Truth in Texas Textbooks Review
Publisher & Title: McGraw-Hill Education United States History to 1877
Based on Research Reviews by: Dr. Amy Jo Baker and Dr. Sandra Alfonsi
See publisher response added to each entry in orange. Publisher responded to all 9
items.
Page #/Line #
Chapter 5, Lesson 3, p.1
Quote
The number of people living in the thirteen colonies
rose from about 250,000 in 1700 to approximately
2.5 million by the mid-1770s. The population of
persons of African descent increased at an even
faster rate—from about 28,000 to more than
500,000.
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Lesson 1, page 1
Many scientists believe early people traveled from
Asia to North America across the land bridge. Yet
not all scientists agree on how or when this might
have happened. For example, some think people
might have come to the Americas by boat. This
might have allowed humans to spread faster
throughout the Americas. As archaeologists
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Fact and Source
Factual Error
According to the first Census of the United States taken in
1790, the white population was 3,172,006 and the black
population was 757,208 (4% of the population)
http://www.census.gov/population/www/documentation/twp
s0056/tab01.pdf
This is not a factual error. The census figures provided
by Truth in Texas are from the nation’s first census in
1790. The population figures discussed in the text
(Chapter 5, Lesson 3, page 1, 1st paragraph) are for a
different time span: 1700 and the mid-1770s The figures
we used are estimates from the Historical Statistics of the
United States, Colonial Times to 1970 (see link).
http://www2.census.gov/prod2/statcomp/documents/CT1
970p2-13.pdf
Omission of Fact
New DNA studies show that some American Indians
have varied origins, for example "...Danish geneticst Eske
Willerslev has analyzed a fragment of a boy's bone
showing his origins and discovered that he descends from a
Siberian tribe with roots tracing back to Europe. Some of
discover new artifacts and evidence, new theories
emerge to challenge old ones.
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Ch1/Lesson1 & Lesson
2
May not have always been “steamy rain forest” for
the Mayan; climate changes not accounted for
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the boy's ancestors are likely even to have lived in presentday Germany."
Der Spiegel (www.spiegel.de/international/dna-analysiswhows-native-maeicans-had-european-roots-a954675.html
The Montana boy’s 12,500 year old DNA fragment analysis
showed the same results of the Siberia example.
http://www.amren.com/news/2014/02/montana-boy-bonesshow-ancestral-links-to-europe/
This is a request for additional content. In Chapter 2,
Lesson 1, page 2, paragraph 1, we describe the most
common points of departure, the land and water routes
(Siberia and the Bering Sea). We do not attempt to
describe the point of origin for the earliest migrants. As
noted in the Truth in Texas review, recent scholarship
shows Europe as a point of origin. We note in the text
[Chapter 2, Lesson 1] that, “As archaeologists discover
new artifacts and evidence, new theories emerge to
challenge old ones.”
Omission of fact
Evidence of abundant rainfall early in the Maya civilization
and drought later could explain its fate, scientists suggest.
http://articles.latimes.com/2012/nov/12/science/la-sci-mayaclimate-change-20121117
This is a request for additional material. In Chapter 2,
Lesson 2, the text describes the decline: “In time the
Maya civilization declined. By about 1200, its once-great
cities were nearly deserted. The reason is a mystery. One
theory holds that the soil became exhausted and unable
to produce enough food for large populations.” Recent
scholarship notes that the decline was one of many
probable causes: “But today scientists generally agree
that the Maya collapse has many roots, all intertwined—
overpopulation, warfare, famine, drought. At the
moment, the hottest field of inquiry centers on climate
change, perhaps of the Maya's own doing.” “Widespread
deforestation reduced the flow of moisture from the
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Ch 3/Lesson 2, 4 & 5
Discusses Muslim & Islam” - full discussions
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Lessons 3, 7, & 8
Uses the word “states” for the colonies –
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ground to the atmosphere, interrupting the natural rain
cycle and in turn reducing precipitation.”
Source:
http://news.nationalgeographic.com/news/2012/11/12110
9-mayacivilization-climate-change-belize-science/
For clarification, we will add more possible reasons for
the decline. We will delete: “The reason is a mystery.
One theory holds that the soil became exhausted and
unable to produce enough food for large populations.”
And replace with: “Recent studies indicate that
overpopulation, drought, and warfare are possible
reasons for the Maya decline.”
Irrelevant to topic North American development and history;
No relation to Americas; what about German, etc.? This
belongs in a World Geography; World History or Grade 6
book not US History.
This is neither a factual error nor a full discussion of
Islam. We do not see setting the context for what led to
the exploration and colonization of the Americas, as
irrelevant. European exploration and colonization, the
Crusades, and the growth of trade include interaction
with other cultures, including the Muslim culture. Islam
had spread along the major trade routes of Asia, and
Arab Muslims served as the middle men in trade
between Europe and China and India. When conflict
interrupted trade during the Crusades, European
explorers and sailors searched for other routes, leading
eventually to the exploration and colonization of the
Americas. Discussion of the Muslim world in the text is
within the context of these historical events.
Factual Error
they were not states at this time
We are unclear about the reference; our programs do
not have 7 or 8 lessons. Our text refers to ‘states’ or
‘former colonies’ after the signing of the Declaration of
Independence. The Declaration states [end of Chapter 6]
Ch 7/Lesson 2
Does not mention battles of Lexington or Concord –
does not mention Paul Revere (except at a side
reference to a former slave’s ride)
No mention of Battle of New Orleans
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that, ”as Free and Independent States, they have full
Power to levy War . . . and to do all other Acts and
Things which Independent States may of right do.” This
document announced that the thirteen American colonies
were no longer part of Great Britain and should regard
themselves as thirteen newly independent sovereign
states.
Omission of critical facts
This is not an omission; the reviewer overlooked this
content. The battles of Lexington and Concord are
described in detail in Chapter 6, Lesson 3. The first
paragraph reads: “Meanwhile, the British continued
their march. At dawn, the redcoats approached
Lexington. There they ran into about 70 waiting
minutemen. Led by Captain John Parker, the
minutemen stood on the town common with muskets in
hand. Badly outnumbered, the minutemen were about to
give way to the redcoats. Just then, a shot was fired—
from where is still not clear. Both sides let loose an
exchange of bullets. When the shooting ended, eight
minutemen lay dead.” Following the paragraphs
describing the battles, a final paragraph reads: “About
60 years later, poet Ralph Waldo Emerson wrote in "The
Concord Hymn" that the Americans at Lexington and
Concord had fired the "shot heard 'round the world.’
The battle for independence had begun.” An
accompanying map in the section shows the movement of
the British troops and the colonial militia to Lexington
and Concord. The map also shows the route taken by
Paul Revere during his ride. The Battle of New Orleans
is discussed in Chapter 11, Lesson 4. The battle (also
pictured in a painting) is described as the final battle of
the War of 1812 and a decisive victory for the
Americans. Also noted is that the battle made Andrew
Jackson a national hero.
Ch 9/Lesson 2
The text does not discuss the basis for the President
being the Commander in Chief of the military –
civilian control of military
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Ch 9/Lesson 2
Does not mention that members of the courts
(judiciary) are nominated by the Pres, must be
approved by the Senate – another check and balance
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Throughout Chapter 18
Robert E. Lee and Stonewall Jackson are the only
Southern Generals given any mention.
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Omission of critical facts
This is a request for additional content. We agree to
clarify the basis of civilian control of military. In the
annotated Constitution, Article II, Section 2, under
“Presidential Powers,’ we will insert the following: “The
Constitution places the military under the control of the
president, a civilian. The Framers realized that, if
military force was not controlled, it could endanger the
nation.”
Omission of critical facts
This is not an omission of facts. The diagram, “A System
of Checks and Balances” (Chapter 9, Lesson 1), states
that the President can appoint judges and that the
legislative branch can reject appointments. Stated in
Chapter 9, Lesson 2: “Members [of the Supreme Court]
are nominated by the president and approved by
Congress.”
Omission of critical facts
This is not an omission of facts. In addition to Robert E.
Lee and Stonewall Jackson, other Confederate generals
are identified in Chapter 18 and their roles in the conflict
are described. These generals are: P.G.T. Beauregard
(Lesson 2, First Battle of Bull Run and Shiloh); Albert
Sidney Johnson (Lesson 2, Shiloh); George Pickett
(Lesson 4, Gettysburg); and John Hood (Lesson 5,
Atlanta).