Truth in California Textbooks ReviewTeachers’ Curriculum Institute, History Alive! California Series, Grade 6, 2017

Problem: Omission of Fact (OF), Half-Truth (HT), Factual Error (FE), Slant (S), Bias (B), Incorrect Terminology (IT)OF means that there is additional useful information to help students learn complete history. The author/publisher has not deliberately omitted material to fulfill an agenda. HT means that the author/publisher has presented "half of the story" and has omitted the other half for agenda-based reasons. HT leads to slant and bias.

Location Quote Problem Fact & SourceIntroduction.1, Human-Environment Interaction, ¶ 3

Another topic is the environmental impact of technology, a major concern today because of energy use and climate change.

HT, S Human technology has not been proved a significant cause of climate change. For example, in regard to carbon dioxide in the atmosphere humans have little effect, as stated here, "Humanity is responsible for about one-quarter of 1 percent of the greenhouse effect." as stated on page 8 at this link, http://www.ncpa.org/pdfs/GlobalWarmingPrimer.pdf

Reviewer's suggestion: delete the phrase "and climate change".

Introduction, 2 ¶2 hominins of the Homo genus developed about 2.5 million years ago. Like our closest non-hominin relative the chimpanzees, Homo sapiens, were partially bi-pedal and appeared around 6 million years ago.

FE If the Homo genus wasn’t developed till 2.5 million years ago, then Homo sapiens could not have appeared around 6 million years ago.

Introduction, 2, ¶4

Africa's climate got worse about 160,000 years ago, making it unlivable.

OF Be more specific about where in Africa. Not all of Africa was unlivable.

Ch 1 / Investigating the Past / The Life of Archaeologist Kathleen Kenyon / ¶2 / Sentence 2

Jericho was a Neolithic settlement located in present-day Israel.

FE Jericho is in the Palestinian Territory and not under Israeli control. It was one of the first of the cities and towns evacuated by Israeli forces and turned over to Palestinian administration in the wake of the 1993 Oslo Accords, as shown at the link https://www.britannica.com/place/Jericho-West-Bank

Reviewer's suggested rewrite, "Jericho was a Neolithic settlement located in the present-day Palestinian Territory."

2,1, ¶4 Now find Homo sapiens, which are related to present-day modern humans.

FE Present day humans are not related to Homo sapiens. They are Homo sapiens.

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www.dictionary.com/browse/homo-sapiens 1. the specific name of modern man; the only extant species of

the genus Homo. Ch 5 / Ancient Sumer / 2. Stable Food Supply / ¶2 / Sentence 1

One of these inventions was their complex irrigation systems.

HT The Sumerians did not invent irrigation systems. They adapted them to their culture.

Irrigation began at about the same time in Egypt and Mesopotamia (present day Iraq and Iran) using the water of the flooding Nile or Tigris/Euphrates rivers.

http://www.irrigationmuseum.org/exhibit2.aspx Ch 5 / Ancient Sumer / 2. Stable Food Supply / ¶3 / Sentence 1

Their second invention was the plow, which is a tool used for tilling, or turning, soil to prepare it for planting.

HT This statement is misleading in assigning the plow as an invention of the Sumerians.

Man continually strived to become more efficient and those hand held hoes soon developed into simple ploughs, well before the early Egyptians over 4000 years ago.

http://www.ploughmen.co.uk/about-us/history-of-the-plough Ch 6 / Exploring Four Empires of Mesopotamia/ 8. Life in the Neo-Babylonian Empire / ¶3 / Sentence 1

The Babylonians were also skilled in mathematics and astronomy. They created the first sundial, a device that uses the sun to tell time. They made discoveries that many believe led to our modern system of a 60-minute hour and a 7-day week.

FE The first device for indicating the time of day was probably the gnomon, dating from about 3500 BCE. It consisted of a vertical stick or pillar, and the length of the shadow it cast gave an indication of the time of day. By the 8th century BCE more-precise devices were in use. The earliest known sundial still preserved is an Egyptian shadow clock of green schist dating at least from this period.

https://www.britannica.com/technology/sundial Ancient Israel had a 7 day week at least from the time of

Moses, roughly about 1000BC. There are numerous references in the Old Testament to the Sabbath Day and how it is to be observed. Most famous is Exodus 20:8.

Ancient Persia, 3, Greek Attitudes About Persia, ¶1

Greek Attitudes About Persia Many people know that that Greeks and Persians fought each other in multiple wars.

grammar Delete one “that”

Ancient Persia, 5, Overview, ¶4

While Sasanian attention had been on Rome, the Arabs to the south had taken control of the Arabian Peninsula and then moved on to take Syria. In 636 they took Babylon and defeated the Sasanian army. They then took the capital, Ctesiphon. By about 650 C.E., the last Persian king was dead and the Arabs controlled the territory.

OF The Reviewer suggests that the word Arab be modified with the word Muslim. (i.e. ‘Muslim Arabs’) This was an important part of the military expansion of Islam outside of Arabia.

9. Ancient Persia, Religion of the Kings, ¶10 /

Because they had been poorly treated, many members of the lower castes were happy to convert to Islam, the religion of the conquerors, because it

HT, FE, S Islam's equality for all was an illusion and certainly not true for women, Christians and Jews. Mohammad's words on the subject show the supremacy of Muslims overall and the

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Sentence 3 promised equality for all. inequality of women, Christians and Jews. For supremacy see https://quran.com/3/110, "You are the best

nation produced [as an example] for mankind." For inequality of women, see https://quran.com/4/34 But those [wives] from whom you fear arrogance - [first] advise them; [then if they persist], forsake them in bed; and [finally], strike them.", and see the Pact of Omar at this link https://sourcebooks.fordham.edu/halsall/source/pact-umar.asp for treatment of Jews, such as this quote, " We shall show respect toward the Muslims, and we shall rise from our seats when they wish to sit.", and many others like it.

Reviewer's suggested rewrite, "Because they had been poorly treated, many members of the lower castes were happy to convert to Islam, the religion of the conquerors, because they hoped for equal treatment with the higher castes.

7.2, Physical Features, ¶1

Flowing north from east Africa, the Nile created along, fertile valley that ended in a marshy delta where the river emptied into the Mediterranean Sea.

Grammar ‘along’ should be ‘a long’

8, Explore, Analyzing Images, ¶5

This statue of Ramses II is located at the entrance to the Temple of Luxor, Egypt.

FE Wrong terminology. It is not a statue. It is an image, or painting.

The text mentions10, Explore, Center of Commerce, Kushite Trade Routes map

OF This section talks about the Red Sea as a popular trade route, but does not show it on the map. The map shows other sea routes on the Mediterranean, the Persian Gulf and a couple routes to India.

Also, the text mentions trade routes through Kush, but the map looks like Kush is an out and back detour from the Nile and other routes.

The text mentions merchants coming from Persia and India sending their goods through Kush on their way to the Mediterranean region. Not shown on this map.

10, Explore Kushite Trade, Interactive Notebook

1. On the map below, label Kush and the following:

• a trade route from Africa to Egypt (going through Kush)

IT Egypt is part of Africa, so how can a route go from Africa to Egypt? A better phrase would be ‘from southern Africa to Egypt’.

Ch 11 / The Origins of Judaism / 1. What We Know About the Ancient

The Torah also says Moses freed the Israelites from slavery in Egypt

HT More accurately should say he led them out of slavery to the Promised Land as directed by his God.

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Israelites / Interactive TutorialCh 11 / The Origins of Judaism / 1. What We Know About the Ancient Israelites / 3. The Life of Abraham: Father of the Jews / ¶4 / Sentence 2

God promised to love and protect Abram's descendants, meaning Abram's children and the generations that would follow. In return, Abram agreed that he and his people would always devote themselves to God.

HT God promised to greatly increase Abraham’s descendants. Abraham and his descendants were to keep God’s covenant of circumcision and he was to be their God.

Genesis 17:1-

Ch 11 / The Origins of Judaism / 1. What We Know About the Ancient Israelites / 3. The Life of Abraham: Father of the Jews / ¶2

Abraham's Covenant with God According to the Torah, the faith that would become Judaism began with a sacred agreement, or covenant, between God and Abram. The Torah says that when Abram was about 75 years old, God spoke to him. God said to him, “Go from your country, your people and your father's household to the land I will show you.” God promised to make Abram the father of a great nation of people.

HT / OF This paragraph is misleading in that the covenant between Abraham and God happened when Abraham was 99, as seen in Genesis 17:1-14

This paragraph combines 2 separate incidents in Abraham’s life as though they happened as one incident.

When Abraham was 75, the God spoke to Abraham as is stated in the last 3 sentences of this paragraph. Genesis 12:1-3

Ch 11 / The Origins of Judaism / 1. What We Know About the Ancient Israelites / 3. The Life of Abraham: Father of the Jews / ¶4 / Sentence 2

God promised to love and protect Abram's descendants, meaning Abram's children and the generations that would follow. In return, Abram agreed that he and his people would always devote themselves to God.

HT God promised to greatly increase Abraham’s descendants. Abraham and his descendants were to keep God’s covenant of circumcision and he was to be their God. Genesis 17:1- 14

Chapter12, Intro, ¶2

¶3

Israel was the first to fall. In 721 B.C.E., the Assyrians conquered the kingdom and took its leaders to Mesopotamia. The people of Israel were sent to many lands.

In 586 B.C.E., Nebuchadnezzar burned down Solomon's great Temple of Jerusalem and destroyed the city. Most of the people of Judah were exiled as captives to Babylon.

FE The 586 B.C.E. exile can't be the first as stated in Para 4, because the Assyrian conquest and exile of "the people of Israel" occurred in 721 B.C.E.

Reviewer's suggested rewrite of Para 4, "This was the second exile of most of the Jews from their homeland."

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¶4 This was the first exile of most of the Jews from their homeland.

16, Explore, ¶5 In Central Asia, Buddhism was gradually replaced with other religions in Central Asia over the centuries.

grammar “in Central Asia” is repeated in this sentence. One of them should be deleted.

Unit 4, Ancient China 19 Geography and the Early Settlement of China Section 1. An Overview of China's Geography, Para 1, Sentence 1

Present-day China is the third largest country in the world, after Russia and Canada.

FE As of 2013 Russia has 6.6 million sq. miles and both the U.S. and Canada have 3.8 million, making China the 4th largest.

http://www.nationmaster.com/country-info/stats/Geography/Land-area/Square-miles

19 Geography and the Early Settlement of China Section 1. An Overview of China's Geography,

Interactive Tutorial, map quiz

Reviewer's Observation: "Check My Answers" shows all answers as incorrect when they are placed in the correct empty boxes.

IT Needs to be fixed.

20, The Shang Dynasty,Section3, Shang Social Classes, Para 1, Sentence 1

Shang society can be divided into six social classes. OF The listed 6 social classes do not include the priests or holy men, whom the text describes in the next section.

20, The Shang Dynasty, Lesson Summary, Para 4

Shang Social Classes Shang society can be divided into six social classes: the king's clan, nobles, artisans, traders, farmers, and slaves.

OF Omitted are the priests or holy men.

22. The First Emperor of

Reviewer's observation: There is no image for Step 1, where the directions call for interaction

IT Insert the images

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China, Sections 1 and 2, Student Interactive Notebook, Step 1

with an image.

22. The First Emperor of China, Section 5, Para 2, Sentence 1

 In 210 B.C.E., the Emperor of Qin died after ruling for just over ten years.

FE He ruled for at least 27 years, was born in 259 B.C.E. and took over from a regent at the age of 22, making his rule last from 237 to 210 B.C.E., as shown here in travel China Guide, "Qin Shi Huang, born as Ying Zheng in 259 BC, was the son of the king of the Qin State. At the age of thirteen, he succeeded his father's regality. Ying Zheng was very aggressive and ambitious at an early age. He assumed full power at 22 by ridding himself of his premier...," as shown below.

https://www.travelchinaguide.com/attraction/shaanxi/xian/ terra_cotta_army/qin_shihuang_1.htm

24. The Silk Road

Section 2. The Eastern Silk Road, Para 6, Sentence 2

One type of camel was especially suited for desert travel

OF Left out is that this type had two humps and was called the Dromedary camel, as distinguished from the more common Bactrian with one hump, as seen at this website http://www.thehatchreport.com/information/camel-one-two-hump.html, as stated below,

"Bactrian Camels are much less common than dromedary (one-hump). Bactrian camels are native to the Gobi Desert in Mongolia.

Reviewer's suggested rewrite, "One type of camel was especially suited for desert travel, namely the Bactrian with 2 humps, as different from the Dromedary with only one."

Timeline Ancient China

Reviewer's observation: It is too hard to read the pertinent dates and titles amidst the information already given in the text and the offsets of dates, because the pictures take up so much space

Reviewer's suggestion: Eliminate the pictures and supplementary information and give only dates and titles of periods.

Unit 5, Ancient Greece

25. Geography and the Settlement of Greece, Section 2,Famin in

Some farmers built wide earth steps into the hills to create more flat land for planting

OF Omitted is the name "terraces" for the steps. Reviewer's suggested re-write: Some farmers built wide earth

steps called terraces into the hills to create more flat land for planting."

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Ancient Greece, Para 2, Sentence 2

26. The Rise of Democracy, Section 1, Monarchy, Para 1, Sentence 1

From about 2000 to 800 B.C.E., a monarch, or king, ruled most Greek city-states.

OF Omitted is mention of conflicting dates for ancient Greece. At the beginning of this unit the text gives 750 B.C.E. as the earliest date of Greek culture, but here city states date back to 2000 B.C.E. Students should be told that ancient Greek settlements existed for several thousand years with civilization reaching for its height starting in 750 B.C.E.

26.The Rise of Democracy, Section 1, Monarchy, Interactive Tutorial, # 2

These leaders came to power through inheritance FE The answer "inheritance" belies the text, which says the first kings came to power by election and later some demanded they be followed by inheritance.

Reviewer's suggestion: rewrite the quiz to say, "These leaders came to power first by_____ and then by______.

26.The Rise of Democracy, Section 4, Democracy, Para 4, Sentence 3

Unlike Athens, the United States is a representative democracy.

OF Omitted is that the United States is also a constitutional republic. When the U.S. is contrasted with other states students should understand that our government is generally uniquely different, as explained in this quote, "... To be sure, in addition to being a representative democracy, the United States is also a constitutional democracy, in which courts restrain in some measure the democratic will. And the United States is therefore also a constitutional republic.

https://www.washingtonpost.com/news/volokh-conspiracy/wp/2015/05/13/is-the-united-states-of-america-a-republic-or-a-democracy/?utm_term=.b5b098ba4080

Reviewer's suggested rewrite, "Unlike Athens, the United States is a constitutional democracy in which courts can protect the minority from the majority will. It is also called a constitutional or democratic republic."

26.The Rise of Democracy, Section Explore, Para 1, Sentence 2

In the United States, we are approaching 250 years of a democratic republic

FE As explained in the above critique for Section 4, the United States is a constitutional democracy with protection for minority rights and also is a constitutional or democratic republic.

Reviewer's suggested rewrite, "In the United States, we are approaching 250 years of existence as a constitutional democracy and a constitutional republic."

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26.The Rise of Democracy, Section

Case Study of Government in Athens, Para 2, Sentence 2

It is thought that in 683/2 B.C.E., the kingship was followed by an oligarchy.

IT 683/2B.C.E. is not a recognized date. Reviewer's suggested rewrite, "683 B.C.E."

26.The Rise of Democracy, Section

Case Study of Government in Athens, last 2 Paras

Reviewer's observation: All the dates are given in plain numbers like 461 with no B.C.E. after them.

IT Needed corrections: add the B.C.E.'s

29. the Golden Age of Athens, Investigating Primary Sources, Interactive Student Journal,

Examine the four primary sources in the reading FE Only two primary sources are given. Reviewer's suggested rewrite, "Examine the two primary

sources in the reading" OR, give two more sources

30. Alexander the Great and His Empire, 2. Alexander Creates an Empire, Para 1, first part of Sentence 1

Alexander was only 20 years old when he became king,

OF Left out is the story of Alexander and Bucephalus, which is revealing of Alexander's character. History would come alive and be more likely to be remembered if such stories were told. See https://www.ancient.eu/Bucephalus/

Reviewer's suggestion: Add a paragraph telling the story.

30.Alexander the Great and His Empire, Explore Hellenism

Reviewer's observation: The whole section on Explore Hellensim is an erudite summary worthy of a college course.

Most of the subtitles list many names and places

There aren't even any maps. Reviewer's suggestion: Omit the whole section or else

simplify and limit to events discussed in the text.

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6th graders have never heard of.

31. The Legacy of Ancient Greece, Section 1, Literature and History, Para 1, Sentence 6

Modern historians follow in the footsteps of great Greek writers such as Homer, Herodotus (huh-ROD-uh-tuhs), known as the “father of history,” and Thucydides (thoo-SID-ih-deez).

FE, OF Homer was an oral poet, perhaps legendary, and wrote nothing, as shown here https://www.ancient.eu/homer/

There is no mention of the Iliad, the Odyssey or the Trojan Wars in this section, although the end of this lesson has a good section about them. However Homer should be described correctly here.

Reviewer's suggested rewrite: " Modern historians follow in the footsteps of great Greek poets such as Homer, and historians such as Herodotus (huh-ROD-uh-tuhs), known as the “father of history,” and Thucydides (thoo-SID-ih-deez), an Athenian historian and general.

31. The Legacy of Ancient Greece, Timeline

Reviewer's observation: It is too hard to read the pertinent dates and titles amidst the information already given in the text and the offsets of dates, because the pictures take up so much space

Reviewer's suggestion: Eliminate the pictures and supplementary information and give only dates and titles of periods.

Ancient Rome

32. Geography and the Early Development of Rome, Section 4, The Influence of Geek Architecture, Interactive tutorial

Question: How are the Pantheon and the Parthenon similar?

Answer B: They are both influenced by Geeek Design

Answer D: They are both built for the gods they worshipped.

FE The text says only Answer B is correct, when Answer D is also correct. The Parthenon was built only for Athena and the Pantheon was built for all gods, as stated below http://www.diffen.com/difference/ Pantheon_vs_Parthenon

Answer D is poorly worded and ambiguous. Reviewer's suggested rewrite of Answer D, "They are both

built for a god they worshipped."

34. From Republic to Empire, Biography - Cicero and the Roman Republic,

The entire text of this section. OF In studying Cicero students need to learn that he was assassinated because of his belief in a republic and opposition to an emperor, as shown here https://www.britannica.com/biography/Cicero

Reviewer's suggestion: Add information on Cicero's death.

34. From Republic to Empire, Reform

Under the law, the government provided produce and money for food to guarantee that these people would

HT, B Students should also be taught that there was no means test for the poor or anyone else to receive food and coins and that the state taxed both the rich and working farmers to pay for the

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in the Roman Republic: The Lives of Tiberius and Gaius Gracchus, Para 6, Sentence 5

not starve. subsidies, as found at this website https://fee.org/articles/poor-relief-in-ancient-rome/ It is bias to give only one side of the issue of the dole and overlook some of the consequences as this one, "The hundreds of thousands of Roman citizens who lived in Rome cared little for political rights.", quoted from the above site.

Reviewer's suggested addition, "One unfavorable result was that hundreds of thousands of citizens of Rome cared little for political rights."

34. From Republic to Empire, Reform in the Roman Republic: The Lives of Tiberius and Gaius Gracchus, Para 7, 3 last sentences

Gaius lost the election, and his enemies in the Senate went after him. A mob of soldiers and citizens attacked Gaius and his supporters, claiming they threatened the stability of the republic. Recognizing that resistance was hopeless, Gaius ordered his personal slave to kill him.

HT, B Students should know that the "mob" consisted of thousands of rioters on both sides of a power struggle that killed Gracchus and 3,000 of his followers on one side alone, as stated at the same website as above, https://fee.org/articles/poor-relief-in-ancient-rome/

It is bias to omit the desire for power on both sides. Reviewer's suggested rewrite, "After Gaius lost the election

there were mass riots resulting in Gaius and 3,000 of his followers being killed. It is said that Gaius, knowing he had lost, ordered his personal slave to kill him."

35. Daily Life in the Roman Empire, Explore - Roman Citizenship, Common People, Para 3, Sentences 1 and 2

Compare this to the United States today. We live in a democratic republic, which means that we elect people to represent us in government.

OF As noted before when the text discussed the Greeks, the United States is also a constitutional republic. When the U.S. is contrasted with other states students should understand that our government is generally uniquely different, as explained in this quote, "... To be sure, in addition to being a representative democracy, the United States is also a constitutional democracy, in which courts restrain in some measure the democratic will. And the United States is therefore also a constitutional republic.

https://www.washingtonpost.com/news/volokh-conspiracy/wp/2015/05/13/is-the-united-states-of-america-a-republic-or-a-democracy/?utm_term=.cfa2ddbd51c4

Reviewer's suggested rewrite of Sentence 2, "We live in a constitutional republic, which means we elect citizens to represent us in legislatures and that we also have courts to restrain the legislatures and protect the minority."

36. The Origins and Spread of Christianity, The Teachings of

Although it was easy for some people to view him as a troublemaker, Jesus did not directly preach revolt against the Romans.

FE Jesus did not, either directly or indirectly, preach revolt against the Romans. According to the Gospels and the Bible, in Matthew 22:21, Jesus said "Render to Caesar the things that are Caesar's; and to God the things that are God's." Romans 13:1 "Let every person be in subjection to the governing

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Jesus, Para 4, Sentence 3

authorities. For there is no authority except from God and those which exist are established by God."

Reviewer's suggestion is to omit the word "directly". 36. The Origins and Spread of Christianity, The Life and Death of Jesus, The Crucifixion and Resurrection, Para 3, Sentence 2

The city's Roman rulers feared that his supporters might create trouble, and they worried that Jesus might lead a revolt.

FE Reviewer's suggested rewrite, "The Jewish high priests feared Jesus would undermine their authority so they arrested, tried and condemned him. Rome feared the charisma of Jesus and his ability to draw crowds and considered him a threat to Rome’s authority. The Roman Governor Pontius Pilate presided over the trial of Jesus and ordered his crucifixion."

36. The Origins and Spread of Christianity, The Life and Death of Jesus, The Crucifixion and Resurrection, Last Para, Sentence 2

Belief in the Resurrection convinced Jesus's disciples that he was the Son of God

OF Omitted is that it took the return of Jesus as the Holy Spirit at Passover to convince many others of his divinity,

“After that he was seen by over five hundred people at once, of whom the greater part remain to the present, but some have fallen asleep” 1 Corinthians 15:6

And also in 14 Luke "Then Jesus, in the power of the Spirit, returned to Galilee, and news about him spread throughout the surrounding countryside."

Reviewer's suggested addition, "Belief in the Resurrection convinced Jesus's disciples that he was the Son of God, although it was his return as the Holy Spirit at Passover that convinced many others."

36. Biography, The Influence of Paul on Christian Beliefs, Para 6, Sentences 2 and 3.

According to the New Testament, Jesus departed into heaven shortly after his resurrection. Early Christians believed that Jesus would return at the end of the world

OF Omitted is that Jesus also appeared to the Apostles and as the Holy Spirit at the Passover, 14 Luke, "Then Jesus, in the power of the Spirit, returned to Galilee, and news about him spread throughout the surrounding countryside."

Reviewer's suggested rewrite, "According to the New Testament, Jesus departed into heaven shortly after his resurrection and returned to earth as the Holy Spirit at Passover to show others the truth of his message. Christians believe he will return at the end of the world."

37. Learning About World Religions: Christianity, Section 1, The

Christians believe that, after his execution and burial, Jesus rose from the dead and appeared to his disciples before joining his father in heaven. To Christians, this is a miracle known as the

OF Same omission as entry directly above. Reviewer's suggested rewrite of sentence 2, "To Christians,

this miracle known as the Resurrection is accompanied by another when Jesus appeared at Passover and the news spread around the countryside.

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Central Beliefs of Christianity Para 6, Sentences 1 and 2

Resurrection.

38. Reading Further - Lessons from Pompeii. Last Para, 1st 2 sentences.

So what has Tacoma learned from Pompeii? Mainly that there is nothing one can do to stop a volcanic eruption.

OF Entirely overlooked is that the people of Tacoma can look at volcanoes all over the world and see that there is nothing people can do to stop a volcano. However, it is sometimes possible to influence their effects, such as shown here "For almost five months [in Iceland] in 1973, frigid sea water was blasted through cannons towards the advancing lava. As the water hit the superheated rock, it turned into steam, allowing the lava's heat to dissipate.", at this BBC website http://www.bbc.com/news/magazine-29136747

Reviewer's suggested rewrite, "So what has Tacoma learned from Pompeii and other sites? Mainly that there is nothing people can do to stop a volcanic eruption, but it is possible to minimize their effects."

Ancient Rome, The Byzantine Empire, Section 3, The Eastern Orthodox Church, Para 2, Sentence 1

When Constantine built his new capital, he intended it to be the religious center of the empire, as well as the seat of government.

OF Omitted is that Constantine first declared Christianity the religion of the Roman Empire and that he moved the capital from Rome to the old city of Byzantium, now called Istanbul, as this website describes http://www.christianitytoday.com/

history/people/rulers/constantine.html Reviewer's Suggested rewrite, "When Constantine seized

power in Rome, he declared Christianity the religion of the Empire and moved the capital to the old city of Byzantium (now called Istanbul), naming it Constantinople. He intended it to be the religious center of the empire, as well as the seat of government."

Ancient Rome, The Byzantine Empire, Section 3, Text description of the first photo on the right

Hagia Sophia was built between the years 532 and 537. Its architectural features inspired the design of many later Orthodox churches.

OF The description of this photo neglects to say that it is a picture of Hagia Sophia after it became an Islamic mosque.

Reviewer's suggested additional sentence, "This photo shows the church after it became a mosque with the addition of minarets not there originally."

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Evaluation of Social Studies Skills and other important issuesAn evaluation of the teaching & learning devices and/or materials provided to the student.

Number Questions Yes No1 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?

Terminology may be difficult for students

2 Are the captions under pictures factual? For the most part

3 Are the charts and graphs relevant to the topic being presented? For the most part

4 Are the maps accurate and relevant to the topic? For the most part

5 Are questions thought provoking? Is adequate accurate material provided so that the students can formulate appropriate answers?

Introductory lessons often have questions for the upcoming material

6 Are primary and secondary sources presented for students to examine (for bias, propaganda, point of view, and frame of reference)?

Several are presented for review

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?

Text does present several original documents

8 Does the textbook have a Glossary? Are key terms and personalities included and defined?

Unknown / definitions are included within the text.

9 Does the textbook have accurate timelines to help the student understand chronological historical developments?

Yes

10 Does the textbook have an Index which includes all of the key words, historical time periods and individuals?

No

11 Does the textbook devote a similar number of pages to each of the world religions, philosophies, political and religious leaders?

Yes for most No for Islam

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Commendations:

1. It is a pleasure to read a text that is a mostly an accurate discussion of events, without editorial comments showing only a politically correct view.

2. It includes stories to make history come alive, e.g. Ulysses, Romulus and Remus.3. The photographs are excellent.4. In the "Interactive Tutorial" the boxes to drag and fill into the right spaces are a good game, particularly with the resets that enable

corrections.

Concerns:

1. There are too many details listed at the end of some chapters, for instance in the timeline charts in "Explore-The Peloponnesian Wars" in Lesson 28 and in "Explore-Hellenism" in Lesson 30. Events not covered in the text should be condensed or eliminated.

2. Tossing "The Maya" into the end of a section on "Ancient Rome" makes no sense, nor does including The Declaration of Independence, The Constitution, Amendments to The Constitution, or Martin Luther King in a "Wrap Up of the Ancient World."

3. In the Interactive Student Tutorials sections in the boxes headed by several icons, the icons are clumsy and sometimes impossible to use, particularly those named Add Text, Draw, and Shade. Also answers to questions "Save" by themselves when students are still working on them, and it's impossible to erase them.

4. The "Support Team" doesn't follow up on support requests. They ask for more information even when a Mac user's original question gives the very information asked for, and then they do not reply or give advice. The links in the "Help" section online are only for PC's, not Mac's.

5. Terminology in some sections seems to be too tough for sixth grade students.

Evaluations based on templateChoices Explanations Yes No

1 This text has minor changes that need to be madeX

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.

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