Fox news and Florida Family Association critique of chapter on Islam in World History textbook

Jim Buxton:  This controversy, again, helps us understand why it would be so difficult to develop national History standards acceptable to all.

See below for the controversy regarding a chapter on Islam in a Prentice Hall World History book, a textbook which is widely used:

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Here's the indictment:

Florida Family Association sent out an email alert on December 4, 2013 titled Pearson’s World History text book continues to push biased, imbalanced view of Islam on students.

The alert stated in part:  Prentice Hall’s World History text book with its biased presentation of Islam continues to be used in numerous school districts.  The same company that published a high school text book which embellishes Islamists and belittles Judaism and Christianity also has ownership in The Economist, a leading advertiser on Al Jazeera America. 

 

Thousands of people sent emails to Pearson officials. 

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Here's the response from Pearson Publishing / Prentice Hall

 

John Fallon, an official with Pearson, responded to some people with the following email:

On Dec 5, 2013, at 16:31, "Fallon, John" <john.fallon@pearson.com> wrote:

We’ve recently heard concerns about a Pearson high school textbook used in Brevard County, Florida, entitled Florida World History. Some have claimed that this text, used in a 10th grade course, is biased towards Islam at the expense of Judaism and Christianity.  We’d like to set the record straight.

In Florida, as in other states, Pearson creates custom course materials that align to the state’s specific curriculum standards. Florida’s standards split the world history curriculum into two years of study, in grades 6 and 10.  The state’s standards require the sixth grade curriculum start with early civilizations and continue through to the fall of Rome (476 A.D.).  In the 10th grade, the state’s high school curriculum begins with the Byzantines (330 A.D.), proceeds to the Early Middle Ages in Europe (500 A.D.) and continues to the present day.

The Florida edition of the Pearson high school World History text aligns to the state’s standards, which require that the high school course include content on the origins of Islam, while the middle school text details the earlier origins of Judaism and Christianity. The Florida Department of Education approved the Pearson World History programs for adoption and validated that the content in our programs meets the requirements and educational goals of the state.

Pearson and its authors adhere to the highest editorial standards when creating course materials. We rigorously support the integrity of our content with both internal reviewers and independent expert reviewers. We are committed to presenting balanced, unbiased and accurate coverage of world religions.  The content is thoroughly reviewed by scholars of comparative religion, as well as academic specialists in Christianity, Judaism and Islam.

Sincerely,

John

John Fallon
Pearson
Always Learning

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Here's the assessment from Todd Starnes: Fox News

 

Mr. Fallon’s response did NOT address the incorrect portrayal of Islam.  Additionally, it is ludicrous to attempt to justify the publishing of dozens of pages about Islam without including other religions because history is taught over a four year period.  This biased, imbalanced book is ALL these students will see in history class for a whole year.   It is prejudicial.  Where is the Prentice Hall book in the other four years with 36 pages devoted to Judaism and Christianity?

The same company that published this high school text book which embellishes Islamists and belittles Judaism and Christianity also has ownership in The Economist, a leading advertiser on Al Jazeera America.

Prentice Hall’s World History text book with its biased presentation of Islam continues to be used in numerous school districts.  Parents have voiced concern in several school districts regarding the book’s dishonest rewrite of history regarding Islam and the omission of Judaism and Christianity.

Pearson plc owns Prentice Hall.  Pearson also owns a fifty percent stake in The Economist Group. The Economist has been a top advertiser on Al Jazeera America during the past two months.   Pearson plc also owns the Financial Times. If Pearson plc officials are unresponsive to public concerns generated by this online campaign then Florida Family Association plans to publish more online campaigns to call on companies to withdraw their advertising support from the Financial Times and The Economist.   Americans need to know what companies are empowering Islamists.

The World History text book came under fire in July 2013 in Brevard County, Florida.  The Washington Times reports in part: 

“The book has a 36-page chapter on Islam but no chapters on Christianity or Judaism,” said Florida State Representative Rep. Ritch Workman, in Townhall, about the Prentice World History textbook. “It’s remarkably one-sided.

Mr. Workman said the textbook, which has been on the Brevard County schools’ approved course list for three years, also rewrites the history of Islam. He looked through it and found the authors “make a very obvious attempt not to insult Islam by reshaping history,” Townhall reported.

“If you don’t see it from the eyes of a parent, kids are going to take this book as gospel and believe that Christians and Jews were murderous barbarians and thank God the Muslims came along and the world is great,” he said, as Townhall reported.

Here’s an example: Muhammad and his armies’ take-over of Medina states depicted “people happily accept[ing of] Islam as their way of life. It leaves out that tens of thousands of Jews and non-believers were massacred by [Muhammad’s] armies. It’s a blatant deception.”

At the same time, the book depicts Jesus as claiming to be the Messiah — but writes as fact that Muhammad was the prophet, Mr. Workman said in the Townhall article. Students in the class are also taught about the Koran and pillars of Islam.

“They don’t do that for Christianity,” he said, as Townhall reported. “That is offensive to me.”

“Some of the descriptions of the battles use the word ‘massacre’ when it’s a Christian battle and ‘takeover’ when it’s a Muslim battle,” said Amy Kneessy to Fox News. “In young minds, massacre paints a very different visual picture than a takeover or occupation — when in fact both battles were very bloody.”

The publisher, Pearson, denied any bias. But Mr. Workman said he was told by a spokesperson for the publisher that a Muslim cleric was hired to write the sections on Islam.

The School District of Brevard County decided to provide a supplement to the Prentice Hall World History textbook.

The Volusia County School board cancelled a public meeting scheduled for November 5, 2013 after the United States Department of Justice weighed in on the issue.   WFTV in Orlando reported in part:  The Volusia County School Board said it postponed its Tuesday meeting "in the interest of public safety."  The district said it was contacted by the U.S. Department of Justice before the meeting was supposed to start and said "the nature of this information raised substantial safety concerns."  The district said with the information it received, it decided to put more security measures in place to make sure everyone at the meeting would be safe.  The district said it doesn't comment on procedures but did say there was no specific threat of violence.

If there was no specific threat then why did Eric Holder and Barack Obama’s Department of Justice weigh in on this issue?  Who filed the complaint that caused them to react?  The answer to the first question, because this administration is jihadi friendly.  Answer to second question, CAIR, most likely Hassan Shibly, executive director of CAIR Florida urged the Department of Justice to chime in like they have inappropriately done in many other matters. 

 

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Volusia schools will keep using history book

Nov 19, 2013: DELTONA, Fla. (AP) — A central Florida school board has decided to keep a world history textbook that some parents wanted pulled from classes because they say it offers a pro-Islamic worldview.
The board made its decision Monday after hearing four hours of public comment. The Daytona Beach News-Journal (http://bit.ly/17GFqXb ) reports the board didn't take a formal vote after hearing from some 80 speakers. Only board member Linda Costello pushed for a more thorough review.
"I'm still confident with the book and its presentation to our students," said school board chairwoman Diane Smith. Board members Candace Lankford, Stan Schmidt and Ida Wright agreed the book should remain in the classrooms.
"It's kind of what I would have expected," said Walter Hanford, a book opponent who attended the meeting. During the meeting he told the board the "World History" textbook published by Prentice Hall "whitewashes" the history of Islam and its Muslim followers.
The controversy erupted in early November after a Deltona High parent complained to a friend about the book's treatment of the Islamic religion. The friend, from Lake County, posted information on Facebook and organized a protest rally before the board's Nov. 5 meeting.
That meeting was cancelled before it began due to security concerns. The controversy continued to simmer. The newspaper reported Volusia County Republican Executive Committee Chairman Tony Ledbetter took over leadership of the textbook protest.
A group of students also attended Monday's meeting.
Brian Vaughn, a student government representative at Spruce Creek High School, handed in a petition that he said was signed by more than 500 students at five high schools. The petitioners favor keeping the textbook.
Opponents say it's full of omissions and errors that favor Islam over other religions, including Christianity and Judaism. They asked for a thorough review of the book.
"This book is ridiculously biased," said Armando Escalante of Port Orange.
But historian Alfred Perkins argued that omissions are inevitable in textbooks that condense thousands of years of history into a single volume.
Supporters say it's important to teach students about all religions, and their impact on world history.
"Learning about Islam doesn't make anyone Muslim," said Suzanne Southard of Deland.
The last speaker of the day was Rhiannon Dotson, a 12-year-old sixth grader from Orlando.
"I feel we should learn about all cultures and religions," she told the board. "This whole thing is about hate and ignorance. Please don't teach me and my friends hate."
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Information from: Daytona Beach (Fla.) News-Journal, http://www.news-journalonline.com

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Jim Buxton:  Can you imagine a chapter on Islam which would not stir significant controversy?
What's the answer to this conundrum?  Leave Islam out of the World History text?  Have 3 different assessments of Islam in the text book?  Would you do this for every controversial matter?

Stats that will reshape your world view VIDEO

Check out the following:

Stats that will reshape your world view:  Hans Rosling

http://www.youtube.com/watch?v=hVimVzgtD6w

or google You Tube Hans Rosling for other choices

Mission U.S.: Teaching History through Games

Posted on January 22, 2014 by curiouscat4           

Curious cat is a professor of politics and international relations at Webster University.      

               

Last weekend I had the privilege to attend the first annual CUNY Games Festival in New York.  The conference brought together academics and game designers to discuss means and methods of using games in higher education.  For me it was certainly a ‘these are my people!’ gathering and while I enjoyed presenting my own work (on my interdisciplinary World of Warcraft course), the highlight was learning about a variety of games that are available and useful for the college classroom.  Ill be posting about many of them in the coming weeks.
The first is Mission U.S, a series of free online games aimed at teaching American history to 5th-8th graders.    Designed by historians, each of the three games casts you as a fictional character at a crucial time in history–as a printmaking apprentice on the eve of the American Revolution in Boston; as a young slave in 1848, or as a Northern Cheyenne boy in 1866. They are all essentially single-player role playing games.  The major events are set (you cannot, for example, prevent the Boston Massacre) but you are free to take sides and actions as you choose.  For example, in the first Mission, you can choose your words or actions to support the Sons of Liberty, or to remain loyal to the British.
The games are most appropriate for history courses, but could also certainly be used as an out-of-class assignment to inform introductory or niche courses in American Politics.  For example, I always start my introduction to American Politics course with the historical background preceding the Revolution and the creation of the Articles of Confederation and the Constitution. The first mission could either substitute or complement that lecture, and really set the stage for students to understand the complaints of the colonists and how their experiences informed the writing of those documents.
I also quite enjoyed the gameplay.  Despite the pitch at a younger audience, the games would work quite well for the college crowd.  The interface is easy to use; the gameplay fairly simple but filled with interesting choices that impact the game (the path you choose does matter in terms of options available to you later); and the graphics pleasing.  The games are divided into chapters, which makes it easy to assign concrete chunks to students, and you are free to save the game at any time.  The creators also made educational guides for instructors available, which include lesson plans, learning goals, how-to guides, and cheat sheets.
Again, this is a niche game, and political science professors may find more value in playing it for their own interest and refresher than as an assignment to students.  It may be something to pass on to your colleagues in history–but it also may prove useful in various American Government courses.

Doha Debates: Surprising!

Bill Clinton in the Doha Debates

In the summer of 2011, fourteen teachers, myself included, ventured to the Middle East to visit the countries of Bahrain and Qatar.  The 11 day trip was sponsored (and largely paid for) by the governments of those 2 countries in an effort to influence American educators to tear down many stereotypes that they felt we had about Arabs, Islam and the Middle East in general.   I’ll write about that trip at some point in the future. 

                One thing I definitely learned on the trip is that there is more public debate than we had thought previously, at least in parts of the Middle East.  This was particularly evident in Qatar, which is scheduled to host the 2022 World Cup, by the way.  Nowhere was this dialogue more in evidence than in the Doha Debates which we learned about firsthand.

                Google” Doha debates” and you’ll find an archive of video debates on many sensitive Middle East topics.

                The debates are held in an auditorium on the Georgetown campus in Qatar.  (Carnegie-Mellon, Cornell, Texas A&M, Virginia Commonwealth and Northwestern also have campuses in Doha, the capital of Qatar.)   The 350 people in the audience are largely students at these 6 universities who are from all parts of the globe, including US students studying in   After 2 speakers on either side speak to the motion to be debated, the floor is open to questions and comments from the audience, and this is where you behold dramatic diversity in the discussion of the motion, as well as in the dress of the audience members.  

Below is a list of “motions” that were debated in the recent past:

1) This House believes marriage between close family members should be discouraged

2) This House believes censorship makes a mockery of the arts

3) This House believes women will be worse off after the Arab revolutions

4) This House believes President Assad must resign

5) This House believes that Arab revolutions will just produce different dictators

6) This House believes education is worthless without freedom of speech

7) This House believes women are superior to men

8) This House believes France is right to ban the face veil

                Below is a description of the Doha debates from their home page.  You can read it below, or google “Doha debates” and read it on line, before you click on the debate you might like to watch.  I have used these debates in my URI International Politics classes, and the students have found it fascinating.

            “The Doha Debates are chaired by the award-winning former BBC correspondent and interviewer Tim Sebastian, who founded them in 2004 and secured their editorial independence.  Although the Debates are financed by the Qatar Foundation for Education, Science and Community Development, no government, official body or broadcaster has any control over what is said at the sessions or who is invited.  Televised eight times a year by BBC World News, the Debates are based on a centuries-old format, refined by the famous Oxford Union. They focus on a single, controversial motion, with two speakers for and against. Once they have outlined their arguments, each speaker is questioned by the chairman and the discussion is then opened up to the audience for argument and a final electronic vote.

The 350-strong audiences are drawn mainly from Qatar’s student body and come from all over the Arab and Islamic worlds. In several debates they have adopted radical and unexpected positions.  Clear majorities have stated that Muslims are failing to combat extremism and that the Palestinians risk becoming their own worst enemy. A student at Texas A&M Qatar says the Doha Debates have taught her things of great importance. 'I have learned not to judge, but to think with maturity and logic, and not to accept things straight away; instead I require proof and evidence.'

Internationally, The Doha Debates have attracted wide attention and are broadcast to more than 400 million homes globally on numerous broadcasters.  The Doha Debates are a unique venture in the Arab world, providing a battleground for conflicting opinions and arguments about the major political topics of the region.  While governments around the world tighten restrictions on press freedom, the Doha Debates openly dissect the vital issues of the Middle East in front of its people and on global TV.  For the first time in their life, many young Arabs are having their say on key political questions – challenging politicians and experts face to face.  They engage in time-honoured rivalry – where the only weapons are words.  They practice the art of peaceful disagreement: understanding and respecting different views.”

Choices Units from Brown's Watson Institute

If you’re a veteran teacher, I’m sure you’re familiar with the Choices units from Brown’s Watson Institute, and you probably use them.  If you’re unaware of this resource, I recommend you access the Choices web site (www.Choices.edu)  and check it out. Below you’ll find the topics of Units offered by Choices.  The program is called Choices because all of the units end with 3 or 4 possible choices for US policy toward that the issues covered in the unit.  It’s great stuff for getting kids involved in debates on these matters.

Current Issues

Afghanistan, Cuba, China, Global Environmental Problems, Foreign Aid, Genocide, Human Rights, Immigration, the Middle East in Transition, N. Korea, Nuclear Weapons, Russia, the UN, Terrorism, International Trade, and more

US History

Slave Trade, American Independence, War of 1812, Westward Expansion, Imperialism, Cold War, Hiroshima, Cuban Missile Crisis, Vietnam War, Civil Rights, and more

World History

French Revolution, Haitian Revolution, India/Pakistan, Iraq, Russian Revolution, South Africa, Weimar Republic, Mexico, and more

URI Honors Colloqium on Education: Fall 2013

Below you will find the list of presentations on educational topics that were part of the annual URI Honors Colloquium.  Most of the presentations are archived, and you can watch them on line.  I particularly liked the ones by Ravitch (Oct 15) and Sahlberg (Dec 10). September 10, Grading Education: Getting Accountability Right. Keynote by Richard Rothstein, research associate of the Economic Policy Institute and senior fellow of the Chief Justice Earl Warren Institute on Law and Social Policy at the University of California Berkeley School of Law.

Video of the presentation (available live the day of the event and recorded thereafter)

September 17, The State of Education in Rhode Island. A panel discussion moderated by Elisabeth Harrison, Morning Edition host and education reporter for Rhode Island National Public Radio, with Rhode Island public education leaders Deborah Gist, and Eva-Marie Mancuso; David M. Dooley, President, University of Rhode Island; Nancy Carriuolo, President, Rhode Island College; and NPR's Scott McKay.
	Video of the presentation (available live the day of the event and recorded thereafter)

September 24, The Search for Knowledge. Pulitzer Prize-winning author Geraldine Brooks discusses Caleb's Crossing, the URI Common Reading selection for Fall 2013.
	(Please note: Although this event will be livecasted online, an online recording will not be available after the event. DVD copies of the event will be available for check out from the URI Media Resource Center.)

October 1, Creating the Opportunity to Learn. Diversity Week keynote address by Pedro Noguera, Peter L. Agnew Professor of Education at New York University.
	Video of the presentation (available live the day of the event and recorded thereafter)

October 8, Creating a New Culture for Teaching and Learning. International leader in education technology Alan November, cofounder of the Stanford Institute for Educational Leadership and one of Technology and Learning magazine's 15 most influential thinkers of the decade.
	Video of the presentation (available live the day of the event and recorded thereafter)

October 15 (6:30 p.m.), The Reign of Error. An interactive conversation with Diane Ravitch, research professor of education at New York University and a historian of education, with special guests from the Providence Student Union.
	(Please note: Although this event will be livecasted online, an online recording will not be available after the event. DVD copies of the event will be available for check out from the URI Media Resource Center.)

October 22, The Future of Public Higher Education. David Bergeron, vice president for postsecondary education, Center for American Progress, and former acting assistant secretary, U.S. Department of Education.
	Video of the presentation (available live the day of the event and recorded thereafter)

October 29, Half the Sky: Turning Oppression into Opportunity for Women. Discussion with Sheryl WuDunn, author, business executive, entrepreneur, and Pulitzer Prize-winning journalist. Annual Gender and Women's Studies Carlson Lecture.
	Please note: This event will not be archived online. However, please click here to view notes from the presentation.

November 5, What are the Common Core State Standards Expectations? Questions and answers with CCSS writers Susan Pimentel (English language arts) and Doug Sovde (mathematics).
	Video of the presentation (available live the day of the event and recorded thereafter)

November 12, The State of Our Rhode Island Students. Panel discussion moderated by Maureen Moakley, URI professor of political science and political commentator for Rhode Island PBS and Rhode Island NPR, with leaders from the Economic Progress Institute, Rhode Island Kids Count, Council for Exceptional Children, and the URI Veterans Affairs Program.
	Video of the presentation (available live the day of the event and recorded thereafter)

November 20 (Wednesday), Elevating All Students. Address by Freeman Hrabowski, president, University of Maryland, Baltimore County.
	Video of the presentation (available live the day of the event and recorded thereafter)

Additional Event November 26, 2:00 p.m. Henry Giroux will speak via Skype with Honors Colloquium students about his book, Education and the Crisis in Public Values: Challenging the Assault on Teachers, Students, & Public Education.
	Video of the presentation (available live the day of the event and recorded thereafter)

November 26, Pathway to Freedom: The University of Rhode Island Talent Development Experience. Panel moderated by Edward Givens, assistant director of Talent Development and Earl N. Smith III, adjunct professor of Africana Studies and assistant dean of the College of Arts and Sciences.
	Video of the presentation (available live the day of the event and recorded thereafter)

CANCELED - December 3, The Beauty Salon: Aesthetics and Education. Radio show with Providence Mayor Angel Taveras.

December 10, Finnish Lessons: What Can the World Learn from Educational Change in Finland? Distinguished International Visiting Scholar address by Pasi Sahlberg, director general of the Centre for International Mobility and Cooperation, Helsinki, Finland.
	Video of the presentation (available live the day of the event and recorded thereafter)