[Editor's note: This document still being formatted. Some corrections have been made to the transcript of the oral testimony.]
8787 Orion Place
Columbus, OH
43240-4027
Tel 614 430 4000
Glencoe/McGraw-Hill
A Division of The McGraw-Hill Companies
August 5, 2002
Dr. Robert Leos
Attn: Formal Responses
— July 2002
Texas Education Agency
Division of Textbook
Administration
1701 North Congress Avenue — Room 3-110
Austin, TX
78701
Dear Dr. Leos:
Attached are Glencoe/McGraw-Hill's formal responses to the July 17, 2002, public hearing on textbooks and to the report submitted by the Texas Public Policy Foundation. Per your instructions, we have divided our comments into three sections:
• Formal Response to Written Comments, July 17, 2002
• Formal Response to Oral Testimony, July 17, 2002
• Formal Response to the Texas Public Policy Foundation report
Please let me know if you also need these documents electronically. I can be reached via telephone at 614-430-4316 or via e-mail at stephen_waldron@mcgraw-hill.com.
Sincerely,
Steve Waldron
Executive Editor
Social Studies
Cc: Robert Cox
Michael Gee
Murray
Giles
Ellen Williams
Formal Response to
Written Comments, July 17, 2002
Glencoe/McGraw-Hill
August 5, 2002
The Publisher has excerpted those portions of the Written Comments that specifically refer to textbooks it publishes and has provided responses to each one on the following pages.
Texas Public Policy Foundation
Social Studies Textbook Review — July 2002
SAMPLE
ERRORS
3. Constantine made Christianity the official religion of the Roman Empire in 381 AD. Wrong person — It was the Emperor Theodosius. Grade 6 World Cultures, Glencoe McGraw-Hill, page 91.
PUBLISHER'S RESPONSE
The authors oversimplified the events that led to
establishing Christianity as the official
religion of the Roman Empire.
Constantine issued the Edict of Milan in 313, which
proclaimed official
tolerance of Christianity, thus ending the persecution of Christians.
Then,
under Theodosius the Great, the Romans adopted Christianity as their official
religion.
Publisher acknowledges the error and agrees to make the following change:
Page 91S, sentence 3:
Change:
ordered that Christianity become
the religion of the state
To:
proclaimed that Christianity was to be
a lawful religion
6. Houston, in Harris County, is home to more than 3 million people. Wrong number — The population of Houston is slightly less than 2 million according to the latest Texas Almanac. Grade 7 Texas History, Glencoe McGraw-Hill, page 51.
PUBLLISHER'S RESPONSE
This error was reported on the Publisher's List of
Corrections and Changes submitted to
TEA on June 27. The population figures
will be corrected.
10. The compass allowed sailors to determine their location when they were far from land. Wrong object — the astrolabe was used to determine location because a compass would generally be pointing at water. Grade 8 American History, Glencoe McGraw-Hill, page 40.
PUBLISHER'S RESPONSE
The text on page 40 states in full: "Better instruments were developed for navigating the seas. Sailors could determine their latitude while at sea with an astrolabe, an instrument that measured the position of stars. Europeans also improved the magnetic compass, a Chinese invention the Arabs had passed on to Europe in the 1200s. The compass allowed sailors to determine their location when they were far from land." The publisher agrees that the compass does not determine location, but rather direction. The following correction will be made.
Page 40, column 2, paragraph 4, line 8:
Delete:
location
Insert:
direction
20. The English practice of impressments is described as stopping ships at sea to search for British deserters. Inaccurate definition of impressments — Impressment was a naval conscription, forcing people into the British navy. Grade 8 American History, Glencoe McGraw-Hill, page 295.
PUBLISHER'S RESPONSE
There is no discussion of impressments on page 295 of
this textbook. It is discussed,
however, on pages 265 and 290.
On page 265 the text states: "Outraged by the French attacks at sea, the British began capturing American ships that traded with the French. The British also stopped American merchant ships and forced their crews into the British navy. This practice, known as impressments, infuriated the Americans."
On page 290 the text states: "The British needed sailors for their naval war. Conditions in the British Royal Navy were terrible. British sailors were poorly paid, poorly fed, and badly treated. Many of them deserted. Desperately in need of sailors, the British often used force to get them. British naval patrols claimed the right to stop American ships at sea and search for any sailors on board suspected of being deserters from the British navy. This practice, known as impressment, was a clear violation of neutral rights. While some of those taken were deserters from the British navy, the British also impressed thousands of native-born and naturalized American citizens."
The authors and publisher believe that the text has made it clear that the practice of impressment was the forcing of individuals to serve in the British navy, as stated on page 265. However, to avoid any possible confusion on page 290, the publisher will make this clarifying change:
Page 290S, col 2, paragraph 6, line 2
Delete:
This practice, known as
impressment, was a clear violation of neutral rights.
Insert:
This practice of forcing people to
serve in the navy was called impressment.
23. The United States "insisted" that the Rio Grande formed the border of Texas. Inaccurate statement — Insistence was based on the Treaty of Velasco signed by Santa Ana giving Texas its independence. It was not an unfounded claim or arbitrary decision on the part of President Polk. Grade 8 American History, Glencoe McGraw-Hill, page 372.
PUBLISHER'S RESPONSE
The text is not in error, nor does it imply that this was an arbitrary decision on President Polk's part. In discussing the annexation of Texas into the United States, the text states on page 272:
"Relations between Mexico and the United States had been strained for some years. When the United States annexed Texas in 1845, the situation worsened. Mexico, which had never recognized the independence of Texas, charged that the annexation was illegal. Another dispute concerned the Texas-Mexico border. The United States insisted that the Rio Grande formed the border. Mexico claimed that the border lay along the Nueces River, 150 miles farther north. Because of this dispute, Mexico had stopped payments to American citizens for losses suffered during Mexico's war for independence."
The agreements that Santa Anna signed (the Treaties of Velasco) required Mexican troops to withdraw south of the Rio Grande and required Santa Anna to use his influence to convince the Mexican government to recognize the Rio Grande border. The Mexican government, however, repudiated all agreements Santa Anna had signed. On page 368 the text states: "The Mexican government refused to honor Santa Anna's recognition of independence, and fighting continued between Texas and Mexico." Further, the Texan government did not legally recognize the agreements either. In the words of the Handbook of Texas, in its article on the Treaties of Velasco: "With the treaties violated by both governments and not legally recognized by either, Texas independence was not recognized by Mexico and her boundary not determined until the Treaty of Guadalupe Hidalgo in 1848."
The authors and publisher, therefore, believe that the text accurately presents the events leading to the War with Mexico in 1846 and that the use of the verb "insisted" accurately presents the case made by the United States concerning the border.
27. Sacagawea was a guide for Lewis and Clark. Inaccurate statement — Sacagawea served as a translator but not as a guide for the expedition. Grade 8 American History, Glencoe McGraw-Hill, page 284.
PUBLISHER'S RESPONSE
This is not a verifiable error of fact. Merriam-Webster's Collegiate Dictionary, 10th edition, specifically defines a guide as "a. one who leads or directs another's way, b. a person who exhibits and explains points of interest," c. something that provides a person with guiding information."
While it is true that Sacagawea did not act as a guide in the sense of leading them along a route to a destination, she served as a guide in many other ways — particularly in explaining native flora and fauna. On several occasions, she helped the party by identifying various edible roots. Her ability to translate enabled her to introduce the expedition to the local Indians, and thereby obtain information about the route that they were following. For examples of Sacagawea's activities, see Stephen Ambrose, Undaunted Courage (1996).
Texas Public Policy Foundation
Social Studies Textbook Review — July 2002
SAMPLE STATEMENTS OF
BIAS
3. "The teacher sidebar mentions the Turkish genocide of Armenians — appropriately so — as it was the first major genocide of this century. However, to equate in the next sentence the prejudice in the U.S. with genocide or holocaust is over the top. As bad as prejudice in the U.S. was, it was not government-sponsored genocide!" Glencoe McGraw-Hill, Grade 6 World Cultures, Teachers Edition, page 260, Dr. Robert Gorman.
PUBLISHER'S RESPONSE
Publisher agrees that the prejudice and violence directed at African Americans in the United States in the early 20th century, while deplorable and unjust, should not be equated with state-sponsored genocide. The following change will be made:
Page 260T, More About the Holocaust
Delete the sentence that currently reads:
African Americans were often the targets of violent prejudice in the United States.
8. "Conflict with Native Americans — On May 26, 1637, English soldiers and their Narraganset allies burned the main Pequot village, killing hundreds." What is not mentioned is that the Pequots attacked a colonial settlement the previous month, slaughtering the town's cattle, killing some villagers and kidnapping two young women. Those attacking the Pequot village were colonists, not English soldiers. Glencoe McGraw-Hill, Grade 8 American History, page 80. Dr. Paul Davis.
PUBLISHER'S RESPONSE
Publisher has previously noted this error and
provided a correction on the list it submitted
to the Texas Education
Agency on June 27, 2002.
11. The text says that the Framers [Constitution] intended the phrase 'general welfare' in the Preamble of the 'constitution to authorize the national government to ensure "as much as possible ... that citizens will be free from poverty, hunger and disease." This is an anachronism. The Framers were not New Deal Welfare-statists and had no such view of th4 phrase 'general welfare.' James Madison, the Father of the Constitution, wrote about the phrase 'general welfare: "With respect to the words general welfare, I have always regarded them as qualified by the details of power (enumerated in the Constitution) connected with them. To take them in a literal and unlimited sense would be a metamorphosis of the Constitution in to a character which there is a host of proof was not contemplated by its creators." Glencoe McGraw-Hill, Grade 8 American History, page 217. Dr. Willaimson Evers.
PUBLISHER'S RESPONSE
In order to be more precise about the actual powers Congress has to promote the general welfare, the publisher will make the following change:
Page 217S, col 2, paragraph 4, line 8
Delete:
and as much as possible, ensuring that citizens will be free from poverty, hunger, and disease.
Insert:
regulating commerce and bankruptcies, and promoting science and technology by granting patents.
Texas Public Policy Foundation
Social Studies Textbook Review — July 2002
SAMPLE RECOMMENDATIONS
— GRADE 7 TEXAS HISTORY
DR. LAURA McLEMORE
1. The textbook is weak on the influence of the U.S. Constitution on the Texas Constitution of 1845. In fact, it is not mentioned at all. Grade 7 Texas History, Glencoe McGraw.
PUBLISHER'S RESPONSE
The textbook traces the influence of the United States Constitution on all of the Texas constitutions, beginning with the Constitution of the Republic of Texas (1836) and continuing to the present constitution.
Chapter 28, Section 1 (Texas Constitutions), pages 622-625, explains what constitutions are, why they are important, and the roles they play. It then traces the development of all of Texas's constitutions.
On page 215 the "A Shared Past" feature connects the two by stating, "Sections of the Constitution of 1836 of the Republic of Texas were copied word for word from the United States Constitution. One difference, however, was that the Texas Bill of Rights, which had been added as amendments to the U.S. Constitution, was put in the main body of the Texas constitution."
On page 216 the text explains the similarities between the Texas Constitution of 1836 and the United States Constitution — three branches of government, a Bill of Rights, etc.
On page 219, section assessment question 5 asks students to compare the similarities between the Texas Constitution of 1836 and the United States Constitution.
On pages 322-323 the text discusses and describes the Constitution of 1845.
On page 625 the text discusses the current constitution (1876) and states, "Protecting the rights of citizens is so important to Texans that the constitution begins with a bill of rights, similar to the one in the United States Constitution."
2. I'm not sure it is accurate to say that lawlessness during the Reconstruction was because people had no say in government, so they decided to disobey the law. I would agree that many Texans were frustrated that their party or faction had lost control of state government, that their pride was considerably wounded and that they felt that they were being forced to do things they didn't want to do. But the Davis Administration was elected by Texas voters. The argument that they had no say in government was an excuse for disobeying the law. I would argue that it is more accurate to say that lawlessness during Reconstruction was because there were people who had no respect for the law. Grade 7 Texas History, Glencoe McGraw-Hill.
PUBLISHER'S RESPONSE
The textbook does not state that lawlessness during Reconstruction was because people had no say in government. Rather, students are given two differing viewpoints to read concerning Governor Davis's creation of a state police force to counter Reconstruction's widespread lawlessness and to protect the rights of former slaves. One of the primary sources is from the 42nd Congress, and the other is from the Taxpayer's Convention as quoted in the Democratic Statesman. After reading the two primary sources, students are asked to respond to a critical thinking question asking them why they think crime was so widespread during Reconstruction. The teacher's edition suggests as a possible answer, "Point out that many Texans did not have a say in their government and so chose not to obey its laws." Because this is an open-ended question for students to think about and for which there is no single definitive answer, the publisher will make the following change in the teacher's edition:
Page 377, teacher's edition, Two Viewpoints Answers
Delete: Students should point out that many Texans did not have a say in their government and so chose not to obey its laws.
3. The text does not present the development of two-party politics in Texas in a direct manner but provides info and activities ... that require students to make inferences and draw conclusions. I would think a great deal of teacher guidance would be needed for students to trace the emergence of the two-party system. Grade 7 Texas History, Glencoe McGraw-Hill, page 466, teacher's edition.
PUBLISHER'S RESPONSE
The authors and publisher believe that it is essential that students learn to think critically and to make inferences and draw conclusions, as these are lifelong skills that lead to good citizenship. That notwithstanding, the authors and publisher would point out that the textbook does trace the development of two-party politics in Texas in both the 19th and 20th centuries.
On pages 324-325 the text explains the development of organized political parties, including the Democratic Party, the Whig Party, and the American (or Know-Nothing) Party.
On pages 540-543 the text concentrates on politics from 1948 through 1960, including a complete discussion of liberal, conservative, and moderate Democrats in Texas. Also discussed is the fact that Democrats in Texas supported Republican Dwight Eisenhower for the presidency in 1952 and that the Republican Party in Texas nominated Governor Alan Shivers, a Democrat, for the office of governor. And on page 544 the text continues to chronicle the changing political climate. "The Republican candidate, John Tower, surprised many Texans by winning. He was helped by a feud between conservative and liberal Democrats. The split in the Democratic vote gave the victory to the Republicans. The Republican Party continued to grow in Texas. Tower remained in the Senate until 1985."
On pages 578-581 the text explores more recent political events. On page 578 it states, "The Texas political scene continues to undergo many changes. The events of the 1960s and 1970s so transformed Texas politics that, by the 1980s and 1990s, groups that had been excluded from political power were now included. The political power of minorities, women, and urban dwellers (those who live in cities) grew significantly. By the year 2000, the Republican Party held all major statewide elective offices. The 'one-man, one-vote' rule of the U.S. Supreme Court made it difficult to draw districts that favored a particular party. People moving into Texas included many Northerners who often voted with the Republicans. The Republican Party became identified with oil producers, and the Democratic Party became associated with oil consumers and environmentalists. Supporters of the Republican Party favored less government regulation of business and industry. They also championed free enterprise."
Pages 663664 discuss political parties and politics in Texas today. On page 664 the text states, "Until recently, the Democratic Party was dominant in Texas. Now both the Republican Party and the Democratic Party compete for voter support. Texans benefit from having active political parties. The parties work hard to recruit good candidates and to publicize important issues. The political parties also encourage citizens to participate in campaigns and elections. In addition to the Democratic and Republican Parties, other parties have appeared on Texas ballots in recent years, including the Reform Party, Libertarian Party, and the Green Party."
4. The text does an excellent job in pointing out the Buffalo soldiers also served in the Spanish-American War. I am disappointed, however, that this text does not mention that the cavalry did not receive equal treatment and respect from the settlers they defended. Grade 7 Texas History, Glencoe McGraw-Hill.
PUBLISHER'S RESPONSE
The text does point out that the buffalo soldiers did not always receive respect from the settlers they defended. On page 403 the text states, "The army recognized their courage. Nineteen buffalo soldiers received Medals of Honor from Congress for service in the U.S. Army during the wars in the American West. The buffalo soldiers did not, however, receive equal treatment from the Anglo American settlers. The buffalo soldiers were sometimes harassed and abused."
Texas Public Policy Foundation STATE
BOARD OF EDUCATION
PUBLIC HEARING — STATE TEXTBOOK ADOPTION 2002 July
17, 2002
Testimony of Dr. Christopher Hammons
I think this text does a good job of presenting the Indian Wars in that both good and bad are presented with little or no bias, a difficult subject to treat without judgment. Both sides are revealed as being good and bad as in the account of Satanta, Satank, and Big Tree (396S) and the buffalo slaughter (398S). Glencoe/McGraw-Hill, Texas and Texans, 7th Grade Texas History.
PUBLISHER'S RESPONSE
The authors and editors of Texas and Texans were very careful in their writing and editing to ensure fairness and balance of the content. They were ever mindful that for almost every event in our history there are multiple viewpoints that students should know and understand.
One of the criticisms I have for the book it [sic] that it is rather dry reading. The discussion of Congressional committees in [sic] a good example. In three sentences, the text moves from changes that occurred from 1970 to changes that occurred in 1974, devoting a single sentence to each. The last sentence even notes that Chairperson Wilbur Mills "refused to resign" but does not say why he faced resignation or even who Mills was. The paragraph is just a lists of dates, one after the other with not much meat. By focusing on broad procedure or dates to the exclusion of the details of the story, the book denies students some of the more interesting stories in American government. Glencoe/McGraw-Hill, United States Government: Democracy in Action, p. 190.
PUBLISHER'S RESPONSE
The content the reviewer comments on is under the heading "The House's Power Over Revenue Bills." It is much more than three sentences. It reads as follows:
"The Constitution gives the House of Representatives the exclusive power to start all revenue measures. Almost all important work on tax laws occurs in the House Ways and Means Committee. The Ways and Means Committee decides whether to go along with presidential requests for tax cuts or increases. It also makes the numerous rules and regulations that determine who will pay how much tax. Some of these rulings are very simple while others are more complex. This committee, for example, influences how much of a tax deduction parents are allowed on their income tax for each child living at home. It also decides what kind of tax benefit businesses can claim for building new factories.
For many years the committee's tax bills were debated on the House floor under a closed rule. A closed rule forbids members to offer any amendments to a bill from the floor. This rule meant that only members of the Ways and Means Committee could have a direct hand in writing a tax bill.
Other House members accepted this closed rule procedure on tax bills for several reasons. House leaders claimed that tax bills were too complicated to be easily understood outside the committee. Leaders also warned that representatives could come under great pressure from special interests if tax bills could be revised from the floor. Floor amendments, they argued, might upset the fair and balanced legislation recommended by the committee.
In the 1970s House members revolted against the Ways and Means Committee. In 1973 the House allowed members to amend a tax bill on the floor. In 1974 it forced Chairperson Wilbur Mills to resign following a personal scandal. Critics charged that tax bills soon became a collection of amendments written to please special interests.
In the Senate no closed rule exists, and tax bills often do become collections of amendments. Many tax bills are amended so often on the Senate floor they become "Christmas tree" bills similar to appropriations bills that include many riders."
The author and publisher believe these paragraphs provide the information students need in order to understand the House's power over revenue bills and how it is different today as a result of changes made in the 1970s. Concerning Wilbur Mills, the publisher believes it is more appropriate in a high school textbook to state that he resigned following a personal scandal rather than providing the details of his relationship with stripper "Fanne Foxe, the Argentine Firecracker."
Texas Citizens for a sound Economy
Foundation
Texas Adoption and Texas Law
John Hope
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no comment.
Jennifer Powell
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no comment.
Rosemary Morrow, Ph.D.
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no comment.
Margie Raborn
PUBLISHER'S COMMENT
Although this reviewer does not specifically mention any textbook published by Glencoe/McGraw-Hill, the publisher would like to comment on her remarks that the books she reviewed stated that the United States is a democracy rather than a republic. Glencoe/McGraw-Hill's textbooks do, in fact, establish that the United States is a republic. For example:
Becky Armstrong
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no comment.
Eleanor Hutcheson
Fort Worth
TSDAR
Glencoe and Hold did correctly state the accurate details of the Treaty of Guadalupe Hidalgo the $15 million the United States paid to Mexico for the land cession. They both also mentioned the additional $3.5 million paid to settle claims, which Prentice and McDougal did not. It would be easier to understand if comments could be made that at that time Mexico was only 24 years old and badly in debt — welcoming the money.
PUBLISHER'S RESPONSE
The authors and publisher appreciate the positive comments and point out that the War with Mexico and the United States's victory and resulting Treaty of Guadalupe Hidalgo are thoroughly presented on five pages, 326-330.
Again Glencoe and Holt explained the laws made by the State Democratic Party of Texas forbidding the blacks to vote in their primary.
PUBLISHER'S RESPONSE
The authors appreciate the comments recognizing that the textbook accurately explains the discrimination against African Americans. On page 470 it states, "African Americans were active in politics until about 1900. Their participation began to decline after that. In 1902, Texas adopted a constitutional amendment establishing a poll tax, a fee for voting. The $1.50 cost kept many poor and minority citizens from voting. In addition, the primary elections in the Democratic Party soon were restricted to white people. In this way, African Americans were denied the chance to take a meaningful part in politics.
Glencoe even has given evidence of the self-sufficiency of the early Texan settlers complete with herbs, natural dyes, and even the State song. This is by far the best Texas History text presented.
PUBLISHER'S RESPONSE
The authors and publisher appreciate the comments.
Maybelle Barnett
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no comment.
Amy LeFore
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no comment.
Lindsay Whitehurst
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no comment.
Linda Massey
Textbook Committee of
the Texas Council for the Social Studies
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no comment.
Sue Blanchette
President, Texas
Council for the Social Studies
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no comment.
Dr. Jose Limon
Professor of
English and Anthropology University of Texas at Austin
For example, a McGraw-Hill 8th grade text, called Texas. Our Texas, informs our children on page 120....
PUBLISHER'S RESPONSE
Glencoe/McGraw-Hill's 8th grade textbook is entitled The American Republic to 1877. The information quoted does not appear in the book. Likewise, it does not appear in Glencoe/McGraw-Hill's 7th grade Texas history textbook entitled Texas and Texans.
Since the reviewer makes references to a lack of Hispanic history in the book he reviewed, Glencoe/McGraw-Hill would like to point out that its 7th grade Texas history textbook, Texas and Texans, has extensive coverage of Texas's unique Mexican American heritage, including information about the Tejanos who fought and died at the Alamo. On pages 227-228 the text states:
"Some Tejanos played an active part in the uprisings — first against Spain and then Mexico. These Tejanos risked more than just their lives. They fought for freedom at the price of their lands, their homes, and their families. They had, at times, more to lose than did the Anglo Americans or Europeans seeking adventure, land, or liberty. Many Tejanos considered Santa Anna a dictator, especially because he did not follow the Constitution of 1824 that guaranteed a more democratic government for Mexico.
At least nine Tejanos helped defend the Alamo. They were Brigido Guerrero, Juan Abamillo, Juan Antonio Badillo, Carlos Espalier, Gregorio Esparza, José Toribio Losoya, Antonio Fuentes, Damacio Jiménez, and Andrés Nava. Captain Juan Seguín was at the Alamo when Santa Anna's army arrived, but he was sent out to raise more volunteers."
In addition to the in-depth content throughout the chapters that is devoted to Hispanic contributions to Texas history and Texas politics as well as the discrimination often faced by Mexican Americans, the textbook contains the following biographies that show the contributions and influence of Hispanics in Texas:
Esther Read
Retired School
Teacher
PUBLISHER'S COMMENT
Although there are no specific references in the reviewer's written comments about any Glencoe/McGraw-Hill textbook, the publisher notes that the reviewer expresses concern over the fact that the book she reviewed omits the names of the Hispanic defenders of the Alamo.
The publisher would like to point out that its 7th grade Texas history textbook, Texas and Texans, has extensive coverage of Texas's unique Mexican American heritage, including information about the Tejanos who fought and died at the Alamo. On pages 227-228 the text states:
"Some Tejanos played an active part in the uprisings — first against Spain and then Mexico. These Tejanos risked more than just their lives. They fought for freedom at the price of their lands, their homes, and their families. They had, at times, more to lose than did the Anglo Americans or Europeans seeking adventure, land, or liberty. Many Tejanos considered Santa Anna a dictator, especially because he did not follow the Constitution of 1824 that guaranteed a more democratic government for Mexico.
At least nine Tejanos helped defend the Alamo. They were Brigido Guerrero, Juan Abamillo, Juan Antonio Badillo, Carlos Espalier, Gregorio Esparza, José Toribio Losoya, Antonio Fuentes, Damacio Jiménez, and Andrés Nava. Captain Juan Seguín was at the Alamo when Santa Anna's army arrived, but he was sent out to raise more volunteers."
Anthony Quiroz
Assistant Professor
of History
Texas A&M University at Corpus Christi
PUBLISHER'S COMMENT
Although there are no specific references in the reviewer's written comments about any specific Glencoe/McGraw-Hill textbook, he encouraged SBOE members to "seek out books that tell a thick story that involves the historical actions of all Americans, including Mexican Americans." The publisher agrees with the reviewer, as it is important that our students learn the full story of our rich American and Texan history.
Glencoe/McGraw-Hill has submitted three American history textbooks for adoption in Texas. These books are Texas and Texans (for 7th grade), The American Republic To 1877 (for 8th grade) and The American Republic Since 1877 (for 11th grade). Both the publisher and the authors of these textbooks firmly believe that the history of Hispanic Americans should be fully integrated into the text and presented in proper historical context. When the textbooks discuss the exploration and settlement of America, they present examples of the Hispanic contribution to that effort. When they discuss the struggle for independence or American efforts to defend the nation in wartime, they provide examples of patriotic Hispanics rallying to the nation's call. Similarly, when discussing the economic development of Texas or the United States, the texts include Hispanic contributions to the economy. The texts also explain that, as with other minority groups, Hispanic Americans have faced discrimination and have organized themselves politically to overcome that discrimination. By focusing the narrative on important historical developments in Texas and the United States and by presenting the Hispanic role in those developments, the texts avoid giving token representation to Hispanic Americans. Instead Hispanics are presented as active participants whose contributions and struggles in the historical process have played an important role in the development of Texas and the United States.
7th Grade Texas History
Texas and Texans
Individuals of Spanish and Mexican heritage have played an important role in American history, and perhaps nowhere more so than in Texas. Both the publisher and authors of Glencoe's Texas and Texans have sought to include the contributions and experiences of Hispanics in Texas so that students can fully understand the history and development of Texas. One of the textbook's coauthors is Professor Arnoldo De León, a highly regarded scholar of the history of Mexican Americans in Texas. He teaches at Angelo State University and has published several books about Mexican Americans and Texas.
Examples of Hispanic contributions to the exploration and settlement of America:
• Discussion in chapter 4 of Cortés's conquest of Mexico (p. 103), and the explorations of Pineda (pp. 104-105), Cabeza de Vaca (p. 105), de Narváez (p. 105), de Niza (pp. 108-109), Coronado (p. 109-110), and Moscoso (pp. 110-111).
• Special biographical features present detailed information about Cabeza de Vaca (p. 109), and Don Juan de Oñate (p. 111).
• Discussion in chapter 5 of Spanish missions, presidios, and settlements in Texas, and the development of Tejano culture and identity (pp. 118-135). The text on page 133 reads:
"By this time a Tejano character was becoming part of the Texas cultural landscape. The term Tejano describes people of Mexican heritage who consider Texas their home. This Tejano heritage is reflected in the population, religion, language, institutions, and customs of Texas today."
• Discussion in chapter 7 of the empresarios, including the activities of empresario Martín de León (p. 176). The chapter also provides a special biographical feature on Lorenzo de Zavala (p. 179).
Examples of Hispanic contributions to the cause of independence and the defense of Texas and the United States:
• Discussion in chapter 6 of the efforts of Governor Bernardo De Gálvez to provide aid to the American revolutionaries (p. 140), and the contributions of Tejanos to Mexico's struggle for independence from Spain (pp. 144-146).
• Discussion in chapters 8 through 11 of the causes of the Texan War for Independence and the contributions of Tejanos such as Rafael Manchola (p. 192), Erasmo Seguín (p. 193), Ramón Músquiz (p. 195), Lorenzo de Zavala (pp. 197, 217) and Juan Seguín (p. 212) to the independence movement.
• A special biographical feature on Captain Juan Seguín (p. 209), describing his achievements fighting for Texas and the prejudice he encountered.
• Discussion of the decision of many Tejanos to join the uprising against Mexico (p. 227) and their determination to fight despite Houston's reluctance (p. 253). On pages 227-228, the narrative names the nine Tejanos who fought and died for Texas at the Alamo:
"Some Tejanos played an active part in the uprisings — first against Spain and then Mexico. These Tejanos risked more than just their lives. They fought for freedom at the price of their lands, their homes, and their families. They had, at times, more to lose than did the Anglo Americans or Europeans seeking adventure, land, or liberty. Many Tejanos considered Santa Anna a dictator, especially because he did not follow the Constitution of 1824 that guaranteed a more democratic government for Mexico.
At least nine Tejanos helped to defend the Alamo. They were Brigido Guerrero, Juan Abamillo, Juan Antonio Badillo, Carlos Espalier, Gregorio Esparza, José Toribio Losoya, Antonio Fuentes, Damasco Jiménez, and Andrés Nava. Captain Juan Seguín was at the Alamo when Santa Anna's army arrived, but he was sent out to raise more volunteers."
• Discussion in chapter 15 of the split within the Tejano community over whether to fight for the Union or the Confederacy during the Civil War (p. 349). The text also provides a special biographical feature on Santos Benavides — the highest-ranking Mexican American to fight for the Confederacy.
• Discussion of the patriotic contributions of Mexican Americans during World War I and World War II. The text mentions Marcelino Serna and Marcos Armijo, both of whom won Distinguished Service Crosses in World War I (p. 480), as well as Macario García and several other Hispanics who won the Medal of Honor during World War II (pp. 518, 521).
Examples of Hispanic contributions to the economic development of Texas:
• Discussion of the development of the vaquero ranching culture and the first cattle drives from Texas to Louisiana organized by Tejano ranchers (p. 153).
• Discussion in chapter 18 of ranching and farming in post-Civil War Texas. The text describes in detail the Spanish role in the introduction of cattle to Texas, and the activities of vaqueros and rancheros (p. 412). The text describes the large ranches of Hipólito García, Macedonio Vela, and Dionisio Guerra, as well as the role of Mexican Americans in starting the sheep industry in Texas (p. 422). It also notes that Proceso Martínez introduced cotton farming to the Rio Grande valley (p. 425).
Examples of the struggle with prejudice and discrimination in Texas:
• Discussion in chapters 13, 14, and 20, of the discrimination Mexican Texans faced after Texas achieved independence. On page 472, students are shown a photograph of a sign banning African Americans and Mexican Americans from a whites-only park. On page 473, the text states:
"Native-born Tejanos and Mexicans trying to escape the violence of the Mexican Revolution encountered the poll tax and other voting restrictions. Mexican Americans also experienced segregation. Plans for towns in the Valley included different residential sections for Anglos and Mexican Americans. Often the dividing line between the areas was the railroad track or some other readily visible landmark. Mexican American and Anglo children generally went to different schools and played in separate parks."
• Discussion of the clashes between Mexican and Anglo immigrants in the Rio Grande valley in the 1910s, as well as abuses by the Texas Rangers toward Mexican Americans (pp. 472-473). The text goes on to describe Mexican American self-help groups (mutualistas).
• Discussion of the efforts by Mexican Americans in the 1920s and 1930s to fight for their civil rights. The text describes the creation of the League of United Latin American Citizens and the School Improvement League. It also describes its support for Jesus Salvatierra's lawsuit against the segregated schools in Del Rio (p. 510).
• Discussion of the early efforts of Mexican Americans to organize labor unions, including the famous Pecan Shellers' Strike led by Emma Tenayuca Brooks (pp. 510-511).
• Discussion of the discrimination Macario García and many other Mexican Americans veterans encountered after the war (p. 527) and their efforts to combat discrimination by founding the American GI Forum of Texas. The text also includes a special feature on Dr. Hector P. García, founder of the GI and the first Mexican American on the U.S. Civil Rights Commission (p. 528).
Examples of Hispanic efforts to participate in the political process in Texas:
• Discussion of the election of Henry B. González to the State Senate, his run for governor, and his election to the U.S. House of Representatives (p. 566). The text also includes a special biographical feature on González's life and contributions (pg 567).
• Discussion of Mexican American political organizations, including the Mexican American Youth Organization, the La Raza Unida Party, and the Mexican American Legal Defense and Education Fund (p. 567).
• Discussion of the increasing political influence of Mexican Americans in both the Democratic and Republican parties. The text also mentions that Russ Garcia became Austin's first Hispanic mayor in 2001, and that as of 2001, seven Hispanics serve in the state Senate and 26 in the House (p. 580).
Examples of Hispanic contributions to Texas culture:
• Discussion in chapter 27 of the substantial contribution of Mexican Americans to Texan culture. The text mentions Américo Paredes's work on los corridos (p. 601), the fiction of Lionel García, Norma Cantú, Sandra Cisneros and Pat Mora (p. 602), the ballads and folk songs sung by Lydia Mendoza, the popular Tejano music of Freddie Fender, Tish Hinojosa, and others (p. 604), as well as the art of Pedro Huizar, José Sanchez y Tapia, Theodore Gentilz, Chelo Amezcua, Porfirio Salinas, and José Cisneros (p. 605-606).
8th Grade and High School United States History
The publisher and authors of The American Republic to 1877 and The American Republic Since 1877 recognize that individuals of Hispanic heritage have played an important role in the history of the United States. To ensure Hispanic contributions to American history have been included, the publisher and authors submitted the manuscript to several academic consultants and teacher reviewers who are familiar with Hispanic history, including the nationally known specialist on Hispanic studies, Frank De Varona, Regional Superintendent of Dade County Public Schools in Florida.
The goal of both The American Republic to 1877 and The American Republic Since 1877 is to present students with a comprehensive overview of the major developments in American history. The publisher and authors believe it is important to integrate the activities and experiences of American ethnic groups into the discussion of events. Much of American history is thematic, describing the causes of such macro events as the American Revolution, the Constitutional Convention, the Civil War, industrialism, the Great Depression, World Wars I and II, the Cold War, the Vietnam War, the economic crisis of the 1970s, and the technological revolution of the 1990s. The causes of these major political and economic developments in American history are not directly related to the activities of individual ethnic groups, although in some cases these events affect different ethnic groups differently. In those cases, the textbooks point out the different experiences of different groups. In other chapters that describe the social history of the United States and the economic and political situation of various groups in American society, however, Hispanic Americans are discussed in detail — particularly when their activities directly affect the development of the United States.
The American Republic to 1877
The American Republic To 1877 focuses on the era from the European arrival in America to Reconstruction. As a result, it does not cover the Hispanic struggle for civil rights in the 20th century in any detail. It does, however, devote substantial content to discussing Hispanic contributions to the exploration and settlement of America.
Examples of Hispanic contributions to the exploration and settlement of America:
• Discussion of Spanish expeditions led by Christopher Columbus, Amerigo Vespucci, Vasco Núñez de Balboa and Ferdinand Magellan (pp. 45-49). Note: the discussion of Amerigo Vespucci was added to the text after the initial printing of the book and is included on the list of editorial corrections already submitted to the Texas Education Agency.
• Discussion of Cortes's conquest of the Aztec (pp. 52-53).
• Discussion of Spanish explorers in North America, including Ponce de León, Pánfilo de Narváez, Cabeza de Vaca, Hernando de Soto, Coronado, and Juan de Oñate (pp. 53-55).
• Discussion of Spanish settlements, including pueblos, missions, and presidios, with specific reference to Santa Fe, San Diego, St. Augustine, and the mission activities of Captain Gaspar de Portolá and Father Junípero Serra in California (pp. 53-54, 92-93, 369, 371). The text also includes a National Geographic two-page feature on Spanish missions (pp. 56-57) and a map of Spanish missions in the Southwest (pp. 65).
• Discussion of colonial Spanish American society, including plantations, the encomienda system, the rigid class system, and the efforts of Bartolomé de Las Casas to end the mistreatment of the Native Americans (pp. 55).
• Discussion of Spanish California in the early 1800s, including the decision to abolish the missions (p. 371) and the development of large ranchos (p. 371).
Examples of Hispanic contributions to the cause of independence and the defense of Texas and the United States:
• Discussion of the contributions of Spanish governor Bernardo de Gálvez and Spanish representative Juan de Miralles to the American victory in the war for independence (pp. 173-74).
• Discussion of Mexico's rebellion against Spain and the role of Miguel Hildalgo, as well as a discussion of South America's wars for independence and the leadership of Simón Bolívar and José de San Martín (p. 327).
• Description of the Tejano community in Texas (p. 363), a discussion of the role Tejanos led by Captain Juan Seguín played in the battle of San Antonio (p. 365) and reference to Lorenzo de Zavala, a hero of the Texas war for independence and the republic's first vice president (p. 367).
• Description of Admiral David G. Farragut's heroic exploits during the Civil War (pp. 469, 489).
Examples of the Hispanic struggle with prejudice and discrimination in the United States:
• Discussion of the discrimination faced by Californios in the 1850s as Anglos settled California (p. 376).
• Discussion of the discrimination and violence Mexican immigrants faced in the American Southwest between 1900 and 1914, and the formation of Mexican American self-help associations to protect their communities (pp. 543-544).
• Discussion of efforts by Cesar Chavez and the United Farm Workers to organize Hispanic American farm workers in the Southwest (p. 568), and the efforts of the League of United Latin American Citizens to fight discrimination and end segregation in schools (p. 568).
The American Republic Since 1877
Although The American Republic Since 1877 focuses on the history of the United States since Reconstruction, the earlier chapters on the founding of the United States do demonstrate to students the important role that individuals of Hispanic heritage have played in exploring America and settling Florida and the Southwest. The text also includes several biographical features about Hispanic individuals who have contributed to the development of the United States. Those profiled include Bernardo de Gálvez; Lorenzo de Zavala; Medal of Honor winner Roy P. Benavidez; community service activist Delores Huerta; the founder of La Raza, José Angel Gutiérrez; and entrepreneur, philanthropist, and former U.S. Treasurer Romana Acosta Bañuelos.
Examples of Hispanic contributions to the exploration and settlement of America:
• Discussion of Spanish expeditions led by Christopher Columbus, Amerigo Vespucci, Juan Ponce de Leon, Vasco de Balboa, and Ferdinand Magellan (pp. 25-27).
• Discussion of Cortés's conquest of the Aztec (pp. 30-31).
• Discussion of Spanish explorers in North America, including Narváez, Cabeza de Vaca, Coronado, de Soto, and de Oñate (p. 33).
• Description of Spanish settlements in New Mexico, California, and Florida, including missions, presidios, Santa Fe, and St. Augustine (pp. 33, 35), as well as a National Geographic two-page feature on Spanish missions in the Southwest (pp. 36-37).
• Description of colonial Spanish American society, including haciendas, vaqueros, the encomienda system, and the rigid class system (pp. 33-34).
• A brief description of the Tejano community in Texas, including a special biographical feature on Lorenzo de Zavala (pp. 204-205).
Examples of Hispanic contributions to the cause of independence and the defense of Texas and the United States in time of war:
• Special biographical feature describing the contribution of Spanish governor Bernardo de Gálvez to the American victory in the war for independence (p. 99).
• A description of David Farragut's heroic exploits during the Civil War (pp. 250-51, 261).
• Discussion of the role of Cuban exiles in the United States, including José Martí, in triggering the rebellion in Cuba that led to the Spanish-American War of 1898 (p. 400).
• Discussion of the impact of World War I on Mexican Americans, including the mass migration of Mexican Americans to northern cities to take wartime factory jobs, the discrimination they faced, and the creation of separate Mexican American barrios in several major cities. The text also discusses the migration of over 100,000 Mexicans into Texas, Arizona, New Mexico and California during the war to provide labor to farmers in the Southwest (p. 459).
• Discussion of the Bracero program during World War II that brought 200,000 Mexican workers to the United States (p. 627).
• Discussion of the Hispanic American contribution to World War II, noting that some 500,000 served in the armed forces and that 17 won the Medal of Honor (p. 628).
Examples of Hispanic contributions to the economic development of the United States:
• Description of the Mexican contribution to the development of cattle ranching, including the role of Hispanic cowboys teaching American cowboys the techniques of open range ranching (p. 288).
• Discussion of the dramatic increase in Hispanic immigration to the United States to meet the Southwest's need for farm labor, (pp. 459, 484, 627).
• Discussion of NAFTA and the rise of maquiladoras along the U.S.-Mexico border (p. 903).
Examples of the Hispanic struggle with prejudice and discrimination in the United States:
• Discussion of racial tensions in southern California during World War II that led to the zoot suit riots against Mexican American teenagers (pp. 627-628).
• Discussion of Hispanic poverty in the United States in the 1950s, including a description of the harsh conditions facing Hispanic workers in the Southwest (p. 708).
• Discussion of the Hispanic American political organizations formed in the 1960s to fight discrimination and poverty. The text discusses the activities of Cesar Chavez and the United Farm Workers, the ideas of José Gutiérrez and La Raza Unida, and the push for bilingual education (pp. 815-816). The text also includes a full-color photo of Cesar Chavez meeting with farm workers on page 799.
• An American Literature feature presenting an excerpt from Richard Rodriguez's book Hunger of Memory, (p. 887).
Dr. Jose Angel Gutierrez University of Texas at Arlington
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no
comment.
Pat Jackson
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no
comment.
Don Brown State Textbook Review Panel
As a member of the State Textbook Review committee, part of my assigned task was to review The American Republic (Glencoe Press). The book is a very good choice for eleventh grade high school U.S. History for both moderates and traditionalists because of its even-handed and fair approach toward various topics, even controversial ones.
PUBLISHER'S RESPONSE
The authors and publisher would like to express their appreciation for the work done by
Don Brown and all of the Textbook Review Panel members. They are also pleased that he
recognized the efforts they made to develop a textbook that is unbiased, fair, and
comprehensive.
Stan Smith Houston, Texas
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no
comment.
Jeffrey Bahlmann Gonzales County, Texas
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no
comment.
Walter Glasscock Columbus, Texas
Having read these two texts [Glencoe's Our World Today and Holt's People, Places and Change] mentioned I assure you that they don't rise to the measure just mentioned.
1. The writers of these texts have totally missed the genius that made America great. My point is illustrated by a little anecdote that occurred some years back when our ambassador to Brazil as asked by a Brazilian government official why America, with similar size and available natural resources and similar age, had so greatly surpassed Brazil. Our ambassador replied, "Your founders came seeking gold and our founders cane seeking God." This spiritual dynamic is an actual and factual part of our founding history. Before the firsts session of Congress was held it was preceded by a three-hour prayer meeting with many of the congressmen on their knees before the God who had delivered them from every kind of harm from without and from within from their founding, though a war for liberty and from division in drafting the United States Constitution. The deeply religious convictions that directed our founders was the inspiration that drove them to forge this kind of Constitutional Republic. This must not be missed if one is to truly understand America.
PUBLISHER'S RESPONSE
The 6th grade course for which Glencoe/McGraw-Hill's Our World Today has been submitted is not a study of the history of the United States. Rather, it is a world geography/world cultures course. The first sentence of the introductory paragraph from the TEKS for this course states, "In Grade 6, students study people and places of the contemporary world."
Even though the textbook was developed for a world geography/world cultures course, the authors and publisher have included content that sets the United States apart from the rest of the world, along with text and photographs to continue to foster patriotism and an appreciation for America.
The first two pages of the book, entitled Honoring America, include customs for caring for and displaying the American flag, the American's Creed, the Pledge of Allegiance, and the Star-Spangled Banner. The Why It Matters feature on page 501 states, "The United States is the most powerful nation in the world. It has the world's largest economy and is a leading democracy. Immigrants from nearly every other nation of the world have moved here in order to enjoy the freedom the United States Constitution provides." An activity in the Teacher's Edition on the same page suggests that teachers have students pretend they are from another country and have them write a letter to a relative explaining why they would like to move to the United States.
On page 507, Section 2 opens by pointing out that "the powerful United States economy runs on abundant resources and the hard work of Americans." The text goes on to state that "the United States has a large, energetic, and growing economy. Fueling all of this economic activity is freedom. The free enterprise system is built on the idea that individual people have the right to run businesses to make a profit with limited government interference and regulation. Americans are free to start their own businesses and to keep the profits they earn. They are free to work in whatever jobs they want — and for whatever employers they want. This has helped create great economic success." Question 5 of the Section Assessment on page 510 asks students to "describe two characteristics of the United States that have helped it become a world leader."
On page 516, the authors point out one of the greatest strengths of the United States: "The response of Americans to tragedy showed the world the nation's hidden strengths — its people."
On page 519 students read, "The United States is full of people from many different lands. What attracts people to the United States? One attraction is the freedom that Americans enjoy. Economic opportunity is another. The United States gives people in many other lands hope that they and their children can enjoy better lives."
On page 520 they learn that "The United States is a representative democracy, in which voters choose leaders who make and enforce the laws for the benefit of the people they represent."
On page 523 the text states, "Religion has always been an important influence on American life. One of the first laws passed by the new country stated that 'Congress shall make no laws respecting an establishment of religion.... ' In other words, this law said that the government could not say which religion people should follow. It also said that public or taxpayer money should not be used to support the goals of specific religions."
2. These two texts omit reference to our founders: no mention of George Washington, John Adams, Thomas Jefferson in the roles they played in establishing this nation. How can you foster patriotism if you have no heroes? Yes, I know this is geography and social studies; not history, but the heroes of other countries are mentioned and there is even a picture of Osama bin Laden.
PUBLISHER'S RESPONSE
As stated above, this textbook is for use in world geography/world cultures courses, not American history courses. The focus of the course, and therefore the textbook, is to "study people and places of the contemporary world." Students learn about our Founders in United States history courses in 5th grade, 8th grade, and high school. As stated in the TEKS, "In this course students describe the influence of individuals and groups on historical and contemporary events in those societies and identify the locations and geographic characteristics of selected societies. Students identify different ways of organizing economic and governmental systems. The concepts of limited and unlimited government are introduced, and students describe the nature of citizenship in various societies. Students compare institutions common to all societies such as government, education, and religious institutions. Students explain how the level of technology affects the development of the selected societies and identify different points of view about selected events."
The text does, however, include information on American heroes. Page 511 includes the powerful photograph of firefighters raising the American flag amid the rubble of the World Trade Center. There is perhaps no other photograph within recent memory that typifies the triumphant spirit of heroism in the United States more than this one. In addition, other firefighters are shown on page 512. In contrast to other chapters, the chapter on the United States includes a two-page section entitled "A Day for Heroes," which describes the valiant efforts of ordinary Americans who rose to be heroes in the aftermath of 9/11.
Osama bin Laden is included in the text as part of a TIME REPORTS feature on World Issues. This particular feature deals with the terrorist attacks of September 11, 2001, and the resulting war on terrorism. His photograph is included along with other photographs of the event, including firefighters raising the American flag, rescue workers in New York
City, airport checkpoints, and candlelight vigils. The photograph of bin Laden is
accompanied by the following text:
"The United States responded to September 11th with a determination and resolve bin Laden surely didn't expect. 'Our war on terror begins with al-Qaeda,' President George W. Bush said. 'It will not end until every terrorist group of global reach has been found, stopped, and defeated.'"
3. One fourth of the Glencoe textbook on America is devoted to events since 9-11-01 and our war on terrorism. Students are urged on page 516 to "learn all you can about terrorism." "Americans ... held candlelight vigils to honor the victims" but no mention of the fact that many of the vigils were also places where public prayers were uttered. An outright lie is stated in the Glencoe textbook, page 513 "AI-Quaeda's [sic] leader Osama bin Laden told followers that it was a Muslim's duty to kill Americans. No idea could be further from Muslim teachings. The Quran, Islam's holiest book tells soldiers to 'show (civilians) kindness and deal with them justly.'" One isolated text from the Quran may say that but there are numerous texts in the Quran that call for the death of all unbelievers of Islam. Why do the authors mislead our students? History, past and present, tells us of Islam's violent and expansionistic ways.
PUBLISHER'S RESPONSE
This world geography/world cultures textbook contains an entire chapter on the United States. It has three sections entitled: (1) A Vast, Scenic Land, (2) An Economic Leader, and (3) The Americans. It also includes a feature entitled TIME REPORTS: FOCUS ON WORLD ISSUES — A New Kind of War. This 7-page feature focuses on September 11, 2001, and its aftermath. The events of September 11, 2001, will tragically become the defining moment in the lives of many Americans — particularly the nation's youth — much as Pearl Harbor, the Kennedy assassination, and the moon landing became defining moments for earlier generations. Not to include extensive coverage on the topic would be a grave disservice to the students of Texas.
On page 516, the text does urge students to learn about terrorism. The quote is part of a section entitled "Stopping Terrorism: What Can One Person Do?". The purpose of this section is to encourage student participation to help meet the Texas requirement that "a primary purpose of the public school curriculum is to prepare thoughtful, active citizens who understand the importance of patriotism." The text states:
"The rescue workers who responded to the attacks on the World Trade Center and the Pentagon were true heroes. In the months that followed Americans honored them for their courage and sacrifice.
The response of Americans to tragedy showed the world the nation's hidden strengths — its people. Wherever they lived, Americans reacted. They gave blood. They held candlelight vigils to honor the victims. They flew flags to show their unity. They cut deeply into their budgets, contributing more than $200 million in the first week to help victims' families.
They all made it clear, as a girl from Ohio told TIME For Kids, that no terrorist can weaken the nation's spirit. 'They bent steel,' said Danielle, 12, of the World Trade Center murderers, 'but they can't break the U.S.'
Be a Local Hero
Wherever you live, you can help keep that spirit alive. And you can do it even years after the disasters of September 2001 took place.
Learn all you can about terrorism. Learn what it is, why it exists, and how people at all levels of government are fighting it.
Then join that fight any way you can. With posters and letters, report successful efforts to combat this evil. Raise money for groups that help out the victims of terrorism everywhere.
Finally, refuse to give in to fear. Terrorists use fear as a weapon. If you can keep fear from changing your life, you will have taken a big bite out of terrorism.
One expert on fear, the novelist Stephen King, agreed. 'If everybody continues working,' he said, 'they [the terrorists] don't win.'"
The coverage of Islam is correct as written. Noted religion scholar and professor at Georgetown University, John Esposito, writes that "both the Quran and Islamic law absolutely forbid, condemn the killing of non-combatants."
In the aftermath of September 11, Americans from all walks of life urged their fellow citizens not to condemn all Muslims for the misguided acts of a few extremists. Among the most vocal defenders of the Islamic faith was President George W. Bush. In an address on September 17, 2001, the President noted: "These acts of violence against innocents violate the fundamental tenets of the Islamic faith. And it's important for my fellow Americans to understand that. The English translation is not as eloquent as the original Arabic, but let me quote from the Quran, itself: 'In the long run, evil in the extreme will be the end of those who do evil. For that they rejected the signs of Allah and held them up to ridicule.' The face of terror is not the true faith of Islam. That's not what Islam is all about. Islam is peace. These terrorists don't represent peace. They represent evil and war. When we think of Islam we think of a faith that brings comfort to a billion people around the world. Billions of people find comfort and solace and peace. And that's made brothers and sisters out of every race — out of every race."
In an address to a joint-session of Congress on September 20, 2001, the President pointed out that "the terrorists practice a fringe form of Islamic extremism that has been rejected by Muslim scholars and the vast majority of Muslim clerics — a fringe movement that perverts the peaceful teachings of Islam."
TEXTBOOK UPDATE
Since the textbook went to press earlier this year, new information about the terrorists has become available. In order to provide the students of Texas with the most timely and accurate material available as of press-time, the publisher has previously provided a change on the list it submitted to TEA on June 27. The copy on page 513 will read:
"The terrorists who hijacked the airplanes belonged to a group called al-Qaeda (al KY • duh). The group was founded by Osama bin Laden, a wealthy Saudi Arabian.
AI-Qaeda was created to fight the Russian invasion of Afghanistan. After the Russians left Afghanistan, al-Qaeda members changed their goals. They wanted to force all non-Muslims out of the Middle East. They hated the U.S. troops based in Saudi Arabia and the Jewish people living in Israel.
AI-Qaeda's members also believed Muslims were being changed too much by modern ideas. They hated freedom of religion and wanted strict religious leaders to control Muslim countries. AI-Qaeda's beliefs were not shared by all Muslims. The attacks on the United States horrified people around the world, including millions of Muslims who live in the Middle East, the United States, and elsewhere."
The June 27 list also includes a request to the Texas Education Agency to allow the publisher to update the coverage of the war on terrorism to reflect the most recent developments as of press time for the classroom-ready edition.
4. These two texts constitute agenda-based geography. Geography is to supply information to students. Period. These texts involve indoctrination and manipulation of the students to form opinions and to adopt the philosophies and agendas of the authors as directed through the questions and suggested projects on the work pages.
PUBLISHER'S RESPONSE
The publisher finds it difficult to respond to this comment without any specific examples of the authors' alleged agenda. However, the authors of the textbook have provided an objective coverage of geography both in the narrative and in the activities provided throughout the text. The geography portions of the sixth grade TEKS are quite specific about what textbooks need to include, and several of these require that students analyze information. For example, TEKS 7A requires students to "identify and analyze ways people have adapted to the physical environment in selected places and regions." TEKS 7B requires sixth graders to "identify and analyze ways people have modified the physical environment."
The textbook also stresses critical-thinking skills in accordance with the requirements set forth in the TEKS. As TEKS 21 states: "The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology." TEKS 21B requires that students "analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions." TEKS 21D requires that students "identify different points of view about an issue or topic." TEKS 23A requires students to "use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution." Forming opinions is an inherent part of analyzing information, drawing conclusions, and problem-solving as required by the TEKS.
Jon Roland Constitutional Society
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no comment.
Lupita Ramirez
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no
comment.
Jaime Urbina
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no
comment.
Roxann Chastity Reza
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no
comment.
Dina Guerra on behalf of Emily R. Vasquez
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no
comment.
Tomas Gomez
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no
comment.
Nora Sanchez
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no
comment.
Maricela Flores
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no
comment.
Maria Dolores Calderoni
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no
comment.
Manuel Medrano History Professor, University of Texas at Brownsville
PUBLISHER'S COMMENT
Professor Medrano's written comments as well as those of several reviewers did not specifically cite any Glencoe/McGraw-Hill textbook. The comments centered on Hispanic content they found to be missing from the books they reviewed. Glencoe/McGraw-Hill agrees with the reviewers, as it is important that our school students learn the full story of our rich American and Texan history.
Glencoe/McGraw-Hill has submitted three American history textbooks for adoption in Texas. These books are Texas and Texans (for 7th grade), The American Republic To 1877 (for 8th grade) and The American Republic Since 1877 (for 11th grade). Both the publisher and the authors of these textbooks firmly believe that the history of Hispanic Americans should be fully integrated into the text and presented in proper historical context. When the textbooks discuss the exploration and settlement of America, they present examples of the Hispanic contribution to that effort. When they discuss the struggle for independence, or American efforts to defend the nation in wartime, they provide examples of patriotic Hispanics rallying to the nation's call. Similarly, when discussing the economic development of Texas or the United States, the texts include Hispanic contributions to the economy. The texts also explain that, as with other minority groups, Hispanic Americans have faced discrimination and have organized themselves politically to overcome that discrimination. By focusing the narrative on important historical developments in Texas and the United States, and presenting the Hispanic role in those developments, the texts avoid giving token representation to Hispanic Americans. Instead Hispanics are presented as active participants in the historical process whose contributions and struggles have played an important role in the development of Texas and the United States.
7th Grade Texas History
Texas and Texans
Individuals of Spanish and Mexican heritage have played an important role in American history, and perhaps nowhere more so than in Texas. Both the publisher and authors of Glencoe's Texas and Texans have sought to include the contributions and experiences of Hispanics in Texas so that students can fully understand the history and development of Texas. One of the textbook's co-authors is Professor Arnoldo De León, a highly regarded scholar of the history of Mexican Americans in Texas who teaches at Angelo State University and has published several books about Mexican Americans and Texas.
Examples of Hispanic contributions to the exploration and settlement of America:
• Discussion in chapter 4 of Cortés' conquest of Mexico (p. 103), and the explorations of Pineda (pp. 104-105), de Vaca (p. 105), Narváez (p. 105), de Niza (pp. 108-109), Coronado (p. 109-110), and Moscoso (pp. 110-111).
• Special biographical features present detailed information about Cabeza de Vaca (p. 109), and Don Juan de Oñate (p. 111).
• Discussion in chapter 5 of Spanish missions, presidios, and settlements in Texas, and the development of Tejano culture and identity (pp. 118-135). The text on page 165 reads:
"By this time a Tejano character was becoming part of the Texas cultural landscape. The term Tejano describes people of Mexican heritage who consider Texas their home. This Tejano heritage is reflected in the population, religion, language, institutions, and customs of Texas today."
• Discussion in chapter 7 of the empresarios, including the activities of empresario Martín de León (p. 176). The chapter also provides a special biographical feature on Lorenzo de Zavala (p. 179).
Examples of Hispanic contributions to the cause of independence and the defense of Texas and the United States:
• Discussion in chapter 6 of the efforts of Governor Bernardo De Gálvez to provide aid to the American revolutionaries (p. 140), and the contributions of Tejanos to Mexico's struggle for independence from Spain (pp. 144-146).
• Discussion in chapters 8 through 11 of the causes of the Texan War for Independence and the contributions of Tejanos such as Rafael Manchola (p. 192), Erasmo Seguín (p. 193), Ramón Músquiz (p. 195), Lorenzo de Zavala (pp. 197, 217) and Juan Seguín (p. 212) to the independence movement.
• A special biographical feature on Captain Juan Seguín (p. 209), describing his achievements fighting for Texas and the prejudice he encountered.
• Discussion of the decision of many Tejanos to join the uprising against Mexico (p. 227) and their determination to fight despite Houston's reluctance (p. 253). On page 227-228, the narrative names the nine Tejanos who fought and died for Texas at the Alamo:
"Some Tejanos played an active part in the uprisings, first against Spain and then Mexico. These Tejanos risked more than just their lives. They fought for freedom at the price of their lands, their homes and their families. They had, at times, more to lose than the Anglo Americans or Europeans seeking adventure, land, or liberty. Many Tejanos considered Santa Anna a dictator, especially because he did not follow the constitution of 1824 that guaranteed a more democratic government for Mexico.
At least nine Tejanos helped to defend the Alamo. They were Brigido Guerrero, Juan Abamillo, Juan Antonio Badillo, Carlos Espalier, Gregorio Esparza, Toribio Domingo Losoya, Antonio Fuentes, Damsio Jiménez, and Andrés Nava. Captain Juan Seguín was at the Alamo when Santa Anna's army arrived, but he was sent out to raise more volunteers."
• Discussion in chapter 15 of the split within the Tejano community over whether to fight for the Union or the Confederacy during the Civil War. (p. 349). The text also provides a special biographical feature on Santos Benavides — the highest-ranking Mexican American to fight for the Confederacy.
• Discussion of the patriotic contributions of Mexican Americans during World War I, and World War II. The text mentions Marcelino Serna and Marcos Armijo, both of whom won Distinguished Service Crosses in World War I (p. 480), as well as
Macario García, and several other Hispanics who won the Medal of Honor during World War II (pp. 518, 521).
Examples of Hispanic contributions to the economic development of Texas:
• Discussion of the development of the vaquero ranching culture and the first cattle drives from Texas to Louisiana organized by Tejano ranchers (p. 153).
• Discussion in chapter 18 of ranching and farming in post-Civil War Texas. The text describes in detail the Spanish role in the introduction of cattle to Texas, and the activities of vaqueros and rancheros (p. 412). The text describes the large ranches of Hipólito García, Macedonio Vela, and Dionisio Guerra, as well as the role of Mexican Americans in starting the sheep industry in Texas (p. 422). It also notes that Proceso Martínez introduced cotton farming to the Rio Grande valley (p. 425).
Examples of the struggle with prejudice and discrimination In Texas:
• Discussion in chapters 13, 14, and 20, of the discrimination Mexican Texans faced after Texas achieved independence. On page 472, students are shown a photograph of a sign banning African Americans and Mexican Americans from a whites-only park. On page 473, the text states:
"Native-born Tejanos and Mexicans trying to escape the violence of the Mexican Revolution encountered the poll tax and other voting restrictions. Mexican Americans also experienced segregation. Plans for towns in the Valley included different residential sections for Anglos and Mexican Americans. Often the dividing line between the areas was the railroad track or some other readily visible landmark. Mexican American and Anglo children generally went to different schools and played in separate parks."
• Discussion of the clashes between Mexican and Anglo immigrants in the Rio Grande valley in the 1910s, as well as abuses by the Texas Rangers toward Mexican Americans (pp. 472-473). The text goes on to describe Mexican American self-help groups (mutualistas).
• Discussion of the efforts by Mexican Americans in the 1920s and 1930s to fight for their civil rights. The text describes the creation of the League of United Latin American Citizens and the School Improvement League. It also describes its support for Jesus Salvatierra's lawsuit against the segregated schools in Del Rio (p. 510).
• Discussion of the early efforts of Mexican Americans to organize labor unions, including the famous Pecan Shellers' Strike led by Emma Tenayuca Brooks (pp. 510-511).
• Discussion of the discrimination Macario García and many other Mexican Americans veterans encountered after the war (p. 527) and their efforts to combat discrimination by founding the American Gl Forum of Texas. The text also includes a special feature on Dr. Hector P. García — founder of the Gl Forum and first Mexican American on the U.S. Civil Rights Commission (p. 528).
Examples of Hispanic efforts to participate in the political process in Texas:
• Discussion of the election of Henry B. González to the State Senate, his run for governor, and his election to the U.S. House of Representatives (p. 566). The text
also includes a special biographical feature on González's life and contributions (pg 567).
• Discussion of Mexican American political organizations, including the Mexican American Youth Organization, the La Raza Unida party, and the Mexican American Legal Defense and Education Fund (p. 567).
• Discussion of the increasing political influence of Mexican Americans in both the Democratic and Republican parties, and mentions that Russ Garcia became Austin's first Hispanic mayor in 2001, and that as of 2001, seven Hispanics serve in the State Senate and 26 in the House (p. 580).
Examples of Hispanic contributions to Texas culture:
• Discussion in chapter 27 of the substantial contribution of Mexican Americans to Texan culture. The text mentions Américo Paredes's work on los corridos (p. 601), the fiction of Lionel García, Norma Cantú, Sandra Cisneros and Pat Mora (p. 602), the ballads and folk songs sung by Lydia Mendoza, the popular Tejano music of Freddie Fender, Tish Hinojosa, and others (p. 604), as well as the art of Pedro Huizar, José y Tapia, Theodore Gentilz, Chelo Amezcua, Porfirio Salinas, and José Cisneros (p. 605-606).
8th Grade and High School United States History
The publisher and authors of The American Republic To 1877 and The American Republic Since 1877 recognize that individuals of Hispanic heritage have played an important role in the history of the United States. To ensure Hispanic contributions to American history have been included, the publisher and authors submitted the manuscript to several academic consultants and teacher reviewers who are familiar with Hispanic history, including the nationally known specialist on Hispanic studies, Frank De Varona — Regional Superintendent of Dade County Public Schools in Florida.
The goal of both The American Republic to 1877 and The American Republic Since 7877 is to present students with a comprehensive overview of the major developments in American history. The publisher and authors believe it is important to integrate the activities and experiences of American ethnic groups into the discussion of events. Much of American history is thematic, describing the causes of such macro events as the American Revolution, the Constitutional Convention, the Civil War, industrialism, the Great Depression, World Wars I and II, the Cold War, the Vietnam War, the economic crisis of the 1970s, and the technological revolution of the 1990s. The causes of these major political and economic developments in American history are not directly related to the activities of individual ethnic groups, although in some cases these events affect different ethnic groups differently. In those cases, the textbooks points out the different experiences of different groups. In other chapters that describe the social history of the United States, and the economic and political situation of various groups in American society, however, Hispanic Americans are discussed in detail — particularly when their activities directly affect the development of the United States.
The American Republic To 1877
The American Republic To 1877 focuses on the era from the European arrival in America to Reconstruction. As a result, it does not cover the Hispanic struggle for civil rights in the 20th century in any detail. It does, however, devote substantial content to discussing Hispanic contributions to the exploration and settlement of America.
Examples of Hispanic contributions to the exploration and settlement of America:
• Discussion of Spanish expeditions led by Christopher Columbus, Amerigo Vespucci, Vasco de Balboa and Ferdinand Magellan (pp. 45-49). Note: the discussion of Amerigo Vespucci was added to the text after the initial printing of the book, and is included on list of editorial corrections already submitted to the Texas Education Agency.
• Discussion of Cortes' conquest of the Aztec (pp. 52-53)
• Discussion of Spanish explorers in North America, including Ponce de León, Pánfilo de Narváez, Cabeza de Vaca, Hernando de Soto, Coronado, and Juan de Oñate. (pp. 53-55).
• Discussion of Spanish settlements including pueblos, missions, and presidios, with specific reference to Santa Fe, San Diego, St. Augustine, and the mission activities of Captain Gaspar de Portolá and Father Junípero Serra in California (pp. 53-54, 92-93, 369, 371). The text also includes a National Geographic two-page feature on Spanish missions (pp. 56-57) and a map of Spanish missions in the Southwest (pp. 65).
• Discussion of colonial Spanish American society, including plantations, the encomienda system, the rigid class system, and the efforts of Bartolomé de Las Casas to end the mistreatment of the Native Americans (pp. 55).
• Discussion of Spanish California in the early 1800s, including the decision to abolish the missions (p. 371), and the development of large ranchos (p. 371).
Examples of Hispanic contributions to the cause of independence and the defense of Texas and the United States:
• Discussion of the contributions of Spanish governor Bernardo de Gálvez and Spanish representative Juan de Miralles to the American victory in the War of Independence (p. 173-74).
• Discussion of Mexico's rebellion against Spain and the role of Miguel Hildalgo, as well as a discussion of South America's wars for independence and the leadership of Simón Bolívar and José de San Martín (p. 327).
• Description of the Tejano community in Texas (p. 363), a discussion of the role Tejanos led by Captain Juan Seguín played in the battle of San Antonio (p. 365) and reference to Lorenzo de Zavala, a hero of the Texas war for independence and the republic's first vice-president, (p. 367).
• Description of Admiral David G. Farragut's heroic exploits during the Civil War (pp. 469, 489).
Examples of the Hispanic struggle with prejudice and discrimination in the United States:
• Discussion of the discrimination faced by Californios in the 1850s as Anglos settled California (p. 376).
• Discussion of the discrimination and violence Mexican immigrants faced in the American Southwest between 1900 and 1914, and the formation of Mexican American self-help associations to protect their communities (pp. 543-544).
• Discussion of efforts by Cesar Chavez and the United Farm Workers to organize Hispanic American farm workers in the Southwest (p. 568), and the efforts of the League of United Latin American Citizens to fight discrimination and end segregation in schools (p. 568).
The American Republic Since 1877
Although The American Republic Since 1877 focuses on the history of the United States since Reconstruction, the earlier chapters on the founding of the United States do demonstrate to students the important role that individuals of Hispanic heritage have played in exploring America and settling Florida and the Southwest. The text also Includes several biographical features about Hispanic individuals who have contributed to the development of the United States. Those profiled include Bernardo de Gálvez, Lorenzo de Zavala; Medal of Honor winner Roy P. Benavidez; community service activist Delores Huerta; the founder of La Raza, José Angel Gutiérrez, and entrepreneur, philanthropist, and former U.S. Treasurer Romana Acosta Bañuelos.
Examples of Hispanic contributions to the exploration and settlement of America:
• Discussion of Spanish expeditions led by Christopher Columbus, Amerigo Vespucci, Juan Ponce de Leon, Vasco de Balboa and Ferdinand Magellan (pp. 25-27)
• Discussion of Cortés conquest of the Aztec (pp. 30-31)
• Discussion of Spanish explorers in North America, including Narváez, Cabeza de Vaca, Coronado, de Soto, and de Oñate. (p. 33).
• Description of Spanish settlements in New Mexico, California, and Florida, including missions, presidios, Santa Fe and St. Augustine (pp. 33, 35) as well as a National Geographic two-page feature on Spanish missions in the Southwest (pp. 36-37).
• Description of colonial Spanish American society — including haciendas, vaqueros, the encomienda system and the rigid class system (pp. 33-34).
• A brief description of the Tejano community in Texas, including a special biographical feature on Lorenzo de Zavala (pp. 204-205).
Examples of Hispanic contributions to the cause of independence and the defense of Texas and the United States in time of war:
• Special biographical feature describing the contribution of Spanish governor Bernardo de Gálvez to American victory in the War of Independence (p. 99).
• A description of David Farragut's heroic exploits during the Civil War (pp. 250-51, 261).
• Discussion of the role of Cuban exiles in the United States, including José Martí, in triggering the rebellion in Cuba that led to the Spanish-American War of 1898. (p. 400).
• Discussion of the impact of World War I on Mexican Americans, including the mass migration of Mexican Americans to northern cities to take wartime factory jobs, the discrimination they faced, and the creation of separate Mexican American barrios in several major cities. The text also discusses the migration of over 100,000 Mexicans into Texas, Arizona, New Mexico and California during the war to provide labor to farmers in the Southwest, (p. 459).
• Discussion of the Bracero program during World War II that brought over 200,000 Mexican workers to the United States (p. 627)
• Discussion of the Hispanic American contribution to World War II, noting that some 500,000 served in the armed forces, and that 17 won the Medal of Honor, (p. 628)
Examples of Hispanic contributions to the economic development of the United States:
• Description of the Mexican contribution to the development of the cattle ranching, including the role of Hispanic cowboys teaching American cowboys the techniques of open range ranching, (p. 288).
• Discussion of the dramatic increase of Hispanic immigration to the United States to meet the Southwest's need for farm labor, (pp. 459, 484, 627)
• Discussion of NAFTA and the rise of maquiladoras along the U.S.-Mexico border (p. 903).
Examples of the Hispanic struggle with prejudice and discrimination in the United States:
• Discussion of racial tensions in southern California during the World War II that led to the Zoot Suit riots against Mexican American teenagers, (pp. 627-628)
• Discussion of Hispanic poverty in the United States in the 1950s, Including a description of the harsh conditions facing Hispanic workers in the Southwest (p. 708).
• Discussion of the Hispanic American political organizations formed in the 1960s to fight discrimination and poverty. The text discusses the activities of Cesar Chavez and the United Farm Workers, the ideas of José Gutiérrez and La Raza Unida, and the push for bilingual education (pp. 815-816). The text also includes a full-color photo of Cesar Chavez meeting with farm workers on page 799.
• An American Literature feature including an excerpt from Richard Rodriguez's book Hunger of Memory, (p. 887).
Formal Response to Oral Testimony, July 17, 2002
Glencoe/McGraw-Hill
August 5, 2002
The Publisher provides responses in boldface type within each reviewer's testimony that pertains to one of the Publisher's submissions.
BEFORE THE STATE BOARD OF EDUCATION TEXAS EDUCATION AGENCY
*******************************************************
PUBLIC HEARING *******************************************************
On the 17th day of July 2002 the
following proceedings came on to be heard before the State Board of Education, Grace Shore, Chair presiding, held in Austin, Travis County, Texas:
Proceedings reported by
Computerized Stenotype Machine; Reporter's Record produced by Computer-Assisted Transcription.
CHAPMAN COURT REPORTING SERVICE (512) 452-4072
PROCEEDINGS July 17, 2001
CHAIR SHORE: Good morning. I think we are about ready to begin. Let me go over a couple of ground rules for the participants.
Each person who speaks has three
minutes. At the end of two and a half minutes a bell will ring that means you have 30 seconds before the second bell rings. And if you have things to pass out to the Board members, there will be a staff person who will take them and pass them out. We don't count that against your time. Your time begins when you begin speaking.
I do ask that, if possible, you keep to that time limit because we have 67 people that have signed up to speak. And at three minutes you can do the math.
We are going to take an hour and a
half break for lunch because we have another meeting to take care of during that time. So we will break at 11:30 and reconvene at 1:00.
I think by that time our brains will need a rest anyway.
Okay. We're going to begin with some special guests who asked to speak. And our first
speaker is the Honorable Rick Green, State Representative District 46.
HON. RICK GREEN: Does matter which one? I am always on the right so I will take this one.
Madam chair, members, thank you very much for the opportunity to come and testify and share a few thoughts with you. I -- as Jack Kemp said have prepositional phrases longer than three minutes. So I might go over just a hair but will try and keep it quick.
But anyway, I first want to thank you for doing your duty and for having this open process and giving folks the opportunity to get some input into this and certainly for allowing the citizens of Texas to participate.
I also want to thank the publishers. They have, I think, done an excellent job of allowing the different citizen groups to get involved by responding to the concerns of making changes. And I think you know better than I do that over the last few years, this process has dramatically improved in terms of the time frame so that the folks from across Texas could give their input and the publishers would have time to
respond. They have been making changes. And I just want to brag on all of them. I have heard nothing but positive comments about how they worked with every one to make the necessary changes.
Third, I want to thank the citizens
that have volunteered their time to participate, and that are here today to testify, and that have been reading these books over the last few months. You have literally -- those of you that are doing this on your own just to help this process, you have literally brought the life to that part of the Declaration of Independence that says, "the only just powers of government come from the consent of the governed." That's what you're here doing, either refusing your consent or giving your consent. And you have literally refused to give your consent for our children here in Texas to have anything less than the best. And I thank you for your participation.
You have also demanded that our Texas schools give our children an accurate portrayal of history, and that the values of our American way of life be reinforced through our education system. And, Board, that's all we are asking for; two very simple things, accuracy in the facts and to make
sure that there is consistency with our basic American values.
And I know there are some folks here today, a very small group, they have been all over the papers and on the news, that disagree with me on that point. They don't want the American values to be reinforced in our education system. The same activists agreed with the 9th Circuit Court of Appeals in saying our kids shouldn't be able to say the Pledge of Allegiance. And I bring that up because that court opinion hits the heart of the matter. They didn't just say that they had a problem with the words "under God."
What the court said was, quote, the recitation of the Pledge aims to inculcate in students a respect for the ideal set forth in the Pledge. And they named liberty, justice, unity and indivisibility, and thus, amounts to state endorsement of these ideals. And the court goes on to say they shouldn't be able to do that.
Now while a small group of folks think that's a bad idea to instill these basic American principles in the hearts and minds of our children, the vast majority of Texans disagree strongly. They not only think it is the right thing
to do in instilling these values, but that it is the primary purpose of our education system.
You know right there in the Texas Constitution, the very first thing we say about public education is that its entire purpose is to the preservation of the liberties and rights of the people. Because of that directive, the Legislature passed my bill last year, House Bill 1776, to create Celebrate Freedom Week so that our kids every year would study the Declaration of Independence and the Constitution and our founding fathers.
The purpose of that is to instill those basic principles in our children. We were responding to a survey right here in Texas, not the left coast, not any where else in the country but right here in Texas, that said that barely half of our Texans could name even one freedom out of the First Amendment. Only five percent could name two.
If our people do not know their freedoms, how will they know when they have been violated? And how can we expect this next generation that you are educating to defend our freedom if they are unaware of the very freedom they are asked to protect.
Part of our duty, you and I together,
as leaders in Texas is to make sure that this torch of freedom is passed accurately to the next generation. This means we don't give them soft definitions of socialism that make it sound better than capitalism and freedom. It means we include in these books the stories of great American heroes and why they were willing to die in passing the torch of freedom. We have had generation after generation of Americans do their duty in preserving freedom and passing it on. Now it is your turn.
You are literally on the front lines of freedom today. And you have been asked to stand guard at the watchtower. I would hope that history will never say of our generation that on our watch we didn't pass that torch accurately and that it was dimly lit when we passed it.
I hope you will do your part
throughout this process as you have done in the past to make sure that when that torch is passed it is done accurately and it' s done burning brighter than it ever has before. I thank you very much for your service to the kids in Texas. God bless you.
MS. MILLER: Sir.
HON. RICK GREEN: Yes, ma'am.
MS. MILLER: I just heard about your
Bill 1776.
HON. RICK GREEN: Yes, ma'am.
MS. MILLER: And I think it is
interesting that when you brought forward the Bill before 9-11.
HON. RICK GREEN: Yes, ma'am.
MS. MILLER: And very coincidental. And I applaud you for it. I think it is a great idea. And I appreciate it.
HON. RICK GREEN: And I want to thank the Board because many of you all have been active in promoting that as well in getting it out there. And the Legislature did do that before 9-11. Ironic that we set the week September 25th when the Bill of Rights was adopted. Couldn't do it July 4th because nobody was in school. But we set it for September 25th and it was two weeks after the tragedy.
And hopefully this year, if everybody will talk about it and work with their local schools, they will be more active this year in bringing our kids together and letting them know why this freedom is such a blessing.
MS. MILLER: I hope so. Thank you for coming.
HON. RICK GREEN: Thank you very
much.
CHAIR SHORE: Thank you.
HON. RICK GREEN: Thank you, Madam Chair.
CHAIR SHORE: I am going to let Terry announce --
MR. RIOS: The Honorable Anna Mowery, State Representative District 97.
CHAIR SHORE: I think you notice that we didn't stop Rick Green. We know better than to stop the representatives. So you do get a little extra time if you need it. But I do want to caution you.
HON. ANNA MOWERY: I don't think I
will have a problem with the time. My colleague has been eloquent.
HON. RICK GREEN: Tell them we will return the favor when they come over to the Capitol.
HON. ANNA MOWERY: I want to be
practical a minute. So you may not want to listen to this practicality. But I serve on appropriations. And you well know how much we spend on textbooks. And there has been considerable talk about why do we spend this much money on textbooks. And we have got electronic access. We have got
teachers who can obtain various bits of information they can use and paper that -- pamphlets that they can use to teach.
And I guess I am on the side of a
book. You can't take a computer to bed with you to read. And it is very important to me, though, that these books be the very finest that we know how to produce. And I do, along with Rick, appreciate the willingness of the manufacturers of these and the writers of these but, especially, the textbook manufacturers willing to listen to us when we find mistakes, and there are mistakes. I have read several books.
I have found one. It is -- it is a
Fifth Grader book that I am very proud of. And I am glad the publisher is willing to work for a few changes that are minor. But I do appreciate the process. And I do appreciate the fact that -- if we're going to spend this kind of money in our tight budget crisis, I say I am sort of practical, tight fisted I guess you would say. It must be for a worthy goal and a higher use than the money could be for something else.
I thank you for your work. And I thank you for your serving on the most important
body, in my mind, that we have in Texas which is the State School Board. Thank you.
CHAIR SHORE: Thank you.
MR. RIOS: The Honorable Charlie Howard, State Representative.
HON. RICK GREEN: He is my desk mate. I could talk for him, if you want.
MR. RIOS: Penny Langford for the Honorable Ron Paul, U.S. Congress.
FROM THE FLOOR: She is going to be late. But she came up from Lake Jackson this morning.
CHAIR SHORE: If you will let us
know. If she will let us know when she gets here. Or if the Honorable Charlie Howard comes in, if they will just come and let us know, we will let them speak.
MR. RIOS: Chris Patterson, Texas Public Policy Foundation.
MS. PATTERSON: Good morning, Madam Chair, members of the Board, Commissioner.
I am Chris Patterson. I am with Texas Public Policy Foundation. And I ask your permission to have Dr. Christopher Hammons stand with me right now. He is the coordinator of the
textbook review that I am going to be talking to you about and the next speaker. And I would just like him here so that I can introduce him to you when I conclude and then stand and provide any answers to questions you may have.
I also would like to request, if possible, if you will consider holding your questions until Chris Hammons has spoken and described the findings of the review so that we can answer all the questions altogether in one.
I would like to start by expressing appreciation for the policy that this Board has adopted for textbook adoption that encourage engagement of the public and increases the academic soundness of the textbooks. And I thank you.
I also would like to express
appreciation for the publishers who have exerted enormous efforts to ensure accurate and academically sound textbooks working with all members of the public and this Board as well.
And I would like to tell you a little bit about the social studies textbook review we conducted. It is right here in front of me. This is just 1,000 pages. This was distributed to you earlier in the week in hard copy, it is available on
our web-site. And when we finish the review in doing overviews, summaries, and little more -- in smaller digestible reports on this it probably will exceed 1,200 pages.
This review is the first and only textbook review that determines how well the textbooks that are proposed for use in Texas public schools meet state requirements for learning the curriculum standard, the Texas Essential Knowledge and Skills.
We commissioned 16 reviewers; eight who are classroom teachers, all except one are public school teachers and eight individuals from higher education who are scholars, all with expertise in the field and have taught in the field, published in the field as well, most of them, to look at the textbooks and evaluate the textbooks on basically three terms: first, in looking at the TEKS; secondly, to determine how well the textbooks meet the Education Code requirements for textbooks, the curriculum content which addresses patriotism and free enterprise; and, additionally, we asked the reviewers to look for errors.
I am going to turn the stand over to Dr. Hammons to describe the findings. But I would
like to just close with talking, again, mentioning and affirming the importance of what Representative Green said about the knowledge that our students do and do not have about history.
The last NAPE show that less than 15 percent of students had an adequate grasp of history. Two years ago, a study conducted by the American Council of Trustees and Alumni found that four out of five college students failed the NAPE, basically, the NAPE history test. They found that less than 15 percent of students knew who the father of the Constitution was or the Gettysburg Address, and less than 40 percent had ever heard of the Vietnam war.
I would like to close in saying that our democratic republic requires an informed and engaged citizenry. In quoting Thomas Jefferson: "If a nation expects to be ignorant and free, it expects something that never was and never will be."
Thank you.
DR. HAMMONS: Good morning and thank you.
My name is Dr. Christopher Hammons. And I will be presenting the findings of our textbook review. Our 16 reviewers reviewed the 28
textbooks and we used the TEKS curriculum as a checklist for content for factual accuracy and for the quality of the coverage. And we graded each textbook and each TEKS area on a five point scale; one being the lowest and five being the highest. And the result of that is the material that Chris Patterson showed you a second ago.
We were able to draw a number of conclusions from this. One is that the -- the textbooks that are under consideration are pretty good. The average in our five point scale range from the textbooks about a three point three to a three point -- to a four point four which means they are fair to very good.
None of the books received a rating
of one which is failing or a rating of two which was poor. But neither did any of the textbooks receive a rating of five which was excellent. And partly the reason for that, I feel, is that the reviewers identified 533 errors in the 28 textbooks. Many of these were simply errors of fact. For instance, some of the ones we uncovered, textbook noted that Thomas Jefferson wrote the Constitution of the United States. That's incorrect. Another textbook noted that John Marshall was the first Supreme Court
Chief Justice, also incorrect. Another textbook noted that early Texans referred to the City of San Antonio as the Alamo, also incorrect.
We also noted in a number of errors
where reviewers found that the information presented in textbooks was inaccurate in light of existing facts. For instance, Sacagawea, Sacagawea is presented in one textbook as merely a guide for Lewis and Clark overlooking the numerous contributions she made to their survival, as a translator, as a finder of food, and helping them to live off the land, her role is sort of underplayed in terms of in light of existing fact.
Our reviewers also noted a number of instances where theory or conjecture were presented as fact.
For instance, one of the textbooks
notes that conclusively that soft money is unfair in the political process. Well, that's a great source of a debate among academics and students and politicians. A lot of people feel that it is your First Amendment right to spend your money as you feel will -- on any particular cause or thing that you -- or campaign that you believe in.
Another textbook we reviewed argued
that one of the reasons the U.S. Constitution has lasted so long is because we are able to interpret it using a loose construction and, therefore, it changes with the time. Well, that's also an opinion. There is great debate among constitutional theorists and scholars as to whether maybe the reason it lasted so long is because it is immutable, that the principles are unchanging and it is meant to be interpreted through a strict constructionist manner.
I should point out that in no
instance did any of our reviewers ask that material be removed from books, nor is there -- was there any books that reviewers objected to. All they asked for was that the information presented be accurate. And that if the information is merely theory or conjecture that it be presented as such and then, also, that both sides of an issue be presented.
I would be happy to answer any questions you might have at this time.
MR. McLEROY: In defining what an
error is in a book, how do you handle omissions? I mean we have TEKS. So if it is omitting the TEKS, that's not an error, it just doesn't meet our rules.
DR. HAMMONS: There were four
components - -
MR. McLEROY: Are there errors of omission? Just tell me how you talk about things like that.
DR. HAMMONS: The reviewers would know -- we would supply and the official list of errors we noted if material was left out of the TEKS curriculum. That is, it was a failure on the part of the book to address the TEKS curriculum. But those were very few. There were four components to defining an error. They could simply be simple misstatements of fact.
For instance, we had one book that
had the date of the Louisiana Purchase incorrect; it said 1804 rather than 1803. There was another textbook that described a battle around San Antonio in 1835 as a Mexican victory when it was a Texas victory.
We would also note that information that was imprecise or inaccurate in light of existing fact was also in error. These would be instances, for instance in the discussion of the treaty of -- the American -- the Texas Revolution.
One of the textbooks noted that Texans claimed the Rio Grande as the border. And
the reviewer noted that this was a factual error. Because, in fact, it wasn't merely a claim; it was an appeal to the treaty of Alaska of 1836. In light of existing fact, the way the textbook presents the material makes it sound like it was just machismo or patriotic fervor. So the presentation -- the material was inaccurate.
The third component was: If there
was only partial information presented that led the reader to draw a false conclusion, that was also in error.
For instance, there is a discussion in one American history textbook of the [Pequoit] (phonetic) Indian wars in the 1630's. And the textbook conveys the story where English soldiers advance on a [Pequoit] village and slaughter several 100 [Pequoit] Indians.
What the reviewer noted was missing
from that story was a number of things which lead to a different conclusion. One was, these were not English soldiers, these were English settlers, colonists. And the reason they were attacking the [Pequoit] Indians is because the month before the [Pequoit] Indians had attacked their village, burned it to the ground, killed a lot of colonists and
kidnapped two teenage girls. So it wasn't a random striking out against native Americans to claim the land, this was a series of engagements between the two groups.
And what's also missing from the book is the fact that one of the reasons the raid by the settlers, the colonists was successful is, because they had the assistance of other Native American groups in the areas. And it turns out doing some research on my own, that [Pequoit] is Algonquian for destroyers. The other Native American groups didn't like these -- this other group of Indians either. And that information is missing from the textbook. And the reviewer would say that's factually inaccurate as presented.
The last element was if there was
theory or conjecture presented as fact. I gave you one example of the idea being that the Constitution has lasted so long simply because it is -- it could be interpreted in different ways, it is an organic document. The reviewers noted that there is disagreement on that. A strict constructionist might argue that the reason the Constitution has lasted so long is because it is not meant to change, that the principles are timeless.
So that's how we defined error.
MS. PATTERSON: I would like to add that -- that we gave general descriptions to the reviewers but left up the decision as to what was in error and what was not in error to the experts that were commissioned. And these are individuals. They have a cumulative, I think, total of -- what?
DR. HAMMONS: 200 years.
MS. PATTERSON: 200 years of
classroom teaching between the 16 reviewers. And most of them have published -- researched themselves and published extensively in the areas.
DR. HAMMONS: Yes, sir.
MR. McLEROY: Okay. Take something that -- like the Vietnam war and how they are covered in a book.
I am just trying to distinguish what can be error and what can be bias. Because the charge to us is factual error, not necessarily biased. Did you all deal with that in your reviews about -- or how would it be covered in an appropriate manner that could be dealt with? I mean, we should deal with all events in history as factually -- as accurate as possible without trying to give it the slant, okay.
Do you have any suggestions for us
about how we can make sure we get the best books for our children?
DR. HAMMONS: Well, I think we have done that. The reviewers we selected were not selected on the basis of any sort of political litmus if that's your concern.
We selected people who were referred to us because of their academic credentials, people who had published in the field, who were experienced classroom teachers. And we -- or -- and talking to these reviewers, I never asked their political affiliation, their ideological beliefs, it was a non-issue to me. I wanted the best reviewers I could get for the project.
In a number of instances, there were some reviewers who said that they disagreed with most public policy positions of the Texas Public Policy Foundation. But if we were concerned about a serious academic review, a scholarly review of the books, that they would do it. I signed them on the spot. I don't know if that addresses your question or not.
MS. PATTERSON: I have to add that all of those objectors that I talked about initially
who expressed concern, after looking at our web-site in the education section said, I agree with the 98 percent of what you have got in the research and education.
But I would just like to add that our reviewers very clearly differentiated between, I think, recommendations, errors and -- and just plain statements of observations. And in the testimony that I handed out, our examples of statements of bias, examples of statements of errors and just plain recommendations for improving the textbooks.
And I -- I think that -- that a
number of reviewers have covered things that they see as errors that really -- some people could interpret as bias. And I will give you one example. And I hope that Dr. Hammons will buttress this, because I am not a history expert.
But one reviewer noted that a textbook said that the Kennedy administration advanced civil rights. And our reviewer commented, this could only be accurate if, in addition, the textbook noted that the Kennedy administration in fact had the FBI infiltrate at the organizations that were involved in civil rights movements and actually used those agents to disrupt activities,
civil right activities and, in fact, cut deals with governors behind -- in secret to have civil rights activists jailed in the worse prisons in Alabama and Mississippi as well. So, yes, that was in error. But, yes, I think you could also say that the error was caused because it was only partial information. And there was an attempt to present only one side of the story.
However, our review -- our review provides extensive information to teachers about what' s in the textbooks and what' s not in the textbooks. And that really was our primary purpose, not to identify errors. We know publishers will correct errors. But what we wanted to do, our reviewers in Texas Public Policy was to provide teacher with just the information you're talking about, what's not in the textbook, or what more should be in the textbook so the teachers can supplement the textbooks and also offset and increase student understanding of what transpired.
MR. McLEROY: To follow that up, I
had someone that has reviewed some books that's not one of your reviewers. But he described a situation that kind of like what Representative Green was talking about, he says, throughout this whole book,
he called it the death of American pride by 1,000 cuts, just a little snippet here, a little snippet there. Did you all deal with that kind of details in your reviews?
DR. HAMMONS: Pardon?
MS. PATTERSON: We looked at that,
really, I think in charging our reviewers to look at Section 28.002 of the education code which is the teaching of patriotism, respect for national heritage. I am sure you can quote this far better than I, free enterprise.
A number of our reviewers noted --
thank you. Thank you Representative Green. I shall read it to you. "A primary purpose -- at the charge -- a primary purpose of the public school curriculum is to prepare thoughtful, active citizens who understand the importance of patriotism and can function productively in a free enterprise society with appreciation for the basic democratic values of our state and nation." And not that I would presume to tell this Board its charge. But the Education Code says it requires the State Board of Education in each school district to foster this.
DR. HAMMONS: And to further address your questions, those were included in our review
criteria. That's part of our five point scale in each TEKS area, the reviewers took into consideration the extent to which the textbooks met those curriculum guidelines, that charge.
MS. PATTERSON: And this information is provided to teachers. We understand and bring this review to you knowing that you -- there are interpretations of the law that say that you have no authority to rule over content and cannot reject a textbook over content. This review and the over content was conducted for the purpose of informing schools, teachers and the citizenry about what is being taught in public school classrooms and how to supplement it to make sure that they are taught, students are taught good history.
MR. McLEROY: I have got just one final question and then others.
Thanks for letting us have plenty of time with them. They have done a lot of work. I think they deserve some question time, 1,000 pages of information.
On the news coverage we have already had about this adoption process, I found it fairly un -- unbalanced what the news media has portrayed this so far. They portray the conservative side as
being very -- using censorship on the books.
I think it is very important that
we -- I agree with the statements made earlier by state representatives that this is really great that we are having as much attention paid to these books. Because every time we find an untruth and get it out of the books, we are doing a great service for our children -- children.
But how do you respond to the charge of censorship in what you all are doing?
DR. HAMMONS: Well --
MR. McLEROY: Since people seem to
want to put that label on your -- especially on the Texas Public Policy Foundation.
DR. HAMMONS: I would respond that
anybody who makes that charge hasn't looked at our report. But the charge is used to create a emotion -- to provoke an emotional reaction and not an informed reaction based on our review.
None of our reviewers asked that
anything be removed from textbooks. Even when they found things they objected to, they didn't ask that that material be removed.
And I can think of two instances of kind of amusing things that they objected to. One
was -- one history textbook had -- in describing President Kennedy's assassination presents conspiracy theories. And the reviewer said, I am not quite certain this is academically sound, but if it makes for interesting reading then so be it.
Another reviewer rejected to a notion dismissed by most historians that the Iroquois confederation contributed to the political theory of founding fathers. And the reviewer said that's not particularly academically sound either. But if the reviewers wanted to include it so be it. There was no censorship or excising of material from the review.
MR. BRADLEY: Madam Chair.
CHAIR SHORE: Have you finished?
MR. McLEROY: Yes, thanks.
CHAIR SHORE: One thing that I failed to report about censorship that if the government, in this case the Agency and us, did not allow for this process of public hearing, did not allow that parents and teachers and interested parties to be involved, that that would be censorship.
So I think that what we are doing is definitely the opposite of censorship, it is giving everybody an opportunity to address any concerns they might have.
I think Mr. Watson had the next question.
MR. WATSON: I had a censorship question. Dr. McLeroy covered that.
You had two reviewers on each book; is that right?
MS. PATTERSON: That's correct. One teaching K to 12, the other in higher education, universities, generally.
MR. WATSON: Did their reviews ever conflict each other; if so, what did you do with it?
DR. HAMMONS: Yes and no.
I neglected to handout my testimony. I will do that when we are finished.
At the end of our review, we took all these composite scores and put them in a spreadsheet, I did some analysis. And we rank ordered the books in terms of the preference of the reviewers.
And in several instances, for
instance the economics in American government, the college professors in the public school or classroom teachers came up with the same No. 1, the same top choice in the area. We did have some subjects for
world history. There may have been an American history where reviewers -- the public school reviewer and the professors disagreed. That is not necessarily a bad thing. It just means that there could be two very good textbooks under consideration. But we presented the data as the reviewers reported it.
MS. PATTERSON: I would like to add that the purpose of having two different reviewers was, first of all, to get -- was primarily to get two different perspectives. Classroom teachers look at what are kids interested in, how can we teach this in the easiest manner and most convincing manner. And the scholars are naturally interested in the facts and knowledge. They want to make sure that the important facts are there.
And so I think the balance of the two is just -- offers a treasurer trove of information for teachers.
DR. HAMMONS: Ironically, I would add, too, that our college professors tended to grade much harder than our classroom reviewers. Their scores were typically lower. But in the average it all washes out.
MS. PATTERSON: Because I think it is
really important to know that the scholars, especially -- though there was some agreement with the classroom teachers -- noted the lack of history. There is not enough history in our textbooks.
MS. BERLANGA: I have a question. I think there was somebody over here raised their --Mr. Bradley I think was the next person.
MR. BRADLEY: Real quick one. As an
organization, Texas Public Policy Foundation, do you find it appropriate that children recite the Pledge of Allegiance in classrooms?
MS. PATTERSON: I think it is
absolutely appropriate for students in Texas public classrooms to obey the law. And that's what I read as the law of the land and the law of the State of Texas.
MR. BRADLEY: Personally.
MS. PATTERSON: I personally agree.
CHAIR SHORE: I think Ms. Miller was next and then Ms. Berlanga and then Dr. Neill.
MS. MILLER: Dr. Hammons and Chris, thank you all for this work that you have done. I applaud you for this.
What subject areas seemed
particularly error prone and why?
MR. HAMMONS: Probably at the
extremes, I would note that the least errors were found in the economics textbooks. Probably because that's more quantitative of a social science area than maybe history.
The histories were the ones that
were -- got the most criticism from the reviewers. And I think partly it is because the publishers are under such constraints to fit all this TEKS material into a limited number of pages, that some information necessarily has to be abbreviated. And in a lot of cases our reviewers would note that the -- the information as presented was factually inaccurate, that it was so truncated as to be useless.
One reviewer noted an instance in a world civ book where, in discussing George Washington, he received one sentence out of I think 1,000 pages. It was the histories that got the most criticism. I mean, also, the most disagreement as to which books were the best I think.
MS. MILLER: What did you find a
consensus on, like, agreeing on one book that, you know?
DR. HAMMONS: There were a number of areas in which the professors and the classroom teachers were in agreement. For instance, these were American government, the reviewers picked the same textbook, economics, they picked the same textbook. There was, I think, an Eighth Grade American history, they picked the same textbook, and there was one other area.
What that says to me and what I hope that means is that, for those who are considering textbooks and which to use, if two different educators have a lot of experience teaching in these areas who have published in the fields, come to the same conclusion, that that says a lot about the quality of a textbook. And there were a number of instances, too, where the two independent reviewers would rank the same textbook as the worst of the lot or the poorest of the lot. And that says something about the textbooks as well.
MS. MILLER: What, in your opinion, of the TEKS then after going through all this?
DR. HAMMONS: Let me give you the opinion of the reviewers and then my opinion.
Most of the reviewers were silent. They didn't comment on the TEKS. I think they
focused specifically on the textbooks. For those that did comment on the TEKS, their comments were generally negative. They did applaud in some areas the idea that things that were covered may not have been covered otherwise. But the concern was that the publishers are under such tremendous constraint to include all this material in a textbook, that what happens is, the textbooks become encyclopedias rather than grand stories of history. That the textbooks almost become checklists. And as long as the textbook technically meets the checklist then it has passed the curriculum requirements.
For instance, one of the world civ textbooks -- or I think it is Sixth Grade social studies, one of the TEKS requirements is that the book discuss the origins of democracy in ancient civilizations. I'm paraphrasing.
One of the reviewers commented that in one of these Sixth Grade social study books, the entirety of Ancient Roman and Ancient Greece is combined to two pages. So in double checking that I went back to look and it is true. And unfortunately half of those two pages are pictures and maps. That seems to be a disservice to students at the Sixth Grade level to get two pages of Ancient Greek and
Roman history. I think that was the concern of most of the reviewers.
MS. MILLER: I would like to just present --
MR. McLEROY: Was that considered an error?
DR. HAMMONS: No. That was not considered an error. Those were submitted as general common theory to the publishers for their consideration.
MS. PATTERSON: I would like to
encourage you to look at the -- I'm sorry -- to look at the review as the comments are very, very interesting and useful. I would like to share with you anecdotal information. And in discussions with the reviewers, primarily people in university, the initial response: I am being contacted and asked to conduct the review was I don't want to evaluate the textbooks on the basis of TEKS, that just limits me. And there is so much more important things that should be about history and geography that should be in a textbook that's not, that aren't included in TEKS that just -- I don't want to limit my review to that.
The reviewers did and found it
useful. But what they did is add 1,000 pages of comments of what should be in the books that's not as asked by TEKS. The textbooks meet TEKS requirements but don't include enough. And the reviewers from higher education generally said that having social studies instead of history. A study that students -- the books have to include, students have to study geography, economics, government, citizenship, culture, science, technology, sociology, social skills plus history thrown on gives really short shrift to the most important thing that students should be learning which is history.
DR. HAMMONS: If I could add one or
two more comments. The factual errors we submitted for the textbooks and we tried to use a strict definition was a 98 page document. The other thousand pages of material were the general comments, things like you allude to about the quality of the TEKS and general concerns they had.
I can think of one humorous instance in a textbook that I reviewed, an American government textbook. One of the TEKS requirements is that students also focus now on the issue of technology and how that influences society. And in
order to meet that requirement, because the publishers have to do it, in the middle of this chapter on U.S. foreign policy there is a biography of the inventor of the computer mouse. I am not sure what that has to do with U.S. foreign policy but it meets the TEKS requirements.
MR. BRADLEY: Meets the TEKS.
DR. HAMMONS: And then the reviewer move on to the next TEKS requirement.
CHAIR SHORE: I am glad that that was noted by some of the reviewers. Because one of my books that I reviewed myself was a Texas history book. And I made the same comment to the publisher that I felt it was just a checklist and just gave very short facts about everything and did not develop anything in-depth. So I am glad to know that your reviewers agreed with me.
MS. PATTERSON: In fact, one of the reviewers, university reviewer said, these history books are just one damn fact after another. And many comments were made about the boring presentation, the fact that not enough information was presented to make it interesting.
CHAIR SHORE: Nothing in-depth.
MR. BRADLEY: They missed out on
their writing skills in the First through Fourth Grade TEKS.
CHAIR SHORE: I think -- I think Ms. Berlanga was well -- go ahead, Dr. Neill.
DR. NEILL: Chris, I am sure you
would agree that Texas Public Policy Foundation is known as a conservative organization, conservative group.
MS. PATTERSON: We are certainly called conservative enough.
DR. NEILL: I can hear it now. There is going to be the accusation from the Texas Freedom Network and --
MS. PATTERSON: What organization?
DR. NEILL: And --
MR. BRADLEY: The Pledge of Allegiance people.
DR. NEILL: The unbiased Austin American Statesman that you're just trying to replace the liberal bias in the textbooks with your own conservative bias. So how do you -- how are you going respond to that? Because you're going to get hit with that if you haven't already.
MS. PATTERSON: I think that if we are going to -- if people are going to be concerned
about the reviews and the biases of teachers that are in the classroom today and university professors, those people who conducted our review, then we need to setup new certification requirements for teachers. And K to 12 and higher education, give them a political litmus test before they begin -- become qualified to teach in our classroom.
We did not charge our reviewers to look at the textbooks according to any particular political position bias or principles. We never, in fact, checked the political qualifications or standings of any of our reviewers.
Our reviewers were selected on the basis of their academic qualifications and recommendations from either university chairs, history chairs or school administrators, education administrators, officials. And we did not edit the review, we did not structure their comments in any way other than giving them the three charges, look at the TEKS, look at Section 28.002 of the Education Code, look at accuracy, and that was it.
So I think I challenge anyone to read the review. And I have read it all, and it is pretty interesting. I have learned a lot about
history. And I have learned to my dismay that there is a lot in history books that's really not history and isn't even -- it is kind of a mythology that's perpetrated and is distressing. I think we really need to -- I encourage people to take a look at this and to gain from the expertise of these academicians not politicians.
DR. HAMMONS: I would also note that it -- I spoke with a reviewer from the Austin American Statesman about our review. And he commented to me how impressed he was with the balance of the review, that the reviewers had been very academically sound that it didn't seem like an ideological review, that it was -- he thought was very balanced.
DR. NEILL: You said somebody from the Statesman liked your review?
DR. HAMMONS: That's great. That's what he told me.
MS. PATTERSON: Shoot, we will never be published by the Statesman again.
CHAIR SHORE: Ms. Berlanga.
MR. BERLANGA: I was curious if you had a chance to look at that one book that I think was withdrawn? It was called Of Many. Did you get
a chance to look at that one.
MS. PATTERSON: We did not look at
that. Our finite resources and Texas public policy has invested almost $100,000 in this review. Limited the number of textbooks we could look at. And we chose Grades 6, 7, 8, and then high school, American history, world history, economics and American government. That's all we looked at.
MR. BERLANGA: Thank you.
DR. NEILL: You realize you're
suspect if the Statesman liked your review, don't you.
MS. PATTERSON: Will you stop. They will never publish on us again in a positive way, Richard.
CHAIR SHORE: Thank you. I think we do need to cut your time. Well, there is three people that want to ask another question, please make it brief.
MS. MILLER: In your opinion on
these, is it 98 errors you made reference to that are actual errors.
DR. HAMMONS: There are 533 total errors. There are 98 pages.
MS. MILLER: Oh, 98 pages.
DR. HAMMONS: 98-page document.
MS. MILLER: In your opinion, if the publishers would agree to balance, if you will, these errors with more information to make it more accurate, do you feel that these books then would meet and be able to be maybe not your one to five, but where would they meet on your scale?
DR. HAMMONS: I would have to go back to the reviewers to reevaluate. It is more than just a matter of offering a balanced perspective. A lot of the information was simply wrong.
What is interesting to me in
discussing with the reviewers is that most of them -- the publishers, most of them have been very receptive to the comments. They had already identified many of the errors that we found. They said, oh, we caught that ourselves in our second review. Or they were embarrassed that they hadn't caught an error and it just slipped their attention. Our goal is that they addressed all of these errors and correct them to get the best textbooks possible.
Other than that, I don't -- we don't intend a second review.
MS. PATTERSON: We will take up
collections for that, though.
DR. HAMMONS: We will leave it to the publishers and their expertise to address the errors we have submitted.
MS. PATTERSON: You will note that we are not here to reject the textbooks or even to withhold adoption until the errors are corrected, because that's part of the process, you will correct. I mean that -- you will be correcting errors. And we are not and have not suggested any textbooks be recommended, adopted or rejected. That our review primarily is to provide information to schools and teachers.
MS. STRICKLAND: I, too, commend the process and I thank you all. I just want to go back and clarify a couple things you said about the TEKS. Because I think this is very important so we can solve this problem and not have it in the future.
You just mentioned, I think, Chris, that we needed to add more than just the TEKS. But teachers tell me they can only teach things that TEKS require because the time constraints, et cetera, and the emphasis that we placed on that.
In your opinion, are the TEKS strong
enough and concise enough to get the good fundamental foundation and like Representative Green talked about? Are we still limited to just this checklist and not in-depthness (sic), I am really concerned about this process.
DR. HAMMONS: I will give you my experience as a classroom professor. There is always a danger when you have a checklist of information that you have to cover. That what happens is, you truncate your classes to meet all of those requirements. Some of the best courses I have taught and maybe the best classes you have had are professors that tended to focus on things that they felt were important, stories where they could elaborate on that instilled a passion for students for history. You can't cover everything. I think what happens is, because of the TEKS process, teachers feel compelled to go through these one by one and cover them, even if they have no interest, no particular expertise, not enough background material. And the students are left with an encyclopedia style education information of little factoids about what happened in American history or American government.
MS. STRICKLAND: How do you rectify
this problem?
DR. HAMMONS: This is my opinion
now. My opinion would be -- I would believe that the publishers on their own could come up with good textbooks which then teachers could select. And it may be that different teachers would be looking for different things in textbooks, different areas they want to cover. It doesn't mean there can't be standards. But the TEKS requirements are very detailed. I think -- I think excessively so.
MS. PATTERSON: I am going to jump in here and explain that in the front of our review, all the reviews you will find a disclaimer by Texas Public Policy saying these were the opinions of the reviewers and statements do not reflect the opinion of Texas public policy. Because there are some criticisms in here that we just darn don't agree with. But that was not a purpose of our review, and we did not edit it.
And I have to strongly disagree with what Dr. Hammons just said in this case. Because, in this state, we have curriculum standards that set very clearly expectations what students should learn. And that's necessary when we have high stakes tests that are going to hold students to
knowing that material to be promoted to the next grade.
So I think a certain explicitness and specificity is required. Though I do agree with much of what Dr. Hammons said.
However, I think the problem can be resolved by looking at what we -- this broad range of expectations that we have in the TEKS. Why should we be having, expecting our textbooks to cover science in a social studies textbook when students already have science textbooks. And the same with -- with technology which should be in the science, culture and social skills. If we want our students to know geography and history, that's what we ought to primarily focus our textbooks and our state curriculum standards on. And that's where I think that's where all the studies are showing us that are being done throughout the nation on textbooks and on student learning and student achievement.
MS. STRICKLAND: One more comment and I will close. I just think this is very tied together with the TEKS, the textbooks, the new TAKS, all of this is a huge endeavor.
I had a teacher tell me last
Saturday -- and this is with Representative Mowery's comment. They said they haven't even been using the textbooks because they don't correlate with the TEKS. So they have just been sitting on the shelf. She said Judy you're wasting your time going down there to talk about textbooks. And I thought that was a very sad comment from her.
One more thing that I have read just recently that, students nowadays say that they do not want to read about history, they want to make it. That's a very scary dangerous task.
CHAIR SHORE: Mr. Montgomery, and this is the last question.
MR. MONTGOMERY: Thanks, Madam
Chairman. I appreciate you saving the best for last.
MR. BRADLEY: We are going to review it.
MR. MONTGOMERY: I appreciate what
you have done, Chris, and Dr. Hammons and the Texas Public Policy Foundation and for your great cooperation with me when I asked for the stuff. I didn't know I was going to get it anyway. And I got more than I want to asked for.
But I want to be objective about this
whole thing. I don't want to get into a situation where I am going to predict what the next group is going to say. I think my constituents deserve, and all of our constituents deserve our work on this. And if we listen to what you say, what other citizens say, and we deal with this in an objective manner, and I hope that you would agree with that.
I hear that you like the textbooks on the one hand but maybe not so much on the other hand.
And I did listen in to your interview on KTSA with my friend Ricky Ware and Carl Wigglesworth (phonetic) . And you did say some things that you didn't mention here today. And I just want to get your comments. I think I heard you say that the textbooks were very good, the publishers, as far as you're concerned, as far as the publishers were concerned. But they don't include a history. They include too much other stuff.
And I think you clarified your
meaning on that. And then, also, they are not so good because of what they don't contain; is that correct?
MS. PATTERSON: That's correct.
MR. MONTGOMERY: Is that correct? Did I hear you correctly?
MS. PATTERSON: That's what the reviewers have found.
MR. MONTGOMERY: Who do you blame for that? In other words, the textbooks might not be so good but it is not their fault; is that right?
MS. PATTERSON: I definitely don't blame the publishers. And I am glad you asked this question. The publishers have produced exactly what the State of Texas is asking. And the publishers get guidelines, the publishers have the TEKS. And the publishers are producing what they think is required with the State Board and Texas Education Agency and state law requires.
MR. MONTGOMERY: The problem is
mainly, in your opinion, with the TEKS and not with the publishers.
MS. PATTERSON: No.
MR. MONTGOMERY: They don't have any choice but to publish what the TEKS, you know, say that they must publish; is that correct?
MS. PATTERSON: No, that's not true. I believe -- I don't want to blame anyone. But I think if we -- to improve the textbooks, two things
have to happen. The textbooks have to, the publishers have to include more accurate and more -- more accurate history and more history to the textbooks.
MR. MONTGOMERY: But I think I heard you say on those interviews that their hands were tied because the Texas Education Agency has the bad TEKS. And the truth of the matter is, it is the State Board of Education passed the TEKS in 1997.
MS. PATTERSON: I have never said the TEKS were bad. I did not say that. And --
MR. MONTGOMERY: I apologize. You
might not have -- I am just trying to get a hand on, if the books are bad, whose fault is it? And if Snoop Doggy Dog is known by 97 percent of the school students but they don't know who -- half of them don't know who James Madison is, whose fault is this? Is it the textbook's fault? Or did that happen 20 years ago with Elvis? I mean--
MS. PATTERSON: Well, Dr. Hammons would like --
MR. MONTGOMERY: Has it changed? Have the textbooks gotten better or worse or what?
MS. PATTERSON: I think Dr. Hammons would like to respond. My opinion is, is that it
would be -- I would like to recommend, if you're asking my personal opinion, is the TEKS should be revisited and focus more on history. That's also the opinion of many of the - - many - - some of our reviewers. I want to be accurate here, some of our reviewers.
And, yes, I think in addition, the publishers need to take more initiative in being more careful with accuracy and in providing more comprehensive information. So let's just spread the blame all over.
MR. BRADLEY: Elvis is here. MR. MONTGOMERY: Let me ask one more question.
DR. HAMMONS: May I respond to your previous question?
MR. MONTGOMERY: Which previous question?
DR. HAMMONS: The one regarding whose fault is it. I will tell what you the reviewers said. We had two or three reviewers who were very critical of the TEKS. And they contended that it was not the publishers problems, it was an error, it was the fault of the TEKS. And this is their opinion. And their concern was that the publishers
have become so concerned with meeting the TEKS that as long as they put anything in that technically meets the requirements, they consider it an accomplished goal and would move on.
I remember one specific instance, a reviewer mentioning that in order to meet the TEKS to discuss great contributions of the English to culture and the arts, one textbook cited in the same paragraph Elton John, the Beatles, the Spice Girls and William Shakespeare and then technically that TEKS is met and they move on to the next requirement.
MR. MONTGOMERY: One last question.
You say this -- excuse me -- this study costs about $100,000.
MS. PATTERSON: That's right.
MR. MONTGOMERY: How do you all fund your --
MS. PATTERSON: Our organization is
funded by donations from individuals, organizations, grants from nonprofit organizations. We have a fairly even distribution large and small donations.
MR. MONTGOMERY: Publishers.
MS. PATTERSON: No publishers.
MR. MONTGOMERY: Publishers do not
join your organization?
MS. PATTERSON: We have -- our
organization does not have a membership. No one joins the organization. No contribution funds any activity of the organization, just funds the . organization's total operation. So publishers did not fund this study. And in fact --
MR. MONTGOMERY: I --
MS. PATTERSON: Wait, wait, wait. If I may finish. If I had a publisher standing right next to me, and I said, would you give me money to do this? I am sure that the publishers would prefer not to have anyone reviewing the textbooks and finding problems.
MR. MONTGOMERY: I am not accusing any publishers of doing it. I am just asking you --
MS. PATTERSON: And I am answering.
MR. MONTGOMERY: Are their agents?
MS. PATTERSON: No.
MR. MONTGOMERY: General money that you have to fund any activity?
MS. PATTERSON: No.
MR. MONTGOMERY: I know that this is not earmarked. But you receive no money from publishers or their agents?
(Speaker nodded head negatively.)
MR. MONTGOMERY: Thank you.
MR. BERNAL: Can we move one now? I think he was the last person to comment. If you want to have your last say, I will give you 10 seconds.
DR. HAMMONS: I thank you for the
opportunity to be here. I neglected to hand out my testimony in written form. And there is, just in case you are curious, a summary in the back of this of the reviewers top rankings for the textbooks they like the best, It is not an endorsement or a recommendation, you just take it for what it is. In some cases the reviewer disagreed.
But if you're going to do your own evaluations or you're curious about what they thought of the textbooks. I will have to hand it out to you because I neglected to do that earlier.
MS. PATTERSON: And I would just like to close and once more thank you for not only creating a process that encourages public support, public involvement, but supporting this despite the criticism and sharp criticism you have had. That this public involvement does not compromise the development or the final result of the textbooks.
The textbooks are far better for public involvement. I thank you.
MR. BERNAL: Chris, Ms. Patterson, we have Amy and Lindsey and Jennifer. Are they with you? Are they going to be testifying apart, separate and apart with you.
MS. PATTERSON: They are not with Texas Public Policy or representing Texas --
MR. BERNAL: I thought they were -- they are listed here under the Texas Public Policy Foundation. Oh, Texas Justice. Okay. Thank you.
MS. PATTERSON: Thank you.
MR. BERNAL: By the way, for the
people that are standing back in the back, there are some seats in the front, if you don't mind. If you would like to sit down, you certainly are welcome to.
Our next one.
MR. RIOS: Penny Langford for the
Honorable Ron Paul, U.S. Congress, followed by Amy LeFore.
MS. LANGFORD: Thank you.
I also am thankful to the Board for hearing our statements. I think that most of you know that Congressman Paul is a longtime Texas
citizen. He has five children, 16 grandchildren, all have been through the public school system.
Dear esteemed members of the Texas
Board of Education: I am glad again to have a voice in the hearings that will encourage the high standards and sound truths for a next generation. To have a successful society, we must have successful children. To have successful children we must teach them truth and not opinion. We must expect excellency and not mediocrity.
The future of our nation depends upon this one precept. If we continue to accept mediocrity in our public school curriculum, parents will continue to find alternatives, seeking excellence as many already have in public -- in private education. As a father, grandfather and Representative, I again ask that you do the best of for our children.
I heard just a few minutes ago that maybe we were replacing liberal bias with conservative bias. This is a conservative state. And is it conservative or is it truth? Is it conservative or truth to teach the intent and motivation of our founding fathers? That's what we have to ask ourselves. It is not -- it is not
subjective. Truth is not subjective. Excellence is subjective.
If we allow --
(Applause.)
If we allow a centralized agency that is unelected to set standards, we will never have excellence. We have to go with the people and with truth. Thank you.
MR. BERNAL: Thank you, Ms. Langford.
Is the Honorable Charlie Howard here, State Representative? Or his representative?
Okay. Could we pass on to the next person?
MR. RIOS: Amy LeFore followed by Lindsay Whitehurst.
MS. LEFORE: Good morning.
My name is Amy LeFore. And I do
thank you for the privilege of being able to speak with you today. I will be addressing the coverage of the U.S. Constitution as handled by Longman's Government in America.
My overall impression of this
particular section of the book was that the authors did not give complete information and indeed presented the Constitution and its formation in a
very negative light. For example, I have a few issues that I would like to point out.
First of all, in characterizing the intentions of the framers on economic issues, they quoted Historian Charles Baird who says, "that their -- the framers principal motivation for strengthening the economic powers was to increase their own personal wealth." In the very next sentence they state that, "the best evidence shows that, in fact, they were motivated in the broad sense upon building a strong economy and not an increasing personal wealth."
I would like to point out that I
would hope that we would quote your best evidence instead of quoting a source that is by implication inaccurate.
I would next like to draw attention to a section that dealt with the final signing of the Constitution. In this particular section, a decidedly negative portrayal is brought forth focusing mostly on tension and discontent. Two of the three quotes in this section discuss this particular issue.
One quote from Gouverneur Morris states that the document was the best that was to be
attained. And he would accept it with all of its faults. The other quote was by Elbridge Gerry who was one of the three that did not sign the Constitution.
The section ends then with the
statement that "the meeting was adjourned and they retire to a tavern." Now this could give the impression that a discontented group signed a document that would just have to do and then retired to the tavern to unwind. Students are not given information as to the acceptance of the Constitution; or the fact that in today's term, a tavern would be more accurately represented as an inn for travelers. And I think this can cause some severe misrepresentation.
Most seriously, I did find a clear misrepresentation of. the facts. When the U.S. Constitution is said to be frequently and rightly referred to as a living document. As it already has been pointed out today, indeed there are two views on this; one, that the Constitution is a living document subject to change; and second, that it should be viewed as an original intent interpretation.
Students would get the idea that
there is only one viewpoint and would be fed that it is, indeed, the living interpretation.
Finally, I would like to point out that at one quote it says that the Constitution changes as -- by either formal amendment or by a number of informal processes.
Might I continue, wrap up?
CHAIR SHORE: Quickly.
MS. LEFORE: And, indeed, they say
that these informal processes include such things as judicial interpretation, political practice, and technology.
Well, I would like to point out that it is inaccurate to state that the Constitution changes by this. In fact, it can only be changed by amendment. And, indeed, judicial interpretation is a formal process that interprets the Constitution and does not change it.
Now these are just some of the things that I found that seemed a little bit out of focus. And I would like to give to you that a portrayal without balance is not accuracy. And we want students to have both sides of the story so that they can use their own critical thinking. And so, in reviewing just this small portion of the text, I
would like to say that there needs to be more balance and a stronger commitment to accuracy.
Thank you very much.
MR. McLEROY: Quickly. You didn't read the whole book?
MS. LEFORE: No, I didn't. I focused primarily on the Constitution.
MR. McLEROY: What course is this for, government in high school?
MS. LEFORE: Yes. This is an U.S. government text.
MR. McLEROY: Did you look for
balance in other books for that same adoption or same class.
MS. LEFORE: I primarily focused on this one and one other one as well. However, I found that the least amount of balance, and in my time limit, I primarily focused on Longman's.
And I think I was struck mostly by just the negative spin that's put on something that -- I mean if you consider our Constitution as the oldest Constitution in existence right now; it is a beautiful piece of work. And the students aren't shown its beauty and aren't given pride in it. And I can't see how we would want to raise them
up so that they enter government with such a low view of something such as the Constitution.
MR. McLEROY: Thank you.
MS. THORNTON: May I ask a question, please?
CHAIR SHORE: Yes.
MS. THORNTON: I would like to see a copy of the book. Linda, do you have a copy of that book? Do you have the book?
MS. LEFORE: It is called Government in America by Longman, publisher Longman.
MS. THORNTON: While we are waiting on the book. I want to ask you: You said that you just looked in the section.
MS. LEFORE: Right.
MS. THORNTON: And reviewed the section that had to do with the Constitution.
MS. LEFORE: Yes.
MS. THORNTON: Now was this the
section in the back of the book? Or was this within the book itself that addressed the Constitution.
MS. LEFORE: Yes. There is a chapter specifically written on the Constitution.
MS. THORNTON: And which one did you edit?
MS. LEFORE: That's the chapter that I looked at was the Constitution.
MS. JANNEY: Is that it?
MS. LEFORE: Yes, it is. In the
handout that you have, you have the particular page numbers that I found the quotes on and some of the handling.
MS. THORNTON: I was particularly interested in your comment about federalist and anti-federalist in which you're saying that federalist is not addressed; is that correct?
MS. LEFORE: It is not that it is not addressed; it is brought up. But, distinctly, there are three quotes that are delineated in the text as attributed to anti-federalists. And as I could find, there is not the balance. It is not that I would dispute that those quotes aren't true. But I do believe that there needs a balance of any side that you want to present.
MS. THORNTON: Were any of the
federalist papers included in the textbook for the students?
MS. LEFORE: You know, I don't have that complete. I didn't go through and write out. There is reference to them. I am not sure that they
are particularly quoted. I believe there is even a section that speaks to them or to, you know, the writings.
CHAIR SHORE: While you're looking, do you have a question, Ms. Strickland?
MS. STRICKLAND: I just have a comment. I understand that you are doing an internship as a law student.
MS. LEFORE: Yes.
MS. STRICKLAND: And I just want to
commend you. I love seeing young people involved in the process and with your knowledge. And I thank you.
MS. LEFORE: Thank you very much.
CHAIR SHORE: Did you have another comment, Ms. Thornton?
Okay. Thank you very much.
MS. LEFORE: Thank you.
MR. RIOS: Lindsay Whitehurst followed by Jennifer E. Powell.
MS. WHITEHURST: Good morning, Madam Chair, members of the Board.
My name is Lindsay Whitehurst. And I also conducted a comparative analysis. I chose two Eleventh Grade history textbooks; one was
Holt's American Nation in the Modern Era and Prentice Halls American Pathways to the Present.
I chose to compare the chapters
devoted to the civil .war and reconstruction because these areas which particularly interest me. And I hope I can give you some points to ponder.
First, I would like to comment on
each books' portrayal of Abraham Lincoln. Each book contains a short bio of the president; one book devotes half a page, the other a quarter of a page. And the first book that devoted a quarter of the page basically wants the students of Texas to remember that Lincoln was a funny guy. He liked to laugh, had a great sense of humor, possessed a dry wit, as evidenced by this quote:
"I feel like the boy who stubbed his toe" -- Lincoln said on losing the 1858 U.S. Senate race to Stephen Douglass -- "I am too big to cry and too badly hurt to laugh."
Well, that's great. But is this what we want the students of Texas to come away with as their lasting impression of one of our most beloved presidents?
The next book devotes twice as much space and instead emphasizes Lincoln's
accomplishments, his courage under pressure, his compassion and his commitment to preserving the Union. His words have come to help define the Civil War from his warning that "a house divided against itself cannot stand." To his hope in 1865 that,
"Americans would face the future with malice toward none, with charity for all."
I ask you which portrayal of Lincoln does Texas want to impress upon the minds of students, humor or humility, laughter or leadership?
The second area I focused on was each books' treatment of the Battle of Gettysburg. I believe that most historians would say that this was the crucial point in the war and it should be given an in-depth study in any study of this time period.
The first book provides a fairly
sparse account of the battle, basically lip service, less than a page of text with the basics of what happened. It concludes with a less than an adequate assessment. The Union Army had proved that the confederacy could be beaten.
The second book devotes three entire pages, including numerous details, such as a breakdown of each day of a three day battle, three
maps which provide excellent illustrations of the positions of each army for the different positions and moving accounts from the participants themselves recounting the horrific reality of the bloodiest battle of the civil war. And I provide you with an excerpt of this moving account.
Again, what do we want Texas juniors to remember about the civil war, that it was a turning point in the war. We want a book that is not only academically sound but one that ideally instills a passion for history in our students.
And this relates to my last point, who cares and so what. This is was a favorite saying of one of my college history professors.
Most likely high school students will be asking their teachers this question: Why should I care? Why should it matter today?
As I provided examples, one of these books provides very inadequate answers to any of these questions that are raised. The other one provided a slightly better job.
But, in conclusion, I ask you to ponder these points as you're reviewing these textbooks. What do we want Texas students to take away from history? Why do we study history anyway?
We study the past in order to condition our actions in the present so that we may create a better future.
Thank you.
CHAIR SHORE: Thank you.
MS. MILLER: Excuse me. I want to ask.
Tell me a little bit of your background.
MS. WHITEHURST: I was a history major in college. And I am currently a law student.
MS. MILLER: Great. Thank you for this.
MS. WHITEHURST: Thank you all.
MS. BERLANGA: Could I ask you a question here?
MS. WHITEHURST: . Yes.
MS. BERLANGA: You refer to one of the publishers depicting Lincoln as being a dry wit. Is that the total response by that book on his -- on his contribution to the United States of America.
MS. WHITEHURST: It was not the total response. But it was in a separate Section that is highlighted by the book. Most history books provide
you a separate biography of Lincoln incorporating some of the things he is remembered by. So when you flip to the index if you're looking for Abraham Lincoln they are going to point you first to this section. So I think that may provide a somewhat superficial inadequate portrayal of the president if you're looking him up in the book. They do provide other examples, most definitely, of Lincoln throughout this section but this was the highlighted portion.
MS. BERLANGA: If you were to limit to Page 97, I would probably agree with you. But are there other pages about Lincoln that you could say more accurately portrayed him.
MS. WHITEHURST: There are other pages that discuss Lincoln and his accomplishments.
MS. BERLANGA: Thank you.
MS. THORNTON: Madam Chairman, I would like to make one comment concerning Amy's testimony. I think we need to be very, very careful when we speak about good and bad and indifferent in these textbooks. And going back to the textbook I asked to look at, I wanted to make sure on
Government in America. I understand the concern for both sides of the fence on federalist and
anti-federalists and certainly that is true.
But if you have a concern in this
book about the federalist being spoken about, you look in the back of the book where most of the time you find this, at least I did as a government teacher, the entire Federalist No. 10 and 51 are included word for word. So I do believe that this is covered, actually, in some ways more so than the anti-federalists. So I ask that we be very careful when we say we have not covered and so on. We -- while it is there for the students to see and to read.
As I said, this was one of the books I used. And so I was quite concerned how it might have changed. But indeed it is actually, what I can see as quickly looking through it, covers the federalist more than it does the anti-federalists. So, Amy, wherever you are, take a look at the back of the book and see. And I would like to hear from you as to your input after that.
Thank you, Chairman.
CHAIR SHORE: Thank you. I think Jennifer Powell was next.
MR. RIOS: Jennifer Powell followed by Rosemary Morrow.
MS. POWELL: Good morning. Good morning. Is the mike on? I can't tell. Is it, okay.
My testimony will focus on two Eighth Grade history textbooks, Holt's Call to Freedom and Prentice Halls the American Nation. In both of these books I concentrated on their chapters of the American Revolution. Noah Webster our founding fathers of American scholarship and education established education goals in his original 1828 Dictionary. And I would like to highlight two of his goals in my comparison of these two books. One of which was to enlighten the understanding of the American Revolution and fit them for usefulness in their future.
The key question here is: How do we want Eighth Graders to know and to remember the American Revolution? On the surface both books achieve these goals. They each have timelines at the beginning of the chapter to show the big picture of the American Revolution. Most of the important people and the important events are bolded. And they are reading -- they're reading checks throughout the chapters in order to stimulate student's thinking.
In addition both presents the texts of the Declaration of Independence with dictionary definitions of the difficult words and also a list of the signers.
However, close evaluation reveals a few more details. For example, in the Declaration of Independence, there are inadequate references to the signers and their backgrounds. Prentice Hall, in the teacher's edition, mentions some of the signers were not lawyers, and then encourages teachers to ask the students to research the various occupations and the training that the signers had.
Holt, however, had no mention of any of their backgrounds. Did you know that out of the 56 signers, 27 had seminary degrees? Holt did an excellent job of providing visual -- visuals of history through art and detailed maps. In your packet, you will find an example of that. However, it falters in some of the more important areas. There are few quotes or references from primary sources and said an entire page was dedicated to an historical fiction book rather than primary sources. There are a lot of other primary source examples that could have been included. There is spy letters that are available. There is a lot of
journal entries that are available from George Washington and other founding fathers, or the letters between John and Abigail Adams.
Prentice Hall, although it does not have the same number of pictures as Holt's, it is superior. It provides summaries and several quotes in the texts. And the inadequacy of Holt can be compared with Prentice Hall with the example of their -- their approach to Thomas Paine's common sense and important documents. Holt has a short summary and no quotes whereas Prentice Hall has a background, a summary, and an excerpt and discussion on primary source analysis.
May I conclude?
CHAIR SHORE: Conclude.
MS. POWELL: In conclusion, I return to the earlier question, what do we want our Eighth Graders to know and to remember about the American Revolution.
Questions?
MS. THORNTON: I have a question.
Did you look at the teacher's edition concerning the background of our founding fathers? Was there anything in there that would help the teacher to facilitate some of that information that
you said was lacking?
MS. POWELL: Both of the textbooks of the teacher's edition, they -- they recommended Internet research. But that was -- that was as far as it went.
MS. THORNTON: So there wasn't any information detailed about the founding fathers in the teacher's edition for the teacher.
MS. POWELL: Not specifically. In Holt it did not in. And then in Prentice Hall, it said that most of them were not attorneys. And it mentions that a couple were businessmen, one was a farmer. And then it -- they recommended that students go and do a project and find out what their backgrounds were.
MS. THORNTON: Thank you.
MR. MONTGOMERY: Madam Chair.
I want to highlight your own personal evaluation about inadequate reference to the signers and the goals of them understanding the American Revolution. And I think it probably wasn't in the book. But you have to remember these guys when they signed that Declaration of Independence were signing their death warrants. King George got kind of mad and loaded up some ships and sent some guys over to
kill them I mean literally.
I think it is kind of an interesting perspective that, you know, we wonder about the bias. And we are going to start asking publishers today and certainly over the course of time. But I don't know if anybody realizes it. But about all the mode that your publishers, I believe, that we only have one American owned publisher. The Brittish own our publishing companies, guys, no more than I want the Japanese writing our World War II history, I have a slight concern about American history.
CHAIR SHORE: Well, they will probably (inaudible).
MS. ALLEN: She wears boots and a hat, okay.
CHAIR SHORE: Right. But that text is good today.
MS. ALLEN: I say it in all humor. But the Britts are writing our history books.
CHAIR SHORE: Thank you.
MS. POWELL: Thank you.
MR. RIOS: Rosemary Morrow followed by Margie Raborn.
DR. MORROW: Good morning.
I am Dr. Rosemary Morrow,
administrative supervisor for social studies pre K through 12 in the Austin Independent School District and immediate past president of the Texas Council for the Social Studies.
Today I am here to speak in support of the work that publishers and social studies educators have done in preparing textbooks and materials for the school -- social studies adoption in Grades 1 through 12 for Proclamation 2000.
Teachers in my district are already eager to serve on subcommittees and the district committee to make recommendations to our school board for new textbooks and materials for Fall 2003. They look forward to having all social studies textbooks finally aligned to our state standards, a school year after we start implementing our new state assessment, the Texas Assessment of Knowledge and Skills.
At present only one social studies textbook adoption, high school world history, is aligned with the state standards, the Texas Essential Knowledge and Skills. All of the rest of the textbooks in adoption are aligned the essential elements which were replaced in 1997.
The Eighth Grade and high school U.S. history texts are 10 years old as we start this school year for them to be used one more year.
World geography textbooks are also
currently aligned to the essential elements and not to the TEKS.
Beginning with the class of 2005,
students are to be assessed in social studies on a TAKS in Grades 8, 10 and 11 with textbooks that do not address the standards on which students will be assessed without the adoption of new textbooks aligned to the TEKS.
I urge you to consider for inclusion on the conforming list, the textbooks and materials that come before you. I am pleased that advanced placement and international baccalaureate texts are included in Proclamation 2000.
In a district such as Austin ISD, which has both of these programs, this is a plus. Please consider that these are college level courses and that the textbooks should reflect college level content and rigor.
The Texas Council for the Social Studies has prepared an evaluation form that is available to school districts for use in making
textbook selections.
The Textbook Committee worked
diligently to develop an instrument that will be useful to teachers and students as they examine the textbooks and materials. The teachers and administrators in Austin ISD and the members of the Texas Council for the Social Studies look forward to new textbooks in Fall 2003. We would like to be provided a representative number of textbooks and materials from which to make our selections that represent the diversity of our state, our nation and the world.
Thank you for allowing me to come before you today.
MR. McLEROY: Your concluding sentence, could you say it again real quick?
DR. MORROW: I am sorry.
MR. McLEROY: Your concluding
sentence just repeat that again. I just want to hear, I mean.
DR. MORROW: What I would like and others of us in social studies, we would like to have a representative number. We would like as many of the textbooks as can be possible considered on the conforming list. And we also would like to make
sure, when we're looking at the textbooks, that they do indeed represent the diversity of our state, our nation and the world.
MR. McLEROY: Can you expand on that last statement?
DR. MORROW: I just would like to make sure that when we're looking at the textbooks -- and I do believe they are representative. But I would like for us, that we would want to make sure that when we're considering that we consider all the books and that, indeed, they are -- that we have a diverse culture. And I would like to make sure that, as we're looking at books that we will take that into consideration.
MR. McLEROY: Can you expand on what would not meet that requirement on the diversity?
DR. MORROW: Making -- we want to make sure that photographs, any references in citations, any -- any other examples that we do represent the -- not only the white culture of the United States and of Texas but of the Hispanic culture, the other people of color who are in the State of Texas.
MR. McLEROY: Are you all going to be looking at the books and giving us information on
how well they do that?
DR. MORROW: Yes, we will indeed.
MR. McLEROY: You haven't done that yet.
DR. MORROW: Our Committee is
working. There is someone else from the Textbook Committee who will be testifying in a few minutes.
MR. McLEROY: And how many social studies teachers are in your organization of the state, what percent?
DR. MORROW: About 3,000 or SO.
MR. McLEROY: Percent.
DR. MORROW: Percent?
MR. BRADLEY: Percent of social studies teachers.
MR. McLEROY: How many social studies teachers are there in the State?
DR. MORROW: I couldn't tell you that one.
MR. McLEROY: Can anybody tell me?
MR. MONTGOMERY: Coaches won't pay their dues.
MR. McLEROY: How many coaches?
MR. MONTGOMERY: Won't pay their dues.
MR. BRADLEY: Pay your dues, you get a mailing list.
MR. McLEROY: Well if somebody can
tell me how many social studies teachers we have and you all have about 3,000. Thanks. And thanks for your testimony. And I appreciate your work.
CHAIR SHORE: You can get their publication if you want to read it.
MR. McLEROY: I have it.
CHAIR SHORE: Read it.
MR. McLEROY: And I read it last night.
MR. BRADLEY: I am not familiar
with -- I know we have all these organizations and groups. But I have never heard of the Texas Council for Social Studies. And that's ignorance on my part.
CHAIR SHORE: You should get their magazine.
MS. THORNTON: Oh, Mr. Bradley, you - -
CHAIR SHORE: This group has been before the State Board many times.
MR. BRADLEY: If you put it in front of me, I would recognize it.
MS. THORNTON: I would hope so.
CHAIR SHORE: Mr. Bradley, you get their publication every month.
MR. BRADLEY: I get a stack of mail like this.
CHAIR SHORE: I know. I look at it all, you should, too.
MR. 'BRADLEY: Let me ask a question. Where do you receive -- do you receive any funding from the Texas Education Agency?
DR. MORROW: No.
MR. BRADLEY: You do not.
(Mr. Bradley furnished document.)
DR. MORROW: Thank you for having our journal before you.
CHAIR SHORE: Dr. McLeroy and I read our mail.
MR. McLEROY: Well, I brought with me your special edition last summer on the textbook adoption.
DR. MORROW: Thank you. And I enjoyed writing an article for that.
MR. McLEROY: And I read it last night.
DR. MORROW: And one of the pluses I
had in looking at it and through the years that I have taught, and I taught seven years at Porter Junior High here in Austin and 22 years of Austin High School.
And through my 22 years at Austin
High School, as I was reflecting on an article for the Texan, I really realized how many students I had from all over the world, not only all across Austin but all over the world. So I had a tremendous experience. And we truly had a world history class. We could draw on examples from the students in the class.
That made me a stronger teacher through the years. And I think that's true of others who are working in social studies. But I am glad you looked at that particular issue --
MR. McLEROY: That's a good issue.
DR. MORROW: -- because it was fun writing that article.
CHAIR SHORE: Thank you.
MR. BRADLEY: If you would, please,
and not a defense. I would like to check my mailing address with you, quite honestly.
DR. MORROW: We will be more than happy to accommodate you. Thank you.
CHAIR SHORE: Go ahead.
MR. RIOS: Margie Raborn followed by Linda Massey.
MS. RABORN: Thank you for the
opportunity to address the Board today. And I want to try to make an analogy and I ask you to bear with me a bit. Suppose you sought the world over and purchased for yourself the most valuable and treasured breed of dog that you could find for your pet. Indeed, suppose you were able to own the first dog in that the particular breed or bloodline.
Years passed and that breed became very popular and there were many dogs from that original line. However, your dog remained famous as the first. Yet, as years passed and articles were written about your dog, instead of giving his breed and pedigree, they began to say he is just like collies, cockers and terriers. Later on they even begin to say that your dog is like the dog at the local pound.
Now, in a way, what they said is true because your pet is a dog. However, I believe you would want your dog recognized for the distinction and treasure that he is. Well, this is the way I felt every time I read one of the textbooks that I
reviewed that stated America is like a democracy, like all other democracies. Yes, by some stretch we may be called a democracy, but we are a special breed. Our founding fathers paid a high price for this valuable breed. In fact, many of them paid with their lives, America was the first. We are unique. We are a republic founded on biblical principles.
Today there are other countries that are called democracies and republics. But they are crossbreeds or mixed breeds at best. None of them have our foundation or pedigree and our biblical heritage that let's us offer the people of the world, a beacon of hope of personal liberty and freedom.
When our founders completed drafting the Constitution, one of the ladies of the day asked Ben Franklin "what form of government have you given us," and he replied, "a republic, if you can keep it." I ask you: How can the leaders of the next generation keep it if they are not taught what it is.
Of the five books I have reviewed,
they all repeatedly equated other democracies to the U.S.. Two books totally failed to define or discuss
republic. One book stated, like Russia, the U.S. is a federal republic. One book did identify America as a constitutional democracy. One book did say, America is a republic but then went on to say, Costa Rica, El Salvador, Guatemala Honduras, Nicaragua, Panama are all republics like the United States. I am not here to censor. Indeed, I want more information included in the books.
My request would be that no book be approved unless it clearly defines republic, identifies the U.S. as a republic and explains our foundation of our republic that is our belief that our rights come from our create or. This is not some personal bias. This is recorded historical fact. If we do not make sure that this information is passed on to the next generation, we will have failed them. We will have also failed our founding fathers and all those who have fought and died to preserve this our republic.
PUBLISHER'S RESPONSE
Although this reviewer does not specifically mention any textbook published by Glencoe/McGraw-Hill, the publisher would like to comment on her remarks that the books she reviewed stated that the United States is a democracy rather than a republic. Glencoe/McGraw-Hill's textbooks do, in fact, establish that the United States is a republic. For example:
Our World Today (6th grade World Cultures)
Page 520
"A Democratic Republic By the mid-1700s, the people living in the British colonies had started to see themselves as Americans. From 1775 to 1781, the new Americans fought a war that freed the colonies from British rule and formed a new country — the United States of America. The United States is a representative democracy, in which voters choose leaders who make and enforce the laws for the benefit of the people they represent. The United States is also a federal republic. This means government is divided between national and state powers, with a president who leads the national government."
The American Republic to 1877 (8th grade American History)
Page 207
"As Benjamin Franklin was leaving the last session of the Constitutional Convention, a woman asked, 'What kind of government have you given us, Dr. Franklin? A republic or a monarchy?' Franklin answered, 'A republic, Madam, if you can keep it.' Franklin's response indicated that a republic — a system in which the people elect representatives to exercise power for them — requires citizens to take an active role."
Page 218
"Under republicanism, voters hold sovereign power. The people elect representatives and give them the responsibility to make laws and conduct government. For most Americans today, the terms republic and representative democracy mean the same thing: a system of limited government where the people are the ultimate source of governmental power."
The American Republic since 1877 (High School grade American History)
Page 100
"When American leaders declared independence and founded the United States of America, they were very much aware that they were creating something new. By breaking away from the king, they had established a republic. A republic is a form of government where power resides with a body of citizens entitled to vote. This power is exercised by elected officials who are responsible to the citizens and who must govern according to laws or a constitution."
Page 122
"Voters hold sovereign power in a republican system. The people elect representatives and give them the responsibility to make laws and conduct government. For most Americans today, the terms republic and representative democracy mean the same thing: a system of limited government where the people are the final source of authority."
United States Government: Democracy in Action (High School Government)
Page 20
"In an indirect or representative democracy, the people elect representatives and give them the responsibility and power to make laws and conduct government. An assembly of the people's representatives may be called a council, a legislature, a congress, or a parliament. Representative democracy is practiced in cities, states, provinces, and countries where the population is too large to meet regularly in one place. It is the most efficient way to ensure that the rights of individual citizens, who are part of a large group, are represented.
In a republic, voters hold sovereign power. Elected representatives who are responsible to the people exercise that power. As Benjamin Franklin was leaving the last session of the Constitutional Convention in Philadelphia in 1787, a woman approached him and asked, 'What kind of government have you given us, Dr. Franklin? A republic or a monarchy?' Franklin answered, 'A republic, Madam, if you can keep it.' Franklin's response indicated that the founders preferred a republic over a monarchy but that a republic requires citizen participation.
For most Americans today, the terms representative democracy, republic, and constitutional republic mean the same thing: a system of limited government where the people are the ultimate source of governmental power. It should be understood, however, that throughout the world not every democracy is a republic. Great Britain, for example, is a democracy but not a republic because it has a constitutional monarch as the head of state."
MS. THORNTON: Margie, I want to thank you for coming and thank you for all the time
you have put into this review. I would like to have the book names and pages for these concerns that you have shared with us today. And thank you for coming.
MS. RABORN: I did. It takes a lot of time.
MS. THORNTON: I know it does. Thank you.
MR. RIOS: Linda Massey followed by Sue Blanchette.
MS. MASSEY: Good morning. Thank you for the opportunity to speak.
I am Linda Massey, serving as the
Chairperson of the Textbook Committee for the Texas Council for Social Studies.
MR. BRADLEY: Got it.
MS. MASSEY: I am --
(Laughter.)
MR. BRADLEY: I know who you are.
MS. MASSEY: I am a 31 year teacher in the Dallas Independent School District, proud to say all 31 years at the same school.
MR. McLEROY: Which one.
MS. MASSEY: Seagoville High School.
Our Textbook Committee is composed of 25 classroom professional educators from across the state. They represent all grade levels and subject matter. They have used their vacation time to review the books that they were sent. And they do
so because they are dedicated to our Texas students.
The committee developed two goals.
The first goal was to create a friendly -- a teacher friendly reviewing instrument to be used in examining the books. This is a service that we give to our teachers, our membership, but it has already been distributed out to teachers across the state and to social studies supervisors.
The second goal was to use the
committee members as the reviewers. Two members were selected per grade level. The publishers were notified of the committee members and the books were shipped to the members of the committee.
As of now, the reports submitted have not designated any grievous errors. It does not mean that the teachers want a book with errors, but their reviews have not found errors to warrant a book being taken off the list.
Let us not confuse factual error and bias. We agree that factual errors must be corrected. But if content involves bias, remember, that -- and I quote from the TEKS, the student will analyze and evaluate the validity of information from sources for bias, propaganda, point of view, and frame of reference. And this is a social
studies TEKS.
The reviewers gratefully noted that the TEKS are covered in the textbooks. And it has already been noted that we only have one textbook that is aligned at this time. They have complete correlations to the TEKS.
Since the TAKS will be based on the TEKS, the textbooks allow practice and connections to the content being assessed.
The factual content through the
implementation of the TEKS, the skills, activities and the use of documents, graphics and visuals, these are the necessary textbook tools for Texas teachers. They are present in the books that we are currently reviewing. In closing, we are looking forward to having the new ones in our classroom. If the textbooks have gone to the shelf, it is because they are so old they are falling apart. And we are really looking forward to having new textbooks.
Thank you.
MS. SORRELLS: Que s t i on.
MR. BERNAL: Yes, go ahead.
MS. SORRELLS: How diverse was the reviews of the book?
MS. MASSEY: How they did it?
MS. SORRELLS: How diverse?
MS. MASSEY: How diverse?
MS. SORRELLS: Yes.
MS. MASSEY: It was diverse across the regions of the state racially as well. And grade level subject matter, expertise in those particular subjects.
MS. SORRELLS: But what percent of that would you say we got for that?
MS. MASSEY: Oh, I can't remember percentage wise. I don't have my list.
MS. SORRELLS: What was your
conclusion in terms of how diverse the materials were in the review?
MS. MASSEY: Well, now, we're still in the process of looking at the reviews. I can only speak for myself looking at government books. And I checked for diversity through the graphics, through visuals, and I found them to be balanced. I had no problem with it. I am still looking at the reviews and the committee is going to look at them even further at this time.
MS. SORRELLS: I want to know how diverse the committee itself was.
MS. MASSEY: I can't offhand. I
can't recall that.
MS. SORRELLS: Does anybody know that's here?
MS. MASSEY: Sue may, who is going to be the next speaker. Sorry, I just didn't have that in front of me.
MS. SORRELLS: That's all right.
MS. MILLER: I want to clarify one thing. Did you say that one book only reflects the TAK?
MS. MASSEY: Well, we only had the world history. That was --
MS. MILLER: I mean the new TEKS, excuse me.
MS. MASSEY: That's the latest
adoption we have had. All of our other adoptions are with the essential elements. You know, it is not even addressed.
MR. WATSON: Those are the current.
MS. MASSEY: That we are currently using.
MS. MILLER: Okay. Well, you need to clarify that. You did not.
MS. MASSEY: All right.
MS. MILLER: That was misleading in
your - -
MS. MASSEY: All the textbooks that we are using in the social studies classroom with the exception of the world history are -- are so outdated that they only reflect previous curriculum standards.
MS. MILLER: Uh-huh.
MS. MASSEY: Only the world history is currently aligned.
MS. MILLER: Well, okay. Thank you for clarifying that.
MS. MASSEY: Does that.
MS. MILLER: That's a very important issue.
MS. MASSEY: Well, yes.
MS. THORNTON: Linda, I would like to ask you a question. How soon can I get a copy of your review.
MS. MASSEY: At this time it is just an inside organization comments being made or the reviews. What we plan to do is make a compiled list of the strengths and weaknesses. And that will come, hopefully, by August at the next hearing.
MS. THORNTON: Would you make sure that I have a copy that of, please?
MS. MASSEY: Yes, ma'am.
MS. THORNTON: And you teach U.S. government.
MS. MASSEY: I teach government and AP U.S. history.
MS. THORNTON: Good for you. 31 years.
MS. MASSEY: 31 years. Proud of it. Am a product of Dallas schools. And it is --
MS. THORNTON: You know a little bit about this subject.
MS. MASSEY: I think I do.
MS. THORNTON: Congratulations. Thank you.
MS. MASSEY: Thank you very much.
MR. BERNAL: I have a question. I needed to ask it of somebody sometime today. And you have been around for such a long time and knowing your subject so well and being so involved with your fellow historians.
If a student -- and it's been mentioned several times that students aren't interested in history and sometimes they don't really wonder why it is so important or should it be important. How much -- how much of the fault or how
much of the reasoning would you say is a -- a bad textbook versus a teacher that's teaching in a very disinterested way?
How much of it would you say would
be - - how much of a -- would the interest that you could develop in a student, how much of -- how much credit would you give the teacher as an exciting teacher? And how much credit would you give a good textbook? Because we are talking about good textbooks today.
MS. MASSEY: Yes, we are. And in my opinion, and this is strictly me being around a long time.
The textbook is a vital tool in the
classroom. It is a resource. It has got to be that teacher passion that makes that student or -- I hate to use make, .but that's what we're trying to do. To have that student come to an appreciation of government, history, economics, whatever.
It takes the teacher first. The
textbook is the tool to use with that passion. And when we're looking at textbooks, now, I want to be able to find a book that is up-to-date, that does not leave me hanging back there with a picture of Ronald Reagan and George Bush and Gorbachev. There
has just been too much happen -- happening since then. And it is just not there. But it has got to be that classroom teacher's passion to bring the student forward.
MS. BERLANGA: Thank you very much.
MR. BRADLEY: Question.
MS. MILLER: Would you not say that the tool needs to be accurate, though.
MS. MASSEY: Yes.
MS. MILLER: Okay.
MS. MASSEY: And I feel like I made that point. Yes, we want a factual book.
MS. MILLER: Right.
MS. MASSEY: But it also takes that
teacher using all skills such in the case of bias to help the student to interpret, to find their own interpretation of material, that that's -- that's part of the analysis process. And we're dwelling very much on critical thinking skills. We want our students to think.
MS. MILLER: But I would like to have a balance in the books, okay, objective -- objective balance.
MS. MASSEY: I agree. I agree it should be there.
MS. MILLER: All right. Thank you.
CHAIR SHORE: Mr. Bradley.
MR. BRADLEY: Question. Since you have been in the classroom for so long, you have seen us go through TEMS and Taas and you will see the TAKS and TEKS and Essential Knowledge and Skills. A lot of criticism comes the way the books now are simply being written to track the TEKS so that they can make it on the conforming list. And then the criticism comes that teachers are now having just to teach the TES because they know that's what's in the book and that's what's going to be on the assessment.
Through all -- I am not going to ask you if you like the TEKS. But have you had to change your teaching methodology or style in the 30 years you have been teaching because of the introduction of the standards and books that are written to these standards.
MS. MASSEY: Absolutely not.
MR. BRADLEY: Do you ignore the book?
MS. MASSEY: Sir?
MR. BRADLEY: Do you use it simply as a resource.
MS. MASSEY: Yes. But the TEKS are my guide as a Texas educator. But I have my teaching style to bring in either personal interest or the kids' interest. But that doesn't make my -- my overall use of the TEKS being the primary thing although it is the curriculum that I must teach from.
MR. BRADLEY: You have to make sure that you check off --
MS. MASSEY: Sure.
MR. BRADLEY: -- that you have covered each one of those.
MS. MASSEY: Exactly. And in the
Dallas schools, our final exams are sent to us. So we even have what is called a blueprint. And you talk about a checklist. Now that's a checklist.
MR. BRADLEY: Unrelated to the Taas.
MS. MASSEY: Well, no, it is based on the TEKS as well. We are assessing from the TEKS. But you must make sure you have covered this material to be fair to the student. But what I am saying is, is that I use a large number of resources in order to get the material across. And, of course, you're always looking for that one little hook that is going to grab the student to bring him
into the -- into the lesson. And that's where we're coming from these days. And the textbook can have that hook as well. And that's what we're looking for, too.
MR. BRADLEY: What's our bid?
Somebody tell -- how much did we allot for American history in high school, 60, 70 books of text? What' s the - - how much do we spend on a textbook? Give me a round number. Well.
MR. ALMENDAREZ: Are you asking per book?
MR. BRADLEY: Per book. How much do we allot for a high school American history book?
MR. ALMENDAREZ: High school U.S. history $59.50 is the maximum per student cost.
MR. BRADLEY: And every publish tends to get it right at $59 and somewhat cents. You know -- you know given the vast expenditure and one of the state reps spokes about that, we spend hundreds of millions of dollars in textbooks. We want to make sure if we are going to have a book in there that it is a very good primary source.
MS. MASSEY: Yes.
MR. BRADLEY: For information.
MS. MASSEY: Right.
MR. BRADLEY: Accurate information. MS. MASSEY: And over our past books, you know, they are only getting bigger and they are getting better. And that's what we're seeing at this present time.
MR. BRADLEY: Address the issue that we're dealing with because certainly you worked on the textbook review panels, the agency is going to come forth and say all the TEKS are in them and you all have all worked to satisfy that. The issue of errors. I mean the thousand page of documents with wrong dates, rivers in the wrong states, you know, the wrong Supreme Court Justice being named. You know, how do you feel about correction of errors? MS. MASSEY: Well, I think we have addressed that, that we want a correct book. MR. BRADLEY: Yeah.
MS. MASSEY: If it still comes across that we find an other error even after the process and the adoption, the teacher is the one who will clarify that.
MR. BRADLEY: On a personal level, are you even surprised or appalled that at this point in the process that they are even -- the number of errors that there are found in these books
by the public?
Would you not make it a reasonable expectation that $60 a book and the professionals would get a relatively error free book out?
MS. MASSEY: Personally I just feel that it will be corrected. I have full confidence that it will be taken care of.
MR. BRADLEY: Oh, we do, too. They --
MS. MASSEY: So it is not necessarily a degree. It is just that it will be taken care of.
MR. BRADLEY: Thank you.
CHAIR SHORE: Thank you.
MS. MASSEY: Thank you.
MR. RIOS: Sue Blanchette followed by Eleanor Hutcheson.
MS. BLANCHETTE: My name is Sue Blanchette. And I am president --
MR. BRADLEY: President.
MS. BLANCHETTE: -- president of the Texas Council for the Social Studies, you will know who we are by the time we leave today, Mr. Bradley.
MR. BRADLEY: You can't go any higher on the food chain.
MS. BLANCHETTE: For clarification for you, we are a professional organization of social studies educators in the State of Texas of about 3,000 members. I do not know what percent that is of all the social studies teachers in Texas. But believe me, by August, I will find out.
I have taught for 24 years in the
Dallas Independent School District. I am currently at Hillcrest High School. And to --
MR. McLEROY: That's my school. That's my alma mater.
MS. BLANCHETTE: Hey, all right.
MR. MONTGOMERY: That's what's wrong.
MR. McLEROY: That's the best high school in the state.
MS. BLANCHETTE: Someone asked a
question about diversity. The school that I teach in have over 60 different nationalities represented in the school. That is the evidence of the diversity of the State of Texas. That's one school. And we have over 60 different nationalities, multiple languages spoken, it is a phenomenal experience to work in. And that's got absolutely nothing to do with why I am here, but I did want to address that issue.
In 1776, at the Continental Congress, Representative Stephen Hopkins was asked to cast the deciding vote on a crucial issue that was facing that Congress. His reply on that vote: I have never seen nor smelled any issue so dangerous that it can't be talked about sets the tone for the discussions here today. The issue of textbooks. And what is in them is not so dangerous that it cannot be talked about.
But like the issue facing Hopkins, how we talk about it is open to interpretation.
Hopkins deciding vote opened formal discussion on whether the colonies should remain part of the Brittish empire or move toward the establishment of a new nation.
To the Americans, the word for that
was independence. For the Brittish, the word of the day was treason. Same issue, different spin.
That brings me to the first point I would like to make today. As you review the testimony by the different groups who are speaking today, please look very carefully at the words that are being used. Your charge is to look for errors in fact. As a teacher who will eventually use these textbooks, make no mistake, I want these books to be
error free.
When 40,000 should read 400,000, it needs to be fixed. But when I see words like always, certainly, sometimes, doubtless, hardly, pretty clear, a red flag is raised in my mind. These are qualifiers. Used to imply that perhaps a problem exists.
May I continue, madam chairman?
CHAIR SHORE: Yes.
MS. BLANCHETTE: Before you accept these comments at face value, please request that those making them provide the documentation to support their position. If, in fact, the changes deal with interpretation and not fact then leave the decision of the use of the books to the market to determine, let the school districts choose.
The second issue I would like to
discuss is credentials. These hearings are a public forum to discuss what the students of Texas should be taught about social studies and every one who has ever been to school has an opinion about that.
The question then becomes an issue of expertise. Just looking at the four books for high school U.S. history, there are a combined total of 31 authors, all but two of whom have Ph.D.'s, 73
content reviewers or consultants who are specialists in their field, and over 100 teacher reviewers or field testers who are actual classroom teachers. Compare that to 16 reviewers. These peoples are professionals -- peoples, oh, dear. These people are professionals who have spent their careers studying or teaching. They have put their names on their work listed for all to see.
Remember, please, the ultimate goal is factual accuracy, interpretation, as Ms. Massey said can be used as a teaching tool so that the students learn to distinguish bias.
Thank you.
MS. MILLER: I would like to make a comment. Sue, thank you, you served before as one of my appointees in the past on the textbook history textbooks. And I thank you very much.
Things have changed since 1995, Sue, when.
MS. MASSEY: Yes, ma'am.
MS. MILLER: As you know, before we could look at content. And now today the reviewers, with all due respect, can only look and check if a TEK was mentioned.
Okay. So when we -- and I -- to me,
it is almost an insult to our teachers with great credentials and great experience like yourself that feel that they cannot delve into the books even in more depth to look for quality. I -- there is an experience not in a history but a math teacher who literally, when he came down here to -- for the inter -- to -- the beginning of the process literally got up and left and said, I didn't spend all my professional time and energy to come and just be told that but all I can go through is do a check and see if this TEK was mentioned.
Quality is something that they can't seem to be able to address. And that's one of the sad things that happened in Senate Bill 1 in '95. And so I -- I would just say to you though we have had a lot - - we have had a lot of panel professionals with great credentials that I am very proud of, we also are in a position historically in the adoption process in Texas of having to rely on other experts, teachers in the field and experts in their field who have volunteered their time. And there might be, when you say Senate 16 but thank goodness for them. Because we need every bit of help we can get at this point because of the restrictions that have been given to this Board from
the Legislatures and from Senate Bill 1 in '95.
So I am just sharing with you that
I -- this process is incredibly important. And the more input that we have from citizens who are either retired teachers or experts in their field or in colleges -and universities are willing to give their time, I am just so grateful for them. And I am grateful for you and what all your group and what you -- I am sure many of those teachers are a member of your group who have also added their expertise as we go through this process. Because the end result is what we all want. We want the best books error free for our children and we want it to be accurate.
So I deeply appreciate your time and commitment to all that you have done for me and for the State of Texas.
Thank you.
MS. BLANCHETTE: Yes, ma'am.
CHAIR SHORE: I think Ms. Berlanga had a comment.
MS. BERLANGA: I had a question. You mentioned there were how many authors?
MS. BLANCHETTE: Of the four U.S. history high school books, 31 authors.
MS. BERLANGA: But you're not
suggesting that those are the only experts we have all over the United States.
MS. BLANCHETTE: No, ma'am. But what I am suggesting.
MS. BERLANGA: Okay. I have no further questions. Thank you.
CHAIR SHORE: Thank you.
MR. RIOS: Eleanor Hutcheson followed by Becky Armstrong.
MS. HUTCHESON: Good morning. Eleanor Hutcheson, Fort Worth TSDAR.
I reviewed four history texts and
noted that certain errors were repeated. Prentice, the only correct text stating that the Karankawa Indians may have been kind to their children but they also ate their enemies. Glencoe and Holt did correctly state the accurate details of the Treaty of Guadalupe Hidalgo, the $15 million United States paid to Mexico for the land session. They both also mention the additional 3.5 million paid to settle claims which Prentice and MacDougal did not.
PUBLISHER'S RESPONSE
The publisher appreciates the positive comment.
It would be easier to understand if
comments could be made that the time Texas -- at the time Mexico was only 24 years old and badly in need
of debt, welcoming the money.
PUBLISHER'S RESPONSE
The textbook devotes Chapter 6, Section 3: Spanish Rule Ends in Texas; Chapter 7: Age of Empresarios; Chapter 8: Growing Tensions; and Chapter 9: Road to Independence to a complete examination of Texas under Mexican rule. This information is designed to help students understand all of the developments leading to the War with Mexico and the resulting provisions of the Treaty of Guadalupe-Hidalgo.
Again, Glencoe and Holt explain the laws made by the State democratic party of Texas forbidding the blacks to vote in their primary.
PUBLISHER'S RESPONSE
The publisher appreciates the positive comment.
At this time, I will quote from
Farewell to the Party of Lincoln: "Most blacks who voted in 1932 were loyal to the Republicans as the party of the emancipation. However, in both MacDougal and Prentice, for many years laws kept African-Americans from voting or running from office, unquote. Duplicated with picture, repeating the lie in Prentice. Of course, they voted in the republican primary. Even now I couldn't vote in the democratic primary because I am a republican.
In Tarrant County, William Madison McDonald Gooseneck was repeatedly elected state republican executive committee. He was a greatly restricted banker in the black community. There were several black men in 1870 here in Austin that helped our Constitution of Texas that were in use today.
There are many sweeping statements on
Prentice Page 456 without any proof to support
them. This is called bias. Look on Prentice's Page
522 of the definition. That page should be
completely corrected before adoption.
It is strange since their author -- head author Farenbach knows much better from his texts -- books. MacDougal comments with a picture showing nine boys alleging to be victims of child labor, and get this, 1870 in Texas industry. I challenge this picture as even coming from Texas in 1870. And what is the industry? These are not Texas children. Look at the picture and you will agree with me.
Holt has a sentence on 557 that Annie Mae was African-American and how was her life affected during the great depression. And she said, I didn't have to worry about no jobs because I had a job. And then she says other things. The question then of the book is: Why was it tough for her to find work and increase the hardship she faced because of discrimination against the African-American. And I say why be critical of a hard working, self-employed individual, more power to her. We need more people like that.
Holt, Page 565 has a picture of a
military post. What's this photo show about life on the military base? And the answer is facilities were plain and functional. And military base life
included standing around and waiting. Now, this is negative to military efforts that should add, we're grateful that the military was able to organize and be effective in a very short time. I am assuming this was a World War II picture. Prentice on 481 has a map that's very confusing as to district lines for 12 and 30.
In conclusion, Glencoe even has given evidence of the self-sufficiency of the early Texan settlers complete with herbs, natural dyes and even the state song. This is far the best Texas history text presented. Thank you.
PUBLISHER'S RESPONSE
The publisher appreciates the positive comment.
CHAIR SHORE: Any questions?
MS. BERLANGA: I have a couple of questions.
So Ms. Hutcheson, you're suggesting
that in 1932 the African-Americans were able to vote and they were holding public office?
MS. HUTCHESON: Absolutely.
MS. BERLANGA: And from 1932, that would have been true through the present date.
MS. HUTCHESON: No. I gave that as an example. The --
MS. BERLANGA: No, I read -- I followed you as you read your --
MS. HUTCHESON: The State democratic -- I mean I gave that as proof.
The State democratic party in '23
passed a rule in their primaries that blacks could not vote in their primaries. Well, they were voting in the -- and running office and doing things in the republican.
MS. BERLANGA: And have always done this.
MS. HUTCHESON: No, indeed. It
wasn't until a gentleman in El Paso questioned and brought it to court. And it wasn't until '44 that it -- Supreme Court hearing -- in other words, said that they cannot do this, they cannot restrict this election.
The point was: This is the state -- in voting the primaries is that a state obligation or a federal. And that was where -- they said they cannot restrict this election situation.
MS. BERLANGA: But you're saying --
MS. HUTCHESON: I just gave the date of '32. But there have been -- to show that there were blacks that did vote and that they voted in the republican prime.
MS. BERLANGA: And you're saying it
was just if they were republican they were allowed to vote. All over the United States or in particular in Texas.
MS. HUTCHESON: You are missing the point entirely. We have an election process of primaries that prepare the individual for the general election. And --
MS. BERLANGA: I'm talking about Texas.
MS. HUTCHESON: We have mainly
republican and democrat. And that was the condition that the democrats said, we will not let the blacks vote in our primary. But the blacks couldn't -- they didn' t want to anyway because they were republicans.
In other words, I can't go to Houston and vote in the city council.
MS. BERLANGA: I understand what you're saying. But my question is: So your contention is that from 1932 or perhaps prior to that they were able to vote as long as they were voting in the republican races, elections.
MR. BRADLEY: That's all that was available to them.
MS. HUTCHESON: Give the quotation
from a text that's very well thought of and used.
MS. BERLANGA: Excuse me. Where did you get your - -
MS. HUTCHESON: And the text
is Farewell to the Party of Lincoln. Lincoln's party was republican. The blacks voted in the republican party.
MS. BERLANGA: Excuse me. Listen.
MS. HUTCHESON: What - -
MS. BERLANGA: I want to ask you a question now. What is your resource? what book?
MS. HUTCHESON: The book is given on my sheet. Reese, Nancy J. This is Farewell to the Party of Lincoln. I wanted to make the point that there were republicans and many republicans in the State of Texas who are black.
MS. HUTCHESON: Okay. Let me go to another one of your paragraphs. You say that this person that you're making reference to who was in a textbook and they were quoting her, Annie Mae Hunt.
MS. HUTCHESON: Yes.
MS. BERLANGA: You're saying that because she was cleaning homes that that was not relevant about discrimination, that that was -- because she was able to work, that they shouldn't.
MS. HUTCHESON: We are talking about the depression. The depression was pretty bad on everybody.
MS. BERLANGA: Right. It was devastating.
MS. HUTCHESON: They gave an exam of a black woman and they asked her what her feeling, what her situation was during the depression. And she said, and I didn't read it all to the --
MS. BERLANGA: That she was cleaning houses and cooking.
MS. HUTCHESON: She said I didn't
have to worry about no jobs because I always had a job, as long as I was cleaning houses and cooking, and I did that for a long time. And then the question was: Reaching for the answer which they gave. Because she faced discrimination because she was -- she was an African-American.
Well, she shouldn't have faced
discrimination. She should have received praise because she was able to find work and keep herself busy which a lot of people couldn't do during the depression period.
MS. BERLANGA: I think that was a form of a question in the book and they were making
the kids think about this. They were asking a question.
MS. HUTCHESON: That was the answer they gave. If you will read the teacher's edition, you will see what I am speaking.
In other words, it is a fact that there was discrimination for work with African-Americans. It is a fact there was discrimination for work for non African-Americans, for Chinese for whites, for Browns, whatever race you want to talk about. They picked on a black person who did a good job and why should she be ferreted out when she should have been praised instead of criticized.
MR. MONTGOMERY: Ms. Hutcheson, do
you represent the Daughters of American Revolution? Are these views their views; or these views are your views?
MS. HUTCHESON: For the most part, I would say they are views of the Daughters of American Revolution. I have been a member.
MR. MONTGOMERY: You are not
testifying on their behalf in any way even though on this sheet that I have, that you represent -- your affiliation is Texas Society, Daughters of the
American Revolution. But these are your personal views and not theirs, correct?
MS. HUTCHESON: Quite the contrary. I have been on the state and national resolutions committee which deals with the ideals and viewpoints of --
MR. MONTGOMERY: So these are pretty much official viewpoints of the DAR.
CHAIR SHORE: No, they are not.
MS. HUTCHESON: Yes.
MR. BRADLEY: Let her answer the question.
MS. HUTCHESON: Yes, indeed.
MR. BRADLEY: Stick to your guns.
MS. HUTCHESON: I don't have --
DR. NEILL: Point of order, Madam Chairman. The lady that's testifying is being interrupted all the time. Can she finish her statements please?
CHAIR SHORE: You just interrupted her.
MR. NEILL: I interrupted you because you're interrupting her.
MS. HUTCHESON: I don't have documentation here for the resolutions, the
background for what DRA stands for.
MR. MONTGOMERY: Just asking. And I want to ask you one more question.
MS. HUTCHESON: I don't have it with me on hand. But I am quite familiar. As I said, I am a member for having been 50 years. I am very much involved with their policies and what they believe. And that is why I became a member way back when.
MR. MONTGOMERY: You mentioned
something about voting in the republican primary. I grew up in East Texas and I don't believe that we had a republican primary in my county.
MS. HUTCHESON: I will give you that documentation, sir, if you would like.
MR. BRADLEY: They still don't. MS. HUTCHESON: If you will look on
that Page 456 in -- on Prentice Hall, the whole page is wrong because they don't even recognize the balance. They need a calculator when they figure out how many republicans were in office in the last two decades and how many non-republicans if you want to put it that way, when they list the governors. The total governor, they said there was a balanced situation. Well, the governors totaled eight years
and the republicans totaled 14. It doesn't -- it isn't balanced according to that.
MS. ALLEN: May I ask a question,
please? Would you back up to that paragraph, one, two, three, four, five and six. Paragraph six, and you're referring to the Holt book again.
What was your point? What was the point you were trying to make?
MS. HUTCHESON: To whom am I speaking to now. I am deaf. I wear a hearing aid.
MS. ALLEN: Alma Allen.
MS. HUTCHESON: You had your hand over your mouth. Are you speaking? You have got your hand like this.
MS. ALLEN: Alma Allen.
MS. HUTCHESON: Would you say it again.
MS. ALLEN: Alma Allen.
MS. HUTCHESON: Yes, okay.
MS. ALLEN: Houston, Texas. I am a black woman. On Page 557.
MS. HUTCHESON: You had your hand --
MS. ALLEN: On Page 557 a Holt book. When you're referring to -- if you look at your paper. So to save time, I won't have to read it, we
referred to it before. What is your point when you made that? What is wrong with the statement that Holt made on Page 557 when it asked the question: How might the fact that and Annie Mae Hunt an African-American have -- well -- that's what's on here, have affected her life during the great depression? What's your point?
MS. HUTCHESON: My point is, why do they say she was -- why did they discriminate and put her up as having a terrible hardship?
MS. ALLEN: She did.
MS. HUTCHESON: She was a bad person because she was black.
MS. ALLEN: She did.
MS. HUTCHESON: She should be praised for --
MS. ALLEN: She was having hardship. She was cooking and cleaning.
MS. HUTCHESON: And who else was
cooking and cleaning? Everybody was cooking and cleaning.
MS. ALLEN: No, they weren't.
MS. HUTCHESON: Were happy to be working.
MS. ALLEN: No, that's not the same
thing. And you wouldn't understand that unless you were you a black woman.
MS. HUTCHESON: I lived through the depression.
MS. ALLEN: Don't defend that.
MS. SORRELLS: But you didn't live through it black.
MS. ALLEN: No, no, no, no.
MS. HUTCHESON: I lived through it white.
MS. ALLEN: That's not -- I don't even want you to touch that. Leave that in there. They need to think about how it impacted our lives, okay. I want every kid to know how it impacted our lives.
MS. SORRELLS: Don't go there today, not today.
MS. ALLEN: And none of that other
stuff about black people. That's good to know. It is all there.
MS. HUTCHESON: Again, you see, I respect your situation because I must --
MS. ALLEN: But you don't understand it.
MS. HUTCHESON: I am against the
text.
MS. ALLEN: The text is right.
MS. HUTCHESON: You were unable to vote for office when you could.
MS. ALLEN: It is right.
MS. HUTCHESON: Even the text is bias .
MS. ALLEN: Even I had to pay poll tax. All right. You don't understand that. The textbook is right. Let it stand. It needs to be there.
MS. HUTCHESON: Any other questions?
CHAIR SHORE: Thank you.
MR. RIOS: Becky Armstrong followed by Maricela Flores.
MS. ARMSTRONG: Hello. My name is Becky Armstrong.
Austin Eagle Forum and Texas Eagle Forum have been working together with community social and community groups to inform citizens on how to get involved in the textbook adoption and textbook review process. Together we have recruited over 100 Texas who have agreed to review the textbooks this cycle. I am coordinating the review efforts on behalf of Texas Eagle Forum.
Our main objective is to ensure that textbooks give our Texas school children a complete and factual understanding of history so that they may develop a new found sense of appreciation for the great country and state in which we live.
Here is how Eagle Forum is impacting the textbook review process. Not only are we finding factual errors and errors of omission. But we are also taking our concerns directly to the publishers.
Here are a few quick examples of
how -- of the types of concerns that we are taking to the publishers and most of the concerns that I am going to mention have already or are currently being addressed by the publishers.
One example is printer errors in
various texts where the table of contents lists an item as being found on a certain page. But when you flip to the page number, the item doesn't exist.
In World Explorer. People, places and Cultures, a Prentice Hall book. On Page 97 under the heading postwar responsibilities. The significance of the civil rights movement is reduced to only two sentences. Excuse me. No other mention of the civil rights movement can be found in the
rest of the book if you look in the back of the index.
And then, also, American Nation, Beginnings through 1877, another Prentice Hall book. On Page 56, under the heading Christianity and the Teachings of Jesus, "the Christian belief in the resurrection of Christ is not mentioned as a core tenet of Christianity.
We will continue our review process and hopefully we can continue working together with publishers such as Prentice Hall whom we have met with most recently. They have been responsive to our concerns and we appreciate the time that they have spent with us so far.
Our reviews are still ongoing.
Meetings with publishers are still being scheduled and additional reports of reviewers, concerns and comments are still being completed so that we can bring back to you, the members of the Board, bring those back to you before the next hearing in August.
And I just want to say in closing
that I appreciate any group and any individual who takes on the task of reviewing a textbook. The more reviewers that we have out there looking for factual errors, getting involved in the adoption process,
the better our chances are overall of improving the quality of textbooks in the State of Texas. That should be our focus and that should continue to be our focus.
Thank you.
CHAIR SHORE: Thank you, Becky.
The next speaker will be the last one before the lunch break. We will reconvene at 1:00. We will stay until everybody is finished.
MR. RIOS: Maricela Flores.
MS. FLORES: Good morning.
My name is Maricela Flores. I am a graduate of Southern Methodist University and I'm currently working at the University of Texas at Brownsville. I will be attending graduate school at Carnegie Mound University this coming fall.
I would like to tell you about a volunteering experience I had this past year. I volunteered to read library books to a group of fifth graders from an intercity school in Pittsburg.
When I introduced myself to the class, the children ran over to me and began touching my hair and skin. They had never seen anyone who was Hispanic and were fascinated by my
appearance. In fact, they asked me if I was Chinese. Because, as they told me, they had never seen anyone who was Asian either. But they had at least heard of Chinese people. I tried to explain my cultural and ethnic link to Mexico. But the children had never heard of Mexico and could not put into context my family history and background.
I am relaying this experience to you because it is not unique. Not every student is exposed to various kinds of people in school or the city in which they live. In remembering my own experiences growing up, there were only a handful of African-American, Asian and Asian-American students outside those of Mexican or European decent. I am from Harlingen, Texas, which is in south Texas.
However, I had the fortune of my parents exposing my sisters and me to books and magazines that addressed diverse cultures and histories this was my form of travel and exposure.
In a world that is increasingly
shrinking, it is important for our students to be aware and knowledgeable of local, national and global communities. This increases the competitiveness, productivity and success of our students. One of the greatest ways to achieve this
goal is through books.
Textbooks and schools provide the information needed to expose students to the histories of various groups as well as how those groups function politically and socially.
The understanding of history from multiple perspectives and vantage points is important to evaluating the factors behind current events such as the crisis in the middle east to the upcoming gubernatorial election.
For example, Prentice Halls America, Pathways to the Present begins the conversation of suffrage movement and women's rights movement on Pages 132 and 764 . The inclusion of women and their quest for greater or equal rights sends a positive message. However, more needs to be said about the development of women's roles in society.
Greater exploration of the growth of women's social, economic and political independence could explain the reasons behind the strength of women's votes and the power of women voters to heavily influence the outcomes of elections.
We have the opportunity this year of adopting social sciences textbooks that provide greater exposure to the many facets of government,
history and social studies.
It is imperative that we support
books that place the fair and adequate inclusion of minorities and women in a global context. As they provide our students with a wider breadth of knowledge encourage them to critically think and become civically engaged.
Thank you.
CHAIR SHORE: Any questions? Yes.
MR. McLEROY: Could you please expand again on global contexts?
MS. FLORES: Global context.
MR. McLEROY: That phrase when you included global context.
MS. FLORES: I just wanted everyone to understand that when we teach history it's not just something that was stuck in one moment of time. That as students learn, they need to apply what they are learning to how things are happening in the present day.
So, for example, in the middle east or, you know, I can also talk about women. But in the Middle East, a lot of what's going on presently between, you know, the Palestinians and Israelis is something that through time and through history has
been taking place there. And so we need to think about how that -- their history and the development of the tensions in that area have led to some of the crises and problems that are currently going on today and how that affects us as Americans.
And so that's why I meant global context. And we need to look at that especially when it comes to, for example, Hispanic voters and women. You know, as the population, demographic, you know, as they increase demographically, the numbers increase, that our buying power and our voting power is very important.
And so when we include things in history books, we need to be able to apply them globally and say, you know, in a national, local and international level. That is not something that's just remote. And that information needs to be accurate.
. MR. McLEROY: I understand your
example of the Israelis and the Palestinians, tell me with minorities and women and global context. I guess that's what you stated. I just --
MS. FLORES: Okay, for example.
MR. McLEROY: More specific.
MS. FLORES: I looked at America,
Pathway to the Present and it does talk a little bit about and it was good. Because I remember growing up they didn't have anything really that addressed a lot of the history of the development of the women's rights movement.
But when you think about that and you think about how women in their roles in society have progressed, now during the past government -- presidential election, they were really targeting the women, professional women voters. Because they felt that could sway one way or the other, in an election that was really close, the outcome of the election.
So if we have information about the development of, you know, feminist movement or women's political and social power that is accurate and discusses, like, how they have become involved in the -- in the political and economic scheme of American life then you can apply that into -- you know, in terms of, well, how does that information really affect us as Americans? How does that information affect the outcome of, you know, pop culture or the presidential election. And so that information is really crucial in terms of putting into context the power of different demographic
groups and how that affects American society today.
MR. McLEROY: I guess you looked into this. So where in the world do the women fair the best?
MS. FLORES: I don't understand your question? What do you mean by that?
MR. McLEROY: Where in the world,
what nation, countries, places in the world do women fair the best?
MS. FLORES: I think any place where they have access --
MR. McLEROY: Can you give me a place, not just in general?
MS. FLORES: I couldn't answer that accurately because I have not lived in other countries other than the United States.
MS. NUNEZ: Very good answer.
MS. BERLANGA: I tell you politically just look around this room, there are several women -- seven women on the State Board of Education.
MR. McLEROY: So I would say Texas.
MS. FLORES: Me, too.
MS. BERLANGA: Well, we're not eight, yet, then it will be Texas. When we are eight to
seven. When it is eight to seven we will say Texas.
MR. MONTGOMERY: Somebody needs to tell Dr. McLeroy, Texas isn't a country.
MS. FLORES: It could be its own country.
CHAIR SHORE: Thank you very much.
We will break for lunch from 11:30 to 1:00. We will reconvene at 1:00.
(Luncheon recess.)
CHAIR SHORE: Members will take their seats, we will get started.
MR. RIOS: Yolanda Flores followed by Roxanne Reza.
MS. REZA: Hello, buenas tardes.
My name is Roxanne Chavez Reza. And I am a senior journalism major at Texas A&M University, College Station.
The past two years I have been
attending summer courses at the University of Texas at Brownsville.
First and foremost, I would like to take this opportunity to extend my sincere appreciation for this wonderful opportunity to learn more about the textbook adoption process and to speak before one of the most powerful education
agencies in the nation, the Texas State Board of education.
As a summer student in Dr. Manuel Madrano's history course, I learned a great deal about Mexican American history, it's legacy and contribution to Texas and American history.
And I also became aware of the
upcoming textbook adoption that the State of Texas would soon be participating in. I was asked to review the textbook Call to Freedom, beginnings to 1877, Texas Edition, published by Holt, Rinehart and Winston.
My research examined the
representation of minorities in this particular textbook, namely Mexican Americans. And my next few statements will highlight my findings.
Overall, Call to Freedom presented its information well but lacked the depth of content.
By expanding on particular
civilizations and historical events, the target audience would have a better understanding of how these events relate to American society today.
For example, on Pages 7, 66 and 67, the empires of the Aztec, Inca and Maya are briefly
mentioned. But simply being mentioned does not do justice to these a missing civilizations.
A discussion of the scientific,
political, architectural and societal achievements of these peoples is absolutely necessary.
To state that these cultures were
rich and powerful is not enough. Would a textbook exclude any information pertaining to the Roman Empire and simply say it was -- that was a great civilization?
For readers to fully comprehend the magnitude of any civilization, more information citing examples is obviously crucial.
Furthermore, in the discussion of World War II, I was pleased that both African-American and Japanese-American efforts were recognized. I was astounded, however, that the efforts on behalf of the Mexican-Americans were not.
This textbook failed to include that of the minority groups that participated in the war, Hispanics, were the most highly decorated. Seventeen Hispanics received United States Congressional Medal of Honor and, of those 17, five were from Texas.
Among the five, Jose M. Lopez not
only received the U.S. Congressional Medal of Honor but the highest military award for Mexico as well, the Aguillar Esteca.
Recognition for Hispanic efforts in World War II is most definitely needed in Call to Freedom.
A final example of information
needing elaboration is a statement in reference to Cesar Chavez. I was very glad that Mr. Chavez was mentioned as a civil rights leader. But I was disappointed that only one short sentence was provided describing his efforts.
For readers to understand his passion for wider migrant rights, a graphic description of migrant working conditions and substandard housing, must be included.
The Delano grape strike of 1966 in California was excluded altogether.
Ladies and gentlemen, my research was about much more than a single textbook. I was given the venue to explore the process of textbook adoption -- can I continue? -- and learn more about how the rest of America in the future will learn about its own people including Mexican-Americans.
Hispanics are but one of the ethnic
communities that has contributed to the creation of the greatest nation in the world.
It is with unprejudiced eyes and open hearts that we should educate our children about the greatness of America in its totality.
Once again, thank you for your time. Muchos gracias.
Is there any questions?
MR. McLEROY: Excuse me.
MS. REZA: Yes.
MR. McLEROY: What grade level was the book?
MS. REZA: I am sorry?
MR. McLEROY: A Call to Freedom, what's the grade level of the book.
MS. REZA: I believe it was aimed towards junior high students.
MR. McLEROY: Junior high.
MS. REZA: Yes.
CHAIR SHORE: Any other questions?
Thank you very much.
MS. SMISKO: Thomas Gomez.
MR. GOMEZ: Good afternoon. My name is Thomas Gomez.
The textbook I was given to review
is The American Reconstruction to the 21st Century Texas Edition.
Evidently this text was met for
middle school and high school students and gives an overview of the American history.
The text was written with students in mind and its very clear perspective of the events dating back to pre-Columbian times.
I did like the fact that it points
out the main ideas for students to review, detailed maps, charts help the students understand geography and the affects it had on exploration.
The first chapter lists and describes the location in the New Americas. And although the text does not go into detail, it does mention major turning points in pre-Columbian civilization technological advances and the impact both economically and socially of the Columbian exchange.
The text consists of 26 chapters
broken up into seven units and each unit is made up of three to four chapters covering a certain time period. The first four chapters provide a backdrop for the formation of America from colonial times to 1877. Each section gives ample information on daily life, science, and technology, literature and
landmark decisions by the Supreme Court.
Special features help students get a better understanding of changes brought about by American progress. Ending with the war on terrorism, the text also provides an online web-site for future reference.
Although the text is well written and provides information on various themes, it fails to mention much about Latin American influence in Texas, California, Arizona, and much of the southwest. Settlers in the areas predate Jamestown; but the Spanish encomiendas, the land grants, are barely mentioned.
Additionally, little mention is made of Hispanic civil rights leaders and the section on this topic is no more than essay.
A two-page section on Latino and
Native American rights is left to be -- is left much to be desired. The struggle for equality which is hard for Hispanics as anyone else. No mention is made of Cuban immigration or Central American immigration in the 1980s.
Cesar Chavez and Jose Angel Guiterrez are mentioned in this Section but little else. The text does, however, cover much of the
African-American struggle from the colonial times onward.
Overall the text was written -- was a well written guide to American history covering a vast amount of information. But being the Texas edition, it did need more on Texas leaders.
As a predominantly Hispanic state
little mention was made of our civil rights leaders or our Hispanic authors from the State of Texas. A rich and cultural diverse mark has been left by Hispanics in the United States. But I believe that from every aspect from, literature, architecture, language and culinary art, it would be hard to tell a story without having the full picture.
Thank you.
CHAIR SHORE: Any questions?
Thank you.
MR. GOMEZ: Thank you.
MS. SMISKO: Lupita Ramirez followed by Lola Calderoni.
MS. RAMIREZ: Good afternoon. I am here to break the cycle.
Members of the Board, my name is
Lupita Ramirez. I am a junior at the University of Texas at Brownsville. I have made the dean's list
and president's list in the past. I live in one of the poorest areas in Cameron County, a colonia called Cameron Park which is surrounded by Brownsville.
I come to you as a mother to ask you to give my child the best education Texas can offer.
My child needs to learn about Mexican-American heroes, his roots, and his culture. He needs your help to get that education. And if you adopt Celebrating Texas published by McDougal Littell, I would like for you to consider the following:
Chapter 5, European Exploration. The key concepts concerning early European contact with Mesoamerica are the goal of conquests not exploration by the Spanish. The indecisiveness of the Aztec leadership, the roles and motivation of Cortez and his native allies and the opposing viewpoints of two cultures. Instead, the authors have taken the standard textbook entry of Cortez and 500 Spaniards conquered the Aztecs.
Let's teach our children that the natives fought long, hard battles and almost defeated the Spaniards to save their lands and way of life. It was not just weapons that helped
conquer the Aztecs but many other factors. Cortez won only after almost destroying all the houses and buildings in the Aztec empire.
Chapter 12 does not accurately rep -- does not accurately present the violent conflict between the anglo and the Mexicans in the early years of statehood. The conflict is minimal or nonexistent in this period according to the text. Let's teach our children that Mexican-Americans fought -- fought as hard as their African-American peers for their rights.
By contrast, Chapter 22, covering World War I in the 1920's, the arts, literature, culture, politics, technology, war, business and education are all presented in such diversity that it makes the chapter visually augmented and culturally fascinating; such as the picture of Poncho Villa and the Mexican refugees on Page 457. And on Page 458, the 450 female nurses that enlisted to serve in the armed forces were recognized.
By participating in this textbook adoption process, I hope to break the cycle of misrepresenting or under representing Mexican-Americans in Texas history.
And I ask you to help in preparing
our Mexican-American children, and my son, for the leadership of tomorrow.
Thank you for your time.
CHAIR SHORE: Any questions?
Thank you very much.
MS. SMISKO: Lola Calderoni followed by Jose Angel Guiterrez.
MS. CALDERONI: Good afternoon,
ladies and gentlemen, members of the State Board of Education, friends and future colleagues:
My name is Maria Lola Calderoni. And I am here from Brownsville, Texas. I am currently a junior attending Texas Southmost -- the University of Texas at Brownsville. I am honored to be in front of this important audience.
When I learn about these hearings, I realized 'that I could be a part of an effort to improve the quality of the textbooks our children will be using in the classrooms.
It is vital that teachers and future
teachers like myself express our opinions. I have a few suggestions to make concerning the textbook Western Civilization published by Wadsworth, a Division of Thomson Learning.
On Page 398, I notice that the
textbook mentions that the Aztec monarch was named Montezuma. However, in the book,
Mexican-American -- American Mexicans by Mier and Rivera, the text shows, on Page 16, that his title was in fact Montezuma the second.
On Page 536 potato and maize that it means corn are mentioned as two important crops. The books says how Europe benefit from potatoes but says nothing about how they applied corn to their diet.
It would be valuable in the book if the book mentioned how the adoption of corn and reached Europe and at the same time explain -- more specifically tell what is meant by Indian corn regarding which civilization it came from.
On Pages 613 and 614, the book gives a brief account of Latin-American revolts in which it mentions the revolutionaries Simon Bolivar and Jose La Salle Martin in South America but does not mention in the revolutions in Mexico and Central America. More information on this subject would be a significant contribution to the students' education.
On Page 765, the author asserts that the Nineteenth Amendment gave the women the right to
vote in 1919. Actually, according to Lewis W. Banner, in Women In Modern America, a Brief History, the amendment did not become law until Tennessee ratified on August 18, 1920.
I am speaking on behalf of the
children of the United States of America. Students will absorb the knowledge that is given to them through the use of textbooks. Incomplete information will limit the potential of each student.
It is vitally important that schools provide students with the education that would enable them to understand and appreciate the diversity of a multi-cultural world. By providing accurate data about important events throughout history we're giving them the tools to succeed in the future.
As a future bilingual teacher that wants the best for her students, I urge you to provide textbooks that give balance and accurate information. I appreciate this opportunity to speak up regarding future students education.
Thank you very much.
CHAIR SHORE: Thank you.
MR. McLEROY: Oh, I just have a
question. Many of these testimonies are also errors of omission, things are not incomplete like she stated. Incomplete information will limit the potential of each student, I heartily agree.
What role do we have in that, incomplete information?
CHAIR SHORE: I think probably our
role is to bring it to the attention of publishers in a public forum such as today.
MR. McLEROY: Well, that's why I
think this meeting today is really good for all of us. It is -- incomplete information does limit our students and we need to get as much. Thank you for coming.
MS. CALDERONI: No more questions?
MS. ALLEN: May I just make a statement?
MS. CALDERONI: Yes, ma'am.
MS. ALLEN: How very impressed I am
with the students coming from the University and the efforts they put into the research and getting ready for the presentation today. And my compliments to the professor or whoever got you ready to do this because you are doing a wonderful job.
MS. CALDERONI: Thank you very much.
(Applause.)
MS. SMISKO: Dr. Jose Angel Guiterrez followed by Dr. Manuel Modrano.
DR. MODRANO: Dr. Jose Angel
Guiterrez is not here yet. Manuel Modrano, that would be me.
A respected friend and colleague, Dr. James Sullivan, once wrote:
"The old people in the village will say that you must know your roots, and they are right, for this is the very stuff of history. Study it well and you will know yourself and from it all else will follow.
"My children, my hope for you,
through a college education, is a greater measure of freedom and life than I have ever known. To Padre."
Good afternoon. I am a history
professor at the University of Texas at Brownsville and Texas Southmost College.
My sincere gratitude extends to the members of the Texas State Board of Education for allowing my students, my colleagues, and me the opportunity to speak before you on what we consider nothing less than an historic occasion.
Before I read specifically comments
about the American Nation Beginnings Through Reconstruction, I want to publicly acknowledge the representative of Prentice Hall for making a sincere effort to improve what I consider a fairly good book.
The following are specific comments that I believe will enhance accuracy and soon understanding of historical content.
On Page 37 and on Page 38, mention is made of the Olmec and the Mayan civilization, but the information would be enhanced with specific examples of centers for the Olmec such as La Venta Sal Lorenzo and Tres Saportes (phonetic) . The Mayas centers such as Pecal, La Venta, and Chichen Itza. This allows the students not only to know civilization, it allows them to show -- to know geography and also make connections between the Mesoamerican civilizations and the American civilizations of the southwest.
On Page 41, the Anastocia are
mentioned. I would like to see a connection between the concept of the keva, or subterranean meeting place, and how kevas are currently used in contemporary universities in the American Southwest. That's where students meet in the
southwest.
On Page 71, the Aztec capitol include the fact that Teotihuacan was one of the largest and most beautiful cities in the world.
On that same page, the Columbian
exchange chart included variables such as amount of contact, population density and geography impacted the extent of that exchange.
On Page 77, Settling New Spain had Ranches as the key institution to maintaining a presence on the border lands and compared them to the puritan farms in New England. The work ethic was the same, the colonization was the same, the struggle was the same, and the contribution was the same.
Page 395, The U.S./Mexico War,
include date and location of first battle as May 1846 at Palo Alto near present day Brownsville, Texas.
On Page 396, The Final Battle. The young soldiers had a name, they were called Los Ninos Ediwes (phonetic) .
In the new millennium, it requires knowledge and understanding of regional, national and global communities. It behooves us to achieve a
collective understanding before we can resolve the differences that sometimes divide us. Our country has been and still is a country of immigrants that enrich it and hold education as a top priority.
The history of our people must
include the essence of their collective memory. Because historical truth transcends those who write it and those who publish it. What our children and their children read in their textbooks must include her story, his story and our story. If it does not, knowledge of their own identity and of their own heritage will remain a mystery because of a process that excludes that knowledge.
Gracias.
CHAIR SHORE: Thank you very much. And thank you for bringing your students.
MS. ALLEN: And your story.
MR. MODRANO: Any questions?
MS. BERLANGA: Thank you very much Dr. Modrano and all of the students that have accompanied you. They have traveled very far to get here and they really wanted to provide input. They left at 3:00 in the morning from Brownsville, Texas. So I salute you for being active participants in this very important process.
Thank you.
(Applause.)
MS. THORNTON: Madam Chairman. Madam Chairman.
CHAIR SHORE: Yes.
MS. THORNTON: I have noticed we have some guests here that are sitting and they have shirts on that say "His story, Her story, Our story."
I wonder if we might find out who
these people are and have an introduction? I would like to know who they are.
MS. BERLANGA: I think as we proceed, we will get to, you know, hear from one or two of them.
MS. THORNTON: Okay. Thank you.
MR. BERNAL: Could I ask Dr. Modrano a question?
MR. MODRANO: Sure.
MR. BERNAL: Would you mind?
MR. MODRANO: No. Not at all.
MR. BERNAL: On your last comment here.
MR. MODRANO: Sure.
MR. BERNAL: You're talking about
including Mexican-American contributions to the civil war.
MR. MODRANO: Sure. Because --
MR. BERNAL: No. I wanted to see if you could extend your knowledge base and tell me how true it is that San Antonio and the cattle industry in San Antonio furnished meat to the War of Independence in the 1700s.
MR. MODRANO: Oh, sure. I have that included in my citations. I didn't present publicly because I was running short on time.
MR. BERNAL: How true is that? Because I remember reading it in one of the dissertations. And I was just wondering whether it was part of your teachings that there were contributions being made from this area --
MR. MODRANO: Sure.
MR. BERNAL: -- to the cause in 1776?
MR. MODRANO: That is accurate.
Because the textbook mentions supplies and other things. When you look at what occurred in San Antonio, they were able to take cattle from San Antonio up to the fighting front in the southern campaign. AND when you look at it in terms of
future history that probably is one of the first cattle drives in American history. And, of course, most history textbooks will celebrate the long drive that began in the 1860s end it will end in the 1880s. And the long drive probably had its origin with that expedition during the American Revolution.
MR. BERNAL: I just wanted to get
some verification. Because I had never -- it just picked my mind when I first read it --
MR. MODRANO: Sure.
MR. BERNAL: -- in this
dissertation. And I never did follow-up on it. But the fact that they sent me to forces - -
MR. MODRANO: And it came from the San Antonio area missions as documented.
MR. BERNAL: Towards Florida.
MR. MODRANO: Sure. Exactly.
CHAIR SHORE: Thank you.
MS. SMISKO: Dr. Jose Limon followed by Tony Bonilla.
DR. LIMON: Good afternoon.
I am Dr. Jose Limon, professor of
English and anthropology at the University of Texas at Austin as well as director of the University Center for Mexican-American studies in the College
of Liberal Arts.
I am a product of Texas schools and I am also the father of a high school student in the Austin ISO.
I am here to comment on the textbook selection process for the State of Texas specifically as it pertains to the Hispanic population of the United States but, particularly, in Texas.
This population is my principal area of research and teaching and the subject of the three scholarly books and some 40 articles that I have authored. It is from this life and professional perspective that I respectfully request that the State Board of Education be mindful of the continuing substantive omission and
misrepresentation of Hispanics in the social studies textbooks before your consideration.
Such an omission and
misrepresentation is indeed highly problematic at the national level. It is intolerable for the State of Texas with a Hispanic population whose demographic and social cultural significance increases daily and dramatically.
At this point, I almost feel like
sitting down and resting my entire case on the brilliant exposition of the delegation from the University of Texas the Brownsville. But let me simply add a couple of more notes.
For example, in Macmillan/McGraw
Fifth Grade text called Texas our Texas, informs our children, on Page 120, in the highlighted sections of that page, that: In 1826, Mexico agreed, quote, to let people move to Texas hoping that hard working settlers would help Texas grow strong, close quote. Thereby permitting, quote, again Stephen F. Austin to bring the first 300 settlers to Texas, close quote.
From these statements, we can only conclude that, A, Texas as a state or republic existed in 1826; and, B, that there were no people in what is now Texas which is to say no hard working settlers before 1826.
Were she still living, such a
statement would considerably annoy my mother whose people participated in the founding of Laredo, now Texas, in the mid 18th Century.
This text improves somewhat, on Page 139, in its account of the events of the Texas War for Independence in 1836 where we learn that two
Spanish surname individuals, Juan Seguin and Gregorio Esparza, fought at the Alamo and San Jacinto respectively.
To its credit the book identifies
Seguin and Esparza as tejanos, which means Texans, if my Spanish does not fail me and I can assure you that it does not. What this book might have further done is to note that most of the pro Texas men fighting -- who died in the Alamo were those with Spanish surnames were the only ones who claimed Texas as their native soil.
I am a scholar of the Hispanic
community of the United States. And my review of some of these text persuades me that very little that has changed since my own public school education in Texas.
I submit this for your consideration. Thank you very much so much.
Questions?
PUBLISHER'S RESPONSE
Although the reviewer does not mention Glencoe/McGraw-Hill in his references to a lack of Hispanic history in Texas history texts, Glencoe/McGraw-Hill would like to point out that its 7th grade Texas history textbook, Texas and Texans, has extensive coverage of Texas's unique Mexican American heritage, including information about the Tejanos who fought and died at the Alamo. On pages 227-228 the text states:
"Some Tejanos played an active part in the uprisings — first against Spain and then Mexico. These Tejanos risked more than just their lives. They fought for freedom at the price of their lands, their homes, and their families. They had, at times, more to lose than did the Anglo Americans or Europeans seeking adventure, land, or liberty. Many Tejanos considered Santa Anna a dictator, especially because he did not follow the Constitution of 1824 that guaranteed a more democratic government for Mexico.
At least nine Tejanos helped defend the Alamo. They were Brigido Guerrero, Juan Abamillo, Juan Antonio Badillo, Carlos Espalier, Gregorio Esparza, José Toribio Losoya, Antonio Fuentes, Damacio Jiménez, and Andrés Nava. Captain Juan Seguín was at the Alamo when Santa Anna's army arrived, but he was sent out to raise more volunteers."
In addition to the in-depth content throughout the chapters that is devoted to Hispanic contributions to Texas history and Texas politics as well as the discrimination often faced by Mexican Americans, the textbook contains the following biographies that show the contributions and influence of Hispanics in Texas:
• Álvar Núñez Cabeza de Vaca
• Don Juan de Oñate
• Lorenzo de Zavala
• Juan Seguín
• Andre Villanueva (Señora Candelaria)
• Santos Benavides
• Hector P. Garcia
• Henry B. González
• Elvira Reyna
MR. McLEROY: Are you familiar with the State law on what requirements are given to us as far as working with the books on factual errors, errors of omission and all that.
DR. LIMON: Yes, I am.
MR. McLEROY: What's your solution,
also? It is a similar question that I just asked earlier.
So I know that you thought about it. And there is a lot of stuff that you know that I wished I knew. So what would you recommend we do as a Board? Do you have any recommendation to us with the current law on how we do this?
Are we just going to depend upon our public hearings to try to put pressure to include all, you know, the whole range of knowledge? Or how do we deal with this error of omission is what my question is?
DR. LIMON: Well, you put your finger at least on one partial solution which is to change the law to take into account -- or to give you, you know, greater latitude in determining the value of these texts. But I am not making small of these proceedings. I think these proceedings are themselves a quite wonderful thing to do to bring these issues out before such a large gathered public, along with the press, of course.
But certainly I think the purview of this committee might be well extended to take account of some of these errors of omission and misinterpretation as well, as well as errors of
plain fact.
MS. BERLANGA: And in fact,
Dr. Limon, if the way that the text is written is incorrect then we have every right to correct or have that text corrected so that it reads correctly, it is accurate, so that it is accurate. Is that correct?
DR. LIMON: I would hope so. Or at
least the matter ought to be brought before a public democratic debate.
Other questions?
Thank you so much.
CHAIR SHORE: Thank you.
MS. SMISKO: Tony Bonilla followed by Jenna Obraria.
MR. BONILLA: Madam Chairman, members of the Board.
Let me thank you for giving us an
opportunity to appear before you. Just this morning in our Corpus Christi paper, there was an editorial comment made by a national writer about the actions being taken by this Board. So I submit to you that the entire nation is watching this board and the actions you take as it relates to the textbooks.
I brought the United States of
America flag with me because I see some people wrapping themselves around the American flag and in the process trampling on the rights of people who have lived in this state and indeed in this country for centuries.
Today I want to call to your attention that our textbooks that are being considered are woefully inadequate in terms of addressing a real picture of the history of the Hispanic community in this state and in this nation.
I am delighted to see that an entire section on civil rights is devoted to our African-Americans and rightfully so. But nowhere in some of the textbooks that I have seen is there any reference to the civil rights of the Hispanics. And I call to your attention that, in the State of Texas, it has taken litigation in the federal courts to get the schools integrated so that Hispanics could attend school with our anglo brethren.
It has taken litigation to get public accommodations so Hispanics could get a haircut in a barber shop, so that they could swim in the swimming pools in some areas of the State of Texas.
It has taken litigation and a
decision by the Supreme Court of the United States to say that Mexican-Americans were an identifiable minority group that should have a right to serve on petit juries. It has been pioneers like James Deander who became a federal judge in Houston who was instrumental in bringing some of those suits.
It was the great Gus Garcia, one of
the most prominent and eloquent lawyers produced in the State of Texas and in this country, who argued before the United States Supreme Court. And because of his eloquence was given additional time, which at that time was unprecedented, so that he could complete his argument in behalf of the Hispanic community.
It was the brilliant mind of Carlos Cardena who led the fight in that Supreme Court decision to make that change. And it has been the great Dr. Hector Perez-Garcia who saw to it that an Hispanic veteran who fought for our freedoms that we enjoy today and who was the ninth burial in a cemetery in Three Rivers, Texas was taken to Arlington and buried there in Arlington. It has been Jose Angel Guiterrez, Dr. Jose Angel Guiterrez who led the fight to get Hispanics more involved in political action and created a total change in the
atmosphere of people who vote in the State of Texas.
So ladies and gentlemen of the Board, the question was asked, what can we do: One we send a message to the Legislature. Give us the tools so that we can make a difference on what comes out in our textbooks.
No. 2, send a message to the people who are responsible for putting the textbooks together and say, look, guys you have got to be more inclusive not exclusive but inclusive so that our young people, particularly, our young Hispanics and particularly the other non-Hispanic students can understand that we, too, have heroes; that we, too, have a history of suffering; that we, too, have overcome; and that we, too, are interested in being part of the American dream.
So I believe that you have that power to send that message. And I encourage you to use that power in a positive manner.
In conclusion, we do not come here to divide. We do not come here to condemn. We come here with an olive branch to suggest to you that it is good for all people, white, black, Hispanic, to know the true history so that we can truly have a more United States of America and not have so much
bickering and division as we see so frequently among people throughout our community.
Thank you.
MR. MONTGOMERY: Mr. Bonilla.
MR. BONILLA: Yes, sir.
(Applause.)
MR. MONTGOMERY: Where did you grow up, Mr. Bonilla?
MR. BONILLA: How are you, sir?
MR. MONTGOMERY: Where did you grow up?
MR. BONILLA: I grew up in Calvert. In fact the cattle came through Calvert before they ever got to San Antonio.
MR. MONTGOMERY: I wondered why I would know that? You don't remember me, do you?
MR. BONILLA: I .believe you coached at Calvert after I coached there.
MR. MONTGOMERY: I want to make a statement about this fine gentleman and his family.
I happen to know his younger brother Ruben because I coached Ruben Bonilla. And I happen to know his younger sister, Mary Helen Bonilla-Berlanga today. And I have often thought, and I think this is true, that the best predictor of
a student's success in school or in life is the quality of his family.
And this gentleman's family certainly makes that true. Calvert is a little bitty community between Bryan and Waco. I was there in '59 and '60. I believe Tony doesn't remember this. But I think he even helped us coach for a while on a volunteer basis, right?
MR. BONILLA: I did indeed.
MR. MONTGOMERY: And this family
lived on -- they were -- Highway 6 goes down through that little community and the railroad track is about a block east. And this -- this gentleman's family had a -- they were hard working people, had a grocery store, I believe. And they believed that in the value of education. And if I am not mistaken just about all of you, William, Tony, Mary Helen, Ruben, Benjamin, Esther, I think she is probably here today, probably all got college educations and most of you are attorneys. Right?
MR. BONILLA: Well, four of us are. But some of them are educators. Esther is an educator. And I have another sister who is an educator.
MR. MONTGOMERY: And I think that
that is a testimony to hard work of parents and that is still where it is. And this gentleman also served a term or several terms possibly in the State Legislature. We don't always agree maybe on political philosophies. But this is a great family and you certainly were eloquent in your statement.
Thank you.
MR. BONILLA: Thank you.
I appreciate your very kind comments. Thank you very much.
(Applause.)
MS. THORNTON: Madam Chairman, I
would like to ask a question of this gentleman. I sure would like for you to go and testify before the State Legislature when they convene coming up pretty soon and tell them the same story you told us and support us. We would appreciate it.
MR. BONILLA: I will be delighted to do so.
MS. THORNTON: Thank you, sir.
MR. BONILLA: Yes, ma'am.
CHAIR SHORE: Thank you.
MS. THORNTON: Thank you.
MS. SMISKO: Jenna Obraria followed by Nancy Vera.
CHAIR SHORE: Is Jenna present in the room?
MS. SMISKO: Let's go to Maria Louisa Garza followed by Esther Read.
DR. GARZA: Good evening.
I am Dr. Maria Louisa Garza. I am
from Corpus Christi. I am the CEO of the Gulf Coast Council of La Rasa, a charter affiliate of the National Council of La Rasa in Washington, D.C., an organization that promotes social services, education and well-being for troubled youths and their families.
I am here before you, first of all, to thank you for giving us this opportunity to appear before you and to be part of the process of the book selection in our great State of Texas.
I have spent the greatest part of my life, professional life, in education. I bring to you the experience of 34 years as a classroom teacher, as an university teacher, and as a social worker in our community.
I would like to let you know that I have been educated all my life by the children and adults and adolescents that I have taught. They have taught me that respect, deference, and pride
instilled at a very early age and throughout their lives, children thrive. And children develop the conceptualization (sic) and the framework in which their personality develops.
These elements are usually provided to children at a very early age in the household by the parents.
We now experience and have seen the
disintegration of families. Many children come from an one parent family and many others who have two parents have to experience solitude in the home because the parents usually have to spend a great deal of time away from their homes making a living.
So, therefore, the responsibility of educating our children in an appropriate manner falls within the realm of the educational system.
May I continue?
CHAIR SHORE: Yes. Go ahead.
DR. GARZA: Thank you. I was
privileged to be part of the sessions that were held in Corpus Christi to see and to identify some of the flaws of the textbooks that are about to be adopted in our -- in the State of Texas.
I found that those textbooks were really fair textbooks, written the history and the
culture of people that share a basic educational and ethnic background by non Hispanic-Americans.
The acknowledgment of the American heroes, Mexican-American heroes is absent in Fourth Grade textbooks that I analyzed, and there were four of them.
There is a pride that needs to be
spread in the minds and emotions of children so that they can thrive in developing themselves as individuals, they can contribute to our society.
The contribution of
Hispanic-Americans defending our country during times of war are not mentioned with pride and a sense of real contribution to our country.
The absence of accurate portrayal and accurate recognition of the contributions of the Hispanic people in the United States is not fully reflected in the history of the textbooks that I reviewed.
Fairness and full inclusion of
individuals from all ethnic backgrounds will make our own American history richer, following the writers that show the interest and fairness in becoming a part of the character formation of the boys and girls who will be the citizens that will
contribute full measure to the greatness of this country.
In our current times, our motto is: Leave no child behind. Let's include their ancestor's contributions in the history and the historical record of our culture. And let the historical record not be violated.
Thank you.
CHAIR SHORE: Thank you.
Questions?
CHAIR SHORE: Thank you very much.
DR. GARZA: Thank you.
MS. SMISKO: Esther Read followed by Dr. Anthony Quiroz.
MS. READ: Good afternoon.
Madam Chairman, members of the Board.
My name is Esther Read. And I am a retired school teacher. All of us know those lessons and images thrust upon impressionable minds are the ones that will stay with those folks until they are grown. I am sorry. I meant to pass these out. Do you have someone passing these out? Thank you.
If the information presented to them
is accurate, the persons are misled much to their detriment in later life, because they will make other assumptions based on false information. However, if the information disseminated is correct, the persons can then add to that store of knowledge and be richer for it.
My concern today is based not so much on the commission of sin as the omission of sin, as they say. I am more concerned with what was left out rather than the information included. And I saw this oversight in more than one book.
I am going to refer right now to the chapter on the Alamo in the Fourth Grade Harcourt textbook, Pages 199, Lesson 3, which teaches Texas history to our citizens, although the same omission is obvious in other Fourth Grade social studies textbooks. And I am speaking of the omission of the names of the defenders of the Alamo. The names of the defenders of the Alamo are not in those textbooks.
Now I, too, was taught about the
Alamo with whatever text was in use at the time. In fact one of the books which supplemented our history text was this cartoon book which was published in 1943, may look familiar to some of you.
The shock I experienced however when I grew up and visited the Alamo was that there were Hispanic names on the list of the defenders of the Alamo. And I thought to myself, why hadn't anybody ever told me this? Up until that time I read those names, the Battle of the Alamo had always seemed that us against them situation and I was on the wrong side.
I didn't feel very good about that. But finally when I saw those names, this revelation that there were Hispanics who fought in the Alamo, made some of us feel like we were fully enfranchised Texans.
And as a matter of fact Juan Seguin entered the Alamo with Travis and other military men. He had his own unit. Later he was sent out as a courier. His men died along with the other defenders of the Alamo.
After the fall of the Alamo, Seguin organized another unit that fought at the Battle of San Jacinto. The omission in the Fourth Grade social studies textbooks of the names of the defenders of the Alamo which include Juan Seguin's men misleads the children of Texas into believing that there were no persons of Mexican heritage who
were from freedom and liberty from dictators.
All the names of the defenders of the Alamo should be listed in the Fourth Grade social studies books so that the students in the State of Texas can know that Hispanics also fought against a dictator and for from freedom from Mexico.
Let's not continue the sin of omission. Thank you.
PUBLISHER'S COMMENT
Although there are no specific references in the reviewer's written comments about any Glencoe/McGraw-Hili textbook, the publisher notes that the reviewer expresses concern over the fact that the book she reviewed omits the names of the Hispanic defenders of the Alamo.
The publisher would like to point out that its 7th grade Texas history textbook, Texas and Texans, has extensive coverage of Texas's unique Mexican American heritage, including information about the Tejanos who fought and died at the Alamo. On pages 227-228 the text states:
"Some Tejanos played an active part in the uprisings — first against Spain and then Mexico. These Tejanos risked more than just their lives. They fought for freedom at the price of their lands, their homes, and their families. They had, at times, more to lose than did the Anglo Americans or Europeans seeking adventure, land, or liberty. Many Tejanos considered Santa Anna a dictator, especially because he did not follow the Constitution of 1824 that guaranteed a more democratic government for Mexico.
At least nine Tejanos helped defend the Alamo. They were Brigido Guerrero, Juan Abamillo, Juan Antonio Badillo, Carlos Espalier, Gregorio Esparza, José Toribio Losoya, Antonio Fuentes, Damacio Jiménez, and Andrés Nava. Captain Juan Seguín was at the Alamo when Santa Anna's army arrived, but he was sent out to raise more volunteers."
CHAIR SHORE: Any questions? MS. BERLANGA: I have a comment to make.
I have been looking at the
proclamation, Proclamation 2000, and the section that says social studies, high school, United States history since reconstruction.
I think that the issue of omission as it regards to the Mexican-Americans and
Mexican-American experience in the civil war -- I mean in the civil rights movement, I think can be addressed here. I would have to go back to see on Texas history on the Alamo. But let me just read this to every one.
It says: "A student understands the impact of the American civil rights movement. The student is expected to, A, trace the historical
development of the civil rights movement in the 18th, 19th and 20th centuries, including the 13th, 14th and 15th Amendments, identify significant leaders of the civil rights movement including Martin Luther King, Junior. Evaluate government efforts, including the Civil Rights Act of 1964 to achieve equality in the United States and identify changes in the United States that have resulted from the civil rights movement such as an increased participation of minorities in the political process.
Folks, if you follow that particular section of the proclamation, you can include those things that have been omitted in regards to the Mexican-Americans. And you don't have to go to the Legislature to get permission. That gives you the authority to do that.
Now, in regards to the Alamo, I would have to go back to that specific section and I will do that. I just wanted to have that moment to let you know that we have the authority to do that. We are not limited to one civil rights leader or one specific part of the civil rights movement or one particular group of people that have been affected. This proclamation covers it.
If our textbooks don't cover it,
then, it is up to the publishers to now go back and cover that material.
CHAIR SHORE: I will say that I had an even worse experience with the Alamo in Seventh Grade. Because my maiden name was Rose, R-O-S-E. Now, if you think a minute, you will know why I had such a bad experience.
MR. BRADLEY: You're wearing yellow.
CHAIR SHORE: Moses Rose left the
Alamo and was considered a coward, but he was not a relative of mine. But anyway I will never forget that experience in Seventh Grade.
MR. McLEROY: Bet you don't.
MS. SMISKO: Dr. Anthony Quiroz followed by Jose Angel Gutierrez.
MR. QUIROZ: Good afternoon.
My name is Anthony Quiroz. I am an assistant professor of history at Texas A&M University in Corpus Christi where I have been teaching since the fall of 1996.
I had the privilege this morning of riding on the bus up here with some other fine citizens from Corpus Christi who are wearing these T-shirts that say, His Story, Her Story, Our Story,
and I consider myself fortunate to be here before you. And I consider my fortunate to have ridden the bus up with these wonderful folks.
As I prepared these remarks for
today, I did some math and realized that since 1996 I taught 46 sections to over 2000 students. And the only reason I bring that up is to say, I taught a lot of history to a lot of people.
So I would like to speak with you
today about my perspective on the textbook selection process as a historian, as a Mexican-American, and as a citizen; all three of which, of course, are complementary and not exclusive to each other.
As you folks take on the massive
responsibility of evaluating the various books which are up for consideration this year, you will be focusing on issues of accuracy. You will want to ensure that students are presented with a factual history. And at the heart of all your good work is a desire to improve the quality of education in the State of Texas, to ensure that all students graduate with the skills and knowledge necessary to compete in an increasingly complex and interconnected world.
I ask, therefore, that as you engage in this work that you keep in mind that being
factually correct, historically accurate, means not just that the names and dates which appear in these books are accurate and correct but that the story which those names and dates tell is accurate and correct.
A story teller who leaves out a salient character or leaves out a salient event tells a lopsided, inaccurate, misleading history. So I encourage you to seek out books that tell a rich, thick story that involves the historical actions of all Americans, including Mexican-Americans.
Mexican-Americans have been
marginalized and oppressed throughout our history in this country and in this state. And that marginalization is reflected in the current textbooks up for adoption.
I haven't looked carefully at every
word of every page of every book. I perused several of them sort of superficially and quickly. But I can say that based on just that general observation, they seem to be somewhat better than they have been in the past, but we still have a long way to go.
I urge you to help remedy this problem'by looking for books that tell a broader
story of history, a story that includes the experiences of Mexican-Americans. And if those books don't exist, I urge you to work with publishers to create them.
One concern the board members and publishers might have about my request is that of reasonableness. And I have heard this before. Well, gee these books are already so long and they're so expensive to print. And how are we going to accommodate a seemingly endless list of new names and new faces. I do it every day, folks. Teachers and professors across the country do it every day; it is very doable.
In my classes, I manage to integrate the stories of Anglo-Americans Mexican-Americans, African-Americans, women, immigrants, the poor. And I - - we have woven those stories into classes that follow very traditional structure that is driven by a study of economics, politics, diplomacy and intellectual development. So I know from my personal practice that this goal of putting together a broader, richer story can be accomplished.
And by talking about an inclusive history that takes into account the historical experiences of Mexican-Americans, I would ask that
you also look to try to find books or maybe in the future create books with publishers that integrate us into the fabric of the story and don't just engage in what I call contribution history. Oh, here is a real story of American history. Oh, here is a text box. And here is a guy who did some good things, now let's get back to the real story. Or here is the real story of American history. Oh, here is a photograph of some guy, let's go on. I think we need to be woven into the day in, day out story of American history.
And so I would like to ask that as you read through and discuss these books, you keep in mind the importance of an accurate inclusive history ignoring the experiences of such a substantial portion of the population as Mexican-Americans creates an inaccurate history.
Leaving out the story of a people who have fought in all major American wars for freedom and democracy is misleading history. It pretends that a vital segment of the population and active, patriotic, hard working, intelligent segment of the population has not existed.
The absence of Mexican-American history stifles the ability of Mexican-American
students to feel a part of society and inhibits their desires to participate in our wonderful experiment in democracy, something we are all witnessing here in this room today.
Instead these Mexican-American
students are only left with a negative implication of being absent from history, implications which are reinforced by widely held negative stereotypes and so, too, are other non-Hispanic students influenced by this lack of history. And if we settle for this kind of history, we will be doing our children a disservice and we will send them into the world ill-informed and ill-prepared.
PUBLISHER'S COMMENT
Although there are no specific references in the reviewer's written comments about any specific Glencoe/McGraw-Hill textbook, he encouraged SBOE members to "seek out books that tell a thick story that involves the historical actions of all Americans, including Mexican Americans." The publisher agrees with the reviewer, as it is important that our students learn the full story of our rich American and Texan history.
Glencoe/McGraw-Hill has submitted three American history textbooks for adoption in Texas. These books are Texas and Texans (for 7th grade), TAie American Republic To 1877 (for 8th grade) and The American Republic Since 1877 (for 11th grade). Both the publisher and the authors of these textbooks firmly believe that the history of Hispanic Americans should be fully integrated into the text and presented in proper historical context. When the textbooks discuss the exploration and settlement of America, they present examples of the Hispanic contribution to that effort. When they discuss the struggle for independence or American efforts to defend the nation in wartime, they provide examples of patriotic Hispanics rallying to the nation's call. Similarly, when discussing the economic development of Texas or the United States, the texts include Hispanic contributions to the economy. The texts also explain that, as with other minority groups, Hispanic Americans have faced discrimination and have organized themselves politically to overcome that discrimination. By focusing the narrative on important historical developments in Texas and the United States and by presenting the Hispanic role in those developments, the texts avoid giving token representation to Hispanic Americans. Instead Hispanics are presented as active participants whose contributions and struggles in the historical process have played an important role in the development of Texas and the United States.
7th Grade Texas History
Texas and Texans
Individuals of Spanish and Mexican heritage have played an important role in American history, and perhaps nowhere more so than in Texas. Both the publisher and authors of Glencoe's Texas and Texans have sought to include the contributions and experiences of Hispanics in Texas so that students can fully understand the history and development of Texas. One of the textbook's coauthors is Professor Arnoldo De León, a highly regarded scholar of the history of Mexican Americans in Texas. He teaches at Angelo State University and has published several books about Mexican Americans and Texas.
Examples of Hispanic contributions to the exploration and settlement of America:
• Discussion in chapter 4 of Cortés's conquest of Mexico (p. 103), and the explorations of Pineda (pp. 104-105), Cabeza de Vaca (p. 105), de Narváez
(p. 105), de Niza (pp. 108-109), Coronado (p. 109-110), and Moscoso (pp. 110-111).
• Special biographical features present detailed information about Cabeza de Vaca (p. 109), and Don Juan de Oñate (p. 111).
• Discussion in chapter 5 of Spanish missions, presidios, and settlements in Texas, and the development of Tejano culture and identity (pp. 118-135). The text on page 133 reads:
"By this time a Tejano character was becoming part of the Texas cultural landscape. The term Tejano describes people of Mexican heritage who consider Texas their home. This Tejano heritage is reflected in the population, religion, language, institutions, and customs of Texas today."
• Discussion in chapter 7 of the empresarios, including the activities of empresario Martín de León (p. 176). The chapter also provides a special biographical feature on Lorenzo de Zavala (p. 179).
Examples of Hispanic contributions to the cause of independence and the defense of Texas and the United States:
• Discussion in chapter 6 of the efforts of Governor Bernardo De Gálvez to provide aid to the American revolutionaries (p. 140), and the contributions of Tejanos to Mexico's struggle for independence from Spain (pp. 144-146).
• Discussion in chapters 8 through 11 of the causes of the Texan War for Independence and the contributions of Tejanos such as Rafael Manchola
(p. 192), Erasmo Seguín (p. 193), Ramón Músquiz (p. 195), Lorenzo de Zavala (pp. 197, 217) and Juan Seguín (p. 212) to the independence movement.
• A special biographical feature on Captain Juan Seguín (p. 209), describing his achievements fighting for Texas and the prejudice he encountered.
• Discussion of the decision of many Tejanos to join the uprising against Mexico (p. 227) and their determination to fight despite Houston's reluctance (p. 253). On pages 227-228, the narrative names the nine Tejanos who fought and died for Texas at the Alamo:
"Some Tejanos played an active part in the uprisings — first against Spain and then Mexico. These Tejanos risked more than just their lives. They fought for freedom at the price of their lands, their homes, and their families. They had, at times, more to lose than did the Anglo Americans or Europeans seeking adventure, land, or liberty. Many Tejanos considered Santa Anna a dictator, especially because he did not follow the Constitution of 1824 that guaranteed a more democratic government for Mexico.
At least nine Tejanos helped to defend the Alamo. They were Brigido Guerrero, Juan Abamillo, Juan Antonio Badillo, Carlos Espalier, Gregorio Esparza, José Toribio Losoya, Antonio Fuentes, Damasco Jiménez, and Andrés Nava. Captain Juan Seguín was at the Alamo when Santa Anna's army arrived, but he was sent out to raise more volunteers."
• Discussion in chapter 15 of the split within the Tejano community over whether to fight for the Union or the Confederacy during the Civil War (p. 349). The text also provides a special biographical feature on Santos Benavides — the highest-ranking Mexican American to fight for the Confederacy.
• Discussion of the patriotic contributions of Mexican Americans during World War I and World War II. The text mentions Marcelino Serna and Marcos Armijo, both of whom won Distinguished Service Crosses in World War I (p. 480), as well as Macario García and several other Hispanics who won the Medal of Honor during World War II (pp. 518, 521).
Examples of Hispanic contributions to the economic development of Texas:
• Discussion of the development of the vaquero ranching culture and the first cattle drives from Texas to Louisiana organized by Tejano ranchers (p. 153).
• Discussion in chapter 18 of ranching and farming in post-Civil War Texas. The text describes in detail the Spanish role in the introduction of cattle to Texas, and the activities of vaqueros and rancheros (p. 412). The text describes the large ranches of Hipdlito García, Macedonio Vela, and Dionisio Guerra, as well as the role of Mexican Americans in starting the sheep industry in Texas (p. 422). It also notes that Proceso Martínez introduced cotton farming to the Rio Grande valley (p. 425).
Examples of the struggle with prejudice and discrimination in Texas:
• Discussion in chapters 13, 14, and 20, of the discrimination Mexican Texans faced after Texas achieved independence. On page 472, students are shown a photograph of a sign banning African Americans and Mexican Americans from a whites-only park. On page 473, the text states:
"Native-born Tejanos and Mexicans trying to escape the violence of the Mexican Revolution encountered the poll tax and other voting restrictions. Mexican Americans also experienced segregation. Plans for towns in the Valley included different residential sections for Anglos and Mexican Americans. Often the dividing line between the areas was the railroad track or some other readily visible landmark. Mexican American and Anglo children generally went to different schools and played in separate parks."
• Discussion of the clashes between Mexican and Anglo immigrants in the Rio Grande valley in the 1910s, as well as abuses by the Texas Rangers toward Mexican Americans (pp. 472-473). The text goes on to describe Mexican American self-help groups (mutualistas).
• Discussion of the efforts by Mexican Americans in the 1920s and 1930s to fight for their civil rights. The text describes the creation of the League of United Latin American Citizens and the School Improvement League. It also describes its support for Jesus Salvatierra's lawsuit against the segregated schools in Del Rio (p. 510).
• Discussion of the early efforts of Mexican Americans to organize labor unions, including the famous Pecan Shelters' Strike led by Emma Tenayuca Brooks (pp. 510-511).
• Discussion of the discrimination Macario García and many other Mexican Americans veterans encountered after the war (p. 527) and their efforts to
combat discrimination by founding the American Gl Forum of Texas. The text also includes a special feature on Dr. Hector P. García, founder of the Gl and the first Mexican American on the U.S. Civil Rights Commission (p. 528).
Examples of Hispanic efforts to participate in the political process in Texas:
• Discussion of the election of Henry B. González to the State Senate, his run for governor, and his election to the U.S. House of Representatives (p. 566). The text also includes a special biographical feature on González's life and contributions (pg 567).
• Discussion of Mexican American political organizations, including the Mexican American Youth Organization, the La Raza Unida Party, and the Mexican American Legal Defense and Education Fund (p. 567).
• Discussion of the increasing political influence of Mexican Americans in both the Democratic and Republican parties. The text also mentions that Russ Garcia became Austin's first Hispanic mayor in 2001, and that as of 2001, seven Hispanics serve in the state Senate and 26 in the House (p. 580).
Examples of Hispanic contributions to Texas culture:
• Discussion in chapter 27 of the substantial contribution of Mexican Americans to Texan culture. The text mentions Américo Paredes's work on los corridos (p. 601), the fiction of Lionel García, Norma Cantú, Sandra Cisneros and Pat Mora (p. 602), the ballads and folk songs sung by Lydia Mendoza, the popular Tejano music of Freddie Fender, Tish Hinojosa, and others (p. 604), as well as the art of Pedro Huizar, José Sanchez y Tapia, Theodore Gentilz, Chelo Amezcua, Porfirio Salinas, and José Cisneros (p. 605-606).
8th Grade and High School United States History
The publisher and authors of The American Republic to 1877 and The American Republic Since 1877 recognize that individuals of Hispanic heritage have played an important role in the history of the United States. To ensure Hispanic contributions to American history have been included, the publisher and authors submitted the manuscript to several academic consultants and teacher reviewers who are familiar with Hispanic history, including the nationally known specialist on Hispanic studies, Frank De Varona, Regional Superintendent of Dade County Public Schools in Florida. The goal of both The American Republic to 1877 and The American Republic Since 1877 is to present students with a comprehensive overview of the major developments in American history. The publisher and authors believe it is important to integrate the activities and experiences of American ethnic groups into the discussion of events. Much of American history is thematic, describing the causes of such macro events as the American Revolution, the Constitutional Convention, the Civil War, industrialism, the Great Depression, World Wars I and II, the Cold War, the Vietnam War, the economic crisis of the 1970s, and the technological revolution of the 1990s. The causes of these major political and economic developments in American history are not directly related to the activities of individual ethnic groups, although in some cases these events affect different ethnic groups differently. In those cases, the textbooks point out the different experiences of different groups. In other chapters that describe the social history of the United States and the economic and political situation of various groups in American society, however, Hispanic Americans are discussed in detail — particularly when their activities directly affect the development of the United States.
The American Republic to 1877
The American Republic To 1877 focuses on the era from the European arrival in
America to Reconstruction. As a result, it does not cover the Hispanic struggle for civil
rights in the 20th century in any detail. It does, however, devote substantial content to discussing Hispanic contributions to the exploration and settlement of America.
Examples of Hispanic contributions to the exploration and settlement of America:
• Discussion of Spanish expeditions led by Christopher Columbus, Amerigo Vespucci, Vasco Núñez de Balboa and Ferdinand Magellan (pp. 45-49). Note: the discussion of Amerigo Vespucci was added to the text after the initial printing of the book and is included on the list of editorial corrections already submitted to the Texas Education Agency.
• Discussion of Cortes's conquest of the Aztec (pp. 52-53).
• Discussion of Spanish explorers in North America, including Ponce de León, Pánfilo de Narváez, Cabeza de Vaca, Hernando de Soto, Coronado, and Juan de Oñate (pp. 53-55).
• Discussion of Spanish settlements, including pueblos, missions, and presidios, with specific reference to Santa Fe, San Diego, St. Augustine, and the mission activities of Captain Gaspar de Portolá and Father Junípero Serra in California (pp. 53-54, 92-93, 369, 371). The text also includes a National Geographic two-page feature on Spanish missions (pp. 56-57) and a map of Spanish missions in the Southwest (pp. 65).
• Discussion of colonial Spanish American society, including plantations, the encomienda system, the rigid class system, and the efforts of Bartolomé de Las Casas to end the mistreatment of the Native Americans (pp. 55).
• Discussion of Spanish California in the early 1800s, including the decision to abolish the missions (p. 371) and the development of large ranches (p. 371).
Examples of Hispanic contributions to the cause of independence and the defense of Texas and the United States:
• Discussion of the contributions of Spanish governor Bernardo de Gálvez and Spanish representative Juan de Miralles to the American victory in the war for independence (pp. 173-74).
• Discussion of Mexico's rebellion against Spain and the role of Miguel Hildalgo, as well as a discussion of South America's wars for independence and the leadership of Simón Bolívar and José de San Martín (p. 327).
• Description of the Tejano community in Texas (p. 363), a discussion of the role Tejanos led by Captain Juan Seguín played in the battle of San Antonio (p. 365) and reference to Lorenzo de Zavala, a hero of the Texas war for independence and the republic's first vice president (p. 367).
• Description of Admiral David G. Farragut's heroic exploits during the Civil War (pp. 469, 489).
Examples of the Hispanic struggle with prejudice and discrimination in the United States:
• Discussion of the discrimination faced by Californios in the 1850s as Anglos settled California (p. 376).
• Discussion of the discrimination and violence Mexican immigrants faced in the American Southwest between 1900 and 1914, and the formation of Mexican American self-help associations to protect their communities (pp. 543-544).
• Discussion of efforts by Cesar Chavez and the United Farm Workers to organize Hispanic American farm workers in the Southwest (p. 568), and the efforts of the League of United Latin American Citizens to fight discrimination and end segregation in schools (p. 568).
The American Republic Since 1877
Although The American Republic Since 1877 focuses on the history of the United States since Reconstruction, the earlier chapters on the founding of the United States do demonstrate to students the important role that individuals of Hispanic heritage have played in exploring America and settling Florida and the Southwest. The text also includes several biographical features about Hispanic individuals who have contributed to the development of the United States. Those profiled include Bernardo de Gálvez; Lorenzo de Zavala; Medal of Honor winner Roy P. Benavidez; community service activist Delores Huerta; the founder of La Raza, José Angel Gutiérrez; and entrepreneur, philanthropist, and former U.S. Treasurer Romana Acosta Bañuelos.
Examples of Hispanic contributions to the exploration and settlement of America:
• Discussion of Spanish expeditions led by Christopher Columbus, Amerigo Vespucci, Juan Ponce de Leon, Vasco de Balboa, and Ferdinand Magellan (pp. 25-27).
• Discussion of Cortés's conquest of the Aztec (pp. 30-31).
• Discussion of Spanish explorers in North America, including Narváez, Cabeza de Vaca, Coronado, de Soto, and de Oñate (p. 33).
• Description of Spanish settlements in New Mexico, California, and Florida, including missions, presidios, Santa Fe, and St. Augustine (pp. 33, 35), as well as a National Geographic two-page feature on Spanish missions in the Southwest (pp. 36-37).
• Description of colonial Spanish American society, including haciendas, vaqueros, the encomienda system, and the rigid class system (pp. 33-34).
• A brief description of the Tejano community in Texas, including a special biographical feature on Lorenzo de Zavala (pp. 204-205).
Examples of Hispanic contributions to the cause of independence and the defense of Texas and the United States in time of war:
• Special biographical feature describing the contribution of Spanish governor Bernardo de Gálvez to the American victory in the war for independence (p. 99).
• A description of David Farragut's heroic exploits during the Civil War (pp. 250-51, 261).
• Discussion of the role of Cuban exiles in the United States, including José Martí, in triggering the rebellion in Cuba that led to the Spanish-American War of 1898 (p. 400).
• Discussion of the impact of World War I on Mexican Americans, including the mass migration of Mexican Americans to northern cities to take wartime factory jobs, the discrimination they faced, and the creation of separate Mexican American barrios in several major cities. The text also discusses the migration of over 100,000 Mexicans into Texas, Arizona, New Mexico and California during the war to provide labor to farmers in the Southwest (p. 459).
• Discussion of the Bracero program during World War II that brought 200,000 Mexican workers to the United States (p. 627).
• Discussion of the Hispanic American contribution to World War II, noting that some 500,000 served in the armed forces and that 17 won the Medal of Honor (p. 628).
Examples of Hispanic contributions to the economic development of the United States:
• Description of the Mexican contribution to the development of cattle ranching, including the role of Hispanic cowboys teaching American cowboys the techniques of open range ranching (p. 288).
• Discussion of the dramatic increase in Hispanic immigration to the United States to meet the Southwest's need for farm labor, (pp. 459, 484, 627).
• Discussion of NAFTA and the rise of maquiladoras along the U.S.-Mexico border (p. 903).
Examples of the Hispanic struggle with prejudice and discrimination in the United States:
• Discussion of racial tensions in southern California during World War II that led to the zoot suit riots against Mexican American teenagers (pp. 627-628).
• Discussion of Hispanic poverty in the United States in the 1950s, including a description of the harsh conditions facing Hispanic workers in the Southwest (p. 708).
• Discussion of the Hispanic American political organizations formed in the 1960s to fight discrimination and poverty. The text discusses the activities of Cesar Chavez and the United Farm Workers, the ideas of José Gutiérrez and La Raza Unida, and the push for bilingual education (pp. 815-816). The text also includes a full-color photo of Cesar Chavez meeting with farm workers on page 799.
• An American Literature feature presenting an excerpt from Richard Rodriguez's book Hunger of Memory, (p. 887).
Thank you. Questions?
CHAIR SHORE: Thank you.
MR. McLEROY: Thank you. Well said.
MS. BERLANGA: Madam Chairman, I have a comment now. I have found the section that deals with the Alamo. So in the proclamation, social studies, Grade Eight. I am sorry. Grade Four. It says -- it is under 4.3, history. Point A, analyze the causes, major events and affects of the Texas Revolution, including the Battles of Alamo -- of the Alamo and San Jacinto. Describe the successes and problems of the Texas of Republic, that's B. And
then it goes on. And then it says, E, identify leaders important to the founding of Texas as a republic and state, including Sam Houston, Lamar and Jones.
You know, and I remember that when we had a discussion on this proclamation, I remember specifically asking Dr. Moses. I said, Dr. Moses, in some of these areas they are not mentioning any Hispanics. And he said, this is to give the publishers an idea of some of the names that they can use. It is not an exclusive list. I mean they can add to that list. This is just -- you can't go on and add them all in the proclamation. You're giving them some ideas and some examples. And so there will be other names that will surface.
And perhaps the publishers, some of the publishers felt that they were somewhat restricted and confined. But if you go back and really look at what the proclamation says, it gives you the latitude to include -- include the Hispanic names, the Mexican names that were defenders of the Alamo and who fought alongside some of our anglo counterparts. So, again, it is within the authority. And it is just a matter of going back and doing that.
And another point -- and I imagine as we go through and have public hearings in the month of August and September, some of these others may surface. I might as well discuss it now.
In the social studies Grade Four, for example, under knowledge and skills 4.2, history. It says, A, summarize reasons for the European exploration and settlement of Texas in the western hemisphere. Well, we all know that that started with Spain. The fact that it says European exploration doesn't mean that as the textbooks address it, they are going to refer to the Europeans in a general - - as a general group. They have to be specifically begin to name the Spaniards that landed, where they arrived, what significant role they played, or I would hope that they have done that.
It says, B, was identify the
accomplishment of significant explorers such as Cabeza de Vaca, Christopher Columbus, Francisco Coronado, and on and on it goes, and it included La Salle. I think that those are important points.
But the question is: Do the books do -- do they cover the -- the -- that particular part of our history in a -- in a way that is
substantial, significant? Or do they just mention the names in passing, oh, well, you know, Spain did land and we did have a Cabeza de Vaca that came through. And we had a Coronado that went through. Or does it go into a little more detail, little more information?
There are books that are available that discuss these points. And if some of the publishers aren't familiar with them, I will be happy to share some of the ones that I have been researching, Explorers and Settlers of Spanish Texas. This is a great book. I am just sorry that I just now ran across it. It was by the University of Texas Press here in Austin. They mailed it to me. And it is one of several books that were mailed. And I have been reading a little bit of every night. There is so much .information.
I am not suggesting that we include all of this information in a textbook because, of course, it would be unruly, too heavy, couldn't carry it. But certainly more than an one liner or two liners, because these are the people that settled and met up with the native Americans, some actually became friends of the native Americans. Like Cabeza de Vaca, all these years I thought that
every Spaniard that came in was abusive and, you know, awful with the native Americans. But as it turns out, Cabeza de Vaca actually fought to help some of the native Americans. And he was not liked for that. And he had great struggles after he left this area.
But I think that as we go through
this month, next month and the following month, as we continue to hear people surface those issues, I just want you to know, they are addressing the proclamation. And it is just a matter of the publishers going back and reviewing their text to see if, in fact, they have done justice to a group of people that should be woven into our history as Dr. Quiroz as stated.
And I do want to thank the people
that did come in from Corpus Ghristi. They, also, had to travel for a long distance. And all those people that are in the T-shirts that say, His Story, Her Story, Our Story have all traveled with Dr. Quiroz and Esther Read and some of the other speakers that we have had today. And I want to thank them also for participating and making this participation one where we got everyone, you know, involved in the process. I want to thank you for
your remarks and your travel.
MR. McLEROY: I would just like to say in the Seventh Grade TEKS, it does mention, explain the roles played by significant individuals during the Texas Revolution, including George Childress, Lorenzo de Zavala, James Fannin, Sam Houston, Antonio Lopez, de Santa Anna and William Travis. So, it mentions those Hispanic names there; but it said just including, so you're correct about that. But it mentions those specifically by name in the Seventh Grade. And you pointed that out to me a couple years ago.
CHAIR SHORE: Thank you.
I might mention. I haven't mentioned today that our Commissioner is absent not because he doesn't want to be here but they very inconveniently scheduled the Appropriations Hearing House Committee this afternoon, all day actually, from 10:30 this morning. And he is over there trying to get his money to buy these textbooks. So hopefully he will be successful In that effort.
All right. Go on.
MS. SMISKO: Dr. Jose Angel Guiterrez followed by Cruz Colomo.
DR. GUITERREZ: Good afternoon.
Let me excuse myself for being
tardy. I assumed that meeting No. 26 you would get to me about 4:30 this afternoon. I was very wrong about that; hopefully, not as wrong on my comments because of this particular book that I have reviewed.
I want to correct the impression that I am speaking for the University of Texas at Arlington. I would not dare do that. President would be horrified that I am speaking for him and his administration. I simply work there. But I am here as a parent. I have Sixth Grader to be and a Ninth Grader to be.
And I am here particularly for the
Sixth Grader who is 4'8" in size, 85 pounds, and is expected to carry seven or eight of these books. This one weighs 10 pounds. That's 70 to 80 pounds is more than a marine in basic camp carries minus the weapons and other tools of destruction. No teacher carries seven or eight of these books everyday.
And everybody knows who has worked with kids and taught public schools, in the first two or three weeks they don't have lockers assigned. So these children will have to carry this
and other books that are adopted. That's my first comment.
The book is 10 pounds because it has 700 -- I am sorry, 896 pages. 745 pages are of text. And it is beautiful text, God, the pictures, the charts, the inserts, the maps. I wonder if they will ever get to read the words. I think that we have sacrificed the inclusion of every single TEK, I learned how to pronounce it, although it doesn't have an A, TAKS is TAKS. It seems we're adding letters into these tests. But TEKS schedule of items to include has overburdened the writers and the publishers. Now there are 24 writers; one of which was a Cuban woman with a recent Ph.D. who put this thing together.
So let me go to my next substantive area. And that is, I was shocked to find in this book by McDougal Littell, World Cultures and Geography for the Sixth Grade to find that we have abandoned the idea and the concept of teaching about continents.
Now, they introduce the concept of Pangaea, the one land mass at one time, I guess, before the big blast. And then how the land masses separated and formed what we now call, some of us
who are not enlightened, continents. But this book is about cultures and geography. They have taken great liberties of how to organize this presentation. And I would like to share that with you.
It is 25 chapters. I hope they get to it by the end of the school year. And the chapter is broken up into eight units.
But as we start with Unit No. 2. We have the United States and Canada. And I am here to let you know that Mexico is not included in North America because they don't discuss North America. Mexico is in Latin America.
In fact, the continent of South America is subsumed to Latin America which was briefly in existence for about 10 years during Napoleon Bonaparte in Unit 3.
Spain who has had more with the
development of the Americas and the exploration and the names that we still live with, unless you say Amarillo and Colorado, I can't help you there. But if you want to know about the influence and the impact of Spain, you're not going to find it in the discussion of Europe, either modern or ancient or whatever. It is not in the book.
There is some minor things. For
example, on Page 23, if we're going to discuss and learn about Austin. And I guarantee you, if you're going to come and send your kid to UT Arlington we insist that you take a couple of exams, LSAT -- I mean SAT and ACT. And maybe if you stay for graduate school, the ORE. If you're going to go to law school LSAT. But you better get this right; and that is, we are in Austin which is the capital, A-L, that's Page 22. But if you're looking at the picture with the building, that's capitol with an O.
Now, there is no explanation there. So I suggest that maybe the teachers have a little extra training in they are given the difference between these words because the focus clearly is on the building here in this particular page. I am being picky, I understand.
But let me be picky. Puerto Rico is not part of the United States according to this book; it is a dependency. And that's mentioned much later on Page 206 without definition of what a dependency is.
There are other things that are - - a problem for me here. The last part is the gross
infomercial that makes up about 50 pages at the end having to do with 9-11. Now it is lifted out of USA Today. As an academic, I am taught to give credit. But I don't have to put the logo of USA Today on every page, sometimes two times on a page and this just goes on and on and on. The good news is that, most teachers don't finish the book by the end of the semester.
Thank you.
CHAIR SHORE: I am so glad you spoke. You woke us up.
MR. GUTIERREZ: Good teacher.
CHAIR SHORE: I think it is needed, Doctor.
DR. GUITERREZ: Thank you very much.
CHAIR SHORE: Any questions?
(Applause.)
MR. BERNAL: I want to say that Arlington would have been proud to support his comments today, the University of Arlington.
MR. MONTGOMERY: Dr. Guiterrez,
you're -- Representative Mowery told us this morning that you could actually take these to bed with you.
How much do they weigh?
DR. GUITERREZ: 10 pounds. Now, you
know, maybe the marines so they can learn how to take a little nap as opposed to a steel pot.
MR. MONTGOMERY: I have one more question. You have quite a colorful political career.
DR. GUITERREZ: You bet you. And I haven't finished yet, sir.
MR. MONTGOMERY: Were you County Judge at one time in Crystal City?
DR. GUITERREZ: Yes, sir. Two terms, reelected.
MS. SMISKO: Cruz Colomo followed by Nora Sanchez.
CHAIR SHORE: Is Cruz Colomo in the room?
All right. Let's go on to Nora. Is Nora in the room? Yes, okay.
MS. SANCHEZ: Hello, good afternoon.
MY name is Nora Sanchez. I am a
student at the University of Texas at Brownsville. I will be graduating this August with a bachelor's degree in English. I am hear to speak about our textbooks and the impact that they have on our students.
Growing up in Brownsville, I have
been given the opportunity to stay close to my roots. But, unfortunately, I did not learn about Mexican and Mexican-American leaders and movements until I attended college. It is here at the University of Texas that I became exposed to my roots historically and began questioning why I had not learned about such issues until so much later in life.
In the textbook I studied Macmillan and McGraw/Hill's Our Nation. I came across the history of what is the United States today. The textbook mentions pertinent information about early native civilizations but lacks detail on the importance of figures such as * Tonya Medina. Though the text mentions she was responsible for recruiting native warriors to fight along Cortez's side, it fails to mention her importance as a mother of Mexican civilization, which is of extreme value since it informs the students of their lineage.
Important revolutionary leaders like
Poncho Villa and Francisco Madero were not mentioned in the text. And in regards to women's strikes during the 1930s, neither the strike of the international ladies garment workers union nor the 1934 Fink Cigar Company's strike were mentioned
either.
The collaborative effort that all women of all ethnicities endured during the hardships of the early to mid-1900s should be stressed in our students' history books.
Among those risk taking women were
Betty Freiden, Rosa Parks and Emma de La Yuca, who at the young age of 22 organized the pecan shellers strike in 1938. It is essential that students understand the importance of Mexican-American involvement along with other minority groups to achieve the essence of what the United States stands for.
The Mexican-American culture, along with diverse numbers -- number of minorities has left the market history. But unless students are taught in schools about their ancestors and their association with the United States history, they will not be able to understand their own culture nor value anyone else's.
I appreciate the opportunity to
present these suggestions for it is of best interest to our schools and students. Thank you.
CHAIR SHORE: Any questions?
Thank you very much.
(Applause.)
MR. RIOS: Jose Jaime Urbana followed by Peggy Borchert.
MR. URBANA: Good afternoon.
My name is Jose Jaime Urbana. I am a junior attending the University of Texas at Brownsville.
I would like to begin by thanking you ladies of gentleman of the Texas Board of Education for this opportunity of letting me and others like me address the issues and concerns of the Texas education and curriculum, especially concerning history and the minimal mentioning of minorities and women in the molding of our American history.
I was given the opportunity to review one of the books that might be circulated into the Texas public school system. The name of the book is called Horizons and it is based on United States history.
This book is a lot more informative than on topics concerning minorities and women than what I was taught while I attended school but it still isn't enough. Overall the book has minimal literature on minorities and women, although the later chapters in the book do contain some
literature on minorities and women, such as on Page 310, it has a total of four paragraphs dedicated to African-Americans that participated in the civil war. Not to mention -- there was no mention of the almost 2000 Mexican-Americans that also participated in the civil war.
On Page 311 has a total of four
paragraphs that are dedicated to women. And the womens' movement.
Page 402 talks about the massacre at the Alamo and makes the Mexican soldiers and Santa Anna sound evil and makes them sound like murderers. But there was no mention that the Alamo was initially a Spanish fort.
Page 407 has one page dedicated on the war -- on the U.S. war with Mexico. And last but not least, Page 585 through 589, a total of four pages that are dedicated to the civil rights movement.
The two - - the two men that are
talked about in the textbook that are civil right leaders are Dr. Martin Luther King and Cesar Chavez. There is a smidgen of credit for Rosa Parks and no mention of the political party such as Lavaso Orneda or the Seneca Falls Convention.
There is also no mention of literacy testing, all white primaries, or poll tax. Many of these obstacles which kept many minorities and women from voting. This textbook might be in our high school starting this fall. The same textbook that has 640 pages attached to it but less than 40 pages are dedicated to minorities and women.
As an American and a five-year
veteran of the United States Coast Guard, I strongly believe in the importance of a good education. It is our responsibility to raise the standards of education and expect more from our children, our little leaders of tomorrow.
Thank you.
CHAIR SHORE: Any questions?
Thank you very much.
MR. RIOS: Peggy Borchert followed by Pat Jackson.
CHAIR SHORE: Is Peggy in the room?
MR. RIOS: Pat Jackson.
MS. JACKSON: Just a minute.
CHAIR SHORE: Okay.
MS. JACKSON: Hi, I am glad to be here to talk to you again. I am Pat Jackson. I spoke to you all last year on the science
textbooks. My background is aerospace engineering. I am now a writer specializing in space.
I have had a chance to read two of
the textbooks. And I can certainly confirm what so many other people have said is that the Hispanics are not being given anything like what they should be in terms of their fair share of the historical situation.
But I have also noticed what -- it's only been brought out a little bit by anybody else, that they are also giving short-shrift to blacks and to women.
So what I have brought to your
attention is just scattered examples just to show the possibilities of how we can do things better in the textbooks. And I know there has been some people trying to justify the revisions of the textbooks based on, you know, what's said about civil rights or whatever other aspects. But, look, it is just very simple. Facts are what we want in the textbooks and it is not all the facts. If we're not getting the full story about Hispanics, the blacks and the women.
So I suggest that the best thing to do is just call up the publishers, if they are not
here already and say, look, you need to go back and do some really fast work, tell us something really great and bring it back to us very quickly and we will get it out to the people to review again. And we are not going to do anything until -- make any decisions on these textbooks until you have got it up-to-date and with full facts and figures on all the different people involved.
That's the only way we can do things right. There is no point in having these textbooks used for another six or eight years if they are not, you know, accurate and giving full value to eve rybody i nvo1ved.
So I guess that really covers on the basics. I would suggest that people like Dr. Jose Limon and the other people who are experts should be asked to get together with these publishers real quick and give them the benefits of their expertise; or, in fact, for that matter the publishers can give them a contract to rewrite the textbooks on those issues.
CHAIR SHORE: Any questions?
Thank you very much.
MR. RIOS: Don Brown followed by Merry Lynn Gerstenschlager.
MR. BROWN: He thinks his book is heavy.
Ladies and gentlemen of the Board, my name is Dr. Don Brown. I reside in Irving. I have had 35 years in public teaching and college teaching. As a member of the State Textbook Review Committee part of my assigned task was to review the American Republic Glencoe Press.
The book is a very good choice for Eleventh Grade high school U.S. history for both moderate liberals and people over to the traditional side because of its evenhanded and fair approach toward various topics, even controversial ones.
PUBLISHER'S RESPONSE
The publisher appreciates the positive comment.
This Board is to be commended for
passing 13 to two a set of resolutions, in March of 2000, asking publishers to include some broad pre-1877 themes in high school text books as bridge materials. Schools now have an excellent opportunity to do a substantial review of pre-1877 American history before moving on to the rest of the course.
Furthermore, I commend several of the publishers for including such materials in ratios of 20 to 33 percent. Glencoe publishers have about a third of their book pre-1877. Since the state exam
was laid out in Senate Bill 103 calls for questions on early American history and U.S. history. My information 'is tells me that schools all over the state are scrambling to put Ninth Grade U.S. history back to Grade 11 where many schools have had it for years.
PUBLISHER'S RESPONSE The publisher appreciates the positive comment.
This puts the material covered closer to the exit exam which cause for these subjects to be covered as the core of the social studies portion of the exam. This, of course, begs the question. Should there not be more material on early U.S. history in high school as a mesh with Eleventh Grade American history or literature and buttress Twelfth Grade government. It is a long space of time and maturity between 8th and 11 Grade.
About three years ago, I gave a
pre-test to my llth Graders in regular U.S. history, none of them passed.
Nay sayers will argue that this
material can be covered in world history during the enlightenment era or world geography when studying North America, a weak argument indeed, since these courses are loaded with a massive study of the whole earth that's history and geography.
U.S. history teachers are often
accused of never reaching the present unless they start in 1877. This really is not right. It is alleged that these teachers are spending inordinate amounts of time on World War II, or perhaps the western frontier, some other favorite topic. And then be called on the carpet and reminded it is a survey course that needs balance.
The truth is that there is more than ample time to do an eight to 10 week background study of early U.S. history and still TEK the post-1877 TEKS with good coverage.
It will be argued that students can go right back to the material before the exit test and read these early chapters and do some sort of outside assignment, a specious argument. How shall they hear without a preacher? In this case, how shall they learn without a teacher.
Once again, I would like to remind the Board that the law calls for exit questions on early U.S. history. All the other subjects added or continuing on the said TAKS exit test, say the words, at least this and that subject will be covered.
The social studies portion of the test leaves out the words at least by design. And
the Board and the aids need to do some serious thinking about putting world history and geography questions for high school exit purposes where students will have a better chance of success at the end of the Tenth Grade. Keep the Eleventh Grade portion of the American history questions somewhat evenly divided as clearly called for in the intent of the framers of Bill 103.
To all those school people in the
audience, go back to your District push this book vigorously as the best adoption for your high school U.S. history course. It gives what so many throughout the State have been so long asking for substantial coverage of early U.S. history in high school.
I have one small paragraph.
Finally, to the Board, Agency, and the Legislature please consider seriously the proposal passed unanimously by the Social Studies Review Committee of 96-97 and asked for Commissioner Moses. Remove early U.S. history from Eighth Grade to high school and geography down to Eighth Grade but with high school credit.
Also please consider adding some early U.S. history TEKS to the high school
curriculum to match these textbooks.
Any questions?
MS. MILLER: I want to thank you so much for your writing model and helping us on -- when we developed stories on -- back in '95 and '97. So I appreciate your still staying with us and reviewing the books and so forth.
MR. BROWN: You're welcome.
MS. MILLER: I wish we could do what you suggested back then. Because I can see that in the past that things -- inadvertent.
MR. BROWN: Well, of course, the
Legislature two sessions ago made the exit test to read early American and United States history.
And I will point out, once again, the wording is fairly specific. I know it doesn't use the word only. But since all the other courses say at least. By implication I think they wanted the Eleventh Grade test to be American history only. You can cover those geography and world history questions at Tenth Grade where really the students have just finished those subjects, are closer to it, and have a better chance of passing. And since there is so much talk about this being a harder test, I think it would be wise not to throw so much
at them at once and put those other subjects at Tenth Grade and U.S. history at Grade 11.
You can see the publishers have
responded to what our committee was saying five or six years ago by putting some good early American material in there. I know the TEKS don't have it. Perhaps that can be taken up by this Board or at some time, you know, in the near future. Certainly teachers, I think, have the knowledge if they are good American history teachers to teach that early material. And really the desire for such a short course, 125 years, I mean consider the world history is 6,000 years. And geography is all of world geography. If a teacher can't manage 125 years in 26 or 27 weeks and then have about eight to 10 weeks to do the early part as a review, all good educators know you need to go spiral ing back into a subject to revisit some of those concepts at a higher level when the kids are older. And they are much more mature at Grade 11.
Colleges in this country, less than half of them require American history to graduate. That's in a book by Denise DeSusa, A Liberal Education. Less than one-third require American history to graduate. The colleges aren't doing
their job. Now we do in Texas.
I think in high school we need a little more in that regard. And we still have plenty of time to get to the present. I always get into the 1990s.
Other questions?
CHAIR SHORE: You may want to come
back and visit the Committee when they consider some of these things later.
MR. BROWN: I will be glad to.
CHAIR SHORE: Any other questions?
MR. McLEROY: Well, Dr. Offett
(phonetic) made a motion to try to expand American history to three semesters and it didn't get passed the Board.
But we are limiting American history in high school. To me, I am still stunned that American history in Texas is -- to graduate from high school, you don't have to take early American history. And that's what you're referring to. And I guess that's why you like this Glencoe, it has a better, it deals with it better.
MR. BROWN: Yes, sir.
PUBLISHER'S RESPONSE
The publisher appreciates the positive comment.
MR. McLEROY: My question is: Students that take AP history cover the whole survey
course in a year. Most private schools, I don't know of any private school, high school that doesn't teach American history in one year, the whole survey. Why is it that -- that we only -- what's behind all the reasoning that we only teach --
CHAIR SHORE: Mr. McLeroy.
MR. McLEROY: 1877.
CHAIR SHORE: I think that the Board will considering all of this in the near future and it would go to the Instruction Committee. And I think there is a more appropriate time to address it.
MR. McLEROY: Can he just give a short answer to that question?
MS. JACKSON: I think years ago they wanted, American historians, wanted to be able to divide it up into two parts in order to be more concentrated in each part. And that made sense when it was an 8-9 format. But increasingly schools have it at an 8-11 format for the reasons I stated. So they need to revisit that and maybe do it a little differently.
Any other questions from the Board members?
MS. SORRELLS: Just one question. Is
this a part of your handout?
MR. BROWN: Yes. That map is quite interesting. I am reading that book, . And I would hate to see the words indivisible removed from our pledge. But if you look at that map and what he says we might become in a next 50 to 100 years, perish the thought, it -- we have already created regional, real strong regional dominant areas. And it' s a very interesting book. And I thought the map might be instructive. That's the last thing I want to see happen to the North American continent. I think if we fail to teach the common heritage and, also, include the contributions of all the minorities and their heroes and put that in with it, if we fail to do that, to keep in the core of our history, the common history, we will divide ourselves in another 50 to 75 years.
Other questions?
.MS. SORRELLS: No. I was just
interested in the last couple of paragraphs on the handout here. I believe on the front page which is Page 3 where it is stated here on the six percent overall. No. Only six percent overall, 12 percent which was African-Americans puts failure to teach students about their ethnic heritage at the top of
the list.
MS. JACKSON: That was the State of New York .where that was made. And essentially what Mr. Shanker, President of the American Federation of Teachers was saying was that, minorities want the common history taught within the framework -- want minority history taught in the framework of our common history as a gentleman a few speakers back so eloquently stated. But also think that's the function of the home, too, to pass on that heritage.
I think he is saying and what's
really -- the magazine, folks, is the New Republic which is an intellectual magazine of the left generally speaking. What Mr. Shanker is saying, is, we need to do both. But we don't need to lose the common core knowledge of our heritage; if we do, and start using history as a weapon to just teach one thing as some intercity schools in other parts of the country have done, that that's a mistake.
This problem is also addressed in
Author Schlesenger's book, the Disuniting of America in which he questions whether the core will last unless we teach our common heritage, as well as the history of minorities.
MS. SORRELLS: It just seems to me in looking at that, that -- and I don't want to belong (sic) this. But looking at that and his writings of that, is that, he is minimizing the need and the importance of having all-inclusive, having an inclusive focus on history all along the line.
And it seems to me that he is saying that you can still continue to leave out the teaching of cultures and students will still do well -- I mean they won't do well. But it is the job of the family and not of the schools. And I disagree with that.
MR. BROWN: I don't get that from the reading. I think he is saying that rank and file members of minorities want the common heritage of the country taught, but including their heroes and the contributions of their people, too.
MS. SORRELLS: Yeah.
MR. BROWN: But not skipping the,
say, the founding fathers and what they did in favor of more emphasis on something else.
Anyone else? Thank you so much.
MS. SORRELLS: Thank you.
MR. RIOS: Merry Lynn Gerstenschlager followed by Taddie Hamilton.
MS. GERSTENSCHLAGER: Good afternoon.
My name is Merry Lynn
Gerstenschlager. And I am the educational liaison for Texas eagle forum.
Among my duties as educational
liaison, I have attended 11 international United Nations conferences, each covering one to two weeks periods of time.
In Germany, at one of the five UN
global warming conferences, I interviewed a college student from Texas. The young woman wearing a black arm band and sitting before an empty plate and empty glass in a cafeteria on the UN conference grounds told me that Americans were consuming too many natural resources and were causing global warming. Though she lives in Houston, she doesn't use the air-conditioner in her car. She was fasting that day because she was, quote, ashamed, unquote, to be an American.
Upon first scrutinizing the new
textbooks, I asked myself, what had turned students such as this young Texan against her nation so that she would travel all the way to Bonn, Germany, to protest on Thanksgiving day the American
governments' delegation among 180 nations?
Why in Kyoto, Japan, in Buenos Aires, Argentina, did I see many letters from American public school children written in protest against the United States government demanding that the U.S. delegation in Kyoto and Buenos Aires sign the United Nations Kyoto protocol to stop global warming. A theory that has not been scientifically proved to be occurring.
On the first page of a world
geography book, a picture bears the caption, quote, environmental change. Hang gliding provides an unique view of how people have modified the environment. Two pages later, we find a photo depicting deforestation in Brasil where the rain forest has disappeared, unquote.
Students are asked, how might the
human activities contribute to the disappearance of the rain forest?
These opening pages made me wonder if I had opened an environmental science book or geography book. These photos set the stage for the book and made me think of the gloom and doom presented at global warming conferences. An American history book addresses how the United
States Constitution is amended using a beautiful chart. However, there is an error in the text that follows. It states, and I quote: Congress can also change a law so that it no longer conflicts with the Constitution, or it can amend the Constitution, unquote.
Well, the first half of that
statement is correct, the second half is not. The Congress on its own cannot amend the Constitution as is explained in the detailed chart above the text.
May I continue?
Do Texas children know that at United Nations conferences appointed rather than elected bureaucrats come to consensus rather than vote on the international treaties such as the international criminal court, treaties that can become international law and that these treaties can supersede the U.S. Constitution.
I was also in Rome when they established the ICC.
President Bush recently, wisely abdicated the ICC for this very reason about national sovereignty.
Texas law requires that children learn about patriotism. Could it be that in the
past Texas children have suffered from past factual errors of omission in their textbooks. Could it be that the error of bias has undermined what their parents have taught them? Today the Board was here -- heard about factual errors by omission, you have also heard about bias. Texas Eagle Forum hopes that you will give serious consideration to these comments so that our children will have factual and complete textbooks.
When I attend the United Nations conference on sustainable development in Johannesburg, South Africa, next month that will be the largest gathering in the history of the world. I hope I do not meet any American students wearing black arm bands.
Thank you very much.
MR. RIOS: Taddie Hamilton followed by Peggy Venable.
MS. HAMILTON: Good afternoon.
I am Taddie Hamilton, Executive Secretary of the Texas Council for the Social Studies.
I am also an economics teacher with 27 years of experience in the public schools of Texas.
We are delighted to finally see books containing the TEKS. We have been teaching the TEKS since 1997 with textbooks that did not support them and they sat on the shelf.
As we anticipate the upcoming TAKS tests in Grades 8, 10 and 11. We will know throughout -- we want more thoroughly, excuse me, prepare our students to be successful with these beautiful, current, and exciting to read textbooks.
The Texas Council applauds the
textbook adoption process. Texas requires more social studies education than most other states.
So when I see people not know history or geography facts when a mike is shoved in their face by Jay Leno, I know they are not from the public schools of Texas.
The books you will place on the
conforming list hold a myriad of facts and concepts as required by the TEKS. Historical facts are definitely taught in Texas along with geography, economics, government, culture, and social studies skills.
No one wants accuracy more than I. Accuracy of names, dates, places and events is certainly essential. However, the social studies
TEKS require that students do something with those facts. And this involves interpretation and analysis of the facts. Most history is written from prime and secondary sources because we weren't there as eyewitnesses. And these sources reflect the perspective of the author. Therefore, some bias or perspective of the historian can never be extracted from historical writings.
A psychology experiment performed in most high school classes, psychology classes, shows that two people observing the same incident are likely to view it with different perceptions. Just because the writing has a perception of fact that someone else does not share does not mean the TEKS were not covered or that the book is lacking in history.
You have heard and read the
blustering and posturing of various groups using broad brush swipes saying history is watered down and not found in these books; that, in itself, is a personal bias and perspective certainly not held by all the experts.
I implore you -- may I -- excuse
me -- to examine the findings of your own Textbook Review Committee, those experts that you appointed
to read the books and make certain that the TEKS are present and the books are accurate.
The books should not be judged on the strategies provided to teachers on how to instruct the students. One document on the Internet and quoted in newspapers across the state reports 500 errors of facts have been found in the 28 or so secondary books reviewed by the group.
These so-called errors include many teacher strategies that the reviewers wanted changed. I quickly realized that this meant there were few actual factual errors in the books. If all this group could do was provide more strategies for teachers to choose from, as a teacher, I welcome all of these extra ideas.
Local districts must be allowed to determine which books will be used in their classrooms based on the feelings of a local community. As a teacher of economics and free enterprise, I value competition and capitalism.
The State should provide guidance
through the TEKS of the concepts and facts that must be taught and the publishers should compete in the market of the local district to supply the resources with which to do this.
As always, the bottom line for the
Texas Council for the Social Studies is what's best for the students of Texas. We believe approving all the books that meet the TEKS then allowing local districts to determine which books are best for their students is best for Texas.
There is definitely a Texas tradition that there is more than one way to do things. This is shown repeatedly in districts across Texas by the multitude of successful programs which teach social studies using various state approved textbooks.
Thank you for all the hard work that you do for the students of Texas. We have the very best social studies program in the nation. Thanks to you and your leadership in setting the standards through the TEKS. And thanks to the outstanding social studies teachers across Texas.
Thank you.
MR. MONTGOMERY: What group did you say you represented, Ms. Hamilton?
DR. HAMMONS: The Texas Council for the Social Studies.
MR. MONTGOMERY: And here is Mr. Bradley.
DR. HAMMONS: Yes. Now see -- and I
thought maybe the reason you didn't know me -- MR. BRADLEY: I was listening.
DR. HAMMONS: Because I am here so often.
MR. BRADLEY: I have proven your name ID'd through the roof today.
MS. HAMILTON: Oh, no.
MR. MONTGOMERY: And I have a
feeling, Ms. Hamilton, that we are going to hear more about this organization when Miss -- when Pat Hardy takes her seat on the State Board of Education. Is that right?
Ms. Hardy, would you stand up.
MS. HAMILTON: Exactly. And aren't you a member? And I know that Ms. Thornton is a member of the organization.
MR. MONTGOMERY: No, I didn't. I was a coach, I couldn't pay my dues.
CHAIR SHORE: Thank you very much.
MS. THORNTON: He wasn't a real social studies teacher.
MS. HAMILTON: Oh, now, wait, wait, wait.
MS. THORNTON: But I think you were.
MS. HAMILTON: I have a lot of
wonderful coach teachers in my building. And for six years, I was a coordinator of social studies in Lewisville. And I had wonderful teachers that were coaches. And so I am not a coach basher. I believe that coaches also are very excellent social studies teachers.
MS. THORNTON: And Taddie is an economics teacher.
MS. HAMILTON: Yes. CHAIR SHORE: Thank you very much. MR. RIOS; Peggy Venable followed by Karen Jones.
MS. VENABLE: Good afternoon. Thank you for the opportunity to be here today.
As a parent, first I want to say, I have my 14-year-old daughter with me today. And I am not too proud to say that she is a straight A student and junior honor society and attends public schools here. But I think it is also important that students see citizenship in action.
And I thank you for your service to the State of Texas. As you serve as unpaid members of the State Board of Education. I appreciate the work ahead of you. I appreciate very much the input you do have on textbooks. And we want to make sure
that you, as an elected Board, continue to have that input.
Again, I think we all agree we want the very best education we can get for our children and we want the best textbooks we can get in our classrooms. But I think I have concern, primarily, that it appears we may be raising a generation of history illiterates.
You know when students were asked, going to major colleges across the country, asked where this familiar phrase came from and you have heard it, "government of the people, by the people and for the people," 20 -- 88 percent of the students that are going to major colleges said it was in the Declaration of Independence. You probably know it was indeed in the Gettysburg Address.
But the bottom line is: How can we
learn from history if we don't know history. But as Mr. Montgomery had said earlier today, you bet those students knew who Snoop Doggy Dog is and who Beavus and Butthead are.
So I am really here to reiterate what I have been hearing. Certainly our vice-president's wife, Lynn Chaney, has been traveling the country
talking about the need to strengthen teaching history. Her organization released a report, a study which found that, a stunning 81 percent of the seniors in the 55 top U.S. colleges and universities failed a high school level history exam, failed a history exam. Is it the teachers? Is it the textbooks? Or is it parents? I think we are all in part to blame and we all have that challenge. We recognize that you can't legislate teaching.
But we, as citizens, can get involved and make sure that students have the best textbooks they can. I appreciate the fact that citizens are getting involved in this process. We have over 300 citizens that we are aware of are reviewing textbooks, many of the textbook reviews are still underway now.
I will say that.I am disappointed that part of this debate is centered around censorship. And I fear that you are going to be caught in that -- those kinds of charges. We do not want to censor textbooks. I think sometimes when the liberal left finds that they aren't winning, they choose to sling mud rather than roll up their sleeves and read the textbooks and pay attention to facts.
I am very proud of the CSE members that are testifying, some of them here today. I will say John Hoppe, who is one of our members who is here today, actually got us involved in this process when he looked at some of the science textbooks and saw problems. We are very proud that citizens are getting involved, and think that the more citizens involved in the process, the better the process will be.
And thank you so much for letting us come before you, share our views. And I know you're hearing from some of your constituents as we're reviewing textbooks and we're visiting with you and with publishers.
I thank you for this opportunity.
CHAIR SHORE: Thank you.
MR. RIOS: Carol Jones followed by Bill Peacock.
MS. JONES: And this book weighs 20 pounds. No, just kidding, I don't know. I just know it's heavy.
My name is Carol Jones. I am part of that really scary group of censors that you have been hearing about all day. Seriously, I am a member of and work for a group that I am very proud
of, Citizens for a Sound Economy. We work hard to perpetuate our liberties in this country.
We believe in the Pledge of
Allegiance. And we believe in individual and alienable rights, as did our founding fathers.
I have a master's degree and I have a teaching certificate. I have worked at the U.S. Department of Education under what I consider -- who I consider to be one of the greatest presidents of all time, President Ronald Reagan.
I have a grown son who is married. He owns his own physical therapy clinic. I have been involved in my son's education from kindergarten through graduate school. I will have to say that even then some people seemed not to appreciate my involvement as some people who have spoken here today seem not to appreciate citizens' involvement.
And I will just have to say that as the organization who helped coordinate this effort of ordinary citizens, we are very proud of the people who are working on these textbook reviews. We have had scientists in the past. We have history teachers, we have economics teachers. We have people with just as many acronyms after their names
as some of these people who possibly do not choose to be in the classroom as I do not.
I am proud of our folks. We have got a good professional group of people reviewing textbooks. We are not complete -- have not completed those yet, as Peggy said, hopefully we will have at least 50 percent of them completed before the next hearing.
We only want - - we do not want to
censor textbooks. I asked Samantha Smoot (phonetic) earlier, since we are the people trying to open up the process and they are the people trying to say that we should not be involved in the process, who are the censors. And I never did get a response from her. Our group are not censors. Our group are professional people who are trying to help you do a better job for the children of the State of Texas.
Our group of eight organizations came together on an informal basis. We spent literally months devising what we thought was a great packet of information for people to help them review textbooks and do very good reviews. We have not asked them to show us those reviews. We have asked that when they finish the reviews that they talk directly to their State Board member and to the
publisher.
I am reviewing a Glencoe textbook
here. And when I get finished, I am going to call Dan Montgomery and the Glencoe publishers. The process has seemed to work very well so far. I hope that it will end up being a contribution to this process and again not looked at as a hindrance.
I just want to leave you with one
last thought. All of us know that when a process is secret or hidden from public view that that product is usually suspect. Hidden agendas may be the mode of operation in other countries. But at least, at this point in time, we still have our first amendment rights.
We thank this Board as our fellow
citizens and our fellow taxpayers for working with us on the - - on the process and in the end product.
And I would just say, once again, because it does get really under my skin. For people with all of these acronyms after their names to think that they are the only professionals that can adequately review textbooks. And I can tell you right now from what I have heard today, our folks have found more errors than some of these people have.
I thank you for a chance to talk to
you. We hope that we will have many of our reviews finished before the hearing next time. Again, thank you for your time.
Any questions?
MR. RIOS: Bill Peacock followed by Marco Gilliam.
MR. PEACOCK: Hello. My name is Bill Peacock. I live here in Austin, Texas. I am a constituent of Ms. Thornton.
I just wanted to thank you for being willing to listen to us and all members of the public and the whole Board as well during this process.
And I am reviewing economics
textbooks. But my review isn't complete. So I just basically have two quick comments about process rather than content.
One, I just want to applaud the
Board's efforts to open up this process by having hearings this summer to get people involved. I think in all general this is going to make the process more cooperative rather than confrontational because of the open timeline.
But I do have one suggestion that
might improve that process. May 10th is the first date that the public can get a look at these textbooks in the regional centers. And June 27th is the final date that publishers have to file this editorial changes and corrections with the Texas Education Agency. After that time, my understanding is, they can only deal with factual errors or under -- by the direction of the SBOE. And that basically gives us, as members of the public, seven weeks to work with the textbook publishers before they have to submit their final list of changes to you. And actually it is less than that. Because by the time we look at the textbooks and get them information there is a pretty short timeline there.
So I will say that the publishers are being very cooperative in working and trying to do the best they can with the information they are receiving. Yet, there is this issue that they are having to deal with of what's factual and what's not.
And so maybe pushing that final June 27th timeline back or moving it forward, I guess, would be the way -- to later in the summer might be a good way for future textbook adoptions.
The second thing I would like to deal
with is, this issue of errors versus bias. What is a fact and what's not. Some people are presenting this issue as a battle of fact versus philosophy in telling you that you can only deal with errors of fact. But I would say it is more of an issue about logical consistency versus logical error.
For instance, if I told you two plus two equalled four. We would all say that that's a fact. If I told you two plus two equalled five, we would all say that's a factual error. I would agree. But I would also say that's a -- it's also an issue of logic.
The reason we don't consider it as an issue of logic is because the answer is so easily observable. But not all issues are quite that observable. For instance in one textbook I have been reviewing, it says, "another advantage of a command system such as communism is that people do not have to worry about what they will study or where they will work or if they might lose their job because these decisions are made for them.
Well, I would say that if we look at the history of the world through the 20th Century we would say that this is not advantageous to people, whether or not we are talking about communism and in
Soviet Russia or racial discrimination here in America.
But is it as easily observable to say that that is wrong as two plus two equals five, no. But they still suffer from the same logical fallacies; one is a certainty bias representing something to be truthful that' s not, and the other is unjustified conclusion taking the facts and coming up with an unjustified conclusion.
So, in closing, I would just
encourage you to consider this issue as you look at the issue of what a factual error really is. I mean it is really -- the bottom line it's -- we kind of get down to the issue of what is the meaning of "is". Thank you.
CHAIR SHORE: Thank you.
MR. RIOS: Marco Gilliam followed by John Hoppe.
CHAIR SHORE: Is Marco in the building?
I didn't see you.
MR. HOPPE: Madam Chairman and members of the State Board of Education.
I want to thank you for the opportunity to appear today. My name is John
Hoppe. I am a member of Texas Citizens for a Sound Economy. I am a voter and I am a parent.
I believe you have a particularly challenging job in considering history and social studies textbooks, more challenging than last year when you considered science and math.
As you will recall last year, this body actually rejected a textbook that was most flagrant in violating not only common sense standards but the standards mandated by the State law. Although that book Environmental Science Creating a Sustainable Future would have been clearly unacceptable to all but the fringe. That act, in which you did your job and protected the school children of Texas and, therefore, protected Texas itself, ignited a fire storm that is still resounding.
I have seen this controversy caption by the media as the Texas textbooks war. In fact, I heard that today from a media source.
What makes this year such a challenge is that the problems continue to exist with the new generations of textbook but they are more subtle. Therefore it will take as much courage this year, if not more, for you to do the right thing.
I reviewed the textbook The American
Nation by Prentice Hall. But my comments today, due to the time limit, will be confined to the topic of your authority and responsibility.
As part of Texas Citizens for a Sound Economy and the working partnership, I researched Texas law and wrote a white paper. And I gave a copy out to you. Unfortunately, the Xerox machine broke down after copy number 10 so that's all the copies I had. But we will get the rest of you copies.
The background is that previously you, the State Board of Education had broad authority over textbook adoption. Senate Bill 1 was passed in 1995 changing that. Now your authority and responsibility is to approve a textbook's adoption onto the conforming or nonconforming list or to reject that text.
Soon after SB1 became law, this
Board's then chairman requested an attorney general opinion. Dan Morales issued DM424. 424 basically took the position that SB1 emasculated the Board. The Board that existed at that time rolled over and promptly ceased to be proactive. Last year that changed.
Citizen testimony and petition
convinced the Board that it did have the authority to do what needed to be done. And you rejected, for the first time since SB1's passage, a patently egregious text.
I urge you to read the papers being passed out, you will see that you cannot lawfully adopt a text that contains error. Error is not only two plus two equals five, or water boils at 40 degrees Fahrenheit, but also presenting as truth or fact that which is not. That you have the authority to be the body to decide what constitutes error. I have got about 30 seconds. Can I finish?
CHAIR SHORE: Okay.
MR. HOPPE: That the State law
requires that you foster passing traditions on. Requires you to make sure that our children are taught patriotism and appreciation for the free enterprise system and that textbooks are specifically mentioned in that charge. And finally, you will see that Attorney General Morales' opinion is only his opinion and has not the force of law. And I have included an Attorney General's opinion in that packet that supports that. It does not override or define the Legislature's mandate.
Ladies and gentlemen of the State
Board of Education, you do have the authority, you do have the responsibility, and you do have the mandate from the Legislature. Don't be misled. Do not be bullied. Use your authority and do your job faithfully. A generation of Texans is counting on you.
Thank you very much.
CHAIR SHORE: Thank you.
Oh, the -- our court reporter asked for a brief recess. And I don't blame her. Those fingers have been going. So we are going to have a 10 minute recess. And I mean 10 minutes. So please be back in your seats in 10 minutes. (Brief recess.)
CHAIR SHORE: Please be seated and let's get started as soon as possible with Stan Smith, if he wants to come to the podium.
MR. RIOS: Stan Smith followed by Jason Moore.
CHAIR SHORE: Is Stan Smith.
MR. SMITH: Yes.
CHAIR SHORE: Oh, you're Stan Smith, okay.
MR. SMITH: I wish Ms. Allen was
there. Because the first statement that I would like to make is to her. The exchange that she had with this lady back here took me back many years.
My mother in 1932 was cleaning other people's houses and washing. She did that for several years to put food on the table for us youngsters. And she was happy to do it.
Because during those periods times
were rough, times were hard. And anyone that could make a living in any way, they were tickled to death. I believe that that's what this lady was getting at.
Hard times aren't related to any
color, any background. They affect all of us. We are all human beings. We all live. We all want the same things in life. We all work.
And we are all very conscious of
rough times. And I wonder, of course, I was just a youngster then and my parents were the ones doing it. But I wondered if anyone who wasn't around during that depression period in this country really knows what hard times were. I don't think we do.
Okay. That's philosophy. Now I will get into my testimony.
This unfortunately, due to time, I
only had time to read one book. That was Holt's Call to Freedom beginnings 1877 which the lady talked about earlier.
And I am not here to talk about its good points. I am here to talk about problems that I found. And that's what I will do. There were a bunch of them there to begin with.
This book talked entirely about
democracy. It didn't refer to republic. The only time it referred to republic was when it was about ancient Rome. And the irony of that is that Rome during the period of history when most of us are familiar with it had actually degenerated into a democracy. And I found it strange when so many credentialed writers and credentialed people don't seem to know what type of government we have. And I felt bad about this.
They talked about a state's rights. At the time of the revolution, at the time we declared our independence, at the time we were forming our nation, as the states giving up their sovereignty. States didn't give up our sovereignty. We are an United States. We work in a cooperative manner. States are sovereign. We are sovereign as individuals and we are sovereign as a
nation. But we have to work for the rest of the world. That context needs to be taught. No one gives up sovereignty in order to become a part of or work with another unit or group.
Slavery. Slavery was treated like,
if the United States didn't originate that practice, we mostly perpetuated. And we know that wasn't true. We know that slavery goes back a long way. But I will tell you, the bad thing about it, in teachings of this manner is no way to unite a divergent nation. When I am talking about divergent, I am talking about divergent of a lot of colors, classes, and et cetera. When you take one of them and tell them how badly they have been treated and elevate us to that point.
The irony here is that, it was the
United States that virtually eliminated slavery, and this was never brought out in that book. I don't think it is taught enough anywhere.
Am I out of time already? Well, let me jump down to one other thing which 'is the core thing that I want to talk about.
The most dangerous thing, writing
that I saw in this book and anywhere was this idea of our Constitution being -- what is the term I want
to use?
MR. McLEROY: A living document.
MR. SMITH: A living document. That in the face of it is totally asinine. A legal document, a law, is a living document and becomes whatever the people that are administering it says it is. That -- that is totally ridiculous. It means that that document is worthless. It means that the Constitution is worthless. And it is only good, it only means whoever is obtaining at that moment says it was. This is getting back to pagan government before our Constitution was written.
And I will stop it there with this
one thing. Why is all this important, these terms, and et cetera?
Our nation was founded on the basis from God, our liberties came from God. It is our liberties that makes this mixed up conglomeration of races and of peoples all able to work together. When you have schools, when you have textbooks where the children come out, they don't understand the foundation of our Constitution. They don't understand where it came from, the events that led it to. When they don't understand these things, they don't understand liberty, then all of this
hassling about how much did you talk about my people, or so forth, so much spitting in the wind, means nothing. Because you are losing -- you are taking liberty away from our children, away from the future.
One more thing I would like to add, I don't envy you all one bit. I appreciate you very much. It is one thing for me and others to stand up here and criticize what we see. But you all are the ones that are standing in the trenches, that are doing the fight, taking the heat, to try to preserve this nation for our children and for coming generations.
I promise you, though, we are -- I am standing behind you and I know many others are. And more than anything else, you have my prayers.
God bless you.
CHAIR SHORE: Thank you.
MS. THORNTON: Mr. Smith, I have a question, sir.
MR. SMITH: Yes.
MS. THORNTON: First of all, thank
you for coming. I want to ask you again if I heard correctly.
MR. SMITH: Uh-huh.
MS. THORNTON: In reviewing this book, Holt's Call to Freedom, you said there was never the mention of the word of this country being a republic. That word was never in the book.
MR. SMITH: I never saw it in the
first eight chapters. The eight chapters is what I went through.
MS. THORNTON: And you said that in the book it says that the individual states gave up their sovereignty.
MR. SMITH: This was what the belief was. It never taught that. But it taught that the belief was that they gave up their sovereignty.
MS. THORNTON: Thank you, sir.
CHAIR SHORE: Thank you.
MR. RIOS: Jason Moore followed by Kathy Bahlmann.
FROM THE FLOOR: Jason had to leave.
MR. RIOS: Kathy Bahlmann followed by Jeffrey Bahlmann.
MR. BAHLMANN: Good afternoon.
My name is Jeffrey Bahlmann. And I am from Gonzales County, Texas. I am here today because I believe that we, the children of America, in order to preserve our great nation have a need to
be taught the truth concerning our Constitution and the form of government that our founding fathers took great care and effort to establish.
I would like to call your attention to Page 18 of World Cultures and Geography, Sixth Grade which sets the premise for the text and states the necessity for primary sources in order to preserve sound history.
With that in mind, I would like to address Page 91 and Page 95 that state, respectively, "in a democracy such as the United States, the government receives its power from the people. And the constitutional democracy of the United States is one example of limited government.
These two statements which refer
directly to our Constitution and our form of federal government are incorrect. Using the good historical research practices as advocated in the beginning of the book, I am able to show you, that the United States Constitution in Article 4, Section 4, guarantees to every state in this union a republican form of government not a democracy. In fact, the word democracy is not even mentioned once in the entire United States Constitution. Perhaps the confusion of these terms seems unimportant. But
upon examination of the definitions, you will see that they are not interchangeable.
And to do so grossly misinforms the students. The difference rests in the source of authority. A pure democracy operates by direct majority vote of the people. When an issue is to be decided, the entire population votes on it, the majority wins and rules.
A republic differs in that the
general population elects representatives who then pass laws to govern the nation. A democracy is the rule, by a majority feeling, what the founders describe as a mob-acracy. A republic is ruled by law.
In American we are ruled by
unchanging principles of right and wrong as set forth in our Constitution. Murder will always be a crime based on our principles of right and wrong. However, in a democracy, if the majority of people decide that murder is not wrong, it will cease to be a crime.
Our founding fathers were equally
convinced that a democracy was equal to a republic. James Madison, for example, warned democracies have ever been spectacles of turbulence and contention,
have ever been found incompatible with personal security or the rights of property and have in general been as short in their lives as they have been violent in their deaths.
Along with John Quincy Adams who also affirmed this. The experience of all former ages have shown that all of human governments, democracy was the most unstable, fluctuating and short-lived.
Benjamin Franklin, upon exiting the
Constitutional convention was approached by a group of citizens asking what sort of government the delegates had created. His answer was: "A republic, if you can keep it."
I ask you today how then shall we
keep what we do not understand nor know that which we have not been taught.
Please join me in my quest to inform America's children of this great republic which stands for freedom and for all that is good and wholesome.
CHAIR SHORE: Thank you. That was good --
MR. MONTGOMERY: Yeah. I would like to ask this gentleman a question. Are you saying that you think we should take the word democracy out
of our textbooks?
MR. BAHLMANN: No, I am not saying that at all.
I am saying, in the context that I
reviewed, they said that they define our government as a democracy; when, in fact, it is a republic. But we still need to teach what a democracy is and explain to them all about a democracy and how it is the rule of the people. And we, also, at the same time though need to explain what a republic is.
And the only instance in which a
public was -- a republic was - they tried to define it was, they were talking about the Roman republic. And it was not the same system -- exact same system as a modern republic.
MR. MONTGOMERY: I think that most of our textbooks are going to inform you, sir, that a republic is a representative democracy. And to state that there is something soundly wrong with our country being a democracy, I just don't agree with that.
MR. BAHLMANN: All I am saying is the founding fathers said that their -- that this nation should never become a total democracy. That it should be a republic, maybe a democratic republic of
sort.
CHAIR SHORE: Thank you.
MS. THORNTON: I just want to thank Jeffrey for coming. I would like -- what grade are you in?
MR. BAHLMANN: I am going to be a senior.
MS. THORNTON: A senior. I want to tell you: I was a Twelfth Grade government teacher. And I would be proud to have you as a student. And I want to thank you for coming.
(Applause.)
DR. NEILL: I would also like to
thank you him for coming. I think his explaining the differences was so important because he is 100 percent right on the money. And I just want to thank you for clarifying that for us.
MR. BAHLMANN: Someone also asked me to tell you all that I am home schooled. I am not in the public school system.
MS. JACKSON: Are you using the textbooks?
MR. BAHLMANN: Yes.
MS. JACKSON: The public textbooks.
MR. BAHLMANN: Not all of them.
MS. THORNTON: I still would be proud to have you.
(Laughter.)
MS. SMISKO: Walt Glasscock followed by Scott Mitchell.
MR. GLASSCOCK: You can't read that, I suppose, but I put it there just the same.
This is a textbook review, Our World Today, People, Places and Issues by Glencoe and People Places and Change Grade 6 by Holt, Rinehart and Winston. And I want to thank you for this opportunity.
I spent a good many hours with both of these texts and actually there is a third one I didn't even mention. You are familiar with the code, the State Board of Education, "and each school district shall foster the continuation of the tradition of teaching United States and Texas history, and the free enterprise system, in regular subject matter and in reading courses and in the adoption of textbooks.
"A primary purpose of the public
school curriculum is to prepare thoughtful, active citizens who understand the importance of patriotism and can function productively in a free enterprise
society with appreciation for the basic democratic values of our state and national heritage."
Having read these two texts, I assure you that they don't rise to the measure just mentioned. One, the writers of these texts have totally missed the genius that made America great.
My point is illustrated by a little anecdote that occurred some years back when our ambassador to Brasil was asked by a Brasilian government official why America with similar size and available natural resources and a similar age had so greatly surpassed Brasil. Our ambassador replied: Your founders came seeking gold; our founders came seeking God. This spiritual dynamic is an actual and factual part of our founding history.
Before the first session of Congress was held, it was preceded by a three-hour prayer meeting with many of the congressman on their knees before the God who had delivered them from every kind of harm from without and from within. From their founding through a war for liberty and from division and in drafting the United States Constitution.
The deeply religious convictions that
directed our founders was the inspiration that drove them to forge this kind of a constitutional republic. This must not be missed if one is to truly understand America.
PUBLISHER'S RESPONSE
The 6th grade course for which Glencoe/McGraw-Hill's Our World Today has been submitted is not a study of the history of the United States. Rather, it is a world geography/world cultures course. The first sentence of the introductory paragraph from the TEKS for this course states, "In Grade 6, students study people and places of the contemporary world."
Even though the textbook was developed for a world geography/world cultures course, the authors and publisher have included content that sets the United States apart from the rest of the world, along with text and photographs to continue to foster patriotism and an appreciation for America.
The first two pages of the book, entitled Honoring America, include customs for caring for and displaying the American flag, the American's Creed, the Pledge of Allegiance, and the Star-Spangled Banner. The Why It Matters feature on page 501 states, "The United States is the most powerful nation in the world. It has the world's largest economy and is a leading democracy. Immigrants from nearly every other nation of the world have moved here in order to enjoy the freedom the United States Constitution provides." An activity in the Teacher's Edition on the same page suggests that teachers have students pretend they are from another country and have them write a letter to a relative explaining why they would like to move to the United States.
On page 507, Section 2 opens by pointing out that "the powerful United States economy runs on abundant resources and the hard work of Americans." The text goes on to state that "the United States has a large, energetic, and growing economy. Fueling all of this economic activity is freedom. The free enterprise system is built on the idea that individual people have the right to run businesses to make a profit with limited government interference and regulation. Americans are free to start their own businesses and to keep the profits they earn. They are free to work in whatever jobs they want — and for whatever employers they want. This has helped create great economic success." Question 5 of the Section Assessment on page 510 asks students to "describe two characteristics of the United States that have helped it become a world leader."
On page 516, the authors point out one of the greatest strengths of the United States: "The response of Americans to tragedy showed the world the nation's hidden strengths — its people."
On page 519 students read, "The United States is full of people from many different lands. What attracts people to the United States? One attraction is the freedom that Americans enjoy. Economic opportunity is another. The United States gives people in many other lands hope that they and their children can enjoy better lives."
On page 520 they learn that "The United States is a representative democracy, in which voters choose leaders who make and enforce the laws for the benefit of the people they represent."
On page 523 the text states, "Religion has always been an important influence on American life. One of the first laws passed by the new country stated that 'Congress shall make no laws respecting an establishment of religion.... ' In other words, this law said that the government could not say which religion people should follow. It also said that public or taxpayer money should not be used to support the goals of specific religions."
Two, these two texts omit reference to our founding fathers. No mention of George Washington, John Adams, Thomas Jefferson, in the roles they played in establishing this nation.
How can you foster patriotism if you have no heroes? Yes, I know this is geography and social studies not history. But the heroes of other countries are mentioned. And there is even a picture are of Osama Bin Laden in the Glencoe text.
PUBLISHER'S RESPONSE
As stated above, this textbook is for use in world geography/world cultures courses, not American history courses. The focus of the course and, therefore the textbook, is to "study people and places of the contemporary world." Students learn about our Founders in United States history courses in 5th grade, 8th grade, and high school. As stated in the TEKS, "In this course students describe the influence of individuals and groups on historical and contemporary events in those societies and identify the locations and geographic characteristics of selected societies. Students identify different ways of organizing economic and governmental systems. The concepts of limited and unlimited government are introduced, and students describe the nature of citizenship in various societies. Students compare institutions common to all societies such as government, education, and religious institutions. Students explain how the level of technology affects the development of the selected societies and identify different points of view about selected events."
The text does, however, include information on American heroes. Page 511 includes the powerful photograph of firefighters raising the American flag amid the rubble of the World Trade Center. There is perhaps no other photograph within recent memory that typifies the triumphant spirit of heroism in the United States than this one. In addition, other firefighters are shown on page 512. In contrast to other chapters, the chapter on the United States includes a two-page section entitled "A Day for Heroes," which describes the valiant efforts of ordinary Americans who rose to be heroes in the aftermath of 9/11.
Osama bin Laden is included in the text as part of a TIME REPORTS feature on World Issues. This particular feature deals with the terrorist attacks of September 11, 2001, and the resulting war on terrorism. His photograph is included along with other photographs of the event, including firefighters raising the American flag, rescue workers in New York City, airport checkpoints, and candlelight vigils. The photograph of bin Laden is accompanied by the following text: "The United States responded to September 11th with a determination and resolve bin Laden surely didn't expect. 'Our war on terror begins with al-Qaeda,' President George W. Bush said. 'It will not end until every terrorist group of global reach has been found, stopped, and defeated.'"
Three. One-fourth of the Glencoe
text on America is devoted to events since 9-11-01 and our war on terrorism. Students are urged on Page 516 to learn all you can about terrorism. Americans, quote, held candlelight vigils to honor victims. But there was no mention made of the fact that many of these vigils were places where public prayer was held.
PUBLISHER'S RESPONSE
This world geography/world cultures textbook contains an entire chapter on the United States. It has three sections entitled: (1) A Vast, Scenic Land, (2) An Economic Leader, and (3) The Americans. It also includes a feature entitled TIME REPORTS: FOCUS ON WORLD ISSUES-- A New Kind of War. This 7-page feature focuses on September 11, 2001, and its aftermath. The events of September 11, 2001, will tragically become the defining moment in the lives of many Americans — particularly the nation's youth — much as Pearl Harbor, the Kennedy assassination, and the moon landing became defining moments for earlier generations. Not to include extensive coverage on the topic, which precipitated a new war that touches all Americans' lives, would be a grave disservice to the students of Texas.
On page 516, the text does urge students to learn about terrorism. The quote is part of a section entitled "Stopping Terrorism: What Can One Person Do?". The purpose of this section is to encourage student participation to help meet the Texas requirement that "a primary purpose of the public school curriculum is to prepare thoughtful, active citizens who understand the importance of patriotism." The text states:
"The rescue workers who responded to the attacks on the World Trade Center
and the Pentagon were true heroes. In the months that followed Americans
honored them for their courage and sacrifice. The response of Americans to tragedy showed the world the nation's hidden
strengths — its people. Wherever they lived, Americans reacted. They gave
blood. They held candlelight vigils to honor the victims. They flew flags to show
their unity. They cut deeply into their budgets, contributing more than $200
million in the first week to help victims' families. They all made it clear, as a girl from Ohio told TIME For Kids, that no terrorist
can weaken the nation's spirit. They bent steel,' said Danielle, 12, of the World
Trade Center murderers, 'but they can't break the U.S.'
Be a Local Hero
Wherever you live, you can help keep that spirit alive. And you can do it even years after the disasters of September 2001 took place.
Learn all you can about terrorism. Learn what it is, why it exists, and how people at all levels of government are fighting it.
Then join that fight any way you can. With posters and letters, report successful efforts to combat this evil. Raise money for groups that help out the victims fo terrorism everywhere.
Finally, refuse to give in to fear. Terrorists use fear as a weapon. If you can keep fear from changing your life, you will have taken a big bite out of terrorism.
One expert on fear, the novelist Stephen King, agreed. 'If everybody continues working,' he said, 'they [the terrorists] don't win."'
An outright law is stated in the Glencoe text Page 513, Al-Qaeda leader Osama Bin Laden told followers that it was the Muslims duty to kill Americans. No idea could be further from
Muslim teaching. I am almost through. The Koran, Islam's holiest book, tells soldiers to show civilians kindly and to deal with them justly.
One isolated text from the Koran says that -- says that they are kind and gentle. But the majority of references dealing with this type of thing reveal just the opposite. The Koran in all of its teaching is violent; it is expansionistic. And I think it is a crime and a shame to mislead our students with this kind of a comment, should ought not happen. That is a direct error.
PUBLISHER'S RESPONSE
The text is correct as written. Noted religion scholar and professor at Georgetown University, John Esposito, writes that "both the Quran and Islamic law absolutely forbid, condemn the killing of non-combatants."
In the aftermath of September 11, Americans from all walks of life urged their fellow citizens not to condemn all Muslims for the misguided acts of a few extremists. Among the most vocal defenders of the Islamic faith was President George W. Bush. In an address on September 17, 2001, the President noted: "These acts of violence against innocents violate the fundamental tenets of the Islamic faith. And it's important for my fellow Americans to understand that. The English translation is not as eloquent as the original Arabic, but let me quote from the Quran, itself: 'In the long run, evil in the extreme will be the end of those who do evil. For that they rejected the signs of Allah and held them up to ridicule.' The face of terror is not the true faith of Islam. That's not what Islam is all about. Islam is peace. These terrorists don't represent peace. They represent evil and war. When we think of Islam we think of a faith that brings comfort to a billion people around the world. Billions of people find comfort and solace and peace. And that's made brothers and sisters out of every race — out of every race."
In an address to a joint-session of Congress on September 20, 2001, the President pointed out that "the terrorists practice a fringe form of Islamic extremism that has been rejected by Muslim scholars and the vast majority of Muslim clerics — a fringe movement that perverts the peaceful teachings of Islam."
TEXTBOOK UPDATE
Since the textbook went to press earlier this year, new information about the terrorists has become available. In order to provide the students of Texas with the most timely and accurate material available as of press-time, the publisher has previously provided a change on the list it submitted to TEA on June 27. The copy on page 513 will read:
"The terrorists who hijacked the airplanes belonged to a group called al-Qaeda (al • KY • duh). The group was founded by Osama bin Laden, a wealthy Saudi Arabian.
AI-Qaeda was created to fight the Russian invasion of Afghanistan. After the Russians left Afghanistan, al-Qaeda members changed their goals. They wanted to force all non-Muslims out of the Middle East. They hated the U.S. troops based in Saudi Arabia and the Jewish people living in Israel.
AI-Qaeda's members also believed Muslims were being changed too much by modern ideas. They hated freedom of religion and wanted strict religious leaders to control Muslim countries. AI-Qaeda's beliefs were not shared by all Muslims. The attacks on the United States horrified people around the world, including millions of Muslims who live in the Middle East, the United States, and elsewhere."
The June 27 list also includes a request to the Texas Education Agency to allow the publisher to update the coverage of the war on terrorism to reflect the most recent developments as of press-time for the classroom-ready edition.
The two text constitutes agenda-base geography. Geography is to supply information to students, period. These texts involve indoctrination, manipulation of the students to form opinions, and to adopt the philosophies and agendas of the authors as directed through the questions and suggested projects on the work pages.
PUBLISHER'S RESPONSE
The publisher finds it difficult to respond to this comment without any specific examples of the authors' alleged agenda. However, the authors of the textbook have provided an objective coverage of geography both in the narrative and in the activities provided throughout the text. The geography portions of the sixth grade TEKS are quite specific about what textbooks need to include, and several of these require that students analyze information. For example, TEKS 7A requires students to "identify and analyze ways people have adapted to the physical environment in selected places and regions." TEKS 7B requires sixth graders to "identify and analyze ways people have modified the physical environment."
The textbook also stresses critical-thinking skills in accordance with the requirements set forth in the TEKS. As TEKS 21 states: "The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology." TEKS 21B requires that students "analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions." TEKS 21D requires that students "identify different points of view about an issue or topic." TEKS 23A requires students to "use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution." Forming opinions is an inherent part of analyzing information, drawing conclusions, and problem-solving as required by the TEKS.
Thank you for hearing me out.
MS. BERLANGA: I have a question, Madam Chairman, a real quick question.
In your first point--
MR. GLASSCOCK: Yes.
MS. BERLANGA: You say that the Brasilian government, that their founders were
seeking gold.
MR. GLASSCOCK: Yes.
MS. BERLANGA: But that our founders were seeking God.
MR. GLASSCOCK: Yes, ma'am.
MS. BERLANGA: What founders of America are you talking about?
MR. GLASSCOCK: Really? You never heard of the puritans.
MS. BERLANGA: Were they the first ones that arrived hereafter the native Americans?
MR. GLASSCOCK: I would -- well,
there were some people here before them. Their were the Norwegians. And prior to that, 600 years before the time of Christ, the Spanish were in North America. You may not be aware of that, but they were.
MS. BERLANGA: Oh, really. Okay.
Well, if the native Americans were here and the first ones that came over from Europe were the Spaniards, I wonder what their mission was? I mean I just wanted you to make sure that your point was correct.
MR. GLASSCOCK: Our founders, many of them came because they were fleeing religious and
political persecution in Europe.
MS. BERLANGA: Well, you're still
making reference to the puritans and the people from England that came in. When you're talking about founders, you're talking about the people who first set foot --
MR. GLASSCOCK: They carried that
vision down through a couple of three generations. It was not lost on that.
MS. BERLANGA: I am just trying to
make sure that when you make this point about Brasil and the United States that we are all coming out of the same group. You're saying -- who are you considering to being the founders of Brasil?
MR. GLASSCOCK: The Portuguese. The Portuguese and the Spanish were largely involved in their explorations looking for gold.
MS. BERLANGA: Okay.
MR. GLASSCOCK: Columbus was looking for gold so that he could finance another crusade against the Muslims. You probably didn't know that either.
MS. BERLANGA: When the Spaniards arrived here, you don't think they were trying to bring Christianity to -- to the Americas and, also,
be in search of gold? Maybe you didn't know that.
MR. GLASSCOCK: No, I didn't know.
Columbus had a -- Columbus had a mission enterprise in mind. But he was looking for the evangelism of people to cap --
MS. BERLANGA: Well, he wasn't the only one that arrived, you know.
MR. GLASSCOCK: Well, that's true.
MS. BERLANGA: There were many other Spaniards that arrived. I would encourage you to read this book after you leave today, Explorers and Settlers of Spanish Texas.
MR. GLASSCOCK: I would like to have a copy of it. I was intrigued with your first reference to it. Thank you for your hearing.
MS. BERLANGA: Thank you.
CHAIR SHORE: Okay.
MS. SMISKO: Scott Mitchell followed by Terry Reid.
FROM THE FLOOR: They both had to leave.
MS. SMISKO: Sharon Brady followed by Jerri Childress.
CHAIR SHORE: Is Sharon Brady here?
MS. BRADY: Well, like some previous
speakers before me, I want to acknowledge the sacrifice of your being here all day long not only today but month after month is for you. Since I tried to become more active, as a citizen, I know how much time it takes. And I know that you pay a price for that. So I thank you for being here.
My name is Sharon Brady. And I -- to give you a little background about -- about who I am and why I am here. For about 10 years, I was the PTA or PTO representative to the gifted and talented programs in the schools that my children were in. And during the time -- that time, a number of times I felt disappointed in the textbooks that the kids brought home. And they would say, mom, is this right, it is in our book. And sometimes it was not right. And I said to myself, when I grow up and my children are gone away to college, I am going to see if I can't do something about improving the quality of textbooks. So while I -- I am not nearly as available as I would like to be, and I don't have all the time I would like to have, I am here because I care about accuracy and completeness in our textbooks.
Excuse me. I have reviewed all or part of 12 books. And the two books that were the
most outstanding, I, also, have some questions about. And I would be happy to meet with any publishers about the problems that I found in those books. I don't want to ask that those books be rejected because there is so much good about them. And let me speak in particular about one of them, and that is the Western Experience which is a Glencoe McGraw-Hill book.
Not everyone will agree with me in
terms of the position that I take on that book. But one of the things I found appealing is that, it not only states the traditional history version of history, but the revisionist version of history.
PUBLISHER'S RESPONSE
The publisher appreciates the positive comment.
And for my children, I would rather
that they would know what the disparity of views are so that they can be prepared to form their own position; or even that I, as a parent, can talk with them about what version of history I find the most compatible with my understanding of the world.
I think that that's healthy for us.
But there were some real problems which I don't have time to go into.
As I looked at all of the books, one of the things that was most striking to me is, I found absolutely no mention of religious persecution
either in Europe in the 1700s or the 1600s or in the United States.
Either the facts have changed since I was in school or, indeed, the settlement of the American colonies was in large part affected by people who fled Europe to escape religious persecution and to be able to practice religion as they chose.
PUBLISHER'S RESPONSE
The text has been submitted for the Advanced Placement European History course. As
such, the narrative deals with Europe rather than with events in the United States.
Throughout the text the authors of the Western Experience discuss religious persecution as it applies to the time period under study. Starting in Chapter 5 the authors examine the persecution of early Christians as well as of the Arian heretics. Chapter 9, Section III (pages 309-315) discusses medieval heresies and the beginning of the Inquisition. Chapter 12 examines the Lollard and Hussite heresies and their suppression on pages 421-422.
Pages 444-446 examine the wars of religion that wracked Europe during the upheavals of the Reformation in the 1500s. On page 447, under the heading "Persecution" the narrative points out that
"such variety in the name of a personal search for God was intolerable to major reformers like Luther and Zwingli, who believed that their own doctrines were the only means of salvation. Once these branches of Protestantism were firmly entrenched, they, like the Catholic Church, became deeply committed to the status quo and to their own hierarchies and traditions. The established reformers thus regarded the radicals' refusal to conform as an unmistakable sin of damnation. Heinrich Bullinger, Zwingli's successor, put it bluntly when he wrote that individual interpretation of the Bible allowed each man to carve his own path to hell. Indeed, Lutherans were just as ready as Catholics to persecute those who rejected their particular brand of salvation."
The narrative picks up the story of the Calvinists, including Huguenots, once again in Chapter 15. At the beginning of the chapter, the text notes on page 506:
"Although many other issues were involved in the wars that plagued Europe from the 1560s to the 1650s, religion was the burning motivation, the one that inspired fanatical devotion and the most vicious hatred. A deep conviction that heresy was dangerous to society and hateful to God made Protestants and Catholics treat one another brutally. Even the dead were not spared: Corpses were sometimes mutilated to emphasize how dreadful their sins had been. These emotions gave the fighting a brutality unprecedented in European history."
The narrative then devotes the next 12 pages to discussing the religious wars and religious persecution throughout Europe through the Peace of Westphalia in 1648.
The Dutch Revolt (Protestant against Catholic Spain) is analyzed on pages 508-511, and the Civil War in France on page 511. In this section the authors are careful to use
"Calvinists (known in France as Huguenots)" so that the French Calvinists are seen in the broad picture of Calvinism and the struggles they faced. The map on page 511 shows the Huguenot strongholds in France. The St. Bartholomew's Day massacre is also discussed. So too is the influence of Protestantism on French political thought, including the right to rise in rebellion against a monarch.
The English experience with Calvinism is described on pages 525-530 under the heading "Revolution in England." The authors analyze the struggle in England during this time on pages 525-530. Students are introduced to the Puritans and to the religious persecution that led to civil war. On page 525, they learn that
"the Puritans became a disgruntled minority. By the 1630s, when the government tried to repress religious dissent more vigorously, many people in England, non-Puritan as well as Puritan, felt that the monarchy was leading the country astray and was ignoring the wishes of its subjects."
The infamous Spanish Inquisition is described on page 534.
"Aimed mainly at people who practiced Judaism or Islam secretly and in a few cases at Protestants, the Inquisition's investigations usually led to imprisonment or lesser punishments. The occasional executions of those who determinedly refused to accept Catholic teachings, even after torture, were carried out by secular authorities, and they attracted huge crowds."
The persecution of the Huguenots is discussed again on page 587 where the author points out that four-fifths of them chose to leave rather than convert to Catholicism.
And the Western Experience also a Glencoe McGraw-Hill book which was a very significant book and a book that I -- I don't want to have you reject. I just sort of want them to tweak some things about it.
It referred to the -- the -- I am
sure you're familiar with the french Huguenots, when they were overwhelmed in their pursuit of the opportunity to practice religion as they chose. It simply said that the Huguenots lost their political freedom. Well, I think it is more than that.
PUBLISHER'S RESPONSE
In order to help students understand the scope of religious persecution in general and of that of the Huguenots in particular, the text traces how the attitudes of Church officials, intellectuals, and the populace were all changing toward religion by the beginning of the fourteenth century. There was far more emphasis on individuals and their own pursuit of religious knowledge and individual salvation. Furthermore, the Church was increasingly criticized by the laity for their corruption. It was for these reasons that intellectuals began to argue that the Church should be governed by a council of representatives of believers, why people like Thomas a Kempis wrote on
either in Europe in the 1700s or the 1600s or in the United States.
Either the facts have changed since I was in school or, indeed, the settlement of the American colonies was in large part affected by people who fled Europe to escape religious persecution and to be able to practice religion as they chose.
PUBLISHER'S RESPONSE
The text has been submitted for the Advanced Placement European History course. As
such, the narrative deals with Europe rather than with events in the United States.
Throughout the text the authors of the Western Experience discuss religious persecution as it applies to the time period under study. Starting in Chapter 5 the authors examine the persecution of early Christians as well as of the Arian heretics. Chapter 9, Section III (pages 309-315) discusses medieval heresies and the beginning of the Inquisition. Chapter 12 examines the Lollard and Hussite heresies and their suppression on pages 421-422.
Pages 444-446 examine the wars of religion that wracked Europe during the upheavals of the Reformation in the 1500s. On page 447, under the heading "Persecution" the narrative points out that
"such variety in the name of a personal search for God was intolerable to major reformers like Luther and Zwingli, who believed that their own doctrines were the only means of salvation. Once these branches of Protestantism were firmly entrenched, they, like the Catholic Church, became deeply committed to the status quo and to their own hierarchies and traditions. The established reformers thus regarded the radicals' refusal to conform as an unmistakable sin of damnation. Heinrich Bullinger, Zwingli's successor, put it bluntly when he wrote that individual interpretation of the Bible allowed each man to carve his own path to hell. Indeed, Lutherans were just as ready as Catholics to persecute those who rejected their particular brand of salvation."
The narrative picks up the story of the Calvinists, including Huguenots, once again in Chapter 15. At the beginning of the chapter, the text notes on page 506:
"Although many other issues were involved in the wars that plagued Europe from the 1560s to the 1650s, religion was the burning motivation, the one that inspired fanatical devotion and the most vicious hatred. A deep conviction that heresy was dangerous to society and hateful to God made Protestants and Catholics treat one another brutally. Even the dead were not spared: Corpses were sometimes mutilated to emphasize how dreadful their sins had been. These emotions gave the fighting a brutality unprecedented in European history."
The narrative then devotes the next 12 pages to discussing the religious wars and religious persecution throughout Europe through the Peace of Westphalia in 1648.
The Dutch Revolt (Protestant against Catholic Spain) is analyzed on pages 508-511, and the Civil War in France on page 511. In this section the authors are careful to use
"Calvinists (known in France as Huguenots)" so that the French Calvinists are seen in the broad picture of Calvinism and the struggles they faced. The map on page 511 shows the Huguenot strongholds in France. The St. Bartholomew's Day massacre is also discussed. So too is the influence of Protestantism on French political thought, including the right to rise in rebellion against a monarch.
The English experience with Calvinism is described on pages 525-530 under the heading "Revolution in England." The authors analyze the struggle in England during this time on pages 525-530. Students are introduced to the Puritans and to the religious persecution that led to civil war. On page 525, they learn that
"the Puritans became a disgruntled minority. By the 1630s, when the government tried to repress religious dissent more vigorously, many people in England, non-Puritan as well as Puritan, felt that the monarchy was leading the country astray and was ignoring the wishes of its subjects."
The infamous Spanish Inquisition is described on page 534.
"Aimed mainly at people who practiced Judaism or Islam secretly and in a few cases at Protestants, the Inquisition's investigations usually led to imprisonment or lesser punishments. The occasional executions of those who determinedly refused to accept Catholic teachings, even after torture, were carried out by secular authorities, and they attracted huge crowds."
The persecution of the Huguenots is discussed again on page 587 where the author points out that four-fifths of them chose to leave rather than convert to Catholicism.
And the Western Experience also a Glencoe McGraw-Hill book which was a very significant book and a book that I -- I don't want to have you reject. I just sort of want them to tweak some things about it.
It referred to the -- the -- I am
sure you're familiar with the french Huguenots, when they were overwhelmed in their pursuit of the opportunity to practice religion as they chose. It simply said that the Huguenots lost their political freedom. Well, I think it is more than that.
PUBLISHER'S RESPONSE
In order to help students understand the scope of religious persecution in general and of that of the Huguenots in particular, the text traces how the attitudes of Church officials, intellectuals, and the populace were all changing toward religion by the beginning of the fourteenth century. There was far more emphasis on individuals and their own pursuit of religious knowledge and individual salvation. Furthermore, the Church was increasingly criticized by the laity for their corruption. It was for these reasons that intellectuals began to argue that the Church should be governed by a council of representatives of believers, why people like Thomas a Kempis wrote on
individual spiritual exercises, and why Erasmus criticized the Church. All of this is explained in Chapter 12 under the heading "The State of Christendom" (pages 415-423). In Chapter 13 (pages 426-460) the Reformation is discussed in detail starting with Luther and his opponents and then moving on to Calvinism (p. 448). The narrative discusses the doctrinal issues of Calvinism in depth and then explains its spread to France, Scotland, England, the Low Countries, and Hungary. To foster student understanding the text gives the broader picture of Calvinism and includes the Huguenots with other adherents of this branch of Protestantism. The Counter Reformation/Catholic Reformation concludes Chapter 13 and is necessary background to the persecutions of Protestants since the Jesuits are among the orders discussed.
The text examines the specific struggles between the Huguenots and the Catholics in France on pages 511-513, ending with the Edict of Nantes. Students read that "Henry issued (also in 1598) the Edict of Nantes, which granted limited toleration to the Huguenots. Although it did not create complete religious liberty, the edict made Calvinist worship legal, protected the rights of the minority, and opened public office to Huguenots." The text points out on page 532 that Cardinal Richelieu "took on the Huguenots in a military campaign that led to the capture of their chief bastion, the port of La Rochelle, in 1628. Following the victory he abolished most of the guarantees in the Edict of Nantes and ended the Huguenots' political independence."
The text makes no mention of the Huguenots losing their political freedom.
On pages 586-587, the authors note:
"Both the Protestant Huguenots and the Catholic Jansenists interfered with the religious uniformity that Louis considered essential in an absolutist state. As a result, pressures against them mounted steadily. In 1685 Louis revoked the Edict of Nantes, now almost a century old, which had granted Protestants limited toleration, and he forced France's one million Huguenots either to leave the country (four-fifths did) or to convert to Catholicism."
One of the reasons that I choose to
talk about this today is that a significant issue in our life today, most serious military and social problems we face are religious intolerance. And finding a way to avoid religious persecution is certainly a quest today as it was in the 1600s and
the 1700s.
I would like to also -- and we have experienced religious persecution in the United States. And that is not noted either. And I think there is some -- I think that's a deficit. And I think that we need to acknowledge the religious persecution and the pursuit of religious freedom which I didn't find in any of these 12 books.
PUBLISHER'S RESPONSE
The text has been submitted for the Advanced Placement European History course. As such, the narrative deals with Europe rather than with events in the United States. A discussion of religious persecution in the United States is beyond both the scope of the textbook and the requirements of the course in European History as mandated by the Texas State Board of Education.
Another problem that I found with the Western Experience by Glencoe McGraw-Hill is, they talk about Karl Marx as the most influential social and political thinker in the history of man. Well, while he was influential, the -- the colonies, you might say, or the experiments which were precipitated out of his theories have not been very successful.
PUBLISHER'S RESPONSE
The textbook examines the theories of Karl Marx, and analyzes why they were faulty in
order to help AP students understand the philosophy that had such an impact on
political systems in the late nineteenth and twentieth centuries. On page 881, students
read:
"No theory about society and history has proved more influential than the work of Karl Marx. Marx was born in 1818 into a middle-class Rhineland Jewish family that had prospered with the lifting of civil disabilities that accompanied the revolutionary armies from France. He was an able student and received an excellent education at the leading German universities. Too radical to be permitted an academic career, he turned to journalism and became editor of a famous liberal newspaper, the Rheinische Zeitung. But his attacks on censorship and his views on economics led the Prussian government to demand his removal, and in 1843 Marx left for Paris. There he met other exiles and leading French radicals, men to whom he would later give the dismissive
and enduring label of 'Utopian' socialists, and there he established a friendship with Friedrich Engels that would become a lifetime's collaboration."
The narrative goes on to examine Marx's theories and explain why they were wrong. On
page 882, students read:
"Many of Marx's specific predictions now seem wrong. Although some of the rich have grown richer, the poor are not poorer as Marx predicted. Marx simply did not see much that is central to the modern economy — ever-expanding technology, the spread of ownership through public sale of stocks, and mass consumption. He did not anticipate the social effects of literacy, popular democracy, and mass communication. Marxist psychology is inadequate, with little acknowledgment of the loyalties and the irrationality so important in human personality. He sought to combine in one system Hegel's most difficult ideas, the economic theories of liberalism, the 'scientific' method of positivism, and the moral vision of socialism — a combination awkward at best. Such critical terms as class and state remained ambiguous, and the concept of class struggle, applied elastically to a single event and to centuries of history, lost its analytic force. The goal of history, according to Karl Marx, is the classless society; yet he sketched that condition only vaguely and left unanswered fundamental questions about it and about the means of obtaining it."
The text chronicles the failure of the experiments with Marxism on pages 1109-1122.
The text notes the gradual decline in the efficacy of the Communist regimes from the
1960s through their ultimate collapse in the 1990s. On page 1113, for example, the
narrative explains:
"The contradictions of communist rule were clear, but no one expected communism to collapse completely. For years, Eastern Europe governments had loosened controls and lessened repression as popular feeling and the need for greater efficiency seemed to require it. When those steps exposed additional institutional blockage and more threatening dissent, governments used their power to stifle reform and silence dissent. When they did not, in 1989, an unprecedented revolution followed."
Where if you look at Mahatma [Gandhi], and you look at Martin Luther King, if you look at Plato. I think there have been more influential political and social thinkers. An extensive amount of pages was given -- are given to Carl Marks in this book. There is a very cursory mention of John Locke who coined the phrase of: Life -- men's right to pursue life, liberty and the pursuit of happiness -- I am saying it wrong. I am sorry, I
didn't write these comments down.
PUBLISHER'S RESPONSE
As noted above, the text has been submitted for the Advanced Placement European History course. As such, the narrative deals with Europe rather than with events on the Indian subcontinent or in the United States. A discussion of Gandhi and Martin Luther King, Jr., is beyond both the scope of the textbook and the requirements of the course in European History as mandated by the Texas State Board of Education.
The text devotes pages 77 and 78 to examining the life and philosophy of Plato. In addition, the narrative examines his influence in discussions on pages 82, 93, 282, 403, and 415. While Plato's ideas were, and still are, certainly extremely important, there was no real attempt to establish a government modeled on his Republic as there was with the ideas of Karl Marx to which the text devotes pages 881-883.
The textbook examines the theories and principles of John Locke on pages
614 and 615. The text states:
"John Locke, a quiet Oxford professor who admired Hobbes but sought to soften his conclusions, based his political analysis on a general theory of knowledge. Locke believed that at birth a person's mind is a tabula rasa, a clean slate; nothing, he said, is inborn or preordained. As human beings grow, they observe and experience the world. Once they have gathered enough data through their senses, their minds begin to work on the data. Then, with the help of reason, they perceive patterns, discovering the order and harmony that permeate the universe. Locke was convinced that this underlying order exists and that every person, regardless of individual experiences, must reach the same conclusions about its nature and structure.
When Locke turned his attention to political thought, he put into systematic form the views of the English gentry and other antiabsolutists throughout Europe. The Second Treatise of Civil Government, published in 1690, was deeply influenced by Hobbes. From his great predecessor Locke took the notions that a state of nature is a state of war and that only a contract among the people can end the anarchy that precedes the establishment of civil society. But his conclusions were decidedly different.
Of Civil Government Using the principles of his theory of knowledge, Locke asserted that applying reason to politics can prove the inalienability of three rights of an individual: life, liberty, and property. Like Hobbes, he believed in the necessity of a sovereign power, but he argued that it has no power over these three natural rights of its subjects without their consent. And this consent — for taxes, for example — must come from a representative assembly of men of property, such as Parliament. The affirmation of property as one of three natural rights (it became 'the pursuit of happiness' in the more egalitarian American Declaration of Independence) is significant. Here Locke revealed himself as the gentry's spokesman. Only those with a tangible stake in their country have a right to control its destiny, and that stake must be protected as surely as their life and liberty. The concept of liberty remained vague, but it was taken to imply the sorts of freedom, such as freedom from arbitrary arrest, that appeared in the English Bill of Rights. Hobbes allowed a person to protect only his or her life. Locke permitted the overthrow of the sovereign power if it
infringed on the subjects' rights — a course the English followed with James II and the Americans with George III.
Locke's prime concern was to defend the individual against the state, a concern that has remained essential to liberal thought ever since (see 'Locke on the Origins of Government'). But it is important to realize that his emphasis on property served the elite better than the mass of society. With Locke to reassure them, the upper classes put their stamp on eighteenth-century European civilization."
On page 615, the text includes a ½ page primary source feature that includes a 27-line excerpt from Locke's Second Treatise of Civil Government.
On page 662, the narrative examines the influence that John Locke's ideas had on the French philosophes of the Englightenment. Page 693 includes the impact that John Locke's ideas had on the leaders of the American Revolution and on nineteenth-century liberalism.
I really am grateful to you for your time and dedication to serve our children. And I think this -- I think you have an unique opportunity not only to give a gift to the children of Texas in terms of quality textbooks. But I think this -- that your willingness to endure this kind of input will be beneficial to the children of our nation. And for this, I am grateful. And I am still trying to grow up and have a lot of time to be a public servant. And when I have more time, you will see me again.
And I thank you. And I am really happy to share some of my findings on these books with the publishers, if I can find out how to contact them. Thank you very much.
CHAIR SHORE: Thank you.
MS. SMISKO: Jerri Childress followed by Brooks Johnson.
FROM THE FLOOR: They both had to leave, I am sorry.
MS. SMISKO: Cynthia Kleintzman followed by Jon Roland.
CHAIR SHORE: I think Cynthia is first.
MS. KLEINTZMAN: Lest we forget, the national standards for United States history,
Exploring the American Experience Grades 5 through 12 by the National Center for History in the Schools 1994. These standards promoted a curriculum that de-emphasize time, honored achievements.
Lynn Chaney, as chairman of the
National Endowment for the Humanities, authorized the grant that went to the development of these standards. She later published her regrets for this endeavor. For the standards had no mention of the Constitution even once. Instructed to consider the achievements of the Aztec civilization but not the practice of human sacrifice. No mention of individuals such as Daniel Webster, Robert E. Lee, Alexander Graham Bell, Thomas Edison, Albert Einstein, or the Wright Brothers. George Washington appears fleetingly but is not identified as our first president.
The founding of the Sierra Club and the National Organization for Women are considered noteworthy. But the first gathering of the U.S. Congress is not.
So outrageous were the messages their standard would have heaped on our young, the
Congress condemned them. Thus, a new version appeared in '95, but bias is still prominent.
Students are to learn about the
religious beliefs of American Indians and Africans but are given nothing about an European religion Christianity.
To analyze modern feminism described as, quote, compelling in its analysis of women's problems and the solutions offered, unquote. Never mind that the equality feminist disagreed greatly with the gender feminist agenda. As a mechanical engineer, I am aware of what is debated as what is feminine.
A constitutional lawyer instructor at Yale told that the standards are wildly praised in the universities, though, why words like non-idealogical and nonpartisan should be used as something of a mystery. More likely standards that ignore Christianity advocate feminism and lean to the left politically seem balanced to the modern liberals of the universities. He warns us that intellect loses its virtue when it ceases to seek truth and turns to the pursuit of political ends, end quote.
The publishers being reviewed today
are more of the same. Texans must show the nation that these publishers, that we require the truth, the whole truth and nothing but the truth. We are told that the truth may hurt. That these half truths can kill a nation. So listen and listen carefully.
This time, please, it is -- if is not this time, parents will choose the educational system which does listen.
To Sue Blanchette of the Texas
Council for Social Studies, the market has spoken. I am speaking and these parents have spoken.
Dr. Anthony Quiroz stated that a balanced curriculum is doable. And to find publishers that will prepare it. These publishers must raise the bar to stay in Texas' market.
Teddy also of the -- Taddie of the
Texas Council for Social Studies, she says that, it is bias when we say that our textbooks are watered down.
It is a scientific fact that everyone in this room can come to the same conclusion with a metric or nonmetric scale. We can look at the Prentice Hall textbooks and compare the high school curriculum and the AP history curriculum.
The AP is equivalent to what I had when I was in high school in the '60s. This AP curriculum is a textbook that's used on college campuses in an one semester course. This high school curriculum, the student would have had earlier one year earlier rather than in college is a two semester course. May I just finish quickly?
This one semester class that a student takes in college covers twice the information that they would have covered in a two semester class in high school world history.
You can get your metric ruler and you can look at the line spacing due to the font that's in the book. There is very spacious. The estimated borders in the high school book are two to three inches wide. The borders in the college texts are one half to three quarter inches. The font in the high school is about 14 and the font in the colleges around 10.
One-fourth inch of pages pressed
together will tell about the pre-Civil War in our high school history books. But one full inch in the college textbook tells about the pre-Civil War.
Thank you very much.
CHAIR SHORE: Thank you.
MS. SMISKO: Jon Roland.
MR. McLEROY: Can I ask a question?
You referred -- this is the first reference today to the -- those standards that came out. And what's their title again, the national history standards?
MS. KLEINTZMAN: The national standards for United States History, Exploring the American Experience, Grades 5 through 12.
MR. McLEROY: Okay.
MS. KLEINTZMAN: By the National Center for History in the Schools.
MR. McLEROY: What's just the very first part? National standards for --
MS. KLEINTZMAN: For United States history.
MR. McLEROY: That's all. Thank you.
MS. KLEINTZMAN: Exploring the American Experience.
CHAIR SHORE: Thank you.
MR. ROLAND: Thank you for hearing my testimony today. I ask consent that my written report be entered into the record of these proceedings.
My name is Jon Roland. I represent an organization that may be new to some of you, the Constitution Society, with a web-site at constitution.org. By way of full disclosure, I should also mention that I am the libertarian candidate for Texas Attorney General.
My remarks today address a particular work on American government from a constitutional perspective. I reviewed others of these works. But this one in particular combines many of the errors that are found in many of the others and exemplifies more clearly the problem that one has in selecting textbooks for Texas schools.
The first error that came to my attention in looking at this textbook, [McGruder's] American Government was its use throughout the text and in particular in one section of the term, quote, informal amendment, unquote, to the written Constitution.
There can be no informal amendments to black letter law. The author conflates the written Constitution, which is the law, with the notion of an unwritten Constitution which originally was conceived by scholars to be the [body] of historical evidence concerning what the founders meant when they wrote the written Constitution.
Subsequent generations, however, have expanded on this notion to refer to the unwritten Constitution as a body of practices and precedents which now inform public policy often more than the written Constitution does.
They use such phrases as the, quote, living Constitution, unquote, mentioned earlier.
I will mention a few items just briefly with your permission.
For example, moving to the rear of
the book, lines are struck from the Constitution in the appendix which seem to indicate that some amendment deleted the authority for all direct taxes when, in fact, the sixteenth or income tax amendment only made an exception for income taxes.
There are such errors as -- a simple government does not have power to setup units of local government when, in fact, it does have such power in federal enclaves created by Article 1, Section A, clause 17.
The textbook cannot be considered apart of the web-site that the publisher, Prentice Hall seeks to use to support its printed text. When I looked for the items that it asked us to define on their web-site such as originalism, no such material could be found. And one would have to consider what they are going to put on their web-site in considering the textbook.
We also have such things as mentions of current events, some of them very current indeed such as the war on terrorism very likely means that the red ink may, once again, be the order of the day. Well, that's already an obsolete statement.
We have the inability in the text to clearly define the difference between a direct and indirect text. We have a statement that the Interstate Highway Act was authorized by the interstate commerce clause. In fact it was authorized by the defense clause.
We have such things, and this is more serious, instructions concerning how to behave when one is on a jury. That, in effect, the jury must be unanimous to bring not just a verdict of guilty but to acquit; which is clearly contrary to the law.
We have an error that the jury must follow the instructions of the judge without pointing out that we have a jury system because judges and prosecutors cannot be trusted. And sometimes the instructions are wrong and jurors need to know why and how to work around that.
We have the erroneous information that a grand jury in -- may only bring indictments or presentments which are accusations on their own motion. Grand juries do not make motions. And a presentment need not only be an accusation; it can be any investigation, including a such thing as public corruption, including of the judge that appoints them and the prosecutor in their district -- in their jurisdiction.
I could go on and on. My printed report covers this in more detail. But it illustrates that the authors of this textbook and of the web-site that supports it have not been thorough enough nor deep enough in their understanding of the Constitution to properly explicate the fine points of constitutional history in law and government to our students.
They need to be advised that this kind of material needs to be presented in a much more nuanced and accurate way than they have managed to achieve in this edition.
Thank you. Are there any questions?
CHAIR SHORE: Thank you.
All right. That concludes our public testimony of the public. I think that we have had some very interesting observations. And we -- and things to be considered.
We now have a chance for the publishers to respond if they wish to. And they will be called on in alphabetical order. They certainly, you certainly may respond or you may choose not to respond. And I think they will probably win a lot of friends by not responding. But you're certainly free to do so. And we will call your name in alphabetical order.
MR. RIOS: Abrams & Company publishers, Incorporated, followed by Bedford, Freeman & Worth Publishing Group.
CHAIR SHORE: No response. All right.
MR. RIOS: Bigchalk, Incorporated, followed by EduConnect, Incorporated.
CHAIR SHORE: No response. All right.
MR. RIOS: Glencoe/McGraw-Hill a Division of Glencoe McGraw-Hill.
CHAIR SHORE: We have a response.
MR. MONTGOMERY: Uh-oh.
MR. COX: Madam Chair, members of the
Board, my name is Robert Cox. I am senior vice-president for Glencoe in Texas and happy to be here today. I just wanted to mention and just comment, we appreciate, and we have heard the comments from the public today. We look forward to addressing those. And we will respond in writing to those comments that they have made in writing today and we look forward to that.
Thank you very much.
CHAIR SHORE: Thank you.
All right.
MR. RIOS: Globo Libros followed by Hammond World Atlas Corporation.
CHAIR SHORE: No response.
MR. RIOS: Harcourt School Publishers followed by Holt, Rinehart and Winston, a Division of Harcourt Incorporated.
CHAIR SHORE: I think we have a response.
MS. BUSBY: Hello. I am Kathy Busby from Harcourt School Publishers. I would like to reiterate what everyone else has said in terms of thanking you for your time. We share your passion for getting the very best books out here. And we very much so would like to respond to everything in
writing in the time given.
Thank you very much.
CHAIR SHORE: Thank you. I think we have a response from Holt.
MR. BRAWLEY: I am Mike Brawley, regional vice-president for sales with Holt, Rinehart and Winston.
I thank you very much for all your hard work. We appreciate the comments from everyone. And we will respond within the allotted time. Thank you.
MR. RIOS: Kendall/Hunt Publishing Company followed by LeapFrog Schoolhouse. MacmillanMcGraw-Hill, a Division of the McGraw-Hill Companies, followed by McDougal Littell Incorporated.
CHAIR SHORE: We have a response.
MS. REEVES: I am Joan Reeves. I am the regional vice-president for the southwest region for MacMiHan/McGraw-Hill. And we too appreciate the more collaborative process that you have implemented with this adoption. And we appreciate the comments that we have heard today about the elementary social studies programs from public. And we will review those comments very carefully. And
will respond in writing within the time period that's required.
Thank you.
CHAIR SHORE: Thank you.
MS. LATHOM: My name is Jane Lathom. I am with McDougal Littell.
Again, we thank you for the comments that you have given us today. We have an opportunity to hear.
We also would like to respond to
those that we receive in writing. And I would like to stress that writing is important to us. If we can see what the people have to say, give us specific pages that we can respond to, it is very helpful. We want to work with you to provide the very best textbooks for the State of Texas, that's our intent today and in the future.
CHAIR SHORE: Thank you.
MR. RIOS-. Oxford University Press followed by Paul H. Brookes Publishing Company, Incorporated.
Pearson Education, Incorporated, Publishing as Prentice Hall, followed by Pearson Education Incorporated, Publishing as Scott Foresman.
MR. HICKS: Madam Chairman, members of the Board.
My name is Brett Hicks. I am the regional vice-president for the south region for Prentice Hall. We appreciate the opportunity to be here today to listen to the comments. We appreciate the process, the additional opportunities to discuss the issues. And we will be responding to all of the concerns that were highlighted today. And we will be getting that out to you shortly.
MR. McLEROY: Ask a question.
MR. HICKS: Yes, I guess.
MR. McLEROY: It was one of the last speakers mentioned those national standards that came out in the early '90s. And people would say, well, those things, even though they were defeated in the Senate by a Senate vote, I think, of 99 to one condemning them. The only reason they got one that didn't vote against condemning them because he didn't think that condemnation was strong enough. So that's -- so it was 100 percent against these standards.
But then other people said, well,
those standards are out there, they are out there for reference. It is what will still drive
development of history, curriculums and books and things.
Do you have any idea if the national standards -- I will just refer to them as national standards now -- if the national standards have any play in -- is there a copy of those in you all's buildings.
MR. HICKS: You know, I -- I guess the way to answer this: Abraham Lincoln once said, it is better to remain silent and thought a fool than to speak up and remove all doubt. I don't have any knowledge of that. But I am certain we have got some other people with us that might be able to help you with that, if you would like me to bring them up, I will be happy to do so.
MR. McLEROY: I would like to know if they had any role or impact in the people writing your books, these national standards which the U.S. Senate bipartisan 100 were against it.
MS. BERLANGA: That's not directed to one, you're asking for everybody.
MR. McLEROY: I would like that to every pub --
CHAIR SHORE: I think you will have to have them consult with you privately because I
don't think they are prepared to answer that question.
MR. McLEROY: Okay. Well, I thought it was just -- I would like to have a response from all the publishers.
MR. MONTGOMERY: You missed it.
MR. McLEROY: Thank you.
CHAIR SHORE: All right.
MR. WARD: Members of the Board, I am Raymond Ward, regional vice-president with Scott Foresman.
We also thank the speakers today. And we will respond to any comments relating to elementary social studies and those things pertinent to Scott Foresman as well. Thank you very much.
MR. RIOS: Public Media,
Incorporated, followed by Research Associates of Texas Publishing Company.
Rigby, followed by Saxon Textbooks.
Scholastic, Incorporated, followed by Sopris West Educational Services.
South-Western/Thomson Learning followed by SRA/McGraw-Hill, a division of the McGraw-Hill Company, Incorporated.
Teachers' Curriculum Institute,
followed by Technical Educational Consultants, limited, doing business as WorldView Software.
The Wadsworth Group/Thomson Learning followed by Travelers' Tales.
CHAIR SHORE: Okay. I think that concludes the publishers' response.
We will not have public testimony on textbooks tomorrow, we will go back to our regular business.
We will have public testimony on
August 22nd and August 23rd. We will meet from nine to five on August 22nd. And if we need to, then, we will meet from nine to five on August 23rd. If we do not -- if we finish on the 22nd then we won't meet on the 23rd. Or if we finish early on the 23rd, we will be dismissed early. But we are giving the opportunity for further testimony on August 22nd and August 23rd for the next -- the next time we are giving that opportunity.
Thank you for coming and we will look forward to visiting with you later. The meeting is adj ourned.
(Adjourned at 4:20 p. m.)
THE STATE OF TEXAS )
COUNTY OF TRAVIS )
I, CAROLINE CHAPMAN, Certified
Shorthand Reporter in and for the County of Travis, State of Texas, do hereby certify that the above and foregoing contains a true and correct transcription of all portions of evidence and other proceedings requested to be included in this volume of the Reporter's Record, in the above-styled and numbered cause, all of which occurred in open hearing or in chambers and were reported by me.
I further certify that the total
cost for the preparation of this Reporter's Record is $ and was/will be paid by Texas
Education Agency.
WITNESS MY.OFFICIAL HAND this the 24th day of July, 2002.
CAROLINE CHAPMAN, Texas CSR #467
Expiration Date: 12/02
Travis County, Texas
111 W. Anderson Ln., Ste. 222
512-452-4072
CHAPMAN COURT REPORTING SERVICE (512) 452-4072
Formal Response to the Texas Public Policy Foundation Report
Glencoe/McGraw-Hill
August 5, 2002
The Publisher has excerpted those portions of the Texas Public Policy Foundation Report that refer to textbooks it publishes and provides responses to each one on the following pages.
Texas Public Policy Foundation Social Studies Textbook Review 2002
List of Factual Errors by Book
|
PUBLISHER |
TEXTBOOK TITLE |
SUBJECT |
||
|
Glencoe/McGraw Hill |
Our World Today: People Places and Issues, Texas Edition |
6™ Grade Social Studies |
||
1. P. 260 Teacher sidebar at p. 260 mentions the Turkish genocide of Armenian — appropriately so — as it was the first major genocide of this century. However, to equate in the next sentence the prejudice in the U.S. with genocide or holocaust is over the top. As bad as prejudice in the U.S. was, it was not a government-sponsored genocide!!
PUBLISHER'S RESPONSE
Publisher acknowledges the error and agrees to make the following change:
Page 260T, More About the Holocaust
Delete the sentence that currently reads:
African Americans were often the targets of violent prejudice in the United States.
2. However, at p. 269T, the impression is left that European population growth is out-of-control. In many European countries the birth rates have so declined as to produce zero or even negative growth in recent times. In some countries only immigration puts them in a positive growth posture. Indeed, depopulation may become a major economic and social issue in Europe in future years.
PUBLISHER'S RESPONSE
Publisher acknowledges the error and agrees to make the following change. Please note
that the error is in the Student Edition, not the Teacher's Edition, as indicated by the
reviewer.
Page 269S, paragraph 2:
Change last sentence to read:
In addition, the increasing food and health needs of the people of these countries must be
met.
3. However. At p. 313 The authors report that hundreds of thousands died in Yugoslavia wars. This is arguable. The jury is still out on the numbers. We do know that Bosnian government officials greatly exaggerated the casualty situation, and that journalists uncritically published inflated numbers. Little doubt exists that tens of thousands perished, but hundreds of thousands is not supportable. Almost always in civil wars such as this one, there is a higher number of refugees than of those killed.
PUBLISHER'S RESPONSE
Publisher acknowledges the error and agrees to make the following change:
Page 313S, paragraph 2, line 11:
Change:
Hundreds of thousands of people died or were murdered. About the same number became
refugees, or people who flee to another country to escape danger.
Jo:
Tens of thousands of people died or were murdered. Thousands more became refugees,
or people who flee to another country to escape danger.
4. P. 91 Error. It was Emperor Theodosius who made Christianity the official religion of the Roman Empire in 381 AD. Constantine issued the edict of toleration at Milan in 313, thus ending the persecution (as the authors correctly note), but this didn't make Christianity the religion of the state, only one among many tolerated faiths. The authors do later (at p. 239) partially correct this mistake.
PUBLISHER'S RESPONSE
Publisher submitted the following change on its list of corrections and changes submitted
to The Texas Education Agency on June 27, 2002:
Page 91S, paragraph 1, sentence 3:
Change:
ordered that Christianity become the religion of the state
To:
proclaimed that Christianity was to be a lawful religion
5. p. 412, While there is ongoing instability in Southern Somalia, there is a stable if
internationally unrecognized government functioning perfectly well in Somaliland, to the Northwest.
PUBLISHER'S RESPONSE
This is not a verifiable error of fact. Throughout the textbook, the authors have chosen to examine events as they pertain to internationally recognized governments rather than to unrecognized governments.
6. Only one small observation needs to be made concerning the reference to Aristotle at p. 237. He did write, as the authors note, on natural science. However, his most important and influential works dealt with social science, politics, literature, ethics and philosophy. These deserve mention in a social studies text.
PUBLISHER'S RESPONSE
As noted by the reviewer, the content is correct as written. However, to clarify the
narrative for students, the publisher will make the following change.
Page 237, line 2
Change:
about the natural environment in which people lived.
To:
influential works dealing with social science, politics, literature, ethics, and philosophy.
7. P. 519S, Why does the statement, "Around A. D. 1500 Europeans began to explore the Americas" need to be stated so inexact? Can't we just say that Christopher Columbus came in 1492 and then exploration soon followed?
PUBLISHER'S RESPONSE
This is not a verifiable error of fact, as Europeans did begin to explore the Americas around A.D. 1500. The text uses this language to convey the idea that Europeans from several countries began to explore the Americas around this time. It is referring to widespread exploration, not just the Columbus voyages. In addition, on page 247 in the discussion of the Age of Exploration, the narrative states that King Ferdinand and Queen Isabella sent Christopher Columbus on his first voyage mission in 1492.
8. P. 10S, "Comparing World Languages" graph could be misleading. Is the number of English speakers calculated according to number of English speakers whose native tongue is English or according to number of English speakers worldwide? English has become the international language of commerce and in some cases the Internet. What exactly does 322 mil represent?
PUBLISHER'S RESPONSE
Publisher acknowledges the error and agrees to make the following change:
Page 10S, graph,
Change title of v axis to:
Number of Native Speakers (in millions)
9. p. 105S, p. RA19, Sea of Marmara is not labeled on RA19 map of Turkey as indicated in text on p. 105S.
PUBLISHER'S RESPONSE
The publisher submitted .the following change on its list of corrections and changes
submitted to The Texas Education Agency on June 27, 2002:
RA19S (Atlas map)
add a label for the Sea of Marmara to the map
10. P. 93T, 93S, To state that Ramadan has a month, as Westerners know time, is misleading. It cannot be equated with the Christian celebration of Christmas that is always on December 25
PUBLISHER'S RESPONSE
As written, the text is not in error. It points out that Muslims are required to fast during "the lunar holy month of Ramadan" — not during the month of Ramadan. The use of the phrase "lunar month" is an accurate description of when Ramadan occurs. The author of the textbook does not attempt to equate a lunar month with the months in the Western calendar, as the reviewer's comments seem to suggest.
Texas Public Policy Foundation
Social Studies Textbook Review 2002
List of Factual Errors by Book
|
PUBLISHER |
TEXTBOOK TITLE |
SUBJECT |
||
|
Glencoe/McGraw Hill |
Texas & Texans |
7th Grade Texas History |
||
1. 340S presents the Union victory as putting federal laws above states'rights. I would argue that laws made by the federal government overrode state laws by virtue of the Constitution (Article VI) and Supreme Court decisions (see McCulloch v. Maryland, 1819) long before the Confederacy was defeated. It is more accurate to say that victory for the Union established that states cannot secede (that the compact theory of the Constitution was finally put down once and for all). The Union would supersede states' rights.
PUBLISHER'S RESPONSE
The text is not in error as written and does not need to be changed. The McCulloch v. Maryland case and Article VI of the Constitution established the supremacy of the federal government in matters that relate to the specific powers granted the federal government in the Constitution.
The Civil War led to the 14th and 15th Amendments. These amendments gave Congress the specific power to pass legislation that would override state laws that affected the privileges, immunities, and voting rights of U.S. citizens.
2. 379S, Shows the results of the 1873 election as Coke — 100,415 to Davis — 52,141. Both The Texas Almanac and The New Handbook of Texas show the figures to be 85,549 to 42,633. I don't think the exact numbers are essential. Instead, the point should be made to students that Coke (Democrat) won by roughly a 2 to 1 margin over Davis (Republican).
PUBLISHER'S RESPONSE
This error was reported on the Publisher's List of Corrections and Changes submitted to
TEA on June 27.
3. 377T — rm not sure it is accurate to say lawlessness during Reconstruction was because people had no say in government, so they decided to disobey the law. I would agree that many Texans were frustrated that their party or faction had lost control of state government, that their pride was considerably wounded, and that they felt they were being forced to do things they didn't want to do. But the Davis administration was elected by Texas voters. The argument that they had no say in government was an excuse for disobeying the law. I would argue that it is more accurate to say that lawlessness during Reconstruction was because there were people who had no respect for the law.
PUBLISHER'S RESPONSE
The textbook does not state that lawlessness during Reconstruction was because people had no say in government. Rather, students are given two differing viewpoints to read, one from the 42nd Congress and the other from the Taxpayer's Convention as quoted in the Democratic Statesman. They are then asked to respond to a critical thinking question
asking them why they think crime was so wide spread during Reconstruction. The teacher's edition suggested answer provides this as a possible answer.
The publisher agrees to make the following change to the answer to the question: Page 377, teacher's edition, Two View Points Answers.
Delete:
Students should point out that many Texans did not have a say in their government and so
chose not to obey its laws.
4. 51S states that Houston, in Harris County, is home to more than 3 million people. The most recent Texas Almanac puts the population of Houston at slightly less than 2 million. If the authors of the text intend Houston to mean the Houston area, they do not say so.
PUBLISHER'S RESPONSE
This error was reported on the Publisher's List of Corrections and Changes submitted to
TEA on June 27.
5. The Karankawas and the Coahuilitecans are listed as part of the Southeastern Indian culture instead of the Western Gulf culture which is the correct one (pp. 86-87 T,S)
PUBLISHER'S RESPONSE
Publisher acknowledges the error and agrees to make the following change:
Page 86S, col. 2, paragraph 1,
change first sentence to read:
The Native American people of the Southeastern and Gulf cultures — among them the Caddos (KAD»ohz), Karankawas (koh*RAHNK*ah*wahz), and Coahuiltecans (koh*ah*weel*TAY*kahnz) — also were not alike.
Texas Public Policy Foundation
Social Studies Textbook Review 2002
List of Factual Errors by Book
|
PUBLISHER |
TEXTBOOK TITLE |
SUBJECT |
||
|
Glencoe/McGraw Hill |
The American Republic, Volume 1 |
8th Grade American History |
||
1. Under the section "Numbers", it lists 65% of colonists able to read in 1602. As the first English colony to survive was not established until 1607, is the book referring to all New World colonists?
PUBLISHER'S RESPONSE
Publisher has previously noted this error and correction on page 115 S on the list it submitted to TEA on June 27. The figures in the date have been transposed. Instead of saying 1602, the date should have read 1620.
2. Chapter 6, p. 175, 'Treatment of Loyalists." 2nd paragraph: "Others took off for Spanish-owned Florida." Spain did not regain control of Florida until after the war, in the Treaty of Paris, 1783.
PUBLISHER'S RESPONSE
Loyalists fled to Florida both during and after the war. During the war, it was British-owned. After the war, it became Spanish-owned. To avoid confusion the publisher will make the following correction.
Page 175, column 2, paragraph 2, line 5:
Delete: Spanish-owned
3. Chapter 11, p. 350. 'The Panic of 1837." The implication given in the third paragraph is that the North was hard hit by the depression. The South and West were hit much harder, spurring many who went into debt to move westward, to Oregon and Texas, hence an economic root of Manifest Destiny. Neither is any mention made of the corresponding collapse of cotton prices that deepened the depression's effects in the South.
PUBLISHER'S RESPONSE
Publisher acknowledges the error and agrees to make the following changes:
Page 350S, column 2:
Delete:
The depression began with the Panic of 1837, a time when land values dropped sharply,
investments declined suddenly, banks failed, and people lost confidence in the economic
system.
Within a few weeks, thousands of businesses had closed and hundreds of thousands of
people had lost their jobs. Many Americans could not afford food or rent. In February 1837,
people in New York put up signs voicing their anger:
Insert:
The depression began with the Panic of 1837, a time when land values dropped sharply, investments declined suddenly, and banks failed. Thousands of businesses closed and hundreds of thousands of people lost their jobs. In the South, cotton prices fell to record lows. Farmers plunged into debt and lost their land. In the cities, many people could not afford food or rent. In February 1837, people in New York put up signs voicing their anger:
PUBLISHER'S RESPONSE CONTINUED
The settlement of Texas was already well underway prior to the Panic of 1837. Texas had won its independence the previous year. The economic crisis may have spurred additional migration to Texas, but it does not explain Manifest Destiny in Texas. Oregon, however, was settled by many farmers fleeing the economic crisis. To make this clear, the publisher will submit the following change:
Page 358S, column 2, paragraphs 4-5:
Delete:
In the early 1840s, "Oregon fever" began to sweep through the towns of the Mississippi Valley. People formed societies to gather information about Oregon and to plan and make the long journey. The "great migration" had begun. In the years that followed, tens of thousands of Americans made the trip. These pioneers were called emigrants because they left the United States to go to Oregon.
Insert:
In the early 1840s, "Oregon fever" swept through the Mississippi Valley. The depression caused by the Panic of 1837 had hit the region hard. People formed societies to gather information about Oregon and to plan and make the long trip. The "great migration" had begun. Tens of thousands of people made the trip. These pioneers were called emigrants because they left the United States to go to Oregon.
4. Chapter 12, p. 364. " ... colonists agreed to learn Spanish, convert to Catholicism, and obey Mexican law." True enough; but what is not clear is that they had to obey the law because they were obliged to become citizens of Mexico as a condition of settlement.
PUBLISHER'S RESPONSE
Publisher acknowledges the error and agrees to make the following change:
Page 364S, column 1, lines 1-4:
Delete:
In return the colonists agreed to learn Spanish, convert to Catholicism — the religion of
Mexico — and obey Mexican law.
Insert:
In return the colonists agreed to learn Spanish, become Mexican citizens, convert to
Catholicism — the religion of Mexico — and obey Mexican law.
5. p. 372. "The United States insisted that the Rio Grande formed the border." True, but what is not explained is that the treaty Santa Anna signed giving Texas its independence had so stated. Claiming the Rio Grande was not, as is implied, an arbitrary decision on Folk's part.
PUBLISHER'S RESPONSE
The text is not in error, nor does it imply that this was an arbitrary decision on President Polk's part. In discussing the annexation of Texas into the United States, the text states on page 272:
"Relations between Mexico and the United States had been strained for some years. When the United States annexed Texas in 1845, the situation worsened. Mexico, which had never recognized the independence of Texas, charged that the annexation was illegal. Another dispute concerned the Texas — Mexico border. The United States insisted that the Rio Grande formed the border. Mexico claimed that the border lay along the Nueces River, 150 miles farther north. Because of this dispute, Mexico had stopped payments to American citizens for losses suffered during Mexico's war for independence."
The agreements that Santa Anna signed (the Treaties of Velasco) required Mexican troops to withdraw south of the Rio Grande and required Santa Anna to use his influence to convince the Mexican government to recognize the Rio Grande border. The Mexican government, however, repudiated all agreements Santa Anna had signed, and the Texan government did not legally recognize the agreements either. In the words of the Handbook of Texas, in its article on the Treaties of Velasco: "With the treaties violated by both governments and not legally recognized by either, Texas independence was not recognized by Mexico and her boundary not determined until the Treaty of Guadalupe Hidalgo in 1848."
The authors and publisher, therefore, believe that the text accurately presents the events leading to the War the Mexico in 1846 and that the use of the verb "insisted" accurately presents the case made by the United States concerning the border.
6. Chapter 15, p. 448. 'The Raid on Harper's Ferry." 2nd paragraph: "His target was an arsenal." Why? The whole point to Brown's attack was what he wanted to do after he captured the arsenal, which was to arm slaves to kill plantation owners and free more slaves. That was why the South was so upset. This is vital to an accurate portrayal of the raid and by leaving it out the importance is completely missed. The conviction was for "treason against the state of Virginia" for promoting a slave rebellion.
PUBLISHER'S RESPONSE
Publisher acknowledges the error and agrees to make the following change:
Page 448S, column 2: Delete paragraphs 1, 2, and 3
Insert:
After the 1858 elections, Southerners began to feel threatened by growing Republican power. In late 1859, an act of violence greatly increased their fears. On October 16 the abolitionist John Brown led 18 men, both whites and African Americans, on a raid on Harpers Ferry, Virginia. His target was an arsenal, a storage place for weapons and ammunition. Brown — who had killed five proslavery Kansans in 1856 — hoped to start a
rebellion against slaveholders by arming enslaved African Americans. His raid had been financed by a group of abolitionists.
Brown and his men were quickly defeated by local citizens and federal troops. Brown was convicted of treason and murder and was sentenced to hang. His execution caused an uproar in the North. Some antislavery Northerners, including Republican leaders, denounced Brown's use of violence. Others viewed Brown as a hero. Writer Ralph Waldo Emerson called Brown a martyr — a person who dies for a great cause.
7. Chapter 15, p. 451. 'The South Secedes." "Many people in the South did not trust the party, fearing the Republican government would not protect Southern rights." Partially true. The presidency was Republican with Lincoln's election, but congress was still under Democratic Party control until the Southern states began seceding.
PUBLISHER'S RESPONSE
Publisher acknowledges the error and agrees to make the following change:
Page 451, column 1, second sentence line 4:
Delete: government
Insert: administration
8. Chapter 2, p. 40. "Better Maps." — "The compass allowed sailors to determine their location when they were far from land." A compass will indicate direction, but if it can determine location as well (especially at sea) that's been hidden from most of us.
PUBLISHER'S RESPONSE
Publisher acknowledges the error and agrees to make the following change:
Page 40, column 2, paragraph 4, line 8:
Delete: location
Insert: direction
9. Citizenship handbook, p. 225. "Commander in Chief." The second half of this paragraph describes the War Powers Act, passed after the Vietnam War, not the constitution
PUBLISHER'S RESPONSE
This is not an error of fact. The content on page 225 accurately describes the duties and responsibilities of the President of the United States. This is in a section of the Citizenship Handbook titled "The Federal Government." The content of the section is not about the Constitution, as that content is provided in Section 1, pages 217-222. The content of this
section, rather, is about the structure and function of our national government, and it clearly and accurately describes the Executive Branch.
10. 1st paragraph: "In 1832 Congress passed a new, lower tariff, hoping that the protest in the South would die down." In reality, the tariff of 1832 was not significantly lower than the tariff of 1828 (Abominations). That is why South Carolina continued its resistance.
PUBLISHER'S RESPONSE
The text is correct as written. The tariff of 1832 was intended to mollify the South, and the majority of Southern representatives, including three South Carolinian representatives, voted for it. The tariff cut rates significantly — on many products to as low as 25 percent. Although tariffs had been cut, the particular balance of the tariffs made the overall tariff even more protective than before. In any event, the key problem was that a faction of South Carolinian hardliners viewed the reduction as insufficient unless it cut tariffs to 15 percent. See Dr. William Freehling's study of the Nullification Crisis, Prelude to Civil War, pages 247-50. To explain these details is, however, beyond the scope of an 8th grade textbook.
11. 3rd paragraph: "Jackson supported a compromise bill proposed by Henry Clay that would greatly lower the tariff." True, but gradually over the course of several years, not immediately as is implied.
PUBLISHER'S RESPONSE
Publisher acknowledges the error and agrees to make the following change:
Page 339S, column 2, first full paragraph:
Delete:
greatly lower the tariff.
Insert:
gradually lower the tariff over several years.
12. Chapter 3, p. 80, "Conflict with Native Americans" — 3rd paragraph: "On May 26, 1637, English soldiers and their Narraganset allies burned the main Pequot village, killing hundreds." What is not mentioned is that Pequots attacked a colonial settlement the previous month, slaughtering the town's cattle, killing some of the villagers and kidnapping two young women. Those attacking the Pequot village were colonists, not English soldiers.
PUBLISHER'S RESPONSE
Publisher has previously noted this error and provided a correction on the list it submitted
to The Texas Education Agency on June 27, 2002.
13. Chapter 10, p. 318, "Building the Erie Canal." "Clinton boarded a barge in Buffalo and
journeyed on the canal to New York City." The canal went from Buffalo to Albany; the rest of the trip (Albany-New York City) would have been made on the Hudson River, not the canal.
PUBLISHER'S RESPONSE
Publisher acknowledges the error and agrees to make the following change:
Page 318, column 1, second full paragraph, 2nd sentence:
Delete:
Clinton boarded a barge in Buffalo and journeyed on the canal to New York City.
Insert:
Clinton boarded a barge in Buffalo and journeyed on the canal to Albany. From there, he
headed down the Hudson River to New York City.
Page 318, column 1, second full paragraph, 3rd sentence:
To make room for the above insert, delete: in New York
14. Chapter 11, p. 337. "The Visual Record." Sidebar says John Marshall was first Supreme Court Chief Justice. It was actually John Jay, as stated on p. 303.
PUBLISHER'S RESPONSE
The content cited does not appear in this Glencoe/McGraw-Hill textbook. It appears in the
text published by Holt, Rinehart, and Winston.
15. Chapter 17, p. 521. "War Breaks Out." — " ... the Texas and US claim that the Rio Grande marked the southern border of Texas ... " This claim comes from the Treaty of Velasco, signed by Santa Anna after the battle of San Jacinto in 1836, giving Texas her independence (p. 496).
PUBLISHER'S RESPONSE
The content cited does not appear in this Glencoe/McGraw-Hill textbook. It appears in the
text published by Holt, Rinehart, and Winston.
16. Chapter 11. As mentioned in Section 5A, there is no mention of the election of 1804 or the Essex Junto. It's plan to get Aaron Burr into the NY governor's office and then have New England secede from the union shows that the concept of states' rights and secession was not particular to the South.
PUBLISHER'S RESPONSE
The content cited does not appear in this Glencoe/McGraw-Hill textbook. It appears in the
text published by Holt, Rinehart, and Winston.
17. The "service-learning" project [p. 13(T)] of adopting a local park and picking up garbage there as a way to understand the land-use practices of American Indians is misleading. Students
are inaccurately being taught that American Indians looked at developed and undeveloped land in the same way as modern Americans look at parkland. For a balanced and accurate discussion, see Shepard Krech III, The Ecological Indian: Myth and History (2000).
PUBLISHER'S RESPONSE
This is not a verifiable factual error. The service-learning activity on page 13 of the Teacher's Edition is neither misleading nor does it suggest that Native Americans looked at land the same way that Americans look at parkland. The actual activity reads as follows:
"The land occupied by Native American tribes was valued for its benefit to the entire tribe. Have students brainstorm about the value of parks in your community. Have the class adopt a park. Discuss your class's plans with your city's administration officials. Designate a day to pick up garbage at the park, plant flowers, and perform other activities to beautify it."
The activity states that Native Americans valued land for its benefit to the entire tribe. This is accurate. The book that the reviewer cites — the Ecological Indian by Shepard Krech — makes the same point. Krech states the following: "Native North Americans were close to
the environment in ways that seem foreign today___To guarantee sustenance, shelter
and security, they killed animals, cut trees, and cleared and farmed lands.... To obtain desired products, they managed resources, whether seeds, nuts, rabbits, deer, buffalo, water, farmlands, or entire habitats." (Shepard Krech III, The Ecological Indian: Myth and History, p. 211).
Krech correctly points out that some Native Americans, in the course of using the land, wrecked their local environment. This does not contradict the statement in The American Republic to 1877 that "The land occupied by Native American tribes was valued for its benefit to the entire tribe." They valued the land, and sometimes wrecked it, unaware of the ecological principles needed to maintain it.
Most Native American peoples did not permit individuals to own land in the same way that private property is owned today. To help students understand this concept, the activity chooses a park. A park is an example of a community-owned piece of land that is jointly used by all people in the community for a variety of purposes.
The activity does not assert that Native Americans picked up garbage on their land. It does not say that Native Americans looked at their land the same way the Americans today look at parks. It states that the land was "valued for its benefit to the entire tribe." A park is valued for its benefit to an entire community — thus establishing the parallel concept.
It is important to note that this activity is in the Teacher's Edition, not the Student Edition. Students will not be exposed to this activity unless a teacher chooses to do so. The teacher is not required to introduce the activity in the manner suggested in the text and does not have to refer to Native Americans at all.
The student edition of the text does not claim that Native Americans were more ecologically aware than Europeans. Pages 28-33 describe different regions of America and the lifestyles of Native Americans in each of those regions. The text asserts that Native Americans were adapted to their environment. For example, those living in the Arctic or the deserts of the Southwest lived very differently from those in the Eastern Woodlands. The student text does not say that any of these Native American lifestyles was good for the environment. It makes no environmentalist claims about Native Americans at all.
It is also important to note that the activity is a "service-learning" activity that promotes good citizenship among students and encourages them to take an active interest in the community around them.
18. On p. 16(S), the text says: "Some [Europeans] believed the Native Americans had come from Atlantis, an island that was supposed to have sunk beneath the waves of the Atlantic Ocean." This passage is wrong. The idea that American Indians were refugees or survivors from Atlantis was not an idea of the Age of Discovery, but rather a 19th-century idea. In the Age of Discovery, some Europeans thought that the Americas were Atlantis and Atlantis had not sunk or only part of it had sunk. This is clearly different from the refuge theory, which is an anachronism in any account of the Age of Discovery. [See L. Sprague de Camp, Lost Continents: The Atlantis Theme in History, Science, and Literature (1954), chap. 2.]
PUBLISHER'S RESPONSE
This is not a verifiable factual error. The text is accurate as written. Although it is true that the theory Native Americans came from Atlantis was popular in the 1800s, the text does not say specifically when Europeans believed Native Americans came from Atlantis. The text reference is generic: "Some [Europeans] believed the Native Americans had come from Atlantis ... " No date for the belief is given.
The reviewer asserts that the reference to Atlantis refugee theory is anachronistic in an account of the Age of Discovery. The text is not anachronistic because Chapter 1 section 1 is not about the Age of Discovery. It is about the origins of the Native Americans. Chapter 2 is about the Age of Discovery. Using the Atlantis myth as part of the introduction to Chapter 1 section 1 is entirely appropriate. It is important to remember that The American Republic To 1877 has been written for students in the 8th grade. The reference to Atlantis is intended to excite students about the mystery of the origins of Native Americans and to encourage them to read further.
In any event, the idea that Indians may have been refugees from Atlantis did indeed exist during the Age of Discovery. In 1552, Lopez de Gomara of Spain suggested that American Indians were descendants of refugees from Atlantis. Pedro Sarmiento de Gamboa made similar claims in 1572. See Frauds, Myths and Mysteries by Kenneth L. Feder, 4th ed. (2002), page 188. Feder's book is itself cited by the reviewer when critiquing other aspects of the textbook.
19. "The [mammoth] hunters and their families used every part of the animal." [p. 18(S)] This sentence is misleading in its implication that hunters always used every part of every mammoth and that the hunters were practicing a form of ecologically-minded conservation. For a balanced and accurate discussion, see Shepard Krech III, The Ecological Indian: Myth and History (2000).
PUBLISHER'S RESPONSE
The text is accurate as written. The sentence is not misleading, nor does it say or imply that Native Americans were ecologically minded. It does not say that hunters used every part of the mammoth every time. It says that every part of the mammoth was used. The text reads as follows:
"A single mammoth provided tons of meat, enough to feed a group of people for months. The hunters and their families used every part of the animal. They made
the skin into clothing, carved the bones into weapons and tools, and may have used the long ribs to build shelters."
According to anthropological evidence from prehistoric sites in Siberia and North America, this statement is true. See for example The Fate of the Mammoth: Fossils, Myth, and History, (2002), page 159, by Claudine Cohen who writes as follows: "The mammoth was an "all-purpose" resource. Its flesh was used for food; the hair and skin for bedding and clothing; the ivory for ornamentation, as pendants and necklaces, for art, decoration and building; and the bones in construction and for fuel."
The book the reviewer cites as a source: The Ecological Indian by Shepard Krech does not discuss Native American use of the mammoth at all. Dr. Krech's book addresses the question of whether or not Native Americans hunted mammoths to extinction and concludes that while hunters may have practiced mass killing, climate changes were probably responsible for the extinction.
The textbook states this as well. On page 18, column 2, the text states:
"The mammoths and other large animals began to die out, either from being overhunted or because of changes in the environment."
Krech's book does discuss Native American use of the buffalo, which is perhaps what the reviewer is referencing by way of example. Krech, however, notes that Native Americans did use every part of the buffalo. Krech states: "Unquestionably, the buffalo was the mainstay of the Plains Indians ... Native people ate an incredible variety of buffalo parts with great relish ... For people like the Blackfeet, the buffalo provided over one hundred specific items of material culture. They included robes for bedding, gloves, winter clothing ... hides for tip! covers and linings, cups, parfleches, moccasins, leggings ... hair for stuffing yarn, and ropes, and sinew for thread, bowstrings ... ribs for arrow straigheners; the paunch and intestine as containers ... hoofs as rattles or for glue; the tibia and other bones for fleshers, brushes, awls and other tools ... From a material standpoint, it would have been virtually impossible to be out of sight, touch, or smell of a product fabricated
from bison___" As an example of Native American animal use, Krech's book tends to
support the text's statement about mammoths, not contradict it.
20. The map labeled "Prehistoric Migrations Through the Americans" [p. 18(S)] indicates that there were prehistoric migrations from Europe that were comparable to those from Asia that continued along the Pacific Coast of North America. This is highly doubtful. It is certainly too speculative to belong in a textbook. The treatment on p. 21 (S) is better, but only slightly. The acknowledgement that "few scientists" [p. 21 (S)] agree with this European-migration speculation indicates that it is premature to put such speculation in a textbook. The Alternative Assessment [p. 21 (T)] encourages students to believe in the European migration hypothesis. [See Kenneth L. Feder, Frauds, Myths, and Mysteries: Science and Pseudoscience in Archaeology, 3rd ed. (1999), chaps. 5-6.]
PUBLISHER'S RESPONSE
Although the key on the map on page 18 specifically identifies the arrows as "Possible Migrations Routes," the arrow showing a route from Europe is not yet widely accepted by the anthropological community. It should not be included on the map. Publisher will make the following change:
Page 18, Map entitles Prehistoric Migrations Through the Americas
Delete the arrow from Europe to America.
PUBLISHER'S RESPONSE CONTINUED
The discussion of the route from Europe on page 21, however, is appropriate. It is a Time Notebook special feature entitled "New Ways to the New World: An old Virginia sandpit may change our views of the earliest Americans." The feature is specifically about recent, new discoveries at Cactus Hill and elsewhere that may change the standard theory of how people first reached North America. The text specifically concludes with the reminder that the idea that people migrated to North America from Europe thousands of years ago is still a new theory that will need additional proof. The text says: "For now, few scientists are willing to go so far. "I think people did have the capacity to sail across the Atlantic" says Adovasio. "But I still think 99.9 percent of the settling of the Americas occurred through the interior or along the coast from the Bering Sea." It is not inappropriate to present this idea in a textbook in this way. It has received a great deal of attention in recent years, and remains under discussion. See "New Answers to an Old Question: Who Got Here First?" The New York Times, November 9, 1999; "Who Were the First Americans?" Scientific American, September 2000, and M.D. Brown, "Haplogroup X: An Ancient Link Between Europe/Western Asia and North America?" American Journal of Human Genetics, 63:1852-1861 (1998).
The book cited by the reviewer, Frauds, Myths, and Mysteries: Science and Pseudoscience in Archaeology, by Kenneth Feder, does not discuss the possibility that early people migrated from Southern Europe to America and may have been responsible for the Cactus Hill culture unearthed in Virginia. Therefore, it cannot be used to discredit it.
21. The "You Don't Say" section on "potlatches" [p. 31 (T)] says that the institution of potlatches ensured "the distribution of wealth among the peoples." This benign wording misleadingly neglects the central importance that potlatches and similar customs give to envy in the society in which they exist. Widespread envy has serious corrosive effects on families, friendships, and trust as well as holding back economic development. For a discussion of potlatches and envy, see Helmut Schoeck, Envy (1969).
PUBLISHER'S RESPONSE
The text is accurate as written. There are many ideas about the sociological significance of potlatch ceremonies. Some sociologists have concluded that it served the function of conspicuous consumption — much as wealthy people today will buy expensive automobiles and build mansions so as to demonstrate their elevated position in society. The only difference among potlatch societies was that the accumulated goods were given away to demonstrate rank, not hoarded and conspicuously displayed as they sometimes are today.
Others note that the potlatch serves to validate a title. When a person ascended to the position of chief, he would hold a potlatch to celebrate his ascension, and give goods away to those of lower ranks who witnessed the ceremony. The gift giving in this manner is similar to patterns at modern weddings when those getting married give gifts to the guests to thank them for attending and witnessing the wedding.
In Native American societies, the gift giving may also have been a form of validation, proving the person had sufficient wealth and power to be suitable for the new higher rank. By witnessing the ceremony and accepting the gifts, the guests at a potlatch accept and acknowledge the host's new rank and status in society. The ability to accumulate goods from others and to then distribute them at a potlatch signifies a person's level of political support. In much the same way as a ward politician of the 1800s would build political
support based on the jobs and favors he supplied to constituents, so too do hosts of potlatches show their political support by giving away goods to followers.
The notion that potlatches are based on envy is but one theory, and one that is not widely accepted. There is little evidence that potlatch in the Northwest seriously corroded family structures or held back economic development. Indeed, the highly organized communities of the Northwest showed a higher level of economic development than societies on the Great Plains where potlatch was not practiced.
Regardless of the merits of the various potlatch theories, however, the effect was a distribution of wealth among the people, as stated in the text. Further detailed sociological discussion of potlatches is beyond the scope of a Grade 8 American history textbook. For details on potlatches see the following sources: Abraham Rosman and Paula Rubel, Feasting With Mine Enemy: Rank and Exchange Among Northwest Coast Societies (1971); William E. Simone, Rifles, Blankets and Beads: Identity, History, and the Northern Athapaskan Potlatch (1995); and Mary Giraudo Beck, Potlatch: Native Ceremony and Myth on the Northwest Coast (1993).
22. The text says: "Iroquois women occupied positions of power in their communities." [p. 33(S)] This is misleading. It is true that Iroquois women had a minor political role, but Iroquois politics was overwhelmingly male-dominated, to such a degree that the text's bland wording masks the reality of the situation. Women possessed a rarely-wielded veto power and a nominating power that customarily was in tune with male guidance. Actual tribal leadership was always entirely male. The pioneering anthropologist Henry Lewis Morgan writes: "The flroquois] Indian regarded women as the inferior, the dependent, and the servant of man, and from nurturance and habit, she actually considered herself to be so." [Morgan, League of The Ho-De-No-Sau-Nee or Iroquois (1901), p. 315].This misleading account of the Iroquois women is also reflected in the social pyramid found in the Bellringer skillbuilder activity's Daily Focus Skills Transparency 4-3 on p. 116(T).
PUBLISHER'S RESPONSE
The text is accurate as written. The source cited was written more than 100 years ago. Subsequent research has confirmed that the Iroquois were a matrilineal society, and women held important positions of power. The History and Culture of Iroquois Diplomacy (1985), edited by Francis Jennings and William Fenton, states the following on pages 9-12: "Although Iroquois towns were built and governed by men, and to all appearances the women were drudges, men owed their offices to female succession and the village and its environs of cleared fields up to the wood's edge were the domain of women. Apart from the councils, men's roles were carried out in the forest — hunting, the war path, embassies
of peace and trade, treaties___the senior living woman is the matriarch and she presides
over the household and makes ultimate decisions on social and political matters.... The clans had their separate councils, but an ad hoc village council of ranking clan chiefs, elders, and wise men made local policy.... the ranking matron of that lineage presided over the caucus that nominated, censured, or recalled a clan chief."
In "The Status of Iroquois Women" (1941), page 91, Ann Eastlack Shafer explained the role of the matron in the political process: "Upon the death of a chief the matron of the maternal lineage of which he had been a member determined his successor. He was usually a maternal nephew or younger brother of the deceased chief, although the matron was at liberty to disregard seniority of birth in making her choice. An outstanding example of this occurred when Catherine Brant, wife of Joseph Brant, nominated her fourth and youngest son to succeed to a chieftainship ... The collective action of the lineage was secured by obtaining the approval of the mothers and adult girls in it; the male members
might be consulted if it was considered wise. Almost invariably the matron of the maternal family had her own way and her candidate received the ratification of the group. The matron then became a delegate to inform the chiefs of the Brother clans ... They either rejected or approved the nominee, the latter usually being the case."
There are also many forms of power. In Iroquois society, individuals known as the Keepers of the Faith were appointed to supervise religious ceremonies and festivals, to monitor people's behavior, and to look after the public treasury. Men and women were appointed in equal numbers to this task — a fact Lewis Morgan, the anthropologist cited by the reviewer, acknowledges. He also states that women were allowed to hold their own councils, and when important matters justified the calling of a Grand Council of the Chiefs of the Confederacy, the women were allowed to express their own views to the Grand Council through a spokesman. Other scholars have noted that Iroquois women had the power to forbid male relatives from going to war, and they had the power to interfere and end a war if it had been going on too long.
For other studies of the Iroquois that discuss the power of women see William Fenton, The Great Law and the Longhouse: A Political History of the Iroquois Confederacy (1998); J.N.B. Hewitt, Status of Woman in the Iroquois Polity Before 1784, Annual Report of the Smithsonian Institution (1932).
23. The text speaks of "an enslaved African named Estavanico" [p. 54(S)]. Calling him "African" is misleading. Readers will think Estavanico was from sub-Saharan Africa. In fact, he was a Moroccan (a North African). [See Kitty Morse, "Estaban of Azemmour and His New World Adventures," Saudi Aramco World, March-April 2002; "Estavanico." The Handbook of Texas Online. http://www.tsha.utexas.edu/handbook/online/articles/view/EE/fes8.html (Accessed Tue May 21 12:36:28 US/Central 2002).]
PUBLISHER'S RESPONSE
The text is correct as written. The text states that Estavanico was from Africa, and Morocco is part of the continent of Africa. Moreover, according to most sources, Estavanico was black. The Handbook of Texas Online, under its article "Black Catholics" states that Estavanico was the first known black Catholic in Texas. The Handbook's article "Estavanico" states that he is "usually referred to as a Negro or African black" but notes that one source, a Spaniard named Diego de Guzman, "who saw him in Sinaloa in 1536, described him as "brown." The actual text of the Relación, Cabeza de Vaca's own account of his wanderings in the American Southwest with Estavanico and others specifically refers to Estavanico as "black." One translation by Cyclone Covey specifically uses the term "Negro" when referring to Estavanico. The historical consensus is that Estavanico was a black African. Consequently, the text is not in any sense misleading when it refers to Estavanico as African. See Martin Favata, and Jose B. Fernandez, The Account: Álvar Núñez Cabeza de Vaca's Relación (1993); see also Cyclone Covey, Cabeza de Vaca's Adventures in the Unknown Interior of America (1961).
24. On p. 64(S), the text says that the Dutch paid "about 24 dollars in beads, knives and trading goods" for Manhattan. This dollar valuation has been around since 1846. If it was ever right, because of inflation it is surely wrong now. Sixty Dutch guilders in 1626 (known to be the approximate value of what the Dutch gave the Indians) needs to be translated into current dollars. There is no evidence at all that beads were part of the payment. [For a full account, see Peter Francis Jr., 'The Beads That Did Not Buy Manhattan Island," New York History
(Quarterly Journal of the New York State Historical Association), vol. 67, no. 1 (January 1986).]
PUBLISHER'S RESPONSE
Note: This is found on page 62, not page 64. Publisher will make the following change.
Page 62S, col 2, paragraph 1, line 5:
Delete;
about 24 dollars In beads, knives, and trading goods in exchange for the island. Its
population began to grow.
Insert;
60 Dutch guilders in goods for the island. The goods probably included cloth, and valuable
tools such as axes, hoes, and awls.
25. On p. 82(S), the text says that during the Civil War, Cavalier refugees went to colonies that had been "royal colonies" because they had had that form of governmental organization: "During the English Civil War, English men and women loyal to the king went to royal colonies like Virginia." In fact, after the English Civil War (1642-47) was over, in January 1649, Virginia declared that it was still loyal to the Stuarts (and became a place of refuge for Cavaliers), until March 1652, when it recognized the authority of the English Commonwealth. The existing wording in the text is misleading.
PUBLISHER'S RESPONSE
This error was reported on the Publisher's List of Corrections and Changes submitted to
TEA on June 27.
26. On p. 134(S), the text quotes Patrick Henry as saying "If this be treason, make the most of it." There is a dispute among historians about what precisely was said by Henry on this occasion, since the sources do not agree. It would have been better for the text to have said "Henry reportedly replied" or "according to some reports, Henry replied." [See William P. Gumming and Hugh Rankin, The Fate of a Nation: The American Revolution Through Contemporary Eyes; John Pendleton Kennedy, ed., Journals of the House of Burgesses of Virginia, 1761-1765.]
PUBLISHER'S RESPONSE
It is important for students at the 8th grade level to be exposed to famous statements of early patriots that helped to create American identity and are part of the nation's common political heritage. Students do need to understand, however, that many famous statements may be based on tradition, not solid historical evidence. To make it clear that Henry's famous quote is not known to be a fact, the publisher will make the following change.
Page 134S, col 1, paragraph under Protesting the Stamp Act, line 4
Delete:
When opponents accused him of treason, Henry replied,
Insert:
According to tradition, when he was accused of treason, Henry replied,
27. On p. 166(S), the text speaks of Nathan Male's "last words" as "I only regret that I have but one life to live for my country." These words were not attributed to Hale until decades after his execution and are in all likelihood a rewriting of what he actually said. British officer Captain Frederick Mackenzie reported in his diaries that Hale's final words were actually: "It is the duty of every good officer to obey any orders given him by his commander in chief." An account published six years after Hale's execution has him saying: "'I am so satisfied with the cause in which I have engaged, that my only regret is that I have not more lives than one to offer in its service.'" [See George Dudley Seymour, The Documentary Life of Nathan Hale; The Diary of Frederick Mackenzie; Becky Akers, "One Life for Liberty," The Freeman, Vol. 47, No. 8 (August 1997).]
PUBLISHER'S RESPONSE
As with the quote about Patrick Henry, cited above, it is important for students at the 8th grade level to be exposed to famous statements of early patriots that helped to create American identity and are part of the nation's common political heritage. Students do need to understand, however, that many famous statements may be based on tradition, not solid historical evidence. To make it clear that Hale's famous quote is not known to be a fact, the publisher will make the following change.
Page166S, col 2, line 2
Delete:
Hale's immortal last words were,
Insert:
According to tradition, just before his hanging, Hale's last words were,
28. The answer to the TAKS practice question given in the teacher's wraparound section on p. 189(T) is wrong and seems to have dropped in out of the blue. The answer pertains to the Civil War while the question asks about the Revolutionary War.
PUBLISHER'S RESPONSE
This error was reported on the Publisher's List of Corrections and Changes submitted to
TEA on June 27.
29. The Bellringer Activity transparency on p. 267(T) quotes Jefferson on those who labor on the earth as chosen people and keeping America's workbenches in Europe. On p. 280(S), the text says TJ thought the United States should remain a nation of small farmers. This was TJ's view in the 1780s. But following the War of 1812, TJ clearly recognized that agriculture in the United States should be complemented by commerce and manufacturing to the extent that it was appropriate under free-market conditions.
PUBLISHER'S RESPONSE
The text is accurate as written. On pages 267-269, the text is describing the emergence of the first political parties, and the views of Jefferson and the Democratic-Republicans. On page 280, the text is describing Jefferson's policies during his presidency (1801-1808) —
well before the war of 1812. At both points in history, as the reviewer acknowledges, Jefferson was committed to his agrarian views and believed the United States should be a nation of small farmers. This presentation of Jefferson's position and ideas is the accepted consensus among professional historians, and the common presentation in virtually all college textbooks on American history. See for example: James Henretta, et. al., America's History, volume 1, To 1877; Alan Brinkley, American History: A Survey, Robert Divine, et. al., America: Past and Present, volume 1 to 1877; Gary Nash, et. al., The American people: Creating a Nation and a Society, volume 1, To 1877, and George Brown Tindall, America: A Narrative History, volume 1.
Although it is true that Jefferson's views shifted somewhat after he had retired, it is important to remember that the text is presenting the history of the United States, not the evolving ideologies of individual people. In presenting the history of the first political parties, and the history of Jefferson's presidency, it is appropriate for the text to discuss Jefferson's views because he was playing a major role in shaping the nation's history. It is beyond the scope of the text to go into detail on how Jefferson's views changed after he retired from public life. Similarly, the text does not explore how the views of other founders — such as Washington, Adams, Madison, Jay, or Sherman — changed after they left public life.
30. On p. 279(S), the text says the Federalist called TJ, "who believed in freedom of religion," "godless." TJ was not godless, but his views went beyond freedom of religion. He was a deist, who believed Jesus was an admirable, exemplary man, not the incarnation of God. The wording in the text is misleading.
PUBLISHER'S RESPONSE
The text is accurate as written. The text does not say that Jefferson was "godless." The text states that the Federalists accused Jefferson of being "godless" as part of the political campaign. The text also notes that the Republicans accused Federalists of supporting monarchy — an equally misleading charge. The text presents these accusations to give students a sense of the politics of the late 1790s and early 1800s. It demonstrates the type of issues that mattered to Americans and the type of accusations that political parties thought would sway the emotions of voters.
31. On p. 290(S), defines "impressment" as the practice of stopping American ships at sea and searching them for British deserters. This is wrong and confuses search and seizure with impressment. Impressment is naval conscription, forcing people involuntarily into the Navy.
PUBLISHER'S RESPONSE
Publisher acknowledges the error and agrees to make the following change:
Page 290S, col 2, paragraph 6, line 2
Delete:
This practice known as impressment, was a clear violation of neutral rights.
Insert:
This practice of forcing people to serve in the navy was called impressment.
32. The text on p. 284(S) describes Sacagawea as a guide for Lewis and Clark. This is incorrect. She and her trapper husband helped the expedition in a variety of ways. She and her baby indicated that the expedition was not a hostile war party. She served as a translator and aided in making friendly contact with the Shoshone when the expedition entered Shonone territory. But she was not a guide.
PUBLISHER'S RESPONSE
This is not a verifiable error of fact. Merriam-Webster's Collegiate Dictionary, 10th edition, specifically defines a guide as "a. one who leads or directs another's way, b. a person who exhibits and explains points of interest" and "c. something that provides a person with guiding information."
While it is true that Sacagawea did not act as a guide in the sense of leading them along a route to a destination, she served as a guide in many other ways — particularly in explaining native flora and fauna. On several occasions, she helped the party by identifying various edible roots. Her ability to translate enabled her to introduce the expedition to the local Indians, and thereby obtain information about the route that they were following. For examples of Sacagawea's activities, see Stephen Ambrose, Undaunted Courage (1996).
33. The map on p. 367(S) indicates incorrectly that the Texan victory in San Antonio in Dec. 1835 was a Mexican victory.
PUBLISHER'S RESPONSE
Publisher acknowledges the error and agrees to make the following change:
Page 367, map:
Change the star indicating the Battle of San Antonio from green to blue.
34. On p. 439(S), the text gives central prominence (with regard to the congressional approval of the Compromise of 1850) to Millard Fillmore's persuading Whig representatives to abstain on certain measures. The importance of Fillmore's action is a matter of dispute among historians. Some would stress instead what they think is the greater importance of modifications that were made in the legislation itself. The discussion in the text should have included the modifications. [See Mark J. Stegmaier, Texas, New Mexico, and the Compromise of 1850: Boundary Dispute & Sectional Crisis; William W. Freehling, The Road to Disunion.]
PUBLISHER'S RESPONSE
The text is accurate as written. The text states:
"Then in July, President Taylor died. The new president, Millard Fillmore, supported some form of compromise. At the same time, Stephen A. Douglas, a young senator from Illinois, took charge of efforts to resolve the crisis. Douglas divided Clay's plan into a series of measures that Congress could vote on separately. In this way, members of Congress would not have to support proposals they opposed. President Fillmore persuaded several Whig representatives to abstain — not to cast votes — on measures they opposed. Congress finally passed a series of five separate bills in August and September of 1850."
The text clearly gives prominence to Stephen A. Douglas' strategy of dividing the compromise into several separate measures that Congress could vote on individually. This key modification made passage possible. But historians also agree that Fiilmore played an important role as well. Pulitzer prize-winning Civil War historian David Donald, a former president of the Southern Historical Association, states the following on page 44-46 in his book Liberty and Union (1978): "Taylor's unexpected death on July 9 and the accession of Millard Fiilmore removed an enemy of compromise from the White House and replaced him with a friend ... Fiilmore was as enthusiastic a supporter of compromise as Taylor had been an opponent, and by the fall the new chief executive was using all the power and patronage at his disposal to influence wavering congressmen."
One of the textbook's authors, Civil War historian James McPherson makes a similar point in his Pulitzer-prize winning study, Battle Cry of Freedom: The Civil War Era (1988), stating the following on pages 74-75: "Whether for weal or woe, Taylor's death marked a turning point in the crisis. The new president Millard Fiilmore ... tilted almost as far South as the southern President Taylor had tilted North. Fiilmore ... gave his support to the omnibus
[the compromise]___Fiilmore helped the cause by persuading enough northern Whigs to
abstain from the votes on the fugitive slave and territorial bills to allow their passage."
35. On p. 483(S), the text says: "Overall ... the Northern economy boomed." This is wrong. Overall, the Northern economy did not do well during the Civil War, although war industries prospered. Real wages fell by one-third.
PUBLISHER'S RESPONSE
The text is accurate as written. The text notes that workers were hurt and that farmers
benefited. The text states on page 483:
"During the war prices rose faster than wages in the North. This inflation — a general increase in prices — caused great hardship for working people. Overall, however, the economy boomed. The need for a steady supply of food for the Union troops helped farmers to prosper."
The text thus explicitly acknowledges the fall in real wages due to inflation, but real wages are not the only measure of economic growth. During the Civil War, the vast majority of Northerners still lived and worked on farms. Their income was dependent on the price of farm products, not wage levels. While there is indeed a dispute among historians as to whether the Civil War accelerated or hurt the trend toward industrialism in America, it is clear that farmers benefited as food prices rose, and the Union army purchased vast quantities of food to feed the troops.
Civil War historian David Donald describes this situation on page 134 of Liberty and Union (1978): "In the North, too, farmers began producing more grain. Partly because of inflation, the price of wheat rose from 65 cents a bushel in December 1860 to $2.26 in July 1864, and farmers, especially in the Middle West, saw a chance to make money. At first the labor shortage kept them from expanding their acreage ... but machines soon made up for the absent men. One of Cyrus Hall McCormick's reapers could replace from four to six farmhands, and McCormick sold 165,000 of his machines during the war."
The notion that "overall" the North's economy boomed is clearly supported by the work of one of the textbook's authors, Civil War historian James McPherson, who states the following on pages 816-817 of his book Battle Cry of Freedom: The Civil War Era (1988): "On the contrary, the demands of war had boosted the northern economy to new heights of productivity ... Coal and iron production declined the first year or so of the war, but
increased by 1864 to levels higher than ever before ... The North built more merchant ships during the war than the whole country had built in any comparable peacetime period ... Although new railroad construction slowed during the war, the amount of traffic over existing lines increased by 50 percent or more ... the overall manufacturing index stood
13 percent higher in 1864 for the Union states alone than for the entire country in 1864___
Union states grew more wheat in both 1862 and 1863 than the entire country had grown in the previous record year of 1859. Despite the food needs of the army and civilian population, the United States actually doubled its exports of wheat, corn, pork, and beef during the war."
36. P. 87(S) reads: "English criminals and Scottish and Irish prisoners of war were also shipped
to the colonies.....Africans were seized and brought to the colonies as slaves." The passive
voice in these sentences conceals history rather than revealing it. These sentences should read: "British authorities shipped English criminals and Scottish and Irish prisoners of war to
the colonies.....African chieftains seized neighboring Africans in wars and raids. The
chieftains sold the captives to slave-traders who brought them to the colonies as slaves."
PUBLISHER'S RESPONSE
Publisher acknowledges the error and agrees to make the following change:
Page 87S, col 1, paragraph 1, lines 8-9, and paragraph 2, lines 1-5
Delete:
Africans were seized and brought to the colonies as slaves.
Other men, women and children came to the colonies as indentured servants. In return for
the payment of their passage to America, they agreed to work without pay for a certain
period of time.
Insert (without a paragraph break):
African rulers took prisoners during wars and raids. They enslaved the captives and sold them European slave traders who took them to the colonies. Many people came to the colonies as indentured servants. To pay for their passage to America, they agreed to work without pay for a certain period of time.
37. The "Critical Thinking Activity" on p. 104(T) incorrectly implies that Europeans introduced aggression and violence into African life (which they did not), rather than increasing the levels of aggression and violence (which the Europeans did, during the era of the slave trade).
PUBLISHER'S RESPONSE
The activity does not imply the Europeans introduced aggression into African life. The
activity states:
"Have students formulate hypotheses on the effect the slave trade had on African life."
The question focuses on the effect of the slave trade. If students conclude it led to violence, they would be correct — as the reviewer notes. Whether or not the slave trade increased violence or led to new violence is not the point. It led to violence. The purpose of the activity is to encourage students to develop critical thinking skills — a goal the activity successfully accomplishes.
To ensure that the teacher accurately responds to students concerning their hypotheses, the publisher will make the following change.
Page 104T, Critical Thinking Activity, line 4
Delete:
(promote violence among African groups)
Insert:
(increase violence among African groups)
38. On page 212(S), the text wrongly attributes the quotation "That government is best which governs least" to Thomas Paine. This quotation is often attributed to Thomas Jefferson, and sometimes to Benjamin Franklin. All these attributions are wrong. The quotation is not from Paine, Jefferson, or Franklin, it was rather the motto of a Jacksonian Democratic publication, the United States Magazine and Democratic Review. A picture of this publication, by the way, appears in the Holt textbook on p. 516(S). [On this quotation, see Henry David Thoreau, The Variorum Civil Disobedience, ed. Walter Harding.] This material in the text would also be used by a student to learn the content listed in TEKS #4.
PUBLISHER'S RESPONSE
Publisher acknowledges the error and agrees to make the following change:
Page 212S, col 2, lines 13-15
Delete:
They agreed with Thomas Paine, who had said, "That government is best which governs
least."
Insert:
They agreed with Patrick Henry, who warned that the Constitution was "incompatible with
the genius of republicanism."
Page 212S, col 2, last paragraph:
Delete the paragraph break. Run the last paragraph back into the preceding paragraph. This will create an extra line to allow the Patrick Henry quote to be included.
39. On p. 217(S), the text says that the Framers intended the phrase "general welfare" in the Preamble of the Constitution to authorize the national government to ensure "as much as possible ... that citizens will be free from poverty, hunger, and disease." This is an anachronism. The Framers were not New Deal welfare-statists and had no such view of the phrase "general welfare."
PUBLISHER'S RESPONSE
In order to be more precise about the actual powers Congress has to promote the general
welfare, the publisher will make the following change:
Page 217S, col 2, paragraph 4, line 8
Delete:
and as much as possible, ensuring that citizens will be free from poverty, hunger and
disease.
Insert:
regulating commerce and bankruptcies, and promoting science and technology by
granting patents.
40. On p. 208(S), the text wrongly equates John Locke-style "natural rights" with the rights of Englishmen as found in the Magna Carta and the English Bill of Rights. This misses the point of "natural rights," which are universal rights founded in human nature not dependent on English charters, statutes, or customs. [See John Locke, Two Treatises of Government.] This aspect of the text would be used by a student to learn the content listed in TEKS #16 as well.
PUBLISHER'S RESPONSE
The text intends to convey to students that the American colonists interpreted Locke's concept of "natural rights" as equivalent to their own traditional "rights of Englishmen." This conceptual equivalence gave Locke's ideas a great deal of influence in the colonies and helped make possible the American Revolution. To make this clear, the publisher will make the following change:
Page 208S, col 1, paragraph 6, lines 1-9
Delete:
Locke, an English philosopher, believed that all people have natural rights, which are specific rights of Englishmen defined in the Magna Carta and the English Bill of Rights. These natural rights include the rights to life liberty and property. In his Two Treatises on Civil Government (1690), he wrote that government is based on an agreement, or contract, between the people and the ruler.
Insert:
Locke, an English philosopher, believed that all people have natural rights. These natural rights include the rights to life, liberty, and property. In his Two Treatises on Civil Government (1690), he wrote that government is based on an agreement, or contract, between the people and the ruler. Many Americans interpreted natural rights to mean the rights of Englishmen defined in the Magna Carta and the English Bill of Rights.
41. On p. 412(S), the text says: "Henry David Thoreau sat ... in the jail cell.... As he looked through the cell bars, he heard a voice, 'Why are you here?' asked his friend Ralph Waldo Emerson. Thoreau replied, 'Why are you not here?"This tale is myth and legend, not history. There does exist an 1894 letter written by Eben Loomis, claiming that the story was told to him by Maria Thoreau. But this is third hand, and 1894 is too long after the supposed fact. [Eben J. Loomis, Letter to Alfred W. Hosmer, May 21, 1894] Compare the somewhat better treatment of this supposed incident in the Holt textbook, which uses "reportedly" in describing the conversation.
PUBLISHER'S RESPONSE
To avoid leaving students with the impression that the famous and frequently cited story of Thoreau and Emerson is accepted historical fact, the publisher will make the following change:
Page 412S, An American Story, First line:
Insert: "According to folklore," at the beginning of the line.
42. On p. 308(S), Eli Whitney is said to be from Massachusetts; on p. 309(S), he is said to be from Connecticut. He was born in Massachusetts, taught school there, went to college in Connecticut (Yale), and manufactured cotton gins there. The existing wording in the text, however, is confusing.
PUBLISHER'S RESPONSE
Publisher acknowledges the error and agrees to make the following change:
Page 309S, col 2, paragraph 1 , line 1
Delete:
Connecticut inventor Eli Whitney
Insert:
The inventor Eli Whitney
43. On p. 529(S), the text says "railroad construction was made possible by large government subsidies." This is misleading in the sense that it implies that a transcontinental railroad would have been impossible to build in this era without government subsidies. This is called into question by both the actual experience of the Great Northern Railway, which was built without subsidies, and by economic historian Robert Fogel's economic analysis of the Union Pacific line, which he found to be a "premature enterprise." [See Robert W. Fogel, Union Pacific Railroad: A Case in Premature Enterprise.]
PUBLISHER'S RESPONSE
In many respects, federal subsidies did make possible the first transcontinental railway, precisely because it was a "premature enterprise" that businesses were not willing to fund on their own. Government aid encouraged them to construct a railroad that was not yet economically viable. Nevertheless, to avoid giving the impression that all railroads required government support to be built, the publisher will make the following change:
Page 529S, col 1, paragraph 4, line 1:
Delete: made possible
Insert:
often supported
Texas Public Policy Foundation
Social Studies Textbook Review 2002
List of Factual Errors by Book
|
PUBLISHER |
TEXTBOOK TITLE |
SUBJECT |
||
|
Glencoe/McGraw Hill |
United States Government: Democracy in Action |
High School American Government |
||
1. p. 10 — What is the basis for the statement that "An effective government allows citizens to plan for the future, get an education, raise a family, and live orderly lives?" These items are not found in the Constitution but are assumed by this statement to be a function of government. Some qualification is needed or the statement should be revised.
PUBLISHER'S RESPONSE
The reviewer has asked a question, not pointed out a verifiable error of fact. The text in question is part of a larger discussion on the general purposes of government. This discussion, which includes narrative on pages 9-11, is intended to help understand the many roles that government plays in people's lives. It does not state that these are characteristics of the American government under the Constitution.
2. p. 789 — The book should devote more discussion to the 2nd Amendment. There is ample scholarship on both side of the issue to support different interpretations. Discussion of the 2nd Amendment should also make use of Locke's treatise. Remember Locke, upon which the Americans base their doctrine of revolution, contends that if governments become tyrannical the people should attempt to alter that government first through peaceful means. If all these attempts fail, armed revolution may be the only recourse. The placement of the 2nd Amendment immediately after the 1st (our ability to criticize and protest against the government) implies that the right to bear arms is conceived of by the Founders as part of the means of resisting tyrannical government. To what extent this can be achieved solely through the strength of the state militia is debatable. Given the increase in Federal power over the last 200 years, and increased efforts to regulate gun ownership, this topic merits more discussion than one sentence devoted to it here. In addition, the text provides a collectivist interpretation of the 2nd amendment without giving any consideration to differing interpretations. The 2nd amendment has taken on a more individualistic definition, particularly in light of recent circuit court cases and the changes in the presidency, and the strength of the NRA in terms of membership and influence leads credence to at least exploring this alternative interpretation.
PUBLISHER'S RESPONSE
The reviewer is asking for more content, not stating an error. The text in question on page 789 is a short annotation in the side margin of the Constitution. There are three full paragraphs devoted to a discussion of the 2nd Amendment on pages 84-85, which read:
"The Second Amendment This amendment ensures citizens and the nation the right to security. It states: 'A well-regulated Militia being necessary to the security of a free State, the right of the people to keep and bear Arms shall not be infringed.' Originally, the Second Amendment was intended to prevent the national government from repeating actions that the British had taken. Before the Revolution, the British tried to take weapons away from colonial militia, or armed
forces of citizens. This amendment seems to support the right for citizens to own firearms, but it does not present Congress from regulating the interstate sale of weapons, nor has the Supreme Court applied the Second Amendment to the states. States are free to regulated the use and sale of firearms."
The Publisher included the following change for the annotation on page 789 on its list of corrections and changes, submitted to The Texas Education Agency on June 27, 2002:
Page 789, annotation to 2nd amendment:
Replace annotation with
Bearing Arms (1791)
This amendment is often debated. Some people argue that it protects the right of states to
have militias. Others argue that the Founders' original intent was to protect the right of
individuals to have weapons. The Supreme Court has yet to issue a definitive ruling on the
Second Amendment's meaning.
3. p. 281 — "Government and You" box on Social Security notes that 6.2% of an employees paycheck is collected for Social Security. The text should also explain that employers have to match this 6.2%, which is money that the employer most likely garners from wages withheld from the employee in determining his or her salary or wage.
PUBLISHER'S RESPONSE
It is true that many employers may pay workers 6.2% less than they would if they did not have to pay Social Security taxes for each employee. However, it is also possible that many employers cut costs by raising prices on products or instituting other cost-cutting methods to make up for the 6.2% tax. To fully explain the many effects that employer Social Security taxes may or may not have on determining wage levels in the economy is beyond the scope of a government textbook. The author has determined that it is clearer to students to present the accounting view of Social Security taxes which stresses that the self-employed contribute.
4. p. 555 — The discussion of taxation points out that the revenue collected by the federal government, if divided evenly for every citizen in the US, comes to approximately $6000 per person. The problem with this figure is that it is terribly misleading. It creates the impression that the average tax obligation is roughly $6000, and the same for every taxpayer. The text should point out that under our progressive tax system, wealthy taxpayers pay both more in terms of total dollars and as a percentage of all revenue collected. That is, the tax burden is not really equally distributed, as the text implies. In addition, the text should point out that tax deductions (page 556) and loopholes (page 559), while reducing the burden on high-income taxpayers, do not negate the fact that the wealthy pay a disproportionate share of the total amount of taxes collected.
PUBLISHER'S RESPONSE
The author has chosen to include the $6,000 figure in the introduction to the section to help students understand the sheer magnitude of tax collections in the United States. Dr. Remy writes: "That figure [$1.5 billion] represents an average of nearly $6,000 for each person in the nation." He does not imply that the tax burden is the same for every taxpayer. On page 556, the author explains that "the income tax is a progressive tax, one based on a taxpayer's ability to pay. The higher a person's taxable income, the higher the tax rate.'
The publisher agrees to make the following change to add additional information. Page 556, column 1, paragraph 2, line 5:
Delete:
of certain deductions not as available to those in lower tax brackets. These deductions
may make the tax system less progressive.
Insert:
of deductions that lower their taxes. Nevertheless, the wealthiest taxpayers — those with
incomes above $50,000 — pay about 80 percent of the taxes.
5. 555 — The discussion of taxation cites A1S8 of the Constitution and Congress's power to lay and collect taxes, with the implication being that the Founder's intended income to be taxed (there is even a quote from Franklin regarding the certainty of taxation). The text should point out that the income tax is a product of the 16th amendment and not part of the original design of the Constitution.
PUBLISHER'S RESPONSE
This is not a factual error. The text narrative cited on page 555 (A1S8) deals with taxation in general. It does not mention individual income taxes. The Cover Story that introduces the section titled "Raising Money" precedes the discussion of taxation. It is intended to introduce the students to the general content of the lesson. It deals with the ratification of the Sixteenth Amendment, pointing out that the amendment "authorizes congress to levy an income tax."
6. . 162 — Students are asked to evaluate the consequences of privatizing areas like Yellow Stone national park. The answer in the teacher's edition notes that public control preserves the park for all to enjoy and that privatization would lead to admission fees. The implication here is that the national government runs these parks for free for the enjoyment of all citizens, which is not true. Yellowstone charges an admission fee, and a fairly high one at that ($20 per car).
PUBLISHER'S RESPONSE
The Publisher agrees to make the following change:
Page 162, caption question:
Change to read:
To what extent might privatization improve or complicate the operation of places such as
Yellowstone?
Page 162 TE, caption answer:
Change to read:
Some students will suggest that the park would be run more efficiently because the profit incentive would motivate the owners. Others might state that commercial interest might develop the area and close it to the public.
7. p. 125T — The teacher's notes in the margin suggest that each of our 435 members of the House represents about 588,000 people, which I think is too low. The figure I calculate and usually see in other textbooks is on representative for approximately 650,000 people. The textbook uses this 650,000 figure on page 126.
PUBLISHER'S RESPONSE
The Publisher will make the following change:
Page 125T, Speaking of Washington feature, linelO: change 588,000 to 650,000.
8. p. 313 — The discussion of circuit courts does not make it clear that the each circuit contains more than three judges, although they usually sit in groups of three to hear an appeal. In addition, the explanation of "sitting en banc" needs some clarification.
PUBLISHER'S RESPONSE
This text is not in error. On page 313, the text makes it clear to students that each circuit contains more than three judges. The text states: "Usually a panel of three judges sits on each appeal. In a very important case, all of the circuit judges may hear the case." The second sentence shows that there are more than three judges in the circuit.
9. p. 628 — The text notes that relations between NATO and Russia are uncertain. This statement is now dated and should be revised to reflect recent events. The same is true for page 711.
PUBLISHER'S RESPONSE
The Publisher will make the following change to be more current.
Page 628, col. 2, paragraph 3, Change last sentence to read:
In 2002 a new agreement made Russia a partner of NATO. Russia could now take an active role in discussions, although it was still not a full-fledged member, did not have a veto, and could not vote on new members or participate in the collective defense pact.
Page 711-712, column 2, last line,
Change
"While not" and the rest of the paragraph as it appears on page 712
To:
In 2002 a new agreement made Russia a partner of NATO. Russia could now take an active role in discussions, although it was still not a full-fledged member, did not have a veto, and could not vote on new members or participate in the collective defense pact.
10. p. 778 — The salary listed more members of Congress is for 1998. The figure has changed since then.
PUBLISHER'S RESPONSE
Publisher will make the following change to be more current.
Page 778, col. 1, paragraph 3, last line
Change:
were $136,700 beginning in 1998.
121
were $150,000 beginning in 2002.
11. p. 173 — The political cartoon suggests that Gridlock plagues our government, and the teacher's Caption Answer suggest "Gridlock is a persistent problem, which slows the passage of new legislation." Why is gridlock a problem? Given our Constitution, it seems Gridlock is the built-in means of slowing the legislative process by design so as to prevent the hasty passage of laws. I suggest that students debate whether Gridlock is a good or bad thing, and whether they prefer that laws be made quickly or slowly.
PUBLISHER'S RESPONSE
This is not an error. Gridlock becomes a problem when the failure of the legislative and executive branches to cooperate unnecessarily slows or shuts down government operations. This has occurred several times in recent years and accounts for the textbook's assertion that it is a problem. To clarify the teacher's edition content and promote critical thinking skills, the publisher will make the following change.
Page 173, teacher wraparound edition, Caption Answer
Change answer to:
Point out that the cartoonist's perception that gridlock is a huge problem represents only
one view of the issue. The principle of separation of powers is designed to slow down the
legislative gridlock is good or bad and whether they prefer that laws be made quickly or
slowly.
12. p. 539 — The book should provide more discussion as to why "the need for large donations compromises candidates and parties." Couldn't one argue that part of the democratic process is to seek the support of groups or people with similar interest? As long as the contribution is not illegal, a large contribution might be considered a measure of the level of intensity which a particular group or individual feels about a cause.
PUBLISHER'S RESPONSE
This is not a factual error. The textbook covers this issue on pages 477-479 in the
discussion of campaign financing.
13. p. TX25 — In the Texas section of the book, the text notes that 5000 people were killed in the World Trade Center collapse. This figure should be revised. The official figure is closer to 2500, but I cant recall it exactly.
PUBLISHER'S RESPONSE
The publisher will change this figure from 5,000 to "about 3,000" to reflect the figures that became available after the press date for the first printing.
14. p. 9 — The Government in Daily Life box notes that the "roads on which you drive are constructed and maintained by the government." The problem with this statement is that it implies the national government is responsible for this task rather than state or local governments. Some clarification is need to convey that different levels of government are responsible for and provide different services
PUBLISHER'S RESPONSE
This is not an error of fact. The first paragraph of this feature points out that "government is much closer than the officials working in Washington, your state capital, or even city hall." This sentence indicates to students that they are reading about government at all levels rather than merely at the federal level. The Participating in Government Activity that concludes this feature deals with local government — again a clear indication to students that the feature is not just dealing with the federal government.
15. p. 119T While the "Chapter Bonus Test Question" contends that Texas is the only state that may divide itself into smaller states, the Constitution says otherwise. The constitution states that any state, with the permission of Congress and the respective state legislature, may divide itself. Texas is not special.
PUBLISHER'S RESPONSE
Publisher will make the following change:
Page 119T, Chapter Bonus Test Question
Change to read:
Ask students: According to the Constitution, a state can split into two states only with the consent from what two parts of the government? (the state legislature and Congress) GOV: 22D
16. p. 467T — The teacher's note refers to the Iowa Primary when in fact Iowa uses the caucus method.
PUBLISHER'S RESPONSE
Publisher acknowledges the error and will make the following correction.
Page 467T, side column, Did You Know, last two lines
Change to read:
New Hampshire. Iowa held its presidential caucus on January 24, the same day that Alaska
held its presidential primary.
17. p. 793 — The text should clarify that that 15th amendment only applied to males. PUBLISHER'S RESPONSE
This is not an error. This annotation helps students to analyze the wording of the amendment. The amendment did not apply only to males. It merely stated that citizens could not be denied the right to vote because of race, color, or previous condition of servitude. It was up to the states to decide whether they would extend the right to vote to women. Indeed, well before the passage of the Nineteenth Amendment, several states had granted women the right to vote
Texas Public Policy Foundation
Social Studies Textbook Review 2002
List of Factual Errors by Book
|
PUBLISHER |
TEXTBOOK TITLE |
SUBJECT |
||
|
Glencoe/McGraw Hill |
Economics: Principles and Practice |
High School Economics |
||
1. Economics At A Glance, Figure 7.1, S165, is an extremely helpful side bar; hopefully teachers will use as a starting point to motivate development of a competitive firm's supply curve. One problem: marginal revenue is neither explained nor defined. Since this TEKS objective requires discrimination among market structures and industrial organization, we must clearly explain the implications of marginal revenue for production decisions and profit max.
PUBLISHER'S RESPONSE
The text introduces marginal revenue on page 130 and in Figure 5.6 on page 128. To
reinforce this vital concept, the publisher will make the following change:
Page 165, teacher's edition, Economics at a Glance box,
Insert before Answer:
Remind students that the price is the same as the marginal revenue (hence the Price = $15
= D = MR in Figure 7.1).
PUBLISHER'S RESPONSE CONTINUED
The author chose not to include the monopoly model in this discussion because to do so would have lengthened an already concept-heavy chapter by at least two pages and would have necessitated cutting copy elsewhere to make room. Such an approach would interfere with student learning.
2. Regarding TEKS #10: It's unfair to criticize capitalism for market failures without providing the same criticism of other types of economic systems. Furthermore, which system has most efficiently recognized and addressed market failures? Compare the records on pollution cleanups and environmental integrity; the U.S. free enterprise system shames the socialist economies, contrary to the casual empiricism of critics of capitalism. Good descriptive narratives provided for traditional, command and market economies; well written with nicely integrated sidebars.
PUBLISHER'S RESPONSE
This is not a factual error. The author provides a balanced treatment of economic systems throughout the text, pointing out that inadequate competition, inadequate information, and immobile resources can result in market failures in a mixed economy. The text does a thorough job of pointing out the failures of command economies.
3. Fix-up the definition of absolute advantage, T469 ... "a country has an absolute advantage when it is able to produce more of a given product than another country can" ... That's correct for the special case of identical resource base and different technologies, but certainly not true in
general; the general case of absolute advantage is what must be defined here. Otherwise, a good coverage of the basic principles of international trade and finance.
PUBLISHER'S RESPONSE
Publisher acknowledges the error and will make the following changes.
Page 468, column 2, last line:
Delete:
and fancy consumer
Page 469, column 1, line 1:
Delete:
Goods
Page 469, column 1, paragraph 3:
Change first sentence to read:
A country has an absolute advantage when it can produce a product more efficiently (i.e.,
with greater output per unit of input) than can another country.
4. p. 38T Comparing Economic systems — 1 would disagree that a market system does not provide for old, young and sick.
PUBLISHER'S RESPONSE
First, Comparing Economic Systems is a feature in the student edition, so the reference to teacher's edition above is not correct. Further, Figure 2.1 (Comparing Economic Systems) is comparing the traditional, command, and pure market economic models. In a pure market economy, the government plays absolutely no role in providing for people too young, too old, or too sick to work. The United States has a mixed economy based on the market economic model. The government plays a role in the economy. Hence, this is not a factual error.
On page 39, the student text states, "These people would have difficulty surviving in a pure market economy without assistance from government or private groups."
Texas Public Policy Foundation
Social Studies Textbook Review 2002
List of Factual Errors by Book
|
PUBLISHER |
TEXTBOOK TITLE |
SUBJECT |
||
|
Glencoe/McGraw Hill |
Economics: Today and Tomorrow |
High School Economics |
||
1. The justification for the law of supply, T188, needs some work. It's the rising marginal cost of producing an additional unit that explains the upward sloping supply curve; not that every unit costs more to produce when production expand and therefore you require a higher price to cover costs. That's simply incorrect — marginal analysis underlies that supply curve, not as presented here.
PUBLISHER'S RESPONSE
This is not a factual error. On pages 187-188, the author points out that "the higher the price of a good, the greater the incentive is for a producer to produce more. The higher price not only returns higher profits, but it also must cover additional costs of producing more." The author then uses an example to make this point to students by stating that a manufacturer would have to consider all costs of production when setting prices. Dr. Miller then states: "At a higher price per skateboard, you would be willing to supply — that is, produce and sell — more than you would at the current lower price. Even though each skateboard will cost more to produce — because of overtime payments to workers, additional machines, more repairs on machines, and so on — you can afford to pay the additional cost of increasing the quantity sold. This fact is the basis of the law of supply." By definition, marginal cost is the extra cost of producing one additional unit of production. Each skateboard being produced adds its own marginal cost. The author includes a discussion of the law of diminishing returns at the conclusion of the section on determinants of supply so show students that at some point in the process each additional input yields less incremental output.
2. A disadvantage of the market economic system, T37-38, involves the "concern about those too young, too old or too sick to work." Since this criticism is clearly leveled against the U.S. economy, one must simply reflect upon the multitude of government's social programs that address such needs. Meeting this TEKS learning objective can be done with well-written descriptive economics, as done here. A point to make regarding the importance of property rights: look at U.S. record regarding pollution and environmental clean-up versus the socialist economies. Would students and their teachers be surprised at U.S. achievements here? In particular, where do you find cleaner rivers, U.S. or Russia, and why?
PUBLISHER'S RESPONSE
This is not a factual error. The reviewer incorrectly assumes something that the textbook does not state. The sentence in question reads: "One disadvantage of a pure market system involves concern about those too young, too old, or too sick to work." The statement does not refer to the United States, which has a mixed economy, as the author points out on page 38.
3. The definition of absolute advantage, T475, is incorrect; lower absolute cost? No! Why not explain the comparative advantage illustration with PP curves or at least identify the respective opportunity costs explicitly, T475-476? That is, in Alpha the opportunity cost of a bu of soybeans is the foregone production of 5 bu of corn, whereas in Beta, it's 3.125 bu of corn. Hence Beta is the low opportunity cost producer of soybeans and enjoys a comparative advantage in soybeans, her exportable. What are the gains from trade? Can consume beyond your production possibilities frontier; no mention of that fundamentally important consequences of trade.
PUBLISHER'S RESPONSE
The author has chosen to present this complex topic in a manner that is comprehensible
and meaningful to students.
Texas Public Policy Foundation
Social Studies Textbook Review 2002
List of Factual Errors by Book
|
PUBLISHER |
TEXTBOOK TITLE |
SUBJECT |
||
|
Glencoe/McGraw Hill |
The American Republic |
High School American History |
||
No errors reported. However, one reviewer only evaluated this textbook.
Texas Public Policy Foundation
Social Studies Textbook Review 2002
List of Factual Errors by Book
|
PUBLISHER |
TEXTBOOK TITLE |
SUBJECT |
||
|
Glencoe/McGraw Hill |
Glencoe World History |
High School World History |
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1. There is one point upon which historians do disagree. The text deals with the Spanish conquest of the Aztec empire on S358. There it states: "As we will see, throughout the Americas, Europeans, using gunpowder first developed in Asia, were able to destroy powerful civilizations weakened by European diseases." Not so simple: different historians have rather different views on this topic. Many do not accept the thesis that military superiority founded on the technological developments of the sixteenth and seventeenth centuries can entirely explain the Spanish conquest. (See William R. Thompson, 'The Military Superiority Thesis and the Ascendancy of Western Eurasia in the World System" in Journal of World History spring 1999 143-178). At any rate, steel weapons (based on Arab technology) were as important as gunpowder in the Spanish conquest.
PUBLISHER'S RESPONSE
This is not an error. Two facts are indisputable: (1) Europeans did destroy the powerful civilizations that existed at that time in the Americas and (2) They did use gunpowder. The text does not state that military superiority founded on technology alone explains the Spanish conquest. The text on page 358 makes a general statement about Spanish conquests in the Americas that is not untrue and that is also relevant to the Aztecs in particular. It does not state that the Spanish conquest entirely rested on European technology. For example, earlier in the section, mention is made of the Spanish having to make alliances with Aztec-ruled Native Americans as well as the success of the local population driving out the Spanish invaders from Tenochtitlan in 1520. These developments show that technology alone was not a guarantor of Spanish success.
2. Chapter 3 "India and China 3000-B.C.-A.D. 500 has a lovely photograph of the Great Wall on the first page (S69/T69). This is, of course, a Ming dynasty wall — not the wall constructed by the First Emperor of Qin. The myth that Qin built a wall in a certain place and that it has stood there, repaired and added to from time to time, ever since, is just that — a myth. See Arthur Waldron, The Great Wall of China: From History to Myth (Cambridge: Cambridge University Press, 1990). The author makes this clear on S100. The little "More About the Art" box on T69 ought to be rewritten in order to agree with the text on S100.
PUBLISHER'S RESPONSE
This is not an error. As the reviewer states, the student text on page 100 discusses the mythic element associated with the Great Wall. The art box in the TWE, however, does not disagree with the student text material. No statement is made that there is direct physical continuity between the Ming Wall and the Qin Wall. Regardless of what is myth and what is fact (and there are disagreements), there is still continuity throughout Chinese history in terms of the concept of the wall as a barrier against invaders.
3. The text incorrectly states that "From the start, however, the Song experienced problems, especially from the Uighurs in Northern China. Because of the Uighur threat, the imperial court was forced to move its capital from Changan further south to Hangzhou. The Song also lost control over Tibet." (S250/T250). There are several problems here. First, the Song were not threatened by the Uighurs, but by the Khitan. Second, the capital city of the Northern Song dynasty was Bianjing (modern Kaifeng), not Changan (modern Xi'an). Third, the Song could not have lost control over Tibet, since they never controlled it in the first place. On this count, the authors may believe that the Tang empire controlled Tibet (S248/T248). The text may be trying to simplify the complex relationship between Tibet and the Tang empire for the sake of clarity in a textbook. I think, however, that the text has slipped from simplification into error. The Tang relation to Tibet could never be accurately described as one of "control." "Influence" would be more accurate. The Tang empire did not exercise direct administrative or military control over the area known as Tibet. It was not the Song that lost this influence: it was the Tang, whose influence there and elsewhere declined significantly when the An Lushan Rebellion nearly tore the empire apart. (For reference, see J.A. G. Roberts, A History of China vol. 1 Prehistory to c. 1800, New York, St. Martin's Press, 1996, 113-116). See also Bulliet et al The Earth and its Peoples: A Global History (second edition, Boston: Houghton Mifflin, 201, 284). According to the latter: "By the late 600s, the Tang emperor and the Tibetan king were rivals for religious leadership and dominance in Central Asia, and Tibet was extending its sway not only into Central Asia but also through what are now Qinghai, Sichuan and Xinjiang provinces in China." Clearly, the textbook that I am reviewing here has not communicated to students the true nature of the relationship between Tibet and the Tang empire. Why does this matter? Because the People's Republic of China justifies its present control over Tibet on the basis of claims that Tibet was a part of the Tang empire. I am not naive enough to think that rectification of the historical record will free Tibet: but it will at least stand as a demonstration of the ways in which governments and nationalists interpret (and change) the record of the past for their own present and future interests.
PUBLISHER'S RESPONSE
Publisher will make the following changes.
page 248
Change:
They brought peace to northwestern China and expanded China's control into the area
north of the Himalaya — known as Tibet.
To:
They brought peace to northwestern China and expanded their control to the borders of
Tibet, an area north of the Himalaya.
page 250
change:
From the start, however, the Song also experienced problems, especially from the Uighurs in northern China. Because of the Uighur threat, the imperial court was forced to move its capital from Changan further south to Hangzhou (HONG-JOH). The Song also lost control over Tibet.
Toj.
From the start, however, the Song also experienced problems, especially from northern neighbors. These groups crossed into northern China and occupied large parts of Chinese territory. Because of this threat, Song rulers were forced to move the imperial court farther south to Hangzhou (HONG-JOH).
4. On S255-256 the authors discuss Neo-Confucianism. Here too, their pro-Tang, anti-Song bias comes into play. The renaissance of Confucian thought that we refer to as Neo-Confucianism certainly had its roots in the Tang, but the important developments took place in the Song. Notwithstanding, the text states: "during the last half of the Tang dynasty ... Confucian ideas reemerged in a new form." (S255). Why this antipathy toward the Song dynasty? I know that many contemporary Chinese despise the Song dynasty because it controlled substantially less territory than did the Tang. Is this textbook influenced by such subtle considerations? Or does it seem "easier" for the students to ascribe everything to the glorious Tang? Either way, if they take a course in world history or Chinese history in college, they'll have a few things to unlearn ... In general, the way in which the text combines Sui, Tang and Song into one period seems misleading. I recommend that the author of this text take a look at Bulliet et at. (referred to above, pp. 276-292) for an example of how to do it right.
PUBLISHER'S RESPONSE
The sweep of China's history is so vast that it has to be broken down into large segments for the purposes of world history. Thus, dynasties have to be grouped together in treating broad areas, such as religion, government, and culture. Considering this kind of organization, the text is not inaccurate in tracing the origins of Neo-Confucianism to the Tang era and stating that it dominated the imperial court until the early 1900s.
5. The map insert on S269 indicates parts of the Indian subcontinent controlled by the Muslim Delhi Sultanate and by Hindu rulers. The Delhi Sultanate's territory is in light red, the Hindu-ruled areas are in green. But the map legend simply labels the green areas as "Hindu areas" in contrast to "Sultanate of Delhi." The "Geography Skills" box under the map suggests the following activity: "Create a political map of the subcontinent of India today. Use a legend with icons to show Hindu and Muslim populations. How does your map compare with the map above?" This combination of map and exercise will probably lead students to conclude that most of the Indian population in 1335 was Muslim, with only a few small areas populated by Hindus. That, of course, is wrong: the territory controlled by the Delhi Sultanate, although under Muslim rule, was overwhelmingly Hindu as far as the religious identity of the population goes.
PUBLISHER'S RESPONSE
The text map and student activity both concern political arrangements, not populations, and the question is designed to have students draw a connection between the events of the chapter and the political and cultural situation today. The text on the following page, 270, makes it explicit that although India was under Muslim rule, the population was still largely Hindu.
However, the map key on page 269 is ambiguous and will be changed. Page 269, Map Key
Change Hindu areas
To:
Hindu-controlled areas.
6. There is no analysis of the causes of the Japanese participation in WWII — no discussion of the effects of the Depression in Japan, of population pressure or social tensions. Nor is there discussion of the influence of the military in Japanese politics. There is no way, reading this, that students could gain an understanding of Japan's reasons for going to war, nor would they be prepared to make any meaningful comparisons between Japanese militarism and European totalitarianism. (See S812-813).
PUBLISHER'S RESPONSE
This is not an error. Apparently this reviewer only looked at the content on the war itself in Chapter 26 and overlooked the discussion of the causes of Japan's participation, which is included in Chapter 25. The discussion of the background of pre-WWII Japan, including economic inequalities resulting from the zaibatsu, economic crises following WWI, the Depression in Japan, the rise of traditional values and rejection of Western influence, and the rise of militarism is thoroughly discussed on pages 789-791 under the heading "The Rise of a Militarist Japan."
7. S942 states "In 1960 the government abandoned the communes and returned to collective farms." This is not correct. Maurice Meisner states: "the abandonment of the Great Leap Forward did not result in the abolition of the rural people's communes, although it did result in a drastic reduction in their size. The 24,000 communes were broken up into approximately 74,000 units, each with about 1,600 households ... the communes remained the basic administrative structures in the countryside ... " (Maurice Meisner, Mao's China and After: A History of the People's Republic, third edition, New York: The Free Press, 1999, 262.) It would be more accurate to say: "In 1960 the government scaled back the communes and allowed the return of private plots and free rural markets on a limited scale."
PUBLISHER'S RESPONSE
The author presents a broad and somewhat simplified summary of the changes that ended the Great Leap Forward program. Fairbank, et al, in East Asia: the Modern Transformation, state (p 878) that "in a few years, the unit of production was again at the village level in the cooperative farm of about 20 to 40 households ... "
However, the sentence seems to suggest an abrupt change in policy. To clarify the effects without introducing new concepts (such as rural free markets) that would require explanation, the publisher will make the following change:
Page 942S, Column 2, first full paragraph , last sentence
Change:
In 1960, the government abandoned the communes and returned to collective farms.
I2i
In 1960, the government began to break up the communes and return to collective farms
and some private plots.
8. Chapter 31 Section 1 (S941) is entitled 'Communist China." This Cold War appellation is correct in the sense that the People's Republic of China is and always has been under one-party Communist rule. Nevertheless, to use the term "Communist China" rather than "People's Republic" seems overly politicized. The appellation "Communist China" is one used on the U.S. side of the Cold War. The textbook should use the correct name: People's Republic of China.
PUBLISHER'S RESPONSE
This is not an error. The text does use "People's Republic of China" in other contexts — for example, the map on page 942. The choice of using "Communist China" in the section title is not incorrect, in that it indicates (as the reviewer states) that mainland China has been under one-party Communist rule since 1949. In a heading, "Communist China" is less unwieldy than "People's Republic of China."
9. Although it is a quibble, I will point out that in the essay on "The Japanese Discover Firearms" on S501, the author states that "The Portuguese brought handguns to Japan in the sixteenth century." Now, the general definition of "handgun" is a gun held and fired with one hand. The guns that the Portuguese brought to Japan and which the Japanese subsequently learned to produce themselves were arquebus. The arquebus was a heavy gun (6.5 kg) that required two hands and, often, a light stand to support the weapon.
PUBLISHER'S RESPONSE
Publisher will make the following change:
Page 501, first sentence
Change; The Portuguese brought handguns to Japan in the sixteenth century.
To: The Portuguese brought guns to Japan in the sixteenth century
10. p. 586 — The closest definition of capitalism is "an economic system based on industrial trade." This is a weak definition. In the Index, capitalism receives only four page entries. Socialism receives 18 page entries, Communism/Communist receives 47.1 didn't count Comintern, etc. Four page entries to 65. Students are left to believe that Socialism/Communism are much more important than Capitalism, despite the abject failure of the former.
PUBLISHER'S RESPONSE
Capitalism is thoroughly discussed throughout the text in various periods of history. Because of its complex development and different historical phases, capitalism is often defined by type (for example, industrial, commercial, state). In this text, the author has done so — and in more than one place, depending on the historical context. The standard theoretical definition of capitalism does not work for all periods of history. For example, early capitalism was primarily commercial or mercantile; that is, its central focus remained on the exchange of goods rather than on their production. Emphasis on production did not come until the rise of industrialism in the 19th century. The text gives extensive coverage of capitalism in its different phases, and the index will reflect this fact. Capitalism is given major attention in the following text pages:
• origins of commercial capitalism, pp. 319-320
• commercial capitalism and European expansion, pp. 412-413
• rise of economic thought, p. 521
• origins of Industrial Revolution and contributing factors, p. 582-583
• spread of industrialization, p. 584
• graph, economic comparison of Britain and U.S., p. 584
• social impact of industrial capitalism, pp. 585-587
• the Second Industrial Revolution, p. 615
• new products and patterns of production, pp. 616-618
• New Imperialism, pp. 647-648
• industrial/capitalist development in Latin America, p. 677
• Japanese state capitalism, pp. 699-700, 789-790
• causes and effects of Great Depression in U.S. and Europe, p. 754
• Latin American economy during Great Depression, p. 799
• European Common Market, pp. 863
• U.S. postwar economy, p. 863
• Russia's free market economy, p. 878
• Free market reforms in eastern Europe, p. 880
• European economic union, euro, p. 885
• graph, economic spectrum, features of economies, p. 886
• privatization in Mexico, p. 907
• chart, 2001 Index of Economic Freedom, p. 928
• Chinese economic reforms, p. 943
• India's move from socialism to free enterprise, p. 954
• Japan's economic miracle, pp. 958-959
• Asian economic tigers, p. 961
• global economy, p. 972
• world's ten largest companies, p. 985
11. p. 586 — Capitalism is given two paragraphs. The remaining treatment of capitalism is its abuses and "creation" of harsh living conditions. Socialism is segued as an attempted solution. It is not mentioned that socialism would largely fail to solve these problems and that capitalism would.
PUBLISHER'S RESPONSE
The reviewer has referenced in isolation the definition of industrial capitalism, found on page 586 of Chapter 19. This discussion in the textbook builds on material about the origins of this system presented on the previous five pages. Pages 586-589 then look at the social impact of the early stage of the Industrial Revolution, when workers' conditions were harsh and Utopian socialism developed as a response to this problem. Chapter 20, however, discusses the later benefits of the Industrial Revolution, such as higher wages and improved conditions for workers within capitalist economies. The costs and failures of socialism/communism and/or the rise of new market economies are presented in Chapters 24 (Costs of Stalin's Programs, p. 763), 29 (The Cuban Revolution, pp. 907-908), and 28 (Upheaval in the Soviet Union, pp. 876-878).
12. p. 909 — Rigoberta Menchu is listed in "People in History." There is no mention that she fabricated half of the information in her autobiography, /, Rigoberta Menchu. Independent journalists have confirmed this at least twice. University professors will now admit as much, but teach it anyway, because "it represents the typical experience" of what Guatemalan Indians went through. If it is so typical, why must a half-fabricated book be used to teach it? Aren't there accurate stories to portray, as this was the typical experience? (Source: David Horowitz, Hating Whitey and other progressive causes, "I, Rigoberta Menchu, Liar"). Further, the Nobel committee let it be known that the 500 m anniversary of Columbus' journey to the new world would be celebrated by awarding the prize to an indigenous American. This was not a great secret. It all seems a bit contrived to receive no mention in the text of the controversy.
PUBLISHER'S RESPONSE
This is not an error. Regardless of the allegations made about her autobiography, Menchu has played a prominent role as a human rights activist in Guatemala and is a recipient of a Nobel Peace Prize. These are the two reasons for her inclusion in this biographical feature series. Also, the feature's shortness precludes dealing with what is a very involved controversy that could be considered marginal to Menchu's importance in history.
13. p. 763 — "Stalin himself is supposed to have said that 10 million peasants died in the famines of 1932 and 1933" appears in the main text, yet the total count, " ... as many as 25 million people" is relegated to a sidebar. Hitler, who killed six million, receives 40 pages in the index; Stalin who killed 25 million, receives 28 pages.
PUBLISHER'S RESPONSE
This is not an error. Far from diminishing the significance of 25 million people, the inclusion of the figure in a standout biography feature of Stalin makes it more prominent than would be the case if it were in the narrative. Regarding an index comparison of Hitler and Stalin, one has to consider more than just the numbers of people each of these dictators killed. For example, in addition to internal German affairs, Hitler played a prominent role on the world stage in the events leading up to World War II. Stalin during this period was focused mainly on domestic concerns, although the communism as a world movement was significant.
