March 2018

*Publisher Key ALP American Legacy Publishing MH McGraw Hill Disc. Discovery NGC National Geographic Cengage FCE First Choice Education Pear. Pearson HMH Mifflin Harcourt TCI Teacher’s Curriculum Institute

Full publication review by TTT, publisher responses & TTT replies available at

http://truthintexastextbooks.com/texas-book-reviews

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Grade K Me & My World Grade

*ALP Studies Weekly, CA Edition (2017) UNACCEPTABLE

Grade 2 My Communities Grade

*Pear. California History - Social Science myWorld Inter-

active Grade 2 ©2019 POOR

Grade 3 California’s Communities Grade

*TCI Social Studies Live! California’s

Communities 2017 UNACCEPTABLE

Grade 4 California’s Promises Grade

*MH IMPACT: California Social Studies, 2019 UNACCEPTABLE

Grade 5 US History Grade

“MH California Social Studies, 5th Grade, US

History: Making a New Nation/2009 ACCEPTABLE

*HMHK Discover California Social Studies ACCEPTABLE

*Pear MyWorld Interactive - Grade 5 - CA Edition –

2017 ACCEPTABLE

*TCI Social Studies Alive! America’s Past, CA Ed.

(2017) ACCEPTABLE

*ALP Studies Weekly - Ancient America to Westward

Expansion, 2017 UNACCEPTABLE

Grade 6 Ancient World History Grade

*TCI History Alive! California Series, Grade 6, 2017 GOOD

*HMH Ancient Civilizations, Grade 6, CA edition (2017) ACCEPTABLE

*HMHK Discover California Social Studies: Grade 6 (2017) ACCEPTABLE

*NGC Ancient Civilizations (CA edition) Grade 6 ©2017 ACCEPTABLE

*MH World Cultures and Geography ACCEPTABLE

*Pear. My World History, Early Ages Edition/2016

(North Carolina Edition) UNACCEPTABLE

Grade 7 Medieval World History Grade

*NGC Medieval and Early Modern Times (Grade 7 CA

edition) ©2018 ACCEPTABLE

*HMH Medieval and Early Modern Times, CA Social

Studies Grade 7 ©2017 POOR

*MH World History and Geography: Medieval and UNACCEPTABLE

*TCI History Alive! The Medieval World & Beyond,

CA Edition UNACCEPTABLE

*Pear. myWorld Interactive, CA Grade 7 World History:

Medieval & Early Modern Times (2017) UNACCEPTABLE

*Disc. Medieval & Early Modern World History

2017 UNACCEPTABLE

Grade 8 Me & My World Grade

*Disc. US History Civil War to the Present/2015 GOOD

*HMH United States History Beginnings to 1914 POOR

*MH US History & Geography: Growth &

Conflict POOR

*FCE E Pluribus Unum: The American Pursuit of

Liberty, Growth, and Equality, 1750–1900 POOR

*TCI History Alive! The United States Through

Industrialism UNACCEPTABLE

*NGC US History/American Stories: Beginning to World

War I UNACCEPTABLE

*Pear. myWorld Interactive: Growth & Conflict (CA

edition, Grade 8) ©2019 UNACCEPTABLE

GRADE LEVEL THEMES/ISSUES K-5 Grades Indoctrinated to become “activists” on environ-

mental, global warming; PC themes promoted; “older” sources to be false, “newer” sources more likely to be accurate, promotes humanism, environmentalism; heavy LGBT commentary

6th Grade Age appropriate terminology errors, HMH errors on Hindu cultures; inaccuracies & omission of facts related to Christian ideology

7th Grade World History

Multiple Islamic themed omission of errors; attempts to exonerate Islam from current criti-cisms of the ideology. Distorts facts to paint Islam as tolerant toward Christians/Jews/non-Muslims, culturally advanced, falsely promoted equality of women, and the opposite of imperialistic Western countries.

8th Grade US History

Imbalance of material; i.e. 19 lines on US second "great awakening vs. 300+ lines on Chicano contributions in the SW USA. Negative tones toward America; 1. The damage of population patterns and migrations, 2. Tthe abuses of power, 3. The damage from the development of transportation and technology, the have-nots, and sometimes does not even mention any positive side.

Truth in Texas Textbooks

Report Card for California

Ratings and Summary of California 2017 Social Studies Textbooks Review

www.truthintextbooks.com truthintextbooks@gmail.com

March 2018

Full publication reviews by TTT, publisher responses & TTT replies available at http://truthintexastextbooks.com/texas-book-reviews

American Legacy Publishing: Studies Weekly, CA Edition (2017) ( Grade K) Week 8- History, Find and Color: “Question: Which direction is Los Angeles from San Francisco? Answer: North” FACTUAL ERROR: Correct answer should be, “south”

Pearson: California History – Social Science myWorld Interactive ©2019 (Grade 2) Chap5, Citizenship. P172. “Jose Julio Sarria: Champion of Gay Rights.” SLANT/BIAS: This reviewer thinks that the homosexual agenda, in fact, sexuality in general is not an apt topic for 2nd grade children. It promotes the leftist agenda.

Teacher’s Curriculum Institute: Social Studies Live! California’s Communities 2017 (Grade 3) Lesson 1, Section 4, paragraph 8: “Oregon and Nevada share a border with Cali-fornia.” OMISSION OF FACT: Arizona should be added.

McGraw Hill: MPACT: California Social Studies, 2019 (Grade 4) RC, chapter 8, timeline on page 311, last entry: “2011 New law allows undocu-mented immigrants to receive state aid for college. “ FACTUAL ERROR, SLANT, BIAS: Undocumented immigrant is a politically correct term for illegal alien. In the US, an undocumented individual is a person who lacks the required documentation to reside legally in the US. undocumented: not documented; not supported by documentary evidence; lacking documents required for legal immigration or residence.https://www.merriam-webster.com/dictionary/undocumented

American Legacy Publishing: Studies Weekly: Ancient America to Westward Expan-sion, 2017 (Grade 5) W 6: How it all Began in the ‘New World’ Para 3. “France and England also sent ad-venturers to look for riches in North America.” SLANT, INCORRECT TERMINOLOGY: “Adventurers” That term is a pejorative. It dimin-ishes, and is thus not the correct term for those brave men exploring the new world. The correct word is Explorers.

McGraw Hill, Grade 6 Impact World History & Geography, Ancient Civilizations, Student Edition & Inquiry Journal, and Impact California Social Studies Weekly Explorer Magazine, 2019 Last couple of sentences of Lesson 2 just before the questions, p. 129. “The goal of a just society is true for Christianity and Islam” HALF TRUTH, OMISSION OF FACT, BIAS: The ultimate goal of Islam is world domina-tion, not a “just society.” See: http://eaclj.org/religion/13-religion-feature-articles/16-is-the-goal-of-islam-world-conquest.html Also: http://www.inquiryintoislam.com/2010/08/islams-prime-directive.html Chapter 7, Ancient India, page 261, heading: Origins of Hinduism, 1st paragraph, 1st sentence. “Hinduism is one of the world’s oldest religions.” FACTUAL ERROR, OMISSDION OF FACT, HALF TRUTH: This sentence should be changed to: “Hinduism is the world’s oldest religion still being practiced today”.

Pearson/Grade 6/My World Interactive Ancient Civilizations/CA Edition (2018) Topic 4, Early Civilizations of India, Lesson 4-2, India's Vedic Age, p. 146, para 2, sen-tence 2. “By 1900, almost everyone in the Indian subcontinent identified with a caste, though some groups such as Muslims, Christians and Sikhs did not have as many caste rules as Hindus did.” OMISSION OF FACT: It is not explained to students that many Hindus converted to Christianity to avoid the persecution of the caste system which is not a part of Christi-anity, as written, "During the nineteenth century in India, many Dalits converted to Christianity to escape caste persecution. In the 1870s in Punjab, a mass movement to Protestant Christianity flourished among the Dalit Chuhra caste." at this link https://repository.library.georgetown.edu/handle/10822/761014

Teacher’s Curriculum Institute Grade 7 History Alive! The Medieval World & Be-yond, CA Edition Explore – What is History? Page 18. “And, according to some historians, the work of a Muslim scholar may have inspired Copernicus. The Muslim scholar was Ibn al-Shatir.” FACTUAL ERROR: There is no evidence to support this statement. Al-Shatir’s concept was geocentric while Copernicus’s concept was heliocentric – big difference. Why is this “revision” made almost 500 years after the fact, when no new evidence has been found? Source: http://jenkinsmuslimscientistsandinventors.blogspot.com/2015/02/ibn-al-shatir-astronomer-mathematician.html (Accessed 9/5/17)

McGraw Hill: World History and Geography: Medieval and Early Modern Times (Grade 7) Chapter 2 Page 82 Process, Rules and Laws box Lines 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. FACTUAL ERROR, SLANT,BIAS: 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 na-tion’s laws. 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. Page HT6 Calendars Paragraph 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“ FACTUAL ERROR: In the Christian calendar it is 622 A.D., not 622 B.C.

Discovery: Medieval & Early Modern World History/2017 (Grade 7) 4.3 Explore 4, paragraph 4: “In some regions, lower-caste Hindus, who could not expect to raise their social level, were drawn to Islam. Islam’s message seemed fairer to them.“ FACTUAL ERROR: This is a blatantly false statement. “Throughout the entire period of Muslim rule, the lower caste Hindus and Sikhs joined the resistance and rebellion against Muslim rulers in large numbers; in many cases, it was the lower caste Hindus, who led the revolts.” M.A. Khan, Islamic Jihad – A Legacy of Forced Conversion, Im-perialism, and Slavery, (2009), page 113.

Pearson California History-Social Science: myWorld Interactive, Grade 7 World History: Medieval & Early Modern Times (2017) Topic 1, Lesson 2, Page 22, Jesus Life and Teachings, Paragraph 3: “The Romans sealed the tomb and posted guards around it.” FACTUAL ERROR: The Jewish leadership asked Pilate to seal the tomb and post guards around it because they were concerned that Jesus’ followers would take the body and claim that he had arisen. Pilate assigned a guard and the Jews put a seal on the stone covering the entrance of the tomb. Matthew 27:62-66. Topic 1, Lesson 2, Page 23, How Did Christianity Spread, Paragraph 2” “They carried their faith to many parts of the world.” OMISSION OF FSACT, SDLANT, INCORRECT TREMINOLOGY: The verb “carried” is incorrect. They preached the Gospel. Christianity was not a package in a suitcase. They preached their faith to many parts of the world because of Jesus’ command to preach the Gospel to all nations and make disciples of all nations. This command is called the Great Commission, a core Christian belief. Matthew 28:18-20, Luke 24:47.

Teacher’s Curriculum Institute: History Alive! The United States Through Industrialism (Grade 8) Unit: Our Colonial Heritage Section: Overview Paragraph:1 “Throughout this unit, you’ll learn about the development of American constitutional democracy.” FACTUAL ERROR: The US is constitutional republic. This error is repeated nearly a dozen times. The Electoral College system still affects presidential elections today. In most states, the candidate who gets the most votes-even if less than a majority-wins all of that state’s electoral votes. As a result, a candidate can win a majority in the Electoral College without necessarily winning a majority of the votes cast across the country. In the presidential election of 2016, Donald Trump won the presidency over Hillary Clinton by getting the most Electoral College votes, even though Clinton re-ceived more votes than Trump in the popular election. Lesson:29 Section:4 Paragraph 2 of “Facing new Global Challenges” ”On September 11, 2001, a shocked nation watched as passenger planes hijacked by terrorists flew into the two World Trade Center towers in New York City and the Pen-tagon in Washington, D.C. In response, President George W. Bush declared a “war on terror.” That war has taken U.S. troops into Iraq and Afghanistan. In both countries, U.S. forces have worked to root out groups committed to the destruction of the United States and its allies.” OMISSION OF FACT: The men who committed this criminal act were militant Islamic terrorists and the wording should be changed to accurately reflect that.

National Geographic Cengage: US History/American Stories: Beginning to World War I (Grade 8) Unit 1: Beginnings -1650: Early Encounters: Timeline P14-15 Timeline OMISSION OF FACT, SLANT: The entire timeline of that period of history is biased / slanted on behalf of Native Americans and Africa. Out of 12 events listed on the time-line from 1000 BC – 1800, only 2 of them are of European events – the fall of the Roman Empire and the beginning of the Renaissance plus 2 more about Columbus and Cortes. Unit 1: Early Encounters (Beginnings-1650) Chapter 2: European Exploration of the Americas 1492-1650 First page. Key Vocabulary UNBALANCED, SLANTED REPRESENTATION OF THE HISTORY: Every term in the key vocabulary for this chapter has a negative connotation, persuading the student ahead of time to have a dark view of the explorers. No key vocabulary terms representing the courageous nature of the explorers or of the inventiveness of the ship builders and the inventors of the advanced navigational equipment. Terms such as this should be included: courage, inventiveness, danger, unknown, intrepid, stalwart, persevere, unflagging, etc. Unit 6, Chapter 14, Lesson 1.2, Slavery and Racism, pp464-5, Para 2, Sentence “But, as you know, many slaves endured lives of unspeakable cruelty.“ HALF TRUTH, BIAS: It is an evident bias on the part of the publisher to say the stu-dents know many slaves lived under unspeakable cruelty. How do they know? -There is documentation that many owners were benevolent or improved life for their slaves, as shown here, "Around 1830, three decades after the beginning of the so-called ante-bellum period, the slave owner's compassion for his slaves was much more evident than at any other time, a by-product of a renewed Protestant evangeli-cal movement called the Second Great Awakening. The Causes of the Civil War. Calore, Paul. McFarland, 2008, Page 15. -"A number of the narratives depict slavery as a benign institution or, in some cases, even benevolent. Often a narrative, such as the interview provided by Gus Smith, portrayed a tranquil life on a particular plantation with a benevolent master: 'My master let us come and go pretty much as we pleased.'" Born in Slavery: Slave Narra-tives from the Federal Writers' Project, 1936-1938 Library of Congress https://www.loc.gov/teachers/classroommaterials/connections/narratives-slavery/history3.html