Truth in Texas Textbooks ReviewName of Book: Pearson Magruders American Government

Based on Research Reviews by Dr. Amy Jo Baker & Dr. Sandra Alfonsi

The publisher responded to all items in this review. Additionally, the publisher responded to an individuals who reviewed a portion of the textbook and provided testimony on six points during the public comment period in September 2014 (those six points are listed first in this report).

Page #/Line # Quote Fact and SourceTopic 4,Text 1, p. 1 Congress

• Chapter 1 Title "The Role of Congress in a Democracy"

• The USA is meant to be a republic not a democracy• All of our founding documents and statements reject

democracy but favor clearly the republican form of government.

• Declaration of Independence, Federalist PapersPublisher’s response: This is not a factual error citation. The program clearly describes the country's government as a republic and distinguishes between direct and indirect, or representative, democracy. Topic 1, Lesson 2, Text 2, Screens 2-4, Who Can Participate and Topic 3, Lesson 1, Text 5, Screen 2, Basic Principles

Topic 4 The Legislative BranchIntroduction, Table of Contents

"Civic Discussion: The Filibuster" • The issue of "The Filibuster" precedes "National Legislature Overview" and also "The Two Houses, Lessons 1 and 2, thus the filibuster is premature

• The purposes and uses of filibusters are not discussed, thus filibusters seem foolishly trifling and obstructive

Lesson 4 "The Implied and Nonlegislative Powers"

"The Implied Powers clause" • "The Implied Powers clause" does not exist. "The Necessary and Proper clause" does exist."

• The implied powers doctrine came from SCOTUS's John Marshall in McCulloch v. Maryland as a national power grab not intended by the Constitution, and banned by the Tenth Amendment

Publisher’s Response: This is not a factual error citation. The program does not state that there is an "Implied Powers clause" in the Constitution. The text does explain the basis of the implied powers, including with the Supreme Court case of McCulloch v. Maryland (Topic 4, Lesson 1, Text 1, Screen 5).

Topic 4: The Legilative Branch"Text 1: The Role of Congress in a Democracy"

Title: "The Role of Congress in a Democracy" • The USA was not to be a democracy and this word and concept were not used in the founding documents. In speeches and letters 'democracy' was mocked and excoriated.

• See US Constitution and quotations by Benjamin FranklinPublisher’s response: This is not a factual error citation. The program clearly describes the country's government as a republic and distinguishes between direct and indirect, or representative, democracy. Topic 1, Lesson 2, Text 2, Screens 2-4, Who Can Participate? and Topic 3, Lesson 1, Text 5, Screen 2, Basic Principles

"Biography Franklin D. Roosevelt

twice noted the Great Depression, then, "However, an optimistic new President had been elected."

• Why was FDR profiled, positively, but Dwight D. Eisenhower was not?

• Statements imply that FDR pulled the country out of the Depression; only possibly true if FDR forced our entry into World War II.

Publisher’s response: This is not a factual error citation. Dwight D. Eisenhower is included in the Biography collection found in the Social Studies Reference Center included in the Online Course. This is not a factual error citation. However, Pearson will make the following change to the FDR Biography to provide editorial clarity: "Factories shifted toward supporting the war effort, the unemployment rate began to fall, and the country was finally pulled out of the Great Depression.

Text 2: "The enlightenment and the Great Awakening would later The implication is that state and church were divided with the political

"Democratic Ideals in the American Coloniesp. 4

combine to influence the American Revolution. The Englitenment informed the writings of political leaders, while the Great Awakening inspired and united many of the common people."

leaders having not been preachers or even religious. Furthermore political leaders apparently were not "common people." That this is a bundle of falsehoods is evident in the writings of every political leader in the colonies and for years after the USA was formed. The top politicians were deeply religious and not just deists. The top thinkers and politicians were Renaissance men as well as Christians, e.g. Cotton Mathers, Ben Franklin, Prof. John Winthrop of Harvard. John Bartram, Quaker and plant Taxonomist.

About the politician vs. the common man, Charles S. Sydnor showed In Gentlemen Freeholders, "the small farmer...accepted leadership as natural and proper."(John A. Garraty, The American Nation, p. 57. (1966: American Heritage Pub.).

Publisher’s response: This comment refers to the High School United States History Course. We have responded on that document.

Publisher’s response: This is not a factual error. However, the Publisher agrees to make the following editorial revision in order to add clarity: From "The Enlightenment informed the writings of political leaders, while the Great Awakening inspired and united many of the common people." To "The Enlightenment informed the writings of the political leaders. The Great Awakening inspired and united many people in the colonies."

Topic 9, Lesson 1, Text 1, Page 3

Why are issues related to the way a person can become a citizen of the United States more important today than they were in the early days of our country?

“Immigration reform legislation is overdue and has been difficult to enact.”

BiasThe correct answer is an opinion “overdue” and “difficult to enact”. By who’s standard? Most Americans support legal immigration but are opposed to illegal immigration.

80% of American adults support "stricter border control to try to reduce illegal immigration." This includes 93% Republicans, 76% Democrats, 83% Independents, 74% Blacks, 61% Hispanics, and 75% of 18-39 year olds (ABC News/Washington Post, April 2013).http://www.fairus.org/facts/illegal-immigration-and-amnesty-polls

President Obama promised “comprehensive immigration reform” or amnesty to illegal residents. The first two years of his Presidency, his party controlled both houses of Congress and failed to enact his pledge.Publisher’s response: Pearson appreciates the reviewer’s comment. The question and possible answers will be revised to read as follows:The 14th Amendment to the Constitution states that a person may become an American citizen a. by a decree from the governorb. by birth or by naturalizationc. by a quota systemd. by judicial decree<<correct answer b>>

Topic 9, Lesson 2, Text 2, Page 1

White Americans have been historically reluctant to yield to nonwhite Americans a full and equal place in the social, economic, and political life of this nation. Over time, the principal targets of that ethnic prejudice have been African Americans, Native Americans, Asian Americans, and Hispanic Americans. The white-male-dominated power structure has also been slow to recognize the claims of women to an equal place in American society.

Bias/Half-truthAlthough there has been past discrimination of minority groups; the United States has worked hard to overcome these problems:Amendments to the U.S. Constitution:Bill of Rights13th Amendment14th Amendment15th Amendment19th Amendment1964 Civil Rights Act1965 Voting Rights ActFederal agencies to monitor alleged incidents: Equal Opportunity Commission(EOC); Civil Rights Office in the Justice Dept.Compared to other countries, the US treats minorities far better than other countries.As for the treatment of women there is no comparison of how women are treated in Islamic dominated cultures as compared to the United States. Most of these laws were passed by predominately white legislators.Publisher’s response: Pearson appreciates the reviewer’s comment. The text states that white Americans have been “historically” reluctant to yield an equal place, not that they have not worked to overcome the problems. All of the Amendments and Acts sited by the reviewer are covered in the text. Topic and Lessons below show where main

coverage of these are in government course (list is not comprehensive)Bill of Rights—Topic 3 Lesson 2 (entire Bill of Rights) and Interactive Timeline in Topic 3 Lesson 2; Topic 8 Lessons 1-713th Amendment—Topic 8 Lesson 6; Topic 3 Lesson 2; also mentioned in Topic 3 Lesson 4, Topic 9 Lesson 214th Amendment—Topic 9 Lesson 1; Topic 8 Lesson 1; Topic 8 Lesson 5; Topic 3 Lesson 2; also mentioned in Topic 3 Lesson 4 and many other places15th Amendment— Topic 10 Lesson 1, Topic 3 Lesson 2; also mentioned in Topic 3 Lesson 4, Topic 10 Lesson 2, Topic 4 Lesson 219th Amendment—Topic 10 Lesson 1, Topic 3 Lesson 2; also mentioned in Topic 10 Lesson 2 and in an Interactive Timeline in Topic 8 Lesson 4 (Protests That Made a Difference)1964 Civil Rights Act—Topic 10 Lesson 1, Topic 9 Lesson 4; also mentioned in Topic 4 Lesson 3, Topic 9 Lessons 2 and 31965 Voting Rights Act—Topic 10 Lesson 1; also in Topic 9 Lesson 4 Interactive Gallery: The Struggle for Equal Rights

Topic 9, Lesson 2, Text 2, Page 4

Continued Discrimination Against Native Americans Today, about 6 million Native Americans live in this country. Nearly a quarter of them live on or near reservations,   which are public lands set aside by the government for use by Native American tribes.

Omission of Fact

Native Americans have a unique legal position as a minority since they are both United States citizens and citizens of semi-sovereign entities which they are entitled to by treaty. http://www.encyclopedia.com/topic/Native_American_Rights.aspx

Publisher’s response: Pearson appreciates the reviewer’s comment. Topic 13 Lesson 5 describes the unique sovereignty of Native American tribes:

“The governments of recognized Native American nations have a unique "government-to-government" relationship with the United States. These Native American tribes are considered sovereign nations, with the right to govern their own people on their own territories."

Topic 9, Lesson 2, Text 2, Page 9

 For many Mexican Americans in particular, the U.S./Mexico border fence serves as a physical reminder of the anti-immigrant viewpoint that they feel leads to discrimination.

Bias Needs to present both sides of the issue: To many Americans, border barriers promote national security The United States is in the midst of an intense debate over its

borders. Immigration is approaching historic levels, and an all-time high of 12 million people—one third of the foreign-born population—are in the United States illegally

http://www.brookings.edu/research/opinions/2006/09/ immigration-skerry

Publisher’s response: Pearson appreciates the reviewer’s comment. The content cited is within the context of a lesson on Diversity and Discrimination. The lesson prior to this, Lesson 1, covers American immigration policies, including illegal immigration, deportation, and policies on and problems caused by undocumented aliens.

Topic 9, Lesson 2, Text 2, Page 10

Discrimination Against Asian Americans Bias and Half Truth Asian Americans are the highest-income, best-educated and

fastest-growing racial group in the United States. They are more satisfied than the general public with their lives, finances and the direction of the country, and they place more value than other Americans do on marriage, parenthood, hard work and career success, according to a comprehensive new nationwide survey by the Pew Research Center.

http://www.pewsocialtrends.org/ 2012/06/19/the-rise-of-asian-americans/Publisher’s response: Pearson appreciates the reviewer’s comment. The text cited is from a lesson on Diversity and Discrimination. Its focus is entirely on historical discrimination against Asian Americans and does not suggest contemporary discrimination.

Topic 9, Lesson 2, Text 3, Page 6

Women are underrepresented in a number of fields of work, including the government and upper levels of corporate management. Women are also underrepresented in STEM fields (science, technology, engineering, and math). Which of the following best explains this discrepancy?Correct Answer: Women are forced into stereotypically feminine interests at a young age.

Bias; Half-truth As more women are added to the labor force, their share will

approach that of men. In 2008, women will make up about 48 percent of the labor force and men 52 percent. In 1988, the respective shares were 45 and 55 percent."U.S. Department of Labor: Women's Share of Labor Force

As you might expect because of home and family matters, "in 1998, about 4 percent of full-time workers were absent from their job during an average work week — meaning they worked less than 35 hours during the week because of injury, illness, or a variety of other reasons. About 5.1 percent of women (including 5.6 percent of women aged 20 to 24) were absent in

the average week, compared with 2.7 percent of menSource: U.S. Department of Labor: Women's AbsenteeismWomen in the workplace have unique responsibilities with families however, more women are breaking the glass ceiling and entering a variety of professions.

The National Bureau of Economic Research reports:

Women earned 45.1 percent of bachelor's degrees in business in 1984-5 and 50 percent by 2001-2, up from only 9.1 percent in 1970-1."

It is fairly well known that women today outnumber men in American colleges. In 2003, there were 1.35 females for every male who graduated from a four-year college and 1.3 females for every male undergraduate. http://www.nber.org/digest/jan07/w12139.html

Publisher’s response: Pearson appreciates the reviewer’s comment. Based on the data in text, the publisher agrees to revise the questions and answer to read as follows: In which of the following fields do women not hold a majority of positions?A. nursingB. childcareC. engineeringD. bookkeeping

Topic 9, Lesson 2, Text 3

General comment on “Discrimination”. Title VII of the Civil Rights Act of 1964: It is unlawful to discriminate against any employee or applicant

for employment because of race or color in regard to hiring, termination, promotion, compensation, job training, or any other term, condition, or privilege of employment. Title VII also prohibits employment decisions based on stereotypes and assumptions about abilities, traits, or the performance of individuals of certain racial groups - See more at: http://employment.findlaw.com/employment-discrimination/facts-about-race-color-discrimination.html#sthash.h7XADFLT.dpuf

Affirmative action policies were originally put in place to try and counteract many decades of racial discrimination, but although they have proved to be very successful over the years, critics of the system now believe that modern society is sufficiently diverse and affirmative action policies are increasingly unnecessaryhttp://www.prosandconsof.net/what-are-the-pros-and-cons-of-affirmative-action/

Publisher’s response: Pearson appreciates the reviewer’s comment. The Civil Rights Act and Affirmative Action are both fully discussed in the program.The Civil Rights Act of 1964 is covered in Topic 9, Lesson 4, Text 1.Affirmative Action is covered in Topic 9, Lesson 4, Text 2.

Topic 10, Lesson 1, Text 1, Page 6

In what way would a poll tax control who is allowed to vote?Answer: Poll taxes prevent the poor and minorities from voting.

Half truth Although used in the past, especially after Reconstruction,The 24th Amendment to the United States Constitution:

The right of citizens of the United States to vote in any primary or other election for President or Vice President, for electors for President or Vice President, or for Senator or Representative in Congress, shall not be denied or abridged by the United States or any state by reason of failure to pay any poll tax or other tax. Section 2. The Congress shall have power to enforce this article by appropriate legislation. http://www.law.cornell.edu/constitution/amendmentxxiv

That same prohibition was later extended to all elections. http://www.u-s-history.com/pages/h425.html

Publisher’s response: Pearson appreciates the reviewer’s comment. The text on screen 5 notes that poll taxes have been eliminated. The question does not suggest that they are still in use, but rather asks what the effect of such a tax would have been.

Topic 10, Lesson 1, Text 2, Page 1

 Indeed, in the Deep South of the 1960s, civil rights workers suffered arrest, beatings, shocks with electric cattle prods, even death—all in the name of the right to vote.

Bias; Half-truthThis seems to be a blanket emotional statement; there were Americans who fought for change by using methods of direct action, such as protest marches, rallies, and nonviolent civil disobedience tactics like

La Mars Community School Quote inPower Point Presentationwww.lemars.k12.ia.us/...3%20Suffrage%20and%20Civil%20 Rights .pptx

sit-ins.Blacks fought in the courts, lobbied elected officials, and began a sustained campaign of nonviolent direct action. Many blacks participated in major demonstrations, often led by King, in Albany, Georgia, in 1962; Birmingham, Alabama, in 1963; Washington, D.C., in 1963; and Selma, Alabama, in 1965. Young black activists also played a key role in the civil rights movement. In 1960 some of these students formed the Student Nonviolent Coordinating Committee (SNCC), which fought for the right to vote and for an end to discriminatory laws and practices.http://www.lessonsite.com/ArchivePages/HistoryOfTheWorld/Lesson31/Protests60s.htmPublisher’s response: Pearson appreciates the reviewer’s comment. The nonviolent tactics of the Civil Rights are represented in the program. See for example Topic 9, Lesson 4 Flipped Video, Topic 9, Lesson 4, Interactive Gallery, Struggle for Equal Rights

Topic 10, Lesson 3, Text 2, Page 2

Included in that figure of more than 102 million who did not vote in the last presidential election are at least 20 million who are resident aliens.

Factual Error concerning resident aliens; Omission of Fact:Resident aliens are not allowed to vote in federal elections. Their voting in federal elections is a criminal offense that can result in one year in prison and deportation. Read more : http://www.ehow.com/about_6462716_resident-alien-voting-rights.html

Publisher’s response: Pearson appreciates the reviewer’s comment. The text is clear that resident aliens are barred from the polls in every State. The full text reads:

“Cannot-Voters” To begin with, look at another of those little-recognized aspects of the nonvoter problem. Several million persons who are regularly identified as nonvoters can be much more accurately described as “cannot voters.” That is, although it is true that they do not vote, the fact is that they cannot do so.

The 2012 data support the point. Included in that figure of more than 102 million who did not vote in the last presidential election are at least 20 million who are resident aliens. Remember, they are barred from the

polls in every State. Another 2 to 3 million citizens were so ill or otherwise physically disabled that they simply could not vote in an election. An additional 1 to 2 million persons were traveling suddenly and unexpectedly, and so could not vote.

Other groups of cannot-voters can be discovered in the nonvoting group. They include some 3 million adults who were ineligible to vote because they were in jail or prison, or were on parole or probation; and perhaps as many as a million who do not (cannot) vote because of their religious beliefs—for example, those who believe that acts such as voting amount to idolatry.”

Topic 10, Lesson 3, Text 2, Page 3

An unknown but certainly significant number of people cannot vote today because of (1) the purposeful administration of election laws to keep them from doing so, and/or (2) various “informal” local pressures applied to that same end.

Bias; vague and unclear meaning If “unknown” how can “significant number” be claimed? What is the “purposeful administration” of election laws that

keep people from voting? What are “informal local pressure” that keep people from

voting?This ENTIRE biased and factually unsupportable statement should be stricken from the text.Publisher’s response: Pearson appreciates the reviewer’s comment. We agree to make the following change for clarity.From: An unknown but certainly significant number of people cannot vote today because of (1) the purposeful administration of election laws to keep them from doing so, and/or (2) various “informal” local pressures applied to that same end.To: An unknown number of people cannot vote today because of (1) the purposeful administration of election laws to keep them from doing so, and/or (2) various “informal” local pressures applied to that same end.The text also cites the following examples in Topic 10, Lesson 3, Text 2, Page 5Other factors can also dictate whether voters show up at the polls or not. Cumbersome election procedures—for example, inconvenient registration requirements, long ballots, and long lines at polling places—discourage voters from turning out on Election Day.

Topic 10, Lesson 3,

Reagan Biography Omission of major factNo mention of Reagan’s role in the Berlin Wall being torn down.

Failed to mention the work of Regan, Thatcher and the Pope in promoting the fall of the Soviet Union. The Soviet Union did not have the resources to implement a "Star Wars" system that Regan supported. Others have already chronicled the role Reagan, Thatcher, and John Paul II played in the last great revolution of the 20th century. That it was largely a peaceful revolution in the context of decades of nuclear menace makes it all the more breathtaking. http://www.nationaljournal.com/columns/all-powers/the-lives-of-thatcher-reagan-and-pope-john-paul-ii-prove-presence-counts-remembering-doesn-t-20130409Publisher’s response: Pearson appreciates the reviewer’s comment. Pearson agrees to revise the Reagan biography as follows:From: As President, Reagan supported supplyside economics, which included measures such as tax cuts to stimulate the economy. He also pushed for large increases in the defense budget, an overhaul of the income tax code, and a reduction of social welfare programs. He was known as the Great Communicator and often went on television to urge people to approve his legislative agenda. In international affairs, Reagan opposed communism and negotiated an arms control agreement with the Soviet Union. His motto was “peace through strength.”To: As President, Reagan supported supplyside economics, which included measures such as tax cuts to stimulate the economy. He also pushed for large increases in the defense budget, an overhaul of the income tax code, and a reduction of social welfare programs. He was known as the Great Communicator and often went on television to urge people to approve his legislative agenda. In international affairs, Reagan opposed communism and negotiated an arms control agreement with the Soviet Union. His policies contributed to the erosion of Soviet power and he, along with Margaret Thatcher of Britain and Soviet leader Michael Gorbachev played a key role in bringing an end to the Cold War. His motto was “peace through strength.”

Topic 10, Lesson 3,

Clinton Biography Omission of FactNo mention of the role of Ross Perot in Clinton’s 1992 non-majority win against GHW Bush.Publisher’s response: Pearson appreciates the reviewer’s comment. Ross Perot is covered in Topic 11, Lesson 2, Nominations. He is also

covered in Topic 11, Lesson 4, Where the Money Comes From, under "Individual Contributors" and in Topic 11, Lesson 4, FEC Requirements, under "Minor Party Candidates."

Topic 10, Lesson 4,

Bush v. Gore-The Contested 2000 Election Bias-book does not say Bush would have won without the Supreme Court:George W. Bush would have won a hand count of Florida's disputed ballots if the standard advocated by Al Gore had been used, the first full study of the ballots reveals. Bush would have won by 1,665 votes -- more than triple his official 537-vote margin -- if every dimple, hanging chad and mark on the ballots had been counted as votes, a USA TODAY/Miami Herald/Knight Ridder study shows. The study is the first comprehensive review of the 61,195 "undervote" ballots that were at the center of Florida's disputed presidential election....That look was followed in November by an analysis by a consortium of media outlets, including the New York Times, Washington Post, Los Angeles Times, CNN and AP. It determined that George W. Bush still would have won under either legally possible recount scenario which could have occurred: The Florida Supreme Court ordered recount of undervotes statewide or Gore’s request for a recount in certain counties. The New York Times led its November 12, 2001 front page article, “Study of Disputed Florida Ballots Finds Justices Did Not Cast the Deciding Vote,” by reporters Ford Fessenden and John M. Broder: Read more: http://newsbusters.org/blogs/brent-baker/2008/05/25/reminder-bush-won-florida-recounts-conducted-media#ixzz3BkWcUP7jPublisher’s response: This comment is in reference to the captions that accompany a photo gallery, which summarize the events and results of the 2000 election that ended with the decision by the Supreme Court. There is not room to add this additional content in this context.

Topic 10, Lesson 4, Text 1, Page 6

The “Tuesday-after-the-first-Monday” formula prevents election day from falling on (1) Sundays (to maintain the principle of separation of church and state) and (2) the first day of the month, which is often payday and therefore peculiarly subject to campaign pressures.

Factual error A uniform date for choosing presidential electors was instituted

by the Congress in 1845. Statutes at Large, 28th Congress, 2nd Session, p. 721

In 1845, the United States was largely an agrarian society. Farmers often needed a full day to travel by horse-drawn vehicles to the county seat to vote. Tuesday was established as

election day because it did not interfere with the Biblical Sabbath or with market day, which was on Wednesday in many towns. Huffstutter, P.J. (October 31, 2006). "Officials face Election Day stumper, with possible payoff online". Seattle Times. Retrieved 2008-11-03.

Nov. 1 was out because it is a Catholic holy day of obligation, All Saints Day.Betty K. Koed of the Senate Historical Office

Publisher’s response: Pearson appreciates the reviewer’s comment. We agree to revise the text as follows to provide greater clarity:

From: The “Tuesday-after-the-first-Monday” formula prevents election day from falling on (1) Sundays (to maintain the principle of separation of church and state) and (2) the first day of the month, which is often payday and therefore peculiarly subject to campaign pressures.

To: The “Tuesday-after-the-first-Monday” formula avoids holding election day on Sundays, a day of worship, and at the time it was passed in 1845, satisfied other Constitutional and practical requirements.

Topic 11, Lesson 1, Text 5,

Splinter Parties Omission of FactNo mention of Ross Perot’s run in 1992 and the likely effect it had on the outcome with Clinton receiving less than 50% of the vote.Publisher’s response: Pearson appreciates the reviewer’s comment. Ross Perot is covered in Topic 11, Lesson 2, Nominations. He is also covered in Topic 11, Lesson 4, Where the Money Comes From, under "Individual Contributors" and in Topic 11, Lesson 4, FEC Requirements, under "Minor Party Candidates."

Topic 11, Lesson 3, Text 7

Flaws in the Electoral College Bias; Omission of Facts- Many arguments against the current method of selecting a President, but none in favor of the current system. To balance the presentation of the electoral system, The pro arguments include: contributes to the cohesiveness of the country by requiring a distribution of popular support to be elected president enhances the status of minority interests, contributes to the political stability of the nation by encouraging a

two-party system, and maintains a federal system of government and representation.http://uselectionatlas.org/INFORMATION/INFORMATION/electcollege_procon.phpPublisher’s response: Topic 11, Lesson 3, Text 8 is titled: Proposed Reforms and a Defense. On pages 9 and 10 the current Electoral College is defended and its strengths are discussed.

Topic 11, Lesson 3, Text 8

Proposed Reforms and a Defense This addresses opposing viewpoints on the Electoral College. It should be part of the previous Text 7.Publisher’s response: Pearson appreciates the reviewer’s comment. The current course structure is purposefully designed in small sections to help students learn the content.

Topic 12, Lesson 1, Text 2

The American Free Enterprise System Commendation: Good section on our economy and government role.Publisher’s response: Thank you.

Topic 12, Lesson 2, Text 3. Page 3

At that time, Congress, pressed by President George W. Bush and then by President Barack Obama, enacted a number of economic stimulus measures. One of those measures, the 2008 Troubled Asset Relief Program (TARP), was controversial. Some questioned its effectiveness and the way it was administered, while others expressed doubts about the large levels of government spending it authorized. Supporters argued that the spending was necessary to prevent the collapse of the nation's financial sector.

Omission of Fact President George W. Bush: Total = $3.294 trillion. President Barack Obama: Total Projected Plus Actual

Deficits = $6.814 trillion.http://useconomy.about.com/od/people/fl/Deficit-by-President.htmThis deficit spending has not been financed by higher taxes but by borrowing from foreigners and by printing money. Some critics fear that it will lead to either inflation or collapse of the value of the dollar as a world currency.Publisher’s response: Pearson appreciates the reviewer’s comment. Federal deficits and debt are covered in the course. See for example Topic 12, Lesson 4, Spending and Borrowing.

Topic 12, Lesson 3, Text 1. Page 4

The Patient Protection and Affordable Care Act of 2010 requires citizens to buy health insurance or pay a fine. The Court ruled that this provision was unconstitutional under the Commerce Clause, but allowable under Congress’s power to tax.

Omission of FactAs of Sept 29, 2014 the Ramussen Poll reported:

Views of Obamacare hold steady again this week, with over half of voters continuing to express an unfavorable opinion of the national health care law and overwhelming majorities still calling for choices in health insurance that the law doesn’t allow.

http://www.rasmussenreports.com/public_content/politics/ current_events/healthcare/health_care_law

The law was passed by Democrats and not one Republican voted for it. “The power to tax is the power to destroy”.- McCulloch v. Maryland in 1819

Publisher’s response: Pearson appreciates the reviewer’s comment. This section of the course, entitled “The Power to Tax,” is designed to instruct students about the government’s power to tax, not about the law itself, public opinion polls, or how laws are passed.

Topic 12, Lesson 3, Text 2. Page 2

The income tax is also easily adapted to the principle of ability to pay. It is a progressive tax—that is, the higher one’s income, the higher the tax rate. The tax is levied on the earnings of both individuals and corporations.

Omission of Fact Many citizens do not pay any income tax at all and some

receive payments for child support and an earned income credit, these are negative taxes that must be paid for by those paying income tax.

Publisher’s response: Pearson appreciates the reviewer’s comment. We will make the following change on Topic 12, Lesson 3, Text 2, screen 3 for clarity.From: “The personal exemption is adjusted to account for inflation each year. Deductions are allowed for a number of things, including thecost of some medical care, most State and local taxes (except sales taxes), interest paid on home mortgages, and charitable contributions.”To: “The personal exemption is adjusted to account for inflation each year. Deductions are allowed for a number of things, including the cost of some medical care, most State and local taxes (except sales taxes), interest paid on home mortgages, and charitable contributions. For some people, after these exemptions and deductions, their taxable income is zero, therefore they pay no federal income tax.”Taxes imposed by the federal government to pay for social welfare programs are covered in example Topic 12, Lesson 3, Text 2, page 6

Topic 12, Lesson 3, Text 2. Page 2

Individual Income Tax The tax on individuals’ incomes regularly produces the largest amount of federal revenue. For fiscal year 2014, the individual income tax was expected to provide nearly $1.4 trillion.

Omission of Fact Added to this are corporate taxes and other taxes which total

just over 2 trillion. Current government spending is over 3 trillion so the resulting 1 trillion plus imbalance must be borrowed or printed by the Federal Reserve. These deficits can threaten the dollar’s value as the world’s currency

Publisher’s response: Pearson appreciates the reviewer’s comment. Corporate taxes are covered in Topic 12, Lesson 3, Text 2, screen 5. Federal deficits and debt are covered elsewhere in the course. See for

example Topic 12, Lesson 4, Spending and Borrowing.Topic 12, Lesson 4, Text 1. Page 4

For fiscal year 2013, the net interest on the debt came to some $416 billion.

Omission of FactInterest in 2013 per the usgovernmentspending.com website is $221 billion.http://www.usgovernmentspending.com/year_spending_2013USbn_15bs2n#usgs302A large portion of this debt, now almost 18 trillion, more than the total annual GDP, is owed to foreign countries ($4.1 trillion), China being the largest holder of US Debt.http://www.treasury.gov/ticdata/Publish/mfh.txtPublisher’s response: Pearson appreciates the reviewer’s comment. The 2013 figure for interest on the debt is correct, per the Treasury Department. The percentage of the public debt owed to foreign governments shown in the graph in Topic 12, Lesson 4, Text 4, (33%) also comes from the Treasury Department.

Topic 14, Lesson 1, Text 3, Page 6

Which of the following is NOT a reason why Russia made a smoother transition to democracy than Iraq?Answer: Iraq is comprised of people who trust each other.

Omission of Fact Iraq has adopted Islamic Sharia Law. So has Afghanistan.

There can be no true democracy as long as Islam and its political Sharia Law is the law of the land because without religious freedom, there can be no true democracy and freedom of the people to choose.

Islamic Sharia Law only allows non Muslims (Christians and Jews) to practice their religion as second class citizens…dhimmis….so there can be no true democracy.

Russia is not a democracyInstead of moving forward toward a nation that cherishes and protects freedom and democracy, the establishment is creating a state and body politic dominated by a new breed of oligarchic groups composed of security officers and their business allies.

The Russian media are no longer free and unrestricted http://www.heritage.org/research/reports/2007/11/advancing-freedom-in-russia

Publisher’s response: Pearson appreciates the reviewer’s comments. The publisher agrees to revise the question and possible answers as

follows:

Which of the following is NOT a factor for establishing a vibrant democracy and social order?a. a professional civil service implementing governing decisionsb. a strong distrust among citizensc. a number of engaged interest groups. d. an economic system that rewards innovation and hard work