Truthintexastextbooks.com



Truth in California Textbooks ReviewMcGraw Hill California Impact US History & Geography: Growth & Conflict (Grade 8) ?2018Problem: Omission of Fact (OF), Half-Truth (HT), Factual Error (FE), Slant (S), Bias (B)LocationQuoteProblemFact & SourceNote: All page numbers are book pages, not PDF file pages. The PDF file page number is book page number plus 62.HT Lesson 1 Page 6Line14-15Muhammad, left the city of Makkah for Madinah. This was 622 B.C.E. in the Christian calendarFEIt should be C.E. not B.C.E. HT Lesson 2 Page 29Line 19All Americans have the right to seek life, liberty, and happiness.HT, OFWe have the right of Life, Liberty and the pursuit of Happiness Chapter 1, Lesson 1, p 5 of chapter, 2nd paragraph under New Ideas, New NationsIn 1095 Europeans launched the first of nine expeditions known as the Crusades. Their purpose was to take back control of Christian holy sites in the Middle East from the Muslims – followers of Islam.HT, OFUnless one recognizes the “take back control” stated in the purpose of the Crusades, one is led to believe that the Crusades were an unprovoked aggression of Christians against Muslims which was not the case as referenced here; “…..the history of Islam remembers it for the sixth caliph of the Fatamid dynasty, al Hakim (996-1021) who declared himself the incarnation of God. His violent persecution of Christians and destruction of Roman Catholic holy sites encouraged the start of one of history's darkest hours, the Crusades .” Unveiling Islam, Ergun Mehmet and Emir Fethi Caner. Kregel Publications, 2002. ISBN 0-8254-2400-3Also omitted is that The Seljuk Muslims didn't just interfere with the Christians, they barred them from Jerusalem entirely. 1Lesson 3p 19Quote over picture"The ultimate object [of the mercantile system] . . . it pretends, is always the same, to enrich the country by an advantageous balance of trade. It discourages the exportation of the materials of manufacture . . . in order to give our own workmen an advantage, and to enable them to undersell those of other nations in all foreign markets; . . . It encourages the importation of the materials of manufacture in order that our own people may be enabled to work them up more cheaply, and thereby prevent a greater and more valuable importation of the manufactured commodities."OFIn spite of your good intention of providing an original source quotation from Adam Smith, I don't know any eighth grader who could understand the actual idea you are trying to elucidate in this quote without multiple re-readings. In addition, such a quote should state the one thing Smith fervently believed in—freedom—not the scattered ideas he was trying to discredit. The eighth grader should come away from this discussion with the founding American principle that economic freedom is the key to economic prosperity.The reviewer suggests the following Adam Smith quote to replace the one on p. 19 since this one is the heart of his thesis and is clear to non-economists: Smith wrote that by giving everyone freedom to produce and trade in domestic and foreign free markets, people's natural self interest would promote greater prosperity than would government regulations. “He [the producer] generally, indeed, neither intends to promote the public interest nor knows how much he is promoting it. [H]e intends only his own security; and by directing that industry in such a manner as its produce may be of the greatest value, he intends only his own gain, and he is in this, as in many other cases, led by an invisible hand to promote an end which was no part of his intention.” The Wealth of Nations, Book IV, Chapter II 1Lesson 5p 34Last parMuslims also made advances in mathematics and medicine, and they introduced the system of Arabic numerals we use today.FE, OF, HT, SArabic numerals were actually invented by Hindus in India (which then included Pakistan and Afghanistan). Muslims learned of the new number system after they had conquered parts of India. Europeans then learned of the new numerals from the Arabs and called them Arabic numerals.The reviewer suggests the following rewrite of the sentence: "Muslims also made advances in mathematics and medicine. The Arabic numerals we use today came from Muslims who had learned them from Hindus they defeated in India."Sen, Sailendra Nath, "Ancient Indian History and Civilization 2nd Edition", pp 346 Khushalani, Gobind, "Chachnama Retold An Account of the Arab Conquests of Sindh", pp 221.Chapter 1Lesson 5p 37Second parThe scientific method is made up of several steps. First, a scientist begins with careful observation of facts and then tries to find a hypothesis, or explanation of the facts. Through experiments, the scientist tests the hypothesis under all possible conditions to see if it is true. Finally, after repeated experiments show that the hypothesis is true, then it is considered a scientific law.OFThe scientific method is such a critical element of the Age of Enlightenment and of modern society that it deserves more space, more completeness, and more accuracy than is provided in this paragraph. Missing is the element whereby the hypothesis and its supporting data is published widely and many, many scientists perform independent experiments and analyses to prove that hypothesis wrong. Only after years of failure around the world by all of these independent scientists to disprove the hypothesis, is the hypothesis elevated to scientific law.This reviewer is a retired research physicist.Chapter 2 Lesson 5Page 74Triangular Trade diagramFEThe diagram shows the West Indies receiving Sugar, Molasses and Fruit from England. It was the opposite. England received these items from the West Indies. 13970103505000 Chapter 3 Lesson 1 Page 95THE FRENCH AND INDIAN WAR, 1754–1763DiagramFE, OFThe Key is not correct in the diagram. It shows no French or British Victories and incomplete French troop movement. Chapter 3, Lesson 2, pp 102, Making Connections Today insert.Boycotts are still used today to protest laws that citizens find unfair.SBy using the Georgia and North Carolina examples of addressing boycotts for an unpopular issue with politically correct responses, the textbook gives an unbalanced slant to this issue. To be more balanced the textbook should also reference the 1.5 million plus people who boycotted Target Stores because of their transgender bathroom policy.American Family Association Newsletter of 5/24/17. PO. Drawer 2440, Tupelo, MS 38803Chapter 3Lesson 4p 113CITIZENSHIP —CIVIC PARTICIPATIONMuch like the minutemen of colonial America, today a number of citizens belong to a fighting force that is always ready to be called into action. Just as in 1775, members of the National Guard are ready to join their units at a moment’s notice to defend the country. While most members of the Army National Guard and Air National Guard hold normal full-time jobs, they train regularly as a unit. National Guard units may be called into duty to serve in foreign wars, or to provide aid during stateside emergencies, such as hurricanesFE, BIt is wrong to consider the National Guard to be a militia in the same sense that the pre-Revolutionary War militias were. The National Guard should not be brought up in this context. The Reviewer believes that the comparison should be removed.10 U.S. Code § 12406 - National Guard in Federal Service gives the President the authority to call any number of National Guard forces if there is threat of rebellion against the Federal Government or if the Government needs help enforcing any federal law. That would be like the Salem, Massachusetts Militia being under the authority of King George. This reviewer suggests that: 1) the whole paragraph be dropped or 2) it be posed as an issue for the students to debate, e.g., is the National Guard a militia like the pre-Revolutionary War militias? 3 Text-Based Discussion #3Page 121Toward the end of the poem, Longfellow uses repetition. What does this repetition of Atime reveal about Revere? FENowhere in the poem, Paul Revere’s Ride, is the word Atime used. Chapter 3 Analyzing Sources VocabularyPage 132subtility: subtlety; accomplished in a devious or dishonest mannerFEThis is not the definition of subtlety. 4 Timeline Page 1431778 Act of Congress prohibits import of enslaved people into U.SFEThe year was 1807 Chapter 5, Lesson 1, pp 187, Northwest Territory MapThe sections in the Township in the Northwest Territory Map are numbered wrong. FEThe Northwest Ordinances of 1758-1787 show the correct numbering of a Township. 5, Lesson 2, pp 195, 3rd Paragraph under the Convention Begins. Lines 2 and line 6The 55 delegates included?planters, merchants, lawyers, physicians, generals, governors, and a college president. At a time when few people went to college, 26 of the delegates had college degrees.”OFAlthough the 55 delegates came from various occupations, they had one thing in common. They were predominantly Christians and the 26 college degrees they held were seminary or Bible school degrees. libissuesarticles.asp?id=100766#America'sFoundingFathersChapter 6, Lesson 1, p 224, Second half of last paragraph above CHECKING FOR UNDERSTANDINGCongress has used this clause to expand its powers into areas, such as the regulation of television, that do appear in the Constitution.FEThis should say “…that do not appear in the Constitution.”Chap 7, The Federalist Era, Lesson 3, p. 277, box at right, Sentence 2Today's Democratic Party started as the Democratic-Republican Party,HT, BIt is incorrect not to include the fact that their desire for strictly enumerated powers has changed, so that today the Democratic Party stands for greatly expanded powers and big government, as seen in this quote, "An overwhelming percent of poll respondees felt government should play a major role in all areas. Pew Research Center, "Democratic views of government’s role and performance," 2015, is also incorrect and reflects slant not to include the fact that when this party became the Republican party by Jefferson's time it was devoted to limited government. Reviewer's suggested re-write: "The Democratic-Republican Party became Jefferson's Republican Party (limited government) and then today's Democratic Party (big government)."Chap 7, The Federalist Era, Lesson 3, p. 279, Alien and Sedition Acts, Para 2, Sentence 2Sedition means activities aimed at weakening the government.OFSedition is more than just weakening the government, which could be done by passing laws. It actually fosters rebellion. " incitement of resistance to or insurrection against lawful authority" 's suggestion is to use the above Merriam-Webster definition. Chapter 7p. 280 2nd last parThe issue of states’ rights would remain an important issue in American politics for many years.OFStates' right is still an important issue.The reviewer suggests the following rewrite of the sentence: "States’ rights has remained an important issue in American politics up to the present."Chap 8, The Jefferson Era, Lesson 1, p.291, last Para, sentence 1In the House Federalists tried to keep Jefferson from becoming president by supporting Burr.OFOmitted is that Democratic-Republicans tried to keep Burr from becoming president by supporting Jefferson. Reviewer's suggested re-write: "In the House each party worked for its own candidate." Chap 8, Lesson 1, p. 295, 1st SentenceThe Louisiana Purchase increased the size of the nation and also transferred control of the Mississippi River from Spain to the United States.OFThe first part implies that the United States bought Louisiana from Spain. The textbook explains the transfer from Spain to France later. However, in order not to confuse students the textbook should state at the outset that France was the seller. " With the Louisiana Purchase in 1803, the United States purchased approximately 828,000 square miles of territory from France, 8, Lesson 2, p. 297, Para 3, Sentence 2The settlers traveled with their two most valued possessions: rifles and axesOFAccording to Tocqueville the Bible was one of the highest valued possessions. The textbook has not provided a source for saying rifles and axes were the most valued. "Community, character and Bible are all the settler has to go on (that and superior weapons)," "Tocqueville on the Bridge to Nowhere, " Daniel Herwitz, Heritage, Culture and Politics in the Post-Colony Period, p. 155.Reviewer's suggested re-write: "The settlers traveled with their three most valued possessions: The Bible, rifles, and axes." Chap 8, Lesson 3, p. 308, Para 2, last sentenceAlthough the United States no longer had to pay tribute to Tripoli, it continued paying other Barbary states until 1816.HT, S, B These "other Barbary states" were Islamic states exercising their duty to wage holy war on non-Muslims until they converted or paid tribute. Students need to learn that Islam required them to do so, and that as shown below the Presidents of the United States knew and understood that, as shown below, "We?[Adams & Jefferson]?took the liberty to make some enquiries concerning the ground of their pretensions to make war upon nations who had done them no injury, ...The Ambassador answered us that it was founded on the laws of their prophet?[i.e. Mohammed];?that it was written in their Koran; that all nations who should not have acknowledged their?authority were sinners; that it was their right and duty to make war upon them?…" Jay Jefferson letters 1786 's suggested re-write: "Although the United States no longer had to pay tribute to Tripoli, it continued paying other Islamic Barbary states, since Islamic law required tribute from non-Muslims (infidels). In 1816 a powerful U.S. naval squadron led by Commodore Stephen Decatur soundly defeated them, and all tribute stopped." 9, Growth and Expansion, Lesson 2, Page 338, Sentence 1In 1802 Robert Livingston, a political and business leader, hired Robert Fulton to build a steamboat with a powerful engine.OFOmitted is that Livingston had also been a member of the Continental Congress. Page 2, "A History of Steamboats", 9, Growth and Expansion, Lesson , Page 351, Para 3 Sentence 1American musicians used new instruments such as the banjo...FE, OFOmitted is that the banjo is an ancient African instrument brought by slaves to America and modified over time. 's suggested re-write: "American musicians used instruments such as the banjo, which was brought by slaves to America and modified over time." Chapter 10p. 3692nd last parIn other words, the federal government should support only projects that benefited the?entire nation.OFIt is important to show that this is not just Jackson's opinion, it is firmly rooted in the Constitution. "Taxes could not be levied for purely sectional or 'partial' [special interest] purposes. The purposes had to have some real connection to the good of the public as a whole." R. Natelson, The Original Constitution, Tenth Amendment Center, 2010, p. 87.The emphasis of the "general" welfare clause is on the word general, not welfare.The reviewer suggests the following rewrite of the sentence: "Thus the federal government should support only projects benefiting the?entire nation, as the Constitution's "general welfare" clause states."Chap 10, The Jackson Era, Lesson 2, page 378, Citizenship Box, Next to last sentence Recently the Dakota Access Pipeline caused controversy because it was planned to cross Sioux sites of religious significance.FE, BNo, it was planned to avoid them. It is a political statement and historically inaccurate to say that it was planned to cross Sioux sites. In developing the route, the United States Army Corps of Engineers alone held?389 meetings?with?55 tribes?regarding the Dakota Access project. In addition, the U.S. Army Corps reached out to?the Standing Rock Sioux Tribe nearly a dozen times to discuss archaeological and other surveys conducted before finalizing the Dakota Access route. 's suggestion: Delete the entire statement. Chapter 11, Manifest Destiny, Lesson 2, page 403, Para 2, Sentence 3Tensions with Mexico developed when Americans refused to follow Mexico’s rules.HT, BIt is remiss for students not to be taught that Santa Anna triggered the revolution. Under his leadership the Mexican Congress , "passed a law saying that no more Americans could immigrate to Texas and it also allowed the garrisoning of convict troops to police the area and enforce the laws", as quoted here is also biased in that it makes Americans appear to be the aggressors. Reviewer's suggested re-write, "Tensions in Mexico developed after Santa Anna stationed convict troops in American settlements to enforce the laws." Chapter 12, North and South, Lesson 4, Page 447, Para 1, Sentence 1Slavery was at the heart of the Southern economy, but that did not mean that every white person held large numbers of enslaved people.OFOmitted is that most Southerners owned no slaves, as stated here, "Most Southerners owned no slaves and most slaves lived in small groups rather than on large plantations. Less than one-quarter of white Southerners held slaves, with half of these holding fewer than five and fewer than 1 percent owning more than one hundred. In 1860, the average number of slaves residing together was about ten." 's suggested re-write: "Slavery was at the heart of the Southern economy, but most Southerners owned no slaves." or Slavery was at the heart of the Southern economy, but in 1860 less than a third of white families held any enslaved people. [] Chapter 12, Lesson 4, Page 449, First Sentence in First full Paragraph.The fate of most enslaved African-Americans was hardship and misery.HT, BIt is an evident bias on the part of the publisher to emphasize hardship and misery. It is inaccurate to ascribe misery to all slave owners , when some of them over time were benevolent or improved life for their slaves, as shown here, "Around 1830, three decades after the beginning of the so-called ante-bellum period, the slave owner's compassion for his slaves was much more evident than at any other time, a by-product of a renewed Protestant evangelical movement called the Second Great Awakening. The Causes of the Civil War. Calore, Paul. McFarland, 2008, Page 15. "A number of the narratives depict slavery as a benign institution or, in some cases, even benevolent.? Often a narrative, such as the interview provided by Gus Smith, portrayed a tranquil life on a particular plantation with a benevolent master: 'My master let us come and go pretty much as we pleased.'" Born in Slavery: Slave Narratives from the Federal Writers' Project, 1936-1938 Library of Congress 's suggested re-write: "Although many African-American slaves endured hardship and misery, over time many slave owners recognized them as valued servants and treated them with compassion."Chapter 13—Page 466, 2nd paragraph“Thoreau went to jail in 1846 rather than to pay a tax to support the war with Mexico.”FE/HTSuggested corrected rewording: Thoreau spent one night in jail in 1846 rather than pay a tax to support the war with Mexico. Chapter 13, Lesson 2, Page 474, Para 1 under sub-heading Reaction to Abolitionists, Sentence 3In the North, only a few white people supported abolition. HT, BIt is only partly true that few white people supported abolition, because the movement grew in popularity so that by the 1840's it had strong support in the North. The sentence as it stands is biased against white Northerners as a class. "The antislavery ranks grew in the late 1830s and into the 40s. The cause of colonization lost supporters, abolitionism became linked with other reform movements, and, as public opinion in the North became less tolerant of slavery and of the South’s tactics in its defense, anti-abolition violence greatly decreased. Antislavery became a safer and more popular cause, and won the support of many Northern people not originally responsive to its claims." Quoted at 's suggested re-write: "In the North abolition grew in popularity becoming strongly supported by the 1840s."Chapter 14Lesson 1p. 493 – 494Fugitive Slave LawLast parSome Northerners refused to obey the new fugitive law. Northern juries refused to convict people accused of breaking the new law. People gave money to?buy freedom for enslaved people. In his 1849 essay “Civil Disobedience,” Henry David Thoreau wrote that if the law “requires you to be the agent [cause] of injustice to another, then I say, break the law.”OFJefferson's nullification doctrine needs to be tied together with Thoreau's civil disobedience doctrine. It would also be helpful to students to know that state nullification (state and local governments cannot be forced to enforce ANY federal law) has been upheld by the Supreme Court many times, right up to present days. reviewer suggests the following rewrite of the sentences: "Some Northerners ignored (nullified, see p. 280) the fugitive law. Northern juries refused to convict under that law (jury nullification). People bought freedom for enslaved people. Henry David Thoreau (Civil Disobedience, 1849), like Thomas Jefferson (Kentucky Resolutions, 1798), advised ignoring or breaking laws that were unconstitutional and/or immoral. Section 8, 1st quarterChapter 14Lesson 2, p. 503Quote of the Courtbecame also citizens or this new political body;Typo that impacts meaningThis should read "of" not "or".. Thus: “became also citizens of this new political body;”Chapter 14Lesson 2p. 506Review and ActivitiesWrite a letter to the editor of a local newspaper expressing your feelings about this case and the Court’s ruling. Defend your position on this case through logical argument. Include facts from the lesson in your letterOF, S, BThis book provides far too little information about the Dred Scott case, the precedents, and the Constitution for the eighth-grade student to make a valid judgment about the decision.The student is being acclimated to engaging in political activism with insufficient knowledge to understand complex situations. They are also being coached to use “feelings” in place of analysis or reasoned opinions. One should never express “feelings” in a serious discussion.The Reviewer suggest eliminating this exercise. 14Lesson 3pp. 514 – 515Davis and Lincoln Inaugural AddressesExcerpts from:1) Jefferson Davis First Inaugural Address2) Abraham Lincoln First Inaugural AddressOF, HTThe Davis text chosen makes a strong case for secession while the Lincoln text chosen makes a weak case for union.Lincoln actually made a strong case, though not in the text you chose, saying: 1) he would not interfere with slavery in states where it is legal today, 2) the Constitution clearly allows for the right of slaveholders to reclaim escaped slaves, and he would abide by that while protecting the rights of free men, 3) the Union is perpetual unless all states decide otherwise. 15Lesson 2p.545Jail Without Trial“when in cases of rebellion or invasion, the public safety may require it.”Inaccurate — needs CapitalizationsQuotations from founding documents need to be accurate, including upper-case letters on certain nouns, as was the custom of the constitutional era.The reviewer suggests the following rewrite of the sentence: “when in Cases of Rebellion or Invasion, the public Safety may require it.”Chapter 15Lesson 4, p.552Map: Battle of GettysburgSmall, round inset map shows North America with red box around the USA.OF, HT, FEInset map is supposed to give the reader some sense of where the main map is.Reviewer’s observation. This inset map could be used for nearly every map in the book. It should show the general area around south Pennsylvania and Maryland. As it is, it gives no sense of where Gettysburg is—except somewhere in USA.Chapter 16Lesson 2p.578Black Codes and Civil RightsFirst parBy early 1866, legislatures in the Southern states had passed laws called black codesOF, BThe black codes (to keep the blacks in effective slavery) and the KKK (to intimidate black voters and Republican politicians) were created by the Democrats.For example, Alabama state legislature was Democratic 1818 – 1867, Republican 1868 – 1870, then Democratic from 1870 until 2010. 16Lesson 2p.578Black Codes and Civil RightsLast parTo combat the black codes, Radical Republicans pushed?the Civil Rights Act of 1866 through CongressOF, HT, BAll 8 civil rights acts (the Civil Rights Act of 1866, CRA of 1870. CRA of 1871, CRA of 1875, CRA of 1957, CRA of 1960, CRA of 1964, and the Voting Rights Act of 1965) and 3 civil rights amendments were strongly supported by the Republican Party and poorly to moderately supported or opposed by the Democratic Party.Just as the roles of the Republicans and Radical Republicans in the slavery issue are discussed, the role of the Democratic Party should also be discussed. 16Lesson 3p.585Republicans in ChargeFirst parREPUBLICANS IN CHARGEGUIDING QUESTION How were African Americans discouraged from participating in civic life in the South?FE, HT, BThe Guiding Question implies that since the Republicans were in charge, the failure of Reconstruction and the discouragement of African Americans from participating in the civic life of the South must have been the Republicans' fault. But the Republicans were NOT in charge in the states, which is far more important to the "free" blacks than is Washington. The Democrats controlled the state legislatures until 1868 and then after 1870. The Republican Party controlled the states for only 2 or 3 years, during which time the Democrats used their black codes and created their KKK to murder and intimidate their way back into state power in 1871. 16Lesson 3p.585Republicans in ChargeFirst parRepublicans controlled Southern politics during the Reconstruction. Groups in charge of state governments supported the Republican Party. These groups included African Americans, some white Southerners, and white newcomers from the NorthFE, HT, BThe Republicans never "controlled" Southern politics. The Democrats were the party of legal slavery for a half century before the Civil War, were the party of Jim Crow slavery for a century after the Civil War, and were in charge of the state governments through most of Reconstruction. And during the 2 – 3 years of Republican control of the state governments, the entrenched Democratic, slavery establishment continued to control Southern society and law enforcement. The often-repeated narrative that the Democrats are the party of civil rights is wrong. All 8 civil rights acts (the Civil Rights Act of 1866, CRA of 1870. CRA of 1871, CRA of 1875, CRA of 1957, CRA of 1960, CRA of 1964, and the Voting Rights Act of 1965) and 3 civil rights amendments were strongly supported by the Republican Party and poorly to moderately supported or opposed by the Democratic Party. And the Dred Scott Supreme Court decision was seven Democrats voting against two Republicans. 16Lesson 3, p.588Education and FarmingFirst parFormerly enslaved people who were involved in alternative forms of relationships, however, faced discrimination when seeking assistance from the Bureau.OFThe publisher needs to explain what this phrase means: involved in alternative forms of relationships.The student should know if this means: racially mixed marriage.Chapter 18Lesson 3p. 657The Factors of ProductionPar 1The change was possible because the United States had the resources needed for a growing economy. Among these resources were what economists call the factors of production—land, labor, and capital.OFThis lesson omits an important factor of production—freedom. The nature of government is to grow its powers at the expense of the freedoms of individuals. Thus it is unlikely that there is, or ever was, any nation on earth with too much freedom.Freedom is independent of the other less significant factors. Land, labor, and capital were abundant in many places on earth. No place, however, had the freedom of the USA. Freedom is the "invisible hand" described by Adam Smith. An inquiry into the Nature and Causes of the Wealth of Nations, Adam Smith, 1776. Also, Chapter 19, Lesson 1: The New Immigrants, illustrates the importance of freedom as a driver of immigration. The very same argument can be made for invention, commerce, and production. Freedom is a resource.Chapter 18, Page 667, end of last paragraph“Workers continued to organized to campaign for better wages and working conditions.”Bias/SlantReviewer suggests this more accurate wording: “Unions advanced their control of the supply of labor, which improved wages and working conditions while raising costs, with the intervention of the Federal Government, such as the National Labor Relations Act.” “To the extent that organized labor succeeds in raising pay levels above where they would be under supply and demand in a free market, they provide incentives for employers to hire fewer workers because labor is now more costly, both absolutely and relative to the cost of capital that may be substituted for it. At the same time, wage rates raised above the level that would prevail under supply and demand attract more workers who apply for jobs that have higher pay. The net effect is that organized labor tends to create a chronic surplus of job applicants.” [Thomas Sowell, Applied Economics, (Basic Books, New York, 2009) pp. 217–218] In Sowell’s Basic Economics, (Basic Books, New York, 2015) pp. 252–255, he analyzes how free markets were weakened by Federal Government actions with specific examples where strong unions raised wage levels enough to permanently undermine the competitiveness of entire American industries across the “Rust Belt”—coal, steel, and automobiles. Chapter 18Lessons 2–4 give extensive, lengthy quotations from 5 strident critics of capitalism, including Ida Tarbell, whose family members competed in the oil business against the more successful rival Rockefeller.Bias/SlantOnly one defender of capitalism is quoted—Henry Ford, speaking about his profits. For a fair presentation, each critic of capitalism should be balanced by a comparable defender of capitalism. This would show the down side of abandoning the freedom inherent in capitalism. Chapter 19Page 688-689, runs along bottom of pagesWorld Events Timeline from 1880 to 1920 lists a total of 4 events: Eiffel Tower, Swan Lake, zeppelin and cubismOFRather than listing those trivial cultural dates, this list should include far more important World Events such as the Russian Revolution and World War I. Chapter 19, Lesson 1, P.696, Par 4, Sentence 1“Assimilation was slowed by the attitudes of many native-born Americans who resented the new wave of immigrants.”OFSome nativists attempted to restrict the NUMBER of immigrants, but some advocated more RAPID assimilation (“conformity”) for those who had already arrived. The one example given—of 1897 legislation requiring English acquisition—actually confirms this point. This is also shown by: “...Orestes A. Brownson who argued his Brownson’s Quarterly Review that the nativists had a point; that the Irish should assimilate to the American nation that had already been formed;” from “National Review,” June 22, 1992, p. 37, quoted in a review of the book The New Immigrant in American Society: Interdisciplinary Perspectives on the New Immigration, M. Suarez-Orozco, C. Suarez-Orozco, and Hilliard. p. 149, 2014. Chapter 19, Page 703, 2nd to last paragraph“Poverty in the cities led to crime.”FE/OFCorrelation is not the same as causation. Reviewer’s suggested re-phrasing: “Crime in the cities was often associated with, but not necessarily caused by, poverty.” “Those who claim that deprivation causes crime…have difficulty explaining why, in the nation as a whole, crime rates seemed to have been stable or declining during the Great Depression and to have risen sharply during the prosperity of the 1960s…The desire to reduce crime is the worst possible reason for reducing poverty. Most poor persons are not criminals. The elderly, the working poor, and the willing-to-work poor could benefit greatly from economic conditions and government programs that enhance their incomes without there being the slightest reduction in crime (indeed if the experience of the 1960s is any guide, there might well be, through no fault of most beneficiaries, an increase in crime).” James Q. Wilson, Thinking About Crime (Basic Books, New York, 2013), pp 211 and 240.Chap 19, Lesson 2, p. 703, Par 5, Sentence 5Establishments called settlement houses offered many types of assistance to the urban poor.OFOmitted is the far wider economic impact of the many Benevolent Aid and revolving credit/mutual aid societies that financed a wide variety of immigrant groups as cooperatives, not charities. “A given American city would have hundreds of mutual aid organizations among Italians…In Chicago there were 400 mutual aid societies among Italians in 1910. In New York at the same time, there were 2000 mutual aid societies among Italians.” [Thomas Sowell, Ethnic America, (Basic Books, New York, 1981) pp 110, 117; Glazer and Moynihan, Beyond the Melting Pot, p 194].Chapter 19, Lesson 5, Page 727, last sentence“Congress then passed laws that taxed higher incomes at a higher rate than lower incomes.”OFTo understand this phrase, the student needs simple quantification such as: the bottom and top income tax rates were originally 1 and 7 %, and 6 years later had increased to 4 and 73% [Tax Foundation annual reports, p.126 and p. 130 19, Lesson 4, p 718, Para 2, Last sentence“In an oligopoly a group of businesses agree to limit competition and raise their prices to make larger profits.”OF/HTOmitted is that oligopolies fail “because the most efficient firms will be tempted to break ranks by cutting prices in order to increase market share” as described here: cheating was often provided or facilitated by government intervention, also discussed at above link. Reviewer’s suggested addition: “Oligopolies usually fail because of cheating, unless the government intervenes to prevent such failures.” Evaluation of Social Studies Skills and other important issuesAn evaluation of the teaching & learning devices and/or materials provided to the student.NumberQuestionsYesNo1Is 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?Y2Are the captions under pictures factual?Y3Are the charts and graphs relevant to the topic being presented?Y4Are the maps accurate and relevant to the topic?The small inset map that normally shows the location of the large map is the same for every map. Thus worthless. I thought that many of the maps and diagrams were confusing5Are questions thought provoking? Is adequate accurate material provided so that the students can formulate appropriate answers?XThe whole concept of "Guiding Questions" is dubious. It provides a door to ideological bias (because it is a teaching moment) that simple chapter-summary bullets would discourage (because that is a fact moment). 6Are primary and secondary sources presented for students to examine (for bias, propaganda, point of view, and frame of reference)?* Some are very good. I applaud the use of primary sources, but please remember that many old historical texts are difficult to understand. These are 8th graders. They may not read it twice.No references. References are the discipline that helps keep history honest. A list of a hundred SOURCES does not begin to substitute for individual references. Usually only for one side of the issue (anti-capitalist, not pro)7Does 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? *Y8Does the textbook have a Glossary? Are key terms and personalities included and defined?YBut definitions are very brief; personality definition limited9Does the textbook have accurate timelines to help the student understand chronological historical developments?YCould be much more comprehensive.10Does the textbook have an Index which includes all of the key words, historical time periods and individuals? Y11Does the textbook devote a similar number of pages to each of the world religions, philosophies, political and religious leaders?The book implicitly, but forcefully, blames Republicans for the failure of Reconstruction and the whole century of Jim Crow slavery without similarly discussing the far more important role that Democrats played. Nearly all politicians are critics of capitalism, almost no mendations: Thank you for saying 1800s instead of 19th century.Thank you for your very complete and honest treatment of the origins of nullification in Chapter Seven, p. 279 – 80.Thank you for writing clearly and concisely throughout and for your general concern about truth. It is refreshing.It is a pleasure to read a text that gives accurate facts on multiple sides of issues and does not editorialize or attempt to propagandize students.The text is honest describing the times and thankfully not revisionist.Concerns: Freedom (economic, political, religious) is the most important resource available in the American culture and is the thing that most separates us from other cultures. The flourishing of prosperity, innovation, and charity in America owes its origins directly to our freedoms. There are so many places throughout the book where you can reinforce that simple but critical fact about America, especially in the areas of capitalism and free markets. The section about Adam Smith is especially relevant to freedom. Chapter Eighteen implies that our industrial workers needed an expanding federal bureaucracy of laws and regulations to safeguard the rights of workers. However, what many studies have shown (see comment: Chapter 18, Page 641) is that freedom has proven the single most successful solution to improving the conditions of workers, and the rest of society. When government intervention occurs, history has shown that the states are in much better positions to safeguard these freedoms than is the Federal Government.? These freedoms include the freedom of workers to get as high a pay as they can, freedom of producers to pay as little as possible for labor, freedom of workers to assemble into unions, freedom of workers to take action against employers for violation of state and local laws, and freedom of individual entrepreneurs to enter an industry and freely compete with existing producers, sellers, and unions. These freedoms can produce economic and social forces that will yield the maximum benefits to everyone in society at the minimum cost. The American experience is replete with data that shows this to be true. All that is required is a historian seeking truth. Freedom is truly the most important resource in human history and America's greatest contribution to humanity.Some years ago, I was a volunteer to Junior Achievement and taught a once-a-week course in Capitalism to an eighth-grade class. I was surprised at how little eighth graders know about how free-market capitalism works. They must understand about the rewards—and the risks—of business. The standard histories mention the rewards, but history must also teach that personal and financial loss are more common than great fame and fortune. It is also very important to spend more time on the free-market aspects of our historical development to make sure that students understand that their economic decisions are important and how they add up to this invisible hand of Adam Smith. It is never too early to begin teaching the real-world differences between socialism and capitalism. There's no reason why the student should have to wait until adulthood to understand the simple facts of economic life.The textbook’s treatment of the Republican Party, especially during the critical Reconstruction Period, advances the well-worn slander that Republican is the party of racism, indifference, and even contempt, toward racial issues. The authors need to spend more time with the historical record, including how the Democratic Party was mostly in charge of the entire slavery era to the 1960s and 70s and all the way to the present, how the Democrats forced civil-rights acts to be watered down in order to get their votes, how the Democratic Party has controlled nearly every large city in America for the last fifty to eighty years, how the Democratic Party's policies has kept the inner-city poor in that condition, and how it has worked out for African Americans and other minority groups. History must honor reality, not the politically correct line. This is the most serious deficiency of this book. The authors have failed to point out the historical facts that show that the now-common narrative of the free market and other fundamental American founding values (aka, conservatism) has left behind the poor of America, may be flawed.I understand that it is common practice for history books such as these to offer no references. That doesn't make it a good practice, just a common one. We know that eighth graders are not going to pay any attention to references. The references are not for them directly. They are for the writers. Scrupulous, individual references supply a discipline to history writers that they will never get from Sources or Bibliographies. References stand between fact-based history and creative history.When readers are told to look at a map in the review section, they can't click directly to it, or back to the text. If they are pages away, they have to click slowly back and forth through all the intervening pages, or else use the chapter list to minimize the leafing.The search box has limited usefulness, e.g. if you type in Elizabeth Cady Stanton, you get a dozen references instead of being able to see an index identifying lessons.Reviewing for a Chapter test is therefore difficult, and for a quarterly test even more so.Text can't be printed or copied.Vocabulary and large number of facts may be too difficult for slow learners so that usefulness of book may be limited to advanced classes.Throughout book there are no references. All credible, fact-based, scientific studies use References—whether social science or natural science. References are not to be confused with Bibliography or Sources. Their value is more to the writer than to the reader. References promote a discipline to writers to be sure they maintain strong factual bases. It's too easy to be a creative historian without the discipline provided by strict referencing.Chapter 18—Overall Assessment : Three main Chapter 18 themes are how and why the technological/industrial revolution changed life for Americans, and what factors made it happen. On both issues, Chapter 18 tosses out a remarkable number of confused details, but overlooks the main points, the real story that it needs to tell (discussed above). Chapter 18 gives a long rather disconnected lists of minor, incidental benefits of the Industrial Age, with no explanation of their larger meaning or significance, no over-arching theme that links all of them together--no big picture. It completely misses the point that the capitalist Second Industrial/Technological Revolution produced a leap in the standard of living for average Americans almost without precedent. This was especially dramatic for people low on the social ladder, who in only a few generations were able to take for granted a staggering array of goods and services that had previously been only the luxuries of the rich. Workers could now produce much more value per hour than before. Labor saving devices dramatically increased the productivity of the average American, whether working at a job or doing housework for a family. Also omitted is the unprecedented leap in Americans’ health and standard of living. The second major theme is WHY the industrial revolution was so successful in America. The text misses America’s unique advantage (from the end of the Civil War to 1913)--its uniquely free market capitalist economy. This is what allowed it to surpass all other developed countries that started the period well ahead of the U.S. The third major theme is that American capitalism was also guilty of producing many societal evils. Many economists have pointed out that free markets proved to be the best cure for these problems, although it receives heavy criticism for not doing so fast enough. Chapter 18 very systematically gives only one side of this debate—the view that only massive government interventions could solve these problems, while omitting any of the defenses of American capitalism against these charges.Evaluations based on templateChoicesExplanationsYesNo1This text has minor changes that need to be made2This text has a moderate number of changes3This text has substantial changes that need to be madeThere are important agenda-driven sections that must be revised to make this a serious history text. Chapter 18 needs a major re-write4This book is so flawed that it is not recommended for adoption. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download