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Truth in Texas Textbooks ReviewPublisher/Publication/Year: Worldview/World History Semester B/2015Editor: Dr. Amy Jo Baker; Editor/Consultant: Dr. Sandra AlfonsiProblem: 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 #QuoteProblemFact & Source COUNT() \# "0" Chapter 1Impact of NationalismOverviewThe Effects of the Congress of ViennaPar 1 Line 3The political rearrangement of Europe, made by the Congress of Vienna in 1815, was implemented without regard to nationalism. At first, this new order was maintained by the monarchs working together to suppress democratic and nationalist revolutionary movements. However, the failure of most of these revolutions from 1830 to 1848 did not end the impact of nationalism in Europe.FEThis entire chapter depends on your definition of Nationalism.Nazi Germany was the “Nationalist” movement that History should never forget.There was regard to nationalism as there was major reshaping of interior borders.The Congress of Vienna was held from September of 1814 to June of 1815. After the downfall of Napoleon Bonaparte, this international conference was called to create a balance among the European powers in such a way so as to prevent future wars and maintain peace and stability on the European continent. The means of achieving this goal would be through a major reshaping of European interior borders. 1Impact of NationalismOverviewThe Effects of the Congress of ViennaPar 1 Line 6 At first, this new order was maintained by the monarchs working together to suppress democratic and nationalist revolutionary movements. However, the failure of most of these revolutions from 1830 to 1848 did not end the impact of nationalism in Europe.OFWhat democratic and nationalist movements?What “impact of nationalism” in Europe?Chapter 1OverviewThe Effects of the Congress of ViennaPar 1 Line 7However, the failure of most of these revolutions from 1830 to 1848 did not end the impact of nationalism in Europe. Ethnic minorities continued to resent their oppression by the dominant ruling groups in the autocratic Russian, Austrian, and Ottoman Empires.OFThe goal of the congress was to re-establish a balance of power among the countries of Europe and have peace between the nations. The Congress proved to be highly successful in achieving its goal, for the peace in Europe was left almost undisturbed for nearly 40 years.The powers believed that if each was as strong as one another, no power would dare to start wars, and there would be peace. 1OverviewThe Effects of the Congress of ViennaPar 2 Line 3But it took almost a century after the Congress of Vienna for Norway to become independent in a peaceful separation from Sweden. The people of Finland and Poland had to wait until after World War I before they were finally able to satisfy their nationalist yearnings to be free from the Russian Empire.BRemove the words “But”, “had to” and “finally” They reflect the personal interpretation of the author. Instead: It took almost… The people of Finland and Poland waited until after World War I before they were able to satisfy their nationalist….The author seems to be attempting to invent ways to use the word “nationalist”.Chapter 1OverviewUnification of GermanyPar 2 Line 1German unification was brought about by the shrewd actions of Otto von Bismarck, the chief minister of Prussia. Bismarck, an aristocrat who despised democracy, planned to unify Germany under Prussia's king.OFAnd he actually dominated European affairs for decades through his brilliant and ruthless implementation of realpolitik, a system of politics based on practical, and not necessarily moral, considerations. 1OverviewUnification of GermanyPar 2 Line 11The German Empire, an autocracy formed by war in the 19th century, retained a strong militaristic and anti-democratic tradition, which paved the way for the development of Nazism in the 20th century. HTNot clear on the direction of the author’s statements. He begins this section on Unification of Germany and the opening sentence says “German unification was brought about by…”In closing this section we learn the “way was paved” for the development of Nazism.Calling Nazism a form of unification is disturbing as well as misleading.Chapter 1OverviewUnification of ItalyPar 1 Line 6military leader Garibaldi planned for a united Italy as a democratic republic.OFNo definition in Glossary of “democratic republic”Chapter 1OverviewUnification of ItalyPar 1 Line 24However, Italy was ruled by an ineffective government that failed to bring about the hopes of many Italians for a politically and economically strong nation.OF“ineffective”, “hopes of many” do not represent facts.The sentence would be acceptable as “Italy was ruled by an ineffective government that failed to unite Italy into apolitically and economically strong nation.Chapter 1OverviewNationalism in Eastern EuropePar 2 Line 4Nationalism found more successful expression in the southern part of Eastern Europe as Serbia, Romania, Montenegro, and Bulgaria became independent of the Ottoman Empire. The struggles among the new nations of the Balkans helped to bring about World War I. The creation of new nations left many people dissatisfied because the nature of population distribution in Eastern Europe inevitably left some ethnic groups as minorities in a nation controlled by a different, and sometimes hostile, dominant nationality.OFWhat struggles?“many” people does not represent factsThere will always be minorities in every society.Too many adjectives with no facts to back them up.Chapter 1OverviewNationalism in Eastern EuropePar 3The tragedy of European nationalism in the second half of the 19th century was that nationalism found its expression through leaders who rejected democratic government. By the beginning of the 20th century, central and eastern Europe were dominated by recently created autocratic governments. Minorities were suppressed and the governments sought more territory, even if it meant controlling additional ethnic groups. HT, OFNo facts to explain “The tragedy of European nationalism.”Nationalism found its expression through leaders who rejected democratic government” What does this mean?Chapter 1GlossaryNationalismnationalismthe sense of unity and identity held by an ethnic group with a common culture, history, and language, often expressed by the desire of a group for self-government; patriotism or loyalty to the nation.HTThere are four core debates which permeate the study of nations and nationalism. First among these is the question of how to define the terms "nation" and "nationalism." Second, scholars argue about when nations first appeared. Academics have suggested a variety of time frames, including (but not limited to!) the following:Nationalists argue that nations are timeless phenomena. When man climbed out of the primordial slime, he immediately set about creating nations. The next major school of thought is that of the perennialists who argue that nations have been around for a very long time, though they take different shapes at different points in history.While postmodernists and Marxists also play in the larger debates surrounding this topic, the modernization school is perhaps the most prevalent scholarly argument at the moment. These scholars see nations as entirely modern and constructed. It should not be surprising that the third major debate centers on how nations and nationalism developed. If nations are naturally occurring, then there is little reason to explain the birth of nations. On the other hand, if one sees nations as constructed, then it is important to be able to explain why and how nations developed. Finally, many of the original "classic" texts on nationalism have focused on European nationalism at the expense of non-western experiences. This has sparked a debate about whether nationalism developed on its own in places like China, or whether it merely spread to non-western countries from Europe.’s response: The glossary term has been revised to include the information suggested by the commentator.Chapter 1Case StudiesLegacyPar 2 Line 2At the same time, the Congress of Vienna has come under heavy criticism for some of its solutions. While the Final Act was worked out diplomatically, it was negotiated by leaders who did not necessarily have the best interests of the people of Europe at heart. It ignored nationalist movements and redrew Europe's borders to satisfy the political demands of leaders rather than take into account the homes of ethnic groups.OFOpinion of author.No facts to allow the student to make their own opinions. Chapter 1Case StudiesQuestion #3What are some of the praises and criticisms of the Congress of Vienna?OFReviewer found 1 praise and 6 criticisms in the text.No facts were presented in either caseChapter 1Graphs & ChartsEmigration from Europe, 1846-1932HeadingEmigration from Europe, 1846-1932OFNo definition in the Glossary for either Immigration or Emigration.Chapter 1Graphs & ChartsEmigration from Europe, 1846-1932ChartThis chart has a column that says “Country of Emigration” and a column that says “Total in thousands”. OFThe time-frame of this chart includes 1846-1932America took in more than 30 million immigrants during the Age of Mass Migration (1850-1913), a period when the country had open borders.After the depression of the 1890s, immigration jumped from a low of 3.5 million in that decade to a high of 9 million in the first decade of the new century. 1Graphs & ChartsEmigration from Europe, 1846-1932Many people emigrated from Europe between 1846 and 1932 because of dissatisfaction with political or economic conditions in their native lands.HTThe reasons these new immigrants made the journey to America differed little from those of their predecessors. Escaping religious, racial, and political persecution, or seeking relief from a lack of economic opportunity or famine still pushed many immigrants out of their homelands. 1Graphs & ChartsEmigration from Europe, 1846-1932Par 3 Line 1American industrialists recruited Europeans, especially Italians and Slavs from the Austro-Hungarian Empire, to emigrate to work in factories for low pay and for long hours in return for paying their ship fare.FEAuthor makes it appear that Italians were sought out for employment.Many were pulled here by contract labor agreements offered by recruiting agents, known as padrones to Italian and Greek laborers. Hungarians, Poles, Slovaks, Bohemians, and Italians flocked to the coal mines or steel mills, Greeks preferred the textile mills, Russian and Polish Jews worked the needle trades or pushcart markets of New York. 2Changing Political RelationshipsOverviewAttacks on the Ottoman EmpirePar 1 Line 6The Ottoman Empire was known as "the sick man of Europe" because it was disrupted by nationalist uprisings and misruled by a corrupt, inefficient government.OFNo explanation is given to the name “the Sick Man of Europe.” Because it slowly lost the majority of its territory, the Ottoman Empire was known as the "Sick Man?of Europe."? facts explaining who the corrupt, inefficient government was and what their beliefs were.Only in the 16th century did the Muslims take over.It was established by a tribe of Oghuz Turks in western Anatolia and ruled by the Osmanl? dynasty. In diplomatic circles it was often referred to as the Sublime Porte or simply as the Porte, from the French translation of the Ottoman name B?b-i-?l? "high gate", due to the greeting ceremony the sultan held for foreign ambassadors at the Palace Gate. This has also been interpreted as referring to the Empire's position as gateway between Europe and Asia. In its day, the Ottoman Empire was also commonly referred to as the Turkish Empire or Turkey, though it should not be confused with the modern nation-state of that name.From 1517 onwards, the Ottoman Sultan was also the Caliph of Islam, and the Ottoman Empire was from 1517 until 1922 (or 1924) synonymous with the Caliphate, the Islamic State. In 1453, after the Ottomans captured Constantinople (modern ?stanbul) from the Byzantine Empire, it became the Ottoman capital. Following World War I, during which most of its territories were captured by the Allies, Ottoman elites established modern Turkey during the Turkish War of Independence. 2Changing Political RelationshipsOverviewAttacks on the Ottoman EmpirePar 4 Line 8-11The weakness of the Ottoman Empire continued to be seen as nationalist uprisings persisted in its remaining Balkan territory and European imperialist powers acquired additional colonies in North Africa.OFNo explanation as to what the Nationalist uprisings were about?Chapter 2OverviewFrance as Empire and RepublicPar 2 Lines 1-4Napoleon III was humiliated by the Maximilian Affair when he sent an army to Mexico to install a puppet regime while the United States was fighting the Civil War. When the United States sent troops to the Mexican border, Napoleon III removed the French troops and Maximilian's regime collapsed.B, OFThe textbook omits the fact that when the United States sent troops to the Mexican border, the United States won the war!Less than one sentence describing the Mexican-American war?No mention of Sam Houston in this overview or in Notable People.Chapter 2Case StudyThe Communist ManifestoThe Position of the Communists in relation….Entire ParagraphThe last section of "The Communist Manifesto" is by far the shortest, though it deals with practical matters rather than theory. It looks at various areas across Europe that are experiencing social upheaval, at least in part because of economic turmoil. It examines those events and presents the Communist perspective. The Manifesto ends with what became the rallying cry for Communists for over a century to come: "Working Men of All Countries, Unite!OF/HTNo mention that Communism has failed miserably throughout history.The poor never gain freedom, they only exchange masters. No-where is this brought forward with more glaring truth under the many failed communist regimes. Working for a capitalist the poor has at least a swing at riches, but under a communist regime none, except the Communist elite further murder and pillage the poor who are already dazed by a revolution paid for by their blood for the new masters. Marx had an idea, but the idea was not to set the poor free, but to further enslave them. Chapter 2DocumentsIntroductionPar 4 Line 1-5The "Communist Manifesto" was widely read and led to the formation of communist parties in almost every industrialized nation in Europe as well as the Americas. The conflict between the supporters of Marxist socialism and free-enterprise capitalism would shape world events for the next 150 years.OFThe student gets to learn about the Communist Manifesto in “Case Study” in this chapter and now again in “Documents”.No mention or comparison to the United States ConstitutionKarl Marx wrote this in 1848. 150 years later puts it at 2000. How does socialism and communism “shape world events” today?Chapter 2GlossaryTriple EntenteTriple Ententea friendly association of Russia, France, and Great Britain to oppose the Triple Alliance; established in 1907 when Russia and Great Britain arrived at an understanding to complete the circle of friendly relations begun with the Dual Entente in 1894 and the Entente Cordiale in 1904.OF/B“Friendly” does not represent facts.“Complete the circle of friendly relations” does not represent facts.Chapter 3Nineteenth Century ChinaOverviewUnequal TreatiesPar 1 Lines 1-5Following the victory, Britain forced China to sign the Treaty of Nanjing (1842). Under the terms of this treaty, China agreed to pay for the destroyed opium, gave the island port of Hong Kong to Britain, opened five treaty ports, removed many restrictions on trade, and denied the Chinese the right to set tariffs. In 1844, the United States took advantage of China's instability and negotiated the Treaty of Wanghia, which granted similar trading privileges to American nationals.OF/BHow did the United States take advantage of China?No definition of American nationals.Chapter 3OverviewSpheres of InfluencePar 3 Line 3By the late 19th century, the United States (which lacked a sphere of influence) grew concerned about reaping its share of the lucrative profits to be made from the China trade. In 1899 and 1900, American Secretary of State issued the two "Open Door" notes. Together, these notes demanded that the European powers and Japan should not use their "spheres of influence" to deny other countries the economic benefits of free trade in that area; rather, the U.S. called for "open" trading opportunities to all countries in all areas of China.OFOmitted is that the US lack of influence resulted from the fact that it did not have colonies.“Reaping its share” and “lucrative profits” do not represent facts.Omission of the name of the secretary of State that issued the “Open Door” notes.Chapter 3OverviewSpheres of InfluencePar 4 Line 8At the same time, the continuing foreign interference in China's affairs contributed to the rapid rise of nationalism and anti-foreign sentiment by the late 19th century and into the 20th. OFChina had just lost a war. What continued foreign interference in China’s affairs?Chapter 3Case StudyIntroductionPar 1 Line 3-5Indeed, the Boxers believed that their physical prowess and faith would allow them to receive spiritual help to drive foreigners from China. They blamed foreigners not only for the negative effects of imperialism but also for the natural disasters that had occurred since foreigners had been in China.OFWhat “faith” are we discussing here?Chapter 3DocumentsBoxer ProtocolArticlesBoxer ProtocolArticle I: 1) By an Imperial Edict of the 9th June last, Tsai-feng, Prince of the First Rank, Ch'un, was appointed Ambassador of His Majesty the Emperor of China, and directed in that capacity to convey to His Majesty the German Emperor the expression of the regrets of His Majesty the Emperor of China and of the Chinese Government at the assassination of his Excellency the late Baron von Ketteler, German Minister.OFA list of the Articles of the Boxer Protocol are included here, but Articles III, VIII and IX have been omitted for some reason.Chapter 3DocumentsTreaty of NanjingIntroductionParagraph 1Chinese officials protested the importation of this dangerous drug into their country, but Great Britain refused to halt the lucrative trade. This led to a conflict known as the Opium War between China and Great Britain. The Treaty of Nanjing, signed in 1842, ended this conflict. It was the first of a series of "unequal" treaties signed between China and various European powers. The treaties are referred to as unequal treaties because, in each case, China gave up more than it gained.OFChina lost and was forced to give up sovereignty and so named the treaties unequal. fundamental purpose of the treaty was to change the framework of foreign trade which had been in force since 1760 (Canton System). The treaty abolished the monopoly of the Thirteen Factories on foreign trade (Article V) in Canton and instead five ports were opened for trade, 3ArtChina ArchitecturePara 1Built in 1651, Tiananmen Square has a storied history. On May 4, 1919, thousands of students from Peking (Beijing) University and other schools gathered in Tiananmen Square to protest the government's signing of the Treaty of Versailles.OFTreaty of Versailles, signed on 28 June 1919 by Germany and the Allied powers at the Palace of Versailles.? A sizeable document, the treaty featured some 440 Articles, with the addition of numerous Annexes. 3ArtChina Architecture[This title of this entire section does not explain that the subject is the Architecture of Tiananmen Square. The text is all about the history of the square. There is no discussion of the actual architecture of the building. OFThis is a misleading way to discuss architecture by not discussing it at all. The political riots in Tiananmen Square should be discussed in the text. There are many other examples of Chinese art and architecture which could be included to give students an idea of Chinese art. Chapter 3ArtPeople of China[The whole section is supposed to be about art, not women under communism, which it is. The only picture shown is a photograph. There is no discussion of photographic technique. FEThis picture and lack of description has nothing to do with art.Chapter 3ProjectsStereotypes in CartoonsIntroductionPar 1 Line 6Bias is the inclination to see things from a certain point of view that prevents the unprejudiced consideration of an issue. When you read a document, it is important to know who wrote the document, why it was written, what were his or her personal beliefs, and what did he or she hope to gain from it. In order to overcome the harmful effects of stereotypes, it is important to be able to identify stereotypes and how they develop. By examining individual and societal biases, historians try to understand how stereotypes emerge, what effects they have had on the people being stereotyped and those doing the stereotyping, and on society in general.!!Great definition found in projects!Chapter 3ProjectsStereotypes in CartoonsQuestion 1The accompanying cartoon taken from a 19th century Californian newspaper reflects that animosity. Please examine the cartoon carefully, then answer the following questions:Why does the cartoon depict either a stereotype or bias?OF/BThe stated question leads students to limited answers. It should be re-written to ask what animosity does this cartoon depict, and why?A stereotype is a form of bias.Chapter 4Meiji RestorationOverviewReasons for ExpansionPar 1 Lines 1-4Today the term imperialism has a negative connotation. At the turn of the 20th century, however, imperialism carried no such connotation. In fact, controlling or conquering another country not only brought prestige and wealth, but was also a sign of power and modernization. From the Japanese perspective, expansion into East Asia was essential;OF/BWhy does the term imperialism have a negative connotation?Controlling and conquering another country is NOT a trait for the American student to see as good!? Chapter 4OverviewFirst Sino-Japanese WarPar 1 Line 4The First Sino-Japanese War started soon after Chinese and Japanese forces entered Korea to put down a rebellion. Western observers doubted the progress of Japan's modernization efforts and incorrectly expected China to emerge victorious. As a result of the Treaty of Shimonoseki, Japan received a huge indemnity:HT, OFWhat Western observers?“Doubted the progress of Japan’s modernization efforts” does not represent facts.Is “modernization efforts” 2 new words for WAR?Chapter 4OverviewFirst Sino-Japanese WarPar 1 Line 11-endIn order to end the war, Japanese leaders asked President Theodore Roosevelt to mediate a settlement. As a result of the Treaty of Portsmouth, Japan gained rights in the Laiodong peninsula (including Port Arthur), control of the Chinese Eastern Railway, the withdrawal of Russian troops from Manchuria, the southern half of the island of Sakhalin, and control of Korea. Japan's victory in the Russo-Japanese War stunned the West, unaccustomed to seeing a non-Western nation defeating a Western nation. In 1910, Japan annexed Korea thus formalizing its dominance. Western powers such as Britain and the United States began to fear that Japanese expansion might threaten their own commercial interests in East Asia.OFIn the 1st sentence Theodore Roosevelt mediates a settlement for Japan to end the war.“stunned the west” does not represent facts.If the U.S. mediated a settlement, why would they fear expansion of Japan?What were the commercial interests of Britain and the US?Chapter 4OverviewRacial relations between the United States and JapanPar 1 Lines 1-4Japan's relations with the West were not only muddled by conflicting political objectives and commercial policies in East Asia, but complicated by issues of race as well. In the United States, widespread anti-Asian sentiments plagued U.S.-Japanese relations by the early 20th century. After enacting legislation that denied the entry of Chinese immigrants into the country, the United States sought similar restrictions on Japanese immigration. Further antagonizing the Japanese, the San Francisco school district moved to segregate Japanese children from white children attending public schools.OF“Muddled by conflicting political objectives and commercial policies” does not represent facts.Author implies there was NO reason for the U.S. to have anti-Asian sentiments except that it was a racial issue.Chapter 4OverviewRacial relations between the United States and JapanPar 4 Lines 1-endThe crisis reminded Japan that despite its impressive economic, diplomatic, and military accomplishments since the Meiji Restoration, the Japanese were still largely viewed as a "lesser" race; the eventual passage of legislation in 1924 which virtually cut-off Japanese (as well as other Asian) immigration further reinforced this belief.B/OFViewed as a “lesser” race by whom?Does this author know about “big boy” pants?So, let’s get this straight. Japan had done nothing wrong and people were leaving Japan for no apparent reason, to come to the US to live and take American jobs away from Americans and Americans were bullies because they didn’t want them here?Chapter 4Graphs/ChartsJapanese Foreign TradePara 1 Lines 1-5The 1854 Treaty of Kanagawa, signed by the United States and Japan, was the first in a series of unequal treaties that Japan signed with the West. The unequal treaties limited Japan's autonomy by denying Japan the right to set tariff rates and to prosecute Westerners who committed crimes. These treaties played an important part in the events leading up to the fall of the Tokugawa and the Meiji Restoration.B/OFIf the treaty was so bad for Japan, why did they sign it?No facts to explain how “these treaties” lead to the fall of the Tokugawa and the Meiji Restoration.Author implies, once again, that the United States was somehow at fault here.Chapter 4EssaysJapanese Turning point: 1945Question #Write an essay explaining why the year 1945 has proven to be a pivotal point in Japanese history.B. OFNo mention of Japan attacking the U.S. at Pearl Harbor anywhere in this chapter.Chap.5, Overview. Political, Economic, and Social Democracy, Para 2, Lines 9-11Republics that had done away with a monarchy chose a president as the chief of state to serve in the same unifying, symbolic role as a monarch. FEParagraph is about the parliamentary system of government. The word “republics” is used erroneously in defining a parliamentary system., Overview. Political, Economic, and Social Democracy. Para 3, Lines 1-3Democracy most commonly refers to a political system of government by elected representatives, which guarantees its citizens the right to vote, protects civil liberties, and provides justice.[Note: Underlining is done by reviewer to show parts of quote being discussed.]HTDemocracy, literally people power, cannot provide justice… 5, Overview. Political, Economic, and Social Democracy. Para 3. Lines 3-5Political democracy is seen by many as the means to achieve the equally important goals of social democracy (the right to an education, equality, and freedom from discrimination) and economic democracy (the right to choose the type of employment, to own property, and to be guaranteed a reasonable wage and financial security).[Note: Underlining is done by reviewer to show parts of quote being discussed, and will be used during review where indicated.]BFEThe first part of this quote is an opinion, not fact, that the goals of social and economic democracy are equally important as those of political democracy.The last part of the quote is both contradictory and erroneous. Choosing employment and owning property are characteristics of individual liberty and free markets, i.e. political democracy. Guarantees of wages and financial security are traits of regulated markets. The text omits that “economic democracy” is a recently coined phrase with no commonly accepted definition. Here are links to socialist and communist definitions of economic democracy. capitalist definition is that “economic democracy refers to a society in which all persons have equal rights to work, produce, invest, and buy and sell in a free market. This definition is found at this link: 5,Glossary, economic democracyeconomic democracya society which allows workers to form labor unions and guarantees a fair wage for work done under reasonable working conditions; guarantees a reasonable level of financial security for people who are ill, injured, unemployed, or elderly.FERefer to definition above.Definition does not distinguish between economic democracy and socialism, as defined at this link. 5. Overview and GlossaryOF[There is no definition of democracy or the difference between direct democracy and a democratic republic.]Chap 5. Overview. Status of Democracy in Other Nations of Europe. Para 2, Lines 1-2Bismarck had governed as virtual dictator of Germany dominating the Kaiser and the parliament. OFThere is no mention of Bismarck’s full name, title, elevation of the role of Prussia to that of one of the most powerful states in Europe.There is no mention that his dismissal was called “Dropping the Pilot” and that many politicians felt he could have averted World War I if he were still in power.“The "dropping of the pilot" and the setting of a "new course" in 1890 signified the end of an era, a watershed in modern German history. Many contemporaries looked back upon Bismarck's dismissal as a tragic mistake, believing that he would have avoided the foreign policy blunders that plunged the German Empire into the disaster of World War I.” Chap 5. Notables. Bismarck.[Bismarck is defined in the Glossary in a cursory way with the omission of the presumed consequences of his dismissal]OFDocumentation is the same as that for the above item.Chap 5. Overview. Status of Democracy in North America. United States. Slavery. Lines 1-4William Lloyd Garrison, the publisher of the "Liberator," was a leader in the anti-slavery movement. Sojourner Truth and Frederick Douglass (former slaves) were leading abolitionists.OFThere is limited or no description of these men and they are not mentioned in the Notables section.Chap 5. Overview. Status of Democracy in North America. United States. Slavery. Lines 4-6Following the election of Abraham Lincoln as president of the United States in 1860, Southern states seceded from the Union. This event helped bring about the Civil War (1861-1865). OFGives student false impression that Lincoln’s election was a major cause of the war.If the authors discuss cause, students need to understand that abolitionism, dependence on trade with Britain and economic differences between an industrialized North and agricultural South were significant causes.This link gives causes of the war. 5. Overview. Status of Democracy in North America. United States. Slavery, Education, Women’s rights and Other Reforms. Para 1-2.[Paragraphs 1 and 2 mention Horace Mann, Dorothea Dix, Elizabeth Cady Stanton, Susan B Anthony and Sojourner Truth without saying anything substantial about each person. They are also not in the Notables section]OFStudents will not remember names listed in passing unless enough information is given to make the people come alive.Chap 5. Overview. Status of Democracy in North America. United States. Slavery, Education, Women’s rights and Other Reforms. Para 3Further evidence of the growth of democracy included the growth of labor unions and bans on child labor, as well as the establishment of laws regulating working conditions, monopolies, and the civil service.[Note. please remember that underlining is reviewer’s]HT or inaccurate word choice of democracyDemocracy is used improperly to describe the results of regulations. It has little relation to the civil service.Democracy is a political system in which the rule of law is applied equally and fairly to all citizens 5. Overview. Status of Democracy in North America. Mexico. Para 1. Lines 1-2The American and French Revolutions, and Napoleon's occupation of Spain in 1808, encouraged those leaders who believed independence would solve Mexico's problems. OFConfusing word choice to write about particular leaders without mentioning any. Chap 5. Overview. Status of Democracy in North America. Mexico. Para 2, Lines 1-3After the Wars for Independence a number of groups, including Native Americans, middle-class merchants, religious leaders, and the elites struggled to control the future path of Mexico. OF, BThere is no definition of a Mexican elite, or how one of them differs from a merchant or religious leader.If the authors are referencing large landholders they are showing bias against those who provide employment and agricultural products for Mexico.Chap 5. Overview. Status of Democracy in North America. Mexico. Para 2, Lines 3-6Among white Mexicans, some wanted to create a monarchy, others wanted a democratic republic.Some wanted to preserve the prestige and power of the old colonial elites and the Catholic Church. Others wanted to create a modern, more egalitarian society.OFThe authors are ignoring the native American Mexicans and the mestizos.The student would better understand that all groups of Mexicans had different goals if the word “white” were omitted.Chap 5. Overview. Status of Democracy in North America. Mexico. La Reforma. the Whole ParagraphThe period of La Reforma was ushered in under the leadership of Benito Juarez who became president in 1861. Napoleon III attempted to subvert the Juarez reforms by sending French troops to Mexico and setting up the Austrian Archduke Maximilian as emperor in 1863. After four years of fighting, Maximilian was captured and executed in 1867, forcing the French troops to withdraw. During Juarez's tenure the constitution was revised, the military lost much of its power, and the Church lost many of its special privileges. The Church was forced to sell land to the peasants. The principle of separation of church and state was agreed upon.OFThis whole paragraph is a confusion of the Juarez Presidency and the French occupation of Mexico.Omitted is explanation of how the French came to be in Mexico.Omitted is any mention of Pancho Villa, one of the famous Revolutionary leaders. are noted accomplishments of Juarez. See below quote.“Benito Juarez is considered one of Mexico's greatest and most beloved leaders. During his political career he helped to institute a series of liberal reforms that were embodied into the new constitution of 1857. During the French occupation of Mexico, Juarez refused to accept the rule of the Monarchy or any other foreign nation, and helped to establish Mexico as a constitutional democracy. He also promoted equal rights for the Indian population,…”The above quote comes from this link: 5. Overview. Status of Democracy in North America. Mexico. 1910 Revolution. Para 2. Lines 1-2In 1917, Venustiano Carranza was elected president and a new constitution was enacted.OFThe previous paragraph is about the Revolution and civil war. There is no mention of which side won, who elected Carranza and who had the power to enact a constitution.Chap 5. Essay. Advances in Democracy. Autocratic Germany Provides Economic Democracy)Germany provided a limited form of economic democracy. German workers were given economic security by being provided with old age pensions and a guaranteed income in case of illness, disability, and unemployment.FEEconomic democracy is wrongly equated with economic security.“economic democracy refers to a society in which all persons have equal rights to work, produce, invest, and buy and sell in a free market. This definition is found at this link: 5. Study Questions, Factual. # 18OF[Questions are asked about many people omitted from the Overview. To answer the question all a student needs to do is look up the person somewhere, find his fame and check a box. Then he can forget him. This method hardly contributes to learning.]Chap 5. Study Questions. Conceptual. # 13The Paris Commune was formed in France in 1871 to __________. OFOmitted in the Overview is any mention of a commune in Paris. As the word Commune was not a commune as understood today, more information on this topic is needed.The Paris Commune is often said to be the first example of working people taking power. For this reason it is a highly significant event, even though it is ignored in the French history curriculum. On March 18 1871, after France was defeated by Prussia in the Franco-Prussian war, the French government sent troops into Paris to try and take back the Parisian National Guard’s cannon before the people got hold of it. Much to the dismay of the French government, the citizens of Paris had got hold of them, and wouldn't give them up. The soldiers refused to fire on their own people and instead turned their weapons on their officers. 5. Study Questions. Conceptual. # 15,16[These are both about the Dreyfus Affair, which is not mentioned in the Overview. Neither is French anti-Semitism nor fears of communismmentioned]OFIn order for students to answer questions about French anti-Semitism and communism, they need to know what those ideas are in their historical context.Chap 5. Study Questions. Conceptual. # 20Thiers, MacMahon, and Gambetta were all associated with the government of __________. OFNot mentioned elsewhereChap 5. Study Questions.[There are many other study questions like the above examples referencing people and concepts not mentioned in the Overview]OFStudents will learn more if they read about the facts of history before they are quizzed on them. Chap 5. Case Study. The Durham Report. Aftermath. Lines 1-2Immigration from Britain to Canada was encouraged, but the establishment of responsible government did not occur until 1848.OFThere is no definition of a “responsible” government.Chap 5. Documents. Platt Amendment[Omitted in discussion of Platt Amendment is the lease of Guantanamo by Cuba to the US]OFThe authors say the Amendment allowed for the lease of military bases to the US. However, in light of the importance of Guantanamo, students would have a better understanding of the Amendment if they could relate it to its long-term impact. 5. Internet Project. Democracy. Background. Para 4, Line 1Economic democracy is a philosophy that focuses on redistributing the unequal distribution of money throughout a populationOF, BOmitted is that there are different definitions of economic democracy and that distributions of wealth by big government destroy the right to the fruits of one’s labor.This definition conflicts with the one that says “economic democracy refers to a society in which all persons have equal rights to work, produce, invest, and buy and sell in a free market.” This definition is found at this link: 5. Internet Project. Democracy. Background. Para 4,Lines 1-3The basic principal of economic democracy is to give economic decision-making power to the workers rather than to the relatively few employers.FEStudents are not told that this is a principal of pure communism after the state has withered away. It has nothing to do with a democratic form of government and confuses government with economics.Here are definitions from the Socialist Labor Party website: “Socialism means economic democracy. Instead of voting once every two or four years for politicians, workers would be making decisions every day where they work and in the field in which they are most qualified.”Here is another: “In socialist society there would be no wage system. Workers would receive the social value of their laborThese 2 definitions come from this link: 5. Internet Project. Democracy. Background. Para 4,Lines 3-4Economic democracy also seeks to fairly distribute the surplus produced by the economy, and to ensure fairness in both workplace management and income distribution. OFThere is no definition of “fairness”.There is also no definition of what people will “ensure” fairness and who will give them such authority.Chap 5. Internet Project. Democracy. Background. Para 4,Lines 2-3Today, a majority of European countries are governed by political democracies, and many elements of economic democracy have made their way into the staunchest of capitalist systems.OF, BThe student is led to believe that economic democracy as defined by the authors is the only definition and is a desirable outcome of political democracy. He is not taught that their definition of economic democracy is a controversial theory.Omitted is discussion of capitalist systems and of the rising standards of living for all people in free market economies. See Below for facts that could have been included to show the benefits of capitalist systems.The Economist?cited?capitalism?as a cause of the?decline of worldwide poverty. Sowell discussed the 1960’s War on Poverty to show that government handouts were not responsible for raising living standards. He wrote, “The economic rise of blacks began decades earlier, before any of the legislation and policies that are credited with producing that rise. The continuation of the rise of blacks out of poverty did not — repeat, did not — accelerate during the 1960s…. The poverty rate among black families fell from 87 percent in 1940 to 47 percent in 1960, during an era of virtually no major civil rights legislation or anti-poverty programs. It dropped another 17 percentage points during the decade of the 1960s and one percentage point during the 1970s,…” 5. Tutorial. Internet Research. How to Determine If an Internet Source Is Authoritative. Para 3, Lines 1-2In general, governments and international organizations are the most trustworthy [internet sources], followed by educational institutions (particularly colleges and universities). Next in reliability are large nonprofit organizations and corporations.OF or BUnsubstantiated opinion that the enumerated websites are the most trustworthy.Many researchers find that these sites are biased in favor of their own goals and funders.Omitted are websites of investigative reporters and syndicated columnists who present alternative viewpoints.Chapter 6Russia: Reform, Repression, and RevolutionOverviewSubtitle: Autocratic Russia in the 19th Century Para 1 Line 8The czar was easily able to put down the Decembrist uprising in 1825OFThe name of this czar was Nicholas I 6Russia: Reform, Repression, and RevolutionOverviewSubtitle: World War I and Revolution Para 1 Line 2Industrial development was encouraged by a capitalist, free enterprise policy.FEOmission of what a “capitalist free enterprise policy” is.The capitalist policy consisted of allowing foreign loans. The only free enterprise consisted of allowing limited peasant ownership of farmland.Factual statements would be that the Czar promoted heavy industrial progress under government control and with foreign loans, and that some peasants were allowed to own their own farms. 6Essays Subtitle: (November 1917 Revolution)Para 1 Lines 4-6Lenin returned to the capital, assumed leadership of revolutionaries opposed to the provisional government, and called for "peace, land, and bread."OFOmission of what Lenin did.He instituted socialist rule by force rather than peace, land or bread putting the country’s banks, factories, and farms under his rule.news/on-this-day/March-April-o8Chapter 6Russia: Reform, Repression, and RevolutionEssays Subtitle: (1905 Revolution)Para1 Lines 2-4The leaders were living abroad because their political activities were banned in Russia.OFNo explanation of what their “political activities” were that got them banned from Russia.Chap 7. European Imperialism in Africa and Asia. Overview. Reasons for European Imperialism, Para 1, Lines 7-10.Beginning in 1870, European nations moved rapidly to extend their control over almost all of Africa and in most of Asia. [underlining is Reviewer’s]FE“Much of Asia’ would be correct, not ‘most of Asia’“.Asia's population was too great, its civilization too firmly established for Europeans to rule it directly. The Europeans did establish control over seaports and trade. In places like India and Indonesia, Europeans ruled indirectly through their domination of the local aristocracy.” Below is source of above quote from SUNY, Suffolk, NY 7. European Imperialism in Africa and Asia. Overview. Reasons for European Imperialism, Para 2.Lines 6-7Investment opportunities in newly developing areas had a greater potential for large profits than if invested in the more stable domestic economies.OFThis statement appears to be unsubstantiated opinion.Chap 7. European Imperialism in Africa and Asia. Overview. Reasons for European Imperialism, Para 2. Lines 8-11The industrial middle class, who had gained greater influence in the governments in Europe, encouraged imperialist ventures to seize control in Africa and Asia. Industrialists believed that access to markets, natural resources, and investment opportunities would be more profitable if they did not have to compete with other nations.OFThis statement leads students to believe that the authors blame industrialists or capitalists for seizing Africa and Asia. Others besides “industrialists” supported colonialism and also free trade with other nations. “Dependent for growth on the continued expansion of world trade, it was the shipping, financial and commercial interests which defended classis free-trade doctrine against the questionings of steel producers or agriculturalists. In this period [after the 1870’s] these City Interests… made London the hub of the international multilateral trade system.” Tames, Richard. “Economy and Society in 19th Century Britain”. Result 16 of 21. p.88 7. European Imperialism in Africa and Asia. Overview. Reasons for European Imperialism, Para 3. Lines 1-2European nations justified imperialism-based economic and political motivations by claiming that they were acting for unselfish reasons. BThis statement assumes citizens or politicians hid their motives by pretending they were not selfish. A less-biased introductory sentence would say that Europeans had many different motives for imperialism. Chap 7. European Imperialism in Africa and Asia. Overview. Reasons for European Imperialism, Para 3. Lines 6-8The exploits in Africa of adventurers such as Richard Burton and Henry Stanley captured the imagination of the public in Europe and led to further European intrusion into the continent.OFSir Richard Burton, the Victorian explorer whose title is not mentioned, is not identified here or in the Notables section. Chap 7. European Imperialism in Africa and Asia. Overview. Extent of European Imperialism. Para 1, Lines 1-2Asia, though more developed and much more populous than Africa, was also mostly under European control in 1914OF“Mostly” is an exaggeration and discounts the effects of the Russo-Japanese War, return of Manchuria to China, independence of Tibet, independence of Mongolia during the Chinese Revolution and rise of the Chinese Nationalists. 7. European Imperialism in Africa and Asia. Overview.Extent of European Imperialism. Para 2. Lines 10-13The vast interior of China remained under the rule of the emperor; however, coastal cities were controlled by Great Britain, France, Germany, Portugal, Russia, and Japan and the emperor's rule was strongly influenced by the European delegations in Peking. FEBy 1914 [the date at the beginning of the paragraph] there was no Emperor.“?The Chinese people, being resentful of foreigners and dissatisfied with inability of the present government to throw them out, initiated the Revolution of 1911, replacing the Chinese 2000 year old imperial system with the Republic of China headed by?Sun Yat-sen. Here is the link for the above quote: 7. European Imperialism in Africa and Asia. Overview. Impact of Imperialism. Lines 4-9European imperialism had a beneficial impact by building railroads, port facilities, factories, and an educational system and a communications network in Africa and Asia. Western technology and medicine and the concepts of democracy and individual rights were introduced.OFMedicine and concepts of individual rights were more than just “introduced”. French doctors brought quinine from Peru to control the deadly malaria. Stark, Rodney. “How the West Won” p.359. ISI Books, Wilmington, DE. 2014.Missionaries worked to prevent female circumcision, male castration, female foot binding in China, burning widows on their husband’s funeral pyres in India and the stoning of rape victims.Stark, Rodney. “How the West Won” p.366. ISI Books, Wilmington, DE. 2014.Chap 7. European Imperialism in Africa and Asia. Overview. Impact of Imperialism. Lines 11-13Western diseases and vices were introduced, and traditional customs and beliefs were undermined. OF shows BOmitted is elimination or reduction of native vices. See references from row above.Omitted also is efforts of Christian missionaries to replace cannibalism.Chap 7. European Imperialism in Africa and Asia.Study Questions[Many people and events are not mentioned in Overview or sometimes in the Notables are quizzed in the Study Questions.]Will not mention this again because it is true of all chapters.Chap 7. European Imperialism in Africa and Asia.Documents. The Eye of Colonialism[The introduction to the document and the entire document of excerpts from Joseph Conrad’s “Heart of Darkness” show the brutality of Belgian rule in the Congo.]OFThis document leads students to believe only in Belgian brutality. Omitted is the establishment of the Democratic Republic of the Congo because of pressure brought by international outrage over abuse of the natives. 7. European Imperialism in Africa and Asia.Documents. The Ideas of Cecil Rhodes. Introduction. Para 2, Lines 6-8.A nation's failure to acquire colonies would show national weakness and allow other nations to conquer them.FEThis sentence is unsubstantiated opinion, with no stated causal relationship between lack of colonies allowing a nation to be conquered by those with them.Chap 7. European Imperialism in Africa and Asia.Documents. The Ideas of Cecil Rhodes. IntroductionOF[The entire text about Rhodes is critical, omitting mention of good he did, such as creating the Rhodes scholarships.]Chap 7. European Imperialism in Africa and Asia.Documents. The Mysterious White Man[The entire Introduction about the British and others in Africa and the selected Nigerian document omit any positive actions by the British.}OF, leads to BiasOmitted is the Slavery Abolition Act of 1833 as an example of positive British attitude towards colonialism.Chap 7. European Imperialism in Africa and Asia. Essays, East Asia's Experiences with European Imperialism during the 19th Century. The Tokugawa Seclusion Comes to an End(The Tokugawa Seclusion Comes to an End) Shortly after the establishment of the Tokugawa Shogunate in the early 17th century, the Tokugawa expelled foreign missionaries and traders. OFHalf of this long paragraph talks about the Tokugawa Shogunate without defining it, saying why it was important and identifying it as being in Japan. The foreigner then mentioned as colliding with the Shogunate was the American Commodore Perry, who had nothing to do with European imperialism.Chap 7. European Imperialism in Africa and Asia. Essays. Imperialism in Africa and Asia. Need for New Markets. Profits were declining as nations competed with each other to sell the products of their industries.[Above is talking about the late 1800’s]OFThe text over simplifies the causes of declining profits.There is no mention of the Panic of 1873 and the global decline of profits both within nations and amongst nations.Chap 7. European Imperialism in Africa and Asia. Essays. Middle Eastern Nationalism. (Nationalism Led to the Establishment of National States in the Middle East) Lines 11-13Jews realized their nationalist goal of a homeland in Palestine as the nation of Israel. FEThe time period of this entire section of the essay is after WWI and before WWII. There was no nation of Israel then. The correct statement is that the Jews had a homeland in the British Mandate 7. European Imperialism in Africa and Asia. Essays. Middle Eastern Nationalism. (Pan-Arabism Became a Goal of Nationalists) Lines 4-7The establishment of British and French mandates in Syria, Palestine, Transjordan, Iraq, and Lebanon ended the hopes of Arabs who had fought against the Turks and wanted to revive an Arab empire in the Middle East.HTArabs had fought with the British against the Turks because of promises that they would be awarded their own kingdoms, not because of an Arab Empire.When the promises were broken, “The supposed unity was nothing but a response to an imperialist enemy.” 7. European Imperialism in Africa and Asia. Project. Suez Canal. Para 1. Lines 4-6Great Britain retained control until Egypt nationalized the canal in 1956. After it nationalized the canal, Egypt refused to allow Israel to use the canal, which heightened tensions until a peace treaty between the two nations was signed in 1979.OF and HTOmitted is mention of the 1967 and 1973 wars which are glossed over as “heightened tensions”.Omitted in the text about nationalizing the Suez Canal is discussion of the Cold War crisis it triggered. 7. European Imperialism in Africa and Asia. Internet Project. Response to Western Imperialism.Background. Para 2. Lines 4-6Europe's booming economy created an abundance of capital for investment, especially as the untested, developing markets had a much higher potential for large profits than stable, European economies.[Underlining is reviewer’s]OFThis statement appears to be unsubstantiated opinion. The fact that developing markets were untested proves that it was difficult to predict that profits would be high.A more accurate statement would say that the abundance of European capital for investment led entrepreneurs to seek opportunities in developing markets.Chap 7. European Imperialism in Africa and Asia. Internet Project. Response to Western Imperialism.Background. Para 5. Lines 2-3Western diseases often had horrendous effects. New vices were introduced,OFOmitted is that western medicine brought tremendous benefits in curing malaria, elephantiasis and other tropical diseases.See references for similar statements in the rows above for the Overview Impact of Imperialism. Lines 4-9, and 11-13Chap 7. European Imperialism in Africa and Asia. Internet Project. Response to Western Imperialism.Background. Para 5. Lines 5-6Indigenous people were excluded from positions of political power, denied adequate living conditions, and were economically suppressed.OF This blanket statement blames colonialists for what already existed under native rulers. In the case of British India, Britain brought benefits, including quinine, irrigation, the increase of arable land, a coal industry, the telegraph and railroad. also brought secularism, democracy, the rule of law, a Constitutional government, a free press, a professional civil service, modern universities and research laboratories and the English language. 8. World War I Causes and Effect. Overview.Para 2. Lines 9-11The war in Europe became a world war fought in Africa and Asia as well, as Great Britain and France took Germany's colonies and as the Ottoman Empire was attacked in the Middle East.OFThis is the first mention of the Ottoman Empire outside of defending the Balkans. There is no explanation of who attacked it or why.The student should know that the Turks allied with Germany because of the threat of Russia.Chap 8. World War I Causes and Effect. Overview.The Treaty of Versailles and Its Effect. Para 1.Lines 15-16.It [Austria-Hungary] also lost land to the new nation of Yugoslavia, which included formerly independent Serbia and Montenegro.OFOmitted are the ethnic groups of Croats and Slovenes. 8. World War I Causes and Effect. Essays. Causes of WWI.Unresolved Nationalist Ambitions. Lines 6-8Italia irredenta was the basis of strong feelings in Italy for annexing regions of Austria populated by Italians.OFThe word “irredenta” is not defined.Chap 8. World War I Causes and Effect. Map. Europe 1915, Pae 2.Lines 1-2.Austria-Hungary had been allied with Germany and Italy in the Triple Alliance since 1902OFOmitted is fact that Italy changed sides and joined the Triple Entente.Chap 8. World War I Causes and Effect. Map. World 1914. Para 2. Lines 11-12Japan had become the only Asian imperialist nation by acquiring Korea and Formosa (Taiwan) from China.OFJapan also acquired south Manchuria after its 1905 war with Russia. 8. World War I Causes and Effect. Internet Project, Background. Paragraph 4, Line 1The eventual end of imperialism was recognized by the mandate system supervised by the League of NationsHTThe use of the word “eventual” is misleading. The phrase would more accurately read “A beginning to the end of imperialism”.Imperialism did not end in Africa until after WWII. Independence Day was in 1947. 8. World War I Causes and Effect. Internet Project, Background. Paragraph 4, Lines 4-5?The European powers delayed independence as long as possible in order to extract natural resources from their mandates.FE This statement is not true for the British mandate over Palestine, which was delayed because of conflicting promises the British had made to different Arab and Jewish groups. British Mandate in PalestineIt is not true for the French mandate in Lebanon. Chap 9. Europe Between the Wars. Overview. The Debt Problem. Para 2, Line 10In 1931, the U.S. announced that it would place a moratorium on Allied debt payments if the Allies in turn agreed to suspend Germany's reparations payments. France refused FEBy July, 1931, all 15 nations involved had agreed to a moratorium. 9. Europe Between the Wars. Overview. Rise of Fascism. Para 1. Lines 1-3Benito Mussolini came to power in Italy in 1922 as the leader of a militaristic, nationalistic, anti-democratic movement called fascism.OFThis sentence has the only definition of fascism in the Overview. It omits the economic factor, which is an important distinction from socialism for students to learn.“Where socialism sought totalitarian control of a society’s economic processes through direct state operation of the means of production, fascism sought that control indirectly, through domination of nominally private owners.” 9. Europe Between the Wars. Overview. Limited Gains for Peace and Freedom. Para 2. Lines 14-17However, it was not until after World War II that the nationalist, anti-imperialist movements of the 1920s and 1930s brought about the independence of nations in Africa and Asia.FEIt is misleading to say that philosophical movements of the 1920’s and 30’s “brought about” independence after WWII. There were many causes of African and Asian independence after WWII, including results of the war, the UN, and the Chinese Revolution. 9. Europe Between the Wars. Essay. Germany Between the Two World Wars. Para:Hitler Comes to Power.Last sentence in Para.Nazi anti-Semitic propaganda and actions led to the persecution of Jewish German citizens. HTJews were persecuted in Germany long before the advent of Hitler. corrected sentence might say that Nazi anti-Semitic propaganda and actions led to a holocaust to extinguish German Jewry.Chap 9. Europe Between the Wars. Essay. US Trade Policy. Para. Conclusion. Last sentence in Para.Europe's failure to repay its loans and the United States insistence on payment precipitated the collapse of the international economy and deepened the Great Depression.HTThere were other causes of the collapse of the international economy, including the collapse of the US stock market and the drought in the American South. 9. Europe Between the Wars. Essay. US Trade Policy.[Why is an essay on US Trade Policy, including US internal politics, included in a chapter about Europe Between the Wars?]Chap 9. Europe Between the Wars. Case Study. Rise of Fascism. World War I and Treaty of Versailles. Para 1. Lines 1-2Many historians trace the rise of fascism (authoritarian government under the control of a dictator) in Europe to the devastation of World War I. OFIncomplete definition of fascism, omitting its economic characteristics. See row 60 above. Chap 9. Europe Between the Wars. Case Study. Rise of Fascism. World War I and Treaty of Versailles. Para 1. Lines 2-4In Italy, the fascists supported involvement in World War I, accusing the anti-interventionist socialists (people who support the cooperative ownership and management of the economy) of not having the best interests of Italy. OFIncomplete definition of socialism. Needs to clarify that the government owns industries. Chap 9. GlossaryOFSocialism and Communism are omittedChap 9. Europe Between the Wars. Case Study. Rise of Fascism. The Reichstag Fire. Lines 7-9In February of 1933, the Reichstag was consumed in flames. Hitler immediately placed the blame on Communists and the incident allowed the Nazis to pass the Enabling Act (allowing the government to bypass the Reichstag).OFOmitted is that there is considerable evidence that the Nazis caused its burning as an excuse to make the communists scapegoats in order to seize power. 10. East Asia 1911-1945.Overview, IntroductionWord Choice[The entire section called “Introduction” is about Japan and its international contacts. The title is mis-leading without use of the word “Japan”.Chap 10. East Asia 1911-1945.Overview, Introduction. Para 1. Lines 1-2Following the Meiji Emperor's death in 1912, the Taisho Emperor ascended to the throne.OFOmitted is that the Meiji Emperor is Japanese. Japan is not even mentioned until the second paragraph. Chap 10. East Asia 1911-1945.Overview. Introduction. Para 2. Lines 1-3With the conclusion of World War I, the Treaty of Versailles was signed in 1919. Japan became a member of the League of Nations, retained German colonies in the Pacific, and controlled Shandong.OFThere is no explanation that Shandong is a part of China, that China as well as Japan had declared war against Germany, and that China was outraged about Shandong.Chap 10. East Asia 1911-1945.Overview. Republic of China. Lines 9-12By livelihood, Dr. Sun meant that poor peasant farmers should be given enough land so that they could improve their standard of living.OFThis statement about the poor peasant farmers does not describe Dr. Sun’s principal of livelihood the way it is described in the Document section on the Three Principles of the PeopleChap 10. East Asia 1911-1945.Overview. China and Japan the 1930’s. Para 3. Lines 1-2The spectacle of Chiang imprisoning and executing domestic opposition while seeking an accommodation with Japan undermined Chiang's control;HTChiang didn’t want to accommodate Japan. He was militarily unable to keep the Japanese out of Manchukuo so agreed to a truce. Japan then attacked Beijing, breaking the truce and Chiang resumed fighting. 10. East Asia 1911-1945.Essay. Post Dynastic Leaders of China. Dr. Sun Yat-sen Played a Role in Ending the Dynastic Era in China. Last sentence in ParaBy livelihood Sun wanted to see a China in which land was given to the poor landless peasants so that they could make a decent living.OFThis statement about the poor peasant farmers does not describe Dr. Sun’s principal of livelihood the way it is described in the Document section on the Three Principles of the People[note this is the same explanation on row 72 above]Chap 10. East Asia 1911-1945.Essay. Post Dynastic Leaders of China. Chiang Kai-shek Led the Forces of Nationalist China. Lines 12-15While all forces cooperated to repel Japan during World War II, the civil war between the Nationalists and the Communists resumed following the end of the war. FEAll forces did not cooperate during WWII. The Nationalists and Communists fought each other during the entire war, in addition to fighting Japan. 10. East Asia 1911-1945.Essay. Post Dynastic Leaders of China. Mao Zedong led the communist forces of China. Lines 16-18When Japan and China went to war in 1937, Mao and Chiang attempted to put their differences aside and unite their parties in the fight against Japan.FEThey did not attempt to put their differences aside or unite their parties with radically different philosophies. Use the same reference as row above. 10. East Asia 1911-1945.Essay. Post Dynastic Leaders of China. Mao Zedong led the communist forces of China. Para 3. Lines 6-7He [Mao] was considered almost a "god" to the common people of China, OFNot all of the common people of China considered Mao a god. The text ignores the millions of abused children and the thousands of suicides (including whole families) caused by the Cultural Revolution 10. East Asia 1911-1945. Project. Decision Making[The entire section of examples to study about decision making covers major political and economic issues where high school students do not have the necessary background knowledge to make rational decisions after reading a few online articles.]Chap 10. East Asia 1911-1945. Project. Decision Making. How should the Atomic Bomb Be Used in War. Study the Information and Identify Your Options. Para 1. Lines 2-3It was estimated that an invasion of the Japanese home islands would result in millions of deaths, both American and Japanese. OFThe resultant millions of deaths from an invasion was not just a casual estimate. Our Intelligence intercepts showed the actual troop dispositions of the Japanese and the people’s willingness to obey the military’s orders to fight to the death as a nation. Chap 11. The Rise of the USSR, Lenin and Stalin. Civil War and Communism Under Lenin. Para 2. Lines 1-4Shortly after seizing power in 1917, the Bolsheviks dissolved the popularly elected National Constituent Assembly and established the Constitution of 1918. OFOmission of definition of Bolsheviks, including that they changed their name to the Communist PartyChap 11. The Rise of the USSR, Lenin and Stalin. Civil War and Communism Under Lenin. Para 2. Lines 7-9The Cheka, a communist-established secret police, instituted a "Red Terror" which ruthlessly suppressed political opposition by fear and arrest.OFOmitted is the extent of the Red Terror. Estimates of individual and mass executions vary between 50,000 and several hundred thousand. Omitted also is the systematic murder of nobility including the Tsar, landowners, the bourgeoisie, and surrendering White army soldiers. 11. The Rise of the USSR, Lenin and Stalin. Civil War and Communism Under Lenin. Para 2. Lines 11-15Lenin, in 1921, announced the New Economic Policy (NEP) which permitted limited private property ownership and capitalist economic development.HTIt is misleading to say the NEP provided “capitalist economic development”. Lenin allowed a temporary compromise with socialism called State Capitalism, and called it “the ante-chamber of socialism”. 11. The Rise of the USSR, Lenin and Stalin. Foreign Relations and World War II. Lines 11-15The 1939 Nazi-Soviet Pact shocked the world when Germany was given a free hand to attack Poland while the U.S.S.R. regained control of the Baltic states and part of Poland lost in 1918. The Soviet Union lost over 20 million people as it resisted the German invasion of 1941 and fought for four years before entering Berlin in 1945.OFNo explanation is given for USSR’s switch of sides from the Nazi-Soviet Pact to fighting the German invasion. The reason for Pact needs to be explained more fully.Chap 11. Internet Project.Economic Systems and Scarcity. Para 7. Lines 2-3Money tends to be distributed unequally among people in market economies because how much each person can earn depends on the value placed on that person's ability to produce goods and services. OFOmitted is that money is also unequally distributed among people in command economies.Chap. 11. Internet Project.Economic Systems and Scarcity. Para 11. Lines 8-9The subsidies to farmers increase the supply of agricultural products and keep their prices low, while programs such as food stamps help people buy food.OF, FEOmitted is the cost to taxpayers of administering farm subsidies, the cost of fraud and the misallocation of resources caused by them. The result is to lessen supply for most people.Corn subsidies for ethanol reduced the supply of agricultural products and drove up fuel prices for everyone including farmers. The high price of foods made from corn did not help the poor in spite of food stamps. Chap 11. Internet Project.Economic Systems and ScarcityOF[Note: this entire Internet Project gives a very superficial discussion of countries’ different types of economies. Students are hardly qualified to draw even substantiated opinions from the minimal research suggested. They need a course in Economics for this discussion.In addition, the chapter is about the USSR, Lenin and Stalin, and should stick to the topic with more detail and less digression.]Chap 12. WWII Causes and Effects. [or Causes, Course and Conclusion of WWII] ?[Note 2 different titles for Chap 12. One is on the Chapter page for the whole test. The other is on the pages in the Overview]Chap 12. WWII Causes and Effects. Fascist Aggression and Western Appeasement. Para 2. Lines 17-20At a conference in Munich, the British prime minister and the French premier accepted German occupation of the region for Hitler's promise that it was his last territorial demand.OFOmitted is the name of the conference and of the British Prime Minister and French Premier.“Chamberlain” has become practically a household word for “appeasement” and should be identified at the outset.Chap 12. WWII Causes and Effects. The World at War. Lines 23-4The German invasion of the Soviet Union and the Japanese attack on Pearl Harbor brought two of the world's largest nations and industrial powers into the conflict. British and American forces defeated German and Italian armies in North Africa in 1942 FEBritain wasn’t brought into the war by the German invasion of the Soviet Union in Jun of 1941. Britain declared war in Sep 1939. The same paragraph has already talked about the British response to the invasion of Poland and the Battle of BritainChap 12. Essay. Causes of World War II, Remilitarization of the Rhineland. Lines 9-11Hitler sent in troops, renounced the Locarno Pact under which Germany had accepted existing borders OFThis clause starts a sentence immediately after one about the provisions of the treaty of Versailles. There is no differentiation between the Treaty of Versailles and the Locarno Pact so students are misled into thinking they are the same.Chap 12. Essay. Causes of World War II, Anschluss –annexation of Austria. Lines 9-10.Many argued that two sovereign nations have a right to unite without outside interference. [Sentence refers to the Anschluss]OFSweeping generalization. “Many” not identified”.If the authors wanted to say “many Austrians argued…etc” they should have.Chap 12. Essay. Causes of World War II, Czechoslovakian Crisis 1938. Lines 9-10.Hitler and the leaders of France, Britain, and Italy met in Munich in 1938. OFThe famous leaders are not named, especially Chamberlain, whose name is synonymous in history with appeasement.Chap 12. WWII Causes and Effects. Art.Entire group of selections.[There is one photograph of Auschwitz and an entire essay on the Holocaust. There is one photograph of a D-Day monument and an essay on D-Day. There is the Iwo Jima monument and essay on the battle. Next to it is the Statue of Liberty and an essay on it]?Book organization. The monument pictures and essays are not causes and effects of WWII. Perhaps the authors should have included a short chapter on WWII Monuments.The Statue of Liberty is unrelated to WW II. More suitable would have been the WWII Memorial. 12. WWII Causes and Effects. Graph/Charts. China. Last sentence.Disease, famine, collateral damage, and the targeting of civilian populations by the Japanese military resulted in the death of approximately 8 million civilians (estimates vary widely). OF“(estimates vary widely)” is a misleading statement to substantiate the deaths of approximately 8 million civilians. A range of estimates should be given.Chap 12. WWII Causes and Effects. Graph/Charts.[There is no written discussion of US deaths. The figure for the US given in the included chart is quite different from that used by the curators of the WWII Museum in Washington]OF 12. WWII Causes and Effects. Map: Europe WWII[See text with the map Para 1, Lines 7-8}Germany made a deal with the Soviet Union to divide up Poland. [And see text Para 3, Line12]In June 1941, Germany invaded the Soviet Union.OFAs they do in Chap. 11, the authors give no explanation for USSR’s switch of sides from the Nazi-Soviet Pact to fighting the German invasion. The reason for Pact or “the deal with the Soviet Union” needs to be explained more fully.Chapter 12. WWII Causes and Effects. Project. Projects[Note: the entire first page of the Project section, called “Projects”, asks students to research projects of their choice and gives many suggestions. They include should Germany be allowed to join the European Monetary Union in 1998; should the World Bank lend to Middle East countries after WWII; should poor Mexicans cross the border into the US if it means becoming illegals; etc. Students without considerable background knowledge of history are hardly qualified to draw even minimally substantiated opinions from researching a few articles supplementary to their main text.]OFOmitted in the Worldview course is sufficient information for students to use as a base for independent research.Most of the listed projects have nothing to do with causes and effects of WWII.Chapter 12. WWII Causes and Effects. Internet Project. Impact of War.Background. Para 2, Lines 1-3Proposed as an alternative to socialism and communism on the one hand, and parliamentary democracy on the other, fascism called for one-party dictatorial government, FEThese lines are wrong to portray socialism as an alternative to parliamentary democracy because socialism exists in parliamentary democracies.The British socialist government after WWII remained a parliamentary democracy in spite of having nationalized most major industries and many minor ones.Chapter 12. WWII Causes and Effects. Internet Project. Impact of War.Background. Para 2, Linesfascism called for one-party dictatorial government, strict government regulation of business and labor, and severe restrictions on personal liberty (while preserving private property and capitalism).FEFascism did not preserve private property and capitalism. Owners of business had to obey government orders on what to produce, what to sell on the open market, and how much to produce.“ Where socialism nationalized property explicitly, fascism did so implicitly, by requiring owners to use their property in the “national interest”—that is, as the autocratic authority conceived it.” and“ fascism controlled the monetary system and set all prices and wages politicallyReference for 2 quotes above: 12. WWII Causes and Effects. Internet Project. Impact of War.Background. Last Para. Last sentence.However, Japanese war criminals were never held to the same standard of accountability as were the Germans, most likely because the U.S. required Japan as an ally in the Cold War.FEThe International Military Tribunal for the Far East convicted and jailed or executed Japanese military leaders, field officers and POW camp authorities. US did not require Japan as an ally in the Cold War. The Cold War affecting Japan concerned Korea, and when it became a hot war, McArthur was still in Japan as head of our army of occupation.Chap 13. Early Years of Cold War. Overview. The Cold War After Stalin. Last sentence in Para.The Cold War thawed and cooled over the decades, but the threat of war was not ended until the collapse of communism in 1991.OFStudents need to know more about the collapse of communism than is mentioned in this one sentence.Omitted is the role of Reagan, Gorbachev, and destroying the Berlin Wall.Discussion of significant events needs to be made in context, not in a separate “Themes” section that teachers may not have time to use.Chap 13. Early Years of Cold War. Overview. The United Nations and International Law. Para 1, Lines 4-6The United States was the first nation to ratify the [UN] charter, ensuring representation of the world's major powers HTOpinion, not fact, that all the major powers signed the UN Charter just because the US signed it first.Chap 13. Early Years of Cold War. Map. Partition of Germany. Para 3, Lines 6-7.Anti-communist demonstrations in 1989 led to the tearing down of the Berlin Wall OFThe demonstrations were only the proximate cause leading to the actual demolition of the wall.The wall fell because of the implosion of communism in the Soviet Union and eastern European communist nations, and because of the actions of Reagan and Gorbachev. 13. Early Years of Cold War. Map. Partition of Korea. Para 2, Lines 13-14By March, MacArthur was able to push the North's troops back to the 38th parallel where the line of fighting stabilized for the rest of the war. OFOmitted is that MacArthur was relieved of his command for wanting to cross the Yalu River into China and free all of Korea from communism. 14 Altered and Changing Relationships in Europe OverviewSubtitle: Political Developments Para 2 Lines 3-5The Conservative Party dominated British politics, especially after 1979 when Margaret Thatcher, the first woman prime minister, was elected to three successive terms. She was succeeded by the Conservative John Major in 1990.OFOmitted is the outstanding success of Thatcher’s government.“Thatcher transformed Britain in a way few other prime ministers before or since have done. As an impatient reformer, she set about deconstructing Britain’s almost eastern European state-dominated economy. Trades union barons were put to the sword, taxes cut and people empowered to own their own homes. It was a social revolution.” Chapter 15China under CommunismOverviewThe Chinese Communist Party & the KuomintangPar 2 Line 6In 1927, Chiang moved against communists and unsuccessfully attempted to destroy them as a viable political force. Soon two rival armies existed, one belonging to the Kuomintang and the other belonging to the Communist Party.OFNo explanation as to Why Chiang moved against the communists.Chapter 15OverviewSubtitle: Japanese InvasionPar 5 Lines 7-10By the time the Allies defeated Japan in 1945, the popularity and strength of Chiang's government was low, while the communists seemed to be gaining strength. With help from its allies, China emerged from World War II victorious, but peace continued to elude the nation and the people.OFThe communists from where, seemed to be gaining strength?Why did peace continue to elude the nation and the people?Chapter 15OverviewSubtitle: After Japanese DefeatPar 1 Line 4The war-weariness of the population and the identification of Chiang with foreign (particularly American) interests hurt the popularity of Chiang's government. The government's reputation was also hurt substantially by the corruption that Chiang allowed to exist and the fact that the communists had done the bulk of the fighting against the Japanese. The war's end in September 1945 ended Chiang's alliance with the communists, who had established a considerable base in northern China.FE2 nuclear bombs were dropped on Japan by America.Chapter 15OverviewSubtitle: After Japanese DefeatPar 1 Lines 6-12Although the United States attempted to negotiate a power-sharing agreement between the two sides, the negotiations failed. Neither side trusted the other, neither had a compelling reason to cede any of their existing power, and each thought that they could defeat the other. Sporadic conflicts occurred throughout 1946 while the negotiations continued, then full-scale civil war erupted when negotiations ended in early 1947. Kuomintang forces raced to control the cities while the communists controlled the countryside.OF“full-scale civil war erupted between whom?This sentence is so run together they have somehow made it sound, once again, as if the United States had something to do with this civil war.Chapter 15OverviewThe peoples republic of ChinaOverviewPara 1 Line1Imperialism and the civil war had not only inflicted a great deal of suffering on the Chinese people during the first half of the 20th century, but had denied China an effective centralized government. With the end of the civil war, Mao set out to establish a strong central government which would cement Communist Party control, allow him to reorganize Chinese society along communist principles, and gain respect in the international community.OFHow did Imperialism and the civil war inflict a great deal of suffering?The Communist Party has never gained respect from the international community. Communism has failed in every country it has ever been in. Author continues to compliment Communism as a wonderful way of life!Chapter 15OverviewThe Peoples Republic of ChinaOverviewPar 1 Line 10Memories of imperialism and civil war have continued to affect China's often tense relations with the West -- especially with the United States -- because of the deep support it offered to Chiang Kai-shek even after his government fled to Taiwan.OF/BWhy would the author tie in “memories of imperialism” and the United States in the same sentence?Chapter 15OverviewCultural Changes under CommunismSubtitle: ReligionPar 1 Line 3-However, while China is still officially atheist, its most recent constitution (1982) gives people religious freedom, and gradually many of the older religious festivals and ceremonies are reappearing. However, after years of religion practiced in secret and with many of the old shrines and temples long gone, China has witnessed the emergence of a younger generation unfamiliar with the earlier public forms of religious observance.OFNo mention of what kind of religion has emerged.Chapter 15OverviewSubtitle: Status of WomenThe communists supported greater freedom for women when choosing a spouse and allowed women to request a divorce. Women were granted legal equality to men. Despite the granting of this legal status to women, a system of "patriarchy" (a system in which males have the power) remains in China. The reorganization of China's economy following the communist takeover was based on households in which males remained the undisputed head. The jobs women were given in the collectivist economy earned fewer work points, keeping them in an inferior position. In many ways, the new ordering of the family and the economy represented a modification of the older Confucian family system in response to the needs of the time.OFContinue to omit what religion we are talking about.No mention of the “modification of the older Confucian family system”Chapter 15GlossaryConfucianismConfucianisma religious and ethical system in Imperial China which follows the philosophy of Confucius. Confucianism stresses order in society and filial piety (the respect and obedience shown by the younger generation to the older). OFThis is the entire definition of Confucianism?Chapter 15OverviewSubtitle: Status of WomenPar 2 Line 9It is also difficult for women to advance into managerial and leadership positions. For example, women make up only 14% of the membership of the Chinese Communist Party and these women are primarily concentrated in the lower ranks of the party. Despite these signs of a lack of progress, the increased legal and social rights tremendously improved the position of women within Chinese society. OFThis is just a statement with no facts.Chapter 15OverviewEconomy and Foreign RelationsSubtitle: 1950-1953: War in Korea and the Soviet AssistancePar 2 Line 5An armistice in 1953 ended the fighting that re-established the border along the 38th parallel, the center of the peninsula. China's success in repelling Western forces from its border with North Korea sent a strong message that China could not be bullied in the post-war era.BWho is the bully here? China is the one who entered the war on the side of North Korea as read in Par 1 of this subtitle. Chapter 15OverviewThe United States Recognizes Communist ChinaPar 5 Line 12China had wanted to join the World Trade Organization since it applied in July 1986. However, the negotiations for membership dragged on for two reasons. The first was a concern over human rights in China. The other was the insistence of other members that China open and liberalize its economy. Liberalization would allow China to better integrate its economy into the world economy, and offer a more predictable environment for trade and foreign investment in accordance with WTO rules. An agreement was finally reached in 2001.OFNo definition given on the “Liberalization” of China’s economy.What was this agreement that was reached in 2001?Chapter 15OverviewThe Fifth ModernizationPar 2 Line 2-The relationship between the United States and China was strained when Chinese students demonstrated in Beijing's Tiananmen Square for democratic reforms in 1989. The Chinese government authorized the army to fire into a crowd of unarmed students, killing hundreds. Hundreds more were arrested and imprisoned. Western pressures on China to improve its human rights record have often heightened tensions in Sino-Western relations. It is China's position that its treatment of dissidents is entirely a domestic issue and of no concern to foreign observers.OFThe 1st sentence makes it appear as if the United States was upset with the students demonstration. Which it was notThe United States will NEVER support the killing of innocents by any government.All Humans have unalienable rights given to them by God.Chapter 15OverviewChina and the Developing WorldPar 1 Line 1China has assumed an active role in helping the developing nations of the world. A rapidly growing economy has provided China with the ability to offer international aid. A desire for international allies in an often hostile world and empathy for peoples that perceive themselves as victims of Western and capitalist repression provide much of the motivation. In keeping with this perspective, China has given military and economic aid to the developing nations of Asia and Africa.BHow is China helping the developing nations of the world?What empathy? In the previous paragraph (see line above) we have a Chinese government killing hundreds of un-armed students.Victims of Western and capitalist repression?Chapter 15OverviewSubtitle: Early 21st Century DevelopmentsPar 2 Line 1China's political influence is also increasing as its economy grows, while U.S. political influence, particularly in East Asia, is declining. Trading statistics provide an important clue to understanding vital changes in the Asian continent.OFNo facts to back up this statement for either country.Chapter 15DocumentsChinese Womens rightsIntroductionPar 2 Line 4When Hillary Rodham Clinton visited Beijing in September of 1995 for the United Nations Conference of Women, she became aware of apparent attempts on the part of the Chinese government to interfere with the conference and its participants; the Chinese government sought to prevent many of the democratic ideals promoted by the conference from proliferating into Chinese society.OF“she became aware” does not represent facts.We know that Hillary Clinton took democratic ideals to China, and would like to know why?America is a Constitutional Republic and it would seem logical that she would go to other countries in an attempt to promote how our government is run under our Constitution.Chapter 15DocumentsChinese Womens Rights“Statement”Chinese Women's Rights StatementOFThere are 41 articles to this Statement and we get to read 10 of them.Chapter 15DocumentsQuotations from Chairman MaoIntroductionPar 1 Line"Quotations from Chairman Mao" (more commonly known as Mao's "Little Red Book") consists of important excerpts from Mao's work and was widely distributed in China for all the people to read. Mao speaks on many topics, including the poor treatment of the peasants, class struggle, the United States in international affairs, discipline, and the role of women.OFMao was a Chinese communist leader and founder of the People's Republic of China. He was responsible for the disastrous policies of the 'Great Leap Forward' and the 'Cultural Revolution'.In 1958, in an attempt to introduce a more 'Chinese' form of communism, Mao launched the 'Great Leap Forward'. This aimed at mass mobilisation of labour to improve agricultural and industrial production. The result, instead, was a massive decline in agricultural output, which, together with poor harvests, led to famine and the deaths of millions. The policy was abandoned and Mao's position weakened. 16Japan from Defeat to World Economy Subtitle: IntroductionPara 3 Lines 1-6With the war now over, Japan faced a number of monumental problems. Japan's industrial complex had been almost completely destroyed by American firebombing, as had many of its cities. There were shortages of food and housing; millions of Japan's citizens were scattered throughout Asia as a result of the war. In addition, many Japanese were fearful of what changes the occupation government would impose.BNo mention of why the U.S. became involved in the warNo mention of the help the U.S. supplied Japan after the war.Chapter 16Japan from Defeat to World Economy OverviewSubtitle: Economy and Foreign RelationsOverviewPara 1 Lines 1-3Today, Japan has the world's second largest economy among the developed countries after the United States. (China's economy is also larger than Japan's.)OFOmission of what a “developed country” is.Chapter 16Japan from Defeatto World Economy OverviewSubtitle:IntroductionPara 2 Lines 1-4On August 6, 1945, the United States dropped an atomic bomb on the Japanese city of Hiroshima, killing over 80,000 people and injuring another 120,000. On August 9th, the United States dropped another atomic bomb on Nagasaki, which killed over 65,000 people. OFOmission as to why the U.S. dropped these bombs.Chapter 16Japan from Defeat to World Economy Subtitle: IntroductionPara 3 Lines 1-6With the war now over, Japan faced a number of monumental problems. Japan's industrial complex had been almost completely destroyed by American firebombing, as had many of its cities. There were shortages of food and housing; millions of Japan's citizens were scattered throughout Asia as a result of the war. In addition, many Japanese were fearful of what changes the occupation government would impose. B“almost completely destroyed”?The text just mentioned in the previous paragraph that 2 atomic bombs were dropped.Showing sympathy for Japan and none for US victims of JapanChapter 17 the Indian Sub-Continent and Southeast Asia OverviewSubtitle: Musharraf’s Rule. Para 2, Lines 12-15That same month, the nation’s violence culminated in a government raid on a rogue mosque in Islamabad whose cleric had set up a court and imposed Islamic law (sharia). In all, over 100 died. OFThis was not a raid on a “rogue” mosque. It was a raid on a Taliban Islamic fundamental mosque. Chapter 17 the Indian Sub-Continent and Southeast Asia Overview/GlossaryCold WarPara 2 Lines 1-2, 12-15Cold Warthe conflict between the Western democracies (led by the United States) HTAlthough some countries in the West may be democracies, the United States is a Constitutional Republic.US Constitution Chapter 17 the Indian Sub-Continent and Southeast Asia OverviewBackgroundPara 2 Lines 7-8The growing middle classes approved of the colonization of both Asia and Africa, looking more toward profit for their own economy rather than at ethics.B/OFGrowing middle class not identified and is just author’s opinion about their motivation.Author’s opinion.Chapter 18The Emergence of AfricaOverviewSubtitle: The People and Cultures of Africa,Traditional Life: Family, Religion, and the ArtsPara 1, Lines 5-7, Islam, the state religion of the North African nations, has spread to the northern parts of western and central Africa, and along the coast of East Africa.Monotheistic religions from Europe and the Middle East are spreading, though often influenced by local customs and traditional religions.HTBy the use of the word “spread” for Islam and “spreading” for a monotheistic religion, a student may assume their religions are promoted similarly.Islam is spread by the sword while monotheistic religions are not.answering-Chapter 18OverviewSubtitle: The People and Cultures of Africa; Education and HealthPara 2 Lines 1-3Many Africans suffer from malnutrition because of poverty, famine, and inadequate diets.OFAlthough poverty, famine and inadequate diets are a few of the causes, corrupt governments and war are not mentioned.world-Chapter 18OverviewSubtitle: Political Developments in Africa; African Nations after IndependencePara 2 Lines 1-3They rejected Western capitalism, claiming that government ownership or control of land and industry was consistent with traditional communal or tribal ownership of property.OFNo mention of the fact that this government ownership or control of land was not successful.Chapter 18OverviewSubtitle: Political Developments in Africa; Recent Political Developments in AfricaMuslim fundamentalism has disrupted some of the nations of North Africa.OFOmitted is the Islamic terror of al-Qaeda in Algeria in Libya 18OverviewSubtitle: Political Developments in Africa; Recent Political Developments in AfricaPara 4 Lines 6-9In June 2006, a militia group that supported the imposition of Islamic law gained control of the country's capital. While controversial outside of Somalia, the group is widely seen within Somalia as a law-and-order answer to the secular warlords who have torn Somalia apart.FEThe Islamic militia is widely opposed within Somalia, with public demonstrations against it in different parts of the country, where people support the warlords. Although some people support the militia, it is obvious that many do not. Chapter 18 the Indian Sub-Continent and Southeast Asia OverviewProblems in AgriculturePara 4 Lines 8-10Global warming has also particularly affected Africa's agriculture because of the already poor soils and limited acreage available for growing subsistence crops to feed the growing population.OF/BGlobal Warming is not accepted by all climate scientists. “Tim Ball, Ph.D., takes up the issue with strong words in his new book,?The Deliberate Corruption of Climate Science. He argues, with overwhelming evidence, that in fact the global warming debate in the halls of science has been an unmitigated fraud perpetrated by people who no longer have the right to be called scientists.” omitted is any attempt to say how warming has affected agriculture. Poor soil and limited acreage is not shown to be related to temperature.Chapter 18OverviewSubtitle: The Economy of Africa, Problems in Other Sectors of the EconomyPara 1 Lines 2-3Governments adopted socialist economic policies of state control and planning without the experienced personnel to carry out the plans.BGives the student the idea that socialism will work if only “experienced personnel” were to “carry out the plans.”Chapter 18The Emergence of AfricaOverviewSubtitle: Political Developments in Africa; Recent Political Developments in AfricaPara 4 Lines 6-9In June 2006, a militia group that supported the imposition of Islamic law gained control of the country's capital. While controversial outside of Somalia, the group is widely seen within Somalia as a law-and-order answer to the secular warlords who have torn Somalia apart.FEThe Islamic militia is widely opposed within Somalia, with public demonstrations against it in different parts of the country, where people support the warlords. Although some people support the militia, it is obvious that many do not. 18OverviewSubtitle: The Economy of Africa, Recent Economic DevelopmentsPar 4 Line 12-13Moreover, global terrorism has diverted the attention and resources of the "have" nations of the world away from Africa. Though Africa has natural resources that are a potential source of economic strength, it needs help from other parts of the world to achieve stability and economic growth. Underlining by reviewerOF/B/FEOmitted are many reasons why other nations apply their resources elsewhere than Africa.Encouraging class conflict between the “have” and ‘have-nots’.Africa is not one country and cannot act as one. Text is making a sweeping generalization and leading students to believe other parts of the world are obligated to help.Chapter 18 GlossaryIslamic fundamentalistsIslamic fundamentalistsmilitant Muslims who seek to impose Islamic religious laws and principles on all people in their nations and to increase the influence in government of religious leaders who interpret and enforce religious laws; FEIt is an error to use the word “militant” becauseIslamic fundamentalists are not all “militant”. Islamic Fundamentalism calls for imposition of Shari’a by the sword, the mouth, the pen or the purse. Insinuation into government, into the military, into textbooks, and into schools and churches are all tools used today in all Western countries to impose Shari’a or aspects thereof.reference here for Jihad of property or the purseShafi’i Islamic Fiqh. Reliance of the Traveler, Ahmed al-Misri, translated Nuh Ha Mim Keller, 1991, Amana Pbl, Beltsville, MD. o9.1 Chap19. Conflict and Change in the Middle East.Overview. Introduction. Last Sentence.The 21st century began with an increase in world terrorism emanating from the Middle East, an American-led intervention in Iraq, and tentative steps toward more democratic government in the Middle East. [underlining by reviewer]OFThere is no substantiation of what countries took tentative steps toward more democratic government.The great majority of countries of the Middle East are members of the Organisation of Islamic Cooperation, have Shari’a constitutions, and adhere to the Cairo Declaration of Human Rights in Islam. Cairo Declaration states that all rights are subject to “The Shariah of Islam”. ’a clearly gives men more rights than women HYPERLINK "" Muslims more rights than non-Muslims , hardly steps toward democracy.Chap19. Conflict and Change in the Middle East.Overview. Geography of the Middle East. Freshwater Sources. Para 2. Last sentence.Desalination is an increasingly important source of freshwater, especially in the oil-rich Persian Gulf kingdoms.OFOmitted is the importance of desalination to IsraelChap19. Conflict and Change in the Middle East.Overview. People and Culture. Last sentence in Para.However, the population of the Middle East is still projected to double by 2050 because a large percentage of the population is children and young adults.FEFigures now show that the population growth has been over-estimated. New estimates say growth will be slightly less than double from 2000 – 2050 because in the drop of the Total Fertility Rate. Chap19. Conflict and Change in the Middle East.Overview. Ethnic Groups and Languages. Para 1. Lines 5-7Although almost all are Muslims, the Turks have established a secular state and have tried to become a bridge, culturally as well as geographically, between Europe and the Middle East.FETurkey under President and Prime Minister Erdogan is a religious Islamic state. Chap19. Conflict and Change in the Middle East.Overview. Ethnic Groups and Languages. Para 2. Lines 4-5After Palestine became independent as Israel in 1948, Jews came to Israel from other parts of the Middle East and the world.FEPalestine never “became independent as Israel”. The statement is nonsensical.Israel became a sovereign self-governing state in 1948. There still is no Palestinian state. Abbas is still seeking recognition for Palestine. . Conflict and Change in the Middle East.Overview. Ethnic Groups and Languages. Para 3. Lines 1-2Arabic is the most widespread language, spoken by over half the people in the Middle East and by most of the people in all nations other than in Turkey, Iran, and Israel.FEThis error is more of a typo in saying that Arabic is spoken by most of the people in “all nations”, It should say “in all Middle Eastern nations”.Chap19. Conflict and Change in the Middle East.Overview. Middle East Society. Para 2. Lines 1-3Although Muhammad raised the status of women in a patriarchal society, later scholars interpreted the Koran to mean that women should be closely supervised and wives completely submissive to their husbands.FEMuhammad himself revealed Allah’s words that men are superior to women and must manage them.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.) Chap19. Conflict and Change in the Middle East.Overview. Middle East Before and during WWII. Para 5. Lines 7-9At the end of World War I, the Ottoman Empire was reduced to Anatolia and a corner of Europe. OFIn this entire section “Before and During WWII” there is no mention of what happened to the Ottoman Empire and the creation of a secular Turkey by Mustafa Kemal, called Ataturk. This is a significant omission given the role of Turkey today.Chap19. Conflict and Change in the Middle East.Overview. Middle East after WWII. Lines 9-10The establishment of Israel in 1948 caused virtual constant conflict in the region as Arabs united against the new nation. HTThere were other causes of constant conflict in the region besides the creation of Israel in 1948. Egypt and Iran were hostile; Iraq and Iran fought for 8 years. fought the Kurds. attacked Lebanon sentence should be re-written to say that “the establishment of Israel in 1948 was one cause of conflict in the region”.Chap19. Conflict and Change in the Middle East.Overview. Middle East after WWII. The Governments of Nations in the Middle East. Para 2. Last sentence.The only theocracy is Iran (established after the 1978-1979 revolution).FE“Iran, Saudi Arabia, Sudan, Yemen, Afghanistan, United Arab Emirates, Pakistan, and Mauritania are Islamic theocracies”. Source: 's_worldThe definition of theocracy in the Glossary is correct even if its implication here is not.Chap19. Conflict and Change in the Middle East.Overview. Middle East after WWII. The Governments of Nations in the Middle East. Para 3, Line 1Multiparty republics are the most democratic nations in the Middle East.HTThis statement can apply to Israel. The Muslim states governed by theocracies are not democratic even though they have multiple parties. Same reference as above. 's_worldThe statement is true in regard to Kuwait, which is multi-party and not a theocracy. . Conflict and Change in the Middle East.Overview. Middle East after WWII. Political Problems. Para 3. Lines 4-5Islamic fundamentalism receives support even from secular Muslims because it is a regional development, not an import from the West.FEIslamic fundamentalism does not receive support from secular Muslims because of being a regional development. It receives support because Islam requires adherence to Shari’a. Glossary definition of Islamic fundamentalism is correct.Publisher’s response: (Rewrite of third paragraph of section):Political ProblemsThe rise of Islamic fundamentalism has led to concerns regarding the political stability in many nations. Islamic fundamentalism, like fundamentalism in other religions, is basically conservative, wanting to keep or re-create a religiously observant society that is free from outside influence. As a political movement, it has many faces, and depends greatly on the context in which it develops -- fundamentalism in secular republics such as Algeria and Egypt differs from that in religious monarchies like Saudi Arabia. Fundamentalism in some cases has inspired Islamism, which is a reformist/revolutionary ideology aimed at removing Western ascendancy in economic, political, and cultural matters, by force if necessary. Islamists were encouraged by the success of fundamentalist religious leaders who took control of Iran in 1979, and by the financial and moral support provided by Iran to militants in other nations. Islamism receives support even from a segment of secular Muslims because it is a regional development, not an import from the West. A number of nations have suppressed these fundamentalist movements, including Turkey where the increasing popularity of an Islamic political party both reflects the increasing role of Islam in Turkey and threatens the longstanding secular nature of the state. By its nature, the principles underlying Islamism conflict with Western political and cultural ideology. Thus, these activists frequently oppose governments in Muslim countries that accept the presence of foreign non-Muslim troops or that the fundamentalists perceive as corrupt or too secular. Thus, Muslim countries such as Algeria, Egypt, Jordan, Morocco, Saudi Arabia, and Turkey have experienced bombings and other violence.Chap19. Conflict and Change in the Middle East.Overview. Middle East after WWII. Political Problems. Para 4. last sentenceAt the same time, progress in Iraq toward establishing the most democratic government in the Arab world increased pressures for political change in the Middle East. FEIraq’s American-forced attempt to develop democratic government did not increase pressure for political change elsewhere. “From Arab Spring to Islamic Winter”. Raphael Israeli. Transaction Publishers. 2013.Chap19. Conflict and Change in the Middle East.Overview. International Relations. Regional conflicts: Arabs v. Israelis. Part 1. Line 1-3The conflict between Arabs and Israelis, the dominant issue in the Middle East since the end of World War II, has resulted in four wars, destabilized other nations, and spawned international terrorism. [underlining by reviewer as a factual error] FEThe Arab-Israeli wars may have accentuated terrorism, but they did not spawn it. They do not account for the Taliban in Afghanistan, al-Shabaab in Africa, al-Qaeda in the Maghreb, or al-Qaeda in the Arabian PeninsulaChap19. Conflict and Change in the Middle East.Overview. International Relations. Regional Conflicts: Persian Gulf War and its Aftermath. Para 2. Last sentenceHowever, no evidence of weapons of mass destruction was ever found. [Statement refers to searches for Saddam’s WMD] FEThis is a wrong statement. Evidence was found.. Conflict and Change in the Middle East.Overview. International Relations. Regional Conflicts: Lebanon. Para 2, Lines 1-2In July 2006, Hezbollah (an anti-Israel terrorist organization based in Lebanon) raided across the Israeli border, abducting two Israeli soldiers. HTHezbollah is not solely an anti-Israel terrorist organization based in Lebanon. Hezbollah is primarily a pro-Iranian Shiite terrorist organizationIt has bases in Mexico, the US and Canada. . Conflict and Change in the Middle East.Overview. International Relations. Regional Conflicts: Resources, Para 1. Lines 1-4Some poorer nations, and many poor people in all nations, supported Iraq in the Persian Gulf War because they resented the displays of wealth of the Persian Gulf nations and their unwillingness to share the oil riches. HT,There is no evidence that “many poor people in all nations” supported Iraq or that they wanted oil riches. It sounds like a factual error, considering Iraq’s own oil wealth.The primary “poor nation” that supported Iraq was Jordan, a similar Hashemite nation with an economy inter-twined with that of Iraq for many years.. Conflict and Change in the Middle East.Overview. International Relations. Global Factors in the MidEast. Para 2. Lines 5-7Terrorists, reputedly trained and financed by an international fundamentalist group, attacked and killed American military personnel with bombs in Saudi Arabia and Yemen. OF Students should know these were Islamic terrorists motivated by their religion.Members of Hezbollah were indicted for the murders and hundreds of injuries to soldiers at the Khobar Towers in Saudi Arabia. The bombing of the USS Cole in Yemen was done by Al-Qaeda. These attacks were preludes to 9/11 and followed a growing pattern of Islamic jihadis attacking the US.. Conflict and Change in the Middle East.Overview. The Economy of the Middle East. Lines 1-2Farming and herding declined as the primary source of income in the Middle East because many people moved to work in urban areas and oil fields.HTFarming and herding didn’t decline because people moved to work in urban areas and oil fields. Farming and herding declined because oil production and sales became the primary source of income.Chap19. Conflict and Change in the Middle East.Overview. The Economy of the Middle East. Last sentence.The most important source of water for irrigation is river water; however, groundwater is an increasingly important source, with modern wells tapping aquifers more than 3,000 feet below the surface. OFOmitted is that desalinization is also an increasingly important source.Chap19. Conflict and Change in the Middle East.Overview. The Economy of the Middle East. Problems in Agriculture. Last sentence.Semi-arid regions have been transformed into productive crop land with irrigation; however, the water resources of the region are limited and desalination of ocean water is too expensive to be used for irrigation, except in some of the oil-rich Persian Gulf nation. OFDesalinization is not too expensive except in oil-rich nations.Israel is a leader in desalinization technology, also in aquaponics. Students should be aware of these modern technologies and increasing affordability Chap19. Conflict and Change in the Middle East.Overview. The Economy of the Middle East. Natural Resources. Line 2The Middle East has about 65% of the world's known oil reservesFEOPEC has about 65%. The Middle East does not. OPEC includes Venezuela, Ecuador and Angola. Chap19. Conflict and Change in the Middle East.Overview. The Economy of the Middle East. Economic Problems. Para 2. Lines 6-7Iraq's economy, which was struggling after the Persian Gulf War in 1991, was destroyed by the U.S. invasion in 2003. FEThe US invasion did not destroy the economy. The Shia-Sunni terrorists did. Hussein also contributed to its destruction when he set the Iraqi oil fields afire. Chap 19. Case Study. Israeli Palestinian Conflict. Lines 2-3Over a century of bloodshed has claimed over 15,000 lives in a conflict that seems to have no end. FESince 1920 over 116,000 Israeli and Arab/Palestinian lives have been lost Chap. 19. Case Study. Israeli Palestinian Conflict. The 1967 War. Last sentence.Twelve years later, and after another war (in 1973) Egypt and Israel signed a peace treaty leading to the return of the Sinai Peninsula. OFThis is an overly abbreviated synopsis of the Yom Kippur war in 1973, US and USSR participation with Cold War brinkmanship, and the eventual Camp David Accords in 1979 and return of the Sinai to Egypt in 1982. light of the Arab Spring in Egypt students should know what caused the assassination of Sadat and Presidency of Mubarak.Chap19. Case Study. Israeli Palestinian Conflict. First Intifada. Last Sentence.A year into the Intifada, the Palestinian National Council declared the creation of the State of Palestine.OFOmitted is that Palestine is not yet a recognized independent state and that the UN has accorded it the status of non-member observer. 19, Map: Palestinian Refugees. Para 4, Lines 1-2Israel does not want the refugees to return to their villages in Israel because they would sharply increase the Arab population. OFOmitted is the differentiation of refugees who at one time lived in Israel and their descendants in multiple generations who never lived there. The Israelis offered to accept tens of thousands of the original refugees if the Palestinians would recognize the State of Israel. However, Hamas and Fatah refuse to accept Israel. 19. Case Study. Terrorism and the Middle East. Conclusion.Lines 1-4.The Middle East has been the scene of many of the most extreme examples of terrorism in recent decades. The Arab-Israeli dispute has been the source of most of them, with its effects felt in many other nations. FEThe Arab Israeli dispute has been the source of many extreme examples of terrorism, but there is no proof that it caused “most” of them.There was Saddam’s gassing of Iranians and Kurds . was Iran’s sending thousands of boys on suicide missions. tortured and murdered the Kurds. attacked Lebanon Chap 19. Essay.Scarcity of Fresh Water. Problems in using alternative fresh water sources. Lines 3-8Desalination is an advanced technology that converts seawater into freshwater. It is used extensively on the Persian Gulf coast; however, it is a very expensive process that is beyond the means of oil-poor nations in other parts of the Middle East, and too expensive to use for irrigation even in oil-rich nations. OFAdvanced technology for desalinization is reducing the cost and the use of recycled water in aquaponics is making its use less and less expensive for oil-rich nations and all nations. 19. Project. Arab SpringOF[Reviewer’s Note: This is an interesting exercise to use the Arab Spring to acquaint students with the impact of social media. Missing is the need for student research to learn why the Arab Spring has failed, primarily because of Islamist seizure of the new governments, including shutting down social media.]Chapter 20 Latin America in Transition OverviewSubtitle: Socialism versus Authoritarian Militarism (1930-1980)The Socialist AlternativePara 3 Lines 1-4Cuba's revolution in 1959 provided an alternative model to the free-market capitalist economy controlled by foreign and business interests.(Underlining by reviewer)HT, FEOF“freemarkets” by their very definition are not “controlled”Perhaps ‘supported’ or ‘influenced by’ would be more appropriate.Cuba under Bautista before 1959 had a socialist economy, not free-market capitalism. Yes, Cuba’s 1959 revolution did provide a different system that ruined the economy and plunged the nation into poverty. The way the sentence is written implies the economy was better because it was not controlled by foreigners or business.Omitted is the tremendous relative success of the pre-1959 economy in spite of its socialist control. Chapter 20 Overview Subtitle: Late 20th- Century Social Problems ,Population an UrbanizationPara 1 Lines 2-3Overpopulation is not Latin America's major social problem -- unlike in other regions of the Third World.OF`There are experts that don’t believe overpopulation is the problem in the Third World. “The Myth of Overpopulation by Logan Albright” Chapter 20Overview Subtitle: Late 20th- Century Social ProblemsIndigenous Peoples: From Oppression to MobilizationPara 1 Lines 1-2Since the arrival of the Spanish in the 16th century, the Native American peoples of Latin America have experienced continuous discrimination and oppression.(Underlining by reviewer)OF/BOmitted is the continuous discrimination and oppression practiced by the native American peoples on each other. 20 Latin America in Transition Subtitle: Late 20th- Century Social Problems ,Population an UrbanizationPara 1 Lines 2-3Overpopulation is not Latin America's major social problem -- unlike in other regions of the Third World.OFThere are experts that don’t believe overpopulation is the problem in the Third World. Evidence points to a declining population. “The Myth of Overpopulation” by Logan Albright, Chapter 20 Overview Subtitle: Late 20th- Century Social Problems Indigenous Peoples: From Oppression to MobilizationPara 2 Lines 2-5 [Reviewer says entire paragraph talks about Latin American countries discrimination against their Black populations]OFOmitted is any discussion of who does the discrimination, what kind of discrimination it is, and what is being done about it, if anything. Chapter 20 Overview: Essay(Latin America Faces Many Economic Problems) Para 1 Lines 5-7The economy in most of these countries is controlled by a small group of elites, and there is a huge gap between the rich and the poor.OF/BOmitted is any definition of the supposed elite, or any explanation of the inference that elites create a huge income gap. Of course there are rich and poor people but statements like this tend to make the student think negatively against rich people.Chapter 20 Overview GlossaryDemocracydemocracya form of government in which laws are directly made by the people themselves; more often a synonym for "republic," government through the people's representatives.FEA democracy is not a synonym for “republic”.A democracy is rule by man and a republic is rule by law.Republics and Democracies The New American June 30, 1986“Democracies have forever been spectacles of turbulence”James Madison“Real liberty is never found in despotism or the extremes of democracy.”Alexander Hamilton Chapter 20 Overview GlossaryRepublicrepublica government in which the people's elected representatives (and not an individual) hold supreme power to make laws, etc.FE* That form of government in which the administration of affairs is open to all the citizens. A political unit or "state," independent of its form of government. 20 Overview GlossaryImperialismimperialismthe extension of rule or controlling influence of a stronger nation over a weaker one. European colonization of the Americas in the 16th century is an example; also, in modern terms, economic or cultural domination may also be considered imperialism. HTImperialism - a policy of extending a country's power and influence through diplomacy or military force.Chapter 20 Overview GlossaryLiberalismliberalisma political belief that historically has opposed social privilege, favored economic modernization and free trade between nations.FE* a political orientation that favors social progress by reform and by changing laws rather than by revolution* 20Latin America in TransitionOverviewSub-title: The Socialist AlternativePar 2 line 2These experiments with social reform all had similar results. For example, in Guatemala (1944-1954) and Bolivia (1952-1964), disgruntled middle-class sectors led movements to overthrow governments and initiated major social and political transformations.OFNo facts to determine who a “disgruntled middle-class” is.Chapter 20Latin America in TransitionOverviewSub-title: The Socialist AlternativePar 3 line 1-5Cuba's revolution in 1959 provided an alternative model to the free-market capitalist economy controlled by foreign and business interests. Cuba's new leader, Fidel Castro, initiated a series of major social reforms after coming to power.OFNo “alternative model” demonstrated to the student.Chapter 20OverviewSub-title: The Socialist AlternativePar 3 Line 11-14Communism, as implemented in Cuba, is an economic system in which the government owns the resources of production and controls both production and distribution.OFDefinition of: Communism is a similar concept to Socialism, in that ownership of land, capital and industry cannot be owned or controlled by the individual. ?However, under Communism the control of these things is not by a local community but by the State Government. ?Under this system the government has total control of everything produced and control what is made, and who will receive the goods and services produced. ?Under this system you are not allowed to own your own home, your own car, your own furniture, or even the food you eat. ?The State decides what you can use and where you will work. ?You have few if any rights.Chapter 20OverviewSub-title: The Socialist AlternativePar 4 Line 2-Socialism is similar to communism in having a greater government involvement in and management of the economy, the resources of production, and distribution. However, whereas communism advocates the complete ownership and control of the resources of production, socialism only advocates the government taking over what are thought to be essential industries and businesses. Thus, socialist governments may take over industries such as utilities, petroleum, and transportation, but leave many other enterprises in private hands.OFNo Definition of Socialism in the Glossary of this chapter.Socialism is a concept that individuals should not have ownership of land, capital (money), or industry, but rather the whole community collectively owns and controls property,?goods, and production. ?Ideally, in this system all share equally in work and the fruits of their labor. ? 20GlossaryCapitalismcapitalismthe economic system under which private individuals develop and own individual businesses in order to make a profit.OF/BUnder Capitalism, individuals own and control land, capital, and production of industry. ?Individuals are free to purchase and own their own homes, cars, furniture, and other goods such as TV, radios, computers, boats, or anything else you might want. You have total freedom to live where you want and what type of job field you want to pursue. ?If you have an idea for a new business or invention, you are free to pursue this without government interference.? Under this system you have the maximum number of choices in life. ?This is the 'pursuit of happiness' from the Declaration of Independence.? 20OverviewSub-title: The Socialist AlternativePar 6 Line 1-Part of the reason social reform and socialist movements failed outside of Cuba was an unwavering and often subversive U.S. hostility. The United States was adamantly anti-communist and supported repressive measures against any Latin American government that seemed as if it might support communist-sounding measures -- and that included policies that were either left-wing (social reform) or socialist. The U.S. supported repressive right-wing (conservative) regimes (including military ones) and financed counter-revolutionary movements against leftist governments.FEBlaming the U.S. for Cuba’s failuresU.S. supported “repressive measures”? No facts to identify what these measures were.Inaccurate use of “repressive” and “regimes” when talking about the United States.Chapter 20OverviewSub-title: The Socialist AlternativePar 6 Line 8-15The United States directly intervened to topple Guatemala's (1944-1954) social reform government and Grenada's (1983) socialist government. It was also instrumental in destabilizing the Chilean (1970-1973) and Nicaraguan (1979-1990) socialist experiments. With the fall of the Soviet Union, direct intervention ceased for the most part, although the United States still applies diplomatic and economic pressure. However, the U.S. embargo on Cuban trade remains as a major obstacle to potential Cuban economic development, since the United States would otherwise be Cuba's most natural market.OFA full paragraph dedicated to blaming America for Cuba’s inadequacies.How did the U.S. “directly intervene” to topple Guatemala?Chapter 20OverviewSub-title: The Socialist AlternativePar 7 ALLU.S. resistance was not the only reason for the failure of social reform and socialism, however. These movements also faced domestic sabotage and social polarization (as in Chile). For example, social reform and socialist governments faced extreme hostility from the dominant upper classes and the military. Political inexperience and economic mismanagement also contributed to their failure in the region.BLeading the student away from Pride in their country.Chapter 20OverviewSub-title Authoritarian Military RegimesPar 1 Line 4It was the social revolution in Cuba, for example, that produced a strong backlash against the spread of communism and the growing political power of the masses. Fear of communism and the influence of socialism led indirectly to the establishment of right-wing dictatorships.FERight-wing not defined in the Glossary of this chapter.Definition in Glossary of World History B: leftist; left-wing beliefs associated with the political Left; a person associating with more radical or progressive political ideologies such as Marxian socialism or communism.Right-wing would be the opposite of this?Chapter 20GlossaryLeftist; left-wingleftist; left-wingbeliefs associated with the political Left; a person associating with more radical or progressive political ideologies such as Marxian socialism or communism. Historically, left-wing parties have tried to promote government policies that are responsive to working-class interests.FE“Left-wing parties have tried to promote government policies that are responsive to working-class interests” is a lie. 20OverviewSub-title Authoritarian Military RegimesPar 4 ALL"Bureaucratic authoritarian" regimes in Brazil, Argentina, Chile, and elsewhere relied on institutionalized military power, the use of civilian technical experts, and political repression -- such as the suppression of political parties and free speech. The military regimes actively sought to remake their economies and societies. Leftist organizations, such as labor unions and student associations, were often the targets of systematic repression, torture, and even murder. In most cases, military governments adopted radical free-market economic policies that integrated national economies more fully into the global capitalist economic system. The dominant upper class reaped most of the rewards while the lower classes suffered the effects of inflation and unemployment. Although less common, some military regimes used authoritarian tactics to promote a more socialist-minded platform to empower the disenfranchised sectors of society. Such was the case in Peru and Ecuador in the 1970s.OF/B“and elsewhere” does NOT represent factsMilitary power is used in a previous paragraph to describe the United States.Political repression is also used in a previous paragraph to describe the United States.Radical free-market linked to capitalist economic system.“military regimes” is used in a previous paragraph to describe the United States.Chapter 20OverviewSub-title Turn to Neo-liberalism (1980s to the present)Par 2 Line 7In 2006, Haiti was ranked among the top 10 most corrupt nations in the world (ranking 3rd), while Venezuela and Ecuador soon followed (tied with other countries in ranking 7th and 8th, respectively). Political candidates who espouse the causes of the poor and/or indigenous people gained in political power, including the presidencies of Haiti (1990) and Bolivia (2005). In addition, indigenous candidates also won the presidencies of Peru (2001) and Bolivia (2005).OFRanked in the top 10 by whom?What system was used to determine corruptness?Who is curious about the other 7 in this survey?Chapter 20OverviewSub-title Turn to Neo-liberalism (1980s to the present)Par 3 Line 7After the hyperinflation and sluggish growth of the 1980s, Latin America was optimistic as to the prospects for economic development in the first decade of the new century. Eventually, neo-liberals argue, countries will find their niche (through new exports, manufacturing, or tourism) within a free-market global economy.OFOmission of who the neo-liberals were, where do they exist and what do they believe in?Very confusing use of a new word to the American student.Definition found in World History B. Chapter 20 below.Chapter 20OverviewSub-title Turn to Neo-liberalism (1980s to the present)Par 4 AllWhile the long-term consequences of this economic path remain unclear, the short-term effects have been disturbing. To be sure, neo-liberalism has helped to bring inflation under control and encouraged a return of foreign investment. Successful examples of neo-liberal economic policies include Chile and (to a lesser extent) Peru. On the other hand, the adoption of such policies has hit the lower sectors of society hardest, demanding huge sacrifices from already hard-pressed families; consequently, it has sparked widespread social discontent and protest. Despite the fact that most Latin American countries are not considered poor by global standards -- such as per capita Gross Domestic Product (GDP) -- the extremely uneven distribution of wealth means that there is an astounding poverty experienced by large sectors of these nations. Unless economic growth benefits these sectors, governments will continue to lose political legitimacy and face unrest. The use of authoritarian measures to impose tough economic policies occurred in Peru in the 1990s and threatens to re-emerge elsewhere in the region. Worldwide economic slowdowns (such as occurred in 2001-2002 and 2007-2010) hit already troubled nations hard.OFWhat short-term effects?Only 2 countries have been named in this paragraph. Who are “most Latin American countries”?What world-wide slow downs in economy? Chapter 20OverviewSub-title Turn to Neo-liberalism (1980s to the present)Par 7 Line 1-In Ecuador, a president who promised social reforms, but instead implemented austere economic measures to curb inflation, was voted out of office by the country's legislature. Since then, the country's poor economy -- including the worst recession in recent years and the highest inflation in Latin America -- has stymied social reform efforts.OFPromised what kinds of social reforms?No definition of “austere economic” measuresChapter 20OverviewSub-title Turn to Neo-liberalism (1980s to the present)Par 8 Line 4in Venezuela elected Hugo Chavez, candidate of a left-wing coalition. He promised a "peaceful social revolution" to help reduce poverty. A new constitution expanded social welfare, gave autonomy to indigenous groups, and prohibited the privatization of key national industries -- such as the petroleum industry. These measures and other similar ones made Chavez very popular. However, his efforts to concentrate more power in the presidential office and suppress political opponents generated controversy and some opposition. There was a brief military coup in 2002 and a recall vote was held in 2004. However, Chavez managed to survive all efforts to oust him and was re-elected in 2000 and 2006.OFNo definition for “peaceful social revolution”“similar ones” does not represent facts.Chapter 20OverviewSub-title U.S.- Latin America RelationsPar 1 Line 3direct intervention by the United States into Latin American affairs has ceased (for the most part), although diplomatic and economic pressure is still applied.OFNo facts to explain what kind of diplomatic or economic pressure is still applied.Chapter 20OverviewSub-title During the Cold-WarPar 1 Line 10During the Cold War, U.S. policies sought to prevent communist subversion and promote the expansion of U.S. economic power in the region.FEThe motivation of the U.S. is not to expand economic power, but to protect the economic interests that currently exist.Chapter 20OverviewSub-title During the Cold-WarPar 2 Line 12Following the 1977-1980 attempt of U.S. President Jimmy Carter to base U.S. foreign policy on the principle of human rights, the Reagan administration in 1981 pursued a more aggressive anti-socialist policy, financing extensive campaigns against the leftist Sandinista government in Nicaragua (the "Contra War") and Marxist guerrillas in El Salvador.OF/BFirst reference to President Ronald Reagan. Chapter 20Study QuestionsFactualQuestion #2Most critics of U.S. foreign policy in Latin America would agree that the U.S. has __________. often failed to protect the economic interests of U.S. businesses allowed socialist revolutions to spread throughout the regiononly recently considered the region as strategically importantroutinely interfered in the domestic affairs of many nationsBWrong question to ask an American student.Chapter 20Study QuestionsFactualQuestion #9In nations where the vast majority of the wealth is concentrated in the hands of a few, many governments during the 20th century tried to reform their societies by nationalizing certain industries. What is the CORRECT definition of "nationalization"? The government takes control of certain industries or landholdings.The government sells off state enterprises to the private sector.The government annexes (takes) territory from other nations.The government redistributes land to landless peasants.BNationalization defined in this textbook: nationalization the practice in which the state takes over private industry in an attempt to better control the nation's economy.This is not a term that an American student should ever have to define unless the text is referring to the nationalization of Germany during the time of Hitler and the holocaust.Chapter 20Study QuestionsFactualQuestion #19Most Latin Americans believe that they are entitled to basic human rights. Which of the following is NOT an example of human rights? the right to bear armsthe right to a living wagefreedom of speech and religionspeedy, public trial by a jury of your peersBThe answer to this question is #1 (the right to bear arms) in the textbook.Chapter 20Study QuestionsFactualQuestion #32Laws in the U.S. are becoming tougher on both legal and illegal immigrants to the U.S. Which of the following is NOT a strategy proposed by the government to discourage immigration? imprisoning (rather than simply returning) those caught illegally crossing at bordersharsher penalties for foreigners who overstay their visasconstructing an "invisible electrical fence" along the Mexican-U.S. bordercutting social services to legal residents who are not citizensBLegal and illegal immigrants?Chapter 20Study QuestionsFactualQuestion #35Which statement BEST describes the status of human rights in Latin America? A number of human rights organizations are concerned over the state of human rights in some nations in the region.All nations carefully guard the human rights of their citizens.Basic human rights are not guaranteed anywhere in Latin America.all of the aboveCorrect answer is #1Chapter 20DocumentsCholo and PeruQuestion #2What aspects of Peru's Indian cultures might Varallanos be seeking to introduce into the national culture? (You will need to examine Peru's pre-Columbian past to answer this question.)OFNo facts to allow student to answer this question and the author indicates this in parenthesis.Chapter 20DocumentsA Brazilian WomanQuestion #2How have the sexist (macho) attitudes of Brazilian males influenced Lucia's outlook on life?BWhat a question!The title of this letter is “A Brazilian Woman” yet nowhere in her letter does she say what country she is living in.Chapter 20ArtPeople of Latin AmericaPar 2 Line 3Peru's largest ethnic group is indigenous people (45%), followed by mestizos -- people of mixed Spanish and Indian ancestry -- (37%), and whites (15%). Though they have experienced centuries of racism, Peru's Indian people have proud and independent cultural traditions.BThis is a section on “Art” and the author is discussing “centuries of racism”Chapter 20ArtStatue – PeruQuestion #3Are there any similarities between pre-Columbian religions and Christianity?OFThere are not enough facts in this textbook about Christianity for a student to effectively answer this question.Chap 21. Communism Declines. Overview. Communist Europe from Stalin to Gorbachev. Para 2. Lines 6-7Under Brezhnev, the Soviet Union made significant economic gains to become a leading industrial power; FEThe Soviet Union did not become a leading industrial power even though it became a leading military power. Under Brezhnev’s ca.20 years of rule it entered a period of stagnation during which the “economy suffered from a lack of technological advances, poor-quality products unsatisfactory to both Soviet and foreign consumers, low worker productivity, and highly inefficient factories”. This quote is from the middle of Brezhnev’s rule the USSR’s GDP was lower than that of both of the Germany’s, the US, the UK, France, Italy, Japan, and Czechoslovakia. Chap 21. Communism Declines. Overview. Consequences of Political Change in the East. Para 2, Lines 3-4.The Socialist Federal Republic of Yugoslavia ended when Slovenia and Croatia declared their independence in 1991.OFOmitted are Serbia and Bosnia.Chap 21. Communism Declines. Art. Berlin Wall. Para 2. Lines 1-2In order to prevent the population of the eastern part of the divided city and country from fleeing to the West, the Soviet Union built a wall right through the city of Berlin in 1961. OFThe Berlin Wall was 96 miles long and was built far beyond the city of Berlin. 22Post-Cold War EuropeOverviewIntroductionPar 1 Line 1-5Europe in the 1990s was a continent in transformation. The nations of the West moved hesitantly and with much opposition toward integration of their economies while seeking to retain their political sovereignty. The sweeping changes in Eastern Europe from 1989 to 1991 dramatically altered the politics and the geography of the region and its relationship with the West.OFWho are these “nations of the West” that this paragraph is referring to?Chapter 22OverviewWestern EuropePar 1 Line 5In many of the European Union countries, unemployment remained high, and terrorism remained a constant threat. Racist acts of violence persisted and right-wing, anti-immigration parties gained public support. Frequent strikes expressed workers' frustration with the process of economic integration and the failure to recover from economic malaise. The old scourges of ethnic hatred and nationalism still plagued many nations.OF/B“many” does not represent facts“ethnic hatred and nationalism still plagued many nations” – No idea who the author is talking about?Chapter 22OverviewSub-title: Conservatives Dominate in the early 1990’sPar 1 Lines 4-10A conservative, Jacques Chirac, replaced Francois Mitterand, a socialist, as president of France in 1995 (retiring in 2007). Helmut Kohl and the Christian Democratic Union won the first all-German elections in 1990 and won again in 1994 (retiring in 1998). Parliamentary elections in Italy in 1994 brought a coalition of right-wing conservatives and neo-fascists to power for the first time since Italy became a republic after World War II. Right-wing parties also increased their strength in the Austrian legislature.BWhat is a “right-wing” conservative? - The Definition in the glossary is in below in the following line. No description of the value these men brought to Italy. Chapter 22GlossaryRight-wingright-wingpolitical groups that hold conservative beliefs, generally in favor of private enterprise and limited government in economic affairs, but which may be nationalistic or militaristic; term derived from seating in legislatures where conservative parties are seated on the right side of the chamber, socialists and communists on the left side, and moderates in the center; extremist right-wing parties may be monarchists, ultra-nationalists, fascists, or neo-Nazis.HTThe 1st line of this definition is correct.The rest is a conservative’s definition of the “left”.Chapter 22GlossaryNeo-Nazineo-Nazisimilar to Nazism; nationalist groups or political organizations in the post-World War II period with attitudes and programs advocating violence and opposing Jews and foreigners, especially those from Africa, the Middle East, or Eastern Europe.BConservatives are “neo-Nazi’s” according to the definition above of a “right-wing”.No definition of fascists in text-book.Chapter 22Notable PeopleJacques ChiracThough high levels of unemployment eroded public support for him, Chirac was re-elected in 2002 (to a 5-year term) because his main opponent was a right-wing extremist. Chirac was one of the most outspoken opponents of the American push to attack Iraq for its failure to disarm.OF/BHe won because his opponent was a “right-wing extremist”?Chirac’s most important achievement during his second term was his administration’s HYPERLINK "" privatization of many major corporations that had been nationalized under Mitterrand. He also reduced payroll and other taxes in an effort to stimulate job creation in the private sector. does this last sentence mean? Speaks nonsense.Chapter 22OverviewSub-title: A shift to the left in the late 1990’sPar 1 Line 1-6As the 20th century ended, the governments of France, Germany, and Great Britain found themselves unable to overcome their countries' economic difficulties. By 1997, unemployment in France and Germany exceeded 12%, the highest level since the end of World War II. Growing dissatisfaction led to a "political about-face" in France, Britain, Germany, and Italy. In Britain, the Labour Party with its leader, Tony Blair, won a landslide victory against John Major's Conservatives in 1997 and won re-election in 2001 and 2005.OFWe just learned in the previous paragraph that Jacques Chirac was a conservative who won from 1995 to 2007.The textbook makes it VERY confusing as to who represents the left and who represents the right in this chapter?You can’t have it both ways. Give FACTS about what these different leaders believed in and let the student decide what “Side” they represent.Chapter 22OverviewSub-title: A shift to the left in the late 1990’sPar 3 Line 1-In Italy, the short-lived right-wing government was toppled by a leftist coalition in 1996 headed by ex-communists, communists, and some small moderate parties. That government lasted until 2001 when billionaire Silvio Berlusconi was elected to lead a right-wing coalition.OFToo many adjectives and NO facts!Chapter 22OverviewSub-Title: A shift to the left in the late 1990’sPar 4 Lines 1-In Germany, the Social Democrats swept the Christian Democrats from office in 1998 in a stunning reversal of nearly 20 years of conservative rule. The Social Democratic Party formed a "Red-Green" alliance between it, the Green Party, and the ex-East German communists, the Party of Democratic Socialism. Chancellor Gerhard Schroeder narrowly won re-election in 2002.B“swept”, “stunning reversal”, “narrowly” do NOT represent facts.Do you feel the author’s excitement in this paragraph?Chapter 22OverviewSub-Title: Issues for the turn of the centuryPar 2 Lines AllHowever, the danger of nuclear attack lessened (because of political changes and international agreements), although regional wars, like that in Kosovo, reminded people of the possibility of armed conflict within Europe. The growing unity which is illustrated by the expansion of both NATO and the European Union contrasts with divisions within the European Union over the adoption of the euro and the invasion of Iraq.OF/BIn whose opinion has the danger of nuclear attacks lessened?Because of “political changes”? What Political changes?Growing unity? NO facts given to allow the student to make these decisions.Chapter 22OverviewSub-title: European problems with immigrants.Par 1 Line 9Since the immigrants are not competing for jobs that native Europeans are interested in for the most part, the anti-immigrant sentiment is nationalist and cultural, rather than economic-driven.B“For the Most Part”?American students deserve better than 1-sided Bias opinions. There are ALWAYS 2-sides and 2-opinions. As a reviewer, I am ready for side 2.Chapter 22OverviewSub-title: European problems with immigrantsPar 2 ALLMuslim immigrants, particularly those from Arab nations, have become major targets of anti-immigrant hostility in Europe since the September 11, 2001 terrorist attacks in the United States. Anti-terrorist legislation has been directed toward immigrants from the Middle East, and law-enforcement authorities look with suspicion on Muslim immigrants of any ethnicity. Even usually tolerant nations such as the Netherlands have had violence, including the vandalizing of mosques and street fights between Muslims and anti-immigrant groups.BNo mention that is was Muslims who were responsible for the Sept. 11, 2001 terrorist attacks and the number of people who were killed.Who are these anti-immigrant groups the text speaks of? Are they left-wing or right-wing?Chapter 22OverviewSub-title: European problems with immigrantsPar 3 ALLIn October 2005, Europe's simmering problems with its Muslim immigrants exploded. Massive youth riots broke out throughout France after two teenagers of North African descent were accidentally electrocuted in Paris under disputed circumstances. The deaths ignited long-hidden frustrations and hundreds of Muslim teenagers rioted. Many of them were French-born children of North African immigrants. They burned cars and destroyed property, expressing their dissatisfaction with their place in French society and their weariness of the poverty, crime, poor education, and unemployment plaguing their community. The riots lasted over two weeks and tensions remained high after that. The French government announced plans to assist immigrants the following month and also declared a state of emergency.FE/OFNorth African descent?two French youths of Malian and Tunisian descent were electrocuted as they fled the police in the Parisian suburb of Clichy-sous-Bois.If these are “disputed” circumstances why does the author side with “accidentally electrocuted”?The rioters, mostly unemployed teenagers from destitute suburban housing projects (the cités HLM) caused over €200 million in damage as they torched nearly 9000 cars and dozens of buildings, daycare centers, and schools.? The French police arrested close to 2900 rioters; 126 police and firefighters were injured, and there was one fatality – a bystander who died after being struck by a hooded youth.Time to find God again!? 22OverviewSub-title: European problems with immigrantsPar 4 Line 4-(Muslims consider it a serious crime to insult Muhammad, although Islam varies in its doctrine on depicting humans in general and Muhammad in particular.) As the news spread, there was a growing unrest among Muslims. Some major European newspapers seemed to fuel the controversy by republishing the cartoons. The unrest erupted into violence in February when the Danish embassy in Indonesia was attacked. Eventually, there were violent protests in over 50 countries, particularly Islamic ones.BPutting blame for Muslims killing people, on a cartoon? Chapter 22OverviewSub-title: Russia under YeltsinPar 1 Line 1Soon after the breakup of the Soviet Union, Russia sharply reduced state subsidies and stepped up privatizing the economy. President Boris Yeltsin's economic program and personal style brought him into conflict with the legislature (the Congress of People's Deputies and the Supreme Soviet) that had been elected before independence.OFNo explanation or facts given to allow the reader to understand what Yeltsin’s economic program was about.Chapter 22OverviewSub-title: Russia under YeltsinPar 1 Line 6When the legislature defiantly remained in session and impeached Yeltsin, he ordered the army to dismiss the legislature and arrest its leaders. The Russian Constitutional Court ruled that Yeltsin's decrees were unconstitutional. The parliamentary elections two months later gave right-wing nationalists and their allies, opposed to Yeltsin's policies, a significant bloc of votes in the new legislature.BNo facts given on what the issues were here except that Yeltsin is impeached because his decrees were unconstitutional. This is the major reason to impeach someone in a Constitutional Republic.Chapter 22OverviewSub-title: Russia under YeltsinPar 3 AllThe 1993 constitution enabled Yeltsin to govern despite hostile legislatures. Though progress had been made in developing a free-market system, the Russian economy was plagued by shortages, inflation, high unemployment, a widening gap between the rich and the poor, and the growing influence of organized crime. Despite the nation's economic problems and his earlier unpopularity, Yeltsin won re-election in 1996. A major factor in the election was a concern that his opponent's election would restore a communist dictatorship. Nevertheless, hostility to Yeltsin grew because of his increasingly dictatorial style and corruption in government.OFWhat “free-market system”Chapter 22OverviewSub-title: Russia under YeltsinPar 4 Line 7Russia effectively reoccupied Chechnya and retook the Chechen capital in 2000, sending the Muslim rebels into the mountains where they continue to struggle for independence through guerrilla warfare and terrorism. In all, an estimated 100,000 people were killed and another 400,000 displaced.B“struggle for independence”?History ONLY shows Muslims as a conquering religion. Humanity is about the GOOD we can inflict on a society, not the terror. Chapter 22OverviewSub-title: Russia under PutinPar 4 Line 5-Despite Russia's resentment of the eastward encroachment of NATO and the European Union toward Russia's borders, Russia has drawn closer to the West. It supported the war against terrorism, including the U.S.-British invasion of Afghanistan in late 2001. Russia also joined with France and Germany in opposing the U.S.-led invasion of Iraq.OFNo facts to back up “drawn closer to the West”No facts to explain why Russia supports one war and opposes another?Chapter 22OverviewSub-title: Developments in the CIS and Eastern EuropePar 2 AllFree elections ended communist dictatorships in the former Soviet-dominated nations of Eastern Europe. However, many people in Eastern Europe and the former Soviet Union, overwhelmed by political, economic, and social disruptions, yearned for the stability of the former regimes. Many of these nations remained under the control of communists or restored communists, who often campaigned as socialists and democrats. The closest to an old-style dictatorship in these areas is in Belarus. An authoritarian president there, Alexander Lukashenko, increased his hold on the government when the country's voters eliminated the two-term limit on the presidency in 2004. Taking office in 1994, he has won re-election in 2001, 2006, and 2010, in elections that were considered "flawed" by international standards.OFHow does one “yearn” for stability of former regimes?No facts to allow the student to make up their own minds as to what has occurred in Eastern Europe.Chapter 22Graphs/ChartsProfiles: European Union and U.S.Par 3 Line 6The success of the EU is shown by the chart reflecting 2011 statistics. The combined GDP of the EU nations is nearly equal to that of the United States. The EU exports more than the United States and has a healthier trade balance. The EU has more people than the U.S. The EU already is a major world economic power. If it achieves a political union, the EU could well be classified as a superpower.OFAt what point does the textbook decide that the EU is already a major world economic power and for what purpose?The chart shown, shows population, land mass, import and export totals, GDP, unemployment numbers and Trade Balance numbers.How do these numbers make you an economic power?Chapter 22Internet projectsThe Changing Faces of EuropeBackgroundPar 7 Line 3Each nation's immigration policy changes as often as its politics and economy do. However, the faces of Europe will continue to change as long as there is an unequal international distribution of wealth, opportunity, and freedom, in addition to war-torn countries, failed economies, and refugees.BComplete 1-sided opinion with socialist implications for the distribution of wealth.Chapter 22Internet ProjectsThe Changing Faces of EuropeActivitiesQuestion #1Activities1. Read the article "Racism in Europe Cannot be Denied" by Neelima Shah. Name examples the author uses to describe instances of non-assimilation. (These can be both in the form of racism against the immigrants or the immigrants' attitude towards their adopted country.)BWhy would a World History textbook ask an American student to read this article?The people in Europe are called Europeans. Just as the people in America are called Americans. It doesn’t matter what color or what language they speak. If they have taken the oath of the country and are recognized as a legal citizen then the law of the land will deal with the bullies in the society.Chap 23. Solutions to Global Problems. Overview. Nuclear Arms Race and Disarmament. Para 1. Lines 2-4Dulles's threat that the U.S. would "retaliate instantly, by means and at places of our own choosing" led to an arms race between the two super powers.FEDulles’s response to the Soviet arms build-up and control of Eastern Europe did not cause the arms race, which was started by the Soviet military expansion.His statement of immediate retaliation was part of our containment policy to let the Soviets know that if they attacked us we would attack immediately to devastate them. 23. Solutions to Global Problems. Overview. Nuclear Arms Race and Disarmament. Para 3, Lines 1-3In 1972, during a time of detente, the United States and the Soviet Union signed SALT I, the first Strategic Arms Limitation Treaty, to limit the number of ABM launch sites and to freeze long-range nuclear missiles at existing levels.OFOmitted is any definition of “détente” or its origins, length or historical significance.Chap 23. Solutions to Global Problems. Overview. Nuclear Arms Race and Disarmament. Para 4. Lines 4-6In December 2001, President Bush formally announced that the United States would withdraw from the ABM Treaty in six months to test and deploy a missile defense shield.OFOmitted is our reason for cancelling the ABM Treaty, its relation to our defense today, and current discussion to proceed with the equivalent of the Israeli Iron Dome.Chap 23. Solutions to Global Problems. Overview. Space Exploration. Para 2. Last sentence.However, the American space effort was set back when the space shuttle "Challenger" exploded seconds after launch in 1986 killing seven astronauts.OFThe Challenger explosion reference omits the extensive investigation, the discovery of its cause and the refusal of NASA to follow the directions of the builder’s engineers to abort the launch. That is, students need to know that when politics overrules scientific knowledge disaster occurs. 23. Solutions to Global Problems. Overview. Information Age. Para 3. Lines 8-9Bill Gates, commercially developed the operating system that controlled these smaller computers.OFThere is not definition of Gates or mention of Microsoft and its effect on the entire industry.Chap 23. Solutions to Global Problems. Overview. Information Age. Para 4. Lines 6-12The Internet developed into a valuable tool of communication outside scientific and military channels when a group of scientists based at CERN in Switzerland created the "world wide web," a system enabling many users to share information with just a click of the mouse. Tim Berners-Lee developed the software used on the Internet. OFThis is an example of sloppy selection of facts to list in a hurry without meaningful explanations. Why mention CERN and Tim Berners-Lee, hardly household words, if you’re not going to say enough to have them remembered?Chap 23. Solutions to Global Problems. Overview. The Global Economy. Last Para. last sentence.However, there are negative aspects to globalization -- those people who cannot take advantage of the opportunities get left behind.OFOmitted is that despite dislocations of some employees, the overall effect on the economy in the US is to increase total employment because of foreign investment here, because of greater job creation here by US multi-nationals than those they create overseas and because of increased demand for computing and technological jobs here. 23. Solutions to Global Problems. Overview. Global Trade Architecture. Para 8. Last sentenceMany scientists and environmentalists believe that the intensification of ultraviolet rays that reach the earth's surface contributes to global warming that is threatening plant and animal life in all parts of the world.HTAlthough many scientists do believe that, many others do not. Students need to hear both sides of an issue.Global warming does not threaten plant and animal life in all parts of the world. In fact, it greatly benefits them, increasing vigorous growth, resistance to pests and expanded habitat. For example, polar bear habitat is expanding.See report of Nongovernmental International Panel on Climate Change, referenced 23. Solutions to Global Problems. Overview. Global Trade Architecture. Para 9. Last SentenceRather than increasing standards of living, many analysts are arguing that standards of living in developed countries are declining for those workers. [Sentence refers to effect of outsourcing on unskilled and semi-skilled employees]OFMany other analysts disagree. Again, students need to know all sides of an issue. Outsourcing provides higher profits for business which can then expand to hire more employees in different departments, or increase dividends which lead to more purchasing, demand and employment. also is the safety net in the US for temporary unemployment and job re-training.Chap 23. Solutions to Global Problems. Overview. Governance and Protecting Individual Rights. National Liberation Movements. Para 2. Lines 4-6However, the reform process was often ineptly handled in the attempt to preserve British privilege and influence, and led to violence between different religions.[The words “reform process” seem to mean preparing India for self-government.]FEThe British did not try to preserve special privilege for themselves with the India Independence Act of 1947. The Act set how the new states would choose to be part of India or Pakistan and was the result of careful preparation. Aug 15, 1947, India and Pakistan became free and Nehru was sworn in as first PM of India.Religious violence had existed long before independence and continued thereafter. 23. Solutions to Global Problems. Overview. Governance and Protecting Individual Rights. National Liberation Movements. Para 3, Lines 1-4The British did even less to prepare their African colonies for self-government, while the French, Portuguese, and Belgians did nothing. As a result, national liberation in Africa often became the arena for different groups battling for control of the new government.FEAfter the war the British made electoral reforms to increase local participation in voting and local control of legislative councils. The power of government was taken from tribal chiefs and given to the elected legislatures. There was a similar process in the French colonies. groups “battling for control” did not result from colonial preparation or lack of it, but from the fact that Africa was a tribal society with thousands of local groups.Chap 23. Solutions to Global Problems. Overview. Governance and Protecting Individual Rights. National Liberation Movements. Para 3, Lines 4-6[continued from above]One proposed solution to this constant infighting was Pan-Africanism, or the conscious development of a sense of continent-wide unity leading to cultural, economic, and political unificationOFPan-Africanism was an intellectual movement started by W.E.B.DuBois in the US that spread to a few intellectuals in Africa and did not become an active political movement amongst the very diverse states. Chap 23. Solutions to Global Problems. Overview. Governance and Protecting Individual Rights. Human Rights. Para 1. Lines 7-8Civil and political rights are more commonly known as "civil liberties" in the vocabulary of American politics.FECivil rights and civil liberties are not at all the same in American politics and never have been. Read below quote:The legal area known as "civil rights" has traditionally revolved around the basic right to be free from unequal treatment based on certain protected characteristics (race, gender, disability, etc.) in settings such as employment and housing. "Civil liberties" concern basic rights and freedoms that are guaranteed -- either explicitly identified in the Bill of Rights and the Constitution, or interpreted through the years by courts and lawmakers. – 23. Solutions to Global Problems. Overview. Governance and Protecting Individual Rights. Human Rights. Para 1. Lines 10-13Frequently in the case of positive rights, the governmental action required is a long-term, coordinated policy that is designed to bring a certain standard of living to people, whether in education, health care, or housing. These rights are known as "civil rights" in the American political vocabulary. FEIn America civil rights as defined in the Declaration of Independence and enforced by the Civil Rights Act of 1864 level the playing field and guarantee equality of opportunity. They do not guarantee equality of outcome related to standards of living.Chap 23. Solutions to Global Problems. Overview. Medical Breakthroughs. Para 4. Lines 1-3Even there, only a small percentage of those who need them can afford them. [This sentence is talking about expensive medical operations.]OF, BOmitted is that even the very poor in the US have medical insurance which allows them operations costing several hundred thousands of dollars.Chap 23. Solutions to Global Problems. Overview. Pollution. Para 2, Lines 1-2The burning of fossil fuels to produce energy has resulted in the wholesale release of industrial pollution into the atmosphere where it can cause the formation of acid rain. FE re wholesale releaseOF re industrial pollutionIn most countries (except China) there is not a “wholesale” release of industrial pollution. Omitted is that industrial pollution causes a very minor portion of acid rain compared to rotting vegetation, volcanoes and lightning storms. Chap 23. Solutions to Global Problems. Overview. Pollution. Para 2,Lines 5-8Scientists have noted that the ozone layer of the atmosphere has been thinned by the release of chemical aerosols. This causes an annual ozone hole to develop over the earth's polar regions.OFHTOFChemical aerosols are only one cause of ozone depletion, which is also caused by volcanic emissions and other natural causes. The so-called ozone hole is actually a short-term thinning of the layer occurring naturally every year over the polar regions because of the cold winters. depleting has not been noted since 1992. Chap 23. Solutions to Global Problems. Overview. Pollution. Para 5, Lines 2-3By 1997, it became clear that temperatures around the world had risen more in the 20th century than in previous recent centuries.OFOmitted is the fact that rising temperatures in the 20th century were a result of the earth’s coming out of the Little Ice Age, which ended about 1860. Chap 23. Solutions to Global Problems. Overview. Pollution. Para 5, Lines 5-7The fourth report of the Intergovernmental Panel on Climate Change (IPCC) expressed very high confidence (at least a 9 out of 10 chance of being correct) that global warming was the result of human activities.BThis text gives one example of global warming opinion and omits entirely the evidence that it is not caused by humans.Omitted is that 31,487 American scientists have signed a petition, accompanied by a 2007 climate study by scientists from the Oregon Institute of Science and Medicine, that states: “There is no convincing scientific evidence that human release of carbon dioxide, methane, or other gases is causing, or will cause in the foreseeable future, cause catastrophic heating of the earth’s atmosphere and disruption of the earth’s climate. Moreover, there is substantial scientific evidence that increases in atmospheric carbon dioxide produce many beneficial effects upon the natural animal and plant environments of the earth.” is that over 400 prominent scientists disputed man-made global warming claims in 2007. Many of them are current or former participants in the IPCC 4th report. This study was conducted by minority staff of the US Senate Committee on Environment and Public works. 23. Solutions to Global Problems. Overview. Pollution. Para 5, Last sentence.Researchers have already reported accelerated melting of ice at the poles and in many glacier fields around the world.OF, BThe text fails to say that ice is increasing in some parts of the world while it melts in others.“Total global polar sea ice is largely unchanged over the past 35 years. Antarctic sea ice set all time record for size in September 2013” This quote is from below link. Chap 23. Solutions to Global Problems. Case Study. The Value of Economic Freedom. Economic freedom in a command economy. Last sentence.However, the average citizen in a command economy is free from the fear of being unable to satisfy basic needs, such as food, clothing, housing, and health care.FEBy the end of the communist regime in the USSR the command economy had failed so completely to provide food for the average citizen that shop shelves were often bare and people queued in long lines for a chance to buy their daily food.Chap 23. Solutions to Global Problems. Map. The World. Para 2, Last SentenceThere are four oceans: the Arctic Ocean, Atlantic Ocean, Indian Ocean, and Pacific Ocean.FEThere are 5 oceans in the world, not 4, under current naming convention. 23. Solutions to Global Problems. Case Study. Nuclear Energy.Advantages to Nuclear Fuel. Lines 3-7Coal mining is expensive, labor intensive, and damages the environment. Burning coal pollutes the atmosphere causing health hazards and contributes to acid rain which damages forests and kills lake fish. HTCoal mining has minimal effect on the environment because when mining is done coal companies restore the land almost completely. coal causes minimal pollution because coal companies use modern technology to scrub the gases before their release into the atmosphere. of the scrubbing of gases acid rain is no longer of significant concern.Concerns: 1.There is no chronological discussion of the United States war with Japan during World War II, not even in Chap 11, which is entitled “World War II, Causes and Effects” and deals primarily with Europe. The Iwo Jima campaign is discussed under the Art section, which covers monuments. In Chap 10 there is mention of Japanese wars with China. Chap. 16 on Modern Japan has a few paragraphs on the US advance through the Pacific, the atom bomb, and McArthur in the Army of Occupation. Pearl Harbor is mentioned in passing. This book gives snapshots of historical events and fails to tie them together in a way that will be understood as flowing from one to the other. The “snapshot” approach is used throughout. Jumping around and repeating is very confusing. The chapters should be re-named or re-combined to present material in chronological order.2. The Study Questions add many new names of individuals that were never mentioned in the Overview and sometimes are not even in the Glossary. It’s a poor way to teach to expect students to look up answers to questions in order to learn basic facts.3. The Overview often makes a paragraph read almost like a list, with one sentence on one event and the next sentence on another, with no discussion, amplification, or relation to the others in the paragraph. It is very hard to learn meaningless lists.4. The text is biased toward progressivism, redistribution of wealth and government regulation. See Chap 5 review.5. There is bias against imperialism and colonialism without adequate discussion of their contribution to world prosperity. See Chap 7 and 8 review.6. There is sloppy editing and signs of laziness in choosing examples. Chap 12 has 2 different titles. Chap 12 under Art for WWII uses the Statue of Liberty, instead of a WWII Memorial. Chap 23 Overview gives names of internet inventors without any information about them. There is an “internet project” later in the chapter that does name them but fails to describe in a meaningful way how the web and network. 7. The efforts to teach decision making ask the student to reach decisions on complex matters where in this survey course they have insufficient background knowledge. Fine to learn the process, but don’t expect 15-yr olds to solve the world’s problems.8. Opening and concluding sentences of topics often show faulty causation of events.9 The text is completely biased toward anthropogenic global warming and fails to mention that there is a great deal of scientific research negating man’s role in climate change, and also that global warming is beneficial to all.10. The book is not kept up to date, e.g. world population figures, recent research on climate, etc.Because it’s important to teach students the exceptionalism of America, I cannot recommend Worldview World History B. I could not find an example of American exceptionalism. On the contrary, the US was negated as imperialistic, class war promoter, greedy, exploitive, weak or inhumane. Democracy was revered at every turn almost as a religion. The US Constitution was not discussed. America was described as a democracy rather than a Constitutional Republic. The economy of the US is based on a free market. Capitalism was not adequately explained or defended as required by TEKS.None of the American heroes were commended or our victories in war. The Judeo/Christian basis of America was not developed. Rather, Confucius, Muhammad, Buddha and other eastern religions were promoted and given more text, pictures and artwork. In today’s world it is imperative that American students be taught the threat of ISIS. The Muslim’s spread of their religion was obviously given higher priority than the Judeo/Christian religion on which America was founded. It was not explained fully that the spreading of their religion is by the sword. Recent beheadings by Muslims should be a red flag. Even though the beheadings were since the textbook was published, I doubt they would have been blamed on ISIS.Worldview-World History B is a view point of a communist, socialist, Muslim or all of the above. After reading the great edification given to Adolph Hitler (14 Lines) and 19 lines for Fidel Castro it becomes clear to the reader why Ronald Regan was not mentioned. Only Liberal American politicians are mentioned in the textbook and are mentioned with high regard. Adolph Hitler was quoted in History to say: “…then we should in all probability been converted to Mohammedanism (Islam), that cult which glorifies the heroism and which opens up the seventh heaven to the bold warrior alone. Then the Germanic races would have conquered the world. Christianity alone prevented them from doing so.” . The textbook tries to teach in the Chronology, when chronology should be used to collate information already learned. Being in Chronology allows complete omission of any facts when a subject is introduced. There are no numbers to identify different thoughts and paragraphs. There are 89 different entries in Chronology 2002 with no numbers. The text often lists facts and events without adequate study time for students to understand or retain the jumble. The textbook in Chapter 3 goes to great lengths to define Bias and Stereotypes and proceeds to give examples of cartoons and signs made in America. I will ask the exact question the textbook asks the student. “Who wrote this book, why was it written, what were his or her personal beliefs and what did he or she hope to gain from it?” Please ask Worldview to answer these questions.This textbook is pure propaganda against the United States and the values she has shared for over 200 years. Ronald Regain understood the deterrent a strong, well-armed country was to all enemies. Reviewer found Mr. Reagan’s last name one-time in this textbook. (See line #245)Government Control has an inverse relationship to Personal Freedom. ? The more control government has the less freedom individuals have. ?At the two extremes you have either a total dictatorship or you have total anarchy. ?The founding fathers thought about 40% government with about 60% personal freedoms was the best approach. ?This balance allows free enterprise to flourish, with enough control to prevent abuses. ?However, they realized this type of government would only succeed with a moral and honest population. ?As a society becomes more corrupt and dishonest, there are increasing?needs for government control of the population. ?The Communist realize the Christian Church provides a moral framework for our society, and if they can destroy the Church and society's morality, it will be easier to impose Big Government controls on America. greatest fear for a communist, a socialist or a Muslim is Truth. John 18: “…I came into the world, to testify to the truth. Everyone on the side of truth listens to me.”Put TRUTH back in the American textbooks and do not accept this publisher for our children.Evaluation of Social Studies Skills and other important issuesNumberQuestionsYesNoIs the appropriate vocabulary relevant to the subject matter presented to students?For example, on comparative government are terms such as monarchy, oligarchy, democracy, socialism, fascism, and communism presented?JhKg, emAre the captions under pictures factual?Not alwaysJh, emkgAre the charts and graphs relevant to the topic being presented?JhKg, emAre the maps accurate and relevant to the topic?Jh, kg, emAre questions thought provoking? Is adequate and accurate material provided so that the students can formulate appropriate answers?Jh, kg, emAre primary and secondary sources presented for students to examine (for bias, propaganda, point of view, and frame of reference)?* Jh, kg, emDoes 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? *jhKg, emDoes the textbook have a Glossary? Are key terms included and defined?Jh, kg, emHas a GlossaryDefined inaccuratelyDoes the textbook have accurate timelines to help the student understand chronological historical developments?jhKg, em - Chronology is very difficult. Over 89 un-numbered paragraphs in one year.Evaluations based on templateChoicesExplanationsYesNoThis text has minor changes that need to be madeThis text has a moderate number of changesThis text has substantial changes that need to be madeThis book is so flawed that it is not recommended for adoption.Jh, kg, emDo Not recommend! ................
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