Truth in Texas Textbooks Review
Publisher/Publication/Year: Worldview/World History Semester A/2015
Editor: Dr. Amy Jo Baker; Editor/Consultant: Dr. Sandra Alfonsi; Editor: Mark Solberg
Problem: Bias (B), Omission of Fact (OF), Half-Truth (HT), Factual Error (FE)
The publisher did not provide a response to this report. The publisher’s responses included
below in orange are to the critiques provided by individuals during the public comment
hearing in September.
Page #/Line #
1.
2.
3.
Chapter 1 - Overview
The Beginning of
Civilization
Subtitle:
Early Human Evolution
Line 7
Chapter 1
Overview
The Beginning of
Civilization
Subtitle:
Early Human Evolution
Line 12
Chapter 1
Overview
The Beginning of
Civilization
Subtitle:
Early Human Evolution
Line 13
Quote
Problem
Fact & Source


Archaeologists found a number of different
hominids that lived millions of years ago, one
of which may be the ancestor of modern
humans.
OF
This period, called the Old Stone Age (or the
Paleolithic period), is the longest period of
human development.
OF


About 2 million years ago, early hominids
learned how to use stones as weapons and to
crack nuts and bones. This period, called the
Old Stone Age (or the Paleolithic period), is
the longest period of human development. The
early ancestors of humans chipped rocks to
give them points or sharp edges to use as awls,
knives, or arrowheads, learned to use fire for
OF



“may be” does not represent fact
Others feel that early hominids were created by
God and have no connection to humans.
The theory of evolution is exactly that, a theory.
“Darwin’s Doubt” by Stephen c. Meyer Copyright 2013
No dates to establish a time frame for this period.
Leave the Paleolithic period the Paleolithic period.
The author gives no facts to back up this statement
other than a picture of 2 arrowheads at the
beginning of the paragraph.
1
heat and cooking, and began wearing animal
skins for warmth.
4.
5.
6.
7.
8.
Chapter 1
Overview
The Beginning of
Civilization
Subtitle:
Early Human Evolution
Line 21
Chapter 1
Overview
Subtitle:
The Emergence and
Spread of Modern
Humans
Line 2
Chapter 1
Overview
Subtitle:
The Emergence and
Spread of Modern
Humans
Line 5
Chapter 1
Overview
Subtitle:
The Emergence and
Spread of Modern
Humans
Line 7
Chapter 1
Overview
Subtitle:
The Emergence and
Spread of Modern
Humans
Line 14
Early humans survived by using their larger
brain capacity to adapt to changing climates
and food sources.
OF
Over 100,000 years ago, early Homo sapiens,
the direct ancestor of modern humans, evolved
in Africa and later began to migrate to other
parts of the globe.
OF






In Europe Cro-Magnon people encountered the
Neanderthals, a different species of hominids
that had evolved parallel with Homo sapiens.
OF




Neanderthals had many features in common
with modern humans; however, some
anatomical differences placed them at a
disadvantage when in competition with modern
humans.
OF/B
Humans are unusual in that Homo sapiens are
the only species of hominids in the animal
kingdom. All other species have become
extinct. Skin color and some differences in
body structure are minor variations that
evolved among the races within the single
species of humankind.
OF







Author’s opinion as to whether these were “Early
humans” or not.
How does a larger brain identify these “humans”?
Call them hominids, or creatures with human-like
characteristics. Skulls showed they had larger
brain cavities than previous forms of life.
Author’s opinion that humans “evolved”
Critique could read “…Homo sapiens whom some
archaeologists believe to be direct ancestors of
modern humans, evolved,” etc.
Darwin’s Doubt and the case for “Intelligent
Design”
Stephen C. Meyer – Copyright 2013
No words considering creationism as a possibility
archaeological remains show that Cro-Magnons
and Neanderthals were more or less
contemporaneous
Darwin’s Doubt and the case for “Intelligent
Design”
Stephen C. Meyer – Copyright 2013
What anatomical differences?
Author needs to give examples of anatomical
differences
Humans are “unusual” because they can think!
Animals survive on instinct.
Leading the student to believe that humans came
from monkeys, or better yet evolved from bugs
530 million years ago.
Darwin’s Doubt – Stephen C. Meyer
2
9.
10.
11.
12.
13.
14.
Chapter 1
Overview
Subtitle:
The Neolithic Period
Paragraph 1
Line 3
Chapter 1
Overview
Subtitle:
The Neolithic Period
Paragraph 1
Line 14
Chapter 1
Overview
Subtitle:
The Neolithic Period
Paragraph 2
Line 1
Chapter 1
Overview
Subtitle:
The Neolithic Period
Paragraph 2
Line 1
Chapter 1
Overview
Subtitle:
The Neolithic Period
Paragraph 2
Line 7
Chapter 1
Glossary
Cro-Magnon

The population of humans began to increase as
the last glacial period ended around 11,000
years ago. Many bands of people had begun to
live less nomadic lives, even though they
depended on hunting and gathering. However,
people had to find new food sources because
global warming caused changes in the ecology.
Independently of other cultures, farming began
in the Middle East, Southeast Asia, China,
Mexico, and Peru. Farming and herding spread
rapidly from the Middle East to Europe and
across Central Asia to India.
HT
OF


No facts or sources to back up this sentence.
How does author know where farming started? No
facts and sources.
At first, early Neolithic farmers often did not
do as well as nomadic hunters and food
gatherers because their diet was limited to
grains that did not supply all the nutrients
necessary for good health.
OF


“did not do as well” does not represent facts.
We are talking “Neolithic” period?
However, populations had increased beyond
the capacity of the environment to provide
enough food through hunting and gathering.
Neolithic farmers often altered the
environment by cutting down trees and
changing watercourses.
Sometimes over-cutting of forests and overgrazing of pastures led to a deterioration of the
environment that forced the people to abandon
their communities and resettle elsewhere.
OF

What does “beyond the capacity of the
environment” mean?
OF

“Sometimes” does not represent facts.
Cro-Magnon
Homo sapiens of about 40,000 B.C.E.; the
ancestor of modern humans who was no
different anatomically from people today;
named for the cave in southern France where
skeletal remains were found.
FE

Though we do understand that the elevation of
Cro-magnon and Neanderthal to Sapien status,
does solve a great many problems - none related to
science though. However, the current move to
place Cro-magnon with modern man as "Homosapien-sapien", is really taking it too far, and it is
pointless, as science proves, Caucasians did NOT
evolve from Cro-Magnons in Europe.

This is true that the earth was warming after the
ice age.
However, author gives no facts to explain what
kinds of changes “global warming” made.
3
15.
Chapter 1
Glossary
Hominids
hominids
primate mammals that stand on two feet;
modern humans, their prehistoric ancestors,
and related life-forms.
HT

http://realhistoryww.com/world_history/ancient/cr
o_magnon_Homo_sapien.htm


Omit the words “their prehistoric ancestors”
Any of a family (Hominidae) of erect bipedal
primate mammals that includes recent humans
together with extinct ancestral and related forms
and in some recent classifications the gorilla,
chimpanzee, and orangutan
http://www.merriamwebster.com/dictionary/hominid
an extinct large-brained hominid of the genus
Homo (H. erectus) that is known from fossil
remains in Africa, Europe, and Asia, is estimated
to have flourished from 1.6 million years ago to
250,000 years ago
http://www.merriamwebster.com/dictionary/homo%20erectus
an extinct species of upright East African hominid
having some advanced humanlike characteristics,
dated as being from about 1.5 million to more than
2 million years old and proposed as an early form
of Homo.
http://dictionary.reference.com/browse/homo+habi
lis
The Merriam-Webster dictionary defines Homo
sapiens as “the species of human that exists
today.” The textbook says “prehistoric homo
sapiens” implying evolution.
“the species of bipedal primates to which modern
humans belong, characterized by a brain capacity
averaging 1400 cc (85 cu. in.) and by dependence
upon language and the creation and utilization of
complex tools.
humankind.
http://www.thefreedictionary.com/Homo+sapiens

16.
Chapter 1
Glossary
Homo Erectus
Homo erectus
Latin for "upright man," a now extinct early
form of human that lived in East Africa;
believed to have lived 1.5 million years ago;
homo erectus spread from Africa to other
continents.
OF


17.
Chapter 1
Glossary
Homo Habilis
Homo habilis
Latin for "handy man," a now extinct very
early form of human that lived in East Africa
1.5 to 2.5 million years ago; called "handy"
because the remains of homo habilis have been
found with very simple stone tools.
OF

18.
Chapter 1
Glossary
Homo Sapiens
Homo sapiens
Latin for "thinking man," the direct ancestor of
modern humans; prehistoric homo sapiens had
a brain capacity about the same as modern
humans; early forms of homo sapiens are
believed to have emerged in Africa between
100,000 and 200,000 years ago and spread
from there to all regions of the globe by 10,000
B.C.E.
OF




4
19.
20.
21.
Chapter 1
Glossary
Neanderthals
Chapter 1
Glossary
Old Stone Age
Chapter 1
Glossary
Paleolithic Period
Neanderthals
hominids, possibly evolved from Homo
erectus, which lived from c. 240,000 B.C.E.
until c. 30,000 B.C.E. in Europe and southern
Russia; a different species of humans that
evolved parallel with Homo sapiens, but
became extinct.
OF/FE


Old Stone Age
FE
the oldest and longest period of human
development beginning 2 million years ago and
ending as early as 10,000 years ago in some
parts of the world; technical term is the
Paleolithic period.

Paleolithic period
the technical term for Old Stone Age (see Old
Stone Age).

OF/B









22.
Chapter 1
Glossary
Sumerians
Sumerians
Semitic people of lower Mesopotamia who
created the first civilization in human history
between 4000 B.C.E. and 3500 B.C.E.
FE



The name derives from the discovery in 1856 of
remains in a cave above Germany's Neander
Valley. Some scholars designate the species as
Homo neanderthalensis and do not consider
Neanderthals direct ancestors of modern humans
(Homo sapiens).
http://www.merriamwebster.com/dictionary/neanderthal
Full Definition of OLD STONE AGE: -- the
Paleolithic period
Replace “human” with hominids
http://www.merriamwebster.com/dictionary/old%20stone%20age
See definition of Paleolithic Age (Period) below
Author refers reader back to “Old Stone Age”
which is not found in the dictionary instead of
using the word that is in the dictionary.
Paleolithic Age - second part of the Stone Age
beginning about 750,00 to 500,000 years BC and
lasting until the end of the last ice age about 8,500
years BC
Palaeolithic, Paleolithic
Stone Age - (archeology) the earliest known
period of human culture, characterized by the use
of stone implements
Lower Paleolithic - the oldest part of the
Paleolithic Age with the emergence of the hand
ax; ended about 120,000 years ago
Middle Paleolithic - the time period of
Neanderthal man; ended about 35,000 years BC
Upper Paleolithic - the time period during which
only modern Homo sapiens was known to have
existed; ended about 10,000 years BC
http://www.thefreedictionary.com/Paleolithic+Age
Sumerians invented the 1st system of writing.
Different meaning than 1st civilization.
Ancient people of southern Mesopotamia in
present-day southern Iraq. Archaeological
5
23.
Chapter 2
Overview
Middle Eastern
Civilizations
Subtitle:
First Civilizations
Par 2 Line 1
24.
Chapter 2
Overview
Middle Eastern
Civilizations
Subtitle:
First Civilizations
Par 2 Line 6
Chapter 2
Overview
Subtitle:
The Sumerian
Civilization
Par 2 Line 6
25.
evidence dates the beginnings of Sumer to the fifth
millennium B.C. By 3000 a flourishing
civilization existed, which gradually exerted
power over the surrounding area and culminated
in the Akkadian dynasty, founded c. 2340 by
Sargon I. Sumer declined after 2000 and was later
absorbed by Babylonia and Assyria. The
Sumerians are believed to have invented the
cuneiform system of writing. Read more:
http://www.answers.com/topic/sumer#ixzz37mYg
OVQX
No Facts to help the student form their own
opinion about what took place 4000 BC.
Between 4000 and 3500 B.C.E., city-states in
Mesopotamia had the features historians look
for in a civilization. The Sumerians at the
southern reaches of the Tigris and Euphrates
Rivers had cities ruled over by a central
government. The people were divided into
social classes, had job specialization, and
practiced a religion.
In Egypt, the Nile River Valley had become
densely settled at a time period later than in
Mesopotamia. However, evolution from
Neolithic village-life to a civilization took
place more rapidly, possibly because of contact
with the Sumerians.
HT

OF

This paragraph began by saying “Between 4000
and 3500 BC”. Five lines later the author talks
about “Neolithic village-life” which was 10,000
yrs. BC.
The Sumerians developed trade early because
the Tigris-Euphrates plains lacked natural
resources. They imported wood, stone, and
metals in return for grain and items hand-made
by artisans. Artisans, merchants, and scribes
made up the small middle class. A small group
of rulers and priests were the upper class,
whereas most of the people were peasants of
the lower class. Scribes became important after
the Sumerians developed cuneiform writing
around 3300 B.C.E. Early written records
reveal that slavery had become common in the
city-states.
OF/B

Omission of facts. What do the writings say that
leads the author to believe these statements?
Not allowing the student to make their own
decision

6
26.
27.
Chapter 2
Overview
Subtitle:
New Kingdoms
Par 1 Line 9
Chapter 2
Overview
Subtitle:
New Kingdoms
Par 3 Line 1
28.
Chapter 2
Overview
Subtitle:
Religious and Cultural
Developments in the
Levant
Par 1 Line 13
29.
Chapter 2
Overview
Subtitle:
Religious and Cultural
Developments in the
Levant
Par3 Line 1
30.
Chapter 2
Overview
Subtitle:
Religious and Cultural
Developments in the
Levant
Par3 Line 5
Hammurabi, king of Babylon, adapted the law
codes of the Sumerians; however, the citystates of Sumer were absorbed after thousands
of years of independence.
OF

No “law codes” in the glossary to explain what
these were
Around the same time, Indo-Europeans began
moving onto the Iranian Plateau. They merged
with local tribes to establish the kingdom of
Persia. The dominant group in the Middle East
had been the Semites whose language is the
basis of Hebrew and Arabic, as well as
Aramaic and other languages commonly
spoken in ancient times.
Following the expulsion of Jews from Spain in
1492, Jews migrated to other parts of Europe,
including France, Holland, Italy, Turkey,
Poland, and Russia. With the colonizing of the
New Word, Jewish merchants and bankers
immigrated to South America, the Caribbean,
and in the 17th century to the thirteen British
colonies in North America where they
established their businesses and Judaism.
During the Roman occupation of Palestine,
Jesus, a Jew, began preaching ideas that
Roman and Jewish leaders' thoughts were
contrary to their interests. Following the arrest
and execution of Jesus, his followers,
especially Peter and Paul, spread his teachings
about salvation and brotherhood among
gentiles as well as Jews. The new religion of
Christianity was a monotheistic religion based
on the divinity of Jesus.
The new religion of Christianity was a
monotheistic religion based on the divinity of
Jesus.
OF


No reference to what time the text is referring to in
this entire section “New Kingdoms”
Not sure if we are still referring to the “Neolithic
Period”
FE

Should be “New WORLD”
FE/OF


Palestine did not exist during the time of Jesus.
No reference to the fact that it was this event
(Jesus) in history that marked the difference
between B.C. and A.D. in Chronology.
OF


Definition of divinity not included in the Glossary.
Definition of “divinity”: the state of being a god :
the state of being divine
http://www.merriamwebster.com/dictionary/divinity
Christianity presented as new...the term may not
have been used before the early church but


7
certainly Christ was/is King since the beginning
(Genesis 1:1)
31.
Chapter 2
Glossary
Neolithic Period
Neolithic period
the technical term for the New Stone Age (see
New Stone Age).
B


32.
Chapter 2
Glossary
Prophet
33.
Chapter 2
Glossary
Zoroastrianism
34.
Chapter 2
Case Studies
Introduction
Par 1 Line 1
prophet
FE
in religious terms, one who receives
revelations from God and proclaims them to
the people; Moses and Jesus were major
prophets.
Zoroastrianism
FE
a religion founded in the 6th century B.C.E.
that became widespread in Persia and
Mesopotamia in ancient times; worship of a
supreme god, Ahura Mazda, who enlists the
good deeds of followers in the eternal struggle
of good against evil and light against darkness;
the dominant religion of Persia until the Arab
conquest; a religion that influenced
Christianity.
Introduction
OF
Most ancient societies were characterized as
being overwhelmingly patriarchal, that is to
say that they were dominated by men. Virtually
all positions of authority were held by men and
women were rarely in a position of equality,
often denied even the most basic of civil rights
enjoyed by male citizens. This was the general
trend, but not an absolute. While not an ideal
model of gender equality, the dynamics of
ancient Egyptian society were distinctly
different when it came to treatment of the
sexes. Ancient Egyptian women enjoyed a
much greater degree of equality as well as
influence than their counterparts abroad.

Who’s technical term and when was it
established? Attempt of the Author to change the
meaning of a word.
“New Stone Age” is a “NEW” word in history and
does not change the “Neolithic period”

Jesus is not a prophet in the Christian Religion,
Jesus is the Son of God
Bible


Christianity was “influenced” by Jesus Christ.
Bible


“Most” does not represent facts
No factual evidence presented for this type of
analogy to be made.
8
35.
36.
37.
38.
Chapter 2
Case Studies
Subtitle:
Equal under the Law
Par 1 Line 1
Chapter 2
Case Studies
Subtitle:
Motherhood
Par 1 Line 1
Chapter 2
Documents
Code of Hammurabi
Introduction
Par 2 Line 7
Chapter 2
Documents
Epic of Gilgamesh
Introduction
Par 1 Line 7
There are strong indications that despite the
patriarchal nature of Egyptian society, women
enjoyed the same rights and privileges as men
under the law.
OF


“strong indications” do not represent facts.
Students are led to this conclusion.
One of the most iconic images to emerge from
ancient Egyptian culture is that of the goddess
Isis nursing her son, Horus. (It is believed that
this image inspired Christian images of Mary
nursing Jesus.)
Hammurabi reasoned that the people would
know that the government intended to end
wickedness and evil, protect the weak, and
promote justice. Many of its provisions seem
harsh by our standards;
Gilgamesh, believed to be a real person, was
said to be part-god, much like the Greek heroes
Hercules and Perseus.
OF/B


“It is believed” by whom?
Who wouldn’t want to see a picture of the mother
of God nursing God?
B

These standards are what the American
government encourages
“seem harsh” by whose standards?

FE


39.
Chapter 2
Documents
Epic of Gilgamesh
Epic of Gilgamesh
"Bull of Heaven" 2000 B.C.E.
'O Gilgamesh,' she said, 'if you would be my
husband, I would harness to the storm a chariot
of lapis lazuli and gold; on golden wheels
would you ride earth and air, and all the kings
and princes of the world would bow
themselves before you, and give praise.'
HT



Even secular scholars have recognized the
parallels between the Babylonian, Phoenician, and
Hebrew accounts, although not all are willing to
label the connections as anything more than
shared mythology.3
http://www.icr.org/article/noah-flood-gilgamesh/
No mention of the great flood in this story which
is what gave this document, The Epic of
Gilgamesh” its comparison to the story of Noah in
the Bible.
The Epic of Gilgamesh has been of interest to
Christians ever since its discovery in the midnineteenth century in the ruins of the great library
at Nineveh, with its account of a universal flood
with significant parallels to the Flood of Noah's
day.1, 2 The rest of the Epic, which dates back to
possibly third millennium B.C., contains little of
value for Christians, since it concerns typical
polytheistic myths associated with the pagan
peoples of the time.
http://www.icr.org/article/noah-flood-gilgamesh/
9
40.
41.
42.
43.
44.
45.
Chapter 3
Ancient India
Chapter 4
The Foundation of
Chinese Culture and
History
Overview
Subtitle:
Geographic Overview
Par 4 Line 8
Chapter 4
Overview
Subtitle:
Pre Historic China
Par 2 Line 5
Chapter 4
The Foundation of
Chinese Culture and
History
Tutorials
Technological
Inventions from the 8th
to…. Par 1 Line 8
Chapter 4
The Foundation of
Chinese Culture and
History
Tutorials
Technological
Inventions from the 8th
to….
Par 1 Line 9
Chapter 4
The Foundation of
Chinese Culture and
History
Tutorials

[Well balanced chapter with facts explained]
Throughout Chinese history, farmers and
government officials constructed dykes to keep
the Huang He in its course. However, this
practice also made the floods more destructive.
OF


“more destructive” does not represent facts
Could be important as to why this practice caused
more destruction.
Many archaeologists believe that the need to
control water, such as through irrigation or
flood control projects, led to the development
of more complex governments. Such
governments were needed in order to organize,
control, and supervise the laborers who would
build these projects.
by Chinese alchemists who were looking for an
elixir to gain immorality -- a substance that
would give the consumer eternal life.
OF/B


No facts to lead the student to this conclusion.
Biased attempt of author to tell students that big
government is necessary.
1st line says: “Many archaeologist believe”, and
the conclusion is “governments were needed”
The discovery that the mixture of 75 parts
potassium nitrate with 15 parts charcoal and 10
parts sulfur was explosive was most likely an
accident. However, the use of the mixture to
propel projectiles was almost immediately
seized upon as a weapon. The Song Dynasty
(960-1279) eventually forbade the sale of
gunpowder to foreigners, but the formula was
too valuable to stay secret for long; by 1280 it
had been published in the West.
The method spread east through Korea (where
seaweed was also used as a raw material) and
to the West through the extensive (Islamic)
Abbasid Dynasty (750-1258). The mariner's
compass came into widespread use during the

FE
OF.


Slip of the tongue?
Should read “gain immortality”.


It is inappropriate material for K-12 textbook.
Do not understand the need to give this formula in
a K-12 textbook. Making reference to gunpowder
would be better than describing the actual formula.

Abbasid Dynasty is not included in the Glossary.
“Abbasid Dynasty, second of the two great
dynasties of the Muslim Empire of the Caliphate.
It overthrew the Umayyad caliphate in AD 750 and
reigned as the Abbasid caliphate until destroyed
10
Technological
Inventions from the 8th
to….
Par 2 Line 5
46.
47.
48.
49.
50.
Chapter 4
The Foundation of
Chinese Culture and
History
Case Studies
Introduction
Par 1 Line 3
Chapter 4
The Foundation of
Chinese Culture and
History
Case Studies
Origins, Par 1 Line 1
Chapter 4
The Foundation of
Chinese Culture and
History
Case Studies
The Mandate of Heaven
Par 1 Line 3
Chapter 4
The Foundation of
Chinese Culture and
History
Documents
Analects of Confucius
Introduction
Par 1 Line 12
Chapter 4
The Foundation of
Chinese Culture and
History
Projects – Timeline
Song Dynasty. While compasses had long been
made by many cultures, the idea to fix the
magnetized needle to a stem (known as a
floating compass) made them fit for use at sea.
These compasses likely spread to Europe via
Arab traders.
that they had been divinely designated or
inspired to lead. In China, this concept
translated into the Mandate of Heaven, the
notion that rulers were chosen by God (or
gods) to rule.
by the Mongol invasion in 1258.”
http://www.britannica.com/EBchecked/topic/465/
Abbasid-Dynasty
B

The word “notion” does not represent facts
The notion of the Mandate of Heaven was first
recorded in China by the Duke of Zhou,
younger brother of King Wu of Zhou and
regent to then-infant King Cheng of Zhou.
B


The word “notion” does not represent facts.
Whose “notion”?
The first was that the right to rule China was
given by Heaven. In other words, the
legitimacy of rulers came from above rather
than the people themselves. Signs would
indicate when a ruler had failed. If a ruler was
overthrown or killed, it was because Heaven
willed it that way. The second notion was there
could only be one legitimate ruler of China.
Confucius placed much emphasis on learning
as well as duty. In the Analects, Confucius is
referred as "The Master."
B

The author implies that the “Mandate of Heaven”
is a notion and is “silly”
OF

Confucius placed much emphasis on learning
“facts”.
Considered “The Master” because of what he
learned and shared with the people of China.
If the events span 2,000 years, the timeline
could be divided into sections of 100 years.
Second, timelines should be arranged in
chronological order. Remember that the years
marked B.C.E. (Before the Common Era --
HT/B



This is an American textbook and there is no
reason to change B.C and A.D. in our teaching of
history.
This form of time measurement has been in
existence for over 2000 years.
11
51.
Using Timelines
Par 2 Line 3
previously designated as B.C.) occurred prior
to those marked C.E. (Common Era -previously designated as A.D.).
Chapter 5 - The
Triumph of Greek
Civilization
Overview
Government in Classical
Greece (800 - 400
B.C.E.)
Par 1 Line 7
In some city-states, an oligarchy of wealthy
citizens ruled. A governing system developed
in some city-states called a democracy. Under
this type of government, all male citizens could
vote on important issues.
HT

If this time –line is used in other countries, so be
it, but this is America!

around 950 AD, democracy was associated with
the creation and diffusion of public assemblies.
According to the Greek philosopher Aristotle
(384-322 BC), democracy was self-government
among equals, who rule and are ruled in turn.
Democracy was the lawful rule of an assembly of
male citizens – women, slaves and foreigners were
normally excluded – whose sovereign power to
decide things was no longer to be given over to
imaginary gods, or an aristocracy, or to
bloodthirsty tyrants.
http://johnkeane.net/36/topics-ofinterest/democracy-a-short-history


52.
Chapter 5 - The
Triumph of Greek
Civilization
Tutorial
Greek Influence on
Islamic Scholars
Par 1 Line 5
Hypatia of Alexandria, was tortured and
burned to death by a Christian mob for being a
pagan (and probably also for being an
educated, outspoken female).
HT


53.
Chapter 5 - The
Triumph of Greek
Civilization
Tutorial
Greek Influence on
Islamic Scholars
Par 2 Line 4
Translating these texts was a serious, organized
task that was primarily undertaken by the
Abbasid ruler al-Ma'mun, who founded a
library-academy, and sent scholars abroad in
search of texts. The translations helped foster
the intellectual awakening under the
Umayyads, and led to a tremendous flowering
under the Abbasids.
OF

A few years later, according to one report, Hypatia
was brutally murdered by the Nitrian monks who
were a fanatical sect of Christians who were
supporters of Cyril. According to another account
(by Socrates Scholasticus) she was killed by an
Alexandrian mob under the leadership of the
reader Peter. What certainly seems indisputable is
that she was murdered by Christians who felt
threatened by her scholarship, learning, and depth
of scientific knowledge.
http://www-history.mcs.stand.ac.uk/Biographies/Hypatia.html
Omits discussion of the miḥnah, the Islāmic courts
of inquiry established about ad 833 by the
ʿAbbāsid caliph al-Maʾmūn (reigned 813–833) to
impose the Muʿtazilite doctrine of a created
Qurʾān (Islāmic sacred scripture) on his subjects.
“Al-Maʾmūn adopted the Muʿtazilite view and
demanded that all judges and legal scholars in the
empire submit to questioning to determine the
soundness of their positions. Most acquiesced,
12
utilizing the principle of taqiya (concealment of
one’s beliefs under duress) to avoid imprisonment.
When al-Maʾmūn died, the new caliph, alMuʿtaṣim (reigned 833–842), continued the
policies of his brother. The caliph al-Wāthiq
(reigned 842–847) also vigorously enforced the
miḥnah, in one case trying himself to execute a
man he considered a heretic. The inquisition
continued until about 848, when al-Mutawakkil
(reigned 847–861) made the profession of the
Muʿtazilite view of a created Qurʾān punishable
by death.” Encyclopædia Britannica Online, s. v.
"mihnah", accessed October 29, 2014,
http://www.britannica.com/EBchecked/topic/3819
31/mihnah.
Publisher’s response: As Greece was subsumed by
Rome (Archimedes was killed by a Roman soldier),
its focus on speculative and logical investigation
were gradually lost. As a culture, Rome, both as
republic and as empire, was interested only in
practical applications -- as opposed to mathematics,
science, or philosophy. Nevertheless, there were
Romans who investigated mathematics, science, or
philosophy, absorbing knowledge largely
originating with the Greeks, then synthesizing,
expanding, and recording so that it could be passed
on to later civilizations.
Pliny the Elder (23-79 C.E.) was a Roman author,
naturalist, and natural philosopher. His sole
surviving work is a 10-volume encyclopedia,
"Natural History," which purports to cover all
ancient knowledge gleaned from the works of more
than 400 authorities, including 146 Roman and 327
Greek. It included, among others, mathematics, the
sciences of astronomy, botany, mineralogy, and
zoology, and the technologies of metallurgy and
mining. Manuscripts of Pliny's work spread across
13
Europe; it was one of the first classical manuscripts
to be printed.
Ptolemy (Greco-Roman living in Alexandria, c. 100
C.E.) is known as a mathematician, astronomer,
geographer, and astrologer. In his work,
"Almagest," he systematized the geocentric system
of planets (in which Earth is at the center of the
solar system) which predicted the positions of the
planets accurately enough for naked-eye
observations. Ptolemy's work survived in Arabic
translation; it was later translated into Latin in the
12th century in Spain and Italy. Through the
Middle Ages, "Almagest" was the authoritative
text on astronomy.
Galen of Pergamon (129-c.215) was a prominent
physician, surgeon, and philosopher living in the
Roman Empire whose influence in anatomy and
medicine lasted for centuries. Galen not only
summarized previous Greek developments in
medicine, he did research that combined
experimentation with theoretical analysis. Some of
Galen's works in anatomy, physiology, and
therapeutics survived in the original Greek;
however, most are available only in the Arabic,
Hebrew, and Medieval Latin translations.
Many of the Greek and Roman contributions to
mathematics, technology, and science survived
because they were translated into Arabic, Persian,
Sanskrit, and Syriac. Translating these texts was a
serious, organized task that was primarily
undertaken by the Abbasid ruler al-Ma'mun, who
founded a library-academy, and sent scholars
abroad in search of texts. The translations helped
foster the intellectual awakening under the
Umayyads, and led to a tremendous flowering
under the Abbasids.
14
54.
Chapter 6 Overview
The Rise and Fall of
Rome
Subtitle: Our Heritage
from Ancient Rome
Par 1 Lines 3-5
The Romans preserved classical Greek and
Hellenistic culture, but “did not make any
significant contributions themselves to science
or mathematics”.
FE/B
55.
Chapter 6
Overview
The Rise and Fall of
Rome
Subtitle The Early
Roman Republic
Par 1 lines 1-3
The ancestors of the Romans were the IndoEuropean peoples who entered Italy about
2000 “B.C.E.” Kings ruled Rome from the 8th
to the 6th century “B.C.E.” In 509 “B.C.E.”
HT

Ancient Rome boasted impressive technological
feats, using many advancements that were lost in
the Middle Ages and not rivaled again until the
19th and 20th centuries.
www.crystalinks.com/romescience.html
 Romans used math and science to build highways,
bridges, arches, aqueducts. Aqueducts and
viaducts merit a separate category. They were the
ancestors of modern viaduct (suspension bridges,
etc.). Aqueducts would bring drinkable water from
hundreds of kilometres away and were designed
with just the right inclination so that the water
would not run too fast (and erode the stone), nor
too slow (and evaporate or become muddy).
Combined with canalisations and sewers, they
enabled a city like Rome to sustain a population of
over 1 million. The Roman highways were so
straight, plane and resistant that some are still used
nowadays (e.g. Via Appia).
http://www.eupedia.com/forum/threads/20285Greatest-Ancient-Roman-contribution%28s%29to-the-world
Publisher’s response: The commentator is
confusing math and science with technology.
Roman technology is fully discussed elsewhere. The
veracity of the quote is supported by Carl B. Boyer
and Uta C. Merzbach in their classic work, "A
History of Mathematics" (John Wiley & Sons,
2011) in which they wrote: "but during its long
history, ancient Rome contributed little to science
or philosophy and less to mathematics" (first page
of chapter 8).
 The BC/AD system for identifying historical dates
has been in continuous use ever since the earliest
part of the Middle Ages, at least. Critics view the
new system as an attempt to remove the religious
significance inherent in the BC/AD system.
http://www.wisegeek.org/what-is-the-difference15
between-ad-bc-bce-and-ce-in-identifyinghistorical-dates.htm
56.
Chapter 6
Overview
The Rise and Fall of
Rome
Subtitle: Christianity
Develops in the Roman
Empire Para 1 Lines 6-7
His followers recognized him as the Messiah
or savior who would save the Jewish people
from oppression.
HT

It is true that the followers of Jesus recognized
Jesus as the Messiah. Jesus was never recognized
and will not be recognized as the Savior of the
Jewish people.
Publisher’s comment on this Chapter Overview
(not in response to this critique) appears to be a rewrite of the first four paragraphs: Christianity
developed in the 1st century C.E. in the Romancontrolled area of Palestine. The people who
followed the teachings of Jesus were eventually
called Christians. Our knowledge of Jesus and his
teachings comes mostly from four books of the New
Testament called the Gospels. Matthew, Mark,
Luke, and John wrote the Gospels after the death
of Jesus. Jesus was baptized by his cousin John the
Baptist when he was about 30 years of age. His
followers recognized him as the Messiah or savior
who would save the Jewish people from oppression.
Jesus was known as Christ, from the Greek word
Christos, which means savior.
Jesus believed that there was only one true God,
and that the people should follow the Ten
Commandments. To these beliefs found in
Judaism, he added many new teachings. He taught
that God was the loving father of all people, not
only the Jews. He preached that all people were the
children of God. In the Sermon on the Mount he
preached "Blessed are the meek for they shall
inherit the earth." He also said, "Blessed are the
peacemakers for they shall be called the children of
God." Jesus soon gained 12 followers (or disciples)
who traveled with him as he taught and preached.
Jesus taught that all who believed in him would
gain the kingdom of heaven after they died.
The Roman rulers were unhappy with the
commotion that the teachings of Jesus created
16
57.
Chapter 6 Overview
The Rise and Fall of
Rome
Subtitle: Christianity
Develops in the Roman
Empire Para 3 Line 1
The Roman rulers were “unhappy” with the
teachings of Jesus.
OF
within the Jewish community. Jesus' teachings
created controversy with the powerful group of
Jewish elites that effectively ruled Jerusalem, but
more importantly, from the Roman point of view,
was that they attracted crowds that could be
swayed to insurrection. Jesus and his disciples went
to Jerusalem to celebrate Passover (c.30 C.E.).
Following the Passover meal (the Last Supper)
Judas Iscariot, one of the followers of Jesus,
betrayed him to the authorities. He was tried for
blasphemy by the high priest Caiaphas, and was
handed over to Pontius Pilate, the Roman governor
of the area known as Judea, who sentenced Jesus to
die on the cross (crucifixion). According to the
teachings of the apostles, Jesus rose from the dead
and 40 days later ascended into heaven. The
followers of Jesus believed that not only was Jesus
the Messiah for whom the Jewish people had been
waiting, but also was the Son of God.
In the years following the death of Jesus, his
followers became apostles, traveling throughout
Palestine and Syria and spreading his teachings to
all people. Peter and Paul were the most effective in
spreading the teachings of Jesus. Since Paul was
able to speak Hebrew, Latin, and Greek, he was the
most successful in spreading Christian beliefs to
people in many areas, including Greece and Rome.
It was Paul who made Christianity an independent
religion by separating it from Judaism.
 This needs an explanation of what the Romans
feared from his preaching.
Publisher’s response: The comment is not entirely
clear in how the commentator is suggesting the text
should be modified.
The tactics of the Roman guards, though quite
brutal, cannot be considered evidence for the
sentiments of Roman rulers such as Pilate, let alone
the emperor.
In the first place, crucifixion was the standard
operating procedure for Roman punishment of
17
common criminals, i.e., Jesus was not singled out
for unusually cruel treatment. Citation: Nigel
Rodgers, "The History and Conquests of Ancient
Rome" (Leicestershire: Hermes House, 2011).
Secondly, the Roman attitude to their backwater
client state of Jerusalem’s internal politics can be
summed up in the image of Pontius Pilate washing
his hands of the whole affair. (Matthew 27:24‐36)
The cited text is included in the excerpted
paragraphs:
"Jesus believed that there was only one true God,
and that the people should follow the Ten
Commandments. To these beliefs found in
Judaism, he added many new teachings. He taught
that God was the loving father of all people, not
only the Jews. He preached that all people were the
children of God. In the Sermon on the Mount he
preached "Blessed are the meek for they shall
inherit the earth." He also said, "Blessed are the
peacemakers for they shall be called the children of
God." Jesus soon gained 12 followers (or disciples)
who traveled with him as he taught and preached.
Jesus taught that all who believed in him would
gain the kingdom of heaven after they died.
The Roman rulers were unhappy with the
teachings of Jesus. His teachings were in opposition
to the Roman worship of the emperor as a god.
Jesus and his disciples went to Jerusalem to
celebrate Passover (c.30 C.E.). Following the
Passover meal (the Last Supper) Judas Iscariot,
one of the followers of Jesus, betrayed him to the
Roman authorities. Pontius Pilate, the Roman
governor of the area known as Judea, sentenced
Jesus to die on the cross (crucifixion). According to
the teachings of the apostles, Jesus rose from the
dead and 40 days later ascended into heaven. The
followers of Jesus believed that Jesus was the Son
of God, the Messiah for whom the Jewish people
had been waiting."
No changes envisioned to the text.
18
58.
Chapter 6
Ancient Rome
Glossary
Christianity 10th entry
Christianity
the religion based on the belief that Jesus
Christ is the son of God.

Fourteen words is hardly an adequate definition of
the greatest and most powerful religion in the
known world or all of history.
Publisher’s response:
Expand glossary term on Christianity and add
glossary term on Protestantism: Christianity: a
religion that evolved from Judaism in the 1st to 2nd
century C.E. that is centered on a belief in the
divinity of Jesus of Nazareth. It developed after the
death of Jesus (in 30 C.E.) when his followers
spread his teachings beyond Palestine to Anatolia,
Greece, and Rome. Christianity espouses that Jesus
was both a mortal man (the Messiah) as well as the
Son of God. He is considered part of the Trinity,
which is a union of Jesus, God the Father, and the
Holy Spirit. As part of this trinity, Jesus was born
as a human and died for the specific purpose of
redeeming all people from sin. The term
"Christian" is derived from the description of
Jesus as "Christ" or "anointed one," referring to
his role as the Messiah. The followers of Jesus grew
exponentially after his lifetime (boasting over two
billion adherents today the world over) and it was
the efforts of Paul of Tarsus (formerly Saul), a
disciple who embraced the message of Jesus after
his death, that led to the expansion of Christianity
far beyond the Jewish community of Judea. As
early as the 1st century, the beliefs and principles
that would become the basis of the new faith were
hotly contested among followers of Jesus. This
controversy never fully died down and over the
centuries, Christian groups split into factions, each
embracing different visions of Jesus and the basic
principles that formed their faith. Some of the
largest Christian groups today are the Roman
Catholics, Eastern Orthodox Christians, and
various sects of Protestants (see Protestantism).
The Christian house of worship is called a
“church.”
19
59.
Chapter 6
Ancient Rome
Glossary diaspora 15th
entry
diaspora
the exile of Jews to lands outside “Palestine”
after their revolts against Rome during the 1st
and 2nd centuries C.E.
FE/OF
Protestantism: along with Catholicism and Eastern
Orthodoxy, Protestantism is one of the three
largest divisions of Christianity in the world. The
movement as a whole has its origins in the 16th
century when a German priest, Martin Luther
published a document called "The Ninety-Five
Theses on the Power and Efficacy of Indulgences,"
which protested a number of practices of the
Roman Catholic Church. Luther became the first
of a number of reformers, several of whom inspired
their own movements such as John Calvin,
Huldrych Zwingli, and even English King Henry
VIII. Since then, Protestantism has split into
numerous sects (Anglican, Evangelical, Lutheran,
Methodist, Presbyterian, etc.) each with
significantly different beliefs and practices. What
they all share, however, is a rejection of the
universal power of the Pope and the Roman
Catholic Church. Protestantism holds the Bible as
the ultimate authority and rejects the Church as
the sole pathway to salvation. There are
approximately 800 million Protestants worldwide.
 The history of the Jewish Diaspora (dispersion
from Judea) began in the year 587 B.C.E., when
the kingdom of Judea was conquered by the
Babylonians, who destroyed the temple in
Jerusalem and exiled a large part of the Jewish
population to Babylonia (now southern Iraq).
 135 - Judea Renamed Palestine
During a final Jewish uprising against the Romans
(the Bar Kochva Revolt) Jerusalem was once
again, for a short, three-year period, under Jewish
control. After the Romans' inevitable, crushing
victory many hundreds of thousands of Jews were
either deported, sold as slaves or killed. The
Roman Emperor Hadrian leveled Jerusalem to the
ground, and barred Jews from entering the city.
 In an attempt at definitively eliminating the Jewish
connection to the land, the Romans renamed Judea
to "Palaestina", a word believed to be derived
20

60.
Chapter 7
Byzantine Empire
Glossary
Arabs
4th entry
61.
Chapter 7
Glossary
Islam
27th entry
62.
Chapter 7
Glossary
Muslim
30thentry
Chapter 7
Glossary
Patriarch
35th entry
Chapter 7 Byzantine
Empire Chronology
Para 1 Lines 1-2
63.
64.
from the "Philistines", a people from Crete, which
a thousand years earlier roamed the Mediterranean
coast of Judea. Jews still lived in the area, though,
and less than 100 years later they were once again
allowed access to Jerusalem.
http://history-ofisrael.org/history/chronological_presentation11.ph
p
Arabs
a group of people speaking a Semitic language
who inhabited Arabia and who, after
converting to Islam, “spread” throughout the
Middle East, North Africa, Spain, and southern
Asia.
Islam
a religion based on the revelations of Allah as
set forth in the Koran; "there is no God but
Allah and Mohammed is his prophet" is the
main belief.
Muslim
a believer in Islam; one who submits to God.
OF

The “spreading” included violent conquest.
OF

It’s important for the students to know that the
Koran teaches that all non-believers are given
three choices: convert, subjugation (contract of the
dhimmi or dhimmitude) or death.
FE/B

Patriarch
the bishops of Antioch, Alexandria,
Constantinople, and Jerusalem during the
“early years of the Christianity.”
B.C.E. ("Before the Common Era") is
replacing the previous designation of B.C.
They both refer to the years before the birth of
Jesus Christ.
Possible
Typo?


Muslims submit to “Allah” but not to the God of
the Jews and Christians. There is no JudeoChristian religion. There is Judaism and there is
Christianity.
Early years of the Christianity?
Early years of Christianity.
OF

The BC/AD system for identifying historical dates
has been in continuous use ever since the earliest
part of the Middle Ages, at least. Critics view the
new system as an attempt to remove the religious
significance inherent in the BC/AD system.
http://www.wisegeek.org/what-is-the-differencebetween-ad-bc-bce-and-ce-in-identifyinghistorical-dates.htm
Publisher’s response: The usage of the BCE/CE
notation is the current and growing trend in
publications, including textbooks. The 2007 World
21
65.
Chapter 7 Byzantine
Empire
Subtitle: Chronology
Para 4 Lines 1-3
c. 4-2 million years B.C.E.
Early ancestors of humankind The remains of ape-like hominids with some
human characteristics were found in East
Africa.
OF
Almanac was the first edition to switch over to the
BCE/CE usage, ending a 138‐year usage of the
traditional BC/AD dating notation. It is used by the
College Board in its history tests, and by the
Norton Anthology of English Literature. In 2011 in
the UK, the BBC announced it would be using
CE/BCE notation on its programs and website.
Former United Nations Secretary‐General Kofi
Annan argued, "[T]he Christian calendar no
longer belongs exclusively to Christians. People of
all faiths have taken to using it simply as a matter
of convenience. There is so much interaction
between people of different faiths and cultures –
different civilizations, if you like – that some shared
way of reckoning time is a necessity. And so the
Christian Era has become the Common Era."
With no disrespect to any religious denomination,
WorldView is electing to follow the modern trend.
 Darwin's theory is by no means the only
hypothesis on the origins of humans and their
evolution. It is difficult to say which theory is
correct because we find out new things about our
own development and ancestors every day through
archaeological and scientific discoveries. Many
Christian institutions disagree with Darwin's
theory because in their belief system the first man,
Adam, was created by God out of dust, while the
first woman, Eve, was created out of Adam's ribs.
The evolutionary theory suggesting that humans'
ancestors are apes also does not fit with many
religious groups who believe humans were made
in the image of God. Some scientists also disagree
with Darwin.
http://www.sahistory.org.za/article/humanevolution.
Publisher’s response: WorldView is following
current and standard usage of the terms in
question.
From the National Academy of Sciences:
"Is Evolution a Theory or a Fact?
22
66.
Chapter 8
Russia Before the
Romanovs
Notable People
Jesus Christ (c. 4 BCEc30C.E.)
Lines 1-9
Jesus Christ (c. 4 B.C.E. - c. 30 C.E.)
Jewish teacher and prophet in Palestine who
was accepted by some followers as the
Messiah, the son of God. According to the
New Testament accounts, Jesus was tried and
crucified in Jerusalem. Christianity, a new
religion centered on a belief in the divinity of
Jesus, developed as disciples spread his
teachings beyond Palestine to Anatolia,
Greece, and Rome. Jesus is accepted by
Muslims as a prophet, but not as a divine
being.
OF
It is both. But that answer requires looking more
deeply at the meanings of the words "theory" and
"fact."
http://www.nas.edu/evolution/TheoryOrFact.html
"Fact:
In science, a "fact" typically refers to an
observation, measurement, or other form of
evidence that can be expected to occur the same
way under similar circumstances. However,
scientists also use the term "fact" to refer to a
scientific explanation that has been tested and
confirmed so many times that there is no
longer a compelling reason to keep testing it or
looking for additional examples."
The text has been revised to make it very clear that
the comparison is based on physical characteristics
only.
 A limited view of one who claimed to be God,
was dead for three days and rose again. Bias for
the reason of providing 9 lines of copy as
compared to 27 for Buddha and 30 for Confucius.
Even Martin Luther was given twice as many lines
as Jesus and even more than that to Wang
Schichen.
Publisher’s response: The commentator correctly
points out that our biography of Jesus is
inadequate. A more robust biography has been
written for insertion into the product. A review of
the biography for Confucius and Buddha revealed
that a discussion of Confucianism and Buddhism
had become part of the biographies; this
information was moved to the glossary.
Expanded biography of Jesus; see next row for
expanded description of Christianity and the new
glossary term for Protestantism.
Jesus (c. 6-4 B.C.E. - c. 30 C.E.)
Jesus was a Jewish teacher in Palestine who was
accepted by some followers as the Jewish Messiah.
23
The term “Christ” which is usually added to his
name is derived from the Hebrew term “meshiah”
(Messiah, meaning “the anointed one”) -“christos” is its translation in Greek. This title was
given to Jesus by his followers indicating that they
thought him to be the Jewish Messiah, a descendent
of King David, whom Jews expected would restore
Israel to its former glory. Jesus’ life is described in
a religious text, the New Testament. At that time,
Palestine was ruled by the Romans. However, the
Roman authorities relied on local leaders to do
much of the day-to-day governing and control.
Jesus was born in the town of Bethlehem in Judah
(the southern region of Palestine), but was raised in
the village of Nazareth in Galilee (the northern
region of Palestine). The New Testament asserts
that he was the son of God, giving him a divine
origin. As a young man, Jesus began living the life
of an itinerant teacher (rabbi) and healer. He
eventually attracted large crowds of followers
which worried the Jewish religious leaders because
some of his teachings were radically different than
traditional Jewish ones. They came to believe that
he was a threat. Jesus went to Jerusalem in Judah
at the time of the Jewish Passover in 30 C.E. He
created a scene in the Jewish temple and mentioned
to his followers that it would be destroyed, which
alarmed the authorities even further. He was
arrested by the local authorities on a charge of
blasphemy, then tried, convicted, and sentenced to
death. Jesus offered no defense to the accusations
brought forth against him. However, only the
Romans could carry out a death sentence, so Jesus
was then turned over to the Roman prefect
(magistrate) with a charge that he claimed to be the
king of the Jews, which would have threatened
Roman rule. The prefect confirmed the death
sentence and ordered his crucifixion, which was at
that time a common form of capital punishment in
the Middle East for political or religious agitators.
24
67.
Chapter 9
Tang Dynasty: China’s
Golden Age
Notable People
Christopher Columbus
Columbus, Christopher (1451-1506)
OF
68.
Chap 10. The Founding
of Islam, Lines 12-14
However, the leaders of Mecca opposed
Muhammad’s rejection of the pagan gods
because the community gained economic
benefit from pilgrimages.
OF/HT
69.
Chap 10. Islam as a
Religion and Culture,
Para 2, Lines 3-4
Muslims accept Abraham, Moses, and Jesus as
prophets;
HT
He was the navigator who located the "New
World" for Spain in 1492 while attempting to
find an all-water route to the Far East.
Roman soldiers carried out the sentence. The New
Testament asserts that Jesus came back to life on
the third day after his burial and rose to Heaven a
few days later. Christianity, a new religion centered
on a belief in the divinity of Jesus, developed as his
disciples spread his teachings beyond Palestine to
Anatolia, Greece, and Rome. Jesus is accepted by
Muslims as a prophet, but not as a divine being.
 One sentence is hardly sufficient for American
students.
 Christopher Columbus was an Italian explorer,
navigator, and colonizer, born in the Republic of
the auspices of the Catholic Monarchs of Genoa,
under Spain, he completed four voyages across the
Atlantic Ocean that led to general European
awareness of the American continents. He has
been credited for opening up the Americas to
European colonization.
http://www.biography.com/people/christophercolumbus-9254209
 The elders and priests of the ruling tribe
persecuted Muhammad because his belief in
monotheism threatened their idolatry.
 http://www.answering-christianity.com/life.htm


The word “accept” connotes approval. This
section in the book talks about Islam in the present
day, in which there is no approval of Jesus (the
text and teachings deny His crucifixion, divinity &
resurrection). If “accept” is changed to
“acknowledge”, students will not be misled about
modern Muslim beliefs.
In Sunan Abu Dawud.37:4310, “He will fight for
the cause of Islam. He will break the cross, kill
pigs, and abolish the poll-tax. Allah will destroy
all religions except Islam. He (‘Isa) will destroy
the Evil One and will live on the earth for forty
years and then he will die’. “Isa, the Muslim
Jesus” by Dr. Mark Durie. http://www.answeringislam.org/authors/durie/islamic_jesus.html
25
70.
Chap 10. Islam as a
Religion and Culture,
Para 2, Line 6
The third pillar is to help the poor.
HT

71.
Chap 10. Islam as a
Religion and Culture,
Para 2, Line 10
The Koran sets ethical standards that stress
honesty, generosity, and justice.
OF



72.
Chap 10. Islam as a
Religion and Culture,
Para 3, Line 6
The laws cover diet (pork and alcoholic
beverages are forbidden), marriage, divorce,
family life, commercial relations, and criminal
behavior.
OF

Charity collected under the third pillar is also used
to finance jihad. Shafi’I Islamic Fiqh. Reliance of
the Traveler, Ahmed al-Misri, translated Nuh Ha
Mim Keller, 1991, Amana Pbl, Beltsville, MD
h8.11 and h8.17
Omitted is that the Qur’an has one set of ethical
standards for Muslims’ relations with other
Muslims and another set for their relations with
non-Muslims
Shakir “O you who believe! do not take the Jews
and the Christians for friends; they are friends of
each other; and whoever amongst you takes them
for a friend, then surely he is one of them; surely
Allah does not guide the unjust people.”
http://quran.com/5/51
Omitted also is the Quranic instruction to lie to
attain an obligatory goal. “…it is permissible to lie
if the goal is permissible…and obligatory to lie if
the goal is obligatory.” Reliance of the Traveler,
op.cit. p. 745
This description of Islamic law significantly
understates the pervasiveness of Islam over all
aspects of human thought and behavior. The
textbook fails to inform the students (a) that
Islamic Shari’a law is imposed, to varying
degrees, on all non-Muslims living in lands
conquered and controlled by Muslims; (b) that
Shari’a law is grossly discriminatory against nonMuslims and Muslim women; (c) that Shari’a law
regulates and controls all governmental functions,
and is incompatible with the concept of separation
of church and state; and (d) that according to the
Qur’an, it is the religious duty of all Muslims who
are able to wage aggressive jihad warfare until
Islam and Shari’a law are supreme over the entire
world. See Sharia versus Freedom: The Legacy of
Islamic Totalitarianism. Dr. Andrew Bostom.
Prometheus Books, 2012
26
73.
Chap 10. Islam as a
Religion and Culture,
Para 4,
Muhammad raised the status of women in a
patriarchal society. He gave them the right to
own and inherit property, ….
HT






74.
Chap 10. Islam as a
Religion and Culture,
Para 4, Lines 7-8
Women in some [Islamic] nations have full
political, economic, and social equality by law,
HT


Quran 4.11 provides that a man’s share of an
inheritance is twice that of a woman.
Quran 4:34 states that men are superior to women,
and that a husband may beat his wife if he “fear[s]
disloyalty” or “ill-conduct”.
According to Quran 2:282, in a legal proceeding
the testimony of one man is worth the testimony
of two women. Muhammad stated that the reduced
value of the testimony of women “is because of
the deficiency of a woman's mind.” (Sahih alBukhari, USC Sunnah and Hadith, Volume 3,
Book 48, Number 826.)
Quran 4:3 provides that Muslim men can have as
many as four wives at once; Muslim women can
have only one husband at a time. A Muslim man
can divorce any wife at any time, for any reason or
for no reason at all. In contrast, a Muslim woman
can obtain a divorce only under specified
circumstances, and even then the consent of her
husband is required.
Women are commanded to cover their faces in
Quran 24:31 and 33:59
Muhammad became engaged to his favorite wife
(Aisha) when she was six years old, and had
marital relations with her when she was nine years
old. Therefore, according to Islamic Shari’a law,
Muslim men may have marital relations with girls
as young as nine years old. (The practice of
middle-aged Muslim men marrying and having
sexual relations with prepubescent little girls
continues in some Muslim countries today.)
In no Islamic nation do women have full equality
because all Islamic nations are governed or
influenced by Shari’a constitutions or they would
not be called “Islamic.” These constitutions vary
from country to country and allow women more or
fewer rights depending on the country.
http://www.oxfordislamicstudies.com/article/opr/t
243/e370
27


75.
Chap. 10. The Spread of
Islam in the Middle
East. Para 1. Lines 1011
Many people welcomed the Arabs as liberators
because they were heavily taxed and unable to
practice their own religions,
FE



76.
Chap. 10. The Spread of
Islam in the Middle
East. Para 1. Lines 1011
the victorious Muslims were tolerant of other
religions.
FE


All Muslim-majority nations belong to the
Organization of the Islamic Cooperation (OIC)
that are signatories to its Cairo Declaration of
Human Rights in Islam. Article 24 of this
Declaration states: “All the rights and freedoms
stipulated in this Declaration are subject to the
Islamic Shari’ah.”
http://www.fmreview.org/en/FMRpdfs/HumanRights/cairo.pdf
Shari’ah imposes upon women all of the burdens
and restrictions specified in #73 above.
Few people welcomed the Arab conquests because
of their brutality, enslavement, and imposition of
heavy taxes on surviving Jews and Christians.
Shari’a details the Caliph’s actions for captured
peoples: “The Calpih (o25) makes war upon Jews,
Christians and Zoroastrians…(O: and the war
continues) until they become Muslim or else pay
the non-Muslim poll tax.” o9.8, and o9.14 “When
an adult male is taken captive, the caliph (def o25)
…decides between the prisoner’s death, slavery,
release without paying anything himself, or
ransoming himself….” Reliance of the Traveller,
op.cit. pp. 602-4
There are also many books and articles attesting
that the Arabs were conquerors, not liberators.
Two are
http://www.raymondibrahim.com/islam/thehistorical-reality-of-the-muslim-conquests/ and
http://www.faithfreedom.org/how-sikhscountered-the-brutality-of-the-foreign-musliminvaders-turned-rulers-in-india-part-1/
Although some Caliphs were tolerant, most
followed Shari’a in their treatment of nonMuslims.
“The Caliph makes war upon Jews, Christians and
Zoroastrians …(O: and the war continues) until
they become Muslim or else pay the non-Muslim
Poll tax. Reliance, op.cit. o9.8
28


If they become subjugated citizens, Dhimmis, and
pay the poll tax, “Such non-Muslim subjects are
obligated to comply with Islamic rules…(2) are
distinguished from Muslims in dress, (4) must
keep to the side of the street, (5) may not build
higher than or as high as the Muslims’ buildings,
(6) are forbidden to openly display wine or pork
(A. to ring church bells or display crosses,) recite
the Torah or Evangel aloud, or make public
display of their funerals and feastdays.” Reliance
of the Traveler, op cit, o11.5
Ibn Khaldun 1332-1406, “In the Muslim
Community the holy war is a religious duty,
because of the universalism of the [Muslim]
mission and [the obligation] to convert everybody
to Islam either by persuasion or force....” Bostom,
Andrew. “The Legacy of Jihad. NY”, Prometheus
Books, 2008, p161
Already shown to be false in #76 above, which
references Chap. 10. The Spread of Islam in the
Middle East. Para 1. Lines 10-11
77.
Chap 10. The People
Under Islam, Para 1,
Lines 7-8
Though Islamic rulers generally tolerated other
religions, it was to the political and economic
advantage of people to become Muslims.
FE

78.
Chap 10. The People
Under Islam, Para 3,
Lines 2-3
HT

Already shown to be half-truth in #76 above
which references Chap. 10. The Spread of Islam in
the Middle East. Para 1. Lines 10-11
79.
Chap 10. The Spread of
Islam Beond the Middle
East, Para 2, Lines 6-7
Later, many Sephardic Jews came to the
Middle East from Spain during the Spanish
Inquisition because Jews were a protected
minority who could practice their religion in
the Ottoman Empire.
Many people of lower Hindu castes accepted
Islam because it taught the equality of all
before Allah
FE/OF

Islam did not teach the equality of all before
Allah.
“Al-shari’a is founded on a three-fold inequality:
the inequality between man and woman, the
inequality between Muslim and non-Muslim, and
the inequality between freeman and slave.” Samir,
Samir Khalil. “111 Questions on Islam”. p. 91.
Ignatius Press, San Francisco, 2008.
The lower castes who converted did not gain
equality because of adherence to social custom
and because marriage took place within the
original caste group.
http://webcache.googleusercontent.com/search?q=


29
cache:q9opZCqQ7o4J:https://www.law.emory.edu
/ihr/yogi3.html+&cd=1&hl=en&ct=clnk&gl=us
80.
Chap 10. Related Essay
Topics. The Spread of
Islam. Essay Conclusion
ScereenHT
Islam spread beyond the Middle East by
peaceful and by military means.
HT

81.
Chap 10. Worldview
Example Essay.
Similarities Among the
Three Monotheistic
Religions. Para 2. Lines
10-11
Prophets who received revelations from God
are revered in all three religions
FE




82.
83.
Chap 10. Worldview
Example Essay.
Similarities Among the
Three Monotheistic
Religions. Para 2. Lines
12-13
Chap 10. Worldview
Example Essay.
Differences Among the
Three Monotheistic
Religions.Para 1, Lines
5-6
Muslims respect the contributions of Abraham,
Noah, Moses, and Jesus,
FE

“Though Islam incorporates many of the
prophets and beliefs of Christians and Jews,
Jews and Christians do not accept many
aspects of Islam since it developed after the
basic principles of Judaism and Christianity
were established.”
HT

Islam was spread much more by military than
peaceful means “In K.S. Lal’s 1973 book, Growth
of Muslim Population of Medieval India (10001800), the author estimated that about 60-80
million people died in India between 1000 and
1525 as a result of Islamic invasions.”
http://www.americanthinker.com/2014/02/the_mu
slim_conquest_of_india.html
Muslims neither revere nor respect Jewish and
Christian prophets.
Pickthall The Messiah will never scorn to be a
slave unto Allah, http://quran.com/4/172
Sunan Abu Dawud.37:4310. “When Jesus returns,
he does not merely come to convert most
Christians to Islam but to literally abolish
Christianity entirely. Jesus is said to:
1. Break crosses.
2. Kill all swine.
3. Abolish the jizyah (a Muslim tax on nonMuslims)
4. Kill the Muslim antichrist and his followers
[Jews].
Ask any Jew or Christian if he reveres
Muhammad.
The “contributions” of the four prophets are their
teachings, which have been superseded.
While Islam explicitly professes respect for all
prophets before Muhammad, it would be fair to
question the sincerity of that professed “respect”
since Islam today incorporates almost no beliefs of
Christians and Jews. “Islam shares these few
primary beliefs with Christians and Jews: one god,
30

84.
Tutorial: Science and
Mathematics.
Introduction. Para 1
However, for the purposes of this tutorial, they
[mathematicians] will be referred to as either
Islamic or Arabic, in recognition of the
political, economic, and cultural milieu in
which they lived and worked.
B



85.
Tutorial: Science and
Mathematics.
Introduction. Para 2
These scholars [in the Islamic Caliphates] not
only preserved the work of their predecessors,
they enlarged upon it greatly. It is to them that
we owe the modern forms of trigonometry,
algebra, and geometry, for they are primarily
Arab creations. It is also to them that we owe
the foundation of modern medicine.
FE



86.
Case Studies: Five
Pillars of Islam. Zakat
The Koran (the Islamic bible) specifies eight
categories of people who are candidates for
Zakat, including the impoverished, the
enslaved, travelers, and those who work to
collect for Zakat without a means to provide
for themselves.
OF

heaven and hell, judgment day.”
http://christianityinview.com/xncomparison.html
“ …it is unbelief (kufr) to hold that the remnant
cults now bearing the names of formerly valid
religions, such as “Christianity’ or ‘Judaism’, are
acceptable to Allah Most High after He has sent
the final Messenger (Allah bless him give him
peace) to the entire world.” Reliance of the
Traveller. op.cit. p. 846
Making this arbitrary definition minimizes the
contributions of Persians, Greeks, Hindus,
Christians and Jews.
Jewish contributions:
http://www.myjewishlearning.com/history/Ancien
t_and_Medieval_History/6321650/Culture/Science.shtml
Hindu contributions:
http://sciencefocus.com/blog/5-indiascontributions-science
Modern forms of trig, algebra and geometry are
based on Greek contributions, such as those of
Archimedes, Pythagoras and Euclid. Some of
these are used today with very little enlargement
by Arabs.
http://www.ancient.eu.com/article/606/ and
http://apcentral.collegeboard.com/apc/members/fe
atures/2015.html
Galen’s theories of dissection and the circulatory
and nervous systems influenced medicine for
nearly 2000 years.
http://www.princeton.edu/~achaney/tmve/wiki100
k/docs/Galen.html
Omitted is the 6th category, which is “those
fighting for Allah, meaning people engaged in
Islamic military operations for whom no salary
has been allotted in the army roster (O, But who
are volunteers for jihad without remuneration’).”
Reliance of the Traveller. op. cit. h8.17
31
87.
Documents: The Koran.
Para 2, Lines 5-6
the Koran does not require the … denial of
rights to women,
FE



88.
89.
Documents: The Koran.
Excerpt one, the
opening Sura
Documents: The Koran,
the rest of the excerpts.
Praise Allah, universal Lord, compassionate
and merciful, King on Judgment Day! Thee
only do we worship. To Thee do we pray That
Thou shalt guide us on the road that leads
straight to Thee.
HT
Excerpt 1, the opening sura
Praise Allah, universal Lord, compassionate
and merciful, King on Judgment Day! Thee
only do we worship. To Thee do we pray That
Thou shalt guide us on the road that leads
straight to Thee...
Excerpt 2
In the name of Allah, the God of Mercy, the
Merciful!... Set no other god beside Allah...
Who hath ordered that you worship none but
OF






The Qur’an places specific burdens and
disabilities upon women enumerated above.
“When you contract a debt for a fixed period,
write it down…. And get two witnesses out of
your own men. And if there are not two men
(available), then a man and two women, such as
you agree for witnesses, so that if one of them
(two women) errs, the other can remind her.”
http://quran.com/2/282
The Qur’an requires women to obey their
husbands and denies them the right to command
them. Men are in charge of women, because Allah
hath made the one of them to excel the other, and
because they spend of their property (for the
support of women). So good women are the
obedient, guarding in secret that which Allah hath
guarded. As for those from whom ye fear
rebellion, admonish them and banish them to beds
apart, and scourge them. Then if they obey you,
seek not a way against them. Lo! Allah is ever
High, Exalted, Great. http://quran.com/4/34
Omitted is the end of the sura that tells the
worshipper the Jews and Christians are inferior
people.
Translated by Muhsin Khan: “The Way of those
on whom You have bestowed Your Grace, not
(the way) of those who earned Your Anger (such
as the Jews), nor of those who went astray (such
as the Christians).
http://quran.com/1
All of the excerpts show the peaceful verses of the
Qur’an and none the aggressive verses. 64% of the
Qur’an is devoted to hatred of the infidel
http://www.meforum.org/3545/islam-hatred-nonmuslim
Here is one verse showing hatred of the infidel.
Translated by Sahih International: Remember]
when your Lord inspired to the angels, “I am with
you, so strengthen those who have believed. I will
32
Him. Show kindness to your parents, and to
your kindred, And to the poor, and to the
wayfaring stranger. Commit no adultery, for
this is taboo and sinful. Slay none whom Allah
hath forbidden you to slay. Rob not the orphan.
Keep your promises. Cheat not when you sell.
Walk humbly on the earth. Other than this is
evil, a stench before the Lord.
Excerpt 3
As to those who have believed and lived
righteously ...For them the gardens of Paradise
Where rivers flow in the cool shade, Where
they shall wear bracelets of gold And green
robes of silk and brocade, Resting themselves
on thrones or lying in bliss On couches of ease.
Excerpt 4
And if one of the idolaters seeks your
protection, grant to him protection so that he
may hear the Word of God and then convey
him to his place of safety; that is because they
are a folk who know not.
Excerpt 5
Invite (idolaters) into the way of the Lord by
wisdom and mild exhortation and dispute with
them in the most kindly manner....and if you
make reprisal, then make it proportionate to the
injuries inflicted on you...do not be grieved
about them (idolaters) nor be troubled for that
which they subtly devise, for God is with those
who fear him and do good deeds.
90.
Chap 11. Europe after
the Fall of Rome. Reign
of Charlemagne. Para 1.
Lines 9-10
Pope Leo crowned Charlemagne “Emperor of
the Romans” in 800 C.E.
cast terror into the hearts of those who
disbelieved, so strike [them] upon the necks and
strike from them every fingertip.”
http://quran.com/8/012
OF


Neither here nor under the Notables tab on
Charlemagne is there mention of the significance
of the Holy Roman Empire, the relationship of
Popes to Kings and the effect on medieval
Christendom
http://www.britannica.com/EBchecked/topic/1065
46/Charlemagne/256624/Emperor-of-the-Romans
33
91.
92.
Chap 11. Life Changes
During the Middle
Ages.
Lines 2-5
Trade and commerce, once extensive under
both the Greeks and Romans, declined as roads
fell into disrepair and travel became dangerous.
Chap 11. Manorialism.
Line 3
Trade and a money economy almost
disappeared.
OF


OF


93.
Chap 11. Medieval
Culture. Para 2. Lines 15
Scientists in the Middle Ages tended to follow
the work of the ancient Greeks and in
particular the work of Aristotle, Galen, and
Ptolemy. Many of these scientists simply relied
on magic and practiced alchemy.
FE



94.
Chap 11. Medieval
Culture. Para 2. Lines 78
He [Roger Bacon] is considered to be the
"founder of experimental science."
FE


95.
Chap 11. The Crusades.
Para 1, Lines 7-8
The nobility of Western Europe answered the
pope's call
OF



Although Greek and Roman trade and commerce
declined, it expanded in northern and western
Europe.
“long before the fall of Rome the “barbarian”
areas had established very active, dense, longdistance trade networks, and these not only
survived but soon were extended south and
westward. Post-Roman Europe sustained busy
trade networks dealing in practical things such as
iron tools and weapons, pottery, glassware and
woolens.” “some of the goods traveled thousands
of miles.” Stark, Rodney. “How the West Won”
p.72. ISI Books, Wilmington, DE. 2014.
They may have almost disappeared in southern
Europe, but not so in northern.
Stark, Ibid.
The error may be unintentional, because the way
the sentences are written “many of these
scientists” refers to Aristotle, Galen and Ptolemy.
Galen was an outstanding experimental physician
of his day. His works on dissection of animals and
studies of the pulse were studied by medical
students even in the 19th century.
http://www.greekmedicine.net/whos_who/Galen.h
tml
This generalization is not supported by fact,
although some historians have called Bacon the
founder.
Albertus Magnus was called “Magnus” because
his contemporaries including Bacon admired his
contributions in experimentation, botany,
astronomy and chemistry.
Stark. op.cit. pp. 171-2
Peasants also answered the Pope’s call. Reference
the Children’s Crusade.
http://www.historyguide.org/ancient/children.html
34
96.
Chap 11. The Crusades.
Para 2, Lines 2-3
Muslims, Christians, and Jews had lived sideby-side in relative peace in Spain, North
Africa, and the Middle East.
HT


97.
Chap 11. The Crusades.
Para 2, Lines 3-4
The Muslims were not prepared for the
barbarity of the Christian Crusaders,
B
98.
Chap 11. The Crusades.
Para 2, Lines 5-6
The Muslims repressed their hatred of the
Western invaders
FE





99.
Chap 11. The Crusades.
Para 2, Lines 7-8
100. Chap 11. The Crusades.
Para 2, Lines 8-9
Following the massacre of thousands of men,
women, and children, and the sacking of
Jerusalem
B
In response, Arabs called for a holy war (jihad)
of self-defense.
B




101. Chap 11. The Rise of
Trade and Towns. Para
1, Line 2
Improved agricultural methods made it
possible to increase farm production.
102. Chap 13, African
Civilizations.
Topography and
The smooth coastline of Africa has been a
barrier to travel and trade.
OF


OF

Muslims in North Africa, Spain and the Middle
East persecuted Jews continuously and
slaughtered them frequently from the 7th century
A.D. onward.
http://www.jewishvirtuallibrary.org/jsource/antisemitism/Jews_in_Arab_lands_(gen).html
This is unsubstantiated opinion
Modern notions of military conduct don’t apply to
medieval armies where both Muslims and
Christians observed medieval rules.
Stark op.cit. p.110.
Hatred was constant from the days of Muhammad
and in the 1020’s the Caliph in Cairo destroyed
Jerusalem, built mosques on top of churches and
attacked Christian processions in the streets.
http://www.cbn.com/spirituallife/onlinediscipleshi
p/understandingislam/IslamHistory0212.aspx
Text omits that massacre was common on both
sides when inhabitants failed to surrender
Stark op.cit. p.110.
The definition of jihad as a war of self-defense is
totally irrelevant to the Crusades, and serves to
plant the idea that the Muslims were attacked by
the Christian Crusaders.
“Jihad is offensive as well as defensive. Arabs
under Saladin called for jihad against all
Christians and attacked the Byzantine Empire,
taking Damascus, Aleppo and Iraq in just 12
years.”
http://www.jewishvirtuallibrary.org/jsource/biogra
phy/Saladin.html
Farm production also increased because of the
medieval warming period.
http://www.britannica.com/EBchecked/topic/1758
42/medieval-warm-period-MWP
Missing is definition of “smooth coastline” as one
with few natural harbors.
35
Climate, Para 2. Lines
6-7
103. Chap 13, African
Civilizations. PreHistory and Ancient
Times, Lines 1-3
Archaeological discoveries have led scientists
to believe that the earliest forms of humankind
emerged in East Africa millions of years ago.
Homo Sapiens (modern man) also first
appeared in Africa and began to spread beyond
Africa about 100,000 years ago.
OF



104. Chap 13, African
Civilizations. African
Kingdoms. Para 3. Lines
7-9
The trade [salt, gold, ivory, slaves] continued
after Islam spread to North Africa in the 7th
century C.E. and then to sub-Saharan Africa.
HT



105. Chap 13, African
Civilizations. African
Kingdoms. Para 6. Lines
7-9
African civilizations and cultures went into
further decline with the arrival of European
explorers and traders, and the expansion of the
slave trade.
HT


106. Chap 13, African
Civilizations. Case
Study. Mansa Musa.
Return to Mali. Lines 34
The construction [of mosques and madrassas]
which took place under his [Mansa Musa’s]
reign significantly contributed not only to the
religious character of Mali, but to its culture as
well
HT/B



107. Chap 13, African
Civilizations. Art. The
Great Rift Valley.
[This section called “Art” has 2 long
paragraphs describing the geography of the
Great Rift Valley. There is no mention of art]
OF

Although today’s scientists believe that
archaeological discoveries show earliest human
forms and have named them “homo sapiens”,
other educated people dispute the relationship of
these bones to man.
Missing is an explanation of these different
outlooks.
http://www.scientificpsychic.com/search/evolution
.html
Islam “spread” in the sense of being adopted by
people in North Africa, but not in the sense of a
peaceful transition to Islam
Islam was adopted at sword point across North
and sub-Saharan Africa.
http://histclo.com/chron/me/islam/is-spread.html
and http://www.nairaland.com/703151/why-didislam-not-spread
The civilizations were already in decline because
of sizeable inter-tribal slave trade that existed long
before the European traders. This trade is
mentioned but its scope is not explained.
http://www.ironbarkresources.com/slaves/whitesla
ves04.htm
“Religious character” not defined, so sounds
benevolent.
The religion was Islam, which is fundamentally
violent. Roughly 61% of the Qur’an is devoted to
hatred or violence towards non-Muslims.
http://www.politicalislam.com/blog/statistics-andthe-meaning-of-islam/
The section title is “Art”, but there is nothing in it
about art.
36
108. Chap 13, African
Civilizations. Essays.
Early African
Kingdoms. Introduction.
Lines 3-5
Early African kingdoms were advanced
civilizations that in some ways were more
advanced than European nations in the Middle
Ages.
OF



109. Chap 13. African
Civilizations. Essays.
Early African
Kingdoms. The Wealth
of Early West African
Civilizations Was Based
on Trans-Sahara Trade.
Lines 8-10
Ghana was a larger and wealthier empire than
kingdoms in feudal Europe at the same time.
The civilization of Ghana never formed its own
system of writing. However, Muslim traders
described the extent of its cities and the
richness of its culture.
B/OF



110. Chapter 13
Case Study
Introduction
Para 1
The spread of Islam throughout the Middle
East and Africa had an enormous impact on
human development in the region. The
Western African kingdoms in particular were
influenced by the spread of Islam, which
currently has one of the world's largest
followings of religious adherents. At the time,
however, Islam was still relatively new and
unknown throughout much of Africa. It took
root in Mali, where the royal family embraced
the faith and began passing it down from
generation to generation. It was under the reign
of the king who would become known as
Mansa Musa, that Mali and its devotion to
Islam would become legendary.
B/OF




No definition of “some ways”.
The kingdom of Mali had a written language and
universities. In the Middle Ages Goths had a
written language in the 4th century A.D.; Old
English dates from around the 5th Century and
Medieval universities were booming by the 12th
century.
Stark, Rodney. “How the West Won” p.73 and p.
163. ISI Books, Wilmington, DE. 2014.
The descriptions of Muslim traders were not
quantitative, dwelled on accounts of luxurious
gold articles and jewelry and did not verify total
amounts.
http://www.neshaminy.org/cms/lib6/PA01000466/
Centricity/Domain/450/Chapter%2013%20%20Ghana%20A%20West%20African%20Tradin
g%20Empire%20FULL%20TEXT%20with%20Pi
ctures.pdf
The feudal European wealth of the time as found
in the Byzantine empire in the 11th Century was
also not mentioned but merely described. There is
no way to contrast actual wealth between the two.
http://www.sahistory.org.za/topic/africa-1500
What enormous impact on human development?
This reign only lasted a couple of decades.
Next Paragraph: (Background) He was the tenth
ruler of the empire, born to a woman named
Kankou. Little is known of Malian history as their
custom was to record events orally through the use
of storytellers known as griots. The griots passed
on an oral tradition of events, but virtually all of it
was lost over the centuries. What little is known is
taken overwhelmingly from the writings of Arab
scholars.
37
111. Chapter 13
Case Study
Death
Para 1
112. Chapter 13
Documents
Ancient West African
Kingdoms
Par 7 Line 1
Regardless of his actual demise, Musa's time as
leader and his famous pilgrimage left a lasting
legacy on Mali and Africa as a whole.
OF
.and here are the bad: "Women servants, slave
women and young girls go about quite naked,
not even concealing their sexual parts. I saw
many like this during Ramadhan; because it is
the custom with the Negroes that commanding
officers should break their fast in the sultan's
palace, and they are served with food which is
brought by women slaves, twenty or more of
them who are completely naked.
The Protestant Reformation allowed most
rulers to subject churches to royal authority. In
countries that became Protestant, monarchs
seized the wealth of the Catholic Church.
In 1215 nobles forced King John to sign the
Magna Carta, limiting his judicial and taxing
powers. Parliament developed as a
representative body and gradually increased its
authority over taxes and other legislation.
Magna Carta
the great charter English barons forced King
John to sign in 1215 which granted certain
liberties to nobles and commoners.
B
116. Chapter 14
Documents
Magna Carta
117. Chapter 14
Overview
The French Monarchy
Par 1 Line 5
113. Chapter 14
Overview
Introduction
Par 2 Line 7
114. Chapter 14
Overview
The English Monarchy
Par 2 Line 3-6
115. Chapter 14
Glossary
Magna Carta




OF


Author doesn’t even know the dates here of the
“famous” pilgrimage.
This “famous” pilgrimage only lasted 25 years and
if it was so great, why did it end upon his death?
What is the significance of this story from the
view point of a Muslim in an American
classroom?
Disgusting visual given to the students.
“Protestant Reformation” not explained in
Glossary
What does this mean? And who are “most” rulers?
OF


What kinds of limits?
No facts given to allow the student to form their
own opinion
OF

What Liberties?
The signing of the 63 articles of the Magna
Carta was the first time in English history that
certain rights were guaranteed in writing.
OF

Only 10 of the 63 articles are listed in this
textbook
These kings seized provinces belonging to the
English kings, their feudal vassals. They
established royal justice on the fiefs of their
vassals. They also weakened the power of the
Catholic Church by taxing the clergy. They
weakened the power and influence of the
Church during the "Babylonian Captivity."
France had a powerful monarchy by the end of
the 14th century.
OF


No definition of “feudal vassals” in Glossary
No definition of “fiefs of their vassals” in
Glossary
Strength and power is always attached to wealth.
Because the church was taxed does not represent
“weakened power and influence”.


38
118. Chapter 14
Overview
The French Monarchy
Par 2 Line 16
119. Chapter 14
Notable People
Joan of Arc
120. Chapter 14
Overview
The Holy Roman
Empire
Par 1 Line 8
121. Chapter 14
Overview
The Holy Roman
Empire
Par 2 Line 5
122. Chapter 14
Art
European Architecture
Par 1
123. Chapter 14
Art
European Architecture
Question 1
Joan claimed she had visions and that these
visions showed that she had to save France.
She led French armies to victories over the
English. France's enemies captured and burned
Joan as a witch, but the French monarchy
finally won.
she was convicted of heresy and burned at the
stake.
OF

No definition of “witch” in glossary
FE

However, it became weak because of several
conflicts. The popes and emperors quarreled
over the power to appoint bishops. German
nobles opposed the power of the emperors and
often engaged in revolts against them. Some
Holy Roman Emperors were more interested in
their Italian possessions than in Germany.
They neglected German affairs and allowed
local nobles and bishops to increase their
power and authority.
The electors were able to increase their own
authority and prevent the establishment of a
strong empire.
OF



Contradiction in the text. In the Overview Joan of
Arc is said to have been burned as a witch. Entries
should be edited for clarity to include both heresy
and witchcraft.
What conflicts? Quarrelling popes and emperors?
Again, the references to riches and possessions as
being more important.
What “local nobles and bishops”?
FE

Should read “strong Emperor”.
The two dominant styles of church architecture
in Western Europe during the Middle Ages and
Renaissance were Romanesque (derived from
the Romans) and Gothic (influenced by
German tribes). Generally speaking, Gothic
architecture prevails in northwestern and northcentral Europe whereas Romanesque
architecture prevails in Italy.
What Romanesque elements can you see in the
Duomo in Milan? What Gothic influences can
you see in the Duomo in Tuscany?
OF



2 pictures are shown in the section, both of the
gothic style of architecture.
No picture of Romanesque style
Pictures are not identified


No picture of Romanesque style
How is the student supposed to compare?
OF
39
124. Chapter 14
Graph/Chart
Population Change Due
to Black Death
Par 1 Line 20
125. Chapter 14
Graph/Chart
Population Change Due
to Black Death
Par 2 Line 1
Periodic outbreaks of the plague still take
place, including in the United States.
OF


Where and when have these occurred?
Putting fear into the minds of American children
The disease is spread to humans by fleas
leaving the carcasses of dead rats to seek out
other warm bodies.
HT

126. Chapter 14
Graph/Chart
Population of Europe
Par 2 All
Demographers estimate that the population of
Europe will decline because more families are
choosing to have fewer children. Given
Europe's negative population growth rate,
experts estimate that the population of Europe
will be 714 million in 2025 and 642 million in
2050. Europe is the only continent where
populations are expected to decline in the next
50 years.
It is therefore likely to be a piece of Norman
propaganda, made to persuade people of the
legitimacy of William's conquest.
FE



They know that the bacillus travels from person to
person pneumonically, or through the air, as well
as through the bite of infected fleas and rats. Both
of these pests could be found almost everywhere
in medieval Europe, but they were particularly at
home aboard ships of all kinds–
http://www.history.com/topics/black-death
The Graph shows steady growth since 1500
The chart given was explained due to the Black
Death. Author is introducing a “theory” as facts.
Who are these “experts”?
B

The tapestry is an early example of a type of
panorama, meant to be hung around the walls
of a large church or cathedral so that people
could walk past it for viewing. Despite the
Latin text, it is most likely that it was intended
to be seen mostly by people who were
illiterate.
OF

127. Chapter 14
Project
Introduction
Par 2 Line 4
128. Chapter 14
Project
Bayeux Tapestry


Though some historians have stated that the
tapestry is nothing more than Norman propaganda
- somehow excusing William’s right to invade and
conquer England - some parts of it are less than
pro-Norman as one section shows a mother and
child being forced out of the burning home (set
alight by Norman soldiers) as William’s army
advanced across Kent. The scale of the damage
done to the area surrounding Hastings can be seen
in the figures contained in the Domesday Book.
http://www.historylearningsite.co.uk/bayeux_tape
stry.htm
This would be a great opportunity to show a
picture of this tapestry
How does the author come to the conclusion that it
was “intended to be seen mostly by people who
were illiterate”?
This is a record of History!
40
129. Chapter 14
Internet Projects
Role of Women in
medieval time
Background
Par 2 Line 3
130. Chap 15. Resurgence of
Europe. Overview. The
Revival of Trade and
City Life. Para 1. Lines
1-2
Even for women unopposed to children, the
pain and risk of childbearing, itself, was a
compelling reason to enter a religious order. In
addition, celibacy could elevate a woman's
status, as it supposedly removed her from sin.
B


Allow the student to make this conclusion
“Supposedly” is a subjective term.
Following the fall of Rome, trade and
commerce in Western Europe collapsed.
FE

131. Chap 15. Resurgence of
Europe. Overview. The
Revival of Trade and
City Life. Para 1. Line 6
“…barter replaced the use of money”
“…the town s that arose or survived in postRoman Europe were centers of trade and
manufacturing.”
“post Roman Europe sustained busy trade
networks dealing in practical things such as iron
tools and weapons, pottery, glassware and
woolens.”
Stark. op.cit. p 72.
Although money did become scarce in the old
Roman cities and the monastic centers of
production engaged in baret, “Coins were
common in France (Gaul), Anglo-Saxon England,
Lombardy and the lands of the Visigoths.
http://www.fordham.edu/halsall/source/631visigot
hic-coins.asp
Rulers should use moral means whenever
possible.
Machiavelli wrote that a Prince, “should not
deviate from what is good, if that is possible, but
he should know how to do evil, if that is
necessary.” He separated private morals from
public success in preserving the state.
http://convozine.com/2794-joshua-evans/11988
Cervantes, Chaucer and Shakespeare are not
Italian.

OF




132. Chap 15. Resurgence of
Europe. Overview.
Origins of the Italian
Renaissance.
Renaissance Literature.
Para 3., Lines 5-8
Machiavelli (1469-1527) wrote "The Prince" as OF
a guide for rulers who wanted to retain their
power. This practical work stresses the belief
that rulers must do anything necessary to
achieve their goals and maintain their power
(the end justifies the means).
133. Chap 15. Resurgence of
Europe. Overview.
Origins of the Italian
Renaissance.
Renaissance Literature.
Paras 5, 6
134. Chap 15. Resurgence of
Europe. Overview.
Origins of the Italian
Renaissance.
[In this section entitled Italian Renaissance
there are paragraphs about Cervantes, Chaucer
and Shakespeare, which would normally be
discussed under Spanish and English literature,
not Italian.]
FE


Medieval and Renaissance astronomers were
really astrologers.
HT


Although there were some astrologists, there also
were Medieval and Renaissance astronomers
famous for their mathematical calculations
41
Renaissance Science
and the Scientific
Revolution
Para 2, Line 1
135. Chap 15. Resurgence of
Europe. Overview.
Origins of the Italian
Renaissance. Women in
the Renaissance. Para 1.
All of it.
136. Chap 15. Resurgence of
Europe. Overview.
Origins of the
Reformation.
The Protestant
Reformation. Para 1.
Lines 7-9
137. Chap 15. Resurgence of
Europe. Overview.
Origins of the
Reformation. Results of
the Reformation. Para 2.
Line 1

Even though women were not as educated as
men, and limited as to the development of their
artistic talents, they did make many
contributions to the Renaissance.
FE/B
In 1517, a German monk named Martin Luther
posted Ninety-five Theses or propositions on
the door of the Wittenberg Church.
OF




Eventually, the Reformation led to religious
toleration.
FE




138. Chap 15. Resurgence of
Europe. Study
Questions. Factual
[Thomas More quizzed in study Questions]
OF


including development of the heliocentric theory
of planetary motion.
This blanket characterization is refuted by the
textual discussion of Copernicus, Galileo, Kepler
and Newton in the following paragraphs.
A few women made a few contributions. Apart
from some of the upper classes, women received
little education and were limited to household
drudgery.
http://education14.blogspot.com/2008/11/viiieducation-during-renaissance.html
Not mentioned is that Luther was not an ordinary
monk but a highly educated son of a successful
German businessman. Luther studied at the finest
German university of Wittenberg and earned a
PhD in theology.
Stark. op.cit. p 264.
Although the Reformation eventually produced
more religious tolerance than there was before it
occurred, religious intolerance has continued
throughout Europe until the present. Examples
follow. Consider treatment of non-Roman
Catholic Christians and Jews in Austria, the
Dreyfus Affair in France, and repeated Russian
pogroms.
http://www.britannica.com/EBchecked/topic/5986
08/Edict-of-Toleration
http://www.britannica.com/EBchecked/topic/1715
38/Dreyfus-affair
http://www.jewishvirtuallibrary.org/jsource/Histor
y/pogroms.html
Thomas More is not mentioned anywhere in
Overview or Notables.
42
139. Chap 15. Resurgence of
Europe. Study
Questions. Factual.
Question 24.
140. Chap 15. Resurgence of
Europe. Study
Questions. Conceptual.
Question 7
141. Chap 15. Resurgence of
Europe. Study
Questions. Conceptual.
Question 13
142. Chap 15. Resurgence of
Europe. Study
Questions.
Chronological. # 1
143. Chap 15. Resurgence of
Europe. Art. Printing
Press. Para 2, Lines 6-8

The answer B is correct.
The invention of the printing press in 1450
helped to both cause the Reformation and help
it succeed. The printing press helped to quickly
spread Luther's ideas and the ideas of other
Protestant leaders.
[Abelard quizzed in the study Question]
HT
OF

{Rabelais and Montaigne are quizzed in the
study Question.]
OF

[Inquisition is quizzed]
OF

Inquisition not mentioned anywhere else in
chapter.
By bringing such communities [imagined
communities] together, printing made
phenomena such as nationalism possible.
OF/FE

Omitted in definition of “imagined communities”
is that it is a modern theory first published in 1983
and is an object of criticism.
https://www.jacobinmag.com/2012/11/animagined-community/
Nationalism is “possible” irrelevant of printing..
All Irish have printing, but it is religion that led to
the Republic of Ireland and Northern Ireland.
Politics, not printing, made the USA. British
subjects in colonial America and in England
shared printing, but it was taxation without
representation that drove the Revolution.
Although Magna Carta is mentioned in passing in
Chapter 14, Development of Medieval Monarchies
in Europe, it is omitted here as a precursor of the
creation of a constitutional monarchy in England.




144. Chap 16. Rise of
National Monarchies.
The English Monarchy,
Para 5, Lines 3-6
145. Chap 16. The French
Monarchy, Para 1, Lines
6-7
In 1689, it [Parliament] passed the Bill of
Rights which protected the authority of
Parliament and the rights of individuals,
promoting the principle of equality under the
rule of law. It created a constitutional
monarchy in England.
Henry granted freedom of worship to French
Protestants,
OF

OF

The printing press did not expose many people to
new ideas.
For example, in Germany no more than 5% of
Germans in this era could read.
Stark. op.cit p.270
Peter Abelard is not mentioned anywhere in
Overview or Notables, nor is his love for Eloise
nor his excommunication nor condemnation to
silence.
Neither is discussed in the text or Notables.
Omitted is the name and definition of the Edict of
Nantes, although it is mentioned in passing in Para
3 Line 4.
43
146. Chap 16. The Spanish
Monarchy. Para 1, Lines
4-5
However, in 1588 the English navy and fierce
storms destroyed the mighty naval armada
OF

Although it is a Case Study, the Spanish Armada
is not mentioned here by name
147. Chap 16. The Austrian
Monarchy. Para 1, Lines
3-5
The Austrians, with help from Poland and
Russia, repelled a siege of Vienna by the
Ottoman Turks.
OF/FE

Omitted is the importance of the Siege of Vienna
in 1683 that it terminated the century-old effort of
the Muslims to invade Europe from the East and
South.
The Austrians did not repel the siege. It was
repelled by John Sobieski, King of Poland, who
led the combined forces and was afterwards hailed
as the Savior of Europe.
http://www.thenagain.info/webchron/easteurope/V
iennaSiege.html
Roughly 7000 died from disease. While it is true
that they were discharged without pay, when the
commander of the British Navy heard about that
he paid them from his own pocket.
http://www.historylearningsite.co.uk/spanish_arm
ada.htm
In the middle of the11th century China produced
the then incredible amount of iron of 100,000 T a
year. By the end of the 11th century only tiny
amounts were produced and soon the smelters and
foundries were in ruins. The destruction of the
privately owned iron industry was caused
Mandarins of the Song dynasty. They said that
Confucian values and social tranquility were
destroyed by high wages for peasants and wealth
of commoners.
Stark. op.cit. p 12.
Omitted is identification of the Mongol invasion,
of what? Implied is Japan, because use of word
“samurai”.


148. Chap 16. Case Studies.
Spanish Armada. Defeat
of Armada, Lines 6-7
149. Chap 18. Mongols,
Moguls and Ottomans.
Song Dynasty, Para 1,
Lines 6-7

On the other hand, the English had to remain
on alert because of their failure to stop the
Armada, thousands (of sailors) died due to
hunger and disease and those that survived
were discharged without pay.
OF
Economically, great strides were made in the
fields of agriculture, iron-working,
FE


150. Chronology relative to
Chap 18
1274-1281
Unsuccessful invasion by the Mongols, which
were repelled by the samurai.
OF


151. Chap 18. Genghis Khan
and the Rise of
Mongolian Power. Para
3, Lines 3-4
He also codified Mongolian law with the
proclamation of the yasa.
OF

Omitted is any definition of the word “yasa”
44
152. Glossary
relative to Chap 18
Omission of word
yasa” used in lesson overview
OF

There is no definition of the word “yasa” used in
Chap 18, Para 3.
153. Chap. 18, Decline of
Mongolian Power in
China. Para 3, lines 1-3
Expansion often brought Mongolian forces into
areas where their cavalry was ineffective, such
as the jungles of Southeast Asia and the two
failed maritime invasions of Japan.
OF

154. Chap 18. Mongols in
Russia, Lines 6-7
In spite of the fact that the Mongols were
ferocious warriors, they proved to be tolerant
of religious differences.
HT

155. Chap 18. Mogul Rule,
Para 1, lines 6-7
Many people of lower Hindu castes accepted
Islam because it taught the equality of all
before Allah.
FE/OF


Omitted is that the forests of the European taiga
also kept the Mongols out of Germany and
Scandinavia
http://boards.straightdope.com/sdmb/showthread.p
hp?t=627152
They may have been tolerant in parts of Russia,
but in Armenia they uprooted churches, tattooed
and castrated Christian men, imposed heavy taxes
and forbade church services.
Stark. op.cit. p.301
Islam did not teach the equality of all before
Allah.
“Al-shari’a is founded on a three-fold inequality:
the inequality between man and woman, the
inequality between Muslim and non-Muslim, and
the inequality between freeman and slave.” Samir,
Samir Khalil. “111 Questions on Islam”. p. 91.
Ignatius Press, San Francisco, 2008.
The lower castes who converted did not gain
equality because of adherence to social custom
and because marriage took place within the
original caste group.
http://webcache.googleusercontent.com/search?q=
cache:q9opZCqQ7o4J:https://www.law.emory.edu
/ihr/yogi3.html+&cd=1&hl=en&ct=clnk&gl=us
Tamerlane was far worse than the typical
commander of plundering armies. He killed over
200,000 men, women and children in his march on
Delhi, was called the “Scourge of God”, and
wiped out almost all the Christians and Jews in his
path.
Stark. op.cit. p.301
Same comment as above.


[Note: This exact same sentence is used in
Chap 10 The Spread of Islam Beyond the
Middle East, now in row 12. The same
explanation of FE and OF is used here]

156. Chap 18. Mogul Rule,
Para 1, lines 8-11
The Delhi Sultanate was later weakened by
raids of Mongol troops of Genghis Khan in the
13th century, and destroyed by the plundering
armies of Tamerlane in the 14th century.
OF

157. Notables relative to
Chap 18.
His [Tamerlane’s] armies brought death and
destruction to his conquests.
OF


45
158. Chap 18. Grandeur and
Decline of Ottoman
Empire, Para 1, Lines 47
159. Chap 18. Grandeur and
Decline of Ottoman
Empire, Para 1, Lines 710
In 1453, they ended the long decline of the
Byzantines by the occupation of
Constantinople, which became the Ottoman
capital.
Islamic civilization reached its height during
the 16th century under the Ottoman Empire
when it surpassed Europe in skilled artisans,
sciences, and medicine.
OF

FE/B





160. Chap 18. Grandeur and
Decline of Ottoman
Empire, Para 1, Lines
10-12
The empire reached its peak during the rule of
Suleiman the Magnificent. He was a strong
military leader,
OF



161. Chap 18. Grandeur and
Decline of Ottoman
Empire, Para 1, Lines
12-14
[Suleiman was] an effective administrator, and
a patron of the arts. Taxes from the provinces
were used to transform Istanbul into a city of
splendid buildings,
OF


The Ottomans didn’t just “occupy
Constantinople.” They perpetrated mass slaughter
and enslavement, killed everyone they met in the
streets, and nearly tore the youths and maidens to
death over possession.
Stark, op.cit. p. 285
Numerous sources date the Golden Age of Islam
from the 7th to the 13th centuries. Here are 2
sources as examples.
http://islamichistoryonline.com/islamic-goldenage/ and
http://www.medicalnewstoday.com/info/medicine/
medieval-islamic-medicine.php
Unsubstantiated opinion that 16th century
Ottomans surpassed Europe in skilled artisans
sciences and medicine.
The Istanbul Observatory used instruments very
similar to those of Tycho Brahe in Denmark.
“From 15th century onward the Ottomans adopted
European technologies especially those that
related to firearms, cartography and mining”
https://www.alislam.org/egazette/articles/scienceand-technology-in-ottoman-sultanate/
Omitted in the overview (but included in the
Glossary) is discussion of the Janissary Corps and
Suleiman’s devishirme, the levy of Christian boys
who never saw their parents again.
These were the best and the brightest who formed
the basis of his military strength.
http://cmes.hmdc.harvard.edu/files/Slaves_of_the_
Sultan.pdf
Omitted is any mention of the unique giant palace
Topkapi, a walled city with beautiful buildings
and underground passageways that housed over
4000 people of Suleiman’s court and is today a
UN World Heritage site.
http://en.wikipedia.org/wiki/Topkap%C4%B1_Pal
ace
46
162. Chap 18, Cast Study.
Mystery Marco
Polo.The Mystery, Lines
1-3
The multiple manuscripts and inconsistencies
among them have raised doubts as to how
much of Polo's account is true. Some historians
have claimed that Polo never visited China or
any part of Asia, rather he simply recorded in
his own voice stories he had heard from others.
OF

This conclusion to the story of Polo gives the
strong impression that those who doubted his
claims are more accurate than he was.
 Although there is general acceptance that he
embellished his tales, it appears that translators
and printers did likewise to sell his book.
Furthermore he is very accurate in his itinerary
descriptions of the geography of those places and
in his discussion of the goods and products he
saw. http://www.smithsonianmag.com/peopleplaces/wonders-and-whoppers-27166/
 “Much of what he wrote, which regarded with
suspicion at medieval time was, confirmed by
travelers of the 18th and 19th centuries. Marco
Polo is receiving deeper respect than before
because these marvelous characters and countries
he described did actually exist. What's more
interesting is that his book becomes great value to
Chinese historians, as it helps them understand
better some of the most important events of the
13th century, such as the siege of Hsiangyang, the
massacre of Ch'angchou, and the attempted
conquests of Japan. The extant Chinese sources on
these events are not as comprehensive as Marco's
book.” http://www.silkroad.com/artl/marcopolo.shtml
Publisher’s response: The Case Study, "The
Mystery of Marco Polo" does tell the story as it is.
The commentator evidently missed this activity as
only the Overview is cited. In context, the
commentator's reference refers to contemporaries
of Marco Polo who did not believe his story. In fact,
this doubt is recounted in the article this person
cited: "Many people took his accounts with a grain
of salt and some skeptics question the authenticity
of his account. Many of his stories have been
considered as fairytales: the strange oil in Baku
and the monstrous birds which dropped elephants
from a height and devoured their broken carcasses.
His Travels made no mention about the Great
47
163. Chap 18. Internet
Project. Military
Strategy. Final
Paragraph, Lines 5-6
This unique balance between loyalty,
discipline, flexibility, and independence was at
the heart of the Mongol's success as invaders.
OF
164. Chap 20. New World
Exploration. Portuguese
Exploration and
Colonization. Lines 1-2
Prince Henry of Portugal began the Age of
Exploration and Discovery during the 15th
century
FE
165. Chap 20. New World
Exploration. Portuguese
Exploration and
Colonization. Lines 911
Discovery of this all-water route [around the
Cape of Good Hope] to the Far East broke the
Italian and Muslim monopoly on trade with
Asia
OF
166. Chap 20. Europeans
Come to Africa, Lines
2-4
In 1498, Vasco da Gama sailed around the
southern tip of Africa to India, looting and
destroying East African cities along the way.
FE
167. Chap 20. Transatlantic
Slave Trade, Para 1,
Lines 9-11
The slave trade depleted sub-Saharan Africa of
people, encouraged warfare among Africans,
destroyed kingdoms, and set back development
of the continent.
OF/HT
Wall. While traveled extensively in China, Marco
Polo never learned the Chinese language nor
mentioned a number of articles which are part of
everyday life, such as women's foot-binding,
calligraphy, or tea. In additional, Marco Polo's
name was never occurred in the Annals of the
Empire (Yuan Shih), which recorded the names of
foreign visitors far less important and illustrious
than the three Venetians. So did Marco Polo ever
go to China?"
http://www.silk-road.com/artl/marcopolo.shtml
No changes envisioned to the text.
 Their success also depended on their extreme
brutality toward people who did not submit
instantly and the fact that word of their terror
traveled ahead of them.
 http://history-world.org/mongol_empire.htm
 He may have begun a strictly European Age of
Exploration, but the Muslims from the 9th century
on sailed from the Persian Gulf to China.
 http://ageofex.marinersmuseum.org/index.php?typ
e=webpage&id=19
 Omitted is any mention that the Muslims already
had a water route from their lands through the
Persian Gulf and trading stations in Africa and
India.
 http://www.thenagain.info/webchron/westeurope/d
agama.html
 Da Gama looted and destroyed Muslim ships, not
East African cities. He did fight with some of the
Muslims on shore, but also avoided fighting and
accepted a Sultan’s pilot to guide him across the
Indian Ocean.
 http://www.oldnewspublishing.com/dagamma.htm
 The inclusion of this sentence in a section entitled
“Transatlantic Slave Trade” implies it caused the
sub-Saharan destruction of kingdoms and slavery.
In actuality sub-Saharan slavery had long existed
amongst the different tribes and kingdoms.
48

168. Chap 20. Transatlantic
Slave Trade, Para 1,
Lines 11-13
Historians disagree on the numbers; however,
some estimate that as many as 50 million
slaves were taken between the 1500s and the
1800s, most of whom died resisting
enslavement or from the terrible living
conditions during the long ocean voyage on
slave ships (the Middle Passage).
HT/FE
169. Chap 20. Vocabulary
Test.
Q. 11
It is believed that 18 to 20 million Africans
were taken into [slavery] bound for the
Americas
FE
170. Chap 20. Africans are
Brought Over as Slaves,
Lines 1-2
The first African slaves were brought to the
Americas to replace the declining Native
American population in the early 1500s.
OF
171. Chap 20. Spanish
Exploration and
Colonization
The entire section consisting of 3 paragraphs.
Concerning Christianity
OF
When the Portuguese first landed in Ghana and
Nigeria in 1471 they found warfare and a brisk
slave trade.
http://www.accessgambia.com/information/slaver
y-sub-saharan-africa.html
 Historians’ estimates have a tremendous range, so
that accuracy would require the range to be
mentioned rather than the extreme.
 The East African slave trade amongst Blacks and
Arabs lasted from ca. 750 CE to the 20th century.
During that time roughly 12,000,000 Africans
were sold, which is about the same number as
those sold in the European slave trade during its
300 years.
http://discoveringbristol.org.uk/slavery/routes/placesinvolved/east-indies/east-african-slave-trade/
It is an error to say that “most” of the slaves died. It is
estimated that the death rate on slave ships reached
25% in the 17th and early 18th centuries.
http://www.digitalhistory.uh.edu/disp_textbook.cfm?s
mtid=2&psid=446
 Inconsistent with Overview section called
Transatlantic Slave Trade, now above, also other
historians estimates of 12,000,000;
http://discoveringbristol.org.uk/slavery/routes/plac
es-involved/east-indies/east-african-slave-trade/
 Incomplete causation. Legislation freed the natives
particularly in Peru because some Christian
Spaniards were outraged at their treatment.
Although these laws were severely abrogated, they
also would have caused importation of Blacks to
replace the freed natives.
 http://latinamericanhistory.about.com/od/latinamer
icatheconquest/p/The-New-Laws-Of-1542.htm
 Omitted is the spreading of Catholic Christianity
as one of the goals of both Isabella, the Catholic
Queen of Spain and of Columbus, who adopted
the name of “Cristobal”, and of the priests
49

172. Chap 20. Spanish
Exploration and
Colonization
The entire section consisting of 3 paragraphs.
Concerning the constant warfare and human
sacrificing of the native population that
stopped with Spanish conquest
OF



173. Chap 20. Decline of the
Native Population
It is estimated that over 90 percent of the
native population of the Americas was wiped
out in the 1st century after the European
Conquest. Many hundreds of thousands of
Native Americans died from Spanish brutality,
but millions more died from European diseases
such as smallpox.
OF




174. Chap 20. Glossary
relating to Dutch
Exploration and
Colonization.
175. Chap 20. English
Exploration and
Colonization.
English naval forces defeated the Spanish
Armada in 1588.
OF

OF

accompanying him and claiming the new land as
Catholic.
http://www.understandingprejudice.org/nativeiq/c
olumbus.htm and
http://www.therealpresence.org/archives/Christop
her_Columbus/Christopher_Columbus_003.htm
There is also no mention of the sacrificial deaths
of hundreds of thousands of their own people by
the Aztecs and Mayas in the name of their gods.
http://www.latinamericanstudies.org/aztecs/sacrifi
ce.htm
http://latinamericanhistory.about.com/od/Maya/p/
The-Ancient-Maya-And-Human-Sacrifice.htm
True in some regions. False in others. Before
Cortes arrived in 1520 in the Aztec capital the
estimate was 40% dead from smallpox and 20%
from starvation.
http://www.examiner.com/article/apocalypicmysterious-plague-killed-millions-of-nativeamericans-the-1500s
Also historians are unsure of accurate population
figures to begin with. “Since civilizations rose and
fell in the Americas before Columbus arrived, the
indigenous population in 1492 was not necessarily
at a high point, and may have already been in
decline.” https://www.newworldencyclopedia.org
/entry/European_Colonization_of_the_Americas
Omitted are the Europeans in Europe who were
wiped out by syphilis, polio, hepatitis and
encephalitis from the New World.
http://lostinrevery.hubpages.com/hub/Disease-inthe-Old-and-New-World
Henrik Hudson omitted
Only casual mention of the Spanish Armada,
whose defeat freed England from the threat of
Spanish conquest and Catholicism.
50
176. Chap 20. Results of the
Age of Exploration and
Discovery. Para 4, Lines
9-10
Native Americans, however, became victims of
diseases brought by the Europeans (smallpox,
venereal diseases).
177. Chap 20. Map. Spanish
Exploration of
Americas. Para 1, Lines
3-5
No one is sure whether Columbus realized that
he had not reached the Indies during any of his
four voyages.
OF



FE


178. Chap 20. Map. Centers
of African Slave Trade.
Lines 3-5
However, the large-scale enslavement of black
Africans did not begin until the Portuguese
established trading ports along the coast of
West Africa.
FE




179. Chap 20. Internet
Project. Columbian
exchange. Background.
Para 1, Line 3-4
Most nations of that day believed in the
economic policy of mercantilism, in which the
wealth and power of a country was determined
by how much money in gold and silver coins a
country possessed
HT


180. Chapter 21
The Age of Asian
Exploration
Overview
European interest in
Asia
After Polo returned to Europe in 1295 he wrote
a book about his tales and the sights that he
saw. Although many people did not believe his
story, there were sailors and navigators who
became intrigued by his journey.
OF



http://www.rmg.co.uk/explore/sea-andships/facts/navies-and-warships/the-spanisharmada
Sir Francis Drake mentioned only in “notables”.
Omitted are the Europeans in Europe who were
wiped out by syphilis, polio, hepatitis and
encephalitis from the New World.
http://lostinrevery.hubpages.com/hub/Disease-inthe-Old-and-New-World
numerous references to Columbus cite his
continued belief from his first landing to his death
that he had reached the outskirts of the Indies.
Here are 2 examples.
http://www.thepirateking.com/bios/columbus_chri
stopher.htm
http://www.u-s-history.com/pages/h1033.html
Over the centuries there has been “large-scale
enslavement of Blacks” starting with the Muslim
conquests.
The East African slave trade amongst Blacks and
Arabs lasted from ca. 750 CE to the 20th century.
During that time roughly 12,000,000 Africans
were sold, which is about the same number as
those sold in the European slave trade during its
300 years.
http://discoveringbristol.org.uk/slavery/routes/plac
es-involved/east-indies/east-african-slave-trade/
Misleading definition of “mercantilism”
Note that the Glossary has the normal definition
Who is “many people”? The author continues to
put some kind of doubt in the minds of the
students without presenting all the facts.
Tell the stories and allow the student to decide.
Marco Polo (1254-1324), is probably the most
famous Westerner traveled on the Silk Road. He
51
Par 3 Line 6
181. Chapter 21
Overview
The European age of
Discovery and Asia
Par 1 Line 8
Spain and Portugal were anxious to gain
trading posts and colonies in Asia for "Gold,
Glory, and God."
OF
excelled all the other travelers in his
determination, his writing, and his influence. His
journey through Asia lasted 24 years. He reached
further than any of his predecessors, beyond
Mongolia to China.
 http://www.silk-road.com/artl/marcopolo.shtml
Publisher’s response: The commentator did not
notice the Case Study, "The Mystery of Marco
Polo," which does tell the story as it is. The
commentator evidently missed this activity as only
the Overview is cited.
In context, the commentator's reference refers to
contemporaries of Marco Polo who did not believe
his story. In fact, this doubt is recounted in the
article this person cited:
"Many people took his accounts with a grain of salt
and some skeptics question the authenticity of his
account. Many of his stories have been considered
as fairytales: the strange oil in Baku and the
monstrous birds which dropped elephants from a
height and devoured their broken carcasses. His
Travels made no mention about the Great Wall.
While traveled extensively in China, Marco Polo
never learned the Chinese language nor mentioned
a number of articles which are part of everyday
life, such as women's foot‐binding, calligraphy, or
tea. In additional, Marco Polo's name was never
occurred in the Annals of the Empire (Yuan Shih),
which recorded the names of foreign visitors far
less important and illustrious than the three
Venetians. So did Marco Polo ever go to China?"
http://www.silk‐road.com/artl/marcopolo.shtml
No changes envisioned to the text.
 No explanation of who made this statement.
52
182. Chapter 21
Overview
European interests in
China
Par 3 Line 7
Although Christian missionaries were initially
admitted to China, they were forced to leave
following disputes between the Chinese
emperor and the pope in the early 18th century.
OF



183. Chapter 21
Overview
European Interests in
India
Par 2 Line 7
A new law passed in 1858, the India Act,
turned over to the British government the task
of governing India. Britain retained control of
India until 1947, when it gave India its
independence.
FE



184. Chapter 21
Documents
Introduction
Par 1 Line 2
185. Chapter 21
Maps
World Outline
During the late 13th century, Marco Polo, an
Italian trader, is said to have traveled to China
in search of trade with his father (Nicolo) and
uncle (Maffeo) -This outline map shows political boundaries of
countries around the world.
FE

OF


These were Catholic Missionaries.
The Vatican policy was the death of the missions
in China.[6] Afterwards the Roman Catholic
Church experienced missionary setbacks, and in
1721 the Chinese Rites controversy led the Kangxi
Emperor to outlaw Christian missions.[
http://en.wikipedia.org/wiki/Christianity_in_the_1
8th_century
Britain hardly “gave” India their independence.
Gandhi and other nationalist leaders rejected as
empty the British promises of Indian selfgovernment after the war and organized the
nonviolent "Quit India" campaign to hasten the
British departure. British colonial authorities
responded by jailing Gandhi and hundreds of
others. Anti-British demonstrations accelerated
after the war, and in 1947 the Indian National
Congress reluctantly accepted the creation of
Pakistan to appease the Muslim League and
conclude the independence negotiations. On
August 15, 1947, the Indian Independence Bill
took effect, inaugurating a period of religious
turmoil in India and Pakistan that would result in
the deaths of hundreds of thousands, including
Gandhi, who was assassinated by a Hindu fanatic
in January 1948 during a prayer vigil to an area of
Muslim-Hindu violence.
http://www.history.com/this-day-in-history/indiaand-pakistan-win-independence
We know from all accounts that Marco Polo did
travel to China with his father.
No explanation of “political boundaries”
Map is shaded in different colors that represent
“political” boundaries?
53
186. Chapter 21
Glossary
Crusades
Crusades
the military expeditions undertaken by
Christians against the Muslims in the Middle
East and North Africa from the 11th to 13th
centuries.
HT/OF/
B

187. Chapter 21
Glossary
Missionaries
missionaries
persons who try to spread a religion by
converting others to it.
FE/B

188. Chapter 21
Glossary
Price Revolution
price revolution
the rapid rise in prices that occurred in Europe
as a result of the flow of gold and silver from
the New World during the 16th and 17th
centuries.
FE


189. Chapter 21
Glossary
[Omission of the word
Capitalism]
[Capitalism is an economic system that puts
the money into the hands of the people.
Socialist economies put the money in the hands
of the government. Government believes that
the people are too stupid to control their own
money.
Example of Socialist economy = Russia
Every socialist economy has failed.]
OF




To summarize briefly, the Crusades were attempts
in the 11th through 13th centuries A.D. to reclaim
land in the Middle East that had been conquered
by Muslims. The crusades were brutal and evil.
Many people were forced to “convert” to
Christianity. If they refused, they were put to
death. The idea of conquering a land through war
and violence in the name of Christ is completely
unbiblical. Many of the actions that took place in
the crusades were completely antithetical to
everything the Christian faith stands for. Mention
should be made of the massacre of almost 200,000
Jews in France, Belgium, etc. by Crusaders who
included Jews among the infidels as they marched
on the way to the Holy Land. Mention also needs
to be made of the massacre of Jews in the Holy
land by Crusaders and other Christians.
http://www.gotquestions.org/Christiancrusades.html#ixzz39ptL5QK1
A missionary is a person whose mission is to go
somewhere to help others. In many cases, the goal
of a missionary is to teach about a religion so that
the people convert to that religion.
http://www.vocabulary.com/dictionary/missionary
The blame for the price increases was commonly
laid at the door of unscrupulous money-lenders
and monopolists at the time. Perhaps, parallels can
be drawn with the attitude towards banks since the
recent banking crisis.
https://suite.io/kevin-hughes/5hdf20j
capitalism - an economic system based on private
ownership of capital
socialist economy, socialism - an economic
system based on state ownership of capital
http://www.thefreedictionary.com/Capitalist+Syst
em
54
190. Chapter 21
Glossary
tribute
tribute
money or goods paid to a ruler or by one state
to another.
HT





191. Chap 22. Age of
Revolution. Glossary.
Rousseau
[Rousseau] A Protestant and of lower class
origins than the other Philosophes, he was the
most profound and influential thinker of his
time.
B

192. Chap 22. French
Revolution.
Para 6, Lines 3-4
It also directed a Reign of Terror against all
those it considered enemies of the Revolution,
executing over 17,000 people in the process
HT

193. Chap 22. French
Revolution. Notables.
Napoleon Bonaparte
He [Bonaparte] was a general who made
himself emperor of France from 1804 to 1814.
His attempted conquest of Europe gave many
Latin American colonies an opportunity for
self-rule and a taste for independence.
OF


194. Chap 22. Rule of
Napoleon Bonaparte.
Para 3 Line 3
The British navy won control of the seas.
OF

195. Chap 22. Rule of
Napoleon Bonaparte.
Para 3, Lines 3-4
Napoleon suffered a complete defeat in Russia
in 1812.
OF

trib·ute
something that you say, give, or do to show
respect or affection for someone
something that proves the good quality or
effectiveness of something
money or goods that a ruler or country gives to
another ruler or country especially for protection
http://www.merriamwebster.com/dictionary/tribute
Opinion, not fact. By whose standard was he said
to be the most influential thinker of his time?
Other estimates say 40,000 killed. The one below
names the upward number as 40,000 and that it is
impossible to know because statistics weren’t
kept.http://french.lovetoknow.com/Reign_of_Terr
or_in_the_French_Revolution
The “Notables” omits the highlights of his career
and why he is remembered more than any other
emperor with a brief reign. He doesn’t even get
the same coverage as Francis Drake who
terrorized only Spain and not all of Europe.
No attempt to explain the apparent non-sequitur of
his European conquests leading to independence
in Latin America, although it is later discussed in
the Overview.
No mention of Admiral Lord Nelson, or the
significance of Trafalgar as a naval battle, or that
victory saved England from the threat of
Bonaparte. [Note: Nelson is mentioned in the
Chronology]
No mention of the Russian campaign and its
significance as one of the major battles of Europe
55
196. Chap 22. Rule of
Napoleon Bonaparte.
Para 3, Lines
These events [Napoleon’s defeats at Trafalgar
and in Russia] enabled a group of nations led
by Britain to defeat the French armies.
OF


197. Chap 22. Effects of
French Revolution. Para
1, Lines 5-6
French armies, under both the Republic and
Napoleon, spread revolutionary ideas wherever
they went.
OF

198. Chap 22. Revolution in
Latin America. Para 4,
Lines 2-6
In most of the region these conflicts centered
on civil wars between "liberals," such as
Benito Juarez in Mexico,
OF


199. Chap. 22. Essays.
Causes of the American
Revolution. Restraint of
Trade.
When English colonists first settled in
America, they had much economic freedom.
Many felt they could do anything they wished.
OF



200. Chap. 22. Essays.
Causes of the American
Revolution. Violation of
Colonial Charters. Para
2. Lines
201. Chap 22. Essays.
Democracy Evolves
Citizens of Ancient
Greece Practiced
Democracy. Lines 11-12
202. Chap 22. Essays.
Democracy Evolves.
Citizens of Ancient
Greece Practiced
Democracy. Lines 15-18

No mention of Arthur Wellesley, Duke of
Wellington, his successful administration of
occupied France and his return to England to
become Prime Minister.
http://www.bbc.co.uk/history/british/empire_seap
ower/battle_waterloo_01.shtml
Hard to understand how the dictator Napoleon
spread revolutionary ideas. See reference for
amplification.
http://www.sahistory.org.za/topic/napoleon
Juarez not explained in text or mentioned in
Notables or Glossary for this chapter, despite
being one of Mexico’s most honored statesmen.
http://latinamericanhistory.about.com/od/19thcent
urylatinamerica/p/benitojuarez.htm
Unsubstantiated opinion about “many.”
The young men of the Plymouth colony had to be
whipped to make them work and were told they
could not share in the harvest without working.
http://www.bloombergview.com/articles/2013-1110/when-pilgrims-privatized-americaszdfg
British officials had to have a superior court order
before they searched.
http://www.britannica.com/EBchecked/topic/3937
2/writ-of-assistance
These writs [of Assistance] authorized British
officials to search colonists' homes whenever
they wished.
FE
By 500 B.C.E., Athens had evolved from a
monarchy, and then an aristocracy in a direct
democracy.
Syntax

The “in” should be “into”.
Although civic participation including voting,
office-holding, serving in the Council of 500,
being as assembly member was encouraged,
only wealthy landowners could afford to be
active in public affairs.
Syntax

The “as” should be “an”.

56

203. Chap 22, Essays.
In time, however, Roman citizenship would be
extended to all people living under the rule of
Democracy Evolves.
Rome.
Citizens of the Roman
Republic Benefited from
Written Law and Civic
Participation, Last 3
lines
FE
204. Chap 22. Study Q’s.
Conceptual. # 25.
Perhaps as many as 13,000 people were
beheaded by the guillotine.
FE

205. Chap 22. Documents.
Declaration of Rights of
Man. Introduction. Para
3, Lines 5-7
and only 600 represented the entire Third
Estate (middle and lower classes) even though
these "commoners" made up nearly 98% of
France's population
HT





HT

206. Chap 22. Documents.
Declaration of Rights of
Man.
The entire Declaration is quoted except for
Articles 12-15
207. Chap 22. Documents.
The Constitution,
Article I, Sec 9. Item 3.
and
Glossary
208. Chap 22. Documents.
The Constitution,
Article II, Sec. 1, 8.
No bill of attainder or ex post facto law shall
be passed.
OF

“faithfully execute the Office of President of
the United States, and will…”
OF





Citizenship was extended only to freemen and
some citizens had more political rights than others.
Women were not full citizens.
http://www.ushistory.org/civ/6a.asp
http://www.ancient.eu.com/article/659/
[Note the inconsistency of including detailed
material from chapters 5-6 and in Chap 22 for the
apparent reason of including democracy in the
Enlightenment, yet only one short paragraph
mentions the Enlightenment.]
Other estimates say 40,000 killed. The one below
names the upward number as 40,000 and that it is
impossible to know because statistics weren’t
kept.http://french.lovetoknow.com/Reign_of_Terr
or_in_the_French_Revolution
The Third Estate consisting of everyone else
besides the clergy and nobility included lawyers,
merchants, financiers and business owners, who
are not normally categorized as “commoners”
http://www.historyworld.net/wrldhis/PlainTextHis
tories.asp?ParagraphID=maa
Omitted are Articles 12-15 dealing with the
responsibility to be taxed for the common good.
http://avalon.law.yale.edu/18th_century/rightsof.as
p
No definition of these terms either in Constitution
or in Glossary
Part of presidential oath of office is omitted.
Ellipses are substituted for these words in the very
short Oath of Presidential Office.
http://mic.com/articles/23701/what-is-thepresidential-oath-of-office-full-text
“…and will to the best of my ability, preserve,
protect and defend the Constitution of the United
States." By tradition, “So help me God
after administering the oath on a Bible.
57

209. Chap 22. Documents.
The Constitution,
Article IV, Sec.2. 1
The citizens of each State shall be entitled to
all privileges and immunities of citizens in the
several States.
OF

210. Chap 22. Documents.
The Constitution,
Article VI,
which shall be made in Pursuance thereof; and
all Treaties made, or which shall be made,
under the Authority of the United States,
OF


211. Chap 22. Glossary
no entry for “Supremacy Clause”
OF

212. Chap 23. Industrial
Revolution.
Glossary: “Monopoly”
monopoly
business that controls production and/or
distribution of a product.
HT

213. Chap 23. Industrial
Revolution.
Glossary: corporation
corporation
a form of business organization owned by
persons who have purchased shares of stock in
the business.
OF

There is debate if Washington said this; however,
the oath was taken on a Bible and, moreover, the
wording of the oath, “I do solemnly swear,” was a
clear and forceful reference to the religious
sanction given to the oath. The word “solemn,”
derived from the Latin solemnis (consecrated,
holy) carried a stronger religious connotation in
the late 18th century than it does today when to
most it simply means “grave, serious, or somber.”
U.S. Capitol Historical Society
No definition of these terms either in Constitution
or in Glossary
Ellipses are substituted for these words in the
Supremacy Clause, which are in the news today
relevant to the UN.
http://constitutioncenter.org/constitution/full-text
There is also no special mention that Art VI is
normally referred to as “The Supremacy Clause”
no entry for “Supremacy Clause”
“A situation in which a single company or group
owns all or nearly all of the market for a given
type of product or service. By definition,
monopoly is characterized by an absence of
competition, which often results in high prices and
inferior products.”
http://www.investopedia.com/terms/m/monopoly.
asp
Omitted is that the corporation is governed by a
board of directors elected by the stockholders.
58
214. Chap 23. Industrial
Revolution.
Glossary: socialism
socialism
an economic system in which the means of
production are owned by the government.
HT



215. Chap 23. Industrial
Revolution.
Essay: Industrial
Production. Conclusion,
Lines 1-4
The Industrial Revolution had far-reaching
economic effects on people and nations. New
business and production methods created
problems for workers and consumers, and led
to government intervention in the economy.
OF
216. Chap 23. Industrial
Revolution.
Essay: Industrial
Production in Early
China. Introduction
from the 8th to the 14th century China's total
iron production was the highest in the world. In
fact, England, where the Industrial Revolution
began, did not surpass China's iron production
until the 18th century. Geographic and
historical reasons explain why China was able
to lead the world in iron production for six
centuries and why, after the 14th century,
China's production fell dramatically.
FE
217. Chap 23. Industrial
Revolution.
Study Questions:
Conceptual
218. Chap 23. Industrial
Revolution.
Study Questions:
Factual
219. Chap 23. Industrial
Revolution.
Glossary: Adam Smith
[Adam] Smith wrote that the public interest is
best served when people act in their own selfinterest in pursuit of profits in business affairs.





Omitted in this definition is that under socialism
business may be privately owned but publicly
regulated and controlled.
“socialism, social and economic doctrine that
calls for public rather than private ownership or
control of property and natural resources.”
http://www.britannica.com/EBchecked/topic/5515
69/socialism
Omitted is the higher living standards and longer
life spans enjoyed in industrialized countries.
Stark. op.cit. p. 325
China’s iron production ceased abruptly near the
end of the 11th century and smelters and foundries
were abandoned because the Mandarins said these
activities threatened Confucian values and social
tranquility.
In 1900 Chinese peasants were using the same
tools as their ancestors 3000 years ago.
Stark. op.cit. pp.12-13
OF
Questions 3, 6, 9, 10 all refer to inventors and
inventions not discussed in the Overview or Essay
sections. Question 11 uses the terms “pools” and
“trusts” and does not define them. Neither does the
Glossary. Questions 17 and 18 refer to Adam Smith
and David Ricardo, also omitted in Overview or
Essay.
Same omissions as above, in that questions refer to
people not mentioned elsewhere.
OF/B

There is no mention of Smith’s book The Theory
of Moral Sentiments and his presentation “for a
just society that concerns itself with its least welloff members, not just those with economic
success”. Reference from the Internet
59
Encyclopedia of Philosophy.
http://www.iep.utm.edu/smith/
220. Chap 23. Industrial
Revolution.
Documents. Essay on
the Principle of
Population.
Introduction. Para 4,
Lines 1-3
The population explosion of the late 20th
century revived the Malthusian prophecies.
Zero population growth became the goal
nations attempted to achieve.
OF/FE




221. Chap 24. Europe After
Napoleon.
The Congress of Vienna
and the Metternich
System. Para 2. Lines 45
The Congress of Vienna disregarded the spirit
of nationalism brought about by the French
Revolution.
HT


222. Chap 24. Europe After
Napoleon.
The Congress of Vienna
and the Metternich
System. Para 3. Lines 13
223. Chap 24. Europe After
Napoleon.
Developments in
France, Para 2, Lines 12
Prince Metternich, the Chancellor and Foreign
Minister of Austria, played an important role at
the Congress of Vienna. He devised a system
to suppress nationalism and liberalism called
the Concert of Europe.
OF

The revolution of 1848 led to the creation of
the Second French Republic.
OF


Some nations may have, but not all. Omitted is the
scientific debunking of the Malthus/Erlich theses
with the explosion of the world food supply and
the present decline of the rate of population
growth in industrialized countries.
“Food production has outpaced population growth
by, on average, one percent per year ever since
global food data began being collected in the late
1940s.”
“Population growth peaked at 2.1 percent per year
in the late 1960s and has declined to its present
rate of 1.7 percent.”
http://www.fee.org/the_freeman/detail/overpopula
tion-the-perennial-myth
It did, if “nationalism” means respect for peoples’
ethnicities. It did not, if “nationalism” means
political unity and the boundaries of nation states
that were obliterated by the Napoleonic conquests.
The Treaty of Vienna created boundaries that
lasted essentially 100 years.
http://www2.sunysuffolk.edu/westn/congvienna.ht
ml
Congress of Vienna and Concert of Europe are not
defined, are included in the Glossary, are not
clickable links to the Glossary the way “Prince
Metternich” is.
No generic information re Revolutions of 1848
and only the French Revolution of 1848 is
discussed in the essay section..
http://www.sparknotes.com/history/european/1871
/section1.rhtml
60
224. Chap 24, Essays.
Revolution of 1848.
Second French
Republic. Para 3, Lines
1-2
225. Chap 24, Essays.
Revolution of 1848.
Second French
Republic. Para 3, Lines
5-6
226. Chap 24, Essays.
Revolution of 1848.
Second French
Republic. Para 3, Lines
6-8
227. Chap 24, Essays.
Revolution of 1848.
Second French
Republic. Para 4, Lines
1-2
228. Chap 24, Essays.
Revolution of 1848.
Second French Empire,
Lines 6-7
229. Chap 25. 19th Century
European
Culture.Overview
Science Discoveries and
Society. Para 1, Lines 34
In February 1848, the government forbid the
holding of a public banquet organized by
liberals.
OF

What government, what liberals?
A provisional government was set up and
created the Second French Republic.
OF

This particular provisional government is not
defined. Who set it up and operated it? How did it
create the Second French Republic?
It put the socialist Louis Blanc's idea of
National Workshops into practice by creating
jobs in Paris for unemployed workers.
OF

Louis Blanc is not mentioned in the Overview, in
the glossary or in Notables.
In April 1848, all male citizens were allowed
to vote for members of a new National
Assembly
OF

Who allowed them to vote?
The French people supported this action by a
plebiscite.
HT/OF

What does “French people” mean? All males who
were allowed to vote?
No definition of plebiscite, not in Glossary either.

Researchers in geology and biology challenged
traditional ideas of religion. This was true of
Charles Darwin's theory of evolution.
HT


230. Chap 25. 19th Century
European
Culture.Overview
Science Discoveries and
Society. Para 2, Lines 34
They [19ty century scientists] found how to
prevent infection and use anesthesia in surgical
operations.
HT


Charles Darwin himself did not relate his theories
to religion. As a naturalist he described what he
saw in the differentiation of species and developed
a theory of natural selection as a reason for the
changes. His theories changed over his lifetime of
study.
http://www.britannica.com/EBchecked/topic/1519
02/Charles-Darwin/225883/Evolution-by-naturalselection-the-London-years-1836-42
19th Century scientists improved on prior methods
of preventing infection and using anesthesia but
did not discover them.
Medieval Islamic doctors cured eye infections and
isolated patients with contagious diseases.
61

231. Chap 25. 19th Century
European Culture.
Overview. Social
Darwinism. Para 1,
Lines 9-12
Religious leaders, who believed that the only
true account of creation was to be found in the
Bible, considered Darwin's theory
controversial.
OF


232. Chap 25. 19th Century
European Culture.
Overview. Social
Darwinism. Para 2,
Lines 9-10
Social Darwinism was also used to explain the
policies associated with the spread of European
imperialism to Africa and Asia during the late
19th century.
HT

http://www.historyforkids.org/learn/islam/science/
medicine/
By 1800 Humphrey Davy had published a treatise
on using nitrous oxide for anesthesia.
Omitted are names of significant Religious leaders
like Catholic Henry Cardinal Manning and
Anglican Archbishop Samuel Wilberforce. Also
omitted is that some churches including the
Catholic Church eventually accepted evolution as
God’s mechanism while believing that God was
the sole creator of man.
http://www.pewforum.org/2009/02/04/darwinand-his-theory-of-evolution/
Omitted are the other policies causing the spread
of European imperialism in Africa and Asia.
These included British and American missionary
establishment of thousands of schools in Asia and
Africa and British military and navy terminating
the Atlantic slave trade.
Stark, op.cit. p. 357
Only Victor Hugo of all these authors is
mentioned in the Notables section, and only a
phrase about any of their works.
233. Chap 25. 19 Century
European Culture.
Essay. 19th Century
European Literature.
Romanticism Para 2.
Whole Paragraph
234. Chap 25. 19th Century
European Culture. Study
Questions
The entire paragraph is about Goethe,
Wordsworth, Byron, Keats, Scott, Dumas and
Hugo. It gives a line or 2 for each and the name
of a few literary works.
OF


[Many scientists, doctors, authors, painters and
composers are mentioned and queried in the
study questions and almost nowhere else]
OF

Almost none of these notable people are
mentioned in the Notables section. Any familiarity
with them is left up to the student or the teacher.
235. Chap 25. 19th Century
European Culture. Case
Study. History. Line 3
In 1863, Edouard Manet submitted his iconic
The Luncheon on the Grass,…
OF

The word “iconic” is not in the Glossary.
236. Chap 25. 19th Century
European Culture. Art.
Austria Statues. Para 1.
Lines 1-2
The two statues in the images are not ranked
among the great achievements in European
sculpture.
OF

Several paragraphs discuss in detail the two
statues, but the sculptors are never named. And if
the statues are not among the great achievement in
European sculpture, why include them; why not
include examples that are ranked among the great
th
62
achievements of European sculpture such as
Michelangelo’s David, for example.
237. Chap 25. 19th Century
European Culture. Art.
The Harvest. Lines 1-2
The works of Vincent Van Gogh (1853-1890)
are more an example of the art of France than
of Holland in the late 19th century….
OF

Van Gogh is not identified as a Hollander except
by inference.
238. Chap 25. 19th Century
European Culture. Art.
Degas and Monet, Para
1, Lines 9-10
239. Chap 25. 19th Century
European Culture. The
Essay Section, the Art
Section and the Project
Section
Impressionists emphasized what photography
lacked -- color.
OF

No explanation of why 19th century photography
lacked color, when that is not true today.
[All 3 of these sections define and re-define
impressionism and post-impressionism and
artists, with assorted additions and subtractions
in meaning from one page to another.]
OF

Missing is a single correlated discussion of the
various facets of Impressionism and postImpressionism and the artists’ techniques. Also
missing is a correlated discussion of each artist.
Concerns:
This textbook is very one-sided in its belief of the theory of evolution.
Complete one-sided description of the “Theory” of Evolution. [I, Karin
Gililland, wish to insert here an opinion on evolution as described by Mr.
Stephen C. Meyer, author of “Darwin’s Doubt” -----“The extent of the
disparity between popular representations of the status of the theory and its
actual status, as indicated in the peer-reviewed technical journals, came home
to me with particular poignancy as I was preparing to testify before the Texas
State Board of Education in 2009. At the time the board was considering the
adoption of a provision in its science education standards that would encourage
teachers to inform students of both the strengths and weaknesses of scientific
theories. This provision had become a political hot potato after several groups
asserted that “teaching strengths and weaknesses" were code words for biblical
creationism or for removing the teaching of the theory of evolution from the
curriculum. Nevertheless, after defenders of the provision insisted that it
neither sanctioned teaching creationism nor censored evolutionary theory;
opponents of the provision shifted their ground. They attacked the provision
by insisting that there was no need to consider weaknesses in modern
evolutionary theory because, as Eugenie Scott, spokeswoman for the National
Center for Science Education, insisted in The Dallas Morning News, “There
are no weaknesses in the theory of evolution.” At the same time, I (Mr. Meyer)
was preparing a binder of one hundred peer-reviewed scientific articles in
which biologists described significant problems with the theory – a binder later
presented to the board during my testimony. So I knew – unequivocally – that
Dr. Scott was misrepresenting the status of scientific opinion about the theory
in the relevant scientific literature. I also knew that her attempts to prevent
students from hearing about significant problems with evolutionary theory
would have likely made Charles Darwin himself uncomfortable. In On the
Origin of species, Darwin openly acknowledged important weaknesses in his
theory and professed his own doubts about key aspects of it. Yet today’s public
defenders of a Darwin-only science curriculum apparently do not want these,
or any other scientific doubts about contemporary Darwinian theory, reported
to students.”
Textbook also has extensive use of the word “Palestine”. There is no country
of Palestine and the country of Israel did not exist until 1948. The Romans
referred to that part of the world as the land of the Philistines. The correct terms
are Samaria and Judea to describe what is now Israel and the West Bank.
63
The word “capitalist” and/or “capitalism” are used through-out the text book.
There is no definition in the glossary of the text book. Capitalism was defined
in 1948 yet the text book refers to people as capitalists throughout history. It
appears to be used as a demeaning form of economy and is misleading to the
student without a good definition of it.
Instead of presenting stories of World History in the “Overview”, the stories
are presented in the “Chronology”, “Glossary” and “Notable People” sections,
where not much in-depth information can be placed. As a student I am led to
believe a very one-sided description of world history. The fact that this
textbook is not an actual book also complicates getting to certain references.
The way words are referenced, the student is sent to other sites who maintain
the same bias as the textbook.
For a textbook to challenge beliefs instead of presenting facts is a misstep in
the teaching of our children. This is a World History book which should take
every opportunity to find the most up-to-date facts possible so our children in
this wonderful country we call America, have the chance to learn from
mistakes made in the past. There is no excuse for Ego’s to get involved with
History. How many times can a person be lied to before they no longer trust
the person speaking? This book is propaganda to the young minds in America.
America is the Greatest Country that ever existed. An American textbook
needs to put pride in our children as is their right. History should and must
reflect the positive as well as the negative and allow our children to dream and
open their minds to wonderful and new opportunities. Our forefathers were
great thinkers who through their faith established a foundation for the
American “Way” of life. I don’t see people flocking to Russia, or Arabia, or
Africa. I see people flocking to America! Our values are what make us great.
And the author of this textbook leads the reader to de-value the Good in
America. This country is about “We the People" so we can become BETTER!
I am a Proud American and I respect the laws of this country given to us
through our Constitution. Because of our Constitution and because we are a
Republic, these laws cannot be changed without the consent of the ENTIRE
NATION. My children will be taught the same respect. I would not
recommend this textbook to the American Classroom.
Karin Gililland, TTT Volunteer Reviewer & Texas Citizen
Evaluation of Social Studies Skills and other important issues
Number
Questions
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?
2.
Are the captions under pictures factual?
3.
Are the charts and graphs relevant to the topic being presented?
4.
Are the maps accurate and relevant to the topic?
Yes
No
Words introduced in the overview are not
found in the Glossary
This is a book for US Students and the
Constitution of the US is not included.
America is a Constitutional Republic not a
democracy.
How does one prove the picture of an
arrowhead is from the Neolithic period?
In a biased sort of way
yes
64
5.
Are questions thought provoking? Is adequate and accurate material provided so
that the students can formulate appropriate answers?
Adequate and accurate material is not
provided.
6.
Are primary and secondary sources presented for students to examine (for bias,
propaganda, point of view, and frame of reference)?*
Very one-sided presentation of Evolution
and Christianity.
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? *
Students are led in one direction. That of the
author.
8.
Does the textbook have a Glossary? Are key terms included and defined?
Many missing definitions
9.
Does the textbook have accurate timelines to help the student understand
chronological historical developments?
Timelines are inaccurate and biased
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
Very biased and leading
textbook. This is America
not Arabia
65