status of women in a patriarchal society. He gave them the right to own and inherit property, ….

HT Quran 4.11 provides that a man’s share of an inheritance is twice that of a woman.

Quran 4:34 states that men are superior to women, and that a husband may beat his wife if he “fear[s] disloyalty” or “ill-conduct”.

According to Quran 2:282, in a legal proceeding the testimony of one man is worth the testimony of two women. Muhammad stated that the reduced value of the testimony of women “is because of the deficiency of a woman's mind.” (Sahih al-Bukhari, USC Sunnah and Hadith, Volume 3, Book 48, Number 826.)

Quran 4:3 provides that Muslim men can have as many as four wives at once; Muslim women can have only one husband at a time. A Muslim man can divorce any wife at any time, for any reason or for no reason at all. In contrast, a Muslim woman can obtain a divorce only under specified circumstances, and even then the consent of her husband is required.

Women are commanded to cover their faces in Quran 24:31 and 33:59

Muhammad became engaged to his favorite wife (Aisha) when she was six years old, and had marital relations with her when she was nine years old. Therefore, according to Islamic Shari’a law, Muslim men may have marital relations with girls as young as nine years old. (The practice of middle-aged Muslim men marrying and having sexual relations with prepubescent little girls continues in some Muslim countries today.)

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74. Chap 10. Islam as a Religion and Culture, Para 4, Lines 7-8

Women in some [Islamic] nations have full political, economic, and social equality by law,

HT In no Islamic nation do women have full equality because all Islamic nations are governed or influenced by Shari’a constitutions or they would not be called “Islamic.” These constitutions vary from country to country and allow women more or fewer rights depending on the country.

http://www.oxfordislamicstudies.com/article/opr/ t243/e370

All Muslim-majority nations belong to the Organization of the Islamic Cooperation (OIC) that are signatories to its Cairo Declaration of Human Rights in Islam. Article 24 of this Declaration states: “All the rights and freedoms stipulated in this Declaration are subject to the Islamic Shari’ah.” http://www.fmreview.org/en/FMRpdfs/Human-Rights/cairo.pdf

Shari’ah imposes upon women all of the burdens and restrictions specified in #73 above.

75. Chap. 10. The Spread of Islam in the Middle East. Para 1. Lines 10-11

Many people welcomed the Arabs as liberators because they were heavily taxed and unable to practice their own religions,

FE Few people welcomed the Arab conquests because of their brutality, enslavement, and imposition of heavy taxes on surviving Jews and Christians.

Shari’a details the Caliph’s actions for captured peoples: “The Calpih (o25) makes war upon Jews, Christians and Zoroastrians…(O: and the war continues) until they become Muslim or else pay the non-Muslim poll tax.” o9.8, and o9.14 “When an adult male is taken captive, the caliph (def o25) …decides between the prisoner’s death, slavery, release without paying anything himself, or ransoming himself….” Reliance of the Traveller, op.cit. pp. 602-4

There are also many books and articles attesting that the Arabs were conquerors, not liberators. Two are http://www.raymondibrahim.com/islam/the-historical-reality-of-the-muslim-conquests/ and http://www.faithfreedom.org/how-sikhs-countered-the-brutality-of-the-foreign-muslim-invaders-turned-rulers-in-india-part-1/

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76. Chap. 10. The Spread of Islam in the Middle East. Para 1. Lines 10-11

the victorious Muslims were tolerant of other religions.

FE Although some Caliphs were tolerant, most followed Shari’a in their treatment of non-Muslims.

“The Caliph makes war upon Jews, Christians and Zoroastrians …(O: and the war continues) until they become Muslim or else pay the non-Muslim Poll tax. Reliance, op.cit. o9.8

If they become subjugated citizens, Dhimmis, and pay the poll tax, “Such non-Muslim subjects are obligated to comply with Islamic rules…(2) are distinguished from Muslims in dress, (4) must keep to the side of the street, (5) may not build higher than or as high as the Muslims’ buildings, (6) are forbidden to openly display wine or pork (A. to ring church bells or display crosses,) recite the Torah or Evangel aloud, or make public display of their funerals and feastdays.” Reliance of the Traveler, op cit, o11.5

Ibn Khaldun 1332-1406, “In the Muslim Community the holy war is a religious duty, because of the universalism of the [Muslim] mission and [the obligation] to convert everybody to Islam either by persuasion or force....” Bostom, Andrew. “The Legacy of Jihad. NY”, Prometheus Books, 2008, p161

77. Chap 10. The People Under Islam, Para 1, Lines 7-8

Though Islamic rulers generally tolerated other religions, it was to the political and economic advantage of people to become Muslims.

FE Already shown to be false in #76 above, which references Chap. 10. The Spread of Islam in the Middle East. Para 1. Lines 10-11

78. Chap 10. The People Under Islam, Para 3, Lines 2-3

Later, many Sephardic Jews came to the Middle East from Spain during the Spanish Inquisition because Jews were a protected minority who could practice their religion in the Ottoman Empire.

HT Already shown to be half-truth in #76 above which references Chap. 10. The Spread of Islam in the Middle East. Para 1. Lines 10-11

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79. Chap 10. The Spread of Islam Beond the Middle East, Para 2, Lines 6-7

Many people of lower Hindu castes accepted Islam because it taught the equality of all before Allah

FE/OF Islam did not teach the equality of all before Allah.

“Al-shari’a is founded on a three-fold inequality: the inequality between man and woman, the inequality between Muslim and non-Muslim, and the inequality between freeman and slave.” Samir, Samir Khalil. “111 Questions on Islam”. p. 91. Ignatius Press, San Francisco, 2008.

The lower castes who converted did not gain equality because of adherence to social custom and because marriage took place within the original caste group. http://webcache.googleusercontent.com/search?q=cache:q9opZCqQ7o4J:https://www.law.emory.edu/ihr/yogi3.html+&cd=1&hl=en&ct=clnk&gl=us

80. Chap 10. Related Essay Topics. The Spread of Islam. Essay Conclusion ScereenHT

Islam spread beyond the Middle East by peaceful and by military means.

HT Islam was spread much more by military than peaceful means “In K.S. Lal’s 1973 book, Growth of Muslim Population of Medieval India (1000-1800), the author estimated that about 60-80 million people died in India between 1000 and 1525 as a result of Islamic invasions.” http://www.americanthinker.com/2014/02/the_muslim_conquest_of_india.html

81. Chap 10. Worldview Example Essay.Similarities Among the Three Monotheistic Religions. Para 2. Lines 10-11

Prophets who received revelations from God are revered in all three religions

FE Muslims neither revere nor respect Jewish and Christian prophets.

Pickthall The Messiah will never scorn to be a slave unto Allah, http://quran.com/4/172

Sunan Abu Dawud.37:4310 . “When Jesus returns, he does not merely come to convert most Christians to Islam but to literally abolish Christianity entirely.    Jesus is said to:

1. Break crosses.2. Kill all swine.3. Abolish the jizyah (a Muslim tax on non-Muslims)4. Kill the Muslim antichrist and his followers [Jews].

Ask any Jew or Christian if he reveres Muhammad.

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82. Chap 10. Worldview Example Essay.Similarities Among the Three Monotheistic Religions. Para 2. Lines 12-13

Muslims respect the contributions of Abraham, Noah, Moses, and Jesus,

FE The “contributions” of the four prophets are their teachings, which have been superseded.

83. Chap 10. Worldview Example Essay.Differences Among the Three Monotheistic Religions.Para 1, Lines 5-6

“Though Islam incorporates many of the prophets and beliefs of Christians and Jews, Jews and Christians do not accept many aspects of Islam since it developed after the basic principles of Judaism and Christianity were established.”

HT While Islam explicitly professes respect for all prophets before Muhammad, it would be fair to question the sincerity of that professed “respect” since Islam today incorporates almost no beliefs of Christians and Jews. “Islam shares these few primary beliefs with Christians and Jews: one god, heaven and hell, judgment day.” http://christianityinview.com/xncomparison.html

“ …it is unbelief (kufr) to hold that the remnant cults now bearing the names of formerly valid religions, such as “Christianity’ or ‘Judaism’, are acceptable to Allah Most High after He has sent the final Messenger (Allah bless him give him peace) to the entire world.” Reliance of the Traveller. op.cit. p. 846

84. Tutorial: Science and Mathematics.Introduction. Para 1

However, for the purposes of this tutorial, they [mathematicians] will be referred to as either Islamic or Arabic, in recognition of the political, economic, and cultural milieu in which they lived and worked.

B Making this arbitrary definition minimizes the contributions of Persians, Greeks, Hindus, Christians and Jews.

Jewish contributions: http://www.myjewishlearning.com/history/Ancient_and_Medieval_History/632-1650/Culture/Science.shtml

Hindu contributions: http://sciencefocus.com/blog/5-indias-contributions-science

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85. Tutorial: Science and Mathematics.Introduction. Para 2

These scholars [in the Islamic Caliphates] not only preserved the work of their predecessors, they enlarged upon it greatly. It is to them that we owe the modern forms of trigonometry, algebra, and geometry, for they are primarily Arab creations. It is also to them that we owe the foundation of modern medicine.

FE Modern forms of trig, algebra and geometry are based on Greek contributions, such as those of Archimedes, Pythagoras and Euclid. Some of these are used today with very little enlargement by Arabs.

http://www.ancient.eu.com/article/606/ and http://apcentral.collegeboard.com/apc/members/features/2015.html

Galen’s theories of dissection and the circulatory and nervous systems influenced medicine for nearly 2000 years. http://www.princeton.edu/~achaney/tmve/wiki100k/docs/Galen.html

86. Case Studies: Five Pillars of Islam. Zakat

The Koran (the Islamic bible) specifies eight categories of people who are candidates for Zakat, including the impoverished, the enslaved, travelers, and those who work to collect for Zakat without a means to provide for themselves.

OF Omitted is the 6th category, which is “those fighting for Allah, meaning people engaged in Islamic military operations for whom no salary has been allotted in the army roster (O, But who are volunteers for jihad without remuneration’).” Reliance of the Traveller. op. cit. h8.17

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87. Documents: The Koran. Para 2, Lines 5-6

the Koran does not require the … denial of rights to women,

FE The Qur’an places specific burdens and disabilities upon women enumerated above.

“When you contract a debt for a fixed period, write it down…. And get two witnesses out of your own men. And if there are not two men (available), then a man and two women, such as you agree for witnesses, so that if one of them (two women) errs, the other can remind her.” http://quran.com/2/282

The Qur’an requires women to obey their husbands and denies them the right to command them. Men are in charge of women, because Allah hath made the one of them to excel the other, and because they spend of their property (for the support of women). So good women are the obedient, guarding in secret that which Allah hath guarded. As for those from whom ye fear rebellion, admonish them and banish them to beds apart, and scourge them. Then if they obey you, seek not a way against them. Lo! Allah is ever High, Exalted, Great. http://quran.com/4/34

88. Documents: The Koran. Excerpt one, the opening Sura

Praise Allah, universal Lord, compassionate and merciful, King on Judgment Day! Thee only do we worship. To Thee do we pray That Thou shalt guide us on the road that leads straight to Thee.

HT Omitted is the end of the sura that tells the worshipper the Jews and Christians are inferior people.

Translated by Muhsin Khan: “The Way of those on whom You have bestowed Your Grace, not (the way) of those who earned Your Anger (such as the Jews), nor of those who went astray (such as the Christians).

http://quran.com/1 89. Documents: The Koran,

the rest of the excerpts.Excerpt 1, the opening suraPraise Allah, universal Lord, compassionate and merciful, King on Judgment Day! Thee only do we worship. To Thee do we pray That Thou shalt guide us on the road that leads straight to Thee... Excerpt 2In the name of Allah, the God of Mercy, the Merciful!... Set no other god beside Allah... Who hath ordered that you worship none but

OF All of the excerpts show the peaceful verses of the Qur’an and none the aggressive verses. 64% of the Qur’an is devoted to hatred of the infidel

http://www.meforum.org/3545/islam-hatred-non- muslim

Here is one verse showing hatred of the infidel. Translated by Sahih International: Remember] when your Lord inspired to the angels, “I am with you, so strengthen those who have believed. I will cast terror into the hearts of those who

33

Him. Show kindness to your parents, and to your kindred, And to the poor, and to the wayfaring stranger. Commit no adultery, for this is taboo and sinful. Slay none whom Allah hath forbidden you to slay. Rob not the orphan. Keep your promises. Cheat not when you sell. Walk humbly on the earth. Other than this is evil, a stench before the Lord. Excerpt 3As to those who have believed and lived righteously ...For them the gardens of Paradise Where rivers flow in the cool shade, Where they shall wear bracelets of gold And green robes of silk and brocade, Resting themselves on thrones or lying in bliss On couches of ease. Excerpt 4And if one of the idolaters seeks your protection, grant to him protection so that he may hear the Word of God and then convey him to his place of safety; that is because they are a folk who know not. Excerpt 5Invite (idolaters) into the way of the Lord by wisdom and mild exhortation and dispute with them in the most kindly manner....and if you make reprisal, then make it proportionate to the injuries inflicted on you...do not be grieved about them (idolaters) nor be troubled for that which they subtly devise, for God is with those who fear him and do good deeds.

disbelieved, so strike [them] upon the necks and strike from them every fingertip.” http://quran.com/8/012

90. Chap 11. Europe after the Fall of Rome. Reign of Charlemagne. Para 1. Lines 9-10

Pope Leo crowned Charlemagne “Emperor of the Romans” in 800 C.E.

OF Neither here nor under the Notables tab on Charlemagne is there mention of the significance of the Holy Roman Empire, the relationship of Popes to Kings and the effect on medieval Christendom

http://www.britannica.com/EBchecked/topic/ 106546/Charlemagne/256624/Emperor-of-the-Romans

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91. Chap 11. Life Changes During the Middle Ages.Lines 2-5

Trade and commerce, once extensive under both the Greeks and Romans, declined as roads fell into disrepair and travel became dangerous.

OF Although Greek and Roman trade and commerce declined, it expanded in northern and western Europe.

“long before the fall of Rome the “barbarian” areas had established very active, dense, long-distance trade networks, and these not only survived but soon were extended south and westward. Post-Roman Europe sustained busy trade networks dealing in practical things such as iron tools and weapons, pottery, glassware and woolens.” “some of the goods traveled thousands of miles.” Stark, Rodney. “How the West Won” p.72. ISI Books, Wilmington, DE. 2014.

92. Chap 11. Manorialism. Line 3

Trade and a money economy almost disappeared.

OF They may have almost disappeared in southern Europe, but not so in northern.

Stark, Ibid.

93. Chap 11. Medieval Culture. Para 2. Lines 1-5

Scientists in the Middle Ages tended to follow the work of the ancient Greeks and in particular the work of Aristotle, Galen, and Ptolemy. Many of these scientists simply relied on magic and practiced alchemy.

FE The error may be unintentional, because the way the sentences are written “many of these scientists” refers to Aristotle, Galen and Ptolemy.

Galen was an outstanding experimental physician of his day. His works on dissection of animals and studies of the pulse were studied by medical students even in the 19th century.

http://www.greekmedicine.net/whos_who/ Galen.html

94. Chap 11. Medieval Culture. Para 2. Lines 7-8

He [Roger Bacon] is considered to be the "founder of experimental science."

FE This generalization is not supported by fact, although some historians have called Bacon the founder.

Albertus Magnus was called “Magnus” because his contemporaries including Bacon admired his contributions in experimentation, botany, astronomy and chemistry.

Stark. op.cit. pp. 171-295. Chap 11. The Crusades.

Para 1, Lines 7-8The nobility of Western Europe answered the pope's call

OF Peasants also answered the Pope’s call. Reference the Children’s Crusade.

http://www.historyguide.org/ancient/children.html

35

96. Chap 11. The Crusades. Para 2, Lines 2-3

Muslims, Christians, and Jews had lived side-by-side in relative peace in Spain, North Africa, and the Middle East.

HT Muslims in North Africa, Spain and the Middle East persecuted Jews continuously and slaughtered them frequently from the 7th century A.D. onward.

http://www.jewishvirtuallibrary.org/jsource/anti- semitism/Jews_in_Arab_lands_(gen).html

97. Chap 11. The Crusades. Para 2, Lines 3-4

The Muslims were not prepared for the barbarity of the Christian Crusaders,

B This is unsubstantiated opinion Modern notions of military conduct don’t apply to

medieval armies where both Muslims and Christians observed medieval rules.

Stark op.cit. p.110.98. Chap 11. The Crusades.

Para 2, Lines 5-6The Muslims repressed their hatred of the Western invaders

FE Hatred was constant from the days of Muhammad and in the 1020’s the Caliph in Cairo destroyed Jerusalem, built mosques on top of churches and attacked Christian processions in the streets.

http://www.cbn.com/spirituallife/ onlinediscipleship/understandingislam/IslamHistory0212.aspx

99. Chap 11. The Crusades. Para 2, Lines 7-8

Following the massacre of thousands of men, women, and children, and the sacking of Jerusalem

B Text omits that massacre was common on both sides when inhabitants failed to surrender

Stark op.cit. p.110.

100. Chap 11. The Crusades. Para 2, Lines 8-9

In response, Arabs called for a holy war (jihad) of self-defense.

B The definition of jihad as a war of self-defense is totally irrelevant to the Crusades, and serves to plant the idea that the Muslims were attacked by the Christian Crusaders.

“Jihad is offensive as well as defensive. Arabs under Saladin called for jihad against all Christians and attacked the Byzantine Empire, taking Damascus, Aleppo and Iraq in just 12 years.” http://www.jewishvirtuallibrary.org/jsource/biography/Saladin.html

101. Chap 11. The Rise of Trade and Towns. Para 1, Line 2

Improved agricultural methods made it possible to increase farm production.

OF Farm production also increased because of the medieval warming period.

http://www.britannica.com/EBchecked/topic/ 175842/medieval-warm-period-MWP

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102. Chap 13, African Civilizations. Topography and Climate, Para 2. Lines 6-7

The smooth coastline of Africa has been a barrier to travel and trade.

OF Missing is definition of “smooth coastline” as one with few natural harbors.

103. Chap 13, African Civilizations. Pre-History and Ancient Times, Lines 1-3

Archaeological discoveries have led scientists to believe that the earliest forms of humankind emerged in East Africa millions of years ago. Homo Sapiens (modern man) also first appeared in Africa and began to spread beyond Africa about 100,000 years ago.

OF Although today’s scientists believe that archaeological discoveries show earliest human forms and have named them “homo sapiens”, other educated people dispute the relationship of these bones to man.

Missing is an explanation of these different outlooks.

http://www.scientificpsychic.com/search/ evolution.html

104. Chap 13, African Civilizations. African Kingdoms. Para 3. Lines 7-9

The trade [salt, gold, ivory, slaves] continued after Islam spread to North Africa in the 7th century C.E. and then to sub-Saharan Africa.

HT Islam “spread” in the sense of being adopted by people in North Africa, but not in the sense of a peaceful transition to Islam

Islam was adopted at sword point across North and sub-Saharan Africa.

http://histclo.com/chron/me/islam/is-spread.html and http://www.nairaland.com/703151/why-did-islam-not-spread

105. Chap 13, African Civilizations. African Kingdoms. Para 6. Lines 7-9

African civilizations and cultures went into further decline with the arrival of European explorers and traders, and the expansion of the slave trade.

HT The civilizations were already in decline because of sizeable inter-tribal slave trade that existed long before the European traders. This trade is mentioned but its scope is not explained.

http://www.ironbarkresources.com/slaves/ whiteslaves04.htm

106. Chap 13, African Civilizations. Case Study. Mansa Musa. Return to Mali. Lines 3-4

The construction [of mosques and madrassas] which took place under his [Mansa Musa’s] reign significantly contributed not only to the religious character of Mali, but to its culture as well

HT/B “Religious character” not defined, so sounds benevolent.

The religion was Islam, which is fundamentally violent. Roughly 61% of the Qur’an is devoted to hatred or violence towards non-Muslims.

http://www.politicalislam.com/blog/statistics-and- the-meaning-of-islam/

107. Chap 13, African Civilizations. Art. The Great Rift Valley.

[This section called “Art” has 2 long paragraphs describing the geography of the Great Rift Valley. There is no mention of art]

OF The section title is “Art”, but there is nothing in it about art.

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108. Chap 13, African Civilizations. Essays. Early African Kingdoms. Introduction. Lines 3-5

Early African kingdoms were advanced civilizations that in some ways were more advanced than European nations in the Middle Ages.

OF No definition of “some ways”. The kingdom of Mali had a written language and

universities. In the Middle Ages Goths had a written language in the 4th century A.D.; Old English dates from around the 5th Century and Medieval universities were booming by the 12th century.

Stark, Rodney. “How the West Won” p.73 and p. 163. ISI Books, Wilmington, DE. 2014.

109. Chap 13. African Civilizations. Essays. Early African Kingdoms. The Wealth of Early West African Civilizations Was Based on Trans-Sahara Trade. Lines 8-10

Ghana was a larger and wealthier empire than kingdoms in feudal Europe at the same time. The civilization of Ghana never formed its own system of writing. However, Muslim traders described the extent of its cities and the richness of its culture.

B/OF The descriptions of Muslim traders were not quantitative, dwelled on accounts of luxurious gold articles and jewelry and did not verify total amounts.

http://www.neshaminy.org/cms/lib6/ PA01000466/Centricity/Domain/450/Chapter%2013%20-%20Ghana%20A%20West%20African%20Trading%20Empire%20FULL%20TEXT%20with%20Pictures.pdf

The feudal European wealth of the time as found in the Byzantine empire in the 11th Century was also not mentioned but merely described. There is no way to contrast actual wealth between the two.

http://www.sahistory.org.za/topic/africa-1500 110. Chapter 13

Case StudyIntroductionPara 1

The spread of Islam throughout the Middle East and Africa had an enormous impact on human development in the region. The Western African kingdoms in particular were influenced by the spread of Islam, which currently has one of the world's largest followings of religious adherents. At the time, however, Islam was still relatively new and unknown throughout much of Africa. It took root in Mali, where the royal family embraced the faith and began passing it down from generation to generation. It was under the reign of the king who would become known as Mansa Musa, that Mali and its devotion to Islam would become legendary.

B/OF What enormous impact on human development? This reign only lasted a couple of decades. Next Paragraph: (Background) He was the tenth

ruler of the empire, born to a woman named Kankou. Little is known of Malian history as their custom was to record events orally through the use of storytellers known as griots. The griots passed on an oral tradition of events, but virtually all of it was lost over the centuries. What little is known is taken overwhelmingly from the writings of Arab scholars.

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111. Chapter 13Case StudyDeathPara 1

Regardless of his actual demise, Musa's time as leader and his famous pilgrimage left a lasting legacy on Mali and Africa as a whole.

OF Author doesn’t even know the dates here of the “famous” pilgrimage.

This “famous” pilgrimage only lasted 25 years and if it was so great, why did it end upon his death?

112. Chapter 13DocumentsAncient West African KingdomsPar 7 Line 1

.and here are the bad: "Women servants, slave women and young girls go about quite naked, not even concealing their sexual parts. I saw many like this during Ramadhan; because it is the custom with the Negroes that commanding officers should break their fast in the sultan's palace, and they are served with food which is brought by women slaves, twenty or more of them who are completely naked.

B What is the significance of this story from the view point of a Muslim in an American classroom?

Disgusting visual given to the students.

113. Chapter 14OverviewIntroductionPar 2 Line 7

The Protestant Reformation allowed most rulers to subject churches to royal authority. In countries that became Protestant, monarchs seized the wealth of the Catholic Church.

OF “Protestant Reformation” not explained in Glossary

What does this mean? And who are “most” rulers?

114. Chapter 14OverviewThe English MonarchyPar 2 Line 3-6

In 1215 nobles forced King John to sign the Magna Carta, limiting his judicial and taxing powers. Parliament developed as a representative body and gradually increased its authority over taxes and other legislation.

OF What kinds of limits? No facts given to allow the student to form their

own opinion

115. Chapter 14GlossaryMagna Carta

Magna Cartathe great charter English barons forced King John to sign in 1215 which granted certain liberties to nobles and commoners.

OF What Liberties?

116. Chapter 14DocumentsMagna Carta

The signing of the 63 articles of the Magna Carta was the first time in English history that certain rights were guaranteed in writing.

OF Only 10 of the 63 articles are listed in this textbook

117. Chapter 14OverviewThe French MonarchyPar 1 Line 5

These kings seized provinces belonging to the English kings, their feudal vassals. They established royal justice on the fiefs of their vassals. They also weakened the power of the Catholic Church by taxing the clergy. They weakened the power and influence of the Church during the "Babylonian Captivity." France had a powerful monarchy by the end of the 14th century.

OF No definition of “feudal vassals” in Glossary No definition of “fiefs of their vassals” in

Glossary Strength and power is always attached to wealth. Because the church was taxed does not represent

“weakened power and influence”.

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118. Chapter 14OverviewThe French MonarchyPar 2 Line 16

Joan claimed she had visions and that these visions showed that she had to save France. She led French armies to victories over the English. France's enemies captured and burned Joan as a witch, but the French monarchy finally won.

OF No definition of “witch” in glossary

119. Chapter 14Notable PeopleJoan of Arc

she was convicted of heresy and burned at the stake.

FE Contradiction in the text. In the Overview Joan of Arc is said to have been burned as a witch. Entries should be edited for clarity to include both heresy and witchcraft.

120. Chapter 14OverviewThe Holy Roman EmpirePar 1 Line 8

However, it became weak because of several conflicts. The popes and emperors quarreled over the power to appoint bishops. German nobles opposed the power of the emperors and often engaged in revolts against them. Some Holy Roman Emperors were more interested in their Italian possessions than in Germany. They neglected German affairs and allowed local nobles and bishops to increase their power and authority.

OF What conflicts? Quarrelling popes and emperors? Again, the references to riches and possessions as

being more important. What “local nobles and bishops”?

121. Chapter 14OverviewThe Holy Roman EmpirePar 2 Line 5

The electors were able to increase their own authority and prevent the establishment of a strong empire.

FE Should read “strong Emperor”.

122. Chapter 14ArtEuropean ArchitecturePar 1

The two dominant styles of church architecture in Western Europe during the Middle Ages and Renaissance were Romanesque (derived from the Romans) and Gothic (influenced by German tribes). Generally speaking, Gothic architecture prevails in northwestern and north-central Europe whereas Romanesque architecture prevails in Italy.

OF 2 pictures are shown in the section, both of the gothic style of architecture.

No picture of Romanesque style Pictures are not identified

123. Chapter 14ArtEuropean ArchitectureQuestion 1

What Romanesque elements can you see in the Duomo in Milan? What Gothic influences can you see in the Duomo in Tuscany?

OF No picture of Romanesque style How is the student supposed to compare?

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124. Chapter 14Graph/ChartPopulation Change Due to Black DeathPar 1 Line 20

Periodic outbreaks of the plague still take place, including in the United States.

OF Where and when have these occurred? Putting fear into the minds of American children

125. Chapter 14Graph/ChartPopulation Change Due to Black DeathPar 2 Line 1

The disease is spread to humans by fleas leaving the carcasses of dead rats to seek out other warm bodies.

HT They know that the bacillus travels from person to person pneumonically, or through the air, as well as through the bite of infected fleas and rats. Both of these pests could be found almost everywhere in medieval Europe, but they were particularly at home aboard ships of all kinds–

http://www.history.com/topics/black-death126. Chapter 14

Graph/ChartPopulation of EuropePar 2 All

Demographers estimate that the population of Europe will decline because more families are choosing to have fewer children. Given Europe's negative population growth rate, experts estimate that the population of Europe will be 714 million in 2025 and 642 million in 2050. Europe is the only continent where populations are expected to decline in the next 50 years.

FE The Graph shows steady growth since 1500 The chart given was explained due to the Black

Death. Author is introducing a “theory” as facts. Who are these “experts”?

127. Chapter 14ProjectIntroductionPar 2 Line 4

It is therefore likely to be a piece of Norman propaganda, made to persuade people of the legitimacy of William's conquest.

B Though some historians have stated that the tapestry is nothing more than Norman propaganda - somehow excusing William’s right to invade and conquer England - some parts of it are less than pro-Norman as one section shows a mother and child being forced out of the burning home (set alight by Norman soldiers) as William’s army advanced across Kent. The scale of the damage done to the area surrounding Hastings can be seen in the figures contained in the Domesday Book. http://www.historylearningsite.co.uk/bayeux_tapestry.htm

128. Chapter 14ProjectBayeux Tapestry

The tapestry is an early example of a type of panorama, meant to be hung around the walls of a large church or cathedral so that people could walk past it for viewing. Despite the Latin text, it is most likely that it was intended to be seen mostly by people who were illiterate.

OF This would be a great opportunity to show a picture of this tapestry

How does the author come to the conclusion that it was “intended to be seen mostly by people who were illiterate”?

This is a record of History!

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129. Chapter 14Internet ProjectsRole of Women in medieval timeBackgroundPar 2 Line 3

Even for women unopposed to children, the pain and risk of childbearing, itself, was a compelling reason to enter a religious order. In addition, celibacy could elevate a woman's status, as it supposedly removed her from sin.

B Allow the student to make this conclusion “Supposedly” is a subjective term.

130. Chap 15. Resurgence of Europe. Overview. The Revival of Trade and City Life. Para 1. Lines 1-2

Following the fall of Rome, trade and commerce in Western Europe collapsed.

FE “…the town s that arose or survived in post-Roman Europe were centers of trade and manufacturing.”

“post Roman Europe sustained busy trade networks dealing in practical things such as iron tools and weapons, pottery, glassware and woolens.”

Stark. op.cit. p 72.131. Chap 15. Resurgence of

Europe. Overview. The Revival of Trade and City Life. Para 1. Line 6

“…barter replaced the use of money” OF Although money did become scarce in the old Roman cities and the monastic centers of production engaged in baret, “Coins were common in France (Gaul), Anglo-Saxon England, Lombardy and the lands of the Visigoths.

http://www.fordham.edu/halsall/source/ 631visigothic-coins.asp

132. Chap 15. Resurgence of Europe. Overview. Origins of the Italian Renaissance. Renaissance Literature. Para 3., Lines 5-8

Machiavelli (1469-1527) wrote "The Prince" as a guide for rulers who wanted to retain their power. This practical work stresses the belief that rulers must do anything necessary to achieve their goals and maintain their power (the end justifies the means).

OF Rulers should use moral means whenever possible.

Machiavelli wrote that a Prince, “should not deviate from what is good, if that is possible, but he should know how to do evil, if that is necessary.” He separated private morals from public success in preserving the state.

http://convozine.com/2794-joshua-evans/11988 133. Chap 15. Resurgence of

Europe. Overview. Origins of the Italian Renaissance. Renaissance Literature. Paras 5, 6

[In this section entitled Italian Renaissance there are paragraphs about Cervantes, Chaucer and Shakespeare, which would normally be discussed under Spanish and English literature, not Italian.]

FE Cervantes, Chaucer and Shakespeare are not Italian.

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134. Chap 15. Resurgence of Europe. Overview. Origins of the Italian Renaissance. Renaissance Science and the Scientific RevolutionPara 2, Line 1

Medieval and Renaissance astronomers were really astrologers.

HT Although there were some astrologists, there also were Medieval and Renaissance astronomers famous for their mathematical calculations including development of the heliocentric theory of planetary motion.

This blanket characterization is refuted by the textual discussion of Copernicus, Galileo, Kepler and Newton in the following paragraphs.

135. Chap 15. Resurgence of Europe. Overview. Origins of the Italian Renaissance. Women in the Renaissance. Para 1. All of it.

Even though women were not as educated as men, and limited as to the development of their artistic talents, they did make many contributions to the Renaissance.

FE/B A few women made a few contributions. Apart from some of the upper classes, women received little education and were limited to household drudgery.

http://education14.blogspot.com/2008/11/viii- education-during-renaissance.html

136. Chap 15. Resurgence of Europe. Overview. Origins of the Reformation.The Protestant Reformation. Para 1. Lines 7-9

In 1517, a German monk named Martin Luther posted Ninety-five Theses or propositions on the door of the Wittenberg Church.

OF Not mentioned is that Luther was not an ordinary monk but a highly educated son of a successful German businessman. Luther studied at the finest German university of Wittenberg and earned a PhD in theology.

Stark. op.cit. p 264.

137. Chap 15. Resurgence of Europe. Overview. Origins of the Reformation. Results of the Reformation. Para 2. Line 1

Eventually, the Reformation led to religious toleration.

FE Although the Reformation eventually produced more religious tolerance than there was before it occurred, religious intolerance has continued throughout Europe until the present. Examples follow. Consider treatment of non-Roman Catholic Christians and Jews in Austria, the Dreyfus Affair in France, and repeated Russian pogroms.

http://www.britannica.com/EBchecked/topic/ 598608/Edict-of-Toleration

http://www.britannica.com/EBchecked/topic/ 171538/Dreyfus-affair

http://www.jewishvirtuallibrary.org/jsource/ History/pogroms.html

138. Chap 15. Resurgence of

Europe. Study Questions. Factual

[Thomas More quizzed in study Questions] OF Thomas More is not mentioned anywhere in Overview or Notables.

43

139. Chap 15. Resurgence of Europe. Study Questions. Factual. Question 24.

The answer B is correct.The invention of the printing press in 1450 helped to both cause the Reformation and help it succeed. The printing press helped to quickly spread Luther's ideas and the ideas of other Protestant leaders.

HT The printing press did not expose many people to new ideas.

For example, in Germany no more than 5% of Germans in this era could read.

Stark. op.cit p.270

140. Chap 15. Resurgence of Europe. Study Questions. Conceptual. Question 7

[Abelard quizzed in the study Question] OF Peter Abelard is not mentioned anywhere in Overview or Notables, nor is his love for Eloise nor his excommunication nor condemnation to silence.

141. Chap 15. Resurgence of Europe. Study Questions. Conceptual. Question 13

{Rabelais and Montaigne are quizzed in the study Question.]

OF Neither is discussed in the text or Notables.

142. Chap 15. Resurgence of Europe. Study Questions. Chronological. # 1

[Inquisition is quizzed] OF Inquisition not mentioned anywhere else in chapter.

143. Chap 15. Resurgence of Europe. Art. Printing Press. Para 2, Lines 6-8

By bringing such communities [imagined communities] together, printing made phenomena such as nationalism possible.

OF/FE Omitted in definition of “imagined communities” is that it is a modern theory first published in 1983 and is an object of criticism. https://www.jacobinmag.com/2012/11/an-imagined-community/

Nationalism is “possible” irrelevant of printing.. All Irish have printing, but it is religion that led to the Republic of Ireland and Northern Ireland.

Politics, not printing, made the USA. British subjects in colonial America and in England shared printing, but it was taxation without representation that drove the Revolution.

144. Chap 16. Rise of National Monarchies. The English Monarchy, Para 5, Lines 3-6

In 1689, it [Parliament] passed the Bill of Rights which protected the authority of Parliament and the rights of individuals, promoting the principle of equality under the rule of law. It created a constitutional monarchy in England.

OF Although Magna Carta is mentioned in passing in Chapter 14, Development of Medieval Monarchies in Europe, it is omitted here as a precursor of the creation of a constitutional monarchy in England.

145. Chap 16. The French Monarchy, Para 1, Lines 6-7

Henry granted freedom of worship to French Protestants,

OF Omitted is the name and definition of the Edict of Nantes, although it is mentioned in passing in Para 3 Line 4.

44

146. Chap 16. The Spanish Monarchy. Para 1, Lines 4-5

However, in 1588 the English navy and fierce storms destroyed the mighty naval armada

OF Although it is a Case Study, the Spanish Armada is not mentioned here by name

147. Chap 16. The Austrian Monarchy. Para 1, Lines 3-5

The Austrians, with help from Poland and Russia, repelled a siege of Vienna by the Ottoman Turks.

OF/FE Omitted is the importance of the Siege of Vienna in 1683 that it terminated the century-old effort of the Muslims to invade Europe from the East and South.

The Austrians did not repel the siege. It was repelled by John Sobieski, King of Poland, who led the combined forces and was afterwards hailed as the Savior of Europe.

http://www.thenagain.info/webchron/easteurope/ ViennaSiege.html

148. Chap 16. Case Studies. Spanish Armada. Defeat of Armada, Lines 6-7

On the other hand, the English had to remain on alert because of their failure to stop the Armada, thousands (of sailors) died due to hunger and disease and those that survived were discharged without pay.

OF Roughly 7000 died from disease. While it is true that they were discharged without pay, when the commander of the British Navy heard about that he paid them from his own pocket.

http://www.historylearningsite.co.uk/ spanish_armada.htm

149. Chap 18. Mongols, Moguls and Ottomans. Song Dynasty, Para 1, Lines 6-7

Economically, great strides were made in the fields of agriculture, iron-working,

FE In the middle of the11th century China produced the then incredible amount of iron of 100,000 T a year. By the end of the 11th century only tiny amounts were produced and soon the smelters and foundries were in ruins. The destruction of the privately owned iron industry was caused Mandarins of the Song dynasty. They said that Confucian values and social tranquility were destroyed by high wages for peasants and wealth of commoners.

Stark. op.cit. p 12.150. Chronology relative to

Chap 181274-1281Unsuccessful invasion by the Mongols, which were repelled by the samurai.

OF Omitted is identification of the Mongol invasion, of what? Implied is Japan, because use of word “samurai”.

151. Chap 18. Genghis Khan and the Rise of Mongolian Power. Para 3, Lines 3-4

He also codified Mongolian law with the proclamation of the yasa.

OF Omitted is any definition of the word “yasa”

45

152. Glossary relative to Chap 18

Omission of word yasa” used in lesson overview

OF There is no definition of the word “yasa” used in Chap 18, Para 3.

153. Chap. 18, Decline of Mongolian Power in China. Para 3, lines 1-3

Expansion often brought Mongolian forces into areas where their cavalry was ineffective, such as the jungles of Southeast Asia and the two failed maritime invasions of Japan.

OF Omitted is that the forests of the European taiga also kept the Mongols out of Germany and Scandinavia

http://boards.straightdope.com/sdmb/ showthread.php?t=627152

154. Chap 18. Mongols in Russia, Lines 6-7

In spite of the fact that the Mongols were ferocious warriors, they proved to be tolerant of religious differences.

HT They may have been tolerant in parts of Russia, but in Armenia they uprooted churches, tattooed and castrated Christian men, imposed heavy taxes and forbade church services.

Stark. op.cit. p.301 155. Chap 18. Mogul Rule,

Para 1, lines 6-7Many people of lower Hindu castes accepted Islam because it taught the equality of all before Allah.

[Note: This exact same sentence is used in Chap 10 The Spread of Islam Beyond the Middle East, now in row 12. The same explanation of FE and OF is used here]

FE/OF Islam did not teach the equality of all before Allah.

“Al-shari’a is founded on a three-fold inequality: the inequality between man and woman, the inequality between Muslim and non-Muslim, and the inequality between freeman and slave.” Samir, Samir Khalil. “111 Questions on Islam”. p. 91. Ignatius Press, San Francisco, 2008.

The lower castes who converted did not gain equality because of adherence to social custom and because marriage took place within the original caste group. http://webcache.googleusercontent.com/search?q=cache:q9opZCqQ7o4J:https://www.law.emory.edu/ihr/yogi3.html+&cd=1&hl=en&ct=clnk&gl=us

156. Chap 18. Mogul Rule, Para 1, lines 8-11

The Delhi Sultanate was later weakened by raids of Mongol troops of Genghis Khan in the 13th century, and destroyed by the plundering armies of Tamerlane in the 14th century.

OF Tamerlane was far worse than the typical commander of plundering armies. He killed over 200,000 men, women and children in his march on Delhi, was called the “Scourge of God”, and wiped out almost all the Christians and Jews in his path.

Stark. op.cit. p.301157. Notables relative to

Chap 18.His [Tamerlane’s] armies brought death and destruction to his conquests.

OF Same comment as above.

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158. Chap 18. Grandeur and Decline of Ottoman Empire, Para 1, Lines 4-7

In 1453, they ended the long decline of the Byzantines by the occupation of Constantinople, which became the Ottoman capital.

OF The Ottomans didn’t just “occupy Constantinople.” They perpetrated mass slaughter and enslavement, killed everyone they met in the streets, and nearly tore the youths and maidens to death over possession.

Stark, op.cit. p. 285159. Chap 18. Grandeur and

Decline of Ottoman Empire, Para 1, Lines 7-10

Islamic civilization reached its height during the 16th century under the Ottoman Empire when it surpassed Europe in skilled artisans, sciences, and medicine.

FE/B Numerous sources date the Golden Age of Islam from the 7th to the 13th centuries. Here are 2 sources as examples. http://islamichistoryonline.com/islamic-golden-age/ and http://www.medicalnewstoday.com/info/medicine/medieval-islamic-medicine.php

Unsubstantiated opinion that 16th century Ottomans surpassed Europe in skilled artisans sciences and medicine.

The Istanbul Observatory used instruments very similar to those of Tycho Brahe in Denmark.

“From 15th century onward the Ottomans adopted European technologies especially those that related to firearms, cartography and mining” https://www.alislam.org/egazette/articles/science-and-technology-in-ottoman-sultanate/

160. Chap 18. Grandeur and Decline of Ottoman Empire, Para 1, Lines 10-12

The empire reached its peak during the rule of Suleiman the Magnificent. He was a strong military leader,

OF Omitted in the overview (but included in the Glossary) is discussion of the Janissary Corps and Suleiman’s devishirme, the levy of Christian boys who never saw their parents again.

These were the best and the brightest who formed the basis of his military strength.

http://cmes.hmdc.harvard.edu/files/ Slaves_of_the_Sultan.pdf

161. Chap 18. Grandeur and Decline of Ottoman Empire, Para 1, Lines 12-14

[Suleiman was] an effective administrator, and a patron of the arts. Taxes from the provinces were used to transform Istanbul into a city of splendid buildings,

OF Omitted is any mention of the unique giant palace Topkapi, a walled city with beautiful buildings and underground passageways that housed over 4000 people of Suleiman’s court and is today a UN World Heritage site.

http://en.wikipedia.org/wiki/Topkap %C4%B1_Palace

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162. Chap 18, Cast Study. Mystery Marco Polo.The Mystery, Lines 1-3

The multiple manuscripts and inconsistencies among them have raised doubts as to how much of Polo's account is true. Some historians have claimed that Polo never visited China or any part of Asia, rather he simply recorded in his own voice stories he had heard from others.

OF This conclusion to the story of Polo gives the strong impression that those who doubted his claims are more accurate than he was.

Although there is general acceptance that he embellished his tales, it appears that translators and printers did likewise to sell his book. Furthermore he is very accurate in his itinerary descriptions of the geography of those places and in his discussion of the goods and products he saw. http://www.smithsonianmag.com/people-places/wonders-and-whoppers-27166/

“Much of what he wrote, which regarded with suspicion at medieval time was, confirmed by travelers of the 18th and 19th centuries. Marco Polo is receiving deeper respect than before because these marvelous characters and countries he described did actually exist. What's more interesting is that his book becomes great value to Chinese historians, as it helps them understand better some of the most important events of the 13th century, such as the siege of Hsiangyang, the massacre of Ch'angchou, and the attempted conquests of Japan. The extant Chinese sources on these events are not as comprehensive as Marco's book.” http://www.silk-road.com/artl/marcopolo.shtml

Publisher’s response: The Case Study, "The Mystery of Marco Polo" does tell the story as it is. The commentator evidently missed this activity as only the Overview is cited. In context, the commentator's reference refers to contemporaries of Marco Polo who did not believe his story. In fact, this doubt is recounted in the article this person cited: "Many people took his accounts with a grain of salt and some skeptics question the authenticity of his account. Many of his stories have been considered as fairytales: the strange oil in Baku and the monstrous birds which dropped elephants from a height and devoured their broken carcasses. His Travels made no mention about the Great

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Wall. While traveled extensively in China, Marco Polo never learned the Chinese language nor mentioned a number of articles which are part of everyday life, such as women's foot-binding, calligraphy, or tea. In additional, Marco Polo's name was never occurred in the Annals of the Empire (Yuan Shih), which recorded the names of foreign visitors far less important and illustrious than the three Venetians. So did Marco Polo ever go to China?"http://www.silk-road.com/artl/marcopolo.shtmlNo changes envisioned to the text.

163. Chap 18. Internet Project. Military Strategy. Final Paragraph, Lines 5-6

This unique balance between loyalty, discipline, flexibility, and independence was at the heart of the Mongol's success as invaders.

OF Their success also depended on their extreme brutality toward people who did not submit instantly and the fact that word of their terror traveled ahead of them.

http://history-world.org/mongol_empire.htm 164. Chap 20. New World

Exploration. Portuguese Exploration and Colonization. Lines 1-2

Prince Henry of Portugal began the Age of Exploration and Discovery during the 15th century

FE He may have begun a strictly European Age of Exploration, but the Muslims from the 9th century on sailed from the Persian Gulf to China.

http://ageofex.marinersmuseum.org/index.php? type=webpage&id=19

165. Chap 20. New World Exploration. Portuguese Exploration and Colonization. Lines 9-11

Discovery of this all-water route [around the Cape of Good Hope] to the Far East broke the Italian and Muslim monopoly on trade with Asia

OF Omitted is any mention that the Muslims already had a water route from their lands through the Persian Gulf and trading stations in Africa and India.

http://www.thenagain.info/webchron/westeurope/ dagama.html

166. Chap 20. Europeans Come to Africa, Lines 2-4

In 1498, Vasco da Gama sailed around the southern tip of Africa to India, looting and destroying East African cities along the way.

FE Da Gama looted and destroyed Muslim ships, not East African cities. He did fight with some of the Muslims on shore, but also avoided fighting and accepted a Sultan’s pilot to guide him across the Indian Ocean.

http://www.oldnewspublishing.com/dagamma.htm

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167. Chap 20. Transatlantic Slave Trade, Para 1, Lines 9-11

The slave trade depleted sub-Saharan Africa of people, encouraged warfare among Africans, destroyed kingdoms, and set back development of the continent.

OF/HT The inclusion of this sentence in a section entitled “Transatlantic Slave Trade” implies it caused the sub-Saharan destruction of kingdoms and slavery. In actuality sub-Saharan slavery had long existed amongst the different tribes and kingdoms.

When the Portuguese first landed in Ghana and Nigeria in 1471 they found warfare and a brisk slave trade. http://www.accessgambia.com/information/slavery-sub-saharan-africa.html

168. Chap 20. Transatlantic Slave Trade, Para 1, Lines 11-13

Historians disagree on the numbers; however, some estimate that as many as 50 million slaves were taken between the 1500s and the 1800s, most of whom died resisting enslavement or from the terrible living conditions during the long ocean voyage on slave ships (the Middle Passage).

HT/FE Historians’ estimates have a tremendous range, so that accuracy would require the range to be mentioned rather than the extreme.

The East African slave trade amongst Blacks and Arabs lasted from ca. 750 CE to the 20th century. During that time roughly 12,000,000 Africans were sold, which is about the same number as those sold in the European slave trade during its 300 years.

http://discoveringbristol.org.uk/slavery/routes/places-involved/east-indies/east-african-slave-trade/It is an error to say that “most” of the slaves died. It is estimated that the death rate on slave ships reached 25% in the 17th and early 18th centuries. http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtid=2&psid=446

169. Chap 20. Vocabulary Test.Q. 11

It is believed that 18 to 20 million Africans were taken into [slavery] bound for the Americas

FE Inconsistent with Overview section called Transatlantic Slave Trade, now above, also other historians estimates of 12,000,000; http://discoveringbristol.org.uk/slavery/routes/places-involved/east-indies/east-african-slave-trade/

170. Chap 20. Africans are Brought Over as Slaves, Lines 1-2

The first African slaves were brought to the Americas to replace the declining Native American population in the early 1500s.

OF Incomplete causation. Legislation freed the natives particularly in Peru because some Christian Spaniards were outraged at their treatment. Although these laws were severely abrogated, they also would have caused importation of Blacks to replace the freed natives.

http://latinamericanhistory.about.com/od/ latinamericatheconquest/p/The-New-Laws-Of-1542.htm

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171. Chap 20. Spanish Exploration and Colonization

The entire section consisting of 3 paragraphs. Concerning Christianity

OF Omitted is the spreading of Catholic Christianity as one of the goals of both Isabella, the Catholic Queen of Spain and of Columbus, who adopted the name of “Cristobal”, and of the priests accompanying him and claiming the new land as Catholic.

http://www.understandingprejudice.org/nativeiq/ columbus.htm and http://www.therealpresence.org/archives/Christopher_Columbus/Christopher_Columbus_003.htm

172. Chap 20. Spanish Exploration and Colonization

The entire section consisting of 3 paragraphs. Concerning the constant warfare and human sacrificing of the native population that stopped with Spanish conquest

OF There is also no mention of the sacrificial deaths of hundreds of thousands of their own people by the Aztecs and Mayas in the name of their gods.

http://www.latinamericanstudies.org/aztecs/ sacrifice.htm

http://latinamericanhistory.about.com/od/Maya/ p/The-Ancient-Maya-And-Human-Sacrifice.htm

173. Chap 20. Decline of the Native Population

It is estimated that over 90 percent of the native population of the Americas was wiped out in the 1st century after the European Conquest. Many hundreds of thousands of Native Americans died from Spanish brutality, but millions more died from European diseases such as smallpox.

OF True in some regions. False in others. Before Cortes arrived in 1520 in the Aztec capital the estimate was 40% dead from smallpox and 20% from starvation. http://www.examiner.com/article/apocalypic-mysterious-plague-killed-millions-of-native-americans-the-1500s

Also historians are unsure of accurate population figures to begin with. “Since civilizations rose and fell in the Americas before Columbus arrived, the indigenous population in 1492 was not necessarily at a high point, and may have already been in decline.” https://www.newworldencyclopedia.org/entry/European_Colonization_of_the_Americas

Omitted are the Europeans in Europe who were wiped out by syphilis, polio, hepatitis and encephalitis from the New World.

http://lostinrevery.hubpages.com/hub/Disease-in- the-Old-and-New-World

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174. Chap 20. Glossary relating to Dutch Exploration and Colonization.

OF Henrik Hudson omitted

175. Chap 20. English Exploration and Colonization.

English naval forces defeated the Spanish Armada in 1588.

OF Only casual mention of the Spanish Armada, whose defeat freed England from the threat of Spanish conquest and Catholicism. http://www.rmg.co.uk/explore/sea-and-ships/facts/navies-and-warships/the-spanish-armada

Sir Francis Drake mentioned only in “notables”.176. Chap 20. Results of the

Age of Exploration and Discovery. Para 4, Lines 9-10

Native Americans, however, became victims of diseases brought by the Europeans (smallpox, venereal diseases).

OF Omitted are the Europeans in Europe who were wiped out by syphilis, polio, hepatitis and encephalitis from the New World.

http://lostinrevery.hubpages.com/hub/Disease-in- the-Old-and-New-World

177. Chap 20. Map. Spanish Exploration of Americas. Para 1, Lines 3-5

No one is sure whether Columbus realized that he had not reached the Indies during any of his four voyages.

FE numerous references to Columbus cite his continued belief from his first landing to his death that he had reached the outskirts of the Indies. Here are 2 examples.

http://www.thepirateking.com/bios/ columbus_christopher.htm

http://www.u-s-history.com/pages/h1033.html 178. Chap 20. Map. Centers

of African Slave Trade. Lines 3-5

However, the large-scale enslavement of black Africans did not begin until the Portuguese established trading ports along the coast of West Africa.

FE Over the centuries there has been “large-scale enslavement of Blacks” starting with the Muslim conquests.

The East African slave trade amongst Blacks and Arabs lasted from ca. 750 CE to the 20th century. During that time roughly 12,000,000 Africans were sold, which is about the same number as those sold in the European slave trade during its 300 years.

http://discoveringbristol.org.uk/slavery/routes/ places-involved/east-indies/east-african-slave-trade/

179. Chap 20. Internet Project. Columbian exchange. Background. Para 1, Line 3-4

Most nations of that day believed in the economic policy of mercantilism, in which the wealth and power of a country was determined by how much money in gold and silver coins a country possessed

HT Misleading definition of “mercantilism” Note that the Glossary has the normal definition

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180. Chapter 21The Age of Asian ExplorationOverviewEuropean interest in AsiaPar 3 Line 6

After Polo returned to Europe in 1295 he wrote a book about his tales and the sights that he saw. Although many people did not believe his story, there were sailors and navigators who became intrigued by his journey.

OF Who is “many people”? The author continues to put some kind of doubt in the minds of the students without presenting all the facts.

Tell the stories and allow the student to decide. Marco Polo (1254-1324), is probably the most

famous Westerner traveled on the Silk Road. He excelled all the other travelers in his determination, his writing, and his influence. His journey through Asia lasted 24 years. He reached further than any of his predecessors, beyond Mongolia to China.

http://www.silk-road.com/artl/marcopolo.shtml Publisher’s response: The commentator did not notice the Case Study, "The Mystery of Marco Polo," which does tell the story as it is. The commentator evidently missed this activity as only the Overview is cited.In context, the commentator's reference refers to contemporaries of Marco Polo who did not believe his story. In fact, this doubt is recounted in the article this person cited:"Many people took his accounts with a grain of salt and some skeptics question the authenticity of his account. Many of his stories have been considered as fairytales: the strange oil in Baku and the monstrous birds which dropped elephants from a height and devoured their broken carcasses. His Travels made no mention about the Great Wall. While traveled extensively in China, Marco Polo never learned the Chinese language nor mentioned a number of articles which are part of everyday life, such as women's foot‐binding, calligraphy, or tea. In additional, Marco Polo's name was never occurred in the Annals of the Empire (Yuan Shih), which recorded the names of foreign visitors far less important and illustrious than the three Venetians. So did Marco Polo ever go to China?"http://www.silk‐road.com/artl/marcopolo.shtmlNo changes envisioned to the text.

53

181. Chapter 21OverviewThe European age of Discovery and AsiaPar 1 Line 8

Spain and Portugal were anxious to gain trading posts and colonies in Asia for "Gold, Glory, and God."

OF No explanation of who made this statement.

182. Chapter 21OverviewEuropean interests in ChinaPar 3 Line 7

Although Christian missionaries were initially admitted to China, they were forced to leave following disputes between the Chinese emperor and the pope in the early 18th century.

OF These were Catholic Missionaries. The Vatican policy was the death of the missions

in China.[6] Afterwards the Roman Catholic Church experienced missionary setbacks, and in 1721 the Chinese Rites controversy led the Kangxi Emperor to outlaw Christian missions.[

http://en.wikipedia.org/wiki/Christianity_in_the_18th_century

183. Chapter 21OverviewEuropean Interests in IndiaPar 2 Line 7

A new law passed in 1858, the India Act, turned over to the British government the task of governing India. Britain retained control of India until 1947, when it gave India its independence.

FE Britain hardly “gave” India their independence. Gandhi and other nationalist leaders rejected as

empty the British promises of Indian self-government after the war and organized the nonviolent "Quit India" campaign to hasten the British departure. British colonial authorities responded by jailing Gandhi and hundreds of others. Anti-British demonstrations accelerated after the war, and in 1947 the Indian National Congress reluctantly accepted the creation of Pakistan to appease the Muslim League and conclude the independence negotiations. On August 15, 1947, the Indian Independence Bill took effect, inaugurating a period of religious turmoil in India and Pakistan that would result in the deaths of hundreds of thousands, including Gandhi, who was assassinated by a Hindu fanatic in January 1948 during a prayer vigil to an area of Muslim-Hindu violence.

http://www.history.com/this-day-in-history/india-and-pakistan-win-independence

184. Chapter 21DocumentsIntroductionPar 1 Line 2

During the late 13th century, Marco Polo, an Italian trader, is said to have traveled to China in search of trade with his father (Nicolo) and uncle (Maffeo) --

FE We know from all accounts that Marco Polo did travel to China with his father.

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185. Chapter 21MapsWorld Outline

This outline map shows political boundaries of countries around the world.

OF No explanation of “political boundaries” Map is shaded in different colors that represent

“political” boundaries?

186. Chapter 21GlossaryCrusades

Crusadesthe military expeditions undertaken by Christians against the Muslims in the Middle East and North Africa from the 11th to 13th centuries.

HT/OF/B

To summarize briefly, the Crusades were attempts in the 11th through 13th centuries A.D. to reclaim land in the Middle East that had been conquered by Muslims. The crusades were brutal and evil. Many people were forced to “convert” to Christianity. If they refused, they were put to death. The idea of conquering a land through war and violence in the name of Christ is completely unbiblical. Many of the actions that took place in the crusades were completely antithetical to everything the Christian faith stands for. Mention should be made of the massacre of almost 200,000 Jews in France, Belgium, etc. by Crusaders who included Jews among the infidels as they marched on the way to the Holy Land. Mention also needs to be made of the massacre of Jews in the Holy land by Crusaders and other Christians. http://www.gotquestions.org/Christian-crusades.html#ixzz39ptL5QK1

187. Chapter 21GlossaryMissionaries

missionariespersons who try to spread a religion by converting others to it.

FE/B A missionary is a person whose mission is to go somewhere to help others. In many cases, the goal of a missionary is to teach about a religion so that the people convert to that religion.

http://www.vocabulary.com/dictionary/missionary 188. Chapter 21

GlossaryPrice Revolution

price revolutionthe rapid rise in prices that occurred in Europe as a result of the flow of gold and silver from the New World during the 16th and 17th centuries.

FE The blame for the price increases was commonly laid at the door of unscrupulous money-lenders and monopolists at the time. Perhaps, parallels can be drawn with the attitude towards banks since the recent banking crisis.

https://suite.io/kevin-hughes/5hdf20j

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189. Chapter 21Glossary[Omission of the word Capitalism]

[Capitalism is an economic system that puts the money into the hands of the people.Socialist economies put the money in the hands of the government. Government believes that the people are too stupid to control their own money.Example of Socialist economy = RussiaEvery socialist economy has failed.]

OF capitalism - an economic system based on private ownership of capital

socialist economy , socialism - an economic system based on state ownership of capital

http://www.thefreedictionary.com/Capitalist+System

190. Chapter 21Glossarytribute

tributemoney or goods paid to a ruler or by one state to another.

HT trib·ute something that you say, give, or do to show

respect or affection for someone something that proves the good quality or

effectiveness of something money or goods that a ruler or country gives to

another ruler or country especially for protection http://www.merriam-webster.com/dictionary/

tribute 191. Chap 22. Age of

Revolution. Glossary. Rousseau

[Rousseau] A Protestant and of lower class origins than the other Philosophes, he was the most profound and influential thinker of his time.

B Opinion, not fact. By whose standard was he said to be the most influential thinker of his time?

192. Chap 22. French Revolution.Para 6, Lines 3-4

It also directed a Reign of Terror against all those it considered enemies of the Revolution, executing over 17,000 people in the process

HT Other estimates say 40,000 killed. The one below names the upward number as 40,000 and that it is impossible to know because statistics weren’t kept.http://french.lovetoknow.com/Reign_of_Terror_in_the_French_Revolution

193. Chap 22. French Revolution. Notables. Napoleon Bonaparte

He [Bonaparte] was a general who made himself emperor of France from 1804 to 1814. His attempted conquest of Europe gave many Latin American colonies an opportunity for self-rule and a taste for independence.

OF The “Notables” omits the highlights of his career and why he is remembered more than any other emperor with a brief reign. He doesn’t even get the same coverage as Francis Drake who terrorized only Spain and not all of Europe.

No attempt to explain the apparent non-sequitur of his European conquests leading to independence in Latin America, although it is later discussed in the Overview.

56

194. Chap 22. Rule of Napoleon Bonaparte. Para 3 Line 3

The British navy won control of the seas. OF No mention of Admiral Lord Nelson, or the significance of Trafalgar as a naval battle, or that victory saved England from the threat of Bonaparte. [Note: Nelson is mentioned in the Chronology]

195. Chap 22. Rule of Napoleon Bonaparte. Para 3, Lines 3-4

Napoleon suffered a complete defeat in Russia in 1812.

OF No mention of the Russian campaign and its significance as one of the major battles of Europe

196. Chap 22. Rule of Napoleon Bonaparte. Para 3, Lines

These events [Napoleon’s defeats at Trafalgar and in Russia] enabled a group of nations led by Britain to defeat the French armies.

OF No mention of Arthur Wellesley, Duke of Wellington, his successful administration of occupied France and his return to England to become Prime Minister.

http://www.bbc.co.uk/history/british/ empire_seapower/battle_waterloo_01.shtml

197. Chap 22. Effects of French Revolution. Para 1, Lines 5-6

French armies, under both the Republic and Napoleon, spread revolutionary ideas wherever they went.

OF Hard to understand how the dictator Napoleon spread revolutionary ideas. See reference for amplification. http://www.sahistory.org.za/topic/napoleon

198. Chap 22. Revolution in Latin America. Para 4, Lines 2-6

In most of the region these conflicts centered on civil wars between "liberals," such as Benito Juarez in Mexico,

OF Juarez not explained in text or mentioned in Notables or Glossary for this chapter, despite being one of Mexico’s most honored statesmen.

http://latinamericanhistory.about.com/od/ 19thcenturylatinamerica/p/benitojuarez.htm

199. Chap. 22. Essays. Causes of the American Revolution. Restraint of Trade.

When English colonists first settled in America, they had much economic freedom. Many felt they could do anything they wished.

OF Unsubstantiated opinion about “many.” The young men of the Plymouth colony had to be

whipped to make them work and were told they could not share in the harvest without working.

http://www.bloombergview.com/articles/2013-11- 10/when-pilgrims-privatized-americaszdfg

200. Chap. 22. Essays. Causes of the American Revolution. Violation of Colonial Charters. Para 2. Lines

These writs [of Assistance] authorized British officials to search colonists' homes whenever they wished.

FE British officials had to have a superior court order before they searched.

http://www.britannica.com/EBchecked/topic/ 39372/writ-of-assistance

201. Chap 22. Essays.Democracy EvolvesCitizens of Ancient Greece Practiced Democracy. Lines 11-12

By 500 B.C.E., Athens had evolved from a monarchy, and then an aristocracy in a direct democracy.

Syntax The “in” should be “into”.

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202. Chap 22. Essays.Democracy Evolves.Citizens of Ancient Greece Practiced Democracy. Lines 15-18

Although civic participation including voting, office-holding, serving in the Council of 500, being as assembly member was encouraged, only wealthy landowners could afford to be active in public affairs.

Syntax The “as” should be “an”.

203. Chap 22, Essays.Democracy Evolves.Citizens of the Roman Republic Benefited from Written Law and Civic Participation, Last 3 lines

In time, however, Roman citizenship would be extended to all people living under the rule of Rome.

FE Citizenship was extended only to freemen and some citizens had more political rights than others. Women were not full citizens.

http://www.ushistory.org/civ/6a.asp http://www.ancient.eu.com/article/659/ [Note the inconsistency of including detailed

material from chapters 5-6 and in Chap 22 for the apparent reason of including democracy in the Enlightenment, yet only one short paragraph mentions the Enlightenment.]

204. Chap 22. Study Q’s. Conceptual. # 25.

Perhaps as many as 13,000 people were beheaded by the guillotine.

FE Other estimates say 40,000 killed. The one below names the upward number as 40,000 and that it is impossible to know because statistics weren’t kept.http://french.lovetoknow.com/Reign_of_Terror_in_the_French_Revolution

205. Chap 22. Documents. Declaration of Rights of Man. Introduction. Para 3, Lines 5-7

and only 600 represented the entire Third Estate (middle and lower classes) even though these "commoners" made up nearly 98% of France's population

HT The Third Estate consisting of everyone else besides the clergy and nobility included lawyers, merchants, financiers and business owners, who are not normally categorized as “commoners”

http://www.historyworld.net/wrldhis/ PlainTextHistories.asp?ParagraphID=maa

206. Chap 22. Documents. Declaration of Rights of Man.

The entire Declaration is quoted except for Articles 12-15

HT Omitted are Articles 12-15 dealing with the responsibility to be taxed for the common good.

http://avalon.law.yale.edu/18th_century/ rightsof.asp

207. Chap 22. Documents. The Constitution, Article I, Sec 9. Item 3. andGlossary

No bill of attainder or ex post facto law shall be passed.

OF No definition of these terms either in Constitution or in Glossary

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208. Chap 22. Documents. The Constitution, Article II, Sec. 1, 8.

“faithfully execute the Office of President of the United States, and will…”

OF Part of presidential oath of office is omitted. Ellipses are substituted for these words in the very short Oath of Presidential Office.

http://mic.com/articles/23701/what-is-the- presidential-oath-of-office-full-text

“…and will to the best of my ability, preserve, protect and defend the Constitution of the United States." By tradition, “So help me God

after administering the oath on a Bible. There is debate if Washington said this; however,

the oath was taken on a Bible and, moreover, the wording of the oath, “I do solemnly swear,” was a clear and forceful reference to the religious sanction given to the oath. The word “solemn,” derived from the Latin solemnis (consecrated, holy) carried a stronger religious connotation in the late 18th century than it does today when to most it simply means “grave, serious, or somber.” U.S. Capitol Historical Society

209. Chap 22. Documents. The Constitution, Article IV, Sec.2. 1

The citizens of each State shall be entitled to all privileges and immunities of citizens in the several States.

OF No definition of these terms either in Constitution or in Glossary

210. Chap 22. Documents. The Constitution, Article VI,

which shall be made in Pursuance thereof; and all Treaties made, or which shall be made, under the Authority of the United States,

OF Ellipses are substituted for these words in the Supremacy Clause, which are in the news today relevant to the UN. http://constitutioncenter.org/constitution/full-text

There is also no special mention that Art VI is normally referred to as “The Supremacy Clause”

211. Chap 22. Glossary no entry for “Supremacy Clause” OF no entry for “Supremacy Clause”

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212. Chap 23. Industrial Revolution.Glossary: “Monopoly”

monopolybusiness that controls production and/or distribution of a product.

HT “A situation in which a single company or group owns all or nearly all of the market for a given type of product or service. By definition, monopoly is characterized by an absence of competition, which often results in high prices and inferior products.” http://www.investopedia.com/terms/m/monopoly.asp

213. Chap 23. Industrial Revolution.Glossary: corporation

corporationa form of business organization owned by persons who have purchased shares of stock in the business.

OF Omitted is that the corporation is governed by a board of directors elected by the stockholders.

214. Chap 23. Industrial Revolution.Glossary: socialism

socialisman economic system in which the means of production are owned by the government.

HT Omitted in this definition is that under socialism business may be privately owned but publicly regulated and controlled.

“socialism, social and economic doctrine that calls for public rather than private ownership or control of property and natural resources.”

http://www.britannica.com/EBchecked/topic/ 551569/socialism

215. Chap 23. Industrial Revolution.Essay: Industrial Production. Conclusion, Lines 1-4

The Industrial Revolution had far-reaching economic effects on people and nations. New business and production methods created problems for workers and consumers, and led to government intervention in the economy.

OF Omitted is the higher living standards and longer life spans enjoyed in industrialized countries.

Stark. op.cit. p. 325

216. Chap 23. Industrial Revolution.Essay: Industrial Production in Early China. Introduction

from the 8th to the 14th century China's total iron production was the highest in the world. In fact, England, where the Industrial Revolution began, did not surpass China's iron production until the 18th century. Geographic and historical reasons explain why China was able to lead the world in iron production for six centuries and why, after the 14th century, China's production fell dramatically.

FE China’s iron production ceased abruptly near the end of the 11th century and smelters and foundries were abandoned because the Mandarins said these activities threatened Confucian values and social tranquility.

In 1900 Chinese peasants were using the same tools as their ancestors 3000 years ago.

Stark. op.cit. pp.12-13

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217. Chap 23. Industrial Revolution.Study Questions: Conceptual

OF Questions 3, 6, 9, 10 all refer to inventors and inventions not discussed in the Overview or Essay sections. Question 11 uses the terms “pools” and “trusts” and does not define them. Neither does the Glossary. Questions 17 and 18 refer to Adam Smith and David Ricardo, also omitted in Overview or Essay.

218. Chap 23. Industrial Revolution.Study Questions: Factual

Same omissions as above, in that questions refer to people not mentioned elsewhere.

219. Chap 23. Industrial Revolution.Glossary: Adam Smith

[Adam] Smith wrote that the public interest is best served when people act in their own self-interest in pursuit of profits in business affairs.

OF/B There is no mention of Smith’s book The Theory of Moral Sentiments and his presentation “for a just society that concerns itself with its least well-off members, not just those with economic success”. Reference from the Internet Encyclopedia of Philosophy. http://www.iep.utm.edu/smith/

220. Chap 23. Industrial Revolution.Documents. Essay on the Principle of Population. Introduction. Para 4, Lines 1-3

The population explosion of the late 20th century revived the Malthusian prophecies. Zero population growth became the goal nations attempted to achieve.

OF/FE Some nations may have, but not all. Omitted is the scientific debunking of the Malthus/Erlich theses with the explosion of the world food supply and the present decline of the rate of population growth in industrialized countries.

“Food production has outpaced population growth by, on average, one percent per year ever since global food data began being collected in the late 1940s.”

“Population growth peaked at 2.1 percent per year in the late 1960s and has declined to its present rate of 1.7 percent.”

http://www.fee.org/the_freeman/detail/ overpopulation-the-perennial-myth

221. Chap 24. Europe After Napoleon.The Congress of Vienna and the Metternich System. Para 2. Lines 4-5

The Congress of Vienna disregarded the spirit of nationalism brought about by the French Revolution.

HT It did, if “nationalism” means respect for peoples’ ethnicities. It did not, if “nationalism” means political unity and the boundaries of nation states that were obliterated by the Napoleonic conquests. The Treaty of Vienna created boundaries that lasted essentially 100 years.

http://www2.sunysuffolk.edu/westn/ congvienna.html

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222. Chap 24. Europe After Napoleon.The Congress of Vienna and the Metternich System. Para 3. Lines 1-3

Prince Metternich, the Chancellor and Foreign Minister of Austria, played an important role at the Congress of Vienna. He devised a system to suppress nationalism and liberalism called the Concert of Europe.

OF Congress of Vienna and Concert of Europe are not defined, are included in the Glossary, are not clickable links to the Glossary the way “Prince Metternich” is.

223. Chap 24. Europe After Napoleon. Developments in France, Para 2, Lines 1-2

The revolution of 1848 led to the creation of the Second French Republic.

OF No generic information re Revolutions of 1848 and only the French Revolution of 1848 is discussed in the essay section..

http://www.sparknotes.com/history/european/ 1871/section1.rhtml

224. Chap 24, Essays.Revolution of 1848. Second French Republic. Para 3, Lines 1-2

In February 1848, the government forbid the holding of a public banquet organized by liberals.

OF What government, what liberals?

225. Chap 24, Essays.Revolution of 1848. Second French Republic. Para 3, Lines 5-6

A provisional government was set up and created the Second French Republic.

OF This particular provisional government is not defined. Who set it up and operated it? How did it create the Second French Republic?

226. Chap 24, Essays.Revolution of 1848. Second French Republic. Para 3, Lines 6-8

It put the socialist Louis Blanc's idea of National Workshops into practice by creating jobs in Paris for unemployed workers.

OF Louis Blanc is not mentioned in the Overview, in the glossary or in Notables.

227. Chap 24, Essays.Revolution of 1848. Second French Republic. Para 4, Lines 1-2

In April 1848, all male citizens were allowed to vote for members of a new National Assembly

OF Who allowed them to vote?

228. Chap 24, Essays.Revolution of 1848. Second French Empire, Lines 6-7

The French people supported this action by a plebiscite.

HT/OF What does “French people” mean? All males who were allowed to vote?

No definition of plebiscite, not in Glossary either.

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229. Chap 25. 19th Century European Culture.OverviewScience Discoveries and Society. Para 1, Lines 3-4

Researchers in geology and biology challenged traditional ideas of religion. This was true of Charles Darwin's theory of evolution.

HT Charles Darwin himself did not relate his theories to religion. As a naturalist he described what he saw in the differentiation of species and developed a theory of natural selection as a reason for the changes. His theories changed over his lifetime of study.

http://www.britannica.com/EBchecked/topic/ 151902/Charles-Darwin/225883/Evolution-by-natural-selection-the-London-years-1836-42

230. Chap 25. 19th Century European Culture.Overview Science Discoveries and Society. Para 2, Lines 3-4

They [19ty century scientists] found how to prevent infection and use anesthesia in surgical operations.

HT 19th Century scientists improved on prior methods of preventing infection and using anesthesia but did not discover them.

Medieval Islamic doctors cured eye infections and isolated patients with contagious diseases. http://www.historyforkids.org/learn/islam/science/medicine/

By 1800 Humphrey Davy had published a treatise on using nitrous oxide for anesthesia.

231. Chap 25. 19th Century European Culture. Overview. Social Darwinism. Para 1, Lines 9-12

Religious leaders, who believed that the only true account of creation was to be found in the Bible, considered Darwin's theory controversial.

OF Omitted are names of significant Religious leaders like Catholic Henry Cardinal Manning and Anglican Archbishop Samuel Wilberforce. Also omitted is that some churches including the Catholic Church eventually accepted evolution as God’s mechanism while believing that God was the sole creator of man.

http://www.pewforum.org/2009/02/04/darwin- and-his-theory-of-evolution/

232. Chap 25. 19th Century European Culture. Overview. Social Darwinism. Para 2, Lines 9-10

Social Darwinism was also used to explain the policies associated with the spread of European imperialism to Africa and Asia during the late 19th century.

HT Omitted are the other policies causing the spread of European imperialism in Africa and Asia. These included British and American missionary establishment of thousands of schools in Asia and Africa and British military and navy terminating the Atlantic slave trade.

Stark, op.cit. p. 357233. Chap 25. 19th Century

European Culture. Essay. 19th Century European Literature. Romanticism Para 2. Whole Paragraph

The entire paragraph is about Goethe, Wordsworth, Byron, Keats, Scott, Dumas and Hugo. It gives a line or 2 for each and the name of a few literary works.

OF Only Victor Hugo of all these authors is mentioned in the Notables section, and only a phrase about any of their works.

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234. Chap 25. 19th Century European Culture. Study Questions

[Many scientists, doctors, authors, painters and composers are mentioned and queried in the study questions and almost nowhere else]

OF Almost none of these notable people are mentioned in the Notables section. Any familiarity with them is left up to the student or the teacher.

235. Chap 25. 19th Century European Culture. Case Study. History. Line 3

In 1863, Edouard Manet submitted his iconic The Luncheon on the Grass,…

OF The word “iconic” is not in the Glossary.

236. Chap 25. 19th Century European Culture. Art. Austria Statues. Para 1. Lines 1-2

The two statues in the images are not ranked among the great achievements in European sculpture.

OF Several paragraphs discuss in detail the two statues, but the sculptors are never named. And if the statues are not among the great achievement in European sculpture, why include them; why not include examples that are ranked among the great achievements of European sculpture such as Michelangelo’s David, for example.

237. Chap 25. 19th Century European Culture. Art. The Harvest. Lines 1-2

The works of Vincent Van Gogh (1853-1890) are more an example of the art of France than of Holland in the late 19th century….

OF Van Gogh is not identified as a Hollander except by inference.

238. Chap 25. 19th Century European Culture. Art. Degas and Monet, Para 1, Lines 9-10

Impressionists emphasized what photography lacked -- color.

OF No explanation of why 19th century photography lacked color, when that is not true today.

239. Chap 25. 19th Century European Culture. The Essay Section, the Art Section and the Project Section

[All 3 of these sections define and re-define impressionism and post-impressionism and artists, with assorted additions and subtractions in meaning from one page to another.]

OF Missing is a single correlated discussion of the various facets of Impressionism and post-Impressionism and the artists’ techniques. Also missing is a correlated discussion of each artist.

Concerns:

This textbook is very one-sided in its belief of the theory of evolution. Complete one-sided description of the “Theory” of Evolution. [I, Karin Gililland, wish to insert here an opinion on evolution as described by Mr. Stephen C. Meyer, author of “Darwin’s Doubt” -----“The extent of the disparity between popular representations of the status of the theory and its actual status, as indicated in the peer-reviewed technical journals, came home to me with particular poignancy as I was preparing to testify before the Texas

State Board of Education in 2009. At the time the board was considering the adoption of a provision in its science education standards that would encourage teachers to inform students of both the strengths and weaknesses of scientific theories. This provision had become a political hot potato after several groups asserted that “teaching strengths and weaknesses" were code words for biblical creationism or for removing the teaching of the theory of evolution from the curriculum. Nevertheless, after defenders of the provision

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insisted that it neither sanctioned teaching creationism nor censored evolutionary theory; opponents of the provision shifted their ground. They attacked the provision by insisting that there was no need to consider weaknesses in modern evolutionary theory because, as Eugenie Scott, spokeswoman for the National Center for Science Education, insisted in The Dallas Morning News, “There are no weaknesses in the theory of evolution.” At the same time, I (Mr. Meyer) was preparing a binder of one hundred peer-reviewed scientific articles in which biologists described significant problems with the theory – a binder later presented to the board during my testimony. So I knew – unequivocally – that Dr. Scott was misrepresenting the status of scientific opinion about the theory in the relevant scientific literature. I also knew that her attempts to prevent students from hearing about significant problems with evolutionary theory would have likely made Charles Darwin himself uncomfortable. In On the Origin of species, Darwin openly acknowledged important weaknesses in his theory and professed his own doubts about key aspects of it. Yet today’s public defenders of a Darwin-only science curriculum apparently do not want these, or any other scientific doubts about contemporary Darwinian theory, reported to students.”

Textbook also has extensive use of the word “Palestine”. There is no country of Palestine and the country of Israel did not exist until 1948. The Romans referred to that part of the world as the land of the Philistines. The correct terms are Samaria and Judea to describe what is now Israel and the West Bank.

The word “capitalist” and/or “capitalism” are used through-out the text book. There is no definition in the glossary of the text book. Capitalism was defined in 1948 yet the text book refers to people as capitalists throughout history. It appears to be used as a demeaning form of economy and is misleading to the student without a good definition of it.

Instead of presenting stories of World History in the “Overview”, the stories are presented in the “Chronology”, “Glossary” and “Notable People” sections, where not much in-depth information can be placed. As a student I am led to believe a very one-sided description of world history. The fact that this textbook is not an actual book also complicates getting to certain references. The way words are referenced, the student is sent to other sites who maintain the same bias as the textbook.

For a textbook to challenge beliefs instead of presenting facts is a misstep in the teaching of our children. This is a World History book which should take every opportunity to find the most up-to-date facts possible so our children in this wonderful country we call America, have the chance to learn from mistakes made in the past. There is no excuse for Ego’s to get involved with History. How many times can a person be lied to before they no longer trust the person speaking? This book is propaganda to the young minds in America. America is the Greatest Country that ever existed. An American textbook needs to put pride in our children as is their right. History should and must reflect the positive as well as the negative and allow our children to dream and open their minds to wonderful and new opportunities. Our forefathers were great thinkers who through their faith established a foundation for the American “Way” of life. I don’t see people flocking to Russia, or Arabia, or Africa. I see people flocking to America! Our values are what make us great. And the author of this textbook leads the reader to de-value the Good in America. This country is about “We the People" so we can become BETTER! I am a Proud American and I respect the laws of this country given to us through our Constitution. Because of our Constitution and because we are a Republic, these laws cannot be changed without the consent of the ENTIRE NATION. My children will be taught the same respect. I would not recommend this textbook to the American Classroom.

Karin Gililland, TTT Volunteer Reviewer & Texas Citizen

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? Words introduced in the overview are not

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For example, on comparative government are terms such as monarchy, oligarchy, democracy, socialism, fascism, and communism presented?

found in the Glossary This is a book for US Students and the Constitution of the US is not included. America is a Constitutional Republic not a democracy.

2. Are the captions under pictures factual? How does one prove the picture of an arrowhead is from the Neolithic period?

3. Are the charts and graphs relevant to the topic being presented? In a biased sort of way

4. Are the maps accurate and relevant to the topic? yes

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

Adequate and accurate material is not provided.

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

Very one-sided presentation of Evolution and Christianity.

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? *

Students are led in one direction. That of the author.

8. Does the textbook have a Glossary? Are key terms included and defined? Many missing definitions

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

Timelines are inaccurate and biased

Evaluations based on templateChoices Explanations Yes No

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1. This text has minor changes that need to be made

2. This text has a moderate number of changes

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

4. This book is so flawed that it is not recommended for adoption. Very biased and leading textbook. This is America not Arabia

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