The excerpts are from pages 221-222 of the book, “The Myth of Separation” by David Barton, Wall Builders Press ISBN “The members of the legislative department, on the other hand are numerous. They are distributed and dwell among the people at large. Their connections of blood, of friendship, and of acquaintance embrace a great proportion of the most influential part of the society. The nature of their public trust implies a personal influence among the people, and that they are more immediately the confidential guardians of the rights and liberties of the people.” Quote from “The Federalist Papers” #49 by James Madison Chapter 4, Lesson 3 Page 2 The Essex Junto Chapter 4, Lesson 3 Lesson Resource Burr-Hamilton Duel The Essex Junto drafted a plan to remove New England from the Union. They persuaded Vice President Aaron Burr to run for governor of New York in 1804. During the campaign, Alexander Hamilton called Burr “a dangerous man, and one who ought not to be trusted with the reins of government.” Offended, Burr challenged him to a duel. Burr and Hamilton were long-time enemies. Burr believed Hamilton had interfered with Burr’s nomination for a second term as Thomas Jefferson’s vice-president. Burr challenged Hamilton to a duel that Hamilton could not refuse. FE The Lesson text and the Lesson Resource appear to give two different reasons for the duel. Hamilton's accusations of Burr destroyed Burr's chances at the governorship of New York. It also may have had a detrimental effect on Burr's chance at a second term as Vice President Jefferson. In either case, it appears that the comment during Burr's campaign for the governorship was the real issue which generated the duel. This is supported by Philip P. Winkler book “America Land of Principles and Promises”, National Center for Constitutional Studies; 2nd edition, 2015, pp258. Note: This textbook has changes that need to be made.
TOPIC 8: Postwar America (1945-1960) Lesson 6: Mass Culture in the 1950’s Teacher Resources Government and Civics Core Concepts: Teacher Support INVESTIGATE Political Systems Paragraph 2 Note that a democracy is a form of government in which power is held by the people. Ask students to compare and contrast a direct democracy and a representative democracy. (In a direct democracy, citizens gather to pass laws and choose leaders themselves. In a representative democracy, citizens elect leaders to make government decisions for them.) Ask: Which type of democracy does the United States have? (a representative democracy) Tell students that throughout history, many people have migrated from countries with authoritarian governments to countries with democratic governments. Ask: Why would people leave authoritarian countries? (Possible answer: They leave to find a place where they have more freedom to live their lives as they please.) FE The United States is a Constitutional Republic We have grown accustomed to hearing that we are a democracy; such was never the intent. The form of government entrusted to us by our Founders was a republic, not a democracy.1 Our Founders had an opportunity to establish a democracy in America and chose not to. In fact, the Founders made clear that we were not, and were never to become, a democracy Throughout the Federalist Papers, Publius reminded readers that the Constitution would establish a republican government, not a democracy. Federalist 39 reemphasized that key point. Glenn Beck: The Original Argument (Mercury Radio Arts, 2011) page 144, paragraph 1, lines 1-3. Topic 9: Civil Rights and Reform in the 1960s; Lesson 3: Successes and Setbacks; Text 2 Violence Troubles Civil Rights Effort Page 1, Para.3 Lines 3-5 In Detroit, 43 people died, and property damage reached $50 million. The outbursts frightened many Americans. B It is recommended to say that many Americans were frightened by the outburst, regardless of race. As a result of the riot, 33 blacks and 10 whites were killed. Both races were affected by the riots.
Chapter 10, Overview, Government Corporations. These government corporations are either entirely funded by the government, like Amtrak; funded by a combination of government funds and private donations or sales revenue, like the Corporation for Public Broadcasting; or entirely self-supporting through sales revenue, like the U.S. Postal Service. FE *Amtrak is partially funded by sales revenue: “Amtrak covered 91 percent of operating costs in FY 2015 with ticket sales and other revenue.” Amtrak National Facts, www.amtrak.com. *USPS is not self-supporting; e.g., it had a $4.9 billion operating loss in 2011. USPS Financial History Summary, www.usps.gov. Note: This textbook has moderate changes that need to be made. IV McGraw-Hill, Contemporary Cultures: 1600 to the Present, North Carolina Edition, 2016 Problem: Omission of Fact (OF), Half-Truth (HT), Factual Error (FE), Bias (B) Chapter 1, Lesson 1. Video “10 Great At 14 minutes, the video says the Supreme Court passed a new law. FE, HT The Supreme Court does not pass laws. The Supreme Court can review Federal or State laws and determine whether they can be implemented or enforced under the US Constitution, or conflict with other superior law.
VI Pearson Prentice Hall/World History/2016 (NC) Problem: Omission of Fact (OF), Half-Truth (HT), Factual Error (FE), Slant (S), Bias (B) Unit 1, Chapter 1, Section 1 page 59 The caption states, "Figuring out the ages of fossils and other remains is not just guess work." Radioactive dating has improved the estimates of the ages of fossils. P. 435/Paragraph 5 and 6 The Defenses Fail Still Constantinople could not hold out forever. In 1204, soldiers from Western Europe called crusaders took the city. They looted it and did great damage. You will read more about the crusaders later. The Byzantine empire eventually retook its capital The final attack came from the Turkish Ottoman empire. Constantinople’s walls were built in the age before gunpowder. The Ottomans used cannons that helped them break down the walls. In 1453, Constantinople fell to the Ottomans. The Byzantine empire was no more. OF,S,B,HT The paragraphs are written to emphasize the fall of Constantinople to the Crusaders, but not the final defeat of Constantinople by the Ottomans. The specifics of the Crusaders looting and damaging are written in paragraph 5 but not of the Ottomans in paragraph 6, who looted, beheaded and raped. The Crusaders are pointed out as a that the student will read more about later. Why aren’t the students informed more about Ottoman Turks? The very next chapter is about Islam. The text is biased against the Christian Crusaders. Favorably written for the Muslim Ottomans. The actions and information regarding both should be presented equally. Source: The Fall of Constantinople: The Rise of the Ottoman Empire. Charles Rivers Editors Date 2014 Page# 536 of 600
VIII Pearson Prentice Hall/World History/2016 (NC) Problem: Omission of Fact (OF), Half-Truth (HT), Factual Error (FE), Slant (S), Bias (B) Topic 3, Lesson 1, text 2, p.1, 1st line and p.3, picture caption About 2600 b.c., the earliest South Asian civilization emerged in the valleys of the Indus River, (Now read the below) The Indus civilization produced sophisticated arts and crafts, including these small oxen and cart figures made between 7000 and 5000 B.C. in Mohenjo-Daro. FE is a contradiction and sloppy scholarship here. If the earliest SE Asian civilization started ca. 2600 B.C., how could there have been sophisticated clay figures dating between 7000 and 5000 BC.? Topic 7 Lesson 1, Biography Justinian, last paragraph, sentences 3 and 4 Today, Roman law is the basis for the law in most of Europe. It is one of the world’s three great legal systems; the other two are the Islamic sharia and English common law. This is an apologetic for Shari’a Law. The inclusion of Shari’a Law is an onerous FE which reflects the Bias of the Publisher. It is the first time we have seen Shari’a Law given equality to Roman Law and also to English Common Law. Furthermore, the entire concept of the equality of these three legal systems is faulty. This sweeping error can easily be fixed by eliminating the entire second sentence in the quote. Two good sources from which to depart are: Topic 7, Lesson 3, Interactive Map: Spread of Christianity in Europe Page 1 Map areas shaded representing Christian nations. Ireland, England, Spain, France, etc., however over Spain is the word “Muslim” FE Spain was not Muslim. Muslim needs to be replaced by Christian.