Truth in California Textbooks ReviewMcGraw Hill Grade 7 World History and Geography: Medieval and Early Modern Times

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 & Source

Page HT6CalendarsParagraph 1, Line 13

Muslims date their calendar from the time their first leader, Muhammad, left the city of Makkah for Madinah. This was 622 B.C.E. in the Christian calendar

FE In the Christian calendar it is 622 A.D., not 622 B.C. Correct date: This was 622 A.D. in the Christian calendar. The ISSUE here is the fact that the textbook has the founding of

Islam in B.C. and NOT in A.D.

Historians ToolKit, p. HT7, box on Schliemann

Some archaeologists believe Schliemann actually found Troy. Others are unsure. Nevertheless, his work led to the discovery of many ancient Greek treasures.

FE Virtually all sources agree that Schliemann found Troy. For a while there was uncertainty over which Troy he found, as read in the 2 typical sources below.

https://www.britannica.com/biography/Heinrich-Schliemann http://www.dw.com/en/heinrich-schliemann-the-man-who-

discovered-troy/a-18946144 Reviewer's suggested re-write: "Schliemann found a treasure of

gold jewelry and bronze, silver and gold vessels. Later archaeology showed there were actually 9 Troys built on top of each other and he had found a much earlier city than the legendary Troy."

Chapter 1, Rome and the Rise of Christianity, Page 6, Timeline

C.33 C.E.Romans execute Jesus

FE, HT, S Neither Christians nor Jews use the word "execute". Pilate is recorded as having said to "crucify" Jesus. See John 19:16, " Finally Pilate handed him over to them to be crucified." https://www.biblegateway.com/passage/?search=John+19

Reviewer's suggested re-write: "Romans crucify Jesus."

Chapter 1, Lesson 1, Page 10, Para 4,

The growth of Rome had its costs. The empire relied on local elites in conquered

OF Omitted is that Roman growth stalled also because of the devastation of smallpox and resulting decimation of the army so

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Sentences 1-3 areas to run provincial governments, and corruption was a problem. Roman expansion slowed as it reached the colder and drier climate of Northern Europe.

that it could no longer defend the borders. This is discussed in full at below website.

https://searchinginhistory.blogspot.com/2014/08/antonine- plaguethe-end-of-pax-romana.html

Chapter 1, Lesson 1, Page 16, Para 2, next to last sentence

The United States and a number of other countries today are democratic republics.

FE The US is a Constitutional Republic.

Chapter 1, Lesson 3, Early Christianity, Page 28, Para 2, Sentence 1

According to the Christian Bible, Jesus preached that God was coming soon to rule the world.

OF It is inaccurate to say Jesus preached that God was coming soon to rule the world. Scripture in the Christian Bible makes it clear that God did not plan to rule but for the secular authorities to be obeyed. See Mark 12:17, "And Jesus answering said unto them, Render to Caesar the things that are Caesar's, and to God the things that are God's.", http://biblehub.com/mark/12-17.htm

Reviewer's suggested re-write, "According to the Christian Bible, Jesus preached that people needed to seek the Kingdom of God."

Chapter 1, Lesson 3, Page 29, Last sentence

He [God] loves people who have erred and will forgive them if they trust in him

OF God's love does not come from trust alone. Students must understand that God demands also that a person must forgive those who have wronged him. See Matthew 6:14-15, "For if you forgive men when they sin against you, your heavenly Father will also forgive you. But, if you do not forgive men their sins, your Father will not forgive your sins.", found at this website http://www.acts17-11.com/forgive.html

Reviewer's suggested re-write: "He [God] loves people who have erred and who trust in Him and forgive others who have sinned against them."

Chapter 2, Lesson 2 p 77, Para 2, Sentence 1

Guilds controlled business and trade in a town.

HT Students should know that the guilds controlled with brutality and slowed industrial development. They punished non-conforming members with brutal punishments like cutting off a weaver's right hand, and they limited the number of looms in a shop.

“How the West Won”, Stark, Rodney, P182-3, ISI Books, Wilmington, Del, 2014.

Reviewer's suggested addition to the paragraph, "Unfortunately they also gave harsh punishments like cutting off a disobedient weaver's right hand. They hindered industrial development by

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limiting the number of looms in a shop and controlling wages."

Chapter 2Page 82Process, Rules and Laws boxLines 4-11

It [Magna Carta] says that all citizens are subject to the same laws and court procedures, commonly referred to as the rule of law. After the September 11, 2001, terrorist attacks, suspicious persons were held without being charged and denied their right of habeas corpus.

FE/S/B This material is incorrect, agenda-based and biased. There is absolutely NO correlation between the Magna Carta and the suspension of the Writ of Habeas Corpus following the 9/11 jihadist attacks on the United States. The Magna Carta, dated June 15, 1215, was essentially a peace treaty between King John and his barons that guaranteed that the king would respect the barons’ Feudal Rights and Privileges and uphold the freedom of the Church, and maintain the nation’s laws. In immediate terms, the Magna Carta was a failure since civil war broke out the same year, and King John ignored his obligations under the Charter. In addition, it was not until the Magna Carta was revised in 1216, 1217 and 1225 that it became the model for modern Jurisprudence.

The suspension of Habeas Corpus following 9/11 has no relationship to either the Magna Carta or to Feudal England. America was attacked by terrorists from abroad. Suspected terrorists and supporters of the jihadi terrorism, foreigners and American citizens and residents alike, were stopped, arrested and eventually either freed, held and tried or deported. There were terrorists, sleeper cells and a Fifth Column to address. America was and still is at war.

This Reviewer suggests removing these 2 sentences.

Chapter 2, Lesson 3, p 87, Para 3, Sentence 1

In 1095, the pope asked Europe’s nobles to begin a crusade, or holy war, against the Muslim Turks.

FE, HT, S It is misleading to use the words "holy war" to define the word "Crusade" because that definition equates it with the definition of the Muslim word "jihad" and does not present the difference. Jihad is the Islamic Holy War to conquer new lands, bringing the population under Islam. The Muslims conducted a Holy War to conquer Jerusalem, as an example. The Crusades were a Christian Holy War to retake Christian lands, in this case Jerusalem, from the marauding Muslims that had seized it, and to free both the Christian and Jewish populations from Muslim rule.

It is also erroneous not to capitalize Crusade when applied specifically to that event.

Chapter 2, Lesson 4, p 97, Para 3,

The Franciscan and Dominican Orders are still thriving today.

OF Omitted is that the Benedictines also exist today. See their website at http://www.osb.org/gen/benedictines.html

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Sentence 1Chapter 2, Lesson 4, p 98, Para 3, Sentences 3-5 and Sentences 7-9

Jews often settled in Poland. Poland was more tolerant and welcoming to Jews than other countries in Europe. They allowed Jews to settle throughout Poland without restriction..... Jews often settled in Poland. Poland was more tolerant and welcoming to Jews than other countries in Europe. They allowed Jews to settle throughout Poland without restriction.

Print error These 3 sentences are printed twice in the same paragraph.

Chapter 2, Lesson 5, p 105, Jews and Muslims in Spain, Next to last sentence.

They [non-Muslims] also faced additional regulations that were meant to remind them that they lived under Muslim rule.

OF, S, B This statement is factually minimalist and therefore slanted. The additional regulations obeyed Allah's commands to convert or else be humiliated and pay the jizya (tax) as stated in the Quran, verse "Fight those who believe not in Allah nor the Last Day, nor hold that forbidden which hath been forbidden by Allah and His Apostle, nor acknowledge the religion of truth, even if they are of the people of the Book, until they pay the jizya with willing submission, and feel themselves subdued."

Reviewer's suggested re-write, "They faced heavy restrictions on their personal and religious activities because of limited Islamic tolerance of other religions.

Chapter 3, Islamic Civilization, Page 124, Last para, 1st 2 sentences

In 622 C.E., Muhammad and his followers believed Makkah had become too dangerous. They moved to Yathrib

FE, OF It is an error to say Muhammad moved to Medina when he fled for his life and an omission of fact that he had heard of an assassination plot, as is shown in this quote, "Muhammad left Mecca, in 622 CE, after he was warned about a plot to assassinate him.", found at this website https://www.reference.com/world-view/did-muhammad-leave-mecca-a419384d31373a16

It is also an error to say that his followers fled, as is shown by this quote, "The historical account also flatly contradicts the popular view that all Muslims had to flee Mecca following Muhammad’s declaration of war.  In fact, it was only Muhammad himself whom the Meccans were interested in seizing.", found here https://www.thereligionofpeace.com/pages/muhammad/hijra.aspx

Reviewer's suggested re-write: "In 622 C.E. Muhammad fled to Yathrib in fear of his life."

Chapter 3, Page 124, Last para, Sentences

Muhammad’s departure to Yathrib became known as the Hijrah (HIHJ•ruh). This Arabic

FE The generally accepted meaning in many online sources is that

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3,4 word means “breaking off relationships.” Hijrah means migration, "modeled after Mohammad's migration from Mecca to Medina," quoted in a 2009 article found here http://www.americanthinker.com/articles/2009/08/the_hijra.html

Reviewer's suggested re-write: "This Arabic word means migration."

Chapter 3, Page 124, Last para, last sentence finishing on p. 125

The people of Yathrib accepted Muhammad as God’s prophet and their ruler.

FE, B It is an historical error to say the people of Yathrib accepted Muhammad, when only the Arabs agreed to his rule. It is bias not to teach that the Jews soon opposed him and he murdered and expelled them, as quoted here, "One of the immediate consequences of Muhammad's frustration was the expulsion of two Jewish tribes from Medina and the murder of all the members of a third Jewish tribe (except for the women and children, who were sold into slavery)." This is the link to this quote: http://www.jewishvirtuallibrary.org/muhammad

Reviewer's suggested re-write to remove the bias, "Muhammad and his followers gained leadership of Medina by both treaty and military conquest."

Chapter 3, Page 125, The Islamic State, Para 2, Last 2 sentences

The Muslims then began to expand into new areas. When Muhammad died in 632 C.E., the entire Arabian Peninsula was part of the Islamic state

HT, B It is factually erroneous to say simply that the Muslims "began to expand" and to omit the verb “to conquer”.

By 632 C.E. Muhammad had conquered almost the entire peninsula, as seen here, "he [Muhammad] soon became involved in warfare with the pagan rulers of Mecca. The Muslims won and abolished the Mecca idols while keeping the city as well as the old shrine, Kaaba, as center of Islamic worship.... By the time of Muhammad's death (632CE) the Muslims had conquered the rest of the Arabian peninsula.", found at this site http://www.theopavlidis.com/MidEast/part25.htm

Reviewer's suggested re-write: "The Muslims began to conquer new areas. When Muhammad died in 632 C.E., he had won the entire Arabian Peninsula."

Chapter 3, P.125, Last para, next to last sentence

For Muslims, additional prophets include Adam, Moses, Jesus, and Muhammad

HT, S Reviewer's suggested re-write: For Muslims, additional prophets include Adam, Moses, Jesus, and Muhammad, although Muhammad replaces the others and calls on Jesus to break the cross, thereby ending Christianity.

Sunan Abu Dawud, Book 37, Number 4310, Narrated by Abu

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Hurayrah: also Sahih Bukhari Volume 3, Book 43, Number 656

Chapter 3, P.126, Para 2, Sentences 1-3.

For Muslims, the Quran provides guidelines for how to live. For example, the Quran instructs Muslims to be honest and treat others fairly. Muslims must respect their parents and be kind to their neighbors

HT, B These lines are only partly true because they neglect the enmity of Muslims toward non-Muslims, as quoted in Q5:51, found online here https://quran.com/5/51-61," O you who have believed, do not take the Jews and the Christians as allies. They are [in fact] allies of one another. And whoever is an ally to them among you - then indeed, he is [one] of them. Indeed, Allah guides not the wrongdoing people."

Reviewer's suggestion to add this additional sentence to the paragraph, "The Quran requires Muslims not to make allies of Jews and Christians because Allah considers that a wrong-doing."

Chapter 3, P.126, Para 2, Last sentence.

The Quran forbids murder, lying, and stealing.

HT, B It is half true not to show that Islamic law based on the Quran allows it. From Shafi'i Islamic law, "When it is possible to achieve such an [praiseworthy] aim by lying but not by telling the truth, it is permissible to lie if attaining the goal is permissible,…and obligatory to lie if the goal is obligatory.” Reliance of the Traveler, a Classic Manual of Sacred Islamic Law. P. 745, r8.2. Amana Publications, Beltsville, MD, 1991 ff. Note that the 1991English translation of this law book is currently praised in the introduction by al-Azhar Univerity in Cairo and the International Institute of Islamic thought in Herndon, VA, as valid for modern jurists.

Reviewer's Suggested Re-Write: "The Quran forbids stealing, murder and lying, unless lying is the only way to achieve a praiseworthy aim.

Chapter 3, P.126, Para 3, Last sentence.

Five Pillars [of Islam] are belief, prayer, charity, fasting, and pilgrimage.

HT, B The publisher is remiss in not telling students that in Islam there are different types of charity (Zakat), which includes funding warfare, as seen in Q9:60, translated by Muhsin Khan."As-Sadaqat (here it means Zakat) are only for the Fuqara' (poor), and Al-Masakin (the poor) and those employed to collect (the funds); and for to attract the hearts of those who have been inclined (towards Islam); and to free the captives; and for those in debt; and for Allah's Cause (i.e. for Mujahidun - those fighting in the holy wars), and for the wayfarer (a traveller who is cut off from everything); a duty imposed by Allah. And Allah is All-Knower,

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All-Wise." Reviewer's suggested re-write: "Five Pillars are belief, prayer,

charity (including payments to the Mujahidun - those fighting in the holy wars), fasting, and pilgrimage."

Chapter 3, P. 126, Para 4, Sentence 3

According to shari’ah, Muslims may not gamble, eat pork, or drink alcoholic beverages.

HT, S, B, These rules of shari'ah have been chosen to show only a peaceful side of Islam. Students must also learn about rules for warfare t lying, and enmity of Muslims toward Christians and Jews.

Reviewer's suggestion is to add this sentence, "They also at times must fight against non-Muslims and lie for a desired goal."

Reliance of the Traveler , op.cit.p.599. Another is found at r8.2, "When it is possible to achieve such an aim by lying but not by telling the truth, it is permissible to lie if attaining the goal is permissible..., and obligatory to lie if the goal is obligatory." Reliance of the Traveler, op.cit.p.745.

Chapter 3, P. 129,Para 2, Sentence 1

After the Arabs gained control, they usually let conquered peoples practice their own religions.

HT, B The Arabs let conquered peoples practice their own religions only in a very limited and restricted way. Students need to be taught that non-Muslims were called dhimmis or 2nd class citizens and had very limited religious rights.

Reliance of the Traveler , op.cit.p.608. Reviewer's Suggested re-write, "After the Arabs gained control,

they let conquered peoples practice their own religions with many restrictions.

Chapter 3, P. 129,Para 2, Sentences 2, 3

Islam teaches that Christians and Jews are “People of the Book,” people who believe in one God and follow sacred writings.Therefore, many Muslims respect their beliefs and practices.

FE, HT, B Because there is no source to substantiate how many Muslims respect practices of Jews and Christians, it is incorrect to quantify them. Students must learn that they are second class citizens as shown in the comment above about Sentence 1.

The Qur'an tells Muslims to fight against the "People of the Book" until they convert or pay the jizya (poll tax) with willing submission and are humbled. Quran 9:29 Fight those who believe not in Allah nor the Last Day, nor hold that forbidden which hath been forbidden by Allah and His Apostle, nor acknowledge the religion of truth, even if they are of the people of the Book, until they pay the jizya with willing submission, and feel themselves subdued.

Reviewer's suggested re-write of these sentences, "Although

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Islam teaches that Christians and Jews are “People of the Book,” people who believe in one God and follow sacred writings, it also teaches they are second class citizens who owe a special tax (jizya) and have limited rights."

Chapter 3Page 129Paragraph 2 Line 4

When Muslim armies attacked, many of these people were willing to accept Muslim rule.

OF Left out is that if they accepted Muslim rule they had to become subjugated citizens, Dhimmis, and pay the poll tax, “Such non-Muslim subjects are obligated to comply with Islamic rules… (Reliance of the Traveler, op cit, o11.5) found at https://archive.org/details/RelianceOfTheTraveller1

Recommend sentence to read: When Muslim armies attacked, non-Muslims would accept Muslim rule under great repression and rules.

Chapter 3, P.129, next to last sentence

Muslims in Spain were generally tolerant, or accepting, of other cultures.

FE, S, B This statement is factually incorrect. While there was religious tolerance at times in Muslim Spain, there was also persecution, as is shown below.

"Far from promoting peace and religious tolerance, Muslim rulers maintained their power for centuries through brute force." From the book The Myth of the Andalusian Paradise: Muslims, Christians, and Jews under Islamic Rule in Medieval Spain, Feb 2016, by Fernandez-Morera [Northwestern University scholar] in which he documents the many ways in which Islamic rule led to religious and cultural repression - including the subjugation of Spain's Christian population." Above quote is from book review by Amazon.com at https://www.amazon.com/Myth-Andalusian-Paradise-Christians-Medieval/dp/1610170954

Reviewer's suggested re-write, "Muslims in Spain were sometimes tolerant, or accepting, of other cultures yet at other times persecuted non-believers."

Chapter 3, P. 137, Last para, Sentence 2

Islamic law rejected the older Arabian view of women as “family property,” declaring that all men and women are entitled to respect.

FE, HT, B It is an error to imply in this statement that men and women were entitled to the same respect, because women were not. The bias for non-existing equality is show in the Qur'an and Sunna in many verses including these: 1.) 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”, and 2.)Muhammad stated that the reduced value of the testimony of women “is because of the

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deficiency of a woman's mind.” (Sahih al-Bukhari, USC Sunnah and Hadith, Volume 3, Book 48, Number 826.)

Reviewer's suggested re-write: Although Islamic law rejected the older Arabian view of women as "family property", it considered them inferior to men and gave them limited rights.

Chapter 3, P. 138, Para 2, Sentences 3,4

In Spain, however, Jewish and Muslim scholars translated some Greek writings into Arabic. When these Arabic translations were translated into Latin, western Europeans learned about ancient Greek thinkers.

OF Omitted is that western Europeans also learned about Greek thinkers from monks in Rome and Ireland as is seen in these sources: 1,) “Equally important for the intellectual development of the West, the Irish brought the ancient Greek and Roman learning they had preserved as the continent had fallen into the Dark Ages.”, quoted from Christian von Dehsen. P.41. Philosophers and Religious Leaders. ORYX Press, 1999 and 2.) Yet ancient Greek book collections were not inaccessible to the Latin Middle Ages. Greek monasteries, none of which could have been completely without books, flourished in Rome from the seventh to the eleventh century. http://www.historyofinformation.com/expanded.php?id=2623

Reviewer's suggested re-write of the second sentence, "When these Arabic translations were translated into Latin, western Europeans added to the knowledge of ancient learning they were gaining from Irish and Roman monks.

Chapter 3, P. 139, Para 2, Sentence 2

The Arabs created the first medical schools and pharmacies

FE, B This is not an historical fact. The first known medical school was founded by Nestorian Christians as quoted here, "About 350 CE the School of Nisibis was founded in Nisibis (modern day Turkey) by Jacob of Nisibis . The school, which had three primary departments teaching theology, philosophy, and medicine, has sometimes been called the world's first university.", found on this website http://www.historyofinformation.com/expanded.php?id=3960

Reviewer's suggested re-write. "The Arabs expanded the first medical schools created by Nestorian Christians in Persia."

Chapter 4, India in the Middle Ages, P.168, Sentence 7

However, he [Akbar] showed a deep interest in the religions of his subjects and was tolerant of Hindu practices.

HT, B The sentence is only half true because Akbar was at times brutal towards Hindus, as seen in this quote, "While Akbar appeased the Hindus to enable him to devote more military resources toward fighting the opposing Muslim chieftains, his legacy is filled with

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hostile acts against Hindus including the massacre of 30,000 at Chittor in 1567 and discouraging all types of inter-communal marriages.

Source: K.S. Lal, The Legacy of Muslim Rule in India, 1992, pages 266 and 322

Reviewer's suggested re-write, "However, he showed a deep interest in the religions of his subjects and was at times tolerant of Hindu practices.

Chapter 5, Imperial China, P. 191, Para 2, Sentence 3

About 1150, Chinese inventors in the Song dynasty perfected the magnetic compass

FE The Chinese did not perfect the magnetic compass but merely built an early version that did not account for magnetic variation.

Reviewer suggested re-write, "About 1150, Chinese astronomers in the Song dynasty invented an early version of the magnetic compass."

According to the Institute of Electrical and Electronics Engineers, found at this website http://theinstitute.ieee.org/tech-history/technology-history/a-history-of-the-magnetic-compass, "But it is not known if the magnetic compass was also invented in the West or if it migrated to Europe along trade routes from China. However, it is clear that because sea trade and military advantage were of far more strategic importance to Western nations, they pushed the technology of the magnetic compass far more intensely than did the Chinese."

Chapter 5, Imperial China, P. 191, Para 4, Last sentence.

The magnetic compass enabled Europeans to explore the world

FE, It is an error to have this statement on the page about China's accomplishments because of the Chinese did not invent the compass that the Europeans used, as stated in the above critique of sentence 3, para 2 on the same page 191.

Reviewer suggests omitting this sentence.

Chapter 6, Lesson 3, P. 239, Para 2, Last Sentence

The Japanese have since turned away from the beliefs of the samurai.

FE This statement is historically inaccurate, as seen on several websites including this one http://kendo.com/themodernsamurai, where you read that, "In many ways Bushido encompasses many aspects of the lives of the people even today as modern Japanese culture and society consist of a diverse mix of the old and new."

Reviewer's suggested re-write, "Today the Japanese have rejected the brutality of the samurai, while keeping traditional

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values of obedience and respect.

Ch. 7, p. 255, para. 3 “The Americas are separated from Afroeurasia, or the continents of Africa, Europe, and Asia, by the Atlantic and Pacific Oceans. The single landmass completed its separation after 15,000 B.C.E., causing the two continental regions to become distant and isolated from each other.”

OF This passage apparently refers to the Bering land bridge. The two continental masses did not physically move apart; rather the sea level rose to cover the land bridge.

The Reviewer suggests a rewrite of the second sentence: “The Bering land bridge between the two continental masses disappeared after 15,000 B.C.E. due to a rise in sea level caused by melting ice. This caused the two continental regions to become distant and isolated from each other.

https://www.thoughtco.com/geographic-overview-bering-land- bridge-1435184

Chapter 7, The Americas, Lesson 3, P. 280, left side bar under vocabulary

globalization: increased integration and interaction of cultures across the world

OF This definition omits the economic side of globalization, as defined here, " the act or process of globalizing: the state of being globalized; especially: the development of an increasingly integrated global economy marked especially by free trade, free flow of capital, and the tapping of cheaper foreign labor markets" by Merriam Webster https://www.merriam-webster.com/dictionary/globalization

Reviewer's suggested addition to the sentence, "... including trade, capital and cheaper foreign labor markets."

Ch. 8, p. 293, para. 1 “In recent years, scientists have found some of the earliest human fossils in the Great Rift Valley.”

FE The origin of humans is uncertain, but in any case the word “human” in this sentence is inappropriate. Mainline science proposes that the earliest hominid species arose in East Africa, and these beings were not humans (Homo sapiens). Hominids include all modern and extinct great apes and humans.

The Reviewer recommends “hominid” be used instead of “human.”

http://www.talkorigins.org/faqs/homs/species.html https://australianmuseum.net.au/hominid-and-hominin-whats-the-

difference

Ch. 8, p. 293, para. 2 “The Niger (NY·juhr) River is a similarly important river in West Africa, or the Sudan, as it was known in ancient Africa.”

FE The Sudan is a region of northern Africa between the Atlantic and the upper Nile River; it is south of the Sahara Desert.

The Reviewer suggests the following rewrite: “The Niger River is a similarly important river in West Africa, or the western region of

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the Sudan.” https://www.merriam-webster.com/dictionary/Sudan

Ch. 8, p. 294, para. 1 “Then, about 400 B.C.E., the Berber people of North Africa found ways to cross the Sahara to a place they called the Sudan – now known as West Africa.”

FE As stated above, the Sudan stretches all across Africa from the Atlantic to the Nile River.

The Reviewer suggests the following rewrite: “... to a place in the western part of the Sudan, now known as West Africa.”

Chapter 8, African Civilizations, Lesson 1, P. 296, Rise of Mali, Para 1, Sentence 1

During the 1100s, invaders from North Africa disrupted Ghana’s trade, and the empire fell.

FE, HT, S The date was 1062 and the invaders were Muslim Berbers. It is erroneous not to show that Islam conquered in West Africa, as stated, "In the year 1062 CE, however, the empire of Ghana came under attack. Berbers, calling themselves Almoravids, sought to gain control of the Saharan trade routes, and launched a war against Ghana.", found here http://mrkash.com/activities/ghanamaliempires.html and http://www.plainwellschools.org/wp-content/uploads/2013/05/Ch-15-sec-2-and-3-Notes.pdf

Reviewer's suggested re-write, "In the 11th century Muslim Berbers from North Africa conquered Ghana and disrupted trade."

Chapter 8, African Civilizations, Lesson 2, P. 305, Last sentence in the box.

Although Mansa Musa enjoyed a lavish lifestyle with his enormous fortune, he also gave much of it away to help the needy.

HT, S It is erroneous not to teach students that the Black King Mansa Musa enslaved his own people and increased the trade with the Arab traders. He is the prime example of Blacks enslaving Blacks.

https://themuslimissue.wordpress.com/2012/10/18/richest-person- of-all-time-muslim-king-mansa-musa-of-mali-gained-wealth-from-the-arab-slave-trade/

Reviewer's suggested re-write, "Although Mansa Musa enjoyed a lavish lifestyle with his enormous fortune and gave away much to the needy, he also profited greatly from the Black slave trade with the Arabs.

Chapter 8, African Civilizations, Lesson 2, P. 305, Islam's Effect on Africa, Sentences 1 and 2

Islam had a far-reaching effect on much of Africa. Africans who accepted Islam adopted Islamic laws and ideas.

HT, B Also true is that Muslims brutally conquered North Africa and forced acceptance of Islam on pain of death or living as second class citizens subject to a heavy tax (jizya) under humiliating conditions. It is biased to imply simple acceptance of Islam, as seen in Q9:29, "Fight those who believe not in Allah nor the Last Day, nor hold that forbidden which hath been forbidden by Allah and His Apostle, nor acknowledge the religion of truth, even if they are of the people of the Book, until they pay the jizya with

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willing submission, and feel themselves subdued." Also as show here, "The Arabs slaughtered the civilians, totally

destroyed the city [Carthage], and burned it to the ground, leaving the area desolate for the next two centuries." found below https://www.boundless.com/world-history/textbooks/boundless-world-history-textbook/african-civilizations-381/northern-africa-383/islamic-conquest-of-the-maghreb-1023-17623/

Reviewer's suggested rewrite, "Those Africans who accepted Islam voluntarily adopted its laws and ideas, while those who resisted faced a brutal death or humiliation as second class citizens subject to heavy taxes."

Ch. 9, pp. 322-323, 337

Maps on pp. 322-323 and p. 337 OF The first map (pp. 322-323) lists “Eastern churches” as one category, while the second map (p. 337) lists “Eastern Orthodox Christian.” The latter is a better description of these churches;

The reviewer suggests that “Eastern Orthodox Christian” be used on both maps.

Chapter 9, World Religions, Lesson 1, A Reformation in Christianity, P.325, Para 1, Sentence, 1

Many educated Europeans were influenced by Renaissance humanism.

OF Renaissance humanism is not defined and needs to be for students to understand why educated Europeans were criticizing the Catholic Church. http://www.oxfordbibliographies.com/view/document/obo-9780195399301/obo-9780195399301-0002.xml

Reviewer's suggested rewrite, "Humanism was an intellectual movement in the Renaissance followed by scholars in major fields like politics, science, art and philosophy. They studied Roman and Greek texts and developed thoughtful approaches to education."

Chapter 9, World Religions, Lesson 1, A Reformation in Christianity, P.325, Para 2, Sentences, 1,2

At first, Luther only wanted to reform the Catholic Church. This is why these events are called the Reformation

OF Omitted is a definition of the Protestant Reformation so that students will think of it as more than "these events". It was a widespread religious revolt in Europe against the abuses and rigid control of the Roman Catholic Church.

https://www.gotquestions.org/Protestant-Reformation.html Reviewer's suggested re-write of second sentence, "The

movement he started turned into a widespread religious revolt in Europe against the abuses and rigid control of the Roman Catholic Church."

Chapter 9, World Then, a diet, or council, of German princes OF The text omits the common name of the Diet of Worms and its 13

Religions, Lesson 1, A Reformation in Christianity, P.327 Para 7, Sentences 4-6

met in the city of Worms. The princes wanted Luther to change his ideas. Luther refused.

decision not to pardon Luther. https://www.britannica.com/event/Diet-of-Worms-Germany-1521 Reviewer's Suggested re-write, "Then there was a meeting called

the Diet of Worms, where a council of German princes met in the city of Worms to consider Luther's excommunication. Luther refused to change his ideas so the Diet declared him a heretic (non-believer) and an enemy of the state.

Chapter 9, World Religions, Lesson 1, A Reformation in Christianity, P.328, Para 1, Sentence 3

The first idea is that faith in Jesus, not good works, brings someone a place in heaven.

OF Students must understand that Lutheran faith in Jesus also means obedience to God's laws as Jesus means them to be understood, as is shown in these quotes from the website of St. Philip the Deacon Lutheran Church http://www.spdlc.org/what-do-lutherans-believe, quoted below,

"His relationship to God, however, was not one of sin but rather of perfect obedience to the Father's will." and "Christians should go about their daily tasks, trusting in God's grace, and living a life of service in his name."

Reviewer's suggested additional sentence, "Lutherans must also strive for a life of service in His name."

Chapter 9, World Religions, Lesson 1, A Reformation in Christianity, P.331, Para 3, Sentence 2

This sharing of power between two or more groups in an institution is known as federalism.

FE This sentence is not an accurate definition of federalism, which is not groups within an institution but a sharing of power among political institutions, as defined by https://www.vocabulary.com/dictionary/federalism, "Federalism is a system of government in which entities such as states or provinces share power with a national government."

Reviewer's suggested rewrite, "Calvin's sharing of power may have been a pre-cursor to federalism, which is a system of government in which entities such as states or provinces share power with a national government."

Chapter 9, World Religions, Lesson 2, A Reformation in Christianity, P.336, Para 3, Sentence3

Under Muslim rule [in Spain], Christians and Jews paid special taxes and had limited rights, but they were able to practice their religions.

HT, S, B Students need to know that the practice of religion was severely limited, as seen here, "... they were prohibited from building new churches or synagogues (or repairing those already built), and public displays of faith --such as processions or bell ringing— proselytizing, insulting Muhammad or openly refuting Islam were not allowed.” And any disagreements between dhimmis and Muslims would be settled according to Islamic laws.

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http://www.spainthenandnow.com/spanish-history/al-andalus-dhimmis/default_162.aspx

Reviewer's suggested rewrite, "Under Muslim rule. Christians and Jews paid heavy taxes under humiliating conditions and were severely limited in the practice of their religions.”

Chapter 9, World Religions, Lesson 2, A Reformation in Christianity, P.336, Para 3, Sentences 4,first half of 5

Muslims and non-Muslims lived in relative peace. This was a golden age for Jews in Spain,

FE, S, B This statement is factually incorrect. While there was some peace in Muslim Spain, heavy persecution was dominant, as is shown in this reference: "Far from promoting peace and religious tolerance, Muslim rulers maintained their power for centuries through brute force." From the book by Fernandez-Morera [Northwestern University scholar] in which he documents the many ways in which Islamic rule led to religious and cultural repression ...." Above is from book review by Amazon.com at https://www.amazon.com/Myth-Andalusian-Paradise-Christians-Medieval/dp/1610170954 of the book The Myth of the Andalusian Paradise: Muslims, Christians, and Jews under Islamic Rule in Medieval Spain. Dario Fernandez-Morera. February 22, 2016

Reviewer's Suggested rewrite, "Although Muslims and non-Muslims lived together, Muslim rulers maintained their power for centuries by brute force with Jews under constant pressure to obey them."

Chapter 9, World Religions, Lesson 2, A Reformation in Christianity, P.336, Para 3, last half of sentence 5 5

This was a golden age for Jews in Spain, and the cooperation between Jews and Muslims during this time period led to a burst of creativity in art, literature, and science.

FE, S, B It is inaccurate to say that there was a burst of creativity at this time. Omitted is that by the 1400s Muslims imposed radically strict controls and, as cited, "During this time Jews continued to work as moneylenders, jewelers, cobblers, tailors, and tanners. Soon however, they would be mandated to wear distinctive clothing, including of the wearing of a yellow turban to distinguish them from Muslims.", found at this website, http://www.sephardicstudies.org/islam.html

Reviewer's suggested rewrite, "In spite of Jews having participated in creativity in art, literature and science, by the 1400's they worked as tradesmen under strict Muslim controls and were forced to wear yellow turbans to distinguish them from Muslims."

Chapter 10, New The United States is a republic. FE The United States is a Constitutional Republic.

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Ideas, Lesson 1, The Renaissance Begins, P. 368, in the box, Sentence 2Chapter 10, New Ideas, Lesson 1, The Renaissance Begins, P. 368,Keeping the Peace, Para 2, Sentence 2

Diplomacy is the art of making agreements with other countries.

OF Making agreements is only one aspect of diplomacy, which includes tactful negotiations and efforts to avoid hostility.

https://www.merriam-webster.com/dictionary/diplomacy Reviewer's suggested rewrite, "Diplomacy is the art of

negotiating with other countries and making agreements without arousing hostility."

Chapter 10, New Ideas, Lesson 2, New Ideas and Art, P. 371, Para 3, Sentences 4, 5

Arab Muslim scholars there and in Spain knew the classic Greek and Roman writings. They passed on their knowledge to the Western Europeans.

HT, S Students should know that it was the Jewish scholars who translated the classics for the Arabs and that Christian monks preserved the classics in Ireland, as shown in this quote, "There (in Toledo) they (Jewish scholars) translated the Arabic books into romance languages, as well as Greek and Hebrew texts into Arabic." from this website, http://www.sephardicstudies.org/islam.html

And in this quote about Ireland, "“Equally important for the intellectual development of the West, the Irish brought the ancient Greek and Roman learning they had preserved as the continent had fallen into the Dark Ages.”, found here "Philosophers and religious Leaders", Christian von Dehsen, Lives and Legacies p.41

Reviewers suggested rewrite of second sentence, "Along with Jewish scholars in Spain and Christian monks in Ireland, they passed on their knowledge to the Western Europeans."

Chapter 10, New Ideas, Lesson 3, Scientific Revolution, P. 381, Para 1, Sentences 2, 3

In the 1500s, Europeans began to think differently about science. They began to realize that scientists had to use mathematics and experiments to make advances. This new way of thinking led to the Scientific Revolution.

OF The Scientific Revolution needs to be defined in words rather than as a general idea, and the act of observation needs to be included.

Reviewer's suggested rewrite, "In the 1500 Europeans started the Scientific Revolution. It was a movement of rapid advances in scientific and mathematical thought based on observation and experimentation.”

Chapter 10, New Ideas, Lesson 3, Scientific Revolution, P. 384, Para 3, Sentence 2

Elements are basic materials that cannot be broken down into simpler parts.

FE Today we know that elements can be broken down into atoms, electrons, protons, neutrons, and more, as defined here, "Then the atom was discovered, and it was thought indivisible, until it was split to reveal protons, neutrons and electrons inside. These too,

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seemed like fundamental particles, before scientists discovered that protons and neutrons are made of three quarks each.", at this link, https://www.livescience.com/23232-smallest-ingredients-universe-physics.html

Reviewer's suggested re-write, "In those days scientists thought they were basic materials that could not be broken down into simpler substances.

Ch. 10, p. 385, para. 3

“Descartes is viewed as the founder of modern rationalism. This is the belief that reason is the main source of knowledge.”

OF Christian thought had a strong positive influence on the scientific revolution. Most early scientists, including Descartes, were Christians who based their ideas about science on a Biblical worldview.

The reviewer suggests the following addition: “Descartes, like most early scientists, believed that scientific inquiry was possible because God had created a rational universe that is orderly and predictable.”

Nancy Pearcey and Charles Thaxton, The Soul of Science, 1994, pp. xii, 18.

http://www.christianitytoday.com/history/issues/issue- 76/17.44.html

Chapter 10,Lesson 4, P. 388, Para 2, Line 1

The Scientific Revolution stressed the use of reason to solve problems.

FE This sentence omits the need for observation and experimentation that was a necessary addition to reason. Refer to comment above for page 381, Para 1, Sentences 2 and 3.

Reviewer's suggested rewrite, "The Scientific Revolution stressed the use of reason along with observation and experimentation to solve problems."

Ch. 10, p. 396, para. 1

“The United States Declaration of Independence took its inspiration from a number of sources. Many of its ideas came from Enlightenment thinkers such as John Locke. However, it was also inspired by documents such as the Magna Carta and the English Bill of Rights.”

OF Most of the American Founders were strongly religious, and the Bible was a key source document for both the Declaration and the Constitution. The reviewer suggests adding the Bible to the last sentence in this passage.

https://nccs.net/2013-12-biblical-roots-of-the-declaration-of- independence

Matthew Spalding, We Still Hold These Truths, 2009, pp. 14, 58

Chapter 11, Lesson 3, P. 422, Last para, Sentences 3, 4

Entrepreneurs invest, or put money into a project. Their goal is to make money from the success of the project.

HT, S It is one-sided for students to think that money-making is the only goal of entrepreneurship. Entrepreneurs create jobs, invent new products, and often contribute to charity. "The U.S. Small

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Business Administration reports that small firms created 63 percent of the net new jobs from mid-2009 until the end of 2012.", as stated here http://smallbusiness.chron.com/entrepreneurs-contribute-society-78923.html

Reviewer's suggested rewrite, "Entrepreneurs start new businesses by putting money into them, called investing. They create jobs, invent new products and often contribute to charity."

Ch. 11, p. 427, para. 1

“Within no more than a handful of generations following their first encounters with Europeans, the vast majority of the Western Hemisphere’s native peoples had been exterminated [eliminated].”

OF This passage from Stannard’s book fails to explain that the native deaths were due to a combination of European diseases and deliberate killing (genocide).

The Reviewer suggests adding this sentence from Stannard’s book (p. xii): “From almost the instant of first human contact between Europe and the Americas firestorms of microbial pestilence and purposeful genocide began laying waste the American natives.”

https://onkwehonwerising.files.wordpress.com/2013/06/american- holocaust.pdf

Ch. 11, p. 428 (The interesting narrative of the life of Olaudah Equiano)

“O, ye nominal Christians [Christians only in name]! might not an African ask you ... Is it not enough that we are torn from our country and friends, to toil for your luxury and lust of gain?” (quote from Equiano autobiography)“2. DETERMINING CENTRAL IDEAS. What is the significance of the author referring to the captors as ‘nominal Christians’?” (question from box titled Analyze the Text)

HT / S Slave trade in Africa was connected to both the Christian and Islam religions. Transport of slaves began with the Trans-Saharan trade initiated by Arab Muslims. The anti-slavery movement in the 1800s was closely connected to Christian abolitionists. Thus it is inaccurate to include a passage condemning Christianity for slavery without noting the Islam connection as well.

The Reviewer suggests that the following sentences be added to the introduction of the Equiano passage: “Historical records show that both Islam and Christianity played an important role in slavery in Africa. Christian abolitionists played a key role in ending slavery in the 19th century, while some Muslims today still practice slavery.”

http://www.bbc.co.uk/religion/religions/christianity/history/ slavery_1.shtml

https://rlp.hds.harvard.edu/faq/transatlantic-slave-trade-nigeria

World Religions Handbook, p. 443, Para 4, Sentence 4

The Quran also has rules about marriage, divorce, and business practice.

OF, B Omitted is that it also has rules showing the superiority of Muslims toward non-Muslims and of men over women. This is bias that hides an important side of Islam. The superiority over

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non-Muslims is shown in Q5:51, found online here https://quran.com/5/51-61," O you who have believed, do not take the Jews and the Christians as allies. They are [in fact] allies of one another. And whoever is an ally to them among you - then indeed, he is [one] of them. Indeed, Allah guides not the wrongdoing people."

The superiority of men over women is shown in Quran 4:34, found online here Sahih International https://quran.com/4/34-44, "...But those [wives] from whom you fear arrogance - [first] advise them; [then if they persist], forsake them in bed; and [finally], strike them...."

Reviewer's suggested re-write: "The Quran also has rules about marriage, divorce, business practice, and superiority of Muslims over non-Muslims and of men over women."

Glossary, p. 482 “pope: the title given to the Bishop of Rome (p. 40).”

OF The Pope is normally thought of as the head of the Catholic Church. “Pope” should be capitalized.

The Reviewer suggests this revision: “Pope: the title given to the Bishop of Rome as head of the Roman Catholic Church.”

http://www.dictionary.com/browse/pope?s=t

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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?

This text is very good at defining “new” words.

But some are not explained

2 Are the captions under pictures factual? y

3 Are the charts and graphs relevant to the topic being presented? y

4 Are the maps accurate and relevant to the topic? y

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

y to questions n to adequate because reading level too high for most 7th graders

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

y

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? *

y

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

very limited personalities not defined

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

y

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

y

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

Text is generally good in this area.

not for Judaism

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Commendations:1. When text discusses geography and the sequence of events it is simple and clear, although in some cases like ancient China it gives too much

information about too many different dynasties to be useful in a 7th grade survey.2. The Primary Sources Table of Contents is very useful, although neither clickable nor easily accessible.3. The Index is thorough and would be very helpful in the print edition.

Concerns:1. The treatment of Islam in Chapter 9, Lesson 2 and in Chapter 10, Lessons 2 and 3, is inaccurate and biased and promotes Islam as the religion of

peace. 2. The online text is not clickable back and forth among pages, maps, index and glossary, making it cumbersome and slow to study.3. Sometimes the organization of events is confusing, e.g. flipping back and forth between sequences of events in North, Meso and South America.

Consider doing each area separately.4. Attaching an extra section on Martin Luther King Jr. to the end of a book that stops with Early Modern Times is inexplicable. The section should

be removed.

Evaluations based on templateChoices Explanations Yes No

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.X

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