photograph was taken after the ceremony had concluded, and the Chinese workers had left for the dinner party. 4 The Chinese were paid fairly, $31/month in gold, $1 more than the Irish workers, because they provided their own lodging.5 The Reviewer suggests that this entire statement be deleted. In researching the topic of Chinese railroad workers, it is very easy to find numerous good reports of their work ethic, exacting skill, and other contributions cited by their Caucasian supervisors. They were generally considered to be superior by all measures, including white workers. Space prohibits listing these. 1, “San Francisco Newsletter, Transcontinental Railroad Postscript”, May 15, 1869, page 2, col 2, paragraph 2, line 11. 2, “San Francisco Newsletter, Transcontinental Railroad Postscript”, May 15, 1869, page 4, col 2, paragraph 1, line 9. 3, “San Francisco Newsletter, Transcontinental Railroad Postscript”, May 15, 1869, page 4, col 2, paragraph 2. 4, Section: Chinese Labor, paragraph 9, approx. 5, paragraph 8. Lesson:25 Section:1 Paragraph:1 Lines:1-3 Industrialization clearly brought benefits to some. On March 26, 1883, Alva Vanderbilt threw a party to show off her family's new home in New York City. B The text leads the student to the erroneous conclusion that the broader society did not benefit from industrialization. The text itself in Section 2 on Improved Technology, New Production Methods notes that there were benefits that were enjoyed by all not just the rich: “These techniques of mass production enabled workers to produce more goods per day at a lower cost, which meant they were sold at lower prices to customers. As prices dropped, more Americans could afford to buy manufactured products that improved their daily lives. that had once been handmade and costly were now widely available, allowing Americans to devote more time and money to other pursuits.” The text does not provide quantitative analysis of the benefits and injuries of industrialization. Not every factory was run like the Triangle Shirt Co., and some industries paid relatively generous wages. The Reviewer suggest the following re-write:
committed to the destruction of the United States and its allies.” , paragraph 2 of speech. Lesson Wrap-Up: The United States Through Industrialism California History–Social Science Content Standards United States History and Geography: Growth and Conflict 8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy. FE The Framers of the Constitution stressed that they were setting up a republic, not a democracy, so this term should be used when discussing our form of government. See prior entry for L18, Section- Explore and Schooling in Pre-Civil War American, Line 1. Lesson Wrap-Up: The United States Through Industrialism 8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government. Describe the principles of federalism, dual sovereignty, separation of powers, checks and balances, the nature and purpose of majority rule, and the ways in which the American idea of constitutionalism preserves individual rights. FE A republic does not operate on the of majority rule. Evaluation of Social Studies Skills and other important issues An evaluation of the teaching & learning devices and/or materials provided to the student. Number Questions Yes No 1 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? x 2 Are the captions pictures factual? x 3 Are the charts and graphs relevant to the topic being presented? x 4 Are the maps accurate and relevant to the topic? x
5 Are questions thought provoking? Is adequate accurate material provided so that the students can formulate appropriate answers? x 6 Are primary and secondary sources presented for students to examine (for bias, propaganda, of view, and frame of reference)?* x 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?* x 8 Does the textbook have a Glossary? Are key terms and personalities included and defined? x 9 Does the textbook have accurate timelines to help the student understand chronological historical developments? x 10 Does the textbook have an Index which includes all of the key words, historical time periods and individuals? x 11 Does the textbook devote a similar number of pages to each of the world religions, philosophies, political and religious leaders? x Commendations: Beautiful maps and art work, with very good zoom in tool. Good, effective use of in-line definitions, scattered throughout the text. Commendable discussion about “what is history,” including an example of the Denmark Vesey revolt in Lesson 1, section: “Explore, what is history?” Provided balanced and respectful viewpoints on the hot topics of the Second Amendment and religious freedom. Founders are treated respectfully, along with their well-known flaws. While much of the book is unlikely to excite an interest in history, a few chapters are compelling and interesting, such as Lesson 9 (The American Revolution) and Lesson 13 (A Growing Sense of Nationhood). The “reading further” section of Chapter 5, “I Love the Story of Paul Revere, Whether He Rode or Not” presents opposing viewpoints in an historical context. Concerns: Clicking on an item in the “Social Studies Vocabulary” boxes links to the beginning of the glossary, instead of the intended word. The lesson on evaluation of sources is weak. Few tools are given for evaluating the credibility of the sources. While skepticism of internet sources is rightly encouraged, the student is encouraged to trust educational sources uncritically.