Pearson American History myWorld Interactive: Growth



Truth in California Textbooks ReviewPearson American History myWorld Interactive: Growth & Conflict (CA edition, Grade 8) ?2019Problem: Omission of Fact (OF), Half-Truth (HT), Factual Error (FE), Slant (S), Bias (B)LocationQuoteProblemFact & SourceReview Topic: Lesson 1: The Voyages of Discovery: Europe Begins to Explore: Looking Outward: Page 8 Para 3In the 1300s, the Renaissance (REHN uh sahns), a French word meaning rebirth, began in Europe. During this period, Europeans rediscovered many Greek and Roman ideas that had been forgotten during the Middle Ages. They also made many new discoveries in art, medicine, and science. The invention of the printing press during the Renaissance helped spread these new ideas.FEIn 1450, Gutenberg created the moveable, reusable type that revolutionized printing. He did not invent the printing press. “Johannes Gutenberg: Inventor (c. 1395–c. 1468)” . Accessed May 18, 2017. Topic: Lesson 1: The Voyages of Discovery: Columbus Reaches the Americas: Spain’s Empire: Page 9 Para1Spain’s Empire: By the time Columbus died, Europeans realized that he had not reached Asia. They began talking about the discovery of a “new world.” The name “America” first appeared on a map in 1507.OF/HTThe authors fail to explain the reasons that “Europeans realized that he had not reached Asia.”They also fail to explain in any way the origin and/or the man behind the name, “America.” “America was named after Amerigo Vespucci, a Florentine navigator and explorer who played a prominent role in exploring the New World.”‘Amerigo Vespucci: Explorer (c. 1451–c. 1512). . Accessed May 18, 2017. Topic: Lesson 1: The Voyages of Discovery: The Columbian Exchange: Growth of SlaveryPage 11 Para 3Slavery had long existed in Africa, in places such as Senegambia and Mali. Other areas of the world had slavery, too. Most slaves in Africa were people who had been captured in war. Usually, they were enslaved for a few years. Then, they became full, free members of the society. In the Americas, however, a harsher system of slavery developed over time. Enslaved Africans worked on plantations and were treated as property, not people. Children of enslaved people were considered slaves from birthHT/OF/SThe history of slavery outside of America is truncated and romanticized by the authors. The authors do not explain that slavery is practiced throughout all of the history of civilization nor that slavery was practiced throughout the entire world involving varying degrees of brutality.“History of Slavery: An Evil of Civilization.” History World. Accessed: May 19, 2017 textbook omits the fact that there are still “an estimated 20.9 Million people trapped in some form of slavery today. It’s sometimes called ‘Modern-Day Slavery’ and sometimes ‘Human Trafficking.’ At all times it is slavery at its core.”“Slavery Today.” End Slavery Now. Accessed May 19, 2017 facts of the Arabs starting and dominating the slave trade are omitted entirely. “10 Facts About The Arab Enslavement Of Black People Not Taught In Schools” By A Moore. Atlanta Black Star. June 2, 2014. Accessed May 18, 2017. textbook fails to inform the students that slavery continued throughout the Muslim world long after it ended in the United States and continues in some areas in the Muslim world today.Baroness Caroline Cox and Dr. John Marks, This Immoral Trade – Slavery in the 21st Century, Monarch Books (Oxford, UK, etc, 2006), p.124.Review Topic: Lesson 2: Commerce and Colonies: Economic Changes in Europe: What are the Origins of Capitalism?P14 Para 1What are the Origins of Capitalism? Slowly, capitalism took shape. Capitalism is an economic system in which people put money, or capital, into a business in order to make a profit.HT/OF/SThe authors give a poor, inadequate and negatively slanted definition of capitalism. The Reviewer suggests that Capitalism should be defined as an economic system characterized by private ownership of capital goods, by investments that are determined by private decision, and by prices, production, and the distribution determined by competition in a free market Topic: Lesson 4: A Tradition of Liberty and Rights: Roots of Enlightenment: The Renaissance and the Reformation: The Roots of Enlightenment: The Renaissance and the Reformation: Page 26 The Renaissance and the Reformation laid the groundwork for theses later developments in European thought. Both looked to the past for models. Religious reformers turned to the bible and early Christian times for inspiration. During the Renaissance, Europeans gained a new interest in the art and ideas of classical Greece and Rome. Renaissance thinkers hoped to use the wisdom of the ancients to increase their understanding of the world.OFThe authors make mention of the Reformation, but they fail to trace the connection between the Reformation and the Enlightenment, although required by the Standards to do so.Classical Greece and Rome and Christianity are treated in a similar manner, mentioned but not connected as required by the Standards.See: History-Social Studies Content Standards for California Public Schools. Kindergarten through Grade Twelve. CA State Board of Education. October 1998:“7.11.4 Explain how the main ideas of the Enlightenment can be traced back to such movements as the Renaissance, the Reformation, and the Scientific Revolution and to the Greeks, Romans and Christianity.”Topic 1: The Revolutionary Era (1750-1783)Bounce Video on Chapter opening page.Page 39Bounce Video: “Benjamin Franklin and the Fight for Independence” Learn about one of the nation’s most accomplished founders.FEThe Bounce video is mislabeled in that it has nothing to do with Benjamin Franklin.*This reviewer was mostly unable to access the Bounce Videos and therefore not able to review them.Lesson 1.1 The French and Indian War: The Colonies Meet in Albany: Primary SourcePage 47 “Primary Source” Inset“Everyone cries a union is necessary. But when they come to the manner and form of the union, their weak noodles are perfectly distracted” -Benjamin Franklin, in a letter to Massachusetts Governor William Shirley, 1755FE/SThe textbook fails to give the students the skills to “assess the credibility of primary and secondary sources and draw sound conclusions from them” as the Standards require. History-Social Science Content Standards for California Public Schools, Grades 6-8, Historical and Social Sciences Analysis Skills Page 21.“No, quotes from historical figures which are found in secondary sources are not considered primary sources. The author of the book has processed the quotation, selecting it from the original source. Without seeing the original source for yourself, you don't know if the quotation is taken out of context, what else was in the source, what the context was, etc.” “Primary Sources, What are They?” Teaching History. Accessed May 19, 2017 1.2: Growing Resentment Against Britain: Conflict over Land: The British Secure the Frontier.Page 53 Para 3The British Secure the Frontier. Later that year, Pontiac led an attack on British troops at Fort Detroit. A number of other Indian nations joined him. In a few short months, they captured most British forts in the Ohio country. British and colonial troops then struck back and regained much of what they had lost. OF1. The authors leave out the fact that the Indian nations never captured Fort Detroit. Detroit was the only fort west of Niagara that wasn't destroyed by Pontiac's plans. All the others, Green Bay, Mackinac, Sandusky, and St. Joseph, were captured and destroyed.“People of Detroit: Ottawa Chief Pontiac.” History of Detroit. ? 2017, Tina Granzo. Accessed May 19, 2017. The authors omit that there were numerous, extremely brutal Indian attacks against the settlers.“Pontiac” Historical Narratives of Early Canada. 2013. Accessed May 19, 2017. “Pontiac, Fort Detroit, and "Pontiac's War"” American History USA. Accessed May 19, 2017. 1.2: Growing Resentment Against Britain: The British and American Indians Fight:Page 53 Para 2Angry American Indians found a leader in Pontiac, an Ottawa chief who had fought on the French side during the French and Indian War. An English trader remarked that Pontiac “commands more respect amongst these nations than any Indian I ever saw.”OFBack on page 45, in the section Ohio Valley American Indians Choose Sides, the authors wrote quite a bit about the man, William Johnson, as the trader and official who helped gain Iroquois support for Britain. The authors fail to say that this quote, on page 53, was from that same man, William Johnson, in a report he made in 1764.“Pontiac” Historical Narratives of Early Canada. 2013. Accessed May 19, 2017. 1.2: Growing Resentment Against Britain: How Did the Proclamation of 1763 Fuel Resentment?Page 53 Para 5Pontiac’s violent raids against British troops convinced officials that they should prohibit British subjects from settling beyond the western frontier for their own safety. To do this, the government issued the Proclamation of 1763.OF/HTAbout the Proclamation of 1763: the authors indicate that the British government wanted the colonists to stay east of the Appalachian Mountains for their own safety. However, they omit the fact that the British had less benevolent, more self-interested motivations.“The British did have another motive in establishing the Proclamation Line. It served to keep the colonists confined to the coastal areas. This allowed the British to keep the population in areas that it was able to physically govern, tax and regulate.”“Proclamation of 1763 - October 7, 1763.” Revolutionary War and Beyond. Last Updated 2/27/12. Accessed May 19, 2017. 1.2: Growing Resentment Against Britain: Leaders Emerge in the Struggle with Britain: The Boston Massacre: A Crowd Challenges British Soldiers. Page 61 Para 2When the smoke from the musket volley cleared, five people lay dead or dying. Among the first to die were Samuel Maverick, a 17-year-old white youth, and Crispus Attucks, a free black sailor.FE and SFE: Every resource that this reviewer has seen holds that Crispus Attucks was THE first man to die in the Boston Massacre and thus the first man to die in the cause of liberty and the Revolutionary War. “ Crispus Attucks was the first to fall in the celebrated "Boston Massacre" of 1770.” only that, but the Boston Massacre Historical Site website states that Samuel Maverick died from his gunshot wounds on the following day.“ According to the court papers, private Matthew Killroy was charged with the murder of Samuel Maverick who was mortally wounded in the shooting. A ball went through his belly and was cut out at his back. He died next morning.”: The descriptor “white” after the name of Samuel Maverick injects the simple slanted point of view of the authors. Since the vast majority of the colonists involved at this time would also be so, and that the colonists were from a diversity of European origins, the adjective does not inform and serves no purpose.Lesson 1.3: Taking Up Arms: The Battle of Lexington and Concord: “Primary Source”Page 70Primary Source“By the rude bridge that arched the flood, Their flag to April’s breeze unfurled, Here once the embattled farmers stood, And fired the shot heard round the world.”- Ralph Waldo Emerson, “Concord Hymn,” 1837FEWriting, years later in 1837, about events that occurred in 1775, can in no way be considered to be a “primary source.” The authors and editors have an erroneous way of presenting “primary sources.” Misleads the students to present the material as they do.Lesson 2.1: A Weak Constitution: Bounce VideoPage 107BOUNCE VIDEOOFThe video narrator discusses the 3/5 Compromise, but omits the fact that:“activists use the 3/5 compromise as grounds for defying the Constitution and demeaning those who wrote it, claiming the Founding Fathers only considered slaves as 3/5 human. What they fail to acknowledge is that the 3/5 compromise was intended to limit representation for slave states and prevent the South from having an overwhelming majority in The House of Representatives. Delegates from free states put in place the mechanism necessary for abolishing the evil practice.”Great Compromises of the United States Constitution. By Trent Lorcher ? Bright Hub Education. edited by: SForsyth ? updated: 1/17/2012. Accessed June 1, 2017. 2.2: Drafting a Constitution: The Three-Fifths CompromisePage 117-118Once again, the delegates compromised. They agreed that three-fifths of the enslaved people in any state would be counted. In other words, if a state had 5,000 enslaved residents, 3,000 of them would be included in the state’s population count. This agreement became known as the Three-Fifths CompromiseHT/OFAs in the Bounce Video, here too the authors not only again omit a mention of the Founding Fathers’ rationale behind the Three-fifths Compromise as a way to limit the voting power of the slave states,They fail to describe the origin of the 3/5 concept.“The Pinckney compromise was not completely original. This ratio [3/5] had already been established by the Congress which adopted the Articles of Confederation in 1781 as the basis for national taxation.”The Three-Fifths Clause of the United States Constitution (1787). By Malik Simba. : Remembered and Reclaimed. Accessed June 1, 2017. authors fail to note its long-term detriment to the slave states.“The three-fifths rule for counting slaves is often misunderstood. … the compromise protected the integrity of the census, as Madison explained in The Federalist No. 54: "The States should feel as little bias as possible to swell or to reduce the amount of their numbers....By extending the rule to both [taxation and representation], the States will have opposite interests which will control and balance each other and produce the requisite impartiality."Three-Fifths Clause. By Erik M. Jensen, David L. Brennan Professor of Law Case Western Reserve University Law School. The Heritage Guide to the Constitution. Accessed June 1, 2017. Three-Fifths Compromise. Digital History ID 163. Source: Gilder Lehrman Institute. Additional information: U.S. Constitution, Article I, Section 2. Copyright 2016 Digital History. Accessed June 1, 2017. 2.2: Drafting a Constitution: Academic VocabularyPage 118Academic Vocabulary ethical. Adj., following accepted standards for conduct or behaviorFE/SThis is an erroneous definition of the term ‘ethical’ the authors slant the definition towards relativism. The term is correctly defined in light of morality and principal, not ‘accepted’ conduct.“Relating to moral principles or the branch of knowledge dealing with these.”“Morally good or correct.” 2.4: Federalists, Antifederalists and the Bill of Rights: Religious Freedom.Page 132Religious freedom became the very first right listed in the First Amendment. Jefferson later wrote that the First Amendment built “wall of separation between Church & State.” James Madison supported Jefferson’s belief that the state, or government, should not promote religion.HTThe ‘wall of separation’ is not written into the Constitution. This was nothing but a comment that Jefferson made in a letter to reassure a religious group that the government would not prefer one religious denomination over another. It is a mistake to give this phrase emphasis over the many writings of the Founding Fathers in support of a religious population as necessary to government. “The Danbury Baptists were apparently satisfied. They understood the “wall” to be one-directional, protecting them and other churches from possible discrimination and harm by means of a “governmental-favored denomination” status. Nevertheless, Jefferson’s eight-word phrase, “a wall of separation between Church and State,” has become the defining metaphor for today’s misinterpretation of the First Amendment.” “Quotations from the framers of the Constitution and other leaders of early America illustrate this great principle. George Washington as our first President said, “Of all the dispositions and habits which lead to political prosperity, Religion and Morality are indispensable supports.” And our second President, John Adams, told us, “It is Religion and Morality alone which can establish the principles under which Freedom can securely stand.” Benjamin Franklin echoed Adams’ sentiment: “Only a virtuous people are capable of Freedom. As nations become corrupt and vicious, they have more need of masters.” Page 135, Para 2, Line 2First comes the Preamble. The Constitution states the six goals.OFOmitted is the very important “First principle of the Constitution: This Constitution is ordained and established by we the people. This principle recognized the unalienable RIGHT of the people of the United States to govern themselves.. The making of America: The substance and meaning of the Constitution. W. Cheon SkousenLesson 2.5 Understanding the Constitution. Page 140 CaptionAnalyze Images Sixty members of the House of Representatives, including John Lewis of Georgia, Nancy Pelosi of California, and Charles Rangel of New York, held a sit-in during a Congressional session to demand action on gun safety in June 2016. Infer Why do you think these representatives took such an extreme action?SThis photo and its caption introduce a politically charged topic in the form of a thought question. Students are not prepared to “infer”.Many people hold widely differing views on the Second Amendment. This photo and its caption are out of place in a discussion of the basic functions of the branches of government. “in Thomas Sowell's fine Inside American Education, The Decline, The Deception, The Dogmas [Free Press, 1993]. Sowell discovered that educational techniques like "values clarification," which are supposed to promote the autonomy of children, instead are subtle forms of social control and indoctrination.”Review: The War Against Boys, How Misguided Feminism is Harming Our Young Men. By Christina Hoff Sommers. Copyright 200, 2012. By Kelley L. Ross, PhD. uote, just above, on values clarification and indoctrination. Lesson 2.5 Understanding the Constitution: The Elastic Clause.Page 140-141Not all powers of Congress are specifically listed. Article 1, Section 8, Clause 18, states that Congress can “make all laws which shall be necessary and proper” for carrying out its specific duties.HT/SIn this entire section the authors create a mistaken equivalency between the two very different interpretations of this Clause. They begin by truncating the Claus and omitting the words “the foregoing powers and all other powers vested by this Constitution.” This phrase illustrates that the Framers, after carefully delineating the powers of Congress, wished to allow them freedom of means and methods to accomplish those delineated tasks.“Although often commonly referred to as the “sweeping clause” or the “elastic clause,” the “necessary and proper” clause is not in fact as expansive as its nicknames suggests. After listing the 17 specific powers delegated to Congress, Article I, Section 8 of the Constitution concludes by specifying that Congress has the power to pass any law both necessary and proper to implement the powers already delegated to it. This lawmaking power is limited and defined by the ends for which it is delegated: “for carrying into execution the foregoing powers.” All the clause does is to make explicit a power already implied in the grants of powers in Section 8 and elsewhere. The “necessary and proper” clause is thus a means for Congress to achieve its constitutionally mandated ends.”“Not So Sweeping After All: The Limits of the Necessary and Proper Clause” by David Engdahl. The Heritage Foundation Report: The Constitution. Jan 20, 2011. Accessed June 2, 2017. IllustrationPage 141S/BThis is a very politically biased cartoon illustration about the Senate not voting on President Obama’s SCOTUS nominee. There are two opposing schools of thought on this topic and this should not be included in a history book without explaining both sides of the issue.The Reviewer suggest that this cartoon be eliminated.Lesson 2.5 Understanding the Constitution: The Executive Branch: The Many Roles of the President.Page 142The Framers thought that Congress would be the most important branch of government.OF/ FEThe authors provide no reference to support this assertion. Lesson 2.5 Understanding the Constitution: The Executive Branch: The Electoral CollegeToday, some people favor replacing the electoral college with a system that directly elects the President by popular vote. Others oppose any change, pointing out that the electoral college has served the nation well for more than 200 years.HT/SThe book omits a rational reason for the defense of the Electoral College. The authors omit fact that the Framers felt it necessary to put this system in place. They omit any of the many good arguments for the EC.“1. Electoral College promotes a two-party system of governance.2. This filters votes so in events of regional antagonism, there will be a reliable and reasonable solution.3. Electoral College also offers a framework for establishing and organizing campaigns.4. Another advantage of Electoral College is a reform or change in constitution.5. Candidates are encouraged to view the country as a whole. This also softens the walls between tight races which are highly evident these days.6. Candidates with lower percentage of popular vote can still have the chance for a considerable success in Electoral College. This will lead to great consensus impression that is essential for subsequent governing.7. Electoral College aids in directing power to the states and without this system, it would be more centralized.8. Other pros of Electoral College include certainty of the results, discouragement of third parties and more.9. Electoral College also plays essential contribution in keeping states as vital part in the selection process for presidency.10. This system also makes small states as viable participants.11. The Electoral College offers selected candidate with a majority.”Electoral College Pros and Cons. APESEC Asia Pacific Economics Blog. Mar 17, 2014. Accessed June 2, 2017 2.5: Understanding the ConstitutionPage 146To do this, the House of Representatives must impeach, or bring charges of serious wrongdoing against, the President.OFThe textbook authors refer vaguely to “serious wrongdoing” whereas the Constitution lists the very specific charges for impeaching a President: “The President, Vice President and all civil Officers of the United States, shall be removed from Office on Impeachment for, and Conviction of, Treason, Bribery, or other high Crimes and Misdemeanors.”US Constitution. Article 2, Section 4.Lesson 2.6: Federalism and Amendments.Page 147, Para 1, line 5-8Although created more than 200 years ago, the Constitution is a living document that can be changed as the world changes.HT/SThe authors’ claim that the Constitution is a living document has been presented as a fact. They omit the fact that many scholars, politicians, lawyers and everyday Americans do not agree that the document is malleable. “The Constitution is supposed to be a rock-solid foundation, the embodiment of our most fundamental principles-that's the whole idea of having a constitution. Public opinion may blow this way and that, but our basic principles-our constitutional principles-must remain constant.” U. Chicago Law School “The Living Constitution”, David Strauss people believe that the document must be read in light of the Framers’ times and intent or that the resulting clashes of interpretation will result in corruption and chaos. “So a living Constitution becomes not the Constitution at all; in fact it is not even law any more. It is just some gauzy ideas that appeal to the judges who happen to be in power at a particular time and that they impose on the rest of us.”U. Chicago Law School “The Living Constitution”, David Strauss 2.6 Federalism and AmendmentsPage 149 TopSince early times, Americans have debated the exact meaning of the Second Amendment. HT/SThe authors are misleading the students. The Reviewer suggests that this should be presented that ‘there are those who disagree with the 2A.’Only those who wish to restrict gun ownership fail to understand the ‘exact meaning’ of the Second Amendment. “People … have often focused on the militia part of the Second Amendment: ‘A well-regulated militia being necessary for the security of a free state.’ But in my view, that’s the wrong place to begin. The militia phrase is what lawyers call a ‘preamble’—a non-binding explanation of intent. It is not the effective, or operative, part of the amendment. In other words, it is only a guide to interpretation, not the actual law. The actual law is ‘the right of the people to keep and bear arms shall not be infringed.’”“First, it refers to “THE right of the people to keep and bear arms.” Like “the freedom of speech” and “the freedom of the press” in the First Amendment. The Founders were referring to a right already existing before the Constitution was ever adopted. In the Founders’ view, it was a natural right, given by God and not to be impaired by government. On the contrary, it was a right that government must guarantee.”The Founders and the 2nd Amendment. Rob Natelson. Tenth Amendment Center. April 1, 2013. Accessed June 2, 2017. 2.6 Federalism and AmendmentsPage 152, Photograph of Standing Rock Sioux protesters: Analyze ImagesSThe photograph of the protest has nothing to do with the content on the page about the 10th Amendment. The Reviewer suggest that this photograph should be removed.Lesson 3.4 A Changing Nation: Jefferson Protects U.S. ShipsPage 210 The first five paragraphs on the Barbary PiratesTraders ran great risks, especially in the Mediterranean Sea. Pirates from the Barbary States, countries along the coast of North Africa, attacked passing vesses. To protect American ships, the United States paid a yearly tribute to rulers of the Barbary States such as Tripoli. In 1801, Tripoli increased its demands for tribute. When Jefferson refused to pay, Tripoli declared war on the United States. Jefferson then ordered the navy to blockade the port of Tripoli, a city in Northern Africa.OF/HT/SThe textbook omits any reference to the fact that the Barbary Pirates were Muslims and fighting for their holy book. That they were not only pirating for tribute, but also to take American and European slaves.“With the advance of Mohammed’s armies into the Christian Levant in the seventh century, the Mediterranean was slowly transformed into the backwater frontier of the battles between crescent and cross. Battles raged on both land and sea, and religious piracy flourished. ... the Barbary pirates were committed, militant Muslims who meant to do exactly what they said.”America’s Earliest Terrorists. Joshua E. London. National Review Online. December 16, 2005. Accessed June 4, 2017.“But one cannot get around what Jefferson heard when he went with John Adams to wait upon Tripoli’s ambassador to London in March 1785. When they inquired by what right the Barbary states preyed upon American shipping, enslaving both crews and passengers, America’s two foremost envoys were informed that ‘it was written in the Koran, that all Nations who should not have acknowledged their authority were sinners, that it was their right and duty to make war upon whoever they could find and to make Slaves of all they could take as prisoners, and that every Mussulman who should be slain in battle was sure to go to Paradise.’”Jefferson Versus the Muslim Pirates: America’s first confrontation with the Islamic world helped forge a new nation’s character. Christopher Hitchens. City Journal. Spring 2007. Accessed June 4, 2017. 3.6 Monroe’s Presidency and Everyday LifeHow Did the United States Gain FloridaPage 235Jackson Invades Spanish FloridaOFThis section, ‘Jackson Invades Spanish Florida,’ omits the fact that the action was referred to as The First Seminole War.“Back when Britain controlled Florida, the British often incited Seminoles against American settlers who were migrating south into Seminole territory. These old conflicts, combined with the safe-haven Seminoles provided black slaves, caused the U.S. army to attack the tribe in the First Seminole War (1817-1818), which took place in Florida and southern Georgia. Forces under Gen. Andrew Jackson invaded Spanish Florida, attacked several key locations, and pushed the Seminoles farther south into Florida.”The Seminole Wars. Florida Facts. Florida Department of State. Accessed June 4, 2017. 4.3 Conflict with American IndiansPage 271 Para 1As you have learned, before the Revolution, the British had made peace with American Indian groups by drawing the Proclamation Line of 1763 through the Appalachian Mountains. This line marked roughly the frontier, or edge, of white settlement. The frontier separated white settlers from the lands beyond, which they regarded as free and open to them. The 1763 Proclamation forbade whites to settle west of the line. HT/SHalf truth: The Proclamation can be said to have been an effort to maintain the peace, but it did not make the peace. The peace with, or defeat of, the American Indians had already occurred once the American Indians realized that France was not coming to their assistance.The authors, on page 53, also claim that this Proclamation was for the safety of the settlers. Although, as this reviewer has demonstrated above, the Proclamation was really for the economic benefit to the British. 2. Slant: The use, multiple times, of the adjective ‘white’ to describe the settlers is unnecessary and slanted. More accurately referred to as simply ‘settlers,’ adding the adjective ‘white’ shows the authors’ bias here. The settlers were from diverse backgrounds throughout Europe and, not only that, but there were Black settlers amongst them as well. “ Pioneering was difficult for anyone, regardless of skin color, yet these black trailbreakers were in evidence from southern Texas to Edmonton and from Denver to Kansas City. They were, in essence, everywhere that other pioneers chose to work and prosper. Sometimes they succeeded, and sometimes they failed, but it was the true legacy of the frontier experience that hard times were visited evenly on all who came West.”African American Pioneers. Jack Ravage, University of Wyoming. Encyclopedia of the Great Plains. Accessed June 4, 2017. 4.3 Conflict with American IndiansPage 271 Para 4Believing their land and culture were at stake, American Indians attacked white settlements in the new Northwest Territory.HT/SThe textbook is downplaying the severe and savage attacks on settlers and establishing a false moral equivalency of the threat to land and culture to brutal killing. “Between 1784 and 1790, the settlers of the territory suffered 1,500 killed by the Shawnee, a large amount of suffering for a population (in 1790) of just 4,280 whites and Negroes, including French families who had remained after 1763.”Northwest Indian War: Marching Against Little Turtle. Robert A. Lynn. Warfare History Network. Oct 7, 2015. Accessed June 8, 2017. 4.3 Conflict with American IndiansPage 271 Para 1The conflicts usually ended badly for the American Indians. They either lost in battle of signed treaties with the government that were soon broken. HTHalf-truth and Slant: The authors oversimplify the Indian Wars vilifying the Americans. The American settlers fought with the Native Americans for the same reason that the Celts and Teutons lost their lands to the Romans. Or why the Britons lost their lands to Angles/Jutes/Saxons; or, why the Irish lost their lands to the English, etc. It is also why the tribes near the Aztecs hated that empire. It was the same reason the Mongols took over China, Central Asia, and Eurasia, southwest Asia, etc. Humans are always fighting Lesson 4.4 Westward MovementPage 283 Para 4 Last lineMost people were respected for their actions and their character rather than for who they were or how much money they had. Westerners also had a high regard for democracy.HT/SAfter the authors do a great job of creating the image of the hard working settlers and their various roles and go on to discuss that the settlers earned respect by that very hard work, they then veer off and make the unsubstantiated, and unsourced, statement that these settlers ‘also had a high regard for democracy.’ It would be as suitable or even more fitting for them to have wrapped up the discussion of the Western Americans’ character to state that they had had a high regard for freedom and free enterprise. p.317, Topic 5, Opener, Society and Culture Before the Civil War, timeline at bottom of page1848 Earthquakes shake Germany, Italy, and France FE There was a significant earthquake in New Zealand but nothing could be found about earthquakes in Europe in 1848. The only historical events that took place in 1848 in those 3 countries were Revolutions., Topic 5, Opener, Society and Culture Before the Civil War, box titled “How did railroad change travel?”By 1857, travelers could go all the way to California in that time.FEThe First Transcontinental Railroad was opened in 1869.digitalhistory.uh.edu/disp_textbook.cfm?smtid=2&psid=3147 p.317, Topic 5, Lesson 2, Industrialization and Immigration, bottom leftDid You Know? German Americans are the largest single ethnic group in the United StatesOF/HT This is only true if Hispanics are divided into Mexican-Americans, Cuban-Americans, etc. The 2010 census shows Hispanics make up 16% of the U.S. population making Hispanics the largest major race and ethnic group. 5 Lesson 1 page 323What does this disaster tell you about the mill owners’ attitude toward the mill’s workers?FEInappropriate modern day political judgment on a past event. Who knows? Maybe an owner or two lost their lives as well. There is no way of knowing.The reviewer suggests removing this question.p.336, Topic 5, Lesson 2, Industrialization and Immigration, line 13In the 1820s and 1830s, artisans in each trade united to form trade unions.OF Immigrants organized themselves into trade unions. Because immigrants made up a large part of the labor force in urban areas, immigrant laborers helped set the terms of hiring at many urban workplaces. Not only would they not allow black workers into their unions, but they usually would refuse to work alongside them if they were hired., Topic 5, Lesson 2, Industrialization and Immigration, mid page line 21.Immigrants enrich the nationOF/SThere is no mention of negative effects of immigration. In the early 1800s, friction between free blacks and immigrants who were in competition for low-skilled labor opportunities led to the rise of union-based anti-black discrimination. After the Civil War, with increasingly high immigration, most freed slaves did not get any of the new jobs up north or any of the new land out west. , Topic 5, Lesson 2, Industrialization and Immigration, mid page line 21.Immigrants enrich the nationOF/SThe rise in population of urban areas due to immigrants resulted in increase in crime and health issuesBrackemyre, Ted. "Immigrants, Cities, and Disease." US History Scene. 10 Apr. 2015. Web. 31 May 2017.p.372, Topic 5, Lesson 5, Reform and Women’s Rights, chart at bottom of page titled New Opportunities for Women The remaining states gradually gave married women property rights between 1860 and 1980.FE All states had some form of property rights for married women by 1900. . 377, Topic 5, Lesson 6, Arts and Literature, lines 11, 18-19.Whitman was also one of the first modern poets to write about same-sex love. Her (Dickinson) close friendship with her brother’s wife, Susan, has led some scholars to speculate that the two women had a romantic relationship, although there is no definite evidence of this.SRather than emphasizing why these poets’ works were great, instead there is emphasis on homosexuality among these great poets which implies that homosexuality is a significant feature worthy of special mention and leads the student to an agenda based conclusion about homosexuality.p.378, Topic 5, Lesson 6 Arts and Literature, bottom of pageEarly songs were often patriotic or religious, such as “My Country Tis of Thee”, written by Samuel Francis Smith in 1831 or “Amazing Grace” published in 1835.OFBecause the statement appears under the heading of “American Music”, it is implied that this song was written by an American “Amazing Grace” was written by the English poet and Anglican clergyman John Newton (1725–1807). . 379, Topic 5, Lesson 6 Arts and Literature, line 4-6Although Foster was a northerner, many of his songs such as “Dixie”, referred to southern traditions and were popular in the South.FEStephen Foster did not write “I Wish I Was In Dixie”. It. was written in 1859 by Daniel D. Emmettdixie.dixie.htmlp. 379, Topic 5, Lesson 6, Arts and Literature, lines 12-14During the 1800s, a new style of music, now known as gospel music, began to develop in African American congregations.HTThe precursor to black Gospel music is the African American spiritual, which had already been around for well over a century before Gospel music began its rise to popularity starting in the 1930s.collections/songs-of-america/articles-and-essays/musical-styles/ritual-and-worship/african-american-gospelp. 386, Topic 6, Opener, Map of Union, Confederate, and Border states and TerritoriesNevada is shown as a territoryOFThe Territory of Nevada was created in 1861, became a state during the Civil War in 1864, and fought for the Union.cwindepth/statebystate/nevada.htmlp. 386, Topic 6, Opener, Map of Union, Confederate, and Border states and TerritoriesWest Virginia is shown as a border stateOFWestern Virginia was a part of the state of Virginia at the start of the Civil War. It broke off from Virginia and became the Union state of West Virginia on June 20, 1863. It did contain some secessionist counties.. 393, Topic 6, Lesson 1, Conflicts and Compromises, line 4Henry Clay had won the name “the Great Compromiser” for working out the Missouri Compromise and the Compromise Tariff of 1833, which resolved the Nullification Crisis.OFThe Missouri Compromise is mentioned but not defined. The Missouri Compromise maintained balance of slave and free states and prohibited slavery north of latitude 36 degrees, 30 minutes.America Land of Principles and Promises by Sandra Dee Reid, NCCS. p.285p. 393, Topic 6, Lesson 1, Conflicts and Compromises, line 4Henry Clay had won the name “the Great Compromiser” for working out the Missouri Compromise and the Compromise Tariff of 1833, which resolved the Nullification Crisis.OFThe Compromise Tariff of 1833 is mentioned but not defined. The compromise stated that the rates were to be reduced gradually over a period of nine years until they reached the levels of 1816.America Land of Principles and Promises by Sandra Dee Reid, NCCS. p.301history-by-era/jackson-lincoln/timeline-terms/tariff-1833p. 393, Topic 6, Lesson 1, Conflicts and Compromises, line 4Henry Clay had won the name “the Great Compromiser” for working out the Missouri Compromise and the Compromise Tariff of 1833, which resolved the Nullification Crisis.OFThe Nullification Crisis is mentioned but not defined. South Carolina, declared the tariff acts of 1828 and 1832null and void. South Carolina threatened secession if Congress enforced the tariff laws.America Land of Principles and Promises by Sandra Dee Reid, NCCS, p. 301history-by-era/age-jackson/resources/nullification-crisisp. 402, Topic 6, Lesson 2, Growing Tensions, line 16.By late 1856, more than 200 people had been killed.FEBetween 1854 and 1861, about 56 on both sides were killed.kansapedia/bleeding-kansas/15145Kansas History: A Journal of the Central Plains 18 (2) (Summer 1995): 116–129p.412, Topic 6, Lesson 3, Division and the Outbreak of War, paragraph labelled “ Causes Leading to War”, line 3After all, the Declaration of Independence said that “it is the right of the people to alter or to abolish” a government that denies the rights of its citizens.OFThe Declaration of Independence does not have legal authority although it reflects the ideals of the United States. It is not part of the basic law which is the Constitution and Bill of Rights.foundations-of-our-constitution/natural-rights.htmp. 415, Topic 6, Lesson 3, Division and the Outbreak of War, timeline of Events Leading up to the Civil WarApril 11, 1861 Confederate forces attack Fort Sumter, marking the beginning of the Civil WarFEConfederate forces opened fire on Fort Sumter on April 12, 1861.Battle Cry of Freedom by James McPherson, p. 273, Oxford University Press 1988.p. 416, Topic 6, Lesson 3, Division and the Outbreak of War, lines 3-4. The Union held only three forts off the Florida coast and Fort Sumter in South Carolina.OF/FEFort Monroe in Virginia was held by Union forces throughout the Civil War.. 420, Topic 6, Lesson 3, Division and the Outbreak of War, box at top of page listing experience of Jefferson DavisAttended West Point Military Academy.Officer in the Mexican WarSecretary of War under President PierceOFJefferson Davis also served as a U.S. Senator for the state of Mississippi.learn/biographies/jefferson-davisp. 420, Topic 6, Lesson 3, Division and the Outbreak of War, box at top of page listing experience of LincolnGenerally regarded as winner of the Lincoln-Douglas debates.OFThere is no other mention of the debates and why Lincoln may be regarded as the winner. Lincoln compelled Douglas to say that settlers could keep slavery out of a territory which alienated Southern Democrats and caused a split in the Democratic party and this gave Lincoln the presidency.A good explanation of why Lincoln won the debates can be found in “Abraham Lincoln”, by James McPherson, p. 22, Oxford University Press, 2009p. 434, Topic 6, Lesson 5, Emancipation and Life in Wartime, top of pageGraph chart of African American Population in the North and South 1860.HTThis chart includes border states in its calculation of number of slaves in the North. According to the 1860 census, there were no slaves in New England, the Mid Atlantic, or Midwest regions. . 434, Topic 6, Lesson 5, Emancipation and Life in Wartime, Bottom of page, last lineCone shaped bullets and guns with rifling, or grooves cut on the inside of the barrel, made rifles twice as accurate.OFLonger range rifles and short range repeaters multiplied casualties and strengthened defensive tactics. The tactical predominance of the defense helps explain why the Civil War was so long and bloody.Battle Cry of Freedom by James McPherson, p.474-477, Oxford University Press, 1988.p.435, Topic 6, Lesson 5, Emancipation and Life in Wartime, line 26.One out of every seven Union soldiers and one out of every nine Confederate soldiers deserted.FEAlthough estimates vary, the rates of desertion were high with some sources saying one of five Union soldiers and one of three Confederate soldiers deserting. , Topic 6, Lesson 5, Emancipation and Life in Wartime, lines 13-14.Many people began to see the Civil War as “a rich man’s war and a poor man’s fight”.OFSubstitution had precedent in Europe and during the American Revolution. The draft law put a cap on the price of substitutes which had soared to more than $1000 in the South. Studies of conscription in New York and Ohio found no correlation between wealth and commutation.Battle Cry of Freedom by James McPherson, p.603, Oxford University Press, 1988.p.437, Topic 6, Lesson 5, Emancipation and Life in Wartime, lines 3-4.At least 74 people were killed.FEAt least 105 were killed making it the worst riot in American history.Battle Cry of Freedom by James McPherson, p.610, Oxford University Press, 1988.p.450, Topic 6, Lesson 6, The War’s End, line 3-4Davis explained the South’s reasons for withdrawing from the Union as a necessity, not a choice.OFThe text does not explain why Davis felt it was a necessity. Slavery was essential to the economy and culture of the South and there was belief that emancipation would lead to economic ruin, social chaos, and racial war. Secessionists acted to preserve their version of the republic of a government of limited powers that protected the rights of property and whose constituency comprised an independent gentry and yeomanry of the white race. They were preserving traditional rights and values. Davis believed that the union of the United States was a loose bond that could be broken if necessary. This is in contrast to Lincoln’s view that the United States was an unbreakable permanent bond. If any state could secede for any grievance, the future of the United States was gravely threatened to become weak and fragmented.Battle Cry of Freedom by James McPherson, p. 8, p.860-861 Oxford Press 1988.p. 458, Topic 7, Opener, The Reconstruction Era, bottom of pageThe timeline states that Johnson was impeached in 1868.OFPresident Andrew Johnson was acquitted and was not removed from office.America Land of Principles and Promises by Sandra Dee Reid, NCCS, p. 412 p. 469, Topic 7, Lesson 2, Radical Reconstruction, lines 5-6 under Radical Reconstruction CongressRadical Republicans had two main goals.OFRadical Republicans 1) feared that if the Southern members were admitted they would join with the Northern Democrats and oust the Republicans from power and 2) would revive the states’ rights and free-trade doctrines of the Democrats and repeal the protective-tariff acts that had been passed for the benefit of Northern industrialists during the war.America Land of Principles and Promises by Sandra Dee Reid, NCCS, p. 409-410Lesson 8.1 p. 498 second to last paragraphSome women ran boarding houses and laundries.OFThe authors are omitting that brothels were also part of the Frontier gold rush scene. we-paintedlady.htmlLesson 8.2 p 522 second to last paragraphWhile their roles were different, there was more flexibility than in white society.BA detrimental value judgment on white society without any substantiating examples.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?Appropriate to the subject matter yes, but rather below grade level.2Are the captions under pictures factual?Yes. Artists not identified in captions.3Are the charts and graphs relevant to the topic being presented?Yes4Are the maps accurate and relevant to the topic?Yes5Are questions thought provoking? Is adequate accurate material provided so that the students can formulate appropriate answers?Inconsistent6Are primary and secondary sources presented for students to examine (for bias, propaganda, point of view, and frame of reference)?* No – authors present quotations as “primary sources”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? *Yes, in the front matter8Does the textbook have a Glossary? Are key terms and personalities included and defined?Yes (does not contain page numbers pointing to where the term appears in the text)(Also omits any entry on the Boston Massacre)Personalities are NOT included in the Glossary9Does the textbook have accurate timelines to help the student understand chronological historical developments?Yes10Does the textbook have an Index which includes all of the key words, historical time periods and individuals? Yes. Entries were not clickable 11Does the textbook devote a similar number of pages to each of the world religions, philosophies, political and religious leaders?Yes, not much religion covered in these sections12Online book video and interactive links?Yes, both video and interactive links. But not active or clickableCommendations: Concerns: The authors frequently inject 21st century PC viewpoints onto history and the thinking of historical figures.The authors are misleading in their treatment of the concept of Primary Sources. They are not doing as the Standards require, but rather misrepresent out context quotations as being “primary source.” The authors, therefore, present the students with a false understanding of what is a “primary source.” The authors sprinkle quotations liberally throughout the text and refer to them as “primary sources,” some of which they even edit with ellipses and updated spelling.On page 21 of the CA Dept of Ed Standards:“In addition to the standards for grades six through eight, students demonstrate the following intellectual reasoning, reflection and research skills:Research, Evidence, and Point of ViewStudents assess the credibility of primary and secondary sources and draw sound conclusions from them.” --- History-Social Science Content Standards for California Public Schools, Grades 6-8, Historical and Social Sciences Analysis Skills“No, quotes from historical figures which are found in secondary sources are not considered primary sources. The author of the book has processed the quotation, selecting it from the original source. Without seeing the original source for yourself, you don't know if the quotation is taken out of context, what else was in the source, what the context was, etc.” “Primary Sources, What are They?” Teaching History. Accessed May 19, 2017“primary sources of information are those that provide first-hand accounts of the events, practices, or conditions you are researching. In general, these are documents that were created by the witnesses or first recorders of these events at about the time they occurred, and include diaries, letters, reports, photographs, creative works, financial records, memos, and newspaper articles (to name just a few types). ?“Module 1: “What are primary sources?” University of Illinois Archives. Accessed May 19, 2017 based on templateChoicesExplanationsYesNo1This text has minor changes that need to be made2This text has a moderate number of changesX3This text has substantial changes that need to be made4This book is so flawed that it is not recommended for adoption. ................
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