[Editor's note: This document still being formatted. Some corrections have been made to the transcript of the oral testimony.]
8787 Orion Place
Columbus, OH
43240-4027
Tel 614 430 4000
Glencoe/McGraw-Hill
A Division of The McGraw-Hill Companies
August 5, 2002
Dr. Robert Leos
Attn: Formal Responses
— July 2002
Texas Education Agency
Division of Textbook
Administration
1701 North Congress Avenue — Room 3-110
Austin, TX
78701
Dear Dr. Leos:
Attached are Glencoe/McGraw-Hill's formal responses to the July 17, 2002, public hearing on textbooks and to the report submitted by the Texas Public Policy Foundation. Per your instructions, we have divided our comments into three sections:
• Formal Response to Written Comments, July 17, 2002
• Formal Response to Oral Testimony, July 17, 2002
• Formal Response to the Texas Public Policy Foundation report
Please let me know if you also need these documents electronically. I can be reached via telephone at 614-430-4316 or via e-mail at stephen_waldron@mcgraw-hill.com.
Sincerely,
Steve Waldron
Executive Editor
Social Studies
Cc: Robert Cox
Michael Gee
Murray
Giles
Ellen Williams
Formal Response to
Written Comments, July 17, 2002
Glencoe/McGraw-Hill
August 5, 2002
The Publisher has excerpted those portions of the Written Comments that specifically refer to textbooks it publishes and has provided responses to each one on the following pages.
Texas Public Policy Foundation
Social Studies Textbook Review — July 2002
SAMPLE
ERRORS
3. Constantine made Christianity the official religion of the Roman Empire in 381 AD. Wrong person — It was the Emperor Theodosius. Grade 6 World Cultures, Glencoe McGraw-Hill, page 91.
PUBLISHER'S RESPONSE
The authors oversimplified the events that led to
establishing Christianity as the official
religion of the Roman Empire.
Constantine issued the Edict of Milan in 313, which
proclaimed official
tolerance of Christianity, thus ending the persecution of Christians.
Then,
under Theodosius the Great, the Romans adopted Christianity as their official
religion.
Publisher acknowledges the error and agrees to make the following change:
Page 91S, sentence 3:
Change:
ordered that Christianity become
the religion of the state
To:
proclaimed that Christianity was to be
a lawful religion
6. Houston, in Harris County, is home to more than 3 million people. Wrong number — The population of Houston is slightly less than 2 million according to the latest Texas Almanac. Grade 7 Texas History, Glencoe McGraw-Hill, page 51.
PUBLLISHER'S RESPONSE
This error was reported on the Publisher's List of
Corrections and Changes submitted to
TEA on June 27. The population figures
will be corrected.
10. The compass allowed sailors to determine their location when they were far from land. Wrong object — the astrolabe was used to determine location because a compass would generally be pointing at water. Grade 8 American History, Glencoe McGraw-Hill, page 40.
PUBLISHER'S RESPONSE
The text on page 40 states in full: "Better instruments were developed for navigating the seas. Sailors could determine their latitude while at sea with an astrolabe, an instrument that measured the position of stars. Europeans also improved the magnetic compass, a Chinese invention the Arabs had passed on to Europe in the 1200s. The compass allowed sailors to determine their location when they were far from land." The publisher agrees that the compass does not determine location, but rather direction. The following correction will be made.
Page 40, column 2, paragraph 4, line 8:
Delete:
location
Insert:
direction
20. The English practice of impressments is described as stopping ships at sea to search for British deserters. Inaccurate definition of impressments — Impressment was a naval conscription, forcing people into the British navy. Grade 8 American History, Glencoe McGraw-Hill, page 295.
PUBLISHER'S RESPONSE
There is no discussion of impressments on page 295 of
this textbook. It is discussed,
however, on pages 265 and 290.
On page 265 the text states: "Outraged by the French attacks at sea, the British began capturing American ships that traded with the French. The British also stopped American merchant ships and forced their crews into the British navy. This practice, known as impressments, infuriated the Americans."
On page 290 the text states: "The British needed sailors for their naval war. Conditions in the British Royal Navy were terrible. British sailors were poorly paid, poorly fed, and badly treated. Many of them deserted. Desperately in need of sailors, the British often used force to get them. British naval patrols claimed the right to stop American ships at sea and search for any sailors on board suspected of being deserters from the British navy. This practice, known as impressment, was a clear violation of neutral rights. While some of those taken were deserters from the British navy, the British also impressed thousands of native-born and naturalized American citizens."
The authors and publisher believe that the text has made it clear that the practice of impressment was the forcing of individuals to serve in the British navy, as stated on page 265. However, to avoid any possible confusion on page 290, the publisher will make this clarifying change:
Page 290S, col 2, paragraph 6, line 2
Delete:
This practice, known as
impressment, was a clear violation of neutral rights.
Insert:
This practice of forcing people to
serve in the navy was called impressment.
23. The United States "insisted" that the Rio Grande formed the border of Texas. Inaccurate statement — Insistence was based on the Treaty of Velasco signed by Santa Ana giving Texas its independence. It was not an unfounded claim or arbitrary decision on the part of President Polk. Grade 8 American History, Glencoe McGraw-Hill, page 372.
PUBLISHER'S RESPONSE
The text is not in error, nor does it imply that this was an arbitrary decision on President Polk's part. In discussing the annexation of Texas into the United States, the text states on page 272:
"Relations between Mexico and the United States had been strained for some years. When the United States annexed Texas in 1845, the situation worsened. Mexico, which had never recognized the independence of Texas, charged that the annexation was illegal. Another dispute concerned the Texas-Mexico border. The United States insisted that the Rio Grande formed the border. Mexico claimed that the border lay along the Nueces River, 150 miles farther north. Because of this dispute, Mexico had stopped payments to American citizens for losses suffered during Mexico's war for independence."
The agreements that Santa Anna signed (the Treaties of Velasco) required Mexican troops to withdraw south of the Rio Grande and required Santa Anna to use his influence to convince the Mexican government to recognize the Rio Grande border. The Mexican government, however, repudiated all agreements Santa Anna had signed. On page 368 the text states: "The Mexican government refused to honor Santa Anna's recognition of independence, and fighting continued between Texas and Mexico." Further, the Texan government did not legally recognize the agreements either. In the words of the Handbook of Texas, in its article on the Treaties of Velasco: "With the treaties violated by both governments and not legally recognized by either, Texas independence was not recognized by Mexico and her boundary not determined until the Treaty of Guadalupe Hidalgo in 1848."
The authors and publisher, therefore, believe that the text accurately presents the events leading to the War with Mexico in 1846 and that the use of the verb "insisted" accurately presents the case made by the United States concerning the border.
27. Sacagawea was a guide for Lewis and Clark. Inaccurate statement — Sacagawea served as a translator but not as a guide for the expedition. Grade 8 American History, Glencoe McGraw-Hill, page 284.
PUBLISHER'S RESPONSE
This is not a verifiable error of fact. Merriam-Webster's Collegiate Dictionary, 10th edition, specifically defines a guide as "a. one who leads or directs another's way, b. a person who exhibits and explains points of interest," c. something that provides a person with guiding information."
While it is true that Sacagawea did not act as a guide in the sense of leading them along a route to a destination, she served as a guide in many other ways — particularly in explaining native flora and fauna. On several occasions, she helped the party by identifying various edible roots. Her ability to translate enabled her to introduce the expedition to the local Indians, and thereby obtain information about the route that they were following. For examples of Sacagawea's activities, see Stephen Ambrose, Undaunted Courage (1996).
Texas Public Policy Foundation
Social Studies Textbook Review — July 2002
SAMPLE STATEMENTS OF
BIAS
3. "The teacher sidebar mentions the Turkish genocide of Armenians — appropriately so — as it was the first major genocide of this century. However, to equate in the next sentence the prejudice in the U.S. with genocide or holocaust is over the top. As bad as prejudice in the U.S. was, it was not government-sponsored genocide!" Glencoe McGraw-Hill, Grade 6 World Cultures, Teachers Edition, page 260, Dr. Robert Gorman.
PUBLISHER'S RESPONSE
Publisher agrees that the prejudice and violence directed at African Americans in the United States in the early 20th century, while deplorable and unjust, should not be equated with state-sponsored genocide. The following change will be made:
Page 260T, More About the Holocaust
Delete the sentence that currently reads:
African Americans were often the targets of violent prejudice in the United States.
8. "Conflict with Native Americans — On May 26, 1637, English soldiers and their Narraganset allies burned the main Pequot village, killing hundreds." What is not mentioned is that the Pequots attacked a colonial settlement the previous month, slaughtering the town's cattle, killing some villagers and kidnapping two young women. Those attacking the Pequot village were colonists, not English soldiers. Glencoe McGraw-Hill, Grade 8 American History, page 80. Dr. Paul Davis.
PUBLISHER'S RESPONSE
Publisher has previously noted this error and
provided a correction on the list it submitted
to the Texas Education
Agency on June 27, 2002.
11. The text says that the Framers [Constitution] intended the phrase 'general welfare' in the Preamble of the 'constitution to authorize the national government to ensure "as much as possible ... that citizens will be free from poverty, hunger and disease." This is an anachronism. The Framers were not New Deal Welfare-statists and had no such view of th4 phrase 'general welfare.' James Madison, the Father of the Constitution, wrote about the phrase 'general welfare: "With respect to the words general welfare, I have always regarded them as qualified by the details of power (enumerated in the Constitution) connected with them. To take them in a literal and unlimited sense would be a metamorphosis of the Constitution in to a character which there is a host of proof was not contemplated by its creators." Glencoe McGraw-Hill, Grade 8 American History, page 217. Dr. Willaimson Evers.
PUBLISHER'S RESPONSE
In order to be more precise about the actual powers Congress has to promote the general welfare, the publisher will make the following change:
Page 217S, col 2, paragraph 4, line 8
Delete:
and as much as possible, ensuring that citizens will be free from poverty, hunger, and disease.
Insert:
regulating commerce and bankruptcies, and promoting science and technology by granting patents.
Texas Public Policy Foundation
Social Studies Textbook Review — July 2002
SAMPLE RECOMMENDATIONS
— GRADE 7 TEXAS HISTORY
DR. LAURA McLEMORE
1. The textbook is weak on the influence of the U.S. Constitution on the Texas Constitution of 1845. In fact, it is not mentioned at all. Grade 7 Texas History, Glencoe McGraw.
PUBLISHER'S RESPONSE
The textbook traces the influence of the United States Constitution on all of the Texas constitutions, beginning with the Constitution of the Republic of Texas (1836) and continuing to the present constitution.
Chapter 28, Section 1 (Texas Constitutions), pages 622-625, explains what constitutions are, why they are important, and the roles they play. It then traces the development of all of Texas's constitutions.
On page 215 the "A Shared Past" feature connects the two by stating, "Sections of the Constitution of 1836 of the Republic of Texas were copied word for word from the United States Constitution. One difference, however, was that the Texas Bill of Rights, which had been added as amendments to the U.S. Constitution, was put in the main body of the Texas constitution."
On page 216 the text explains the similarities between the Texas Constitution of 1836 and the United States Constitution — three branches of government, a Bill of Rights, etc.
On page 219, section assessment question 5 asks students to compare the similarities between the Texas Constitution of 1836 and the United States Constitution.
On pages 322-323 the text discusses and describes the Constitution of 1845.
On page 625 the text discusses the current constitution (1876) and states, "Protecting the rights of citizens is so important to Texans that the constitution begins with a bill of rights, similar to the one in the United States Constitution."
2. I'm not sure it is accurate to say that lawlessness during the Reconstruction was because people had no say in government, so they decided to disobey the law. I would agree that many Texans were frustrated that their party or faction had lost control of state government, that their pride was considerably wounded and that they felt that they were being forced to do things they didn't want to do. But the Davis Administration was elected by Texas voters. The argument that they had no say in government was an excuse for disobeying the law. I would argue that it is more accurate to say that lawlessness during Reconstruction was because there were people who had no respect for the law. Grade 7 Texas History, Glencoe McGraw-Hill.
PUBLISHER'S RESPONSE
The textbook does not state that lawlessness during Reconstruction was because people had no say in government. Rather, students are given two differing viewpoints to read concerning Governor Davis's creation of a state police force to counter Reconstruction's widespread lawlessness and to protect the rights of former slaves. One of the primary sources is from the 42nd Congress, and the other is from the Taxpayer's Convention as quoted in the Democratic Statesman. After reading the two primary sources, students are asked to respond to a critical thinking question asking them why they think crime was so widespread during Reconstruction. The teacher's edition suggests as a possible answer, "Point out that many Texans did not have a say in their government and so chose not to obey its laws." Because this is an open-ended question for students to think about and for which there is no single definitive answer, the publisher will make the following change in the teacher's edition:
Page 377, teacher's edition, Two Viewpoints Answers
Delete: Students should point out that many Texans did not have a say in their government and so chose not to obey its laws.
3. The text does not present the development of two-party politics in Texas in a direct manner but provides info and activities ... that require students to make inferences and draw conclusions. I would think a great deal of teacher guidance would be needed for students to trace the emergence of the two-party system. Grade 7 Texas History, Glencoe McGraw-Hill, page 466, teacher's edition.
PUBLISHER'S RESPONSE
The authors and publisher believe that it is essential that students learn to think critically and to make inferences and draw conclusions, as these are lifelong skills that lead to good citizenship. That notwithstanding, the authors and publisher would point out that the textbook does trace the development of two-party politics in Texas in both the 19th and 20th centuries.
On pages 324-325 the text explains the development of organized political parties, including the Democratic Party, the Whig Party, and the American (or Know-Nothing) Party.
On pages 540-543 the text concentrates on politics from 1948 through 1960, including a complete discussion of liberal, conservative, and moderate Democrats in Texas. Also discussed is the fact that Democrats in Texas supported Republican Dwight Eisenhower for the presidency in 1952 and that the Republican Party in Texas nominated Governor Alan Shivers, a Democrat, for the office of governor. And on page 544 the text continues to chronicle the changing political climate. "The Republican candidate, John Tower, surprised many Texans by winning. He was helped by a feud between conservative and liberal Democrats. The split in the Democratic vote gave the victory to the Republicans. The Republican Party continued to grow in Texas. Tower remained in the Senate until 1985."
On pages 578-581 the text explores more recent political events. On page 578 it states, "The Texas political scene continues to undergo many changes. The events of the 1960s and 1970s so transformed Texas politics that, by the 1980s and 1990s, groups that had been excluded from political power were now included. The political power of minorities, women, and urban dwellers (those who live in cities) grew significantly. By the year 2000, the Republican Party held all major statewide elective offices. The 'one-man, one-vote' rule of the U.S. Supreme Court made it difficult to draw districts that favored a particular party. People moving into Texas included many Northerners who often voted with the Republicans. The Republican Party became identified with oil producers, and the Democratic Party became associated with oil consumers and environmentalists. Supporters of the Republican Party favored less government regulation of business and industry. They also championed free enterprise."
Pages 663664 discuss political parties and politics in Texas today. On page 664 the text states, "Until recently, the Democratic Party was dominant in Texas. Now both the Republican Party and the Democratic Party compete for voter support. Texans benefit from having active political parties. The parties work hard to recruit good candidates and to publicize important issues. The political parties also encourage citizens to participate in campaigns and elections. In addition to the Democratic and Republican Parties, other parties have appeared on Texas ballots in recent years, including the Reform Party, Libertarian Party, and the Green Party."
4. The text does an excellent job in pointing out the Buffalo soldiers also served in the Spanish-American War. I am disappointed, however, that this text does not mention that the cavalry did not receive equal treatment and respect from the settlers they defended. Grade 7 Texas History, Glencoe McGraw-Hill.
PUBLISHER'S RESPONSE
The text does point out that the buffalo soldiers did not always receive respect from the settlers they defended. On page 403 the text states, "The army recognized their courage. Nineteen buffalo soldiers received Medals of Honor from Congress for service in the U.S. Army during the wars in the American West. The buffalo soldiers did not, however, receive equal treatment from the Anglo American settlers. The buffalo soldiers were sometimes harassed and abused."
Texas Public Policy Foundation STATE
BOARD OF EDUCATION
PUBLIC HEARING — STATE TEXTBOOK ADOPTION 2002 July
17, 2002
Testimony of Dr. Christopher Hammons
I think this text does a good job of presenting the Indian Wars in that both good and bad are presented with little or no bias, a difficult subject to treat without judgment. Both sides are revealed as being good and bad as in the account of Satanta, Satank, and Big Tree (396S) and the buffalo slaughter (398S). Glencoe/McGraw-Hill, Texas and Texans, 7th Grade Texas History.
PUBLISHER'S RESPONSE
The authors and editors of Texas and Texans were very careful in their writing and editing to ensure fairness and balance of the content. They were ever mindful that for almost every event in our history there are multiple viewpoints that students should know and understand.
One of the criticisms I have for the book it [sic] that it is rather dry reading. The discussion of Congressional committees in [sic] a good example. In three sentences, the text moves from changes that occurred from 1970 to changes that occurred in 1974, devoting a single sentence to each. The last sentence even notes that Chairperson Wilbur Mills "refused to resign" but does not say why he faced resignation or even who Mills was. The paragraph is just a lists of dates, one after the other with not much meat. By focusing on broad procedure or dates to the exclusion of the details of the story, the book denies students some of the more interesting stories in American government. Glencoe/McGraw-Hill, United States Government: Democracy in Action, p. 190.
PUBLISHER'S RESPONSE
The content the reviewer comments on is under the heading "The House's Power Over Revenue Bills." It is much more than three sentences. It reads as follows:
"The Constitution gives the House of Representatives the exclusive power to start all revenue measures. Almost all important work on tax laws occurs in the House Ways and Means Committee. The Ways and Means Committee decides whether to go along with presidential requests for tax cuts or increases. It also makes the numerous rules and regulations that determine who will pay how much tax. Some of these rulings are very simple while others are more complex. This committee, for example, influences how much of a tax deduction parents are allowed on their income tax for each child living at home. It also decides what kind of tax benefit businesses can claim for building new factories.
For many years the committee's tax bills were debated on the House floor under a closed rule. A closed rule forbids members to offer any amendments to a bill from the floor. This rule meant that only members of the Ways and Means Committee could have a direct hand in writing a tax bill.
Other House members accepted this closed rule procedure on tax bills for several reasons. House leaders claimed that tax bills were too complicated to be easily understood outside the committee. Leaders also warned that representatives could come under great pressure from special interests if tax bills could be revised from the floor. Floor amendments, they argued, might upset the fair and balanced legislation recommended by the committee.
In the 1970s House members revolted against the Ways and Means Committee. In 1973 the House allowed members to amend a tax bill on the floor. In 1974 it forced Chairperson Wilbur Mills to resign following a personal scandal. Critics charged that tax bills soon became a collection of amendments written to please special interests.
In the Senate no closed rule exists, and tax bills often do become collections of amendments. Many tax bills are amended so often on the Senate floor they become "Christmas tree" bills similar to appropriations bills that include many riders."
The author and publisher believe these paragraphs provide the information students need in order to understand the House's power over revenue bills and how it is different today as a result of changes made in the 1970s. Concerning Wilbur Mills, the publisher believes it is more appropriate in a high school textbook to state that he resigned following a personal scandal rather than providing the details of his relationship with stripper "Fanne Foxe, the Argentine Firecracker."
Texas Citizens for a sound Economy
Foundation
Texas Adoption and Texas Law
John Hope
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no comment.
Jennifer Powell
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no comment.
Rosemary Morrow, Ph.D.
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no comment.
Margie Raborn
PUBLISHER'S COMMENT
Although this reviewer does not specifically mention any textbook published by Glencoe/McGraw-Hill, the publisher would like to comment on her remarks that the books she reviewed stated that the United States is a democracy rather than a republic. Glencoe/McGraw-Hill's textbooks do, in fact, establish that the United States is a republic. For example:
Becky Armstrong
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no comment.
Eleanor Hutcheson
Fort Worth
TSDAR
Glencoe and Hold did correctly state the accurate details of the Treaty of Guadalupe Hidalgo the $15 million the United States paid to Mexico for the land cession. They both also mentioned the additional $3.5 million paid to settle claims, which Prentice and McDougal did not. It would be easier to understand if comments could be made that at that time Mexico was only 24 years old and badly in debt — welcoming the money.
PUBLISHER'S RESPONSE
The authors and publisher appreciate the positive comments and point out that the War with Mexico and the United States's victory and resulting Treaty of Guadalupe Hidalgo are thoroughly presented on five pages, 326-330.
Again Glencoe and Holt explained the laws made by the State Democratic Party of Texas forbidding the blacks to vote in their primary.
PUBLISHER'S RESPONSE
The authors appreciate the comments recognizing that the textbook accurately explains the discrimination against African Americans. On page 470 it states, "African Americans were active in politics until about 1900. Their participation began to decline after that. In 1902, Texas adopted a constitutional amendment establishing a poll tax, a fee for voting. The $1.50 cost kept many poor and minority citizens from voting. In addition, the primary elections in the Democratic Party soon were restricted to white people. In this way, African Americans were denied the chance to take a meaningful part in politics.
Glencoe even has given evidence of the self-sufficiency of the early Texan settlers complete with herbs, natural dyes, and even the State song. This is by far the best Texas History text presented.
PUBLISHER'S RESPONSE
The authors and publisher appreciate the comments.
Maybelle Barnett
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no comment.
Amy LeFore
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no comment.
Lindsay Whitehurst
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no comment.
Linda Massey
Textbook Committee of
the Texas Council for the Social Studies
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no comment.
Sue Blanchette
President, Texas
Council for the Social Studies
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no comment.
Dr. Jose Limon
Professor of
English and Anthropology University of Texas at Austin
For example, a McGraw-Hill 8th grade text, called Texas. Our Texas, informs our children on page 120....
PUBLISHER'S RESPONSE
Glencoe/McGraw-Hill's 8th grade textbook is entitled The American Republic to 1877. The information quoted does not appear in the book. Likewise, it does not appear in Glencoe/McGraw-Hill's 7th grade Texas history textbook entitled Texas and Texans.
Since the reviewer makes references to a lack of Hispanic history in the book he reviewed, Glencoe/McGraw-Hill would like to point out that its 7th grade Texas history textbook, Texas and Texans, has extensive coverage of Texas's unique Mexican American heritage, including information about the Tejanos who fought and died at the Alamo. On pages 227-228 the text states:
"Some Tejanos played an active part in the uprisings — first against Spain and then Mexico. These Tejanos risked more than just their lives. They fought for freedom at the price of their lands, their homes, and their families. They had, at times, more to lose than did the Anglo Americans or Europeans seeking adventure, land, or liberty. Many Tejanos considered Santa Anna a dictator, especially because he did not follow the Constitution of 1824 that guaranteed a more democratic government for Mexico.
At least nine Tejanos helped defend the Alamo. They were Brigido Guerrero, Juan Abamillo, Juan Antonio Badillo, Carlos Espalier, Gregorio Esparza, José Toribio Losoya, Antonio Fuentes, Damacio Jiménez, and Andrés Nava. Captain Juan Seguín was at the Alamo when Santa Anna's army arrived, but he was sent out to raise more volunteers."
In addition to the in-depth content throughout the chapters that is devoted to Hispanic contributions to Texas history and Texas politics as well as the discrimination often faced by Mexican Americans, the textbook contains the following biographies that show the contributions and influence of Hispanics in Texas:
Esther Read
Retired School
Teacher
PUBLISHER'S COMMENT
Although there are no specific references in the reviewer's written comments about any Glencoe/McGraw-Hill textbook, the publisher notes that the reviewer expresses concern over the fact that the book she reviewed omits the names of the Hispanic defenders of the Alamo.
The publisher would like to point out that its 7th grade Texas history textbook, Texas and Texans, has extensive coverage of Texas's unique Mexican American heritage, including information about the Tejanos who fought and died at the Alamo. On pages 227-228 the text states:
"Some Tejanos played an active part in the uprisings — first against Spain and then Mexico. These Tejanos risked more than just their lives. They fought for freedom at the price of their lands, their homes, and their families. They had, at times, more to lose than did the Anglo Americans or Europeans seeking adventure, land, or liberty. Many Tejanos considered Santa Anna a dictator, especially because he did not follow the Constitution of 1824 that guaranteed a more democratic government for Mexico.
At least nine Tejanos helped defend the Alamo. They were Brigido Guerrero, Juan Abamillo, Juan Antonio Badillo, Carlos Espalier, Gregorio Esparza, José Toribio Losoya, Antonio Fuentes, Damacio Jiménez, and Andrés Nava. Captain Juan Seguín was at the Alamo when Santa Anna's army arrived, but he was sent out to raise more volunteers."
Anthony Quiroz
Assistant Professor
of History
Texas A&M University at Corpus Christi
PUBLISHER'S COMMENT
Although there are no specific references in the reviewer's written comments about any specific Glencoe/McGraw-Hill textbook, he encouraged SBOE members to "seek out books that tell a thick story that involves the historical actions of all Americans, including Mexican Americans." The publisher agrees with the reviewer, as it is important that our students learn the full story of our rich American and Texan history.
Glencoe/McGraw-Hill has submitted three American history textbooks for adoption in Texas. These books are Texas and Texans (for 7th grade), The American Republic To 1877 (for 8th grade) and The American Republic Since 1877 (for 11th grade). Both the publisher and the authors of these textbooks firmly believe that the history of Hispanic Americans should be fully integrated into the text and presented in proper historical context. When the textbooks discuss the exploration and settlement of America, they present examples of the Hispanic contribution to that effort. When they discuss the struggle for independence or American efforts to defend the nation in wartime, they provide examples of patriotic Hispanics rallying to the nation's call. Similarly, when discussing the economic development of Texas or the United States, the texts include Hispanic contributions to the economy. The texts also explain that, as with other minority groups, Hispanic Americans have faced discrimination and have organized themselves politically to overcome that discrimination. By focusing the narrative on important historical developments in Texas and the United States and by presenting the Hispanic role in those developments, the texts avoid giving token representation to Hispanic Americans. Instead Hispanics are presented as active participants whose contributions and struggles in the historical process have played an important role in the development of Texas and the United States.
7th Grade Texas History
Texas and Texans
Individuals of Spanish and Mexican heritage have played an important role in American history, and perhaps nowhere more so than in Texas. Both the publisher and authors of Glencoe's Texas and Texans have sought to include the contributions and experiences of Hispanics in Texas so that students can fully understand the history and development of Texas. One of the textbook's coauthors is Professor Arnoldo De León, a highly regarded scholar of the history of Mexican Americans in Texas. He teaches at Angelo State University and has published several books about Mexican Americans and Texas.
Examples of Hispanic contributions to the exploration and settlement of America:
• Discussion in chapter 4 of Cortés's conquest of Mexico (p. 103), and the explorations of Pineda (pp. 104-105), Cabeza de Vaca (p. 105), de Narváez (p. 105), de Niza (pp. 108-109), Coronado (p. 109-110), and Moscoso (pp. 110-111).
• Special biographical features present detailed information about Cabeza de Vaca (p. 109), and Don Juan de Oñate (p. 111).
• Discussion in chapter 5 of Spanish missions, presidios, and settlements in Texas, and the development of Tejano culture and identity (pp. 118-135). The text on page 133 reads:
"By this time a Tejano character was becoming part of the Texas cultural landscape. The term Tejano describes people of Mexican heritage who consider Texas their home. This Tejano heritage is reflected in the population, religion, language, institutions, and customs of Texas today."
• Discussion in chapter 7 of the empresarios, including the activities of empresario Martín de León (p. 176). The chapter also provides a special biographical feature on Lorenzo de Zavala (p. 179).
Examples of Hispanic contributions to the cause of independence and the defense of Texas and the United States:
• Discussion in chapter 6 of the efforts of Governor Bernardo De Gálvez to provide aid to the American revolutionaries (p. 140), and the contributions of Tejanos to Mexico's struggle for independence from Spain (pp. 144-146).
• Discussion in chapters 8 through 11 of the causes of the Texan War for Independence and the contributions of Tejanos such as Rafael Manchola (p. 192), Erasmo Seguín (p. 193), Ramón Músquiz (p. 195), Lorenzo de Zavala (pp. 197, 217) and Juan Seguín (p. 212) to the independence movement.
• A special biographical feature on Captain Juan Seguín (p. 209), describing his achievements fighting for Texas and the prejudice he encountered.
• Discussion of the decision of many Tejanos to join the uprising against Mexico (p. 227) and their determination to fight despite Houston's reluctance (p. 253). On pages 227-228, the narrative names the nine Tejanos who fought and died for Texas at the Alamo:
"Some Tejanos played an active part in the uprisings — first against Spain and then Mexico. These Tejanos risked more than just their lives. They fought for freedom at the price of their lands, their homes, and their families. They had, at times, more to lose than did the Anglo Americans or Europeans seeking adventure, land, or liberty. Many Tejanos considered Santa Anna a dictator, especially because he did not follow the Constitution of 1824 that guaranteed a more democratic government for Mexico.
At least nine Tejanos helped to defend the Alamo. They were Brigido Guerrero, Juan Abamillo, Juan Antonio Badillo, Carlos Espalier, Gregorio Esparza, José Toribio Losoya, Antonio Fuentes, Damasco Jiménez, and Andrés Nava. Captain Juan Seguín was at the Alamo when Santa Anna's army arrived, but he was sent out to raise more volunteers."
• Discussion in chapter 15 of the split within the Tejano community over whether to fight for the Union or the Confederacy during the Civil War (p. 349). The text also provides a special biographical feature on Santos Benavides — the highest-ranking Mexican American to fight for the Confederacy.
• Discussion of the patriotic contributions of Mexican Americans during World War I and World War II. The text mentions Marcelino Serna and Marcos Armijo, both of whom won Distinguished Service Crosses in World War I (p. 480), as well as Macario García and several other Hispanics who won the Medal of Honor during World War II (pp. 518, 521).
Examples of Hispanic contributions to the economic development of Texas:
• Discussion of the development of the vaquero ranching culture and the first cattle drives from Texas to Louisiana organized by Tejano ranchers (p. 153).
• Discussion in chapter 18 of ranching and farming in post-Civil War Texas. The text describes in detail the Spanish role in the introduction of cattle to Texas, and the activities of vaqueros and rancheros (p. 412). The text describes the large ranches of Hipólito García, Macedonio Vela, and Dionisio Guerra, as well as the role of Mexican Americans in starting the sheep industry in Texas (p. 422). It also notes that Proceso Martínez introduced cotton farming to the Rio Grande valley (p. 425).
Examples of the struggle with prejudice and discrimination in Texas:
• Discussion in chapters 13, 14, and 20, of the discrimination Mexican Texans faced after Texas achieved independence. On page 472, students are shown a photograph of a sign banning African Americans and Mexican Americans from a whites-only park. On page 473, the text states:
"Native-born Tejanos and Mexicans trying to escape the violence of the Mexican Revolution encountered the poll tax and other voting restrictions. Mexican Americans also experienced segregation. Plans for towns in the Valley included different residential sections for Anglos and Mexican Americans. Often the dividing line between the areas was the railroad track or some other readily visible landmark. Mexican American and Anglo children generally went to different schools and played in separate parks."
• Discussion of the clashes between Mexican and Anglo immigrants in the Rio Grande valley in the 1910s, as well as abuses by the Texas Rangers toward Mexican Americans (pp. 472-473). The text goes on to describe Mexican American self-help groups (mutualistas).
• Discussion of the efforts by Mexican Americans in the 1920s and 1930s to fight for their civil rights. The text describes the creation of the League of United Latin American Citizens and the School Improvement League. It also describes its support for Jesus Salvatierra's lawsuit against the segregated schools in Del Rio (p. 510).
• Discussion of the early efforts of Mexican Americans to organize labor unions, including the famous Pecan Shellers' Strike led by Emma Tenayuca Brooks (pp. 510-511).
• Discussion of the discrimination Macario García and many other Mexican Americans veterans encountered after the war (p. 527) and their efforts to combat discrimination by founding the American GI Forum of Texas. The text also includes a special feature on Dr. Hector P. García, founder of the GI and the first Mexican American on the U.S. Civil Rights Commission (p. 528).
Examples of Hispanic efforts to participate in the political process in Texas:
• Discussion of the election of Henry B. González to the State Senate, his run for governor, and his election to the U.S. House of Representatives (p. 566). The text also includes a special biographical feature on González's life and contributions (pg 567).
• Discussion of Mexican American political organizations, including the Mexican American Youth Organization, the La Raza Unida Party, and the Mexican American Legal Defense and Education Fund (p. 567).
• Discussion of the increasing political influence of Mexican Americans in both the Democratic and Republican parties. The text also mentions that Russ Garcia became Austin's first Hispanic mayor in 2001, and that as of 2001, seven Hispanics serve in the state Senate and 26 in the House (p. 580).
Examples of Hispanic contributions to Texas culture:
• Discussion in chapter 27 of the substantial contribution of Mexican Americans to Texan culture. The text mentions Américo Paredes's work on los corridos (p. 601), the fiction of Lionel García, Norma Cantú, Sandra Cisneros and Pat Mora (p. 602), the ballads and folk songs sung by Lydia Mendoza, the popular Tejano music of Freddie Fender, Tish Hinojosa, and others (p. 604), as well as the art of Pedro Huizar, José Sanchez y Tapia, Theodore Gentilz, Chelo Amezcua, Porfirio Salinas, and José Cisneros (p. 605-606).
8th Grade and High School United States History
The publisher and authors of The American Republic to 1877 and The American Republic Since 1877 recognize that individuals of Hispanic heritage have played an important role in the history of the United States. To ensure Hispanic contributions to American history have been included, the publisher and authors submitted the manuscript to several academic consultants and teacher reviewers who are familiar with Hispanic history, including the nationally known specialist on Hispanic studies, Frank De Varona, Regional Superintendent of Dade County Public Schools in Florida.
The goal of both The American Republic to 1877 and The American Republic Since 1877 is to present students with a comprehensive overview of the major developments in American history. The publisher and authors believe it is important to integrate the activities and experiences of American ethnic groups into the discussion of events. Much of American history is thematic, describing the causes of such macro events as the American Revolution, the Constitutional Convention, the Civil War, industrialism, the Great Depression, World Wars I and II, the Cold War, the Vietnam War, the economic crisis of the 1970s, and the technological revolution of the 1990s. The causes of these major political and economic developments in American history are not directly related to the activities of individual ethnic groups, although in some cases these events affect different ethnic groups differently. In those cases, the textbooks point out the different experiences of different groups. In other chapters that describe the social history of the United States and the economic and political situation of various groups in American society, however, Hispanic Americans are discussed in detail — particularly when their activities directly affect the development of the United States.
The American Republic to 1877
The American Republic To 1877 focuses on the era from the European arrival in America to Reconstruction. As a result, it does not cover the Hispanic struggle for civil rights in the 20th century in any detail. It does, however, devote substantial content to discussing Hispanic contributions to the exploration and settlement of America.
Examples of Hispanic contributions to the exploration and settlement of America:
• Discussion of Spanish expeditions led by Christopher Columbus, Amerigo Vespucci, Vasco Núñez de Balboa and Ferdinand Magellan (pp. 45-49). Note: the discussion of Amerigo Vespucci was added to the text after the initial printing of the book and is included on the list of editorial corrections already submitted to the Texas Education Agency.
• Discussion of Cortes's conquest of the Aztec (pp. 52-53).
• Discussion of Spanish explorers in North America, including Ponce de León, Pánfilo de Narváez, Cabeza de Vaca, Hernando de Soto, Coronado, and Juan de Oñate (pp. 53-55).
• Discussion of Spanish settlements, including pueblos, missions, and presidios, with specific reference to Santa Fe, San Diego, St. Augustine, and the mission activities of Captain Gaspar de Portolá and Father Junípero Serra in California (pp. 53-54, 92-93, 369, 371). The text also includes a National Geographic two-page feature on Spanish missions (pp. 56-57) and a map of Spanish missions in the Southwest (pp. 65).
• Discussion of colonial Spanish American society, including plantations, the encomienda system, the rigid class system, and the efforts of Bartolomé de Las Casas to end the mistreatment of the Native Americans (pp. 55).
• Discussion of Spanish California in the early 1800s, including the decision to abolish the missions (p. 371) and the development of large ranchos (p. 371).
Examples of Hispanic contributions to the cause of independence and the defense of Texas and the United States:
• Discussion of the contributions of Spanish governor Bernardo de Gálvez and Spanish representative Juan de Miralles to the American victory in the war for independence (pp. 173-74).
• Discussion of Mexico's rebellion against Spain and the role of Miguel Hildalgo, as well as a discussion of South America's wars for independence and the leadership of Simón Bolívar and José de San Martín (p. 327).
• Description of the Tejano community in Texas (p. 363), a discussion of the role Tejanos led by Captain Juan Seguín played in the battle of San Antonio (p. 365) and reference to Lorenzo de Zavala, a hero of the Texas war for independence and the republic's first vice president (p. 367).
• Description of Admiral David G. Farragut's heroic exploits during the Civil War (pp. 469, 489).
Examples of the Hispanic struggle with prejudice and discrimination in the United States:
• Discussion of the discrimination faced by Californios in the 1850s as Anglos settled California (p. 376).
• Discussion of the discrimination and violence Mexican immigrants faced in the American Southwest between 1900 and 1914, and the formation of Mexican American self-help associations to protect their communities (pp. 543-544).
• Discussion of efforts by Cesar Chavez and the United Farm Workers to organize Hispanic American farm workers in the Southwest (p. 568), and the efforts of the League of United Latin American Citizens to fight discrimination and end segregation in schools (p. 568).
The American Republic Since 1877
Although The American Republic Since 1877 focuses on the history of the United States since Reconstruction, the earlier chapters on the founding of the United States do demonstrate to students the important role that individuals of Hispanic heritage have played in exploring America and settling Florida and the Southwest. The text also includes several biographical features about Hispanic individuals who have contributed to the development of the United States. Those profiled include Bernardo de Gálvez; Lorenzo de Zavala; Medal of Honor winner Roy P. Benavidez; community service activist Delores Huerta; the founder of La Raza, José Angel Gutiérrez; and entrepreneur, philanthropist, and former U.S. Treasurer Romana Acosta Bañuelos.
Examples of Hispanic contributions to the exploration and settlement of America:
• Discussion of Spanish expeditions led by Christopher Columbus, Amerigo Vespucci, Juan Ponce de Leon, Vasco de Balboa, and Ferdinand Magellan (pp. 25-27).
• Discussion of Cortés's conquest of the Aztec (pp. 30-31).
• Discussion of Spanish explorers in North America, including Narváez, Cabeza de Vaca, Coronado, de Soto, and de Oñate (p. 33).
• Description of Spanish settlements in New Mexico, California, and Florida, including missions, presidios, Santa Fe, and St. Augustine (pp. 33, 35), as well as a National Geographic two-page feature on Spanish missions in the Southwest (pp. 36-37).
• Description of colonial Spanish American society, including haciendas, vaqueros, the encomienda system, and the rigid class system (pp. 33-34).
• A brief description of the Tejano community in Texas, including a special biographical feature on Lorenzo de Zavala (pp. 204-205).
Examples of Hispanic contributions to the cause of independence and the defense of Texas and the United States in time of war:
• Special biographical feature describing the contribution of Spanish governor Bernardo de Gálvez to the American victory in the war for independence (p. 99).
• A description of David Farragut's heroic exploits during the Civil War (pp. 250-51, 261).
• Discussion of the role of Cuban exiles in the United States, including José Martí, in triggering the rebellion in Cuba that led to the Spanish-American War of 1898 (p. 400).
• Discussion of the impact of World War I on Mexican Americans, including the mass migration of Mexican Americans to northern cities to take wartime factory jobs, the discrimination they faced, and the creation of separate Mexican American barrios in several major cities. The text also discusses the migration of over 100,000 Mexicans into Texas, Arizona, New Mexico and California during the war to provide labor to farmers in the Southwest (p. 459).
• Discussion of the Bracero program during World War II that brought 200,000 Mexican workers to the United States (p. 627).
• Discussion of the Hispanic American contribution to World War II, noting that some 500,000 served in the armed forces and that 17 won the Medal of Honor (p. 628).
Examples of Hispanic contributions to the economic development of the United States:
• Description of the Mexican contribution to the development of cattle ranching, including the role of Hispanic cowboys teaching American cowboys the techniques of open range ranching (p. 288).
• Discussion of the dramatic increase in Hispanic immigration to the United States to meet the Southwest's need for farm labor, (pp. 459, 484, 627).
• Discussion of NAFTA and the rise of maquiladoras along the U.S.-Mexico border (p. 903).
Examples of the Hispanic struggle with prejudice and discrimination in the United States:
• Discussion of racial tensions in southern California during World War II that led to the zoot suit riots against Mexican American teenagers (pp. 627-628).
• Discussion of Hispanic poverty in the United States in the 1950s, including a description of the harsh conditions facing Hispanic workers in the Southwest (p. 708).
• Discussion of the Hispanic American political organizations formed in the 1960s to fight discrimination and poverty. The text discusses the activities of Cesar Chavez and the United Farm Workers, the ideas of José Gutiérrez and La Raza Unida, and the push for bilingual education (pp. 815-816). The text also includes a full-color photo of Cesar Chavez meeting with farm workers on page 799.
• An American Literature feature presenting an excerpt from Richard Rodriguez's book Hunger of Memory, (p. 887).
Dr. Jose Angel Gutierrez University of Texas at Arlington
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no
comment.
Pat Jackson
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no
comment.
Don Brown State Textbook Review Panel
As a member of the State Textbook Review committee, part of my assigned task was to review The American Republic (Glencoe Press). The book is a very good choice for eleventh grade high school U.S. History for both moderates and traditionalists because of its even-handed and fair approach toward various topics, even controversial ones.
PUBLISHER'S RESPONSE
The authors and publisher would like to express their appreciation for the work done by
Don Brown and all of the Textbook Review Panel members. They are also pleased that he
recognized the efforts they made to develop a textbook that is unbiased, fair, and
comprehensive.
Stan Smith Houston, Texas
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no
comment.
Jeffrey Bahlmann Gonzales County, Texas
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no
comment.
Walter Glasscock Columbus, Texas
Having read these two texts [Glencoe's Our World Today and Holt's People, Places and Change] mentioned I assure you that they don't rise to the measure just mentioned.
1. The writers of these texts have totally missed the genius that made America great. My point is illustrated by a little anecdote that occurred some years back when our ambassador to Brazil as asked by a Brazilian government official why America, with similar size and available natural resources and similar age, had so greatly surpassed Brazil. Our ambassador replied, "Your founders came seeking gold and our founders cane seeking God." This spiritual dynamic is an actual and factual part of our founding history. Before the firsts session of Congress was held it was preceded by a three-hour prayer meeting with many of the congressmen on their knees before the God who had delivered them from every kind of harm from without and from within from their founding, though a war for liberty and from division in drafting the United States Constitution. The deeply religious convictions that directed our founders was the inspiration that drove them to forge this kind of Constitutional Republic. This must not be missed if one is to truly understand America.
PUBLISHER'S RESPONSE
The 6th grade course for which Glencoe/McGraw-Hill's Our World Today has been submitted is not a study of the history of the United States. Rather, it is a world geography/world cultures course. The first sentence of the introductory paragraph from the TEKS for this course states, "In Grade 6, students study people and places of the contemporary world."
Even though the textbook was developed for a world geography/world cultures course, the authors and publisher have included content that sets the United States apart from the rest of the world, along with text and photographs to continue to foster patriotism and an appreciation for America.
The first two pages of the book, entitled Honoring America, include customs for caring for and displaying the American flag, the American's Creed, the Pledge of Allegiance, and the Star-Spangled Banner. The Why It Matters feature on page 501 states, "The United States is the most powerful nation in the world. It has the world's largest economy and is a leading democracy. Immigrants from nearly every other nation of the world have moved here in order to enjoy the freedom the United States Constitution provides." An activity in the Teacher's Edition on the same page suggests that teachers have students pretend they are from another country and have them write a letter to a relative explaining why they would like to move to the United States.
On page 507, Section 2 opens by pointing out that "the powerful United States economy runs on abundant resources and the hard work of Americans." The text goes on to state that "the United States has a large, energetic, and growing economy. Fueling all of this economic activity is freedom. The free enterprise system is built on the idea that individual people have the right to run businesses to make a profit with limited government interference and regulation. Americans are free to start their own businesses and to keep the profits they earn. They are free to work in whatever jobs they want — and for whatever employers they want. This has helped create great economic success." Question 5 of the Section Assessment on page 510 asks students to "describe two characteristics of the United States that have helped it become a world leader."
On page 516, the authors point out one of the greatest strengths of the United States: "The response of Americans to tragedy showed the world the nation's hidden strengths — its people."
On page 519 students read, "The United States is full of people from many different lands. What attracts people to the United States? One attraction is the freedom that Americans enjoy. Economic opportunity is another. The United States gives people in many other lands hope that they and their children can enjoy better lives."
On page 520 they learn that "The United States is a representative democracy, in which voters choose leaders who make and enforce the laws for the benefit of the people they represent."
On page 523 the text states, "Religion has always been an important influence on American life. One of the first laws passed by the new country stated that 'Congress shall make no laws respecting an establishment of religion.... ' In other words, this law said that the government could not say which religion people should follow. It also said that public or taxpayer money should not be used to support the goals of specific religions."
2. These two texts omit reference to our founders: no mention of George Washington, John Adams, Thomas Jefferson in the roles they played in establishing this nation. How can you foster patriotism if you have no heroes? Yes, I know this is geography and social studies; not history, but the heroes of other countries are mentioned and there is even a picture of Osama bin Laden.
PUBLISHER'S RESPONSE
As stated above, this textbook is for use in world geography/world cultures courses, not American history courses. The focus of the course, and therefore the textbook, is to "study people and places of the contemporary world." Students learn about our Founders in United States history courses in 5th grade, 8th grade, and high school. As stated in the TEKS, "In this course students describe the influence of individuals and groups on historical and contemporary events in those societies and identify the locations and geographic characteristics of selected societies. Students identify different ways of organizing economic and governmental systems. The concepts of limited and unlimited government are introduced, and students describe the nature of citizenship in various societies. Students compare institutions common to all societies such as government, education, and religious institutions. Students explain how the level of technology affects the development of the selected societies and identify different points of view about selected events."
The text does, however, include information on American heroes. Page 511 includes the powerful photograph of firefighters raising the American flag amid the rubble of the World Trade Center. There is perhaps no other photograph within recent memory that typifies the triumphant spirit of heroism in the United States more than this one. In addition, other firefighters are shown on page 512. In contrast to other chapters, the chapter on the United States includes a two-page section entitled "A Day for Heroes," which describes the valiant efforts of ordinary Americans who rose to be heroes in the aftermath of 9/11.
Osama bin Laden is included in the text as part of a TIME REPORTS feature on World Issues. This particular feature deals with the terrorist attacks of September 11, 2001, and the resulting war on terrorism. His photograph is included along with other photographs of the event, including firefighters raising the American flag, rescue workers in New York
City, airport checkpoints, and candlelight vigils. The photograph of bin Laden is
accompanied by the following text:
"The United States responded to September 11th with a determination and resolve bin Laden surely didn't expect. 'Our war on terror begins with al-Qaeda,' President George W. Bush said. 'It will not end until every terrorist group of global reach has been found, stopped, and defeated.'"
3. One fourth of the Glencoe textbook on America is devoted to events since 9-11-01 and our war on terrorism. Students are urged on page 516 to "learn all you can about terrorism." "Americans ... held candlelight vigils to honor the victims" but no mention of the fact that many of the vigils were also places where public prayers were uttered. An outright lie is stated in the Glencoe textbook, page 513 "AI-Quaeda's [sic] leader Osama bin Laden told followers that it was a Muslim's duty to kill Americans. No idea could be further from Muslim teachings. The Quran, Islam's holiest book tells soldiers to 'show (civilians) kindness and deal with them justly.'" One isolated text from the Quran may say that but there are numerous texts in the Quran that call for the death of all unbelievers of Islam. Why do the authors mislead our students? History, past and present, tells us of Islam's violent and expansionistic ways.
PUBLISHER'S RESPONSE
This world geography/world cultures textbook contains an entire chapter on the United States. It has three sections entitled: (1) A Vast, Scenic Land, (2) An Economic Leader, and (3) The Americans. It also includes a feature entitled TIME REPORTS: FOCUS ON WORLD ISSUES — A New Kind of War. This 7-page feature focuses on September 11, 2001, and its aftermath. The events of September 11, 2001, will tragically become the defining moment in the lives of many Americans — particularly the nation's youth — much as Pearl Harbor, the Kennedy assassination, and the moon landing became defining moments for earlier generations. Not to include extensive coverage on the topic would be a grave disservice to the students of Texas.
On page 516, the text does urge students to learn about terrorism. The quote is part of a section entitled "Stopping Terrorism: What Can One Person Do?". The purpose of this section is to encourage student participation to help meet the Texas requirement that "a primary purpose of the public school curriculum is to prepare thoughtful, active citizens who understand the importance of patriotism." The text states:
"The rescue workers who responded to the attacks on the World Trade Center and the Pentagon were true heroes. In the months that followed Americans honored them for their courage and sacrifice.
The response of Americans to tragedy showed the world the nation's hidden strengths — its people. Wherever they lived, Americans reacted. They gave blood. They held candlelight vigils to honor the victims. They flew flags to show their unity. They cut deeply into their budgets, contributing more than $200 million in the first week to help victims' families.
They all made it clear, as a girl from Ohio told TIME For Kids, that no terrorist can weaken the nation's spirit. 'They bent steel,' said Danielle, 12, of the World Trade Center murderers, 'but they can't break the U.S.'
Be a Local Hero
Wherever you live, you can help keep that spirit alive. And you can do it even years after the disasters of September 2001 took place.
Learn all you can about terrorism. Learn what it is, why it exists, and how people at all levels of government are fighting it.
Then join that fight any way you can. With posters and letters, report successful efforts to combat this evil. Raise money for groups that help out the victims of terrorism everywhere.
Finally, refuse to give in to fear. Terrorists use fear as a weapon. If you can keep fear from changing your life, you will have taken a big bite out of terrorism.
One expert on fear, the novelist Stephen King, agreed. 'If everybody continues working,' he said, 'they [the terrorists] don't win.'"
The coverage of Islam is correct as written. Noted religion scholar and professor at Georgetown University, John Esposito, writes that "both the Quran and Islamic law absolutely forbid, condemn the killing of non-combatants."
In the aftermath of September 11, Americans from all walks of life urged their fellow citizens not to condemn all Muslims for the misguided acts of a few extremists. Among the most vocal defenders of the Islamic faith was President George W. Bush. In an address on September 17, 2001, the President noted: "These acts of violence against innocents violate the fundamental tenets of the Islamic faith. And it's important for my fellow Americans to understand that. The English translation is not as eloquent as the original Arabic, but let me quote from the Quran, itself: 'In the long run, evil in the extreme will be the end of those who do evil. For that they rejected the signs of Allah and held them up to ridicule.' The face of terror is not the true faith of Islam. That's not what Islam is all about. Islam is peace. These terrorists don't represent peace. They represent evil and war. When we think of Islam we think of a faith that brings comfort to a billion people around the world. Billions of people find comfort and solace and peace. And that's made brothers and sisters out of every race — out of every race."
In an address to a joint-session of Congress on September 20, 2001, the President pointed out that "the terrorists practice a fringe form of Islamic extremism that has been rejected by Muslim scholars and the vast majority of Muslim clerics — a fringe movement that perverts the peaceful teachings of Islam."
TEXTBOOK UPDATE
Since the textbook went to press earlier this year, new information about the terrorists has become available. In order to provide the students of Texas with the most timely and accurate material available as of press-time, the publisher has previously provided a change on the list it submitted to TEA on June 27. The copy on page 513 will read:
"The terrorists who hijacked the airplanes belonged to a group called al-Qaeda (al KY • duh). The group was founded by Osama bin Laden, a wealthy Saudi Arabian.
AI-Qaeda was created to fight the Russian invasion of Afghanistan. After the Russians left Afghanistan, al-Qaeda members changed their goals. They wanted to force all non-Muslims out of the Middle East. They hated the U.S. troops based in Saudi Arabia and the Jewish people living in Israel.
AI-Qaeda's members also believed Muslims were being changed too much by modern ideas. They hated freedom of religion and wanted strict religious leaders to control Muslim countries. AI-Qaeda's beliefs were not shared by all Muslims. The attacks on the United States horrified people around the world, including millions of Muslims who live in the Middle East, the United States, and elsewhere."
The June 27 list also includes a request to the Texas Education Agency to allow the publisher to update the coverage of the war on terrorism to reflect the most recent developments as of press time for the classroom-ready edition.
4. These two texts constitute agenda-based geography. Geography is to supply information to students. Period. These texts involve indoctrination and manipulation of the students to form opinions and to adopt the philosophies and agendas of the authors as directed through the questions and suggested projects on the work pages.
PUBLISHER'S RESPONSE
The publisher finds it difficult to respond to this comment without any specific examples of the authors' alleged agenda. However, the authors of the textbook have provided an objective coverage of geography both in the narrative and in the activities provided throughout the text. The geography portions of the sixth grade TEKS are quite specific about what textbooks need to include, and several of these require that students analyze information. For example, TEKS 7A requires students to "identify and analyze ways people have adapted to the physical environment in selected places and regions." TEKS 7B requires sixth graders to "identify and analyze ways people have modified the physical environment."
The textbook also stresses critical-thinking skills in accordance with the requirements set forth in the TEKS. As TEKS 21 states: "The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology." TEKS 21B requires that students "analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions." TEKS 21D requires that students "identify different points of view about an issue or topic." TEKS 23A requires students to "use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution." Forming opinions is an inherent part of analyzing information, drawing conclusions, and problem-solving as required by the TEKS.
Jon Roland Constitutional Society
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no comment.
Lupita Ramirez
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no
comment.
Jaime Urbina
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no
comment.
Roxann Chastity Reza
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no
comment.
Dina Guerra on behalf of Emily R. Vasquez
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no
comment.
Tomas Gomez
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no
comment.
Nora Sanchez
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no
comment.
Maricela Flores
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no
comment.
Maria Dolores Calderoni
PUBLISHER'S COMMENT
As there are no references to any Glencoe/McGraw-Hill textbooks, the publisher has no
comment.
Manuel Medrano History Professor, University of Texas at Brownsville
PUBLISHER'S COMMENT
Professor Medrano's written comments as well as those of several reviewers did not specifically cite any Glencoe/McGraw-Hill textbook. The comments centered on Hispanic content they found to be missing from the books they reviewed. Glencoe/McGraw-Hill agrees with the reviewers, as it is important that our school students learn the full story of our rich American and Texan history.
Glencoe/McGraw-Hill has submitted three American history textbooks for adoption in Texas. These books are Texas and Texans (for 7th grade), The American Republic To 1877 (for 8th grade) and The American Republic Since 1877 (for 11th grade). Both the publisher and the authors of these textbooks firmly believe that the history of Hispanic Americans should be fully integrated into the text and presented in proper historical context. When the textbooks discuss the exploration and settlement of America, they present examples of the Hispanic contribution to that effort. When they discuss the struggle for independence, or American efforts to defend the nation in wartime, they provide examples of patriotic Hispanics rallying to the nation's call. Similarly, when discussing the economic development of Texas or the United States, the texts include Hispanic contributions to the economy. The texts also explain that, as with other minority groups, Hispanic Americans have faced discrimination and have organized themselves politically to overcome that discrimination. By focusing the narrative on important historical developments in Texas and the United States, and presenting the Hispanic role in those developments, the texts avoid giving token representation to Hispanic Americans. Instead Hispanics are presented as active participants in the historical process whose contributions and struggles have played an important role in the development of Texas and the United States.
7th Grade Texas History
Texas and Texans
Individuals of Spanish and Mexican heritage have played an important role in American history, and perhaps nowhere more so than in Texas. Both the publisher and authors of Glencoe's Texas and Texans have sought to include the contributions and experiences of Hispanics in Texas so that students can fully understand the history and development of Texas. One of the textbook's co-authors is Professor Arnoldo De León, a highly regarded scholar of the history of Mexican Americans in Texas who teaches at Angelo State University and has published several books about Mexican Americans and Texas.
Examples of Hispanic contributions to the exploration and settlement of America:
• Discussion in chapter 4 of Cortés' conquest of Mexico (p. 103), and the explorations of Pineda (pp. 104-105), de Vaca (p. 105), Narváez (p. 105), de Niza (pp. 108-109), Coronado (p. 109-110), and Moscoso (pp. 110-111).
• Special biographical features present detailed information about Cabeza de Vaca (p. 109), and Don Juan de Oñate (p. 111).
• Discussion in chapter 5 of Spanish missions, presidios, and settlements in Texas, and the development of Tejano culture and identity (pp. 118-135). The text on page 165 reads:
"By this time a Tejano character was becoming part of the Texas cultural landscape. The term Tejano describes people of Mexican heritage who consider Texas their home. This Tejano heritage is reflected in the population, religion, language, institutions, and customs of Texas today."
• Discussion in chapter 7 of the empresarios, including the activities of empresario Martín de León (p. 176). The chapter also provides a special biographical feature on Lorenzo de Zavala (p. 179).
Examples of Hispanic contributions to the cause of independence and the defense of Texas and the United States:
• Discussion in chapter 6 of the efforts of Governor Bernardo De Gálvez to provide aid to the American revolutionaries (p. 140), and the contributions of Tejanos to Mexico's struggle for independence from Spain (pp. 144-146).
• Discussion in chapters 8 through 11 of the causes of the Texan War for Independence and the contributions of Tejanos such as Rafael Manchola (p. 192), Erasmo Seguín (p. 193), Ramón Músquiz (p. 195), Lorenzo de Zavala (pp. 197, 217) and Juan Seguín (p. 212) to the independence movement.
• A special biographical feature on Captain Juan Seguín (p. 209), describing his achievements fighting for Texas and the prejudice he encountered.
• Discussion of the decision of many Tejanos to join the uprising against Mexico (p. 227) and their determination to fight despite Houston's reluctance (p. 253). On page 227-228, the narrative names the nine Tejanos who fought and died for Texas at the Alamo:
"Some Tejanos played an active part in the uprisings, first against Spain and then Mexico. These Tejanos risked more than just their lives. They fought for freedom at the price of their lands, their homes and their families. They had, at times, more to lose than the Anglo Americans or Europeans seeking adventure, land, or liberty. Many Tejanos considered Santa Anna a dictator, especially because he did not follow the constitution of 1824 that guaranteed a more democratic government for Mexico.
At least nine Tejanos helped to defend the Alamo. They were Brigido Guerrero, Juan Abamillo, Juan Antonio Badillo, Carlos Espalier, Gregorio Esparza, Toribio Domingo Losoya, Antonio Fuentes, Damsio Jiménez, and Andrés Nava. Captain Juan Seguín was at the Alamo when Santa Anna's army arrived, but he was sent out to raise more volunteers."
• Discussion in chapter 15 of the split within the Tejano community over whether to fight for the Union or the Confederacy during the Civil War. (p. 349). The text also provides a special biographical feature on Santos Benavides — the highest-ranking Mexican American to fight for the Confederacy.
• Discussion of the patriotic contributions of Mexican Americans during World War I, and World War II. The text mentions Marcelino Serna and Marcos Armijo, both of whom won Distinguished Service Crosses in World War I (p. 480), as well as
Macario García, and several other Hispanics who won the Medal of Honor during World War II (pp. 518, 521).
Examples of Hispanic contributions to the economic development of Texas:
• Discussion of the development of the vaquero ranching culture and the first cattle drives from Texas to Louisiana organized by Tejano ranchers (p. 153).
• Discussion in chapter 18 of ranching and farming in post-Civil War Texas. The text describes in detail the Spanish role in the introduction of cattle to Texas, and the activities of vaqueros and rancheros (p. 412). The text describes the large ranches of Hipólito García, Macedonio Vela, and Dionisio Guerra, as well as the role of Mexican Americans in starting the sheep industry in Texas (p. 422). It also notes that Proceso Martínez introduced cotton farming to the Rio Grande valley (p. 425).
Examples of the struggle with prejudice and discrimination In Texas:
• Discussion in chapters 13, 14, and 20, of the discrimination Mexican Texans faced after Texas achieved independence. On page 472, students are shown a photograph of a sign banning African Americans and Mexican Americans from a whites-only park. On page 473, the text states:
"Native-born Tejanos and Mexicans trying to escape the violence of the Mexican Revolution encountered the poll tax and other voting restrictions. Mexican Americans also experienced segregation. Plans for towns in the Valley included different residential sections for Anglos and Mexican Americans. Often the dividing line between the areas was the railroad track or some other readily visible landmark. Mexican American and Anglo children generally went to different schools and played in separate parks."
• Discussion of the clashes between Mexican and Anglo immigrants in the Rio Grande valley in the 1910s, as well as abuses by the Texas Rangers toward Mexican Americans (pp. 472-473). The text goes on to describe Mexican American self-help groups (mutualistas).
• Discussion of the efforts by Mexican Americans in the 1920s and 1930s to fight for their civil rights. The text describes the creation of the League of United Latin American Citizens and the School Improvement League. It also describes its support for Jesus Salvatierra's lawsuit against the segregated schools in Del Rio (p. 510).
• Discussion of the early efforts of Mexican Americans to organize labor unions, including the famous Pecan Shellers' Strike led by Emma Tenayuca Brooks (pp. 510-511).
• Discussion of the discrimination Macario García and many other Mexican Americans veterans encountered after the war (p. 527) and their efforts to combat discrimination by founding the American Gl Forum of Texas. The text also includes a special feature on Dr. Hector P. García — founder of the Gl Forum and first Mexican American on the U.S. Civil Rights Commission (p. 528).
Examples of Hispanic efforts to participate in the political process in Texas:
• Discussion of the election of Henry B. González to the State Senate, his run for governor, and his election to the U.S. House of Representatives (p. 566). The text
also includes a special biographical feature on González's life and contributions (pg 567).
• Discussion of Mexican American political organizations, including the Mexican American Youth Organization, the La Raza Unida party, and the Mexican American Legal Defense and Education Fund (p. 567).
• Discussion of the increasing political influence of Mexican Americans in both the Democratic and Republican parties, and mentions that Russ Garcia became Austin's first Hispanic mayor in 2001, and that as of 2001, seven Hispanics serve in the State Senate and 26 in the House (p. 580).
Examples of Hispanic contributions to Texas culture:
• Discussion in chapter 27 of the substantial contribution of Mexican Americans to Texan culture. The text mentions Américo Paredes's work on los corridos (p. 601), the fiction of Lionel García, Norma Cantú, Sandra Cisneros and Pat Mora (p. 602), the ballads and folk songs sung by Lydia Mendoza, the popular Tejano music of Freddie Fender, Tish Hinojosa, and others (p. 604), as well as the art of Pedro Huizar, José y Tapia, Theodore Gentilz, Chelo Amezcua, Porfirio Salinas, and José Cisneros (p. 605-606).
8th Grade and High School United States History
The publisher and authors of The American Republic To 1877 and The American Republic Since 1877 recognize that individuals of Hispanic heritage have played an important role in the history of the United States. To ensure Hispanic contributions to American history have been included, the publisher and authors submitted the manuscript to several academic consultants and teacher reviewers who are familiar with Hispanic history, including the nationally known specialist on Hispanic studies, Frank De Varona — Regional Superintendent of Dade County Public Schools in Florida.
The goal of both The American Republic to 1877 and The American Republic Since 7877 is to present students with a comprehensive overview of the major developments in American history. The publisher and authors believe it is important to integrate the activities and experiences of American ethnic groups into the discussion of events. Much of American history is thematic, describing the causes of such macro events as the American Revolution, the Constitutional Convention, the Civil War, industrialism, the Great Depression, World Wars I and II, the Cold War, the Vietnam War, the economic crisis of the 1970s, and the technological revolution of the 1990s. The causes of these major political and economic developments in American history are not directly related to the activities of individual ethnic groups, although in some cases these events affect different ethnic groups differently. In those cases, the textbooks points out the different experiences of different groups. In other chapters that describe the social history of the United States, and the economic and political situation of various groups in American society, however, Hispanic Americans are discussed in detail — particularly when their activities directly affect the development of the United States.
The American Republic To 1877
The American Republic To 1877 focuses on the era from the European arrival in America to Reconstruction. As a result, it does not cover the Hispanic struggle for civil rights in the 20th century in any detail. It does, however, devote substantial content to discussing Hispanic contributions to the exploration and settlement of America.
Examples of Hispanic contributions to the exploration and settlement of America:
• Discussion of Spanish expeditions led by Christopher Columbus, Amerigo Vespucci, Vasco de Balboa and Ferdinand Magellan (pp. 45-49). Note: the discussion of Amerigo Vespucci was added to the text after the initial printing of the book, and is included on list of editorial corrections already submitted to the Texas Education Agency.
• Discussion of Cortes' conquest of the Aztec (pp. 52-53)
• Discussion of Spanish explorers in North America, including Ponce de León, Pánfilo de Narváez, Cabeza de Vaca, Hernando de Soto, Coronado, and Juan de Oñate. (pp. 53-55).
• Discussion of Spanish settlements including pueblos, missions, and presidios, with specific reference to Santa Fe, San Diego, St. Augustine, and the mission activities of Captain Gaspar de Portolá and Father Junípero Serra in California (pp. 53-54, 92-93, 369, 371). The text also includes a National Geographic two-page feature on Spanish missions (pp. 56-57) and a map of Spanish missions in the Southwest (pp. 65).
• Discussion of colonial Spanish American society, including plantations, the encomienda system, the rigid class system, and the efforts of Bartolomé de Las Casas to end the mistreatment of the Native Americans (pp. 55).
• Discussion of Spanish California in the early 1800s, including the decision to abolish the missions (p. 371), and the development of large ranchos (p. 371).
Examples of Hispanic contributions to the cause of independence and the defense of Texas and the United States:
• Discussion of the contributions of Spanish governor Bernardo de Gálvez and Spanish representative Juan de Miralles to the American victory in the War of Independence (p. 173-74).
• Discussion of Mexico's rebellion against Spain and the role of Miguel Hildalgo, as well as a discussion of South America's wars for independence and the leadership of Simón Bolívar and José de San Martín (p. 327).
• Description of the Tejano community in Texas (p. 363), a discussion of the role Tejanos led by Captain Juan Seguín played in the battle of San Antonio (p. 365) and reference to Lorenzo de Zavala, a hero of the Texas war for independence and the republic's first vice-president, (p. 367).
• Description of Admiral David G. Farragut's heroic exploits during the Civil War (pp. 469, 489).
Examples of the Hispanic struggle with prejudice and discrimination in the United States:
• Discussion of the discrimination faced by Californios in the 1850s as Anglos settled California (p. 376).
• Discussion of the discrimination and violence Mexican immigrants faced in the American Southwest between 1900 and 1914, and the formation of Mexican American self-help associations to protect their communities (pp. 543-544).
• Discussion of efforts by Cesar Chavez and the United Farm Workers to organize Hispanic American farm workers in the Southwest (p. 568), and the efforts of the League of United Latin American Citizens to fight discrimination and end segregation in schools (p. 568).
The American Republic Since 1877
Although The American Republic Since 1877 focuses on the history of the United States since Reconstruction, the earlier chapters on the founding of the United States do demonstrate to students the important role that individuals of Hispanic heritage have played in exploring America and settling Florida and the Southwest. The text also Includes several biographical features about Hispanic individuals who have contributed to the development of the United States. Those profiled include Bernardo de Gálvez, Lorenzo de Zavala; Medal of Honor winner Roy P. Benavidez; community service activist Delores Huerta; the founder of La Raza, José Angel Gutiérrez, and entrepreneur, philanthropist, and former U.S. Treasurer Romana Acosta Bañuelos.
Examples of Hispanic contributions to the exploration and settlement of America:
• Discussion of Spanish expeditions led by Christopher Columbus, Amerigo Vespucci, Juan Ponce de Leon, Vasco de Balboa and Ferdinand Magellan (pp. 25-27)
• Discussion of Cortés conquest of the Aztec (pp. 30-31)
• Discussion of Spanish explorers in North America, including Narváez, Cabeza de Vaca, Coronado, de Soto, and de Oñate. (p. 33).
• Description of Spanish settlements in New Mexico, California, and Florida, including missions, presidios, Santa Fe and St. Augustine (pp. 33, 35) as well as a National Geographic two-page feature on Spanish missions in the Southwest (pp. 36-37).
• Description of colonial Spanish American society — including haciendas, vaqueros, the encomienda system and the rigid class system (pp. 33-34).
• A brief description of the Tejano community in Texas, including a special biographical feature on Lorenzo de Zavala (pp. 204-205).
Examples of Hispanic contributions to the cause of independence and the defense of Texas and the United States in time of war:
• Special biographical feature describing the contribution of Spanish governor Bernardo de Gálvez to American victory in the War of Independence (p. 99).
• A description of David Farragut's heroic exploits during the Civil War (pp. 250-51, 261).
• Discussion of the role of Cuban exiles in the United States, including José Martí, in triggering the rebellion in Cuba that led to the Spanish-American War of 1898. (p. 400).
• Discussion of the impact of World War I on Mexican Americans, including the mass migration of Mexican Americans to northern cities to take wartime factory jobs, the discrimination they faced, and the creation of separate Mexican American barrios in several major cities. The text also discusses the migration of over 100,000 Mexicans into Texas, Arizona, New Mexico and California during the war to provide labor to farmers in the Southwest, (p. 459).
• Discussion of the Bracero program during World War II that brought over 200,000 Mexican workers to the United States (p. 627)
• Discussion of the Hispanic American contribution to World War II, noting that some 500,000 served in the armed forces, and that 17 won the Medal of Honor, (p. 628)
Examples of Hispanic contributions to the economic development of the United States:
• Description of the Mexican contribution to the development of the cattle ranching, including the role of Hispanic cowboys teaching American cowboys the techniques of open range ranching, (p. 288).
• Discussion of the dramatic increase of Hispanic immigration to the United States to meet the Southwest's need for farm labor, (pp. 459, 484, 627)
• Discussion of NAFTA and the rise of maquiladoras along the U.S.-Mexico border (p. 903).
Examples of the Hispanic struggle with prejudice and discrimination in the United States:
• Discussion of racial tensions in southern California during the World War II that led to the Zoot Suit riots against Mexican American teenagers, (pp. 627-628)
• Discussion of Hispanic poverty in the United States in the 1950s, Including a description of the harsh conditions facing Hispanic workers in the Southwest (p. 708).
• Discussion of the Hispanic American political organizations formed in the 1960s to fight discrimination and poverty. The text discusses the activities of Cesar Chavez and the United Farm Workers, the ideas of José Gutiérrez and La Raza Unida, and the push for bilingual education (pp. 815-816). The text also includes a full-color photo of Cesar Chavez meeting with farm workers on page 799.
• An American Literature feature including an excerpt from Richard Rodriguez's book Hunger of Memory, (p. 887).
Formal Response to Oral Testimony, July 17, 2002
Glencoe/McGraw-Hill
August 5, 2002
The Publisher provides responses in boldface type within each reviewer's testimony that pertains to one of the Publisher's submissions.
BEFORE THE STATE BOARD OF EDUCATION TEXAS EDUCATION AGENCY
*******************************************************
PUBLIC HEARING *******************************************************
On the 17th day of July 2002 the
following proceedings came on to be heard before the State Board of Education, Grace Shore, Chair presiding, held in Austin, Travis County, Texas:
Proceedings reported by
Computerized Stenotype Machine; Reporter's Record produced by Computer-Assisted Transcription.
CHAPMAN COURT REPORTING SERVICE (512) 452-4072
PROCEEDINGS July 17, 2001
CHAIR SHORE: Good morning. I think we are about ready to begin. Let me go over a couple of ground rules for the participants.
Each person who speaks has three
minutes. At the end of two and a half minutes a bell will ring that means you have 30 seconds before the second bell rings. And if you have things to pass out to the Board members, there will be a staff person who will take them and pass them out. We don't count that against your time. Your time begins when you begin speaking.
I do ask that, if possible, you keep to that time limit because we have 67 people that have signed up to speak. And at three minutes you can do the math.
We are going to take an hour and a
half break for lunch because we have another meeting to take care of during that time. So we will break at 11:30 and reconvene at 1:00.
I think by that time our brains will need a rest anyway.
Okay. We're going to begin with some special guests who asked to speak. And our first
speaker is the Honorable Rick Green, State Representative District 46.
HON. RICK GREEN: Does matter which one? I am always on the right so I will take this one.
Madam chair, members, thank you very much for the opportunity to come and testify and share a few thoughts with you. I -- as Jack Kemp said have prepositional phrases longer than three minutes. So I might go over just a hair but will try and keep it quick.
But anyway, I first want to thank you for doing your duty and for having this open process and giving folks the opportunity to get some input into this and certainly for allowing the citizens of Texas to participate.
I also want to thank the publishers. They have, I think, done an excellent job of allowing the different citizen groups to get involved by responding to the concerns of making changes. And I think you know better than I do that over the last few years, this process has dramatically improved in terms of the time frame so that the folks from across Texas could give their input and the publishers would have time to
respond. They have been making changes. And I just want to brag on all of them. I have heard nothing but positive comments about how they worked with every one to make the necessary changes.
Third, I want to thank the citizens
that have volunteered their time to participate, and that are here today to testify, and that have been reading these books over the last few months. You have literally -- those of you that are doing this on your own just to help this process, you have literally brought the life to that part of the Declaration of Independence that says, "the only just powers of government come from the consent of the governed." That's what you're here doing, either refusing your consent or giving your consent. And you have literally refused to give your consent for our children here in Texas to have anything less than the best. And I thank you for your participation.
You have also demanded that our Texas schools give our children an accurate portrayal of history, and that the values of our American way of life be reinforced through our education system. And, Board, that's all we are asking for; two very simple things, accuracy in the facts and to make
sure that there is consistency with our basic American values.
And I know there are some folks here today, a very small group, they have been all over the papers and on the news, that disagree with me on that point. They don't want the American values to be reinforced in our education system. The same activists agreed with the 9th Circuit Court of Appeals in saying our kids shouldn't be able to say the Pledge of Allegiance. And I bring that up because that court opinion hits the heart of the matter. They didn't just say that they had a problem with the words "under God."
What the court said was, quote, the recitation of the Pledge aims to inculcate in students a respect for the ideal set forth in the Pledge. And they named liberty, justice, unity and indivisibility, and thus, amounts to state endorsement of these ideals. And the court goes on to say they shouldn't be able to do that.
Now while a small group of folks think that's a bad idea to instill these basic American principles in the hearts and minds of our children, the vast majority of Texans disagree strongly. They not only think it is the right thing
to do in instilling these values, but that it is the primary purpose of our education system.
You know right there in the Texas Constitution, the very first thing we say about public education is that its entire purpose is to the preservation of the liberties and rights of the people. Because of that directive, the Legislature passed my bill last year, House Bill 1776, to create Celebrate Freedom Week so that our kids every year would study the Declaration of Independence and the Constitution and our founding fathers.
The purpose of that is to instill those basic principles in our children. We were responding to a survey right here in Texas, not the left coast, not any where else in the country but right here in Texas, that said that barely half of our Texans could name even one freedom out of the First Amendment. Only five percent could name two.
If our people do not know their freedoms, how will they know when they have been violated? And how can we expect this next generation that you are educating to defend our freedom if they are unaware of the very freedom they are asked to protect.
Part of our duty, you and I together,
as leaders in Texas is to make sure that this torch of freedom is passed accurately to the next generation. This means we don't give them soft definitions of socialism that make it sound better than capitalism and freedom. It means we include in these books the stories of great American heroes and why they were willing to die in passing the torch of freedom. We have had generation after generation of Americans do their duty in preserving freedom and passing it on. Now it is your turn.
You are literally on the front lines of freedom today. And you have been asked to stand guard at the watchtower. I would hope that history will never say of our generation that on our watch we didn't pass that torch accurately and that it was dimly lit when we passed it.
I hope you will do your part
throughout this process as you have done in the past to make sure that when that torch is passed it is done accurately and it' s done burning brighter than it ever has before. I thank you very much for your service to the kids in Texas. God bless you.
MS. MILLER: Sir.
HON. RICK GREEN: Yes, ma'am.
MS. MILLER: I just heard about your
Bill 1776.
HON. RICK GREEN: Yes, ma'am.
MS. MILLER: And I think it is
interesting that when you brought forward the Bill before 9-11.
HON. RICK GREEN: Yes, ma'am.
MS. MILLER: And very coincidental. And I applaud you for it. I think it is a great idea. And I appreciate it.
HON. RICK GREEN: And I want to thank the Board because many of you all have been active in promoting that as well in getting it out there. And the Legislature did do that before 9-11. Ironic that we set the week September 25th when the Bill of Rights was adopted. Couldn't do it July 4th because nobody was in school. But we set it for September 25th and it was two weeks after the tragedy.
And hopefully this year, if everybody will talk about it and work with their local schools, they will be more active this year in bringing our kids together and letting them know why this freedom is such a blessing.
MS. MILLER: I hope so. Thank you for coming.
HON. RICK GREEN: Thank you very
much.
CHAIR SHORE: Thank you.
HON. RICK GREEN: Thank you, Madam Chair.
CHAIR SHORE: I am going to let Terry announce --
MR. RIOS: The Honorable Anna Mowery, State Representative District 97.
CHAIR SHORE: I think you notice that we didn't stop Rick Green. We know better than to stop the representatives. So you do get a little extra time if you need it. But I do want to caution you.
HON. ANNA MOWERY: I don't think I
will have a problem with the time. My colleague has been eloquent.
HON. RICK GREEN: Tell them we will return the favor when they come over to the Capitol.
HON. ANNA MOWERY: I want to be
practical a minute. So you may not want to listen to this practicality. But I serve on appropriations. And you well know how much we spend on textbooks. And there has been considerable talk about why do we spend this much money on textbooks. And we have got electronic access. We have got
teachers who can obtain various bits of information they can use and paper that -- pamphlets that they can