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Tyr-Ziu Saxnot
04-14-2013, 11:47 AM
http://articles.dailypress.com/2011-01-06/news/dp-nws-more-textbook-errors-20110105_1_pond-press-grammatical-errors-textbook-review-process


State historians find more errors in textbooks


January 06, 2011|By Tyra M. Vaughn, tvaughn@dailypress.com
A team of historians have racked up a long list of big errors in two social studies textbooks custom-written for Virginia schools.

In the books published by Five Ponds Press, students will find that 12 states joined the Confederacy instead of 11, Thomas Jefferson began his presidency in 1800 instead of 1801 and the United States entered World War I in 1916 instead of 1917.


http://www.textbookreviews.org/index.html?content=nl_11_02.htm (http://www.textbookreviews.org/index.html?content=nl_11_02.htm)


Almost certainly the respective 8th Grade com*pan*ion volumes of these four high school U.S. History books contain a like number of undiscov*ered factual errors. In the 100+ total texts in this K-12 Social Studies submis*sion, the factual errors yet outstanding must run into the thou*sands. What if this industry flew our airplanes or made our prescription drugs? Hopefully this is the only time Texas ever adopts textbooks for all Social Studies courses in the same year. Competent review of one upper-level textbook takes 6-8 weeks of quality time. Better to do a little well, than a lot poorly. We should return to staggered adoption of different grade levels of Social Studies books in different years.

http://www.jewishvirtuallibrary.org/pub/texts.html


Rewriting History in Textbooks By Mitchell Bard

he political correctness debate has led to increased scrutiny of how textbooks present the history of different peoples. While many minorities have actively campaigned to have their histories more accurately depicted, Jews have stayed on the sidelines. The following examination of 18 of the most widely used world and American history texts indicates this silence has allowed publishers to distribute books that are filled with egregious factual errors and specious analyses. The mistakes invariably are to the detriment of the Jews or Israel, raising questions about the predisposition of authors and publishers.
The anti-Israel bias is usually a result of factual inaccuracy, oversimplification, omission and distortion. Common errors include getting dates of events wrong, blaming Israel for wars that were a result of Arab provocation, perpetuating the myth of Islamic tolerance of Jews, minimizing the Jewish aspect of the Holocaust, apologizing for Arab autocrats, refusing to label violence against civilians as terrorism and suggesting that Israel is the obstacle to peace. Some of the most flagrant examples that occur in more than one book are the failure to mention that Syria and Egypt launched a surprise attack in 1973 on Israel's holiest day, Yom Kippur, and that Iraq fired SCUD missiles at Israel during the 1991 Gulf War. The books in this study were so poorly written that all but one require major revisions.
The best way to correct the bias in textbooks is for parents to take an active role by examining the books their children are being assigned. If they know or suspect that Jewish history is being distorted, they should protest to the school, school board and publisher.
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^^^^^ Just the tip of the iceberg folks.. Much of it is not just mistakes but is deliberate rewriting of history or should I say distorting of the truth to fit a political agenda.
We fail to teach history or greatly distort it our nation will quickly see the results in the disasterous results brought about from failing to heed the lessons history teaches .
This is by design and our education system is responsible for that agenda.. Our kids are being programmed to abandon the very foundations of our nation, our culture and our values! Remember my many talks about my having had to reteach my daughter all through her grades until her graduation?
Well, the small sample above shows just a small example of why. I was taught over 40 years ago and know true history not this lying leftist socialist shat they teach now! Now I must go about reteaching my 6 year old son for the next 12 years. Lucky for me that I have a huge library to make the job easier!!
This makes the gun debate crap look like small potatoes if you ask me. It is whole sale brainwashing of our kids and most parents haven't a damn clue that it's even being carried out!!-Tyr

logroller
04-14-2013, 12:16 PM
Textbooks are wrong all the time. Even in math texts, and there's not much wiggle room on math. Errors, omissions, mistakes and, yes, even the rewriting of history...which has occurred since recorded history of time began. I'm reminded of Churchill's famous quip when asked if history would remember him well, "history will be kind to me for I intend to write it."

Kathianne
04-14-2013, 12:30 PM
The above is why I asked those posting about their kids getting the wrong information from teachers, how old were the teachers? Were they actually history majors or just passing on the wrong things they were taught themselves?

I can't say that I had any history professors give me 'incorrect information' in the 90's, however most had a bias of one sort or another. It is different though what educations teachers pass off as 'history' regarding education as a discipline. English profs are notorious for misrepresenting historical events and the causes of them.

For years I've been writing about the texts being used, near impossible , make that impossible to find a social studies text that isn't really about the wrongs done to minorities and in one case, 1/2 the population of every hue.

Now I'm not defending past wrongs, plenty were made by those in power at the time. The thing is, what is failed to be mentioned are the accomplishments that not only were made at the time, but the historical and sociological and political paradigms that changed due to many of those accomplishments. For instance, the Civil War, Women's Suffrage, Civil Rights Movement, etc.

Critical thinking is absent from the texts, thus left undeveloped in the students.

logroller
04-14-2013, 01:40 PM
The above is why I asked those posting about their kids getting the wrong information from teachers, how old were the teachers? Were they actually history majors or just passing on the wrong things they were taught themselves?

I can't say that I had any history professors give me 'incorrect information' in the 90's, however most had a bias of one sort or another. It is different though what educations teachers pass off as 'history' regarding education as a discipline. English profs are notorious for misrepresenting historical events and the causes of them.

For years I've been writing about the texts being used, near impossible , make that impossible to find a social studies text that isn't really about the wrongs done to minorities and in one case, 1/2 the population of every hue.

Now I'm not defending past wrongs, plenty were made by those in power at the time. The thing is, what is failed to be mentioned are the accomplishments that not only were made at the time, but the historical and sociological and political paradigms that changed due to many of those accomplishments. For instance, the Civil War, Women's Suffrage, Civil Rights Movement, etc.

Critical thinking is absent from the texts, thus left undeveloped in the students.
ive read my kids texts, and they have the critical questions in there at chapter's end, but when teaching to the median, I just don't think it always gets presented. Bu along those lines, (from the OP source)
District Instructional Supervisor of Elementary Education Windy Nichols said the division is telling teachers to talk with students about how to use more than one resource to verify information, which is an information technology SOL.

Tyr-Ziu Saxnot
04-14-2013, 02:03 PM
Textbooks are wrong all the time. Even in math texts, and there's not much wiggle room on math. Errors, omissions, mistakes and, yes, even the rewriting of history...which has occurred since recorded history of time began. I'm reminded of Churchill's famous quip when asked if history would remember him well, "history will be kind to me for I intend to write it."

What you are missing is it is not a simple case of mistakes being made. Mush of the misinformation is intentional. For it helps back up a political view that desires to force change.
I've had some serious exchanges over the years with my daughter's teachers when they mixed mistaken information with their own bias to tell me daughter propagandized conclusions. The Public Education System is teaching socialism but doing so in a restrained long term way. It is that way by design to avoid the massive critical backlash it would have gotten had it came on full bore decades back. -Tyr

Tyr-Ziu Saxnot
04-14-2013, 02:27 PM
http://www.christianvssecular.com/textbook_trap/history_errors.php
D-Day for History TextsIn a 2005 evaluation of two 8th grade U.S. History books used in Texas schools, Educational Research Analysts (a conservative Christian organization that reviews public school textbooks) found 103 factual errors. In their 2006 evaluation of five 8th grade U.S. History books approved for California middle schools, they found 427 factual errors.1 (http://www.christianvssecular.com/textbook_trap/history_errors.php#1)
Possibly even more troubling than the persistent errors is the value of the books’ content and presentation. In 2003, the Thomas B. Fordham Institute examined six widely used high school U.S. history texts and six world history texts. They concluded that “the books reviewed in this report range from serviceable to abysmal. None is distinguished or even very good…. No textbook scored better than 78 percent overall…. Five of the twelve earned failing marks.”2 (http://www.christianvssecular.com/textbook_trap/history_errors.php#2)
And, apparently, there’s been little improvement in succeeding years. According to Gilbert Sewall, president of the American Textbook Council, “although publishers have developed new world and U.S. history textbooks at three different grade levels since 2003, they did not use the intervening five years to correct factual information or right the imbalances. They have allowed the errors to remain.”3 (http://www.christianvssecular.com/textbook_trap/history_errors.php#3)

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This misinformation problem has been going on for decades now. And only getting worse.
Sure some are just true mistakes made but obviously many are intended and done to further a political agenda. Public education is controlled by the Federal government so this agenda being carried out is propaganda used against we the citizens and our children/grandchildren. That is actually treasonous acts engaged in by the central government to further its agenda to eventually gain dictatorial total control ! -Tyr

logroller
04-14-2013, 02:39 PM
What you are missing is it is not a simple case of mistakes being made. Mush of the misinformation is intentional. For it helps back up a political view that desires to force change.
I've had some serious exchanges over the years with my daughter's teachers when they mixed mistaken information with their own bias to tell me daughter propagandized conclusions. The Public Education System is teaching socialism but doing so in a restrained long term way. It is that way by design to avoid the massive critical backlash it would have gotten had it came on full bore decades back. -Tyr
Perhaps I'm missing it. Or perhaps you don't challenge your own biases enough. That when something like the EPA makes rules on air quality, that has a profound effect on public health, you see that as economic socialism when it may be a pursuit of justice and freedom from harm. Or that when something is popular and garners social support, you say its unprincipled. You can play fast with words like socialism, principles, freedom and the like, but words mean stuff and there is not one universal political truth-- even with history.

Tyr-Ziu Saxnot
04-14-2013, 02:51 PM
Perhaps I'm missing it. Or perhaps you don't challenge your own biases enough. That when something like the EPA makes rules on air quality, that has a profound effect on public health, you see that as economic socialism when it may be a pursuit of justice and freedom from harm. Or that when something is popular and garners social support, you say its unprincipled. You can play fast with words like socialism, principles, freedom and the like, but words mean stuff and there is not one universal political truth-- even with history.

Truth is universal but political truth is an elusive animal rarely ever seen and almost never captured. I am not guilty of playing fast and loose with words in fact that is exactly what government does with it's propaganda campaign that you seem to think is my imagination.

The negatives of socialism are a known truth so I am not imagining or inventing anything in that regards. My principles are intact and I do not bend or break them Hoss. My actual spirited defense of freedom has not, is not and never will be righteously questioned by you or anybody else.

Your attempt to turn this into a question of my character and personal principles is duly noted and rightly denied. How about you address the issue of the multitude of errors and give your evidence of why they are not made as products of a deliberate agenda by our government instead of trying to make this about the OP?? -Tyr

Drummond
04-14-2013, 03:55 PM
Truth is universal but political truth is an elusive animal rarely ever seen and almost never captured. I am not guilty of playing fast and loose with words in fact that is exactly what government does with it's propaganda campaign that you seem to think is my imagination.

The negatives of socialism are a known truth so I am not imagining or inventing anything in that regards. My principles are intact and I do not bend or break them Hoss. My actual spirited defense of freedom has not, is not and never will be righteously questioned by you or anybody else.

Your attempt to turn this into a question of my character and personal principles is duly noted and rightly denied. How about you address the issue of the multitude of errors and give your evidence of why they are not made as products of a deliberate agenda by our government instead of trying to make this about the OP?? -Tyr

Couldn't agree more, Tyr. You made no attempt at all to attack Logroller, but you've nonetheless tried, Logroller, to subvert the argument into one where Tyr gets drawn into a defence of himself.

Logroller, if you really must persist with these tactics, why not just work off your issues in a Cage thread, and be done with it.

aboutime
04-14-2013, 04:22 PM
Perhaps I'm missing it. Or perhaps you don't challenge your own biases enough. That when something like the EPA makes rules on air quality, that has a profound effect on public health, you see that as economic socialism when it may be a pursuit of justice and freedom from harm. Or that when something is popular and garners social support, you say its unprincipled. You can play fast with words like socialism, principles, freedom and the like, but words mean stuff and there is not one universal political truth-- even with history.


logroller. What you call playing fast with the words you used above seems to bother those like you who MUST deny them in order to protect the desired outcome that benefits you, while destroying freedoms, rights, and liberty you are willing to give up...to appease your lack of knowledge, training, and feelings of being a perpetual follower.

revelarts
04-14-2013, 04:49 PM
Perhaps I'm missing it. Or perhaps you don't challenge your own biases enough. That when something like the EPA makes rules on air quality, that has a profound effect on public health, you see that as economic socialism when it may be a pursuit of justice and freedom from harm. Or that when something is popular and garners social support, you say its unprincipled. You can play fast with words like socialism, principles, freedom and the like, but words mean stuff and there is not one universal political truth-- even with history.

Log, Tyr is right here.
and it's not just a left right issue. it's a power issue.

the rabbit hole is deep on the education front but it's not hard to get the picture.

the corporate foundations the NEA and the Feds have had and agenda to make people good worker bees on the corporate/gov't plantation.
that's a stark way to put it but seriously,
is the purpose of public school to create entrepreneurs, or self sufficient families, or involved citizens, people with good Christian morals?


In another tread i quoted a few heads of the NEA and education experts who have made it known publicaly that they want public schools to be place where Children are detached from the vaules of Family religion and country. And adhere to a cooperative world village, where there are in lock step with the judgements of the wise benevolent atheistic elites.

they are not shy.
and the text books and curriculum point every child in that direction.
Seriously, if children had NOTHING but a public school education they all would be faith scoffing atheist democrats who begged for one world gov't., green everything, expect the gov't to take care of them, and hate capitalism and wonder how anyone could conceive of anything different.

20 years ago i wrote letters to editor on this topic when i thought it was only an anti christian thing.
Where NONE of the christian heritage of... of.. anyone was ever ever mentioned to influence anything.

even when i wnet to school the only religious aspect of American history i got was the pilgrims fled religious persecution had thanks giving but then the bad old Christians had a Salem Witch trials. That's its.

Anywho tyr is right, there's a clear history to this that goes way back and the agenda is anti-christian, anti family, anti-nationalist and anti-capitalist/private ownership.

doesn't mean it's in the math class or shop,
but it IS in History, in English via lit choices, in Science via evolution and green agenda, in Social studies all shot through and in Health via sex ed..
In subtle and dramatic ways done by what's put there and by whats NOT put there.

Kathianne
04-14-2013, 05:23 PM
It actually pains me to thank Rev's post, but he is correct. If teachers only taught to the text, the students would be totally devoid of actual historical lessons.

Thankfully, most teachers in the districts I teach in basically abandon texts today and go with articles from universities or older text excerpts. It's difficult and time consuming, but there really are no alternatives.

The tens or hundreds of thousands in texts are a waste.

Robert A Whit
04-14-2013, 05:54 PM
"… Nixon … became the first American president ever to visit the Soviet Union."
— The American Republic Since 1877 (Glencoe, 2003), p. 837, col. 1, par. 1, lines 6-8
wrong presidentNixon was not the first Amer*ican president to visit the USSR. FDR went to Yalta in 1945. The text itself admits this on p. 655, col. 2, par. 1, lines 1-3.


I got this (above) from a TX review.

First the books that speak of the civil war, five ponds publishing I believe, are produced by a Florida company. And they do have a web site and they do post errors found.

When the shuttles have errors and crash, how can we expect books to not have errors?

As to the mistakes above, first shown, while he was not then president, I believe per the book by Amity Shlaes that Herbert Hoover visited the USSR prior to him being president. Funny how it is made a big deal that FDR was at Yalta during WWII but they ignored what Hoover did in the USSR.

(Forgotten Man by Amity Shlaes.)

Tyr-Ziu Saxnot
04-14-2013, 09:15 PM
"… Nixon … became the first American president ever to visit the Soviet Union."
— The American Republic Since 1877 (Glencoe, 2003), p. 837, col. 1, par. 1, lines 6-8
wrong president

Nixon was not the first Amer*ican president to visit the USSR. FDR went to Yalta in 1945. The text itself admits this on p. 655, col. 2, par. 1, lines 1-3.


I got this (above) from a TX review.

First the books that speak of the civil war, five ponds publishing I believe, are produced by a Florida company. And they do have a web site and they do post errors found.

When the shuttles have errors and crash, how can we expect books to not have errors?

As to the mistakes above, first shown, while he was not then president, I believe per the book by Amity Shlaes that Herbert Hoover visited the USSR prior to him being president. Funny how it is made a big deal that FDR was at Yalta during WWII but they ignored what Hoover did in the USSR.

(Forgotten Man by Amity Shlaes.)

Look there are good teachers, I mean very , very good teachers! It is a solid gold blessing when a child gets one or two but many are pure liberal propagandists and many are pure ignorant and lazy trash. My daughter had too many of the bad ones. I loving my child more than myself set about reteaching her and did a damn fine job of it. Now she is an intelligent healthy adult with a fine career and fine life.I am extremely proud of her and she is of me. For she often tells me she knows how I sacrificed my spare time for her and NEVER EVER failed her. Its so nice to be told and sent letters/cards stating such. Now I must live long enough to do the same for my son. I'm working quite hard on accomplishing that goal. After that , I will not be eager to go but will be secure in the fact that he is an honorable intelligent man fully able to take care of himself.-Tyr

Drummond
04-14-2013, 09:34 PM
Log, Tyr is right here.
and it's not just a left right issue. it's a power issue.

the rabbit hole is deep on the education front but it's not hard to get the picture.

the corporate foundations the NEA and the Feds have had and agenda to make people good worker bees on the corporate/gov't plantation.
that's a stark way to put it but seriously,
is the purpose of public school to create entrepreneurs, or self sufficient families, or involved citizens, people with good Christian morals?


In another tread i quoted a few heads of the NEA and education experts who have made it known publicaly that they want public schools to be place where Children are detached from the vaules of Family religion and country. And adhere to a cooperative world village, where there are in lock step with the judgements of the wise benevolent atheistic elites.

they are not shy.
and the text books and curriculum point every child in that direction.
Seriously, if children had NOTHING but a public school education they all would be faith scoffing atheist democrats who begged for one world gov't., green everything, expect the gov't to take care of them, and hate capitalism and wonder how anyone could conceive of anything different.

20 years ago i wrote letters to editor on this topic when i thought it was only an anti christian thing.
Where NONE of the christian heritage of... of.. anyone was ever ever mentioned to influence anything.

even when i wnet to school the only religious aspect of American history i got was the pilgrims fled religious persecution had thanks giving but then the bad old Christians had a Salem Witch trials. That's its.

Anywho tyr is right, there's a clear history to this that goes way back and the agenda is anti-christian, anti family, anti-nationalist and anti-capitalist/private ownership.

doesn't mean it's in the math class or shop,
but it IS in History, in English via lit choices, in Science via evolution and green agenda, in Social studies all shot through and in Health via sex ed..
In subtle and dramatic ways done by what's put there and by whats NOT put there.

... Stone me ! We have room for some agreement, Revelarts. Way to go, my son ... :cool:

Robert A Whit
04-14-2013, 09:37 PM
Look there are good teachers, I mean very , very good teachers! It is a solid gold blessing when a child gets one or two but many are pure liberal propagandists and many are pure ignorant and lazy trash. My daughter had too many of the bad ones. I loving my child more than myself set about reteaching her and did a damn fine job of it. Now she is an intelligent healthy adult with a fine career and fine life.I am extremely proud of her and she is of me. For she often tells me she knows how I sacrificed my spare time for her and NEVER EVER failed her. Its so nice to be told and sent letters/cards stating such. Now I must live long enough to do the same for my son. I'm working quite hard on accomplishing that goal. After that , I will not be eager to go but will be secure in the fact that he is an honorable intelligent man fully able to take care of himself.-Tyr

Your kids are very blessed Tyr. At least you are willing to tug them away from that left wing nonsense.

logroller
04-15-2013, 05:11 AM
Log, Tyr is right here.
and it's not just a left right issue. it's a power issue.

the rabbit hole is deep on the education front but it's not hard to get the picture.

the corporate foundations the NEA and the Feds have had and agenda to make people good worker bees on the corporate/gov't plantation.
that's a stark way to put it but seriously,
is the purpose of public school to create entrepreneurs, or self sufficient families, or involved citizens, people with good Christian morals?


In another tread i quoted a few heads of the NEA and education experts who have made it known publicaly that they want public schools to be place where Children are detached from the vaules of Family religion and country. And adhere to a cooperative world village, where there are in lock step with the judgements of the wise benevolent atheistic elites.

they are not shy.
and the text books and curriculum point every child in that direction.
Seriously, if children had NOTHING but a public school education they all would be faith scoffing atheist democrats who begged for one world gov't., green everything, expect the gov't to take care of them, and hate capitalism and wonder how anyone could conceive of anything different.

20 years ago i wrote letters to editor on this topic when i thought it was only an anti christian thing.
Where NONE of the christian heritage of... of.. anyone was ever ever mentioned to influence anything.even when i wnet to school the only religious aspect of American history i got was the pilgrims fled religious persecution had thanks giving but then the bad old Christians had a Salem Witch trials. That's its.
Anywho tyr is right, there's a clear history to this that goes way back and the agenda is anti-christian, anti family, anti-nationalist and anti-capitalist/private ownership.


Hmm. guess things have changed a wee bit then.
http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf



11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.



Describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.
Analyze the ideological origins of the American Revolution, the Founding Fathers' philosophy of divinely bestowed unalienable natural rights, the debates on the drafting and ratification of the Constitution, and the addition of the Bill of Rights.

11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.



Describe the contributions of various religious groups to American civic principles and social reform movements (e.g., civil and human rights, individual responsibility and the work ethic, antimonarchy and self-rule, worker protection, family-centered communities).
Analyze the great religious revivals and the leaders involved in them, including the First Great Awakening, the Second Great Awakening, the Civil War revivals, the Social Gospel Movement, the rise of Christian liberal theology in the nineteenth century, the impact of the Second Vatican Council, and the rise of Christian fundamentalism in current times.
Cite incidences of religious intolerance in the United States (e.g., persecution of Mormons, anti-Catholic sentiment, anti-Semitism).
Discuss the expanding religious pluralism in the United States and California that resulted from large-scale immigration in the twentieth century.
Describe the principles of religious liberty found in the Establishment and Free Exercise clauses of the First Amendment, including the debate on the issue of separation of church and state.





doesn't mean it's in the math class or shop,
but it IS in History, in English via lit choices, in Science via evolution and green agenda, in Social studies all shot through and in Health via sex ed..
In subtle and dramatic ways done by what's put there and by whats NOT put there.

Exerpted from GRADES NINE THROUGH TWELVE—BIOLOGY/LIFE SCIENCES
file://localhost/Users/upsh8r/Library/Caches/TemporaryItems/msoclip/0/clip_image002.png
California Department of Education Reposted June 11,

Evolution
7. The frequency of an allele in a gene pool of a population depends on many factors and may be stable or unstable over time. As a basis for understanding this concept:
a. Students know why natural selection acts on the phenotype rather than the geno* type of an organism.
b. Students know why alleles that are lethal in a homozygous individual may be carried in a heterozygote and thus maintained in a gene pool.
c. Students know new mutations are constantly being generated in a gene pool.
d. Students know variation within a species increases the likelihood that at least some members of a species will survive under changed environmental condi* tions.
e.* Students know the conditions for Hardy-Weinberg equilibrium in a population and why these conditions are not likely to appear in nature.
f.* Students know how to solve the Hardy-Weinberg equation to predict the fre* quency of genotypes in a population, given the frequency of phenotypes.
8. Evolution is the result of genetic changes that occur in constantly changing environ* ments. As a basis for understanding this concept:
a. Students know how natural selection determines the differential survival of groups of organisms.
b. Students know a great diversity of species increases the chance that at least some organisms survive major changes in the environment.
c. Students know the effects of genetic drift on the diversity of organisms in a popu* lation.
d. Students know reproductive or geographic isolation affects speciation.

e.Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction.
f.* Students know how to use comparative embryology, DNA or protein sequence comparisons, and other independent sources of data to create a branching dia* gram (cladogram) that shows probable evolutionary relationships.
g.* Students know how several independent molecular clocks, calibrated against each other and combined with evidence from the fossil record, can help to estimate how long ago various groups of organisms diverged evolutionarily from one another.

Thats the educational standard on evolution for california, sorry don't remember the grade, but Im guessing high school. Anything you disagree with there?

But wait, here's social science

5.2 Students trace the routes of early explorers and describe the early explorations of the Americas.



Describe the entrepreneurial characteristics of early explorers (e.g., Christopher Columbus, Francisco Vásquez de Coronado) and the technological developments that made sea exploration by latitude and longitude possible (e.g., compass, sextant, astrolabe, seaworthy ships, chronometers, gunpowder).
Explain the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European expeditions and the reasons Europeans chose to explore and colonize the world (e.g., the Spanish Reconquista, the Protestant Reformation, the Counter Reformation).

5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.



Understand the influence of location and physical setting on the founding of the original 13 colonies, and identify on a map the locations of the colonies and of the American Indian nations already inhabiting these areas.
Identify the major individuals and groups responsible for the founding of the various colonies and the reasons for their founding (e.g., John Smith, Virginia; Roger Williams, Rhode Island; William Penn, Pennsylvania; Lord Baltimore, Maryland; William Bradford, Plymouth; John Winthrop, Massachusetts).
Describe the religious aspects of the earliest colonies (e.g., Puritanism in Massachusetts, Anglicanism in Virginia, Catholicism in Maryland, Quakerism in Pennsylvania).
Identify the significance and leaders of the First Great Awakening, which marked a shift in religious ideas, practices, and allegiances in the colonial period, the growth of religious toleration, and free exercise of religion.
Understand how the British colonial period created the basis for the development of political self-government and a free-market economic system and the differences between the British, Spanish, and French colonial systems.


Any disagreement there? Something to add?

6.3 Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.



Describe the origins and significance of Judaism as the first monotheistic religion based on the concept of one God who sets down moral laws for humanity.
Identify the sources of the ethical teachings and central beliefs of Judaism (the Hebrew Bible, the Commentaries): belief in God, observance of law, practice of the concepts of righteousness and justice, and importance of study; and describe how the ideas of the Hebrew traditions are reflected in the moral and ethical traditions of Western civilization.
Explain the significance of Abraham, Moses, Naomi, Ruth, David, and Yohanan ben Zaccai in the development of the Jewish religion.
Discuss the locations of the settlements and movements of Hebrew peoples, including the Exodus and their movement to and from Egypt, and outline the significance of the Exodus to the Jewish and other people.
Discuss how Judaism survived and developed despite the continuing dispersion of much of the Jewish population from Jerusalem and the rest of Israel after the destruction of the second Temple in A.D. 70.


6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.



Identify the location and describe the rise of the Roman Republic, including the importance of such mythical and historical figures as Aeneas, Romulus and Remus, Cincinnatus, Julius Caesar, and Cicero.
Describe the government of the Roman Republic and its significance (e.g., written constitution and tripartite government, checks and balances, civic duty).
Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes.
Discuss the influence of Julius Caesar and Augustus in Rome's transition from republic to empire.
Trace the migration of Jews around the Mediterranean region and the effects of their conflict with the Romans, including the Romans' restrictions on their right to live in Jerusalem.
Note the origins of Christianity in the Jewish Messianic prophecies, the life and teachings of Jesus of Nazareth as described in the New Testament, and the contribution of St. Paul the Apostle to the definition and spread of Christian beliefs (e.g., belief in the Trinity, resurrection, salvation).
Describe the circumstances that led to the spread of Christianity in Europe and other Roman territories.


Anything offense? Anti-christian?


7.1 Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire.



Study the early strengths and lasting contributions of Rome (e.g., significance of Roman citizenship; rights under Roman law; Roman art, architecture, engineering, and philosophy; preservation and transmission of Christianity) and its ultimate internal weaknesses (e.g., rise of autonomous military powers within the empire, undermining of citizenship by the growth of corruption and slavery, lack of education, and distribution of news).
Discuss the geographic borders of the empire at its height and the factors that threatened its territorial cohesion.
Describe the establishment by Constantine of the new capital in Constantinople and the development of the Byzantine Empire, with an emphasis on the consequences of the development of two distinct European civilizations, Eastern Orthodox and Roman Catholic, and their two distinct views on church-state relations.

7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.



Identify the physical features and describe the climate of the Arabian peninsula, its relationship to surrounding bodies of land and water, and nomadic and sedentary ways of life.
Trace the origins of Islam and the life and teachings of Muhammad, including Islamic teachings on the connection with Judaism and Christianity.
Explain the significance of the Qur'an and the Sunnah as the primary sources of Islamic beliefs, practice, and law, and their influence in Muslims' daily life.
Discuss the expansion of Muslim rule through military conquests and treaties, emphasizing the cultural blending within Muslim civilization and the spread and acceptance of Islam and the Arabic language.
Describe the growth of cities and the establishment of trade routes among Asia, Africa, and Europe, the products and inventions that traveled along these routes (e.g., spices, textiles, paper, steel, new crops), and the role of merchants in Arab society.
Understand the intellectual exchanges among Muslim scholars of Eurasia and Africa and the contributions Muslim scholars made to later civilizations in the areas of science, geography, mathematics, philosophy, medicine, art, and literature.



7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.



Study the geography of the Europe and the Eurasian land mass, including its location, topography, waterways, vegetation, and climate and their relationship to ways of life in Medieval Europe.
Describe the spread of Christianity north of the Alps and the roles played by the early church and by monasteries in its diffusion after the fall of the western half of the Roman Empire.
Understand the development of feudalism, its role in the medieval European economy, the way in which it was influenced by physical geography (the role of the manor and the growth of towns), and how feudal relationships provided the foundation of political order.
Demonstrate an understanding of the conflict and cooperation between the Papacy and European monarchs (e.g., Charlemagne, Gregory VII, Emperor Henry IV).
Know the significance of developments in medieval English legal and constitutional practices and their importance in the rise of modern democratic thought and representative institutions (e.g., Magna Carta, parliament, development of habeas corpus, an independent judiciary in England).
Discuss the causes and course of the religious Crusades and their effects on the Christian, Muslim, and Jewish populations in Europe, with emphasis on the increasing contact by Europeans with cultures of the Eastern Mediterranean world.
Map the spread of the bubonic plague from Central Asia to China, the Middle East, and Europe and describe its impact on global population.
Understand the importance of the Catholic church as a political, intellectual, and aesthetic institution (e.g., founding of universities, political and spiritual roles of the clergy, creation of monastic and mendicant religious orders, preservation of the Latin language and religious texts, St. Thomas Aquinas's synthesis of classical philosophy with Christian theology, and the concept of "natural law").
Know the history of the decline of Muslim rule in the Iberian Peninsula that culminated in the Reconquista and the rise of Spanish and Portuguese kingdoms.

7.8 Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.



Describe the way in which the revival of classical learning and the arts fostered a new interest in humanism (i.e., a balance between intellect and religious faith).
Explain the importance of Florence in the early stages of the Renaissance and the growth of independent trading cities (e.g., Venice), with emphasis on the cities' importance in the spread of Renaissance ideas.
Understand the effects of the reopening of the ancient "Silk Road" between Europe and China, including Marco Polo's travels and the location of his routes.
Describe the growth and effects of new ways of disseminating information (e.g., the ability to manufacture paper, translation of the Bible into the vernacular, printing).

7.9 Students analyze the historical developments of the Reformation.



List the causes for the internal turmoil in and weakening of the Catholic church (e.g., tax policies, selling of indulgences).
Describe the theological, political, and economic ideas of the major figures during the Reformation (e.g., Desiderius Erasmus, Martin Luther, John Calvin, William Tyndale).
Explain Protestants' new practices of church self-government and the influence of those practices on the development of democratic practices and ideas of federalism.
Identify and locate the European regions that remained Catholic and those that became Protestant and explain how the division affected the distribution of religions in the New World.
Analyze how the Counter-Reformation revitalized the Catholic church and the forces that fostered the movement (e.g., St. Ignatius of Loyola and the Jesuits, the Council of Trent).
Understand the institution and impact of missionaries on Christianity and the diffusion of Christianity from Europe to other parts of the world in the medieval and early modern periods; locate missions on a world map.
Describe the Golden Age of cooperation between Jews and Muslims in medieval Spain that promoted creativity in art, literature, and science, including how that cooperation was terminated by the religious persecution of individuals and groups (e.g., the Spanish Inquisition and the expulsion of Jews and Muslims from Spain in 1492).

7.10 Students analyze the historical developments of the Scientific Revolution and its lasting effect on religious, political, and cultural institutions.



Discuss the roots of the Scientific Revolution (e.g., Greek rationalism; Jewish, Christian, and Muslim science; Renaissance humanism; new knowledge from global exploration).
Understand the significance of the new scientific theories (e.g., those of Copernicus, Galileo, Kepler, Newton) and the significance of new inventions (e.g., the telescope, microscope, thermometer, barometer).
Understand the scientific method advanced by Bacon and Descartes, the influence of new scientific rationalism on the growth of democratic ideas, and the coexistence of science with traditional religious beliefs.


I could on and on. There's a lot. Its not all bad; Perhaps you just remember what you took offense to. Nobody liked the inquisition; it was a black mark no doubt. The witch trials, bad. Manifest destiny, has its detractions. But there's a lot of good too-- our founding fathers' beliefs on religious freedom get noted; The Catholic Church receives props for establishing educational institutions; links between Christianity and democratic principles. These are things that are taught in California schools. Its upon the educator to apply their own prudence to properly administer this at the local and classroom level. I guess my point is its not all the evils of capitalism and christians and family and nation. Sorry you feel that way.

red states rule
04-15-2013, 05:17 AM
Liberal History 101

A few "facts" according to the left


The Pilgrims did not come to America. They were a bunch of Bible thumping gun lovers who got lost and showed up here by accident

We did not defeat the British for our independence. No, they got bored and went home

The US did not help in defeating Germany in WWII. No, Russia allowed us to take some of the credit

Ronald Reagan did not defeat communism. Obama and company are still here

aboutime
04-15-2013, 09:24 AM
Liberal History 101

A few "facts" according to the left


The Pilgrims did not come to America. They were a bunch of Bible thumping gun lovers who got lost and showed up here by accident

We did not defeat the British for our independence. No, they got bored and went home

The US did not help in defeating Germany in WWII. No, Russia allowed us to take some of the credit

Ronald Reagan did not defeat communism. Obama and company are still here


red states rule. Did you get permission from Debbie Wasserman Schultz to use that information above from the DNC Talking points manual, or did they hand it out for the public to understand their Historical Frame of Reference????

revelarts
04-15-2013, 11:22 AM
Hmm. guess things have changed a wee bit then.
http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf




Thats the educational standard on evolution for california, sorry don't remember the grade, but Im guessing high school. Anything you disagree with there?

But wait, here's social science

Any disagreement there? Something to add?

Anything offense? Anti-christian?


I could on and on. There's a lot. Its not all bad; Perhaps you just remember what you took offense to. Nobody liked the inquisition; it was a black mark no doubt. The witch trials, bad. Manifest destiny, has its detractions. But there's a lot of good too-- our founding fathers' beliefs on religious freedom get noted; The Catholic Church receives props for establishing educational institutions; links between Christianity and democratic principles. These are things that are taught in California schools. Its upon the educator to apply their own prudence to properly administer this at the local and classroom level. I guess my point is its not all the evils of capitalism and christians and family and nation. Sorry you feel that way.

I'll review whats in there.
What you've posted looks A WHOOOLE lot better than i got.
I never got anything on the reformation. Most our time was spent on the wonders of renaissance and the enlightenment. before that it was the "dark ages" where the church did nothing but have war and oppress everything.

the only other bright spot was William Penn and the Quakers. And "crazy" John Brown. everything else good and wholesome came from people who didn't care about God really. That's the impression i got. and I wasn't even a Christian at that point.

Learned about Newton in history and science but NEVER was told that he was a devout Christian, and that many other earlier scientist were as well. Or that it influenced their view of science because they believed that God had created order that could be studied.

Never told about the Great awakening or Revivals of the U.S. Or how they influence social reform after the 1800s. Other than the civil rights movement.

But I'll have to look over the rest of you list and get back to you .



2.
Identify the major individuals and groups responsible for the founding of the various colonies and the reasons for their founding (e.g., John Smith, Virginia; Roger Williams, Rhode Island; William Penn, Pennsylvania; Lord Baltimore, Maryland; William Bradford, Plymouth; John Winthrop, Massachusetts).
3.
Describe the religious aspects of the earliest colonies (e.g., Puritanism in Massachusetts, Anglicanism in Virginia, Catholicism in Maryland, Quakerism in Pennsylvania).
4.
Identify the significance and leaders of the First Great Awakening, which marked a shift in religious ideas, practices, and allegiances in the colonial period, the growth of religious toleration, and free exercise of religion.

that is outstanding. And frankly I'd like to know how many people in America could describe much the above with very much clarity.
I'm reading books on it now as an adult because i was only aware of the thin outlines of most of the above.

Kathianne
04-15-2013, 04:36 PM
I'll review whats in there.
What you've posted looks A WHOOOLE lot better than i got.
I never got anything on the reformation. Most our time was spent on the wonders of renaissance and the enlightenment. before that it was the "dark ages" where the church did nothing but have war and oppress everything.

the only other bright spot was William Penn and the Quakers. And "crazy" John Brown. everything else good and wholesome came from people who didn't care about God really. That's the impression i got. and I wasn't even a Christian at that point.

Learned about Newton in history and science but NEVER was told that he was a devout Christian, and that many other earlier scientist were as well. Or that it influenced their view of science because they believed that God had created order that could be studied.

Never told about the Great awakening or Revivals of the U.S. Or how they influence social reform after the 1800s. Other than the civil rights movement.

But I'll have to look over the rest of you list and get back to you .



that is outstanding. And frankly I'd like to know how many people in America could describe much the above with very much clarity.
I'm reading books on it now as an adult because i was only aware of the thin outlines of most of the above.

All of those events and movements are covered, you have to see the textbooks though to get the perspectives given.

Look long and hard at those lists. Grab any textbook and see how each chapter is laid out and the emphasis given.

revelarts
04-16-2013, 12:17 AM
All of those events and movements are covered, you have to see the textbooks though to get the perspectives given.

Look long and hard at those lists. Grab any textbook and see how each chapter is laid out and the emphasis given.

I expected as much, but didn't want to reject logs post out of hand. I've seen other text, and other federal guidelines, and other quizzes and test q&A's that spin everything in the direction that i mentioned. But at the least there are some of the basics, so people don't start from near zero.

i understand In the U.K. schools, they have full on courses on religion and the bible and are very familiar with a lot of their true religious history and sources of rights, freedoms and properity. The magna carta, the conventares, Quakers, Calvin, Wilberforce , but it's all academic, the modern ideals are Taught as superior and reality. The rest may as well have been complete mythology and pre-science or premodern thought. Of some use ...then..., often inspiring and poetic, but not to be taken seriously any more. Now in the modern age they know better, world gov't, green livin, no religion, and family is what you make it. (Except for the pesky French who really don't want samesex marriage legal ethier)

In other words they study the "old" truth that help make them what they are as dead museum pieces. Denying the reality of it's current power today and future life.

red states rule
04-16-2013, 04:12 AM
Liberal History 101

Christopher Columbus was the first liberal Democrat. He left not knowing where he was going,got there not knowing where he was,left there not knowing where he’d been and did it all on borrowed money.

Tyr-Ziu Saxnot
04-16-2013, 10:52 PM
About 210,000,000 results<nobr> (0.26 seconds) </nobr>









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State historians find more errors in textbooks - Daily Press (http://articles.dailypress.com/2011-01-06/news/dp-nws-more-textbook-errors-20110105_1_pond-press-grammatical-errors-textbook-review-process)




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Jan 6, 2011 – The reviewers also found errors in "Our America: Past and Present. ...W-JCC also adopted a sixth-grade American history book by Five Ponds.



Textbooks: More Errors In Virginia History Book - Huffington Post (http://www.huffingtonpost.com/2010/12/30/textbooks-more-errors-history_n_802427.html)




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Dec 30, 2010 – Among the mistakes: the claim that 12 states joined the Confederacy, not ... Textbooks: More Errors In Virginia History Book ... Send us a Link ...



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In all the high school U.S. History books, this Report recommended a grand total of ...they would have found most of their factual errors … but you would be wrong<wbr>. ... force the Spanish to break their tight formation, making individual ships more ...



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29 of 36 people found the following review helpful ... More history books should be written like this, witty and engaging, unafraid to ..... But there are also MANY factualerrors throughout that just had me laughing because they were so bad.



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After surveying eighteen leading high school American history texts. ... availability and shipping details","shippingError":"An error occurred, please try again" ... To make learning more compelling, Loewen urges authors, publishers and .... 12 most commonly-used U.S. history textbooks and found all to be seriously wanting<wbr>.

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State historians find more errors in textbooks ... volumes of these four high schoolU.S. History books contain a like number of undiscov*ered factual errors. .... that reviews public school textbooks) found 103 factual errors.


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I went to google research this topic further and look what I found . This site, this thread linked as number 9...-Tyr

red states rule
04-17-2013, 04:26 AM
Here is the liberal version of the history of Amercia



http://www.youtube.com/watch?v=jJyKTilOQXA