Truth in Texas Textbooks Review Template
Publisher/Publication/Year: Discovery/United States History (Prehistory - Reconstruction)/2015
Editor: Dr. Amy Jo Baker; Editor/Consultant: Dr. Sandra Alfonsi
Problem: Bias (B), Omission of Fact (OF), Half-Truth (HT), Factual Error (FE)
Page #/Line #
1.
2.
3.
Quote
1.1 Antebellum
America; How closely
did the United States in
1850 reflect the
Founder’s vision for the
nation?; Government of
the People; How
democratic was the
government the
Founder’s created?;
Election Reform; 1st
sentence
1.1 Antebellum
America; Manifest
Destiny; Go West,
Young Man; 2nd
sentence
“It may sound odd, but the Founder’s feared
democracy.”
3.1 Invention and
Mechanization;
Polluting the
Environment; How did
industrialization impact
the environment and
society? 1st sentence, 2nd
paragraph
“The removal of minerals from underground
had also caused extensive environmental
damage.”
Problem
HT
Fact & Source


“Colonial settlers moving west caused
conflicts with Native Americans by moving
onto their traditional lands.”
HT


HT


Rather than fear, it was inspired thought that guided our
Founders. This statement ignores the Founders’ brilliance
in establishing checks and balances in the electoral
process that prevented the masses from imposing its will
on the few.
Under section ‘Federal versus States rights’ in this book,
the text quotes Chief Justice Marshall in saying that the
power to tax is the power to destroy. The electoral
system attempted to mitigate this reality.
Indeed conflicts occurred, but this statement ignores the
intertribal warfare between numerous Native American
tribes with shifting boundaries for “traditional lands.” It
victimizes the Native Americans.
This statement also ignores the various nomadic tribes
such as the Comanche and Sioux who were continually
expanding their territories aka “traditional lands” though
warfare.
Lack of proper planning rather than removal of materials
led to environmental problems. Environmental issues can
be mitigated with prior planning.
The statement leads one to believe that mining causes
environmental damage when it reality it’s the lack of
proper planning that causes issues.
1
4.
5.
3.1 Invention and
Mechanization;
Polluting the
Environment; Poverty
and Pollution inset
(video segment)
description statement
3.2 The Growing West;
Life on Farms; How did
families on farms in the
West survive?; Last
paragraph
“Industrialization caused extensive air and
water pollution, which led to poor sanitary
conditions and an increase in diseases.”
HT


“As farms grew in size, farmers cut down
more and more natural vegetation. Also, many
farmers grew wheat, which did not adequately
protect the soil. For these reason, dust storms
became more severe. Eventually, during the
dust bowl of the 1930’s, these storms
devastated many farms in the West.”
HT



6.
3.2 The Growing West;
Native Americans Fight
Back; How did the
Native Americans come
into conflict with the US
Military? 1st paragraph,
last sentence
“The mistrust and broken promises resulted in
a series of fierce wars between the Native
Americans and the U.S. military in the late
1800’s.”
HT


7.
3.2 The Growing West;
Native Americans Fight
Back; How did the
Native Americans come
into conflict with the US
Military? Sand Creek
Massacre
The entire narrative.
HT



Lack of proper planning led to pollution. Pollution issues
can be mitigated with prior planning especially sanitary
water and sewerage infrastructure.
The statement leads one to believe that only
industrialization causes pollution when it reality it’s the
lack of proper planning that causes issues.
True that farming replaced native vegetation with
commercial crops such as wheat, however, farming alone
was not the culprit for the dust storms. Drought was the
major contributor.
Although the 1930s drought is often referred to as if it
were one episode, there were at least 4 distinct drought
events: 1930–31, 1934, 1936, and 1939–40.
High winds, low humidity, low rainfall and farmland
preparation all contributed to the prevalence and severity
of the dust storms. It was not the wheat that didn’t protect
the soil, it was the plowing and tilling with no vegetative
growth due to drought that contributed to wind erosion.
Treaties were broken by both the U.S. and the Native
Americans. The U.S. did not fully understand the loose
political alliances between tribal groups even among the
same tribes. For example, one tribal group may sign a
treaty, but that did not obligate other tribal groups within
the same tribe to the treaty contrary to U.S.
understanding.
This sad chapter of history is far more complex than the
statement makes it out to be.
The entire narrative is slanted to favor the Native
Americans. The narrative depicts an unjust massacre on
unprotected Indians when there is another element to the
story that is not shared.
Prior to this event, groups of roving Cheyenne had
broken the peace treaty raping, killing and stealing from
U.S. settlers. Col. Chivington believed he was acting
justly against renegade Native Americans who had
murdered the settlers.
This sad chapter of history is far more complex than the
narrative makes it out to be.
2
8.
3.2 The Growing West;
Native Americans Fight
Back; How did the
Native Americans come
into conflict with the US
Military? Wounded
Knee
The entire narrative.
HT



9.
10. 1.
11. 2.
12. 4.
4.1 Rise of the
Millionaires; The
Business of Politics;
How did American
politics change after
reconstruction?
Corruption; 1st
paragraph, 2nd sentence
Chap 5.1; “Imperialism
& the Spanish-American
War; “Explore 2”: “The
Age of Imperialism
Begins”; “Religious
Motives”
Chap 5.1; Explore 3:
“Going to War with
Spain”; “Yellow
Journalism”
7.1 “Causes of the Great
Depression”; Explore 2:
The Distribution of
Wealth”
“Slavery was a dominant issue.”
HT


“Strong said it was the duty of Americans to
promote Christian beliefs everywhere. He
believed non-Christians were uncivilized and
in need of protection.”
“False but dramatic stories of starving of
women and children or the execution of brave
revolutionaries were produced to make
Americans want to read more. This
exaggerated reporting became known as
‘Yellow Journalism’
“A few facts illustrate the uneven distribution
of wealth in the 1920’s…. “
“How did so many Americans miss out on the
growth of the 1920’s….”
B
OF
The entire narrative is slanted to favor the Native
Americans. The narrative depicts an unjust massacre on
unprotected Indians when there is another element to the
story that is not shared.
Eyewitness reports from the battle indicate that a Sioux
Medicine Man was inciting the warriors to fight to the
death. Against this background, someone fired a shot (it
doesn’t matter who) that panicked the Sioux and soldiers.
The women and children were caught in the cross fire
between the Sioux warriors and US military.
This sad chapter of history is far more complex than the
narrative makes it out to be.
Though the narrative does discuss the issues of states’
rights, the referenced statement can lead one to
erroneously believe that the war was fought over slavery.
Slavery was simply the “a log on the bonfire.”
The real issue centered on the rights of states for selfdetermination in a federalist system.

This is just one opinion, from one man at that time, and it
leaves the reader with negative views of Christians.

While this is correct, yellow journalism continues to be
practiced in America today. A discussion should be
included about the dangers that can result from
publishing non truths and how it can provoke people to
unrest, change the political scenes drastically and not a
good thing for a country.
All through our history there are always and will always
be wealthy people, not so wealthy people, and poor
people. There will always be those entrepreneurs with
vision to build and produce. These people help the
economy of our country by employing citizens and also
investing in our country. This should not be taught in a
negative connotation; it should be taught as a positive to

3
13. 6.
7.3 “A New Deal”;
Explore 11 “Opposing
the New Deal”; “Huey
Long”
“As part of his plan for the country, Long
wanted to impose a hefty tax on wealthy
estates and inheritances. The tax dollars
would then be distributed to all citizens. Long
said this would give all Americans a
minimum annual income of several thousand
dollars.”
OF

14. 8.
8.1 “From Isolation to
War”; Explore 2; the
‘poster “The German
Student”
8.2 “The War in Europe
and North Africa”;
Engage “Never Again”
“What does this poster suggest about the
German supporters of the Nazi party?”
B/HT

“It is a searing occasion whenever you visit.
And as we walked I was taken back….”
HT/OF

“While India today is viewed as a major
international economic power, the wealth in
India is distributed very unevenly.”
HT/OF


15. 9.
16. 10 8.5 “Modern Issue
.
Analysis: Keeping up
with growth”; Explore 2
“ Distribution of
Wealth”
give students encouragement that they are able to achieve
good goals in America’s free society. Lowering taxes for
those entrepreneurs only help our economy; the lower
wage earners have lower taxes already and they can
benefit from the jobs opportunities that wealthier
employers are able to open up due to the availability of
more money to use in their businesses.
It needs to be stated in this section that governments
wanting to take from the wealthy to give to the poor has
many disadvantages; back then and even today. Needs to
be taught that it encourages some people not to work and
be productive. Needs to be taught that wealth is not a bad
thing and that it flows down to help many people. Needs
to be taught government runs better when capitalism is
allowed fully. Needs to be taught that programs are
already in effect that help the poor and thus, higher taxes
on wealthy eventually will only slow the economy and
produce higher unemployment. Students need to be
taught all of the issues.
It needs to be taught to students that the poster may look
like supporters of Nazis were beautiful, happy people (as
the poster indicates), but the actuality of Nazism is not
good for anyone or any cause.
In addition to a story by an individual, the students need
to be given actual facts of the horrible Holocaust. They
need to be taught the reasons behind the horrible actions
taken toward a particular people, state the number of
millions of people that died, the actual horror that Jewish
people went through, and teaching of history so that it
never happens again. Good place in this text to teach of
such things.
The statement is accurate and examples are needed.
However, this book refers to ‘distribution of wealth’
often. Students should be taught that in successful
societies, the ‘wealth’ is not ‘distributed’. It should be
taught that economies are successful when individuals
work and do not rely on governments to give them
‘entitlements’ just because they do not work and/or they
are poor. Should be taught that in successful economies,
4
governments do give aid to needy people, but others
should work for a living. In this way, taxes are paid and
programs are supported so that all the infrastructures of a
government run as they should. Should be taught that in
successful governments people are given a chance to start
out in work and strive for better jobs, which helps all
people.
5
Evaluation of Social Studies Skills and other important issues
Number
Questions
Yes
No
1.
Is the appropriate vocabulary relevant to the subject matter presented to
students?
For example, on comparative government are terms such as monarchy, oligarchy,
democracy, socialism, fascism, and communism presented?
Yes
2.
Are the captions under pictures factual?
For the most part, yes.
Exception noted in
review.
3.
Are the charts and graphs relevant to the topic being presented?
yes
4.
Are the maps accurate and relevant to the topic?
yes
5.
Are questions thought provoking? Is adequate and accurate material provided so
that the students can formulate appropriate answers?
yes
6.
Are primary and secondary sources presented for students to examine (for bias,
propaganda, point of view, and frame of reference)?*
Some of the sites could
not be opened
7.
Does the text present a lesson on how to evaluate the validity of a source based on
language, corroboration with other sources, and information about the author? *
no
8.
Does the textbook have a Glossary? Are key terms included and defined?
yes
9.
Does the textbook have accurate timelines to help the student understand
chronological historical developments?
yes
6
Commendations: Information is fairly well presented with a few exceptions noted in review.
Concerns: Noted above.
Evaluations based on template
Choices
Explanations
1.
This text has minor changes that need to be made
2.
This text has a moderate number of changes
3.
This text has substantial changes that need to be made
4.
This book is so flawed that it is not recommended for adoption.
Yes
No
x
7